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

17 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

Computer Science(all)
Education

Access to Document

10.1016/j.compedu.2013.04.022

Cite this

@article{280f48fe1edc4d63abba7732d2d8c3eb,

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.",

keywords = "Assessment, Asynchronous written discussion, Discourse analysis, Online course, Social learning",

author = "Cheng, {An Chih} and Michelle Jordan and Schallert, {Diane L.}",

year = "2013",

doi = "10.1016/j.compedu.2013.04.022",

language = "English (US)",

volume = "68",

pages = "51--59",

journal = "Computers and Education",

issn = "0360-1315",

publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Reconsidering assessment in online/hybrid courses

T2 - Knowing versus learning

AU - Cheng, An Chih

AU - Jordan, Michelle

AU - Schallert, Diane L.

PY - 2013

Y1 - 2013

N2 - 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.

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.

KW - Assessment

KW - Asynchronous written discussion

KW - Discourse analysis

KW - Online course

KW - Social learning

UR - http://www.scopus.com/inward/record.url?scp=84877992713&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84877992713&partnerID=8YFLogxK

U2 - 10.1016/j.compedu.2013.04.022

DO - 10.1016/j.compedu.2013.04.022

M3 - Article

AN - SCOPUS:84877992713

SN - 0360-1315

VL - 68

SP - 51

EP - 59

JO - Computers and Education

JF - Computers and Education

ER -

Reconsidering assessment in online/hybrid courses: Knowing versus learning

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this