Open AccessThe effect of assessment on the outcomes of asynchronous online discussion as perceived by instructors
Author(s) -
Chris Klisc,
Tanya McGill,
Valerie Hobbs
Publication year - 2009
Publication title -
australasian journal of educational technology
Language(s) - English
Resource type - Journals
eISSN - 1449-5554
pISSN - 1449-3098
DOI - 10.14742/ajet.1114
Subject(s) - asynchronous communication , online discussion , asynchronous learning , variety (cybernetics) , online assessment , computer science , online learning , computer mediated communication , psychology , distance education , medical education , educational technology , mathematics education , multimedia , teaching method , the internet , world wide web , cooperative learning , formative assessment , artificial intelligence , medicine , synchronous learning , computer network
Asynchronous online discussion is used in a variety of ways, both in online learning environments and in traditional teaching environments where, increasingly frequently, a blended approach is adopted. However the anticipated benefits of this tool in improving student learning outcomes are still being debated. One of the many factors affecting the outcomes of asynchronous online discussion is that of assessment. This study investigated the influence of assessment of discussion postings on the achievement of discussion outcomes as perceived by instructors. The findings indicate that the incorporation of assessment results in higher levels of discussion outcomes than if no assessment were used. The use of a subsequent assessment based on the online discussion was also examined, but the results were inconclusive.
Accelerating Research
Robert Robinson Avenue,
Oxford Science Park, Oxford
OX4 4GP, United Kingdom
Address
John Eccles HouseRobert Robinson Avenue,
Oxford Science Park, Oxford
OX4 4GP, United Kingdom