Enhancing peer-assessment in higher education within a Collaborative Online International Learning (COIL) project between Italy and Finland

Myrna Pario; Olli Vesterinen; Davide Parmigiani; Elisabetta Nicchia; Emiliana Murgia; Slaviša Radović; Chiara Silvaggio

doi:10.60923/issn.1970-2221/21511

Autori

Myrna Pario University of Genoa - Genoa, Italy / Istituto per le Tecnologie Didattiche (ITD), CNR - Genoa, Italy https://orcid.org/0009-0004-0375-530X

Myrna Pario is a second-year PhD student in Social Sciences – Migrations and Intercultural Processes at the University of Genoa (Italy), where she is a member of the AGIRE (AGency, Inclusion, Research and Equity in Teacher Education) research group. Her research interests include pre-service and in-service teacher education, artificial intelligence in teacher education, self-regulated learning, digital technologies, and school inclusion. She has participated in several international visiting periods in Belgium, Spain, and Portugal.
Olli Vesterinen Haaga-Helia University of Applied Sciences - Helsinki, Finland https://orcid.org/0000-0001-7340-758X

Principal lecturer works at Haaga-Helia UAS School of Professional Teacher Education where he coordinates VE-RDI research group. It focuses on research and development in Vocational Education and Training (VET). He is an expert on Digital Learning, Ethics of Artificial Intelligence (AI), and Media Literacy. He has wide experience in developing novel digital pedagogical solutions for higher education and secondary education. Dr. Vesterinen has led digital pedagogy and pedagogical capacity building in higher education. He has also held managerial position at the Ministry of Education and Culture in Finland, developing digitalization of Finnish schools. He has contributed to various European and global RDI projects ranging from EU-wide development of shared teacher education programs to project expert role and Finnish representative role in Nordic Network of Digital Inclusion.
Davide Parmigiani University of Genoa - Genoa, Italy https://orcid.org/0000-0003-0985-3862

Davide Parmigiani is associate professor of education at University of Genoa. He is past president of ATEE, Association for Teacher Education in Europe (https://atee.education/) and past president of WFATE – World Federation of Associations of Teacher Education. Additionally, he was member of the Working Group on Schools, Sub-group on Pathways to School Success managed by the European Commission from 2021 till 2025. He is head of Teacher Education Programme for Secondary Schools at university of Genoa. His research interests are focused on the use of Artificial intelligence in Teacher Education, Teaching and assessment strategies, Educational technology, Internationalization of Teacher Education.
Elisabetta Nicchia University of Genoa - Genoa, Italy https://orcid.org/0009-0009-8196-4808

Elisabetta Nicchia is a third-year PhD student in Learning Sciences and Digital Technologies at the University of Genoa (Italy), where she is a member of the AGIRE (AGency, Inclusion, Research and Equity in Teacher Education) research group. Her research interests include pre-service and in-service teacher education, formative assessment, digital technologies, and higher education. She has gained several international visiting experiences in Finland, Switzerland, France, Spain, Austria, and Portugal.
Emiliana Murgia University of Genoa - Genoa, Italy https://orcid.org/0000-0002-9728-1771

Emiliana Murgia is an education professional and researcher with over 25 years of teaching experience spanning primary and secondary education. Currently teaching Literature at secondary level whilst completing a PhD in Learning Sciences and Digital Technologies (third year). Holds a Master's degree in Literature and postgraduate qualifications in Communication, Marketing, and Educational Management. Since 2018, active member of an international research group investigating Information Retrieval Systems (IRS) for K-12 students within the Searching as Learning (SAL) framework. Research expertise centres on children's use and design of information retrieval tools in classroom settings, with a proven track record in designing, delivering, and evaluating educational programmes.
Slaviša Radović University of Genoa - Genoa, Italy https://orcid.org/0000-0001-8840-6053

Slaviša Radović is a postdoctoral educational researcher studying the dynamic interplay between effective pedagogical principles, advanced learning technologies, and productive learning behaviours. His work focuses on designing educational environments that support students' self-regulation while fostering more effective, efficient, and enjoyable learning experiences.
Chiara Silvaggio University of Genoa - Genoa, Italy

Chiara Silvaggio is currently a primary school teacher after taking her teacher education program at University of Genoa (Italy). She had several international teaching experiences in the Netherlands, Finland and Norway. She took a master course specialisation in Italian language and culture teaching to non-speakers at Ca’ Foscari University of Venice which allows her to teach also in the Centre of Adult Education of her area. She carries on courses for in service-teachers about educational technology and strategies.

DOI:

https://doi.org/10.60923/issn.1970-2221/21511

Parole chiave:

istruzione universitaria, valutazione tra pari, apprendimento internazionale, apprendimento online, apprendimento collaborativo

Abstract

Questo articolo presenta i risultati di un progetto di Collaborative Online International Learning (COIL) che ha coinvolto studenti dell’Università di Genova e della Haaga-Helia University of Applied Sciences di Helsinki. L’obiettivo era analizzare se e come il COIL potesse migliorare le competenze di peer-assessment, esaminando le relazioni tra aspetti collaborativi, interazione online e internazionalità. La ricerca, di tipo qualitativo, ha coinvolto 34 partecipanti (24 italiani e 10 finlandesi), di età compresa tra 26 e 40 anni, impegnati in attività sincrone e asincrone. I risultati evidenziano che il lavoro in gruppi internazionali è percepito come un contesto efficace per sviluppare abilità multilinguistiche, pensiero critico e collaborazione tra pari. In particolare, la dimensione internazionale favorisce il miglioramento delle capacità di peer-assessment, grazie al confronto con prospettive diverse che arricchiscono i processi di feedback. Inoltre, emerge una percezione positiva del COIL nella promozione di ambienti di apprendimento inclusivi, utili a preparare gli studenti alle future sfide professionali.

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Valutazione tra pari in contesto universitario: Un progetto di Collaborative Online International Learning (COIL) tra Italia e Finlandia

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