You are here:

Asynchronous Discussions and Assessment in Online Learning
ARTICLE

, ,

Journal of Research on Technology in Education Volume 39, Number 3, ISSN 1539-1523

Abstract

This case study explored asynchronous online discussions, assessment processes, and the meaning students derived from their experiences in five online graduate courses at the Colleges of Education of two Midwestern higher education institutions. The findings suggest that asynchronous online discussions facilitate a multidimensional process of assessment demonstrated in the aspects of structure, self-regulatory activities, learner autonomy, learning community and student writing skills. The students valued the discussions as an essential component of their online learning. Further research is needed to understand the characteristics of online assessment, and what assessment strategies or criteria enhance assessment and learning. (Contains 3 tables and 1 figure.)

Citation

Vonderwell, S., Liang, X. & Alderman, K. (2007). Asynchronous Discussions and Assessment in Online Learning. Journal of Research on Technology in Education, 39(3), 309-328. Retrieved December 15, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.