A better Completion Agenda: expanding the range of acceptable outcomes in higher education

Sener, John

doi:10.15219/em59.1175

Cited by 4 publications

(4 citation statements)

References 8 publications

(2 reference statements)

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“…With the advent of Web 2.0 technologies, researchers and practitioners have started to explore whether learner-generated content can be an effective additional learning resource (e.g. Sener, 2007;Wheeler, Yeomans, & Wheeler, 2008). The key idea here is that students can inspect, consider, discuss, and take over information from learning objects created by other students.…”

Section: Introductionmentioning

confidence: 99%

Scaffolding students' use of learner-generated content in a technology-enhanced inquiry learning environment

Dijk

Lazonder

2013

Interactive Learning Environments

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Having students inspect and use each other's work is a promising way to advance inquiry-based science learning. Research has nevertheless shown that additional guidance is needed for students to take full advantage of the work produced by their peers. The present study investigated whether scaffolding through an integrated support tool could bring about the desired effect. This tool was embedded in an online inquiry learning environment and outlined the steps in searching for information in peer-created concept maps. It also contained specific directions to assess the quality of the retrieved information. The effectiveness of this search guidance tool was investigated during an inquiry-based science project. Main results indicated that high school students who were supported by the tool (n = 19) developed a more differentiated and interconnected conceptual understanding than students who did not receive this scaffold (n = 23). However, the search guidance tool also seemed to put additional demands on students' self-regulatory abilities, and might therefore require some practice or regulatory support to reach its full potential.

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Section: Introductionmentioning

confidence: 99%

Scaffolding students' use of learner-generated content in a technology-enhanced inquiry learning environment

Dijk

Lazonder

2013

Interactive Learning Environments

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“…The 'student-generated content' concept was derived from user-generated content and emerged in formal learning environments [11]. Other terms that refer to students generating different types of multimedia through their learning process include 'learner-generated content' [12] and 'student as producer' [13] and these are used in different teaching approaches such as project-based learning, group work, and reflection activities.…”

Section: A Practical Rationale: Student-generated Contentmentioning

confidence: 99%

“…Student-generated content engages students with what they are learning [23][24][25], and it may also enhance students' learning performance in summative assessment [23] and student satisfaction [26]. Benefits have also been seen in students' digital literacies and their persistence and motivation to learn [11,22]. Additionally, when students engage specifically in generating educational resources, the benefits can extend to their professional or societal development [12,27].…”

Section: A Practical Rationale: Student-generated Contentmentioning

confidence: 99%

Making the Most of Cognitive Surplus: Descriptive Case Studies of Student-Generated Open Educational Resources

Fatayer,

Tualaulelei

2023

Education Sciences

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Universities are hives of knowledge production and innovation, but the work students produce for assessment is often utilised in a limited way, neglecting a potentially rich intellectual resource. This article investigates an activity that can make use of this resource. It has known benefits for students but is rarely used in higher education—student-generated open educational resources (OER). In descriptive case studies of two projects where students created OER as an assessed part of university coursework, the article explores the impacts of this activity on students’ learning experiences and the educational practice of teaching academics. Drawing upon social constructivist understandings of teaching and learning and a range of quantitative and qualitative data from projects with 156 students and 3 academics, the descriptive case studies illustrate how student-generated OER, guided by an OER development model, positively benefitted learners and educators. The discussion balances these benefits against some of the challenges experienced in the process. The article will argue that student-generated OER could be widely used, but specific supports are necessary for academics to facilitate this activity successfully.

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“…While definitions of modality have shifted over time, the Online Learning Consortium and most higher education institutions use the term “hybrid” or “blended” to refer to courses that contain a mix of online and face-to-face instructional activities and reserve the term “online course” for courses that contain only online activity with no required face-to-face instructional or campus activities (Sener, 2015). Most public relations educators and practitioners surveyed for the commission’s 2012 report “did not accept the validity of totally on-line delivery of courses with no face-to-face contact with the instructor” (CPRE, 2012, p. 9).…”

Section: Literature Reviewmentioning

confidence: 99%

Disruption in PR Education: Online Master’s Degree Programs in Public Relations and Strategic Communication

Weissman

Puglisi

Bernardini

et al. 2018

Journalism & Mass Communication Educator

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This study describes the characteristics of fully online public relations and strategic communication master’s programs offered by regionally accredited nonprofit and public universities in the United States. A website analysis of 53 programs reveals the types of institutions and academic units offering these programs, degrees offered, program names, and basic program requirements. In-depth interviews with 27 program directors provides further insight into the types of students served, overall focus of program curricula, distinguishing program features, and successes and challenges. Despite growth in online education, this appears to be the first study of online master’s programs in public relations and strategic communication.

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A better Completion Agenda: expanding the range of acceptable outcomes in higher education

Abstract: wrong-completion-agenda%E2%80%94andwhat-we-can-do-about-it. 3 Ibidem.

Cited by 4 publications

References 8 publications

Scaffolding students' use of learner-generated content in a technology-enhanced inquiry learning environment

Scaffolding students' use of learner-generated content in a technology-enhanced inquiry learning environment

Making the Most of Cognitive Surplus: Descriptive Case Studies of Student-Generated Open Educational Resources

Disruption in PR Education: Online Master’s Degree Programs in Public Relations and Strategic Communication

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