Purpose – The purpose of this study is to examine the elements that determine students’ success as designers of an e-book by means of an authentic assessment in a collaborative learning environment. A total of 11 English Language Teaching (ELT) postgraduate students were involved as designers, writers and peer reviewers of the e-book project. Methodology – Data was gathered based on a qualitative methodological approach, via face-to-face discussions, WhatsApp groups, Moodle classes and reflections from students’ e-portfolios. The data was analyzed using content analysis procedures where it was read carefully to understand emerging themes. It was then coded and labeled manually in relation to the aims of the study and its theoretical framework. Findings – The analysis suggested that the students had positive experiences where they became self-publishers while engaged in designing learning experiences via integrating technology. The use of authentic assessments enabled them to develop teamwork, to become motivated and self-directed learners with autonomy. Significance – The outcome of this research will help course designers and program developers to integrate authentic assessments that are relevant to the current needs of students.
Purpose – The purpose of this study is to examine the elements that determine students’ success as designers of an e-book by means of an authentic assessment in a collaborative learning environment. A total of 11 English Language Teaching (ELT) postgraduate students were involved as designers, writers and peer reviewers of the e-book project. Methodology – Data was gathered based on a qualitative methodological approach, via face-to-face discussions, WhatsApp groups, Moodle classes and reflections from students’ e-portfolios. The data was analyzed using content analysis procedures where it was read carefully to understand emerging themes. It was then coded and labeled manually in relation to the aims of the study and its theoretical framework. Findings – The analysis suggested that the students had positive experiences where they became self-publishers while engaged in designing learning experiences via integrating technology. The use of authentic assessments enabled them to develop teamwork, to become motivated and self-directed learners with autonomy. Significance – The outcome of this research will help course designers and program developers to integrate authentic assessments that are relevant to the current needs of students.
With Sultan Qaboos University (SQU)’s growing strategic priorities to improve teaching and research performance while increasing their competitive edge and reducing costs, Open Educational Resources (OER) appear as a possible option where e-books are often cited to help streamline the SQU’s resources and services. Similarly, the Instructional and Learning Technologies Program in the College of Education has an interest in the use of open books as a method of increasing accessibility to textbook materials for faculty and students. This descriptive study employed a survey to investigate SQU faculty uses and perceptions of open books to identify the advantages of increasing its accessibility. The analysis of the findings indicates that the faculty at SQU have access to open books and encourage positive experiences using them in their classrooms. That implicates a number of pedagogical benefits that can be supported by the use of open books. Therefore, it is important to grow the awareness among the policy makers and faculty about the benefits of encouraging and granting students access to other OER resources that might lead to more student learning.
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