An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

Abstract

Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning.A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the US, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. A novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching.Results show that assessment and feedback practices are varied and complex: In particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer-human interactions (e.g. via CAA systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested.

Teaching undergraduate mathematics fully online: a review from the perspective of communities of practice

“…In general FO practice, invigilation procedures may be put in place and, as discussed in the background, the administration of these instruments may involve additional human or computer resources requiring additional time and effort (Prince, Fulton, & Garsombke, 2009). Perhaps understandably, some appear to be making efforts to mediate for the use of non-invigilated summative assessment instruments (Trenholm, Alcock, & Robinson, 2015), as well as prove their reliability (Yates & Beaudrie, 2009), though questions and concerns persist (Englander, Fask, & Wang, 2011). Such mediational efforts appear consistent with efforts by the F2F mathematics CoP to adapt to the expectations and practices in the general FO CoP (Trenholm, et al, 2015).…”

“…However, this same anonymity continues to present challenges when it comes to the administration of summative tests which currently dominate undergraduate mathematics assessment practices. As previously discussed, new approaches are being experimented with (Trenholm et al, 2015) and new technologies are being developed (Hylton, Levy, & Dringus, 2016) to meet these challenges. Relatedly, some have suggested new formative assessment approaches.…”

Blended learning in design education: An analysis of students' experiences within the disciplinary differences framework

“…It has been increasingly recognised that online and blended learning should be studied through the disciplines paradigm as defined by Neumann, Parry, and Becher (2002), focusing on the disciplinary effects. There have been some studies in this track in mathematics education (Trenholm, 2006), in business education (Arbaugh et al, 2010), and in nursing education (Smith et al, 2009). There have also been a few comparative studies.…”

A Comparative Investigation of Assessment Practices in Distance and Online Learning Undergraduate Mathematics in Nigeria

“…The increased demands for higher education and technological advancement have led to improvement witnessed in institutional effective and efficient distance and online course delivery (Trenholm et al, 2015). Assessment as an essential part of distance and online instructional delivery has been defined as procedures that provide information about the learning quality and the present knowledge of the learners (American Mathematical Association of Two-Year Colleges, 2018).…”