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Using structured learning e-journals as a formative e-assessment strategy: Guiding student-teachers to reflect on their learning through the mirror, microscope, and binoculars
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.
2018 (English)In: Proceedings of Society for Information Technology & Teacher Education International Conference / [ed] Elizabeth Langran, Jered Borup, Association for the Advancement of Computing in Education, 2018, p. 1124-1133Conference paper, Published paper (Refereed)
Abstract [en]

Studies on the use of electronic journals to promote reflective learning among student-teachers have mainly focused on the students’ reflection and their learning experience in the context of the teaching practicum. Using e-journal guiding questions and an analytical reflection rubric, this study examined the extent to which the student-teachers reflected on their learning and how their reflective skills evolved through e-journal keeping in the context of the teaching and learning process of a blended course. The results showed that most of the students’ responses to e-journal guiding questions were in non-reflection and reflection levels while few responses were in critical-reflection reflection level. The study also indicated that the longer the time for using e-journals, the more the student-teachers’ reflective skills improved. In the end, the study recommends continued efforts in designing, developing and implementing instructional events whereby student-teachers can have opportunities to exercise and sustain their reflective skills over an extended period of time.

Place, publisher, year, edition, pages
Association for the Advancement of Computing in Education, 2018. p. 1124-1133
Keywords [en]
Formative e-assessment, learning e-journals, student reflection
National Category
Information Systems, Social aspects
Research subject
Information Society
Identifiers
URN: urn:nbn:se:su:diva-156831ISBN: 978-1-939797-32-2 (print)OAI: oai:DiVA.org:su-156831DiVA, id: diva2:1211192
Conference
Society for Information Technology & Teacher Education International Conference (SITE 2018), Washington D.C., USA, March 26-30, 2018
Available from: 2018-05-30 Created: 2018-05-30 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

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