ERIC Number: EJ1153237
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Small Data, Online Learning and Assessment Practices in Higher Education: A Case Study of Failure?
Watson, Cate; Wilson, Anna; Drew, Valerie; Thompson, Terrie Lynn
Assessment & Evaluation in Higher Education, v42 n7 p1030-1045 2017
In this paper, we present an in-depth case study of a single student who failed an online module which formed part of a master's programme in Professional Education and Leadership. We use this case study to examine assessment practices in higher education in the online environment. In taking this approach, we go against the current predilection for "Big Data" which has given rise to "learning analytics," a data-intensive approach to monitoring learning. In particular, we draw attention to the model of the learner produced by learning analytics and to issues of "dataveillance" in online learning. We also use the case to examine assessment in higher education more broadly, exploring the tensions between the requirements for certification and the need for learning. We conclude that assessment practices in higher education may have more to do with "quality assurance" and regulatory frameworks than with "enhancing the student experience" and inculcating the qualities that mark out higher education as an ethical project.
Descriptors: Case Studies, College Students, Student Evaluation, Evaluation Methods, Online Courses, Educational Technology, Technology Uses in Education, Data Collection, Data Analysis, Teaching Methods, Professionalism, Cooperative Learning, Criticism, Leadership Training, Administrator Education, Foreign Countries
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
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)