NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1082816
Record Type: Journal
Publication Date: 2015-Dec
Pages: 30
Abstractor: As Provided
ISSN: ISSN-0735-6331
Constructing a Grounded Theory of E-Learning Assessment
Alonso-Díaz, Laura; Yuste-Tosina, Rocío
Journal of Educational Computing Research, v53 n3 p315-344 Dec 2015
This study traces the development of a grounded theory of assessment in e-learning environments, a field in need of research to establish the parameters of an assessment that is both reliable and worthy of higher learning accreditation. Using grounded theory as a research method, we studied an e-assessment model that does not require physical presence and that combines asynchronous and synchronous (i.e., with videoconferencing) resources. Through a triangulation of questionnaires, interviews, and focus groups, we gathered data from e-learning experts and the instructors and students of a pedagogically innovative online course, ensuring the credibility, transference, consistence, and confirmability of the data. A grounded theory was then developed from the model studied, among whose most striking features was the need to previously design the general aspects of an assessment that is innovative, didactic, reliable, motivating, and criteria generating. Finally, we observed that videoconferencing is an effective resource for guaranteeing the credibility of educational e-assessment.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A