Reconsidering assessment in online/hybrid courses: Knowing versus learning
An-Chih Cheng, DePaul University, United States ; Michelle E. Jordan, Arizona State University, United States ; Diane L. Schallert, University of Texas, United States
Computers & Education Volume 68, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
This study explores the influence of assessment on students' online written discussions. A two-by-two design was used to understand students' expression of knowledge and of learning in the contexts of “regular” online discussions versus “final test” online discussions. Findings suggested that assessment had an impact on how students interacted online and in their use of rhetorical moves; and that knowing and learning are related but distinct constructs, correlated within each writing context, dissociated across contexts, and performing differentially as a function of students' perceptions of academic demands. We discuss the limitations of traditional assessment, offer an alternative approach, and conclude with practical suggestions for online/hybrid course instructors.
Cheng, A.C., Jordan, M.E. & Schallert, D.L. (2013). Reconsidering assessment in online/hybrid courses: Knowing versus learning. Computers & Education, 68(1), 51-59. Elsevier Ltd. Retrieved March 21, 2023 from https://www.learntechlib.org/p/201183/.
This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2013.04.022