Assessment and ‘third generation’ distance education

Thorpe, Mary

doi:10.1080/0158791980190206

Cited by 60 publications

(34 citation statements)

References 11 publications

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“…Naturally the challenge can extend to the values that as educators we are currently assigning to collaborative learning. Distance learners in some contexts have identi ed reduced freedom to study at their own pace and place, as a result of online collaborative approaches being used in their courses (Thorpe, 1998).…”

Section: Resultsmentioning

confidence: 99%

Rethinking Learner Support: The challenge of collaborative online learning

Thorpe¹

2002

Open Learning: The Journal of Open, Distance and e-Learning

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163

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The use of computer-mediated communication (CMC) as an integral part of the design of distance taught courses raises interesting challenges to our thinking about Where the learning group itself is a resource for study and personal development, it also becomes feasible to orientate courses and programmes towards local teams and communities. Online tutors play a key role and need to develop 'the technology of conversation' and expertise in the design of activities, as part of their facilitator role. Posing the QuestionOpen and distance learning (ODL) is characterised by a more diverse range of practices than ever before. Some of the traditional print and correspondence models are still viable and in use, while we have also developed the most advanced online environments to complement the more interactive technologies of CD-ROM and the Web. ODL feels like a radically different experience for those practitioners who can look back from the most advanced technologies of today, to review what we were doing 20 or so years ago (Cochrane, 2000).The purpose of this article however is to review the implications for how we conceptualise learner support of online-intensive and interactive forms of learning and teaching. The focus therefore is on courses where students have electronic access to resources and where they are expected to be in regular contact online with their peers and tutor(s). The key feature will be that they work in a virtual learning environment, which begins and ends with online interaction. Collaborative forms of learning where these are achieved provide a particularly demanding context for both tutors and learners and one which challenges our conventional models of learner support.In a context such as this, the substance and meaning of online activities is determined by the particular students who work together online. Their tutor may play a very direct role also, helping shape these interactions, sometimes designing

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Section: Resultsmentioning

confidence: 99%

Rethinking Learner Support: The challenge of collaborative online learning

Thorpe¹

2002

Open Learning: The Journal of Open, Distance and e-Learning

Self Cite

163

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“…• Postgraduate professional coursework programs in fields like management, adult education, and open, distance and flexible education (Harasim, 1989;Bird, 2001;McConnell, 2000;Salmon, 2000;Stacey & Fountain, 2001;Stacey & Rice, 2002); • Undergraduate foundation courses on information and communications technologies (ICT) where ICTs are the key object of study in the curriculum and the courses are offered at a distance, significantly online (Mason, 1989;Thorpe, 1998;Weller, 2001); • Undergraduate discipline based, multi-modal (i.e. offered on and off campus) courses where online learning communities are designed to support specifically the off campus student cohort (Graham & Scarborough, 2001).…”

Section: Challenges In Situating Online Learning Communities In Firstmentioning

confidence: 99%

The emergence of an online learning community in first year tertiary studies in psychology

Holt

Rice

Armatas

2003

AJET

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The introduction of an online supported, resource based learning environment into a large, multi-modal first year psychology unit led to the spontaneous development of a small, but active, learning community. While off campus students were more active online contributors, many other students "observed" these interactions, not actively contributing but finding the discussion postings valuable to their learning. Overall, use and perceived value of the online communication facilities were related to how confident students were that they had an appropriate study strategy, with off campus and older students reporting greater confidence in their study approach. The results highlight that the nature and function of learning communities for large, multi-modal foundation units are quite different to those typically articulated in the literature and are worth further investigation.

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“…So far there has not been much research on web-based continuous assessment for the distance learners in China. As is widely acknowledged (e.g., Thorpe, 1998;Morgan and O'Reilly, 1999;Niu, 2003), continuous assessment, the so-called formative assessment, aims to enhance and improve student learning. If web-based formative assessment is enforced and becomes a necessary part of course learning, students are rewarded with certain marks, it is assumed that web-based formative assessment will play a greater role in stimulating and facilitating student learning.…”

Section: Introduction To the Studymentioning

confidence: 99%

Conducting Web-based Formative Assessment Reform for ODL Students: A Case Study

Wang¹,

Duan²

2014

JLTR

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Abstract-Modern open and distance education is characterized by web-based instruction, web-based assessment and research. The significance and necessity on formative assessment have been well acknowledged in the educational field. This paper firstly introduces the formative assessment innovation project conducted by China Central Radio & Television University (CCRTVU). Based on the "web-based formative assessment for English II (1)", a required course for the non-English majors following B. A. programmes at Yunnan Radio and TV University (YNTVU, now renamed Yunnan Open University), it will mainly discuss whether it is feasible and effective to put the formative assessment online from the following three aspects: a thorough data analysis of the pilot project results; the strengths of web-based formative assessment compared with the paper-based formative assessment and finally the constraints on implementing web-based formative assessment system in the remote areas like Yunnan province, China. In the study, semi-structured in-depth interviews were employed to collect the participants' feedback. The study found that web-based formative assessment, when carefully designed, organized and managed, is a very useful way of stimulating and facilitating student learning, it will promote students' learning autonomy, ensure students' learning process and help students develop their overall language competence as well.

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Assessment and ‘third generation’ distance education

Cited by 60 publications

References 11 publications

Rethinking Learner Support: The challenge of collaborative online learning

Rethinking Learner Support: The challenge of collaborative online learning

The emergence of an online learning community in first year tertiary studies in psychology

Conducting Web-based Formative Assessment Reform for ODL Students: A Case Study

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