105066 - A comparison of undergraduate student experiences of assessed versus nonassessed participation in online asynchronous discussion groups.pdf (204.74 kB)
Download fileA comparison of undergraduate student experiences of assessed versus nonassessed participation in online asynchronous discussion groups: Lessons from a cross disciplinary study in health and sociology
conference contribution
posted on 2023-05-23, 10:36 authored by Tracy DouglasTracy Douglas, Carey MatherCarey Mather, Sandra MurraySandra Murray, Earwaker, L, Allison JamesAllison James, Jane PittawayJane Pittaway, Robards, B, Salter, SThis paper discusses a pilot study investigating perceptions from undergraduate students enrolled in units in which asynchronous online discussion boards were utilised formatively or linked to summative assessment. Of the influences that determine level of student engagement in online discussions, one key factor is whether discussions are assessed. Whilst assessing student discussions does motivate participation, this approach is not always valued by students as they are critical of the value of asynchronous discussion boards to their learning. The type of postings can be an influencing factor in student engagement, with effective facilitation, clear purpose and group participation perceived to be important. Students also viewed discussion boards as a platform in which peer engagement and information sharing occurred. Students who were enrolled in a unit in which discussion postings were assessed demonstrated emerging critical thinking skills. Students strongly indicated discussion boards must be fit-for-purpose and integrated into the curriculum regardless of whether they are assessed or not.
History
Publication title
Globally connected, digitally enabled: Proceedings of Ascilite 2015Editors
T Reiners, BR von Konsky, D Gibson, V Chang, L Irving & K ClarkePagination
424-428Department/School
School of Health SciencesPublisher
ASCILITEPlace of publication
AustraliaEvent title
ASCILITE 2015Event Venue
Perth, AustraliaDate of Event (Start Date)
2015-11-29Date of Event (End Date)
2015-12-02Rights statement
Copyright The Authors Creative Common Attribution CC-BYRepository Status
- Open