<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Shu-Hsuan Chang</style></author><author><style face="normal" font="default" size="100%">Li-Chih Yu</style></author><author><style face="normal" font="default" size="100%">Yen-Kuang Kuo</style></author><author><style face="normal" font="default" size="100%">Yi-Ting Mai</style></author><author><style face="normal" font="default" size="100%">Jen-De Chen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">APPLYING ONLINE PEER ASSESSMENT WITH TOTAL QUALITY MANAGEMENT TO ELEVATE PROJECT-BASED LEARNING PERFORMANCE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">collaborative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">online peer assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">Project-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM course</style></keyword><keyword><style  face="normal" font="default" size="100%">Total Quality Management</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1479497325.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Undergraduate science, technology, engineering, and mathematics (STEM) curriculum emphasize project-based learning (PBL) with peer assessment/on-line peer assessment (PA/OPA). Many studies have stressed that students did not improve over two rounds in PBL with OPA studies and PBL with PA have to adopt team mutual cooperation to reap effective learning. This study proposed an innovative approach that incorporate OPA with TQM as a macro-level instructional tool to guide students in teacher's directing of collaborative project development as well as seeking continuous improvement to elevate Project-Based Learning Performance in a STEM course. The effects of OPA with TQM were examined through an experiment with PBL performances hypotheses. A total of 63 junior students in an university of Taiwan voluntarily participated in this study and a quasi-experimental approach with a two-group design was adopted. The results revealed that the team members using the OPA with TQM approach tended to have higher design skill performance, better cohesive teamwork and creative problem solving attitude. Thus, the proposed approach facilitated team members to collaborate for seeking continuous improvement. However, no significant difference was reported on the influence of enhancing students’ design concept. Implication and suggestions for educators to promote the PBL with OPA and TQM were also provided in the study.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">379-390</style></section></record></records></xml>