Blogs and the design of reflective peer‐to‐peer technology‐enhanced learning and formative assessment

Abstract

PurposeThe purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer‐to‐peer learning can be designed and provided in online higher education.Design/methodology/approachThe research relies on a qualitative approach. The empirical setting comprised an online higher education course in which 23 students were enrolled. All students wrote individual blogs, and the analysis was done using all postings and comments from the blogs. For the analysis the ICE (Ideas, Connections, and Extension) three level classification model was used.FindingsThe designed blog exercise turned into an informal and formative type of assessment that scaffolds the students' learning, providing a reflective peer‐to‐peer technology‐enhanced learning design.Research limitations/implicationsThe study is limited to one online higher education course. Additional research on educational technology and e‐assessment is needed. In particular, research on the informed design of technology‐enhanced learning practices characterized by formative e‐assessment and the role of the designed use of blogs in the facilitating and enhancement of the students' peer‐to‐peer learning.Practical implicationsThe paper demonstrates that the design and use of blogs embrace a formative assessment approach that cultivates the students' reflective peer‐to‐peer learning.Originality/valueThe paper provides insight into the designed use of blogs in online higher education together with the potential in formative assessment for learning. The ICE three‐level classification model provides a dynamic possibility to analyze online higher educational practices.

Formative assessment in higher education: analysis of the experience

“…Apkopojot pētījumā iegūto informāciju un saistot to ar iepriekš nosauktajiem formatīvās vērtēšanas aspektiem, ir pamats apgalvot, ka studenti apzinās atgriezeniskās saites nepieciešamību, jo sniedz iespēju novērst plaisu starp pašreizējo un vēlamo sniegumu, veicina pašnovērtējuma attīstību, rosina pozitīvas motivācijas pārliecību un pašcieņu, kā arī sniedz informāciju pedagogiem, kas var palīdzēt uzlabot mācīšanu, atbilstoši labas atgiezeniskās saites principiem (Nicol & Macfarlane-Dick, 2004). Studiju kursa laikā praktizēto kolēģu vērtēšanu, kas literaturā atzīmēta kā nepieciešama, lai nodrošinātu mācīšanās procesa veicināšanu (Olofsson, Lindberg & Hauge, 2011), studenti pieņēma, tomēr viņi tai ir jāsagatavo, lai tas kļūtu par ierastu praksi, kas sasaucas ar J.Laighta pētījumā norādīto. Uz mācīšanās un mācīšanas procesa uzlabošanas iespējām, izmantojot formatīvo vērtēšanu, norāda gan studenti, gan docētāji, kas atbilstformatīvās vērtēšanas pētījumos atklātajam (Black et al, 2003;Sadler, 1989;Attard et al, 2011).…”

“…Vienaudžu vērtēšana akcentēta arī pētījumā par reflektīvo tehnoloģijās balstīto formatīvo vērtēšanu (Olofsson, Lindberg & Hauge, 2011), kurā autori secina, ka vienaudžu vērtēšana paaugstina mācīšanos kā daļa no formatīvās vērtēšanas.…”

Learning styles and approaches: Can reflective strategies encourage deep learning?

“…2 If learning outcomes and assessments are the driving force for a student to adopt a certain approach and deep learners are the students who achieve a level of mastery and reflection, then perhaps assessment requirements and teaching methods need to be modified to address this problem. A solution to foster and develop students to adopt a deep approach to learning would be (i) to incorporate reflective practices 73,[79][80][81][82] in pharmacy curricula 11 ; (ii) constructively align assessments to include a reflective component such as a reflective essay, 70,83 reflective statement, 71,84 reflective video, 16,73,[85][86][87] reflective blog, [88][89][90][91][92][93] reflective portfolio, 94-109 reflective journal, [110][111][112][113][114][115] or reflective diary 116,117 ; (iii) apply teaching methods to foster student engagement in learning tasks; (iv) for educators to provide clearly stated academic expectations and timely feedback. This will (i) encourage surface and strategic learners to develop skills in reflective practice, 73,118 (ii) foster their reflective thinking, 75,76 (iii) enhance application and integration of course material in practice, 11 (iv) improve clinical competency through clinical reasoning skills, and (v) enhance a deeper understanding of crucial concepts in pharmacy education, through enhanced student engagement.…”

Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills

“…Here learner involvement in a reflective process of assessment has been found to be a valuable part of the formative assessment process (Rogers et al 2017). A relatively simple use of IT to facilitate this process is seen in the use of reflective blogs (see for example Olofsson et al 2011;Wilson et al 2016).…”