Effective Online Instructional and Assessment Strategies

Gaytan, Jorge; McEwen, Beryl C.

doi:10.1080/08923640701341653

Cited by 383 publications

(261 citation statements)

References 8 publications

Supporting

Mentioning

224

Contrasting

Unclassified

Order By: Relevance

“…Student-instructor communication is one of the greatest predictors of student satisfaction (Croxton, 2014). A convincing line of research underscores the benefits of an instructor's social presence on students' learning performance and engagement in online courses (Dixcon, 2010;Gayton & McEwen, 2007;Thurmond, Wambach, Connors, and Frey, 2002;Young, 2006). However, in our case, we were not involved in our students' private discussion group and we wondered if our students use this communication tool to collaboratively learn or cheat.…”

Section: Introductionmentioning

confidence: 89%

Unmonitored students self-created WhatsApp groups in distance learning environments: A collaborative learning tool or cheating technique

Alghamdi¹,

Rajab²,

Shah³

2016

IJRSET

View full text Add to dashboard Cite

Recent advances of communication technology have brought a myriad of advantages to distance education. Students' interactivity and connectedness are no longer a concern in distance education. Yet, with this comes the challenge of maintaining academic integrity. As online instructors, we noticed a tendency among our online students to opt out of using our courses' formal discussion groups for their course communication, and instead, independently create a group in the social instant messaging app, WhatsApp, away from our direct observation. In this mixed method research, we first investigated what motivate our students (n= 64) to create the WhatsApp group and what types of interaction they engage in as a group. Then, we examined our online students' perceptions of cheating in reference to their participations in the group. Our findings revealed that our online students perceived cheating differently and expressed their objection to the inclusion of the term 'cheating' in the distance-learning contexts, as they believed that distance learning is an open educational environment which permits collaboration and open discussion.

show abstract

Section: Introductionmentioning

confidence: 89%

Unmonitored students self-created WhatsApp groups in distance learning environments: A collaborative learning tool or cheating technique

Alghamdi¹,

Rajab²,

Shah³

2016

IJRSET

View full text Add to dashboard Cite

show abstract

“…Given such findings, it is perhaps not surprising that research further suggests that, in opting to take online courses, postsecondary students frequently prioritize flexibility and convenience over human contact and relationships (see, for example, Braun, 2008;Clayton, Blumberg, & Auld, 2010;Gaytan & McEwan, 2007;Hannay & Newvine, 2006).…”

Section: The Meaning Of Educationmentioning

confidence: 99%

Beyond Social Presence: Facelessness and the Ethics of Asynchronous Online Education

Rose

2017

mje

View full text Add to dashboard Cite

In this position paper, I argue that a focus on achieving and increasing social presence in online courses tends to derail a consideration of the ethical implications and dimensions of the essential facelessness of asynchronous education. Drawing upon the work of Emmanuel Levinas and Nel Noddings, who contended that the face is the basis of caring, ethical relations, I explore what it means for human relations, education, and society in general that learners increasingly come face-to-face with screens rather than with embodied, different others.Dans cet article, je prends position et soutiens que la volonté de mettre en place et d’augmenter la présence sociale dans les cours en ligne a tendance à nuire à une prise en compte des implications et dimensions éthiques de l’anonymat, lequel est inhérent à la formation à distance asynchrone. Pour ce faire, je me base sur les travaux d’Emmanuel Levinas et Nel Noddings, qui allèguent que le visage est à la base de relations éthiques et bienveillantes. J’explore la portée de ce concept en termes de relations humaines, d’éducation et de société en général, dans un contexte où les apprenants sont de plus en plus en relation avec des écrans plutôt qu’avec d’autres êtres humains

show abstract

“…In the general FAO literature, the use of feedback is emphasized, [53][54][55][56][57] particularly as effective FAO assessment practice is often associated with the use of formative [55,[57][58][59] and varied assessment instruments. [54,56,[59][60][61] However, reflecting the general state of undergraduate mathematics research and the nascent state of FAO instruction, little is known about undergraduate mathematics F2F feedback practices in general and FAO practices in particular [62]: In F2F undergraduate mathematics instruction, there is an emphasis on summative assessment, [8,20,29,[63][64][65][66] and assessment feedout (rather than feedback) processes are expected to dominate.…”

Section: Fao Mathematics Feedback Practicesmentioning

confidence: 99%

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

Trenholm

Alcock

Robinson

2015

International Journal of Mathematical Education in Science and

View full text Add to dashboard Cite

Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning.A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the US, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. A novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching.Results show that assessment and feedback practices are varied and complex: In particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer-human interactions (e.g. via CAA systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested.

show abstract

Effective Online Instructional and Assessment Strategies

Cited by 383 publications

References 8 publications

Unmonitored students self-created WhatsApp groups in distance learning environments: A collaborative learning tool or cheating technique

Unmonitored students self-created WhatsApp groups in distance learning environments: A collaborative learning tool or cheating technique

Beyond Social Presence: Facelessness and the Ethics of Asynchronous Online Education

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

Contact Info

Product

Resources

About