You are here:

Assessment for Online Learning and Online Instruction: Insights from the Literature
PROCEEDINGS

, Towson University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

Abstract

The assessment of online learning and online instruction is a challenging issue in the field of online education. The pedagogical approaches that work in a traditional classroom may not work the same way as it is in an online environment. Therefore, the assessments cannot simply be transferred from the traditional classroom to online instruction. The purpose of this paper is to synthesize the literature regarding online learning and online instruction assessment with the attempt to establish a framework for assessing online learning and online instruction. Key components for online assessment and assessment instruments are presented in this paper based on the review of the literature. A new framework for assessing online teaching and learning was established that consists of four common categories that emerged from the review and discussion of five existing frameworks in the literature of online education. The paper ends with implications for future research and practice.

Citation

Song, L. (2013). Assessment for Online Learning and Online Instruction: Insights from the Literature. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 426-431). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from .

© 2013 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Arend, B.D. (2007). Course assessment practices and student learning strategies in online courses. Journal of Asynchronous Learning Networks, 11(4), 3-17.
  2. Berge, Z.L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 35(1), 22-30.
  3. Buraphadeja, V. & Dawson, K. (2008). Content analysis in computer-mediated communication: Analyzing models for assessing critical thinking through the lens of social constructivism. American Journal of Distance Education, 22(3), 130-145.
  4. Clark, M., Holstrom, L., & Millacci, A.M. (2009). University of Cincinnati: Case study of online student success. Journal of Asynchronous Learning Networks, 13(3), 49-55.
  5. DiSalvio, P. (2009). Seatonworldwide: A case study of student success. Journal of Asynchronous Learning Networks, 13(3), 29-36.
  6. Fasse, R., Humbert, J., & Rappold, R. (2009). Rochester Institute of Technology: Analyzing student success. Journal of Asynchronous Learning Networks, 13(3), 37-48.
  7. Gabriel, M.A. (2004). Learning together: Exploring group interactions online. Journal of Distance Education, 19(1), 54-72.
  8. Gallo, J.A. (2001). A distance learning and training model. Unpublished doctoral dissertation, Pennsylvania State University, University Park.
  9. Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
  10. Garrison, D.R., & Archer, W. (2007). A theory of community of inquiry. In M. Moore (Ed.), Handbook of Distance Education (2nd Ed., pp.77-88). Mahwah, NJ: Lawrence Erlbaum.
  11. Gaytan, J. & McEwen, B.C. (2007). Effective online instructional and assessment strategies. American Journal of Distance Education, 21(3), 117-132.
  12. Hannafin, M., Oliver, K., Hill, J.R., Glazer, E., & Sharma, P. (2003). Cognitive and learning factors in webbased distance learning environments. In M.G. Moore& W.G. Anderson (Eds.), Handbook of distance education (pp. 245-260). Mahwah, NJ: Erlbaum.
  13. Hopper, D.A. (2000). Learner characteristics, life circumstances, and transactional distance in a distance education setting. Unpublished doctoral dissertation, Wayne State University, Detroit.
  14. Kanuka, H., Collett, D., & Caswell, C. (2002). University instructor perceptions of the use of asynchronous text-based discussion in distance courses. American Journal of Distance Education, 16(3), 151-167.
  15. Lockee, B., Moore, D., & Burton, J. (2004). Foundations of programmed instruction. In D.H. Jonassen (Ed.),Handbook of research on educational communications and technology (2nd ed., pp. 545–569).
  16. Meyer, K.A. (2002). Quality in distance education: focus on on-line learning. In A.J. Kezar (Ed.), ASHE-ERIC Higher Education Report (Vol. 29, pp. 1-134). Jossey-Bass.
  17. Moore, G.M. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical Principles of Distance Education (pp. 22-29). New York: Routledge. Retrieved February 26, 2013 from http://www.c3l.unioldenburg.de/cde/found/moore93.pdf
  18. Moore, G.M. (2007). The theory of transactional distance. In M. Moore (Ed.), Handbook of Distance Education (2nd Ed., pp.89-108). Mahwah, NJ: Lawrence Erlbaum.
  19. Moore, J.C. (2011). A synthesis of Sloan-C effective practices. Journal of Asynchronous Learning Networks, 16(1), 91-115. Retrieves from http://sloanconsortium.org/publications/jaln_main Petrides, L.A. (2002). Web-based technologies for distributed (or distance) learning: Creating learning-centered educational experiences in the higher education classroom. International Journal of Instructional Media, 29(1), 69-77.
  20. Quality Matters (2013). Quality Matters Program. Retrieved on February 26, 2013 from http://www.qmprogram.org/ Reeves, T.C. (2003). Storms clouds on the digital education horizon. Journal of Computing in Higher Education, 15(1), 3-26.
  21. Roberts, T.G., Irani, T.A., Telg, R.W., & Lundy, L.K. (2005). The development of an instrument to evaluate distance education courses using student attitudes. American Journal of Distance Education, 19(1), 5164.
  22. Rovai, A.P., & Barnum, K.T. (2003). On-line course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Education, 18(1), 57-73.
  23. Sims, R., Dobbs, G., & Hand, T. (2002). Enhancing quality in online learning: Scaffolding planning and design through proactive evaluation. Distance Education, 23(2), 135-148.
  24. Song, L. & Hill, J.R. (2009). Understanding adult learners’ self regulation in online environments: A qualitative study. International Journal of Instructional Media, 36(3), 263-274.
  25. Song, L., Singleton, E.S., Hill, J.R. & Koh, M.H. (2004) Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education. 7(1), 59-70.
  26. Thurmond, V.A., Wambach, K., & Connors, H.R. (2002). Evaluation of student satisfaction: Determining the impact of a web-based environment by controlling for student characteristics. American Journal of Distance Education, 16(3), 169-189.
  27. Vonderwell, S. (2004). Assessing online learning and teaching: Adapting the minute paper. TechTrends, 48(4), 29-31.
  28. Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussion and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309-328.
  29. Woo, Y. & Reeves, T.C. (2009). Interaction in asynchronous web-based learning environments: Strategies supported by educational research. Journal of Asynchronous Learning Networks, 12(3-4), 179-194.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Pages You've Visited

Abstracts