ASSESSING COLLABORATIVE SKILLS IN A HYBRID PROJECT: A NOVEL FRAMEWORK AND RUBRIC FOR INDONESIAN HIGHER EDUCATION

Bilal Aslam ⁽¹⁾, Shahinur Rahman ⁽²⁾, Tasnia Islam ⁽³⁾, Ruhul Amin ⁽⁴⁾

(1) Lahore University of Science and Technology (LUST), Pakistan,

(2) Dhaka International University, Bangladesh,

(3) Independent University, Bangladesh (IUB), Bangladesh,

(4) Bangladesh University of Business and Technology (BUBT), Bangladesh

Issue
Vol. 3 No. 2 (2025)

Submitted
13 December 2025

Published
8 April 2025

Keywords:

Assessment Framework, Collaborative Skills, Hybrid Learning

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Abstract

The rise of hybrid education in Indonesian higher education has necessitated the development of new assessment approaches to evaluate students’ collaborative skills in digitally mediated learning environments. Traditional group assessment methods often fail to capture the complexity of teamwork processes that occur across both face-to-face and online modalities. This study aims to design, implement, and validate a novel framework and rubric for assessing collaborative competence in hybrid project-based courses. The framework integrates dimensions of digital interaction, task coordination, communication ethics, and reflective collaboration to align with the 21st-century skill requirements in higher education. A design-based research (DBR) methodology was employed, involving three iterative cycles of development, implementation, and evaluation. Participants included 120 undergraduate students from education and engineering faculties at three Indonesian universities. Data were collected through observation, peer-assessment forms, and reflective journals, and analyzed using mixed methods—quantitative reliability testing of the rubric and qualitative thematic analysis of students’ reflections. The findings indicate that the new rubric achieved high inter-rater reliability (Cronbach’s ? = 0.89) and effectively differentiated between levels of collaborative performance. Students demonstrated increased awareness of equitable participation and digital communication norms when the rubric was integrated into formative feedback processes. The study concludes that the proposed framework and rubric offer a practical and context-sensitive tool for assessing collaboration in hybrid higher education settings. The model contributes to both pedagogical assessment design and the broader discourse on digital collaboration in Southeast Asian higher education.

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Authors

Bilal Aslam

Lahore University of Science and Technology (LUST)

Shahinur Rahman

Dhaka International University

Tasnia Islam

Independent University, Bangladesh (IUB)

Ruhul Amin

Bangladesh University of Business and Technology (BUBT)

Aslam, B., Rahman, S. ., Islam, T. ., & Amin, R. . (2026). ASSESSING COLLABORATIVE SKILLS IN A HYBRID PROJECT: A NOVEL FRAMEWORK AND RUBRIC FOR INDONESIAN HIGHER EDUCATION. Journal Neosantara Hybrid Learning, 3(2). https://doi.org/10.70177/jnhl.v3i2.2855