Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Can Student Engagement in Online Courses Predict Performance on Online Knowledge Surveys?
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. University of Rwanda, Rwanda.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2017 (English)In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 16, no 3, p. 73-87Article in journal (Refereed) Published
Abstract [en]

The link between student engagement and academic performance has been widely examined. However, most of these studies have focused on ascertaining the existence of such a relationship on the summative assessment level. By comparing students’ experience points in an online course and students’ scores on online knowledge surveys (KS), this study examined the relationship between student engagement and performance on online KS on the formative assessment level. Knowledge surveys were developed and formatively administered in four sections of an online Integration of ICT in Education course. Using Moodle Feedback Module, knowledge surveys were designed based on three key elements: learning objectives, the course content, and the revised Bloom’s Taxonomy of learning objectives. Using rated multiple choice KS questions, the correlation between students’ scores on KSs and students’ experience points was calculated using SPSS. The results show that students’ confidence levels in ability to answer KS questions increased in some of the course sections and decreased in others.  The student engagement in online course was positively—but weakly—related to student performance on online KS and the strength of this relationship increased as the course unfolded. Our conclusion is that student engagement in online courses would not be an accurate predictor of student performance on online Knowledge surveys right at the beginning of an instructional process.

Place, publisher, year, edition, pages
2017. Vol. 16, no 3, p. 73-87
Keywords [en]
Formative e-assessment, knowledge survey, student engagement
National Category
Information Systems
Research subject
Information Society
Identifiers
URN: urn:nbn:se:su:diva-149416OAI: oai:DiVA.org:su-149416DiVA, id: diva2:1161584
Available from: 2017-11-30 Created: 2017-11-30 Last updated: 2019-01-21Bibliographically approved
In thesis
1. Technology-enhanced formative assessment in higher education: An intervention design of scaffolding student self-regulated learning
Open this publication in new window or tab >>Technology-enhanced formative assessment in higher education: An intervention design of scaffolding student self-regulated learning
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

As online learning is increasingly adopted in higher education institutions, many instructors are faced with the challenges of devising and implementing effective pedagogical practices that advance student learning. One of the challenges points to the design and development of assessment activities that truly inform the teaching and learning process. Despite the fact that both formative and summative assessment are important in teaching and learning, summative assessment has been dominating instructional processes in higher education at the expense of formative assessment. In higher education, in many countries including Rwanda, efforts that are made to practice formative assessment are hampered by a variety of factors that lead to ill-practices. Using technology-enhanced instructional interventions, this study attempted to address these factors. The study aimed at developing technology-enhanced instructional interventions to support student-based formative assessment that promote self-regulated learning. Additionally, this study proposes the design guidelines for the development of such instructional interventions. The study was guided by the following general research question: What are the characteristics of technology-enhanced formative assessment activities that promote student self-regulated learning? This research question was addressed using three specific research questions: (1) How do lecturers and students understand and practice formative assessment and feedback? (2) How can technology-enhanced formative assessment activities help student develop self-regulated learning skills? (3) What design guidelines should be followed in order to develop technology-enhanced formative assessment activities that promote student self-regulated learning? This study used Educational Design Research approach. Technology-enhanced instructional interventions were formatively developed, iteratively tested and evaluated in order to help students develop their self-regulated learning skills. Based on the findings of this study, three improved formative e-assessment packages are proposed as a practical research contribution: online knowledge survey, online peer-scaffolding through student-generated questions and peer-responses, and electronic reflective journals. In addition, based on the findings, this dissertation suggests a set of design guidelines and lessons learned in order to inform other educational practitioners who would like to develop technology-enhanced formative assessment activities that promote student-regulated learning.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2019. p. 105
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 19-003
Keywords
Technology-enhanced learning, formative e-assessment, self-regulated learning, blended learning
National Category
Learning
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-165086 (URN)978-91-7797-592-2 (ISBN)978-91-7797-593-9 (ISBN)
Public defence
2019-03-11, L50, NOD-huset, Borgarfjordsgatan 12, Stockholm, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 5: Accepted.

Available from: 2019-02-14 Created: 2019-01-21 Last updated: 2019-01-31Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Free full text

Search in DiVA

By author/editor
Bahati, BernardFors, UnoTedre, Matti
By organisation
Department of Computer and Systems Sciences
In the same journal
International Journal of Learning, Teaching and Educational Research
Information Systems

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 90 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf