ror.org/03yjb2x39
Abstracts
Abstract
COVID-19 social distancing measures forced many university courses to be offered online. The performance-based assessments originally designed for in-person learning may not work well in online environments. This study investigated students’ perceptions of performance-based assessments, and their associated resources, during a course that was offered both in-person and online. The results from 312 undergraduate education students (n = 248 in-person and n = 64 online) indicated all the resources for one of the two assessments were rated statistically significantly higher by students who attended the course in-person. This indicated students who completed the course in-person had a stronger interaction with the assessment resources and rating having higher cognitive and affective skills needed to perform a similar assessment task in their future classrooms. Online students indicated some resources, such as assessment instructions and scoring rubrics, should be better explained during the course for more clarity regarding expectations.
Keywords:
- performance-based assessment,
- online learning,
- in-person learning,
- large lectures,
- post-secondary ed
Résumé
Les mesures de distanciation sociale ont contraint de nombreuses universités à proposer des cours en ligne. Les évaluations basées sur les performances, conçues à l'origine pour l'apprentissage en personne, peuvent ne pas fonctionner correctement dans les environnements en ligne. Cette étude s'est intéressée à la perception qu'ont les étudiants des évaluations basées sur les performances et des ressources associées, dans le cadre d'un cours dispensé à la fois en présentiel et en ligne. Les résultats obtenus auprès de 312 étudiants en éducation de premier cycle (n = 248 en personne et n = 64 en ligne) indiquent que toutes les ressources pour l'une des deux évaluations ont été évaluées de manière statistiquement significative plus élevée par les étudiants qui ont suivi le cours en personne. Cela indique que les étudiants qui ont suivi le cours en personne ont eu une interaction plus forte avec les ressources d'évaluation et qu'ils ont évalué les compétences cognitives et affectives nécessaires pour effectuer une tâche d'évaluation similaire dans leurs futures salles de classe. Les étudiants en ligne ont indiqué que certaines ressources, telles que les instructions d'évaluation et les grilles de notation, devraient être mieux expliquées pendant le cours pour que les attentes soient plus claires.
Appendices
Bibliography
- Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 129–144). Lawrence Erlbaum Associates.
- Blackwell, W. H., & Rossetti, Z. S. (2014). The development of individualized education programs: Where have we been and where should we go now? SAGE Open, 4(2), https://doi.org/10.1177/2158244014530411
- Brookhart, S. M. (1997). A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10(2), 161–180, https://doi.org/10.1207/s15324818ame1002_4
- Caruth, G. D. (2013). Demystifying mixed methods research design: A review of the literature. Mevlana International Journal of Education, 3(2), 112–122. https://eric.ed.gov/?id=ED544121
- Castro, M. D. B., & Tumibay, G. M. (2021). A literature review: Efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26(2), 1367–1385. https://doi.org/10.1007/s10639-019-10027-z
- Center for Applied Special Technology (2021). About universal design for learning. https://www.cast.org/impact/universal-design-for-learning-udl
- Chase, R. (2021, May 18). Lawsuits over university COVID-19 shutdown can proceed. The Associated Press. https://apnews.com/article/business-coronavirus-pandemic-lawsuits-education-health-3a5d8062ca11e6e9b75b1154666b352f
- Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21–29. https://doi.org/10.1007/BF02299088
- Creswell, J.W. & Guetterman, T.C. (2019). Educational research: Planning, conducting, and evaluating qualitative and quantitative research. Pearson.
- Daniel, J. & Mackintosh, W. (2003). Learning ODL futures in the eternal triangle: The mega-university response to the greatest moral challenge for our age. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 811–827). Lawrence Erlbaum Associates.
- Ferguson, J., & Tryjankowski, A. M. (2009). Online versus face-to-face learning: Looking at modes of instruction in master's-level course. Journal of Further and Higher Education, 33(3), 219–228. https://www.learntechlib.org/p/104418/
- Glass, G. V., & Hopkins, K. D. (2008) Statistical methods in education and psychology. Allyn & Bacon. Boston.
- Gravetter, F. J. and Wallnau, L. B. (2017). Statistics for the behavioral sciences (10th ed.). Cengage Learning.
- Hillman, D. C. A., Willis, D. J., & Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30–42. https://doi.org/10.1080/08923649409526853
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
- Hussain, E. T., Daoud, S., Alrabaiah, H., & Owais, A. K. (2020). Students' perception of online assessment during the COVID-19 pandemic: The case of undergraduate students in the UAE [Paper presentation]. 2020 21st International Arab Conference on Information Technology (ACIT). https://doi.org/10.1109/acit50332.2020.9300099
- Individuals with Disabilities Education Act (2004). https://sites.ed.gov/idea/
- Jimenez, L. (2020). Student assessment during COVID-19. Center for American Progress. https://files.eric.ed.gov/fulltext/ED610407.pdf
- Keegan, D. J. (1980). On defining distance education. Distance Education, 1(1), 13–36, https://doi.org/10.1080/0158791800010102
- Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology and Development, 42(2), 7–9. https://doi.org/10.1007/BF02299087
- Lack, K. A., (2013, March 21). Current status of research on online learning in postsecondary education. ITHAKA S+R. https://doi.org/10.18665/sr.22463
- Luna (2024). LUNA child and youth advocacy centre. https://www.lunacentre.ca/about
- Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659
- Moore, M. (1997). Theory of transactional distance. D. Keegan (Ed.), Theoretical Principles of Distance Education (pp. 22–38). Routledge.
- National Center for Education Statistics. (2023). Distance learning. https://nces.ed.gov/fastfacts/display.asp?id=80
- Neuhauser, C. (2002). Learning style and effectiveness of online and face-to-face instruction. American Journal of Distance Education, 16(2), 99–113. https://doi.org/10.1207/S15389286AJDE1602_4
- Newton, D. (2021, March 31). The worst of times for online education. Forbes. https://www.forbes.com/sites/dereknewton/2021/03/31/the-worst-of-times-for-online-education/?sh=47ab93313a5a
- Özden, M. Y., Ertürk, I., & Sanli, R. (2004). Students’ perceptions of online assessment: A case study. Journal of Distance Education / Revue de l’éducation à distance, 19(2), 77–92. https://files.eric.ed.gov/fulltext/EJ807820.pdf
- Shearer, R. L. (2009). Transactional distance and dialogue: An exploratory study to refine the theoretical construct of dialogue in online learning [Doctoral dissertation, The Pennsylvania State University]. https://etda.libraries.psu.edu/paper/10196/5490
- Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.). Information Age Publishing.
- Stack, S. (2015). Learning outcomes in an online vs traditional course. International Journal for the Scholarship of Teaching and Learning, 9(1), Article 5. https://doi.org/10.20429/ijsotl.2015.090105
- Statistics Canada (2020, May 14). COVID-19 pandemic: Academic impacts on postsecondary students in Canada. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/45-28-0001/2020001/article/00015-eng.htm
- Tichavsky, L. P.; Hunt, A. N.; Driscoll, A., & Jicha, K. (2015). “It’s just nice having a real teacher”: Student perceptions of online versus face-to-face instruction. International Journal for the Scholarship of Teaching and Learning, 9(2), Article 2. https://doi.org/10.20429/ijsotl.2015.090202
- Zhang, Z., & Kenny, R. (2010). Learning in an online distance education course: Experiences of three international students. The International Review of Research in Open and Distributed Learning, 11(1), 17–36. https://doi.org/10.19173/irrodl.v11i1.775