ERIC Number: EJ1136246
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 35
Creating First-Year Assessment Support: Lecturer Perspectives and Student Access
Dargusch, Joanne; Harris, Lois R.; Reid-Searl, Kerry; Taylor, Benjamin A.
Distance Education, v38 n1 p106-122 2017
While online courses provide opportunities for a range of assessment tools and resources, little is known about how lecturers might best provide assessment cues to support diverse cohorts. This study explored how lecturers communicate messages about assessment expectations to first-year students in two courses at an Australian regional university (Nursing, n = 323; Engineering, n = 153), and how students accessed the assessment resources. A comparative case study methodology was used. Data included interviews with course coordinators to identify the assessment cues provided, course online content related to assessment and data recording student access of assessment resources. Diverse messaging systems were observed and verbal and written cues were abundant and embedded throughout both courses; however, not all students accessed all cues. What remains unclear is how students might bring together these cues in a productive way. Further research must explore the extent to which students can be better supported to improve their learning.
Descriptors: Online Courses, College Freshmen, Foreign Countries, Lecture Method, Nursing Education, Engineering Education, Comparative Analysis, Case Studies, Cues, Mixed Methods Research, Integrated Learning Systems, Interviews
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia