Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking

Grieve, Rachel; Padgett, Christine; Moffitt, Robyn L.

doi:10.1016/j.iheduc.2015.08.002

Cited by 56 publications

(43 citation statements)

References 43 publications

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“…As a whole, spatial distance was seen as a positive aspect as it reduces travel (and consequently finances), allows for storage that prevents loss, allows for immediacy of access to feedback, and can be done in a manner that allows more privacy. These are common factors that have also been reported in other studies (Ambler et al, 2014;Bridge & Appleyard, 2008;Grieve et al, 2016). The only direct negative aspect emerging here was an isolated concern about the ethics of data storage because submitting online meant the student became detached from the assignment and no longer felt having sufficient control over it (also see Timmis et al, 2016).…”

Section: Having It On Turnitin Really Helps With Privacy Because Somesupporting

confidence: 73%

“…Turney, Robinson, Lee, & Soutar, 2009;Laurillard, 2006;Walker, Voce, & Ahmed, 2012), much of the literature around technology in higher education tends to be dominated by issues surrounding delivery of materials through pedagogy and instruction, such as digital teaching, distance learning, or online peer collaboration. However, a key aspect of the higher education experience is engagement with assessment, which is integral to student achievement of educational goals and motivation (Brown, Peterson, & Irving, 2009 Moffitt, 2016;Heinrich, Milne, & Granshaw, 2012). But here, too, attention has been turning towards how technology can be used to support student engagement (Ambler, Breyer, & Young, 2014;Hepplestone, Holden, Irwin, Parkin, & Thorpe, 2011;Pellegrino & Quellmalz, 2010;Säljö, 2010;Timmis, Broadfoot, Sutherland, & Oldfield, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Students do recognize particular benefits of an online feedback provision approach. This includes the ease of access (Grieve et al, 2016), legibility of comments (Ambler et al, 2014;Bridge & Appleyard, 2005) and financial aspects such as travel and printing (Bridge & Appleyard, 2008). Time may also be a crucial feature since taking time to engage with feedback seems to be associated with higher levels of academic self-efficacy (Brown et al, 2016) and online feedback provision may allow for more self-paced engagement.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

“It’s like fifty-fifty”: Using the Student Voice towards Enhancing Undergraduates’ Engagement with Online Feedback Provision

Hast¹,

Healy²

2018

JoTLT

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Reflecting the continuing change in higher education student experiences in light of the electronic age it is crucial to examine whether digital feedback provision approaches are seen as helpful in promoting self-regulated learning. In the present study students (N = 99) completed a survey examining preferences and gathering initial qualitative data. A sub-set (N = 18) took part in focus groups. In line with trends observed in previous research, a high proportion of students preferred submitting work and accessing feedback online. Attitudes towards the shift from hard copy to online feedback provision were largely positive, focusing on improved aspects of spatial and temporal distance. However, the student insight also highlighted concerns around communication and motivation to engage with feedback, indicating there is a need for appropriate training to support the access to feedback and how to engage in post-feedback communication beyond the computer screen.

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Section: Having It On Turnitin Really Helps With Privacy Because Somesupporting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

“It’s like fifty-fifty”: Using the Student Voice towards Enhancing Undergraduates’ Engagement with Online Feedback Provision

Hast¹,

Healy²

2018

JoTLT

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“…Hasil penelitian menunjukkan calon guru dalam kelompok yang mengembangkan elearning disertakan pertemuan (tatap muka) lebih efektif. Selain itu juga Grieve, Padgett, & Moffitt (2016), melaksanakan penelitian pada peserta didik kalangan mahasiswa tentang membandingkan efektifitas penugasan secara online versus offline di perguruan tinggi. Temuan penelitian menunjukkan bahwa modalitas umpan balik online akan memaksimalkan keterlibatan mahasiswa dengan efektif jika penanda tugas dan alat umpan balik secara online memfasilitasi persepsi kehadiran sosial.…”

Section: Pendahuluanunclassified

Pengembangan Bahan Ajar Berbasis E-Learning Mata Kuliah Fisika Dasar pada Jurusan Biologi FMIPA UNM

Agung¹,

Amin²,

Yani³

et al. 2019

j.ijes

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This study develops instructional materials in the form of textbooks and is packaged in the form of e-Learning. The material that was raised was Fundamental Physics devoted to Department of Biology FMIPA UNM. This is a Research and Development research with 3D model (define, design and development). The results showed that the validation of teaching materials and materials in teaching materials included in the category is “very good”. The practitioners 'assessment showed that the basic physics teaching materials based on e-learning were included in the "very good" category while the students' perceptions of the Teaching Materials were included in the "good" category. Thus e-learning materials based on fundamental physics materials for biology department worthy of use in the process of learning in fundamental physics courses in biology department.

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“…Recently, more and more written feedback is being provided electronically. Although paper‐based feedback comments have a lot of similarities with online feedback [30], sending feedback electronically is an effective and simple means of communicating feedback to students and can enhance the way in which they receive and engage with it [31]. Advantages include flexibility and convenience for the student regarding when and where they access the feedback, and the increased efficiency that allows a more timely feedback distribution [32].…”

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confidence: 99%

Students tell us what good written feedback looks like

2020

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Feedback can be an important element of learning, but only if students engage with it. Students are only likely to engage with feedback that they find useful. This study aimed to identify characteristics of written feedback perceived by students as effective. We used a mixed‐method approach, integrating quantitative and qualitative data that were collected through the analysis of feedback that was identified by students as good, a student questionnaire, as well as interviews and a focus group exploring students’ views on what good feedback looks like. Although the results show that length and composition of ‘good’ feedback can be extremely variable, some common characteristics could be identified, leading to a set of recommendations for staff marking written assessments. According to students, good feedback should be detailed and specific, and it should tell students how they can improve. Students also find it important that feedback is honest and constructive. In addition, positive reinforcement was identified as important by the focus group, although few examples of good written feedback on the assignment contained any direct praise. Surprisingly, feedforward which might help students in other modules did not feature highly in students’ perceptions of good feedback, possibly indicating a focus by students on improving the current assignment rather than on future assignments.

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Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking

Cited by 56 publications

References 43 publications

“It’s like fifty-fifty”: Using the Student Voice towards Enhancing Undergraduates’ Engagement with Online Feedback Provision

“It’s like fifty-fifty”: Using the Student Voice towards Enhancing Undergraduates’ Engagement with Online Feedback Provision

Pengembangan Bahan Ajar Berbasis E-Learning Mata Kuliah Fisika Dasar pada Jurusan Biologi FMIPA UNM

Students tell us what good written feedback looks like

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