Does practice make perfect? The effect of online formative assessments on students’ self-efficacy and test anxiety

Blondeel, Eva; Everaert, Patricia; Opdecam, Evelien

doi:10.1016/j.bar.2023.101189

Cited by 9 publications

(4 citation statements)

References 67 publications

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“…Next, this study develops a research model only rooted in the S-O-R model to offer a strong foundation for understanding medical professionals’ LP in MOOCs. The input-environment-output (IEO) model, introduced by Astin (1984), is frequently used in the higher education field, and it emphasizes why and how learners grow and change through their involvement experiences (Ahmad et al , 2012; Vos and Armstrong, 2019; Blondeel et al , 2023). To increase the completeness of the findings, further research may combine the S-O-R model with the I-E-O model to examine how stimuli and input (e.g.…”

Section: Discussionmentioning

confidence: 99%

Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?

Cheng

2023

ITSE

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Purpose The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs). Design/methodology/approach Sample data for this study were collected from medical professionals at six university-/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study. Findings This study certified that medical professionals’ perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals’ LP in MOOCs. Originality/value This study uses the S-O-R model as a theoretical base to construct medical professionals’ LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals’ organisms of MOOCs adoption. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study’s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals’ LP in MOOCs is well-documented.

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Section: Discussionmentioning

confidence: 99%

Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?

Cheng

2023

ITSE

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“…Moreover, studies show that procrastination is a frequent practice among students (Steel, 2007;De Paola, Gioia and Scoppa, 2023) and this is a major problem in the case of technical courses such as accounting. Formative assessment is thought to have a positive influence on procrastination behaviour and therefore on students performance, increasing self-efficacy and decreasing test anxiety (Blondeel, Everaert and Opdecam, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In an online environment this is important because the teacher has limited access to the students and limited tools to interact with them (Tartavulea et al, 2020;Januszewski and Buchalska-Sugajska, 2022;Blondeel, Everaert and Opdecam, 2023). Also, the solution introduced in this paper is represented by a homework, a form of formative assessment.…”

Section: Introductionmentioning

confidence: 99%

The Question of the Week Approach for Online Teaching

Dumitru¹,

Gorgan²,

Jinga³

2023

New Trends in Sustainable Business and Consumption

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The objective of the paper is to introduce a teaching strategy designed to improve students’ engagement in management accounting classes. During the pandemics, the authors of this paper introduced a new requirement for the students, the question of the week. Instead of a normal homework, the teachers designed new questions, involving aspects from several chapters, with a higher degree of difficulty, or designed questions which required each student to introduce his or her own figures. The method describes the context and an example of application with solution. The results indicate that the questions improved the student engagement and their understanding of the concepts. The approach is original, as it helps the teacher to create example for each student. It can be used in both online and face-to-face teaching.

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“…To craft impactful feedback for minimally supervised contexts, we drew inspiration from the wealth of insights by education researchers 54 , 55 . Educators adeptly employ two common types of assessments, formative and summative, across diverse domains, such as language learning 56 , accounting courses 57 , and online classrooms 58 , demonstrating the versatility of these strategies in fostering student learning. Furthermore, these assessments help both children 59 and adults 60 .…”

Section: Introductionmentioning

confidence: 99%

Closing the loop in minimally supervised human–robot interaction: formative and summative feedback

Mohan,

Nunez,

Kuchenbecker

2024

Sci Rep

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Human instructors fluidly communicate with hand gestures, head and body movements, and facial expressions, but robots rarely leverage these complementary cues. A minimally supervised social robot with such skills could help people exercise and learn new activities. Thus, we investigated how nonverbal feedback from a humanoid robot affects human behavior. Inspired by the education literature, we evaluated formative feedback (real-time corrections) and summative feedback (post-task scores) for three distinct tasks: positioning in the room, mimicking the robot’s arm pose, and contacting the robot’s hands. Twenty-eight adults completed seventy-five 30-s-long trials with no explicit instructions or experimenter help. Motion-capture data analysis shows that both formative and summative feedback from the robot significantly aided user performance. Additionally, formative feedback improved task understanding. These results show the power of nonverbal cues based on human movement and the utility of viewing feedback through formative and summative lenses.

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Does practice make perfect? The effect of online formative assessments on students’ self-efficacy and test anxiety

Cited by 9 publications

References 67 publications

Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?

Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?

The Question of the Week Approach for Online Teaching

Closing the loop in minimally supervised human–robot interaction: formative and summative feedback

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