Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment

Wang, Tzu‐Hua

doi:10.1016/j.compedu.2011.01.003

Cited by 119 publications

(87 citation statements)

References 29 publications

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“…However, only providing the knowledge level (score) might not be effective for eliciting quality response. Some extra mechanism, for example peer appraisement (i.e., a requestor can appraise the response of a helper as highly, medium, or lowly valuable content) (Wang, 2011), can be added into GA for peer reference.…”

Section: Resultsmentioning

confidence: 99%

“…Self-regulation can substantially influence individual learning behavior and effectiveness in an online learning environment (Barnard, Lan, To, Paton, & Lai, 2009). Thus, several works have investigated how different online learning environments (with support of hypermedia learning content or peer collaboration) affect individual with different self-regulation levels on learning behavior and effectiveness (Lin, Huang, & Chuang, 2015;McManus, 2000;Wang, 2011). For example, McManus (2000 investigated the impact of a hypermedia learning environment on individual with different self-regulation levels.…”

Section: The Influence Of Self-regulation In An Online Learning Envirmentioning

confidence: 99%

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Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

Lin¹,

Szu²,

Lai³

2016

IRRODL

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Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical studies or thorough analyses elucidate the simultaneous impact of these two variables (group awareness and self-regulation) on online learning behavior. This paper compared one online collaboration environments with GA support with one without group awareness (NA) support and further investigated how these two variables, different system types (i.e., GA and NA) and different self-regulation levels (i.e., high and low), influence learning task (i.e., assessment) participation, and peer interaction (i.e., asking for help and willing to help) using two-way analysis of variance (ANOVA). Analytical results first showed that both variables have significant interaction on assessment participation and requesting rate. GA can particularly stimulate students with high-level self-regulation to engage more learning task (assessment) participation and ask for help more, compared with students with low-level self-regulation. Second, both variables have no significant interaction on willingness to help. The GA class can enhance a student's willingness to help regardless of his/her self-regulation level.

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Section: Resultsmentioning

confidence: 99%

Section: The Influence Of Self-regulation In An Online Learning Envirmentioning

confidence: 99%

Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

Lin¹,

Szu²,

Lai³

2016

IRRODL

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“…Self-directed learners are able to self-appraise their work and to seek, accept and use feedback from others in order to improve their performance (Sargeant et al 2008). A tool that can be used to support the self-directed learning of students is an online formative assessment (OFA) that students can voluntarily take part in while preparing for a summative exam (Henley 2003;Kibble 2007;Gikandi et al 2011;Wang 2011). Formative assessment refers to an assessment that is specifically intended to provide feedback on performance to improve and accelerate learning (Sadler 1998;Rushton 2005), as opposed to a summative assessment that summarises the achievement of a student, often in the form of a grade (Sadler 1989).…”

Section: Introductionmentioning

confidence: 99%

Students’ motives for using online formative assessments when preparing for summative assessments

et al. 2013

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Background: Formative assessments intend to provide feedback on student performance in order to improve and accelerate learning. Several studies have indicated that students using online formative assessments (OFAs), have better results on their exams.Aims: The present study aims to provide insight in student reasons for using or not using available OFAs. Method: Three OFAs with feedback were available in a second year undergraduate course in physiology for biomedical sciences students (N ¼ 147). First, students received an open questionnaire about why they did (not) complete the first two OFAs. Based on this data, a closed questionnaire was developed and distributed among students. Exploratory factor analysis (EFA) was applied. Results:The results indicate reasons why students do (not) use the OFAs. The EFA for using the OFAs indicated three factors, that were interpreted as collecting (1) feed up, (2) feed forward, and (3) feed back information. The main reasons for not using the OFAs were lack of time and having completed the questions before. Conclusions: Students' reasons for using OFAs can be described in terms of collecting feed up, forward and back information and students' reasons for not using OFAs can be student-, teacher-, or mode-related.

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“…Other studies showed a web-based system in which a set of learning strategies were developed to motivate the students to perform the self and peer assessments and, in general, self-regulated learning [21]. From another point of view, self-assessment is a good way to motive students in their learning process.…”

Section: Tools For the Experimentsmentioning

confidence: 99%

Use of Social Networks to Motivate Computer-Engineering Students to Participate in Self-assessment Activities

Guerrero¹,

Jaume-i-Capó²

2014

SIC

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Motivation is essential in the learning process of university students, and teachers should have a wide range of strategies to address this issue. The emergence of social technologies has had a considerable influence in e-learning systems, and a number of experts state that their use is a good method to motivate students and to increase their participation in activities. This study attempts to determine whether social networks and social applications should be viewed as many other tools or whether they can actually provide extra motivation for students to participate. The study compared the percentage of student participation in tasks of self-assessment. The experiments covered three traditional strategies of student motivation and another one in which social networks were used to introduce, explain and deliver the self-assessment tasks. The case with a higher participation was the one in which students obtained a reward from the completion of the activity. Despite this result, the statistical analysis indicated that the use of social networks obtained similar results as a strategy of continuous and regular motivational speeches.

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Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment

Cited by 119 publications

References 29 publications

Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

Students’ motives for using online formative assessments when preparing for summative assessments

Use of Social Networks to Motivate Computer-Engineering Students to Participate in Self-assessment Activities

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