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ERIC Number: EJ1023950
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0158-7919
Student Views on Short-Text Assignment Formats in Fully Online Courses
Earl, Kerry
Distance Education, v34 n2 p161-174 2013
Tertiary educators (and their institutions) are turning to technology to help meet increased demands in a changing environment. Assessment is one area where such moves are being made. This paper reminds us that assessment is more than a summative check on student knowledge and skills, it is an experience and part of the communication, and therefore relationship, between teachers and students. Student experience of assessment impacts on student perceptions of themselves, teacher and course quality. Having previously proposed the benefits of short-text formats for assignment tasks for teachers, this paper reports on a case study of student perceptions of these forms of assessment. Student responses were gathered using an online survey after a 12-week fully online undergraduate course. Findings suggest short-text assignments are rated highly by students not because of a shorter word count but because students appreciated the variety and creativity aspects to these assignments.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand