Investigating feedback implemented by instructors to support online competency-based learning (CBL): a multiple case study

Wang, Huanhuan; Tlili, Ahmed; Lehman, James Daniel; Lu, Hang; Huang, Ronghuai

doi:10.1186/s41239-021-00241-6

Cited by 33 publications

(30 citation statements)

References 29 publications

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“…Teachers must consider various steps to successfully implement competency-based learning and assessment. First, they must conduct diagnostic activities for their students to identify their existing knowledge [17]. Usually, this is based around the competencies of the learner and helps the personalization of the teaching approach.…”

Section: Competency-based Learning and Assessmentmentioning

confidence: 99%

“…The next step is for teachers to identify the assessment activities. Automated grading is effective here, especially in low-level cognitive domains [17]. However, while investigating higher level cognitive skills, educators may have to consider direct assessments, such as observational grading, written essays, and case study analyses.…”

Section: Competency-based Learning and Assessmentmentioning

confidence: 99%

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Perspective Chapter: Performance-Based Assessment through Inquiry-Based Learning

AlShamsi¹

2023

Higher Education - Reflections From the Field - Volume 4

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Due to the COVID-19 pandemic, students were suddenly required to complete their assessments online. Higher education (HE) institutions and instructors likewise were suddenly forced to ensure competency achievement among students online. At many (HE) institutions, competency-based learning is mandatory. Approaching online assessment through online competency-based performance assessment is crucial to achieving institutions’ expectations. Online competency-based performance assessment is challenging; however, the use of an inquiry-based learning (IBL) allows teachers and students to involve themselves at a deeper level of instruction through differentiated activities. The assessment procedure through IBL implies an alternative view of instructors when designing their assessment, learning, and achievement of the learning objectives. The proposed conceptual framework involves a combination of competency-based learning principles, performance assessment, and IBL. In the initial stage, it is proposed to design differentiated IBL activities following the task description, considering the required competencies to be achieved. The final stage is tackling it as an assessment framework that focuses on performance for final summative purposes.

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Section: Competency-based Learning and Assessmentmentioning

confidence: 99%

Section: Competency-based Learning and Assessmentmentioning

confidence: 99%

Perspective Chapter: Performance-Based Assessment through Inquiry-Based Learning

AlShamsi¹

2023

Higher Education - Reflections From the Field - Volume 4

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“…The connections made between learning tasks, instruction, and assessment feedback support students in achieving meaningful learning. Connective feedback helps students navigate through blended and blended learning that connects new learning tasks and different instructional modules that helps make sense of assessment results (Wang et al, 2021)…”

Section: Didactic Strategies For Meaningful Learningmentioning

confidence: 99%

Strategies for meaningful learning in higher education

Vargas-Hernández¹,

Vargas-González

2022

J. Res. Instr.

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This work aims to analyze and explain the didactic strategies used to achieve meaningful learning. The problem addressed here is the need to change traditional didactic teaching in higher education programs toward more meaningful learning-oriented approaches. It begins under the assumption that meaningful learning is created if students are given freedom and confidence, they can find their own answers and developing their knowledge, both in the classroom and in practical life. The method used is the analytical-descriptive one of the reviews of the literature of the main authors who have given rise to this approach, its elements and the didactic strategies used. The result of the analysis shows the need to move from traditional didact teaching in higher education programs toward more meaningful learning-oriented strategies. It is concluded that the design and implementation of didactic strategies focused on meaningful learning with the application of active didactic methodologies and strategies in meaningful learning processes depending on the context in which it takes place, obtains better results in the training of professionals. It is recommended that teaching in higher education should abandon traditional didactics and embrace more meaningful oriented teaching strategies.

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“…Due to pandemic, online learning has turned into a hot issue of much greater concern than ever, and recent studies have been undertaken from varied aspects (e.g., Joosten and Cusatis, 2020 ; Mensink and King, 2020 ; Hergüner et al, 2021 ; Wang et al, 2021 ). Researchers agreed on the fact that many students enrolled in online education and adapted gradually to the new learning environment, their experiences vary from person to person.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding Learners’ Metacognition of Online Teacher Feedback Amid COVID-19: A Case Study in a University Livestream Instruction Context

et al. 2022

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While research on metacognition in second language (L2) learning has burgeoned in the past two decades, its relation to actual teaching behaviors, such as teacher feedback, remains to be fully described and explained in L2 classroom, especially in livestream English teaching settings. To fill this gap, this case study examined how learners utilize and regulate metacognition of online teacher feedback during COVID-19 in a Chinese inner land university. Data were gathered through semi-structured interviews. With qualitative and interpretive analysis, it is revealed that leaners positively receive online teacher feedback for its detrimentalness together with a growth mindset and high levels of resilience, but, on the whole, there is a metacognitive deficit: they misinterpret self-consciousness about online feedback which is underpinned by a conception of tasks that characterizes online L2 learning. This research expands our understanding of L2 learning processes pertaining to awareness and management of teacher feedback receiving and may also shed light on solutions to empower livestream teaching by building external scaffolding devices to compensate weaknesses of online L2 education during the pandemic and beyond.

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Investigating feedback implemented by instructors to support online competency-based learning (CBL): a multiple case study

Cited by 33 publications

References 29 publications

Perspective Chapter: Performance-Based Assessment through Inquiry-Based Learning

Perspective Chapter: Performance-Based Assessment through Inquiry-Based Learning

Strategies for meaningful learning in higher education

Understanding Learners’ Metacognition of Online Teacher Feedback Amid COVID-19: A Case Study in a University Livestream Instruction Context

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