Looking for evidence of learning: Assessment and analysis methods for online discourse

Dennen, Vanessa P.

doi:10.1016/j.chb.2007.01.010

Cited by 74 publications

(80 citation statements)

References 22 publications

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“…The former, which make up the bulk of these papers (see for example the reviews by De Wever, Schellens, Valcke, & Van Keer, 2006;Dennen, 2008;Donnelly & Gardner, 2009), argue that ontopic talk makes a direct contribution to the processes involved in learning (e.g. Guzdial & Turns, 2000;Lipponen, Rahikainen, Lallimo, & Hakkarainen, 2003;Veerman & Veldhuis-Diermanse, 2001).…”

Section: Introductionmentioning

confidence: 99%

Making meaning through joint activity in Computer-Supported Collaborative Learning (CSCL) settings: The interplay between content-related and activity-related talk

Coll

Engel

2014

analesps

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Título: Construir significados en la actividad conjunta en situaciones de aprendizaje colaborativo mediado por ordenador: la articulación del habla relacionada con el contenido y el habla relacionada con la actividad. Resumen: En la literatura reciente sobre el CSCL que pone el acento en el discurso de los participantes aparece con claridad una dicotomía entre los trabajos que se centran en el habla relacionada con el contenido y los que lo hacen en el habla relacionada con la actividad. Desde el planteamiento adoptado en este trabajo, basado en la noción de influencia educativa, la hipótesis directriz es que ambas formas de habla se presentan estrechamente articuladas en las dinámicas colaborativas y que el habla relacionada con la actividad, lejos de ser irrelevante, es esencial para hacer avanzar la construcción colaborativa de conocimiento. El trabajo examina empíricamente esta hipótesis en cuatro situaciones de aprendizaje colaborativo en línea. Los resultados obtenidos muestran que los participantes en situaciones de pequeño grupo que requieren la elaboración de un producto escrito dedican una parte importante de su actividad discursiva a negociar la forma de organización de la actividad conjunta que van a adoptar y a asegurarse que todos la conocen. Por el contrario, la herramienta tecnológica utilizada en la situación colaborativa no parece tener impacto en el peso relativo del tipo de habla -relacionada con el contenido o con la actividad-de los participantes. Palabras clave: actividad conjunta; influencia educativa; habla relacionada con la actividad; habla relacionada con el contenido; entornos CSCLAbstract: In the recent literature on CSCL which places the spotlight on participants' talk, there is a clear dichotomy between studies that focus on content-related talk and those that focus on off-topic or activity-related talk. In the approach adopted in this paper, based on the notion of educational influence, the guiding hypothesis is that both forms of talk are closely linked in the collaborative dynamics and that activity-related talk, far from being irrelevant, has an essential role to play in promoting the collaborative construction of knowledge. The paper empirically examines this hypothesis in four online collaborative learning situations. The results show that participants in small group situations requiring the preparation of a written product devote a major part of their discursive activity to negotiating the form of organization of their joint activity and to making sure that all members are familiar with it. In contrast, the technological tools used in the collaborative situation do not seem to have an impact on the relative weight of the type of participants" talk, either content-related or activity-related.

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Section: Introductionmentioning

confidence: 99%

Making meaning through joint activity in Computer-Supported Collaborative Learning (CSCL) settings: The interplay between content-related and activity-related talk

Coll

Engel

2014

analesps

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“…Daarnaast dienen ook de cognitieve aspecten van de asynchrone communicatie expliciet gestimuleerd te worden. Niet iedere asynchrone bijdrage vormt immers een goede bijdrage aan het leerproces van studenten (Aviv, Erlich, Ravid, & Geva, 2003;Dennen, 2008;Häkkinen & Järvelä, 2006;Schellens & Valcke, 2005;Vonderwell, 2003) en de kwaliteit van de bijdrages is belangrijker voor het leerproces dan de gevraagde kwantiteit (Conaway et al, 2005). Pallof en Pratt (2007) maken door middel van rubrics duidelijk aan welke eisen een goede discussiebijdrage moet voldoen.…”

Section: De Rol Van De Student In De Online Leeromgevingunclassified

Ontwerp en implementatie van de masteropleiding Special Educational Needs via e-learning

Smits¹

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“…The knowledge gained from assessment results is only useful if instructors are willing to adapt course curriculum to help direct future performance of their students (Dennen, 2008). Lastly, assessment practices have been shown to directly affect previously discussed student outcomes (connectedness, satisfaction, learning, academic performance) which in turn have an effect on issues facing online healthcare education.…”

Section: Problem Statementmentioning

confidence: 99%

“…The process of assessment is utilized to not only support student learning but also to provide real-time feedback for instructors to make changes to instruction based upon assessment findings (Dennen, 2008). Formative assessment is therefore administered more frequently than traditional forms of summative assessment, to ensure that teaching strategies are congruent with student needs.…”

Section: Formative Assessmentmentioning

confidence: 99%

“…Summative assessment is characterized by the cumulative scoring of student progress, traditionally after a section of a course is taught and a culminating examination is given (Dennen, 2008). The purported benefits of this form of assessment are in its ability to rank participants against fellow students, identify learning objective deficits and to provide "accountability for various stakeholders" (Shute & Kim, 2014, p. 313).…”

Section: Summative Assessmentmentioning

confidence: 99%

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The Effects of Formative and Summative Assessment on Student's Connectedness, Satisfaction, Learning and Academic Performance within an Online Healthcare Course

Wing¹

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The quantitative study presented here evaluates the effects of formative and summative assessment on student's connectedness, satisfaction, learning and academic performance within a university three-credit 400 level online healthcare course.Literature exploring the role that formative assessment plays within an online environment is currently lacking. Additionally, understanding how assessment practices can help support the goals of online healthcare education is vitally important given the rise in popularity of this delivery format.This study investigated student outcomes in the form of connectedness, satisfaction, learning and academic performance. Four cohorts of students were included in this study. Two cohorts were provided with formative assessment procedures while the other two cohorts were provided with primarily summative assessment. A survey-based tool was created and delivered to students' post-course completion which gathered information on a students' sense of connectedness, satisfaction, and learning, whereas academic performance equated to final course grade earned.A one-way ANOVA was performed utilizing SPSS to identify statistical differences between formative and summative assessment cohorts. Analysis results indicated that the formative cohorts were higher in all areas explored and statistically significantly higher in the areas of learning and academic performance. Additional discussion regarding the results as well as future research recommendations are provided at the conclusion of this quantitative study within chapter five.

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Looking for evidence of learning: Assessment and analysis methods for online discourse

Cited by 74 publications

References 22 publications

Making meaning through joint activity in Computer-Supported Collaborative Learning (CSCL) settings: The interplay between content-related and activity-related talk

Making meaning through joint activity in Computer-Supported Collaborative Learning (CSCL) settings: The interplay between content-related and activity-related talk

Ontwerp en implementatie van de masteropleiding Special Educational Needs via e-learning

The Effects of Formative and Summative Assessment on Student's Connectedness, Satisfaction, Learning and Academic Performance within an Online Healthcare Course

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