Evaluating Students' Written Performance in the Online Classroom

Bauer, John; Anderson, R. S.

doi:10.1002/tl.849

Cited by 11 publications

(7 citation statements)

References 11 publications

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“…The quality of each written report was evaluated by one of the authors and a senior research assistant who was blind to the study hypotheses. The coding scheme was developed from Bauer and Anderson (2000) and focused on four quality components: report expectations, content assessment, integration of optional source information, and expression in writing. 1 All components were rated on a 4-point Likert-type scale, and the overall quality of the report was calculated by averaging these four ratings.…”

Section: Methodsmentioning

confidence: 99%

When Self-Management and Surveillance Collide

Jensen

Raver

2012

Group & Organization Management

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Despite arguments for the benefits of self-management for enhancing employees’ motivation to work toward organizational goals, many managers fail to give their employees control and instead engage in surveillance to gain compliance. Drawing on personal control and reactance theories, the authors propose self-management would relate to increased discretionary contributions, that is, organizational citizenship behavior (OCB), but when supervisory surveillance is also in place, OCB would be diminished and counterproductive work behavior (CWB) would increase. The authors further propose that these effects would be mediated by employees’ perceptions of autonomy and the degree to which they believe the organization trusts them. Two studies establish the beneficial effects of self-management on OCB and illustrate the detrimental effects for employees and organizations when self-management and surveillance collide.

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Section: Methodsmentioning

confidence: 99%

When Self-Management and Surveillance Collide

Jensen

Raver

2012

Group & Organization Management

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“…While little research has been found that analyzes the success of online high schools, much has been written regarding what experts believe should be taken into account when creating online courses. Consistent themes are that the courses ought to make use of a variety of technological techniques, be interactive, and emphasize student-to-student and student-to-teacher communication (Bauer & Anderson, 2000;Lopez, 2003). Student-centered, constructivist, online courses are often recommended where the instructor frames the discussions to be handled through student-to-student and/or student-to-teacher communication.…”

Section: Online High Schoolsmentioning

confidence: 99%

Impact of Group Work and Extended Essay Writing on Online Advanced Placement Program® Student Performance

Handwerk

2007

ETS Research Report Series

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Online high schools are growing significantly in number, popularity, and function. However, little empirical data has been published about the effectiveness of these institutions. This research examined the frequency of group work and extended essay writing among online Advanced Placement Program® (AP®) students, and how these tasks may have impacted their AP exam performance. Hierarchical, set‐wise regression models found little to no impact of group work or extended essay writing on multiple‐choice, free response, or composite scores across 9 AP exams administered from 2003–2005. These models included student sex, race, and year in school as independent variables; covariates were the number of previous AP exams taken by the student and PSAT/NMSQT® scores. Implications for online providers and for future research of online high schools are discussed.

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“…Others have proposed even more procedurally focused criteria, such as Bauer and Anderson (2000), who advocated assessment that focuses on the degree to which a student uses complex, grammatically correct sentences on a regular basis. Morrison and Ross (1998) recommended that points be deducted for off-topic comments students make to the collaborative discourse.…”

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confidence: 99%

Linguistic Discourse Variables as Indicators of Reflective Online Interaction

Hawkes

2006

American Journal of Distance Education

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The purpose of this study was to determine the efficacy of traditionally spoken linguistic analysis approaches for understanding the nature and outcomes of online interaction. The study took place with twenty-eight elementary school teachers in ten suburban Chicago schools involved in a technology-supported, problem-based learning curriculum development effort. The asynchronous and face-to-face communications of participants were monitored to test the utility of linguistic discourse variables for understanding interaction. The evidence showed that similar sense-making and interaction strategies are used in both face-to-face and online dialogue but that the strategies were significantly more prevalent in the face-to-face than online dialogue. When critical reflection was studied as an outcome of both forms of dialogue, asynchronous electronic communication was significantly more reflective than face-to-face discourse.Distance learning researchers and instructors continue to have a fascination with online interaction. This interest evolves from a desire among online instructors to have learners take part in high quality, online interactions (Slagter van Tryon and Bishop 2005). Because the literature on online learning shows that the quality of dialogue and the development of the learner depend heavily on facilitation, instructors work tirelessly to promote worthwhile exchanges between online learning participants (Keeley 2004;Slocum, Towns, and Zielinski 2004;Taylor 2005). Ultimately, the extent to which learners find value in their online learning experience and are satisfied with the results rests on the quality of those interactions (Dooley, Kelsey, and Lindner 2003).

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Evaluating Students' Written Performance in the Online Classroom

Abstract: Professors can evaluate students' written performance in the online classroom by using rubrics to assess content, expression, and participation. The e‐folio provides professors with a summative assessment in the online course.

Cited by 11 publications

References 11 publications

When Self-Management and Surveillance Collide

When Self-Management and Surveillance Collide

Impact of Group Work and Extended Essay Writing on Online Advanced Placement Program® Student Performance

Linguistic Discourse Variables as Indicators of Reflective Online Interaction

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