| 47287 |
Creator |
210f2fe0a08b0fbfcda55d529f70583f |
| 47287 |
Creator |
30da15fb7e6d57dc7ca8f125ba056618 |
| 47287 |
Creator |
63dcee00858a17aaeeaf49f0344f1fa0 |
| 47287 |
Creator |
d4e9466eb17c22823bfd1270bb6f4de4 |
| 47287 |
Creator |
39657004350cb76474a80ac48ccd02d6 |
| 47287 |
Date |
2015 |
| 47287 |
Is Part Of |
p03029743 |
| 47287 |
Is Part Of |
repository |
| 47287 |
abstract |
Massive Open Online Courses (MOOCs) are changing the contours of the teaching and
learning landscape. Assessment covers an important part of this landscape and may
be a key driver for learning. This paper presents preliminary results of a qualitative
study that investigated learners’ views on assessment types within a MOOC. A thematic
analysis of learners’ interactions in a MOOC Facebook Group and twelve online interviews
of learners in the same MOOC reveal that participants identify benefits in peer assessment
but they prefer automated assessment as an already-known type. Self-assessment was
not preferred by these learners. They reported that clear guidance assists them to
carry out peer assessment more effectively. Some learners favored the combination
of assessment types, as each of them serves a different purpose for their learning.
The learners’ socio-cultural context emerged as a theme affecting both their learning
and assessment activities and will be considered for future research. |
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authorList |
authors |
| 47287 |
presentedAt |
ext-3102bda3f63c2c57d041a7bd5e2eca7d |
| 47287 |
status |
peerReviewed |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/503699 |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/503704 |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/503711 |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/503712 |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/503713 |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/503714 |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/513092 |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/513095 |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/513096 |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/513097 |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/513098 |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/513099 |
| 47287 |
uri |
http://data.open.ac.uk/oro/document/513126 |
| 47287 |
volume |
9307 |
| 47287 |
type |
AcademicArticle |
| 47287 |
type |
Article |
| 47287 |
label |
Papathoma, Tina ; Blake, Canan ; Clow, Doug and Scanlon, Eileen (2015). Investigating
Learners’ Views of Assessment Types in Massive Open Online Courses (MOOCs). In:
Design for Teaching and Learning in a Networked World, Springer, pp. 617–621. |
| 47287 |
label |
Papathoma, Tina ; Blake, Canan ; Clow, Doug and Scanlon, Eileen (2015). Investigating
Learners’ Views of Assessment Types in Massive Open Online Courses (MOOCs). In:
Design for Teaching and Learning in a Networked World, Springer, pp. 617–621.
|
| 47287 |
Publisher |
ext-1c5ddec173ca8cdfba8b274309638579 |
| 47287 |
Title |
Investigating Learners’ Views of Assessment Types in Massive Open Online Courses (MOOCs) |
| 47287 |
in dataset |
oro |