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This accounts for a field experiment in the context of a MSc program aimed at fostering cooperation and group learning. Building on an opportunity brought about by a strongly increasing heterogeneity of the student intake, we developed a peer-review system over two years. The main aim of this peer-review system was to bolster the development of strategies for cooperation inside and outside of the classroom over the academic year. Overall the experiment showed that - on average - peer-reviewing was strongly contributing to the development of cooperation strategies. Secondary insights derived from the experiments included the ideas that a smart grouping is important for the ability to develop efficient cooperation strategies, that peer-reviewing generates winners and losers in the sense that a few groups may fail to reach a functional state, that individuals tend to specialize in their role within the group, and this specialization correlates with self-perception and perception by others. |
