Reconsidering assessment in online/hybrid courses: Knowing versus learning

An Chih Cheng; Michelle Jordan; Diane L. Schallert

doi:10.1016/j.compedu.2013.04.022

Reconsidering assessment in online/hybrid courses: Knowing versus learning

An Chih Cheng, Michelle Jordan, Diane L. Schallert

Teacher Preparation, Division of

Research output: Contribution to journal › Article › peer-review

21 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	51-59
Number of pages	9
Journal	Computers and Education
Volume	68
DOIs	https://doi.org/10.1016/j.compedu.2013.04.022
State	Published - 2013

Keywords

Assessment
Asynchronous written discussion
Discourse analysis
Online course
Social learning

ASJC Scopus subject areas

General Computer Science
Education

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10.1016/j.compedu.2013.04.022

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title = "Reconsidering assessment in online/hybrid courses: Knowing versus learning",

abstract = "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.",

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AB - 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.

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KW - Asynchronous written discussion

KW - Discourse analysis

KW - Online course

KW - Social learning

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Reconsidering assessment in online/hybrid courses: Knowing versus learning

Abstract

Keywords

ASJC Scopus subject areas

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