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Course assessment practices and stud...

Arend, Bridget D.

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Course assessment practices and student learning strategies in online college courses.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Course assessment practices and student learning strategies in online college courses./
Author:	Arend, Bridget D.
Description:	243 p.
Notes:	Adviser: James R. Davis.
Contained By:	Dissertation Abstracts International67-05A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3218967
ISBN:	9780542713347

Course assessment practices and student learning strategies in online college courses.
Arend, Bridget D.

Course assessment practices and student learning strategies in online college courses. - 243 p.

Adviser: James R. Davis.

Thesis (Ph.D.)--University of Denver, 2006.

This study suggests that assessment methods are most important in determining the type of learning occurring and grading opportunities are ideal teachable moments in online courses.

ISBN: 9780542713347Subjects--Topical Terms:

1018008
Education, Community College.

Course assessment practices and student learning strategies in online college courses.
LDR:03561nam 2200337 a 45 001 974296
005 20110929
008 110929s2006 eng d
020 $a 9780542713347
035 $a (UMI)AAI3218967
035 $a AAI3218967
040 $a UMI $c UMI
100 1 $a Arend, Bridget D. $3 1298238
245 1 0 $a Course assessment practices and student learning strategies in online college courses.
300 $a 243 p.
500 $a Adviser: James R. Davis.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1701.
502 $a Thesis (Ph.D.)--University of Denver, 2006.
520 $a This study suggests that assessment methods are most important in determining the type of learning occurring and grading opportunities are ideal teachable moments in online courses.
520 $a This study explored assessment practices in online courses and the relationship between assessment and student learning strategies. Assessment practices are important in determining what kind of learning occurs in a course, and online learning environments by their very nature lend themselves towards different assessment practices. However, little is known about online assessment practices or their influence on student learning strategies.
520 $a The study used a mixed-method, two-phase design. In Phase I, 60 online community college courses were sampled across disciplines. Instructor and student surveys and course observations were used to describe the status of course assessment practices and student learning strategies and explore which assessment practices relate to which learning strategies. In Phase II, follow up qualitative investigations of nine courses explored how certain assessment practices influence critical thinking strategies.
520 $a The assessment practices in these online courses appear to match in many areas what is considered best practice in summative and formative assessment. Using multiple assessments and methods, grading student learning over time, and providing frequent and individualized feedback to students are beneficial practices. Both students and instructors seem to focus their efforts on elaboration, critical thinking, and self-regulation strategies, more than rehearsal and organization strategies. However, there are potential areas for improvement, such as using multiple assessors more effectively, adding only an appropriate number of assignments, and ensuring students utilize the frequent feedback they receive.
520 $a Quantitative and qualitative data both indicated that discussions, written assignments, and papers were positively related to critical thinking strategy use whereas final/midterms and non-graded assignments were negatively related. Assignments that were successful in encouraging critical thinking had three areas in common: providing explicit intent to promote critical thinking, allowing time for reflective thinking, and using appropriate instructor guidance. In online discussions that promoted critical thinking, instructor postings were less frequent, more neutral, and used provoking questions. Knowledge retention multiple-choice questions were least useful for understanding student learning and played a formative instead of summative role.
590 $a School code: 0061.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Tests and Measurements. $3 1017589
690 $a 0275
690 $a 0288
690 $a 0710
710 2 0 $a University of Denver. $3 1017461
773 0 $t Dissertation Abstracts International $g 67-05A.
790 $a 0061
790 1 0 $a Davis, James R., $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3218967