Authentic Assessment of Student Learning in an Online Class: Implications for Embedded Practice

Alverson, Jessica; Schwartz, Jennifer; Shultz, Sue

doi:10.5860/crl.80.1.32

Cited by 13 publications

(11 citation statements)

References 16 publications

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“…Tasks that were carried out and developed by each student were collected the following week through each student's account on Google Classroom. The Google Classroom application is supported by Gmail, drive, and docs facilities (Alverson et al, 2019). The facility helps teachers create and collect paperless tasks, including time-saving features such as the ability to automatically create Google Docs copies for each student (Alverson et al, 2019;Hooks & Casarez, 2018).…”

Section: Do Phasementioning

confidence: 99%

“…The e-learning program used in this lecture is the Google Classroom program. Google Classroom provides various facilities such as online discussions, posting lecture material, and assigning online assignments to students (Alverson, Schwartz, Libraries, & 2018Heggart, Yoo, & Heggart, 2018). To improve the effectiveness of learning, in this study, PjBL learning is assisted by e-learning through application of lesson study activities.…”

Section: Introductionmentioning

confidence: 99%

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Implementation of Project-Based Learning (PjBL) Assisted by E-Learning through Lesson Study Activities to Improve the Quality of Learning in Physics Learning Planning Courses

Widyaningsih

Yusuf

2019

IJHE

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This study aims to improve the quality of learning in physics learning planning courses through the implementation of Project Based Learning (PjBL) assisted by E-Learning through Lesson Study activities. This type of research was qualitative research through the stages of Lesson Study activities. Subjects in this study were the 5th-semester students who program 11 physics learning planning subjects in the 2018-2019 academic year in the Department of Physics Education, University of Papua. The research data was obtained through the student learning outcomes test instrument that was given after the submission of each topic of study, observation sheet of student activities, interview guidelines, documentation in the form of video recordings during open class implementation, and student response questionnaire. Data were analyzed through Rasch modeling with the help of the Winstep application to analyze student responses after learning. Lesson Study activities consist of three phases of activities, namely Plan, Do, and See. In the Plan stage discussions with the team of lecturers were held to develop Chapter Design and Lesson Plan. In the Do stage, the model lecturer based on the tools that have been prepared does learning. In the See stage, the reflection was done to find out weaknesses and strengths during learning which is then followed up on further learning. The results showed that student-learning outcomes increased student responses to good learning and learning atmosphere seemed very fun. Therefore, it can be concluded that through the implementation of PjBL assisted E-Learning through Lesson Study activities can improve the quality of learning in physics learning planning subjects.

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Section: Do Phasementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementation of Project-Based Learning (PjBL) Assisted by E-Learning through Lesson Study Activities to Improve the Quality of Learning in Physics Learning Planning Courses

Widyaningsih

Yusuf

2019

IJHE

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“…32 Alverson et al, however, looked at a larger sample of bibliographies that students produced as part of their college Research Seminar final projects. 33 While Alverson did not necessarily look at an asynchronous course and only examined results of one mode of ILI (embedded librarian), her study is the closest in methodology to the one on which this article reports because students' coursework serves as the data. Walters states, "[T]he evaluation of students' written [course]work-the direct, authentic assessment of cognitive outcomes-is the single most useful IL assessment exercise."…”

Section: Literature Reviewmentioning

confidence: 99%

Information Literacy Instruction in Asynchronous Online Courses: Which Approaches Work Best?

Pickard¹,

Sterling²

2022

CRL

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Which modes of information literacy instruction (ILI) work best in asynchronous online courses? Recent national trends and COVID-19 have made it critical to answer this question, but there is little research comparing different modes of ILI specifically in asynchronous contexts. This multiyear study employed five different modes of ILI in different sections of an asynchronous online anthropology course and compared the modes' effects on students' coursework. Ethnographic analysis of students' bibliographies revealed nuanced changes to students' approaches to searching and source selection. These findings can inform librarians' development of ILI curricula and pedagogy for the unique circumstances asynchronous instruction presents.

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“…24 Online embedded librarianship is a fairly recent area of practice. This is reflected in the literature that covers undergraduate 25 and graduate students. 26 Notably, the literature highlights the need to look at the role of the librarian in online courses, how students interact with librarians, and assessment of this practice in various contexts.…”

Section: Library Technology Reports Explainsmentioning

confidence: 99%

Closing the Transactional Distance in an Online Graduate Course through the Practice of Embedded Librarianship

Charles

DeFabiis

2021

CRL

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Using the practice of embedded librarianship, a professor from the Graduate School of Education and the Education Librarian at Rutgers, The State University of New Jersey collaborated to investigate its impact on the inherent transactional distance that exists in an online graduate course. Using Michael G. Moore's three relational distances existing in the online environment-"teacher-student," "student-student," "student-course content"-the authors added two areas-"instructor-librarian" and "student-librarian"-that can close the transactional distance in online courses. Through course activities, structure, and access to the embedded librarian and specific library resources, students had increased opportunities for engagement, thereby reducing transactional distance.

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Authentic Assessment of Student Learning in an Online Class: Implications for Embedded Practice

Cited by 13 publications

References 16 publications

Implementation of Project-Based Learning (PjBL) Assisted by E-Learning through Lesson Study Activities to Improve the Quality of Learning in Physics Learning Planning Courses

Implementation of Project-Based Learning (PjBL) Assisted by E-Learning through Lesson Study Activities to Improve the Quality of Learning in Physics Learning Planning Courses

Information Literacy Instruction in Asynchronous Online Courses: Which Approaches Work Best?

Closing the Transactional Distance in an Online Graduate Course through the Practice of Embedded Librarianship

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