Self- and Peer-Ratings of Digital Collaborative Tasks in Developing a Shared Google Sites

Abstract

Since its free inception into the web in 2008 and continuous updates by Google, most studies have found that Google Sites generate digital collaborative opportunities in multidisciplinary contexts. However, only a few studies focused on self- and peer-ratings of digital collaborative tasks. Thus, this study aimed to gauge pre-service teachers’ self- and peer-ratings of digital collaborative tasks in developing a shared Google Sites for four courses. A mixed-method sequential explanatory design was employed, and 44 pre-service teachers were purposefully selected to respond to a survey and focus group interviews. Responses from the survey were analysed in Facets software for category functioning of the rating scale, item functioning for self- and peer- ratings statements and pre-service teachers’ internal consistency while the interview responses were analysed thematically. Findings show that the rating scale used generally functioned to gauge pre-service teachers’ self and peer-ratings. The interview responses corroborated the quantitative results in which most pre-service teachers concurred that developing a shared Google Sites for their courses fosters teamwork and communication skills. The implication of this study lies in utilizing self- and peer-rating in digital collaborative tasks for post-pandemic learning strategies.