Open Online Assignment Submission: First Year Students’ Behavior and Views

Langley, Dorothy; Ronen, Miky; Shachar, Shlomit ben

doi:10.28945/1011

Cited by 4 publications

(4 citation statements)

References 4 publications

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“…There may be sophisticated ways to support students in performing learning assignments, like the Open Assignment Submission (OAS) described by Langley, Ronen, and Ben Shachar (2008), where students post their completed assignments on an online discussion forum and their peers' feedback helps them improve their work. Nevertheless, even simple systems, such as online submission systems can be very helpful.…”

Section: Introductionmentioning

confidence: 99%

Not as Easy as E-Mail: Tutors' Perspective of an Online Assignment Submission System

Naor-Elaiza¹,

Geri

2009

IJELL

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Continued use of a system beyond initial adoption is one of the most challenging issues in practice and research. This study examines the continued use of an online assignment submission system, which was implemented in a blended distance learning university. The system has two main groups of users: the students who may choose between submitting their work through the system or via regular mail, and the tutors who have to check these assignments. This paper analyzes the system's continued use from the tutor's perspective. After nine years of implementation, about half of the assignments were submitted via the system. The research model, which is based mainly on the technology acceptance model (TAM) and diffusion of innovation theory, has been empirically examined with data collected via a Web survey from 89 tutors. Behavioral intention to use the system was influenced mainly by its compatibility with the assignment checking process, its perceived usefulness, its real value, and tutors' attitude toward new technologies. The findings suggest that the system is not compatible with the checking process of those tutors who are reluctant to use it.

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Section: Introductionmentioning

confidence: 99%

Not as Easy as E-Mail: Tutors' Perspective of an Online Assignment Submission System

Naor-Elaiza¹,

Geri

2009

IJELL

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“…Feuer (2011, p. 14) described their research design as an “exploratory, descriptive, quantitative case study.” This description appropriately identified the studied phenomenon as an exploratory case utilizing quantitative methods in a descriptive context. Langley et al (2008) also make use of the term “exploratory case study” to describe the research design of their study into 1st-year student behavior in an open assignment submission regime. However, the term is only used in the abstract and is not expanded upon in the methodology section of the study.…”

Section: Resultsmentioning

confidence: 99%

“…No Langley et al (2008) The study investigated the behavior of students when submitting assignments in a LMS, with regard to the viewing of other student's submissions, and when this occurred. The approach taken was to survey students about their behavior and reconcile this data with access records extracted from the LMS.…”

Section: Nomentioning

confidence: 99%

The Use of Case Study Design in Learning Management System Research: A Label of Convenience?

Turnbull

Chugh

Luck

2021

International Journal of Qualitative Methods

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Case study design is often characterized as a poorly applied and understood approach to conduct research into information systems. This literature review examined 28 empirical studies of Learning Management Systems (LMS) that were self-declared as case studies. This paper’s main aim was to establish whether these studies actually applied case study techniques or simply utilized the term “case study” as a label of convenience. Alarmingly, more than one-third of the examined articles contained little or no justification for adopting a case study design and did not meet the established criteria for identification as a case study as outlined in this review. The lack of an appropriate discussion on the characteristics and applicability of the case study approach to empirical discovery brings into question the robustness of a study’s stated methodology. It is not sufficient to assume that the label “case study” by itself will portray a universal understanding of the research design of an empirical LMS study. This paper proposes that a robust description of what constitutes a case study in a LMS context will assist in ensuring that future studies on LMS (or other information systems) research that intend to adopt a case study approach, adequately present appropriate justifications for adopting this methodology. It is hoped that our definition and description of LMS case study methodology will serve to inspire further reflection on the characteristics of this robust research approach that might lead to a set of guidelines for applying this methodology to information systems research.

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“…Furthermore, the value of collaborative learning also stems from the social interaction among students and their mutual support, which increases retention (Guri-Rosenblit, 2005;Levy, 2007). E-learning systems offer new ways of collaborative learning that may enhance student performance (Hrastinski, 2009;Langley, Ronen, & Ben Shachar, 2008). One of the benefits Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute.…”

Section: Introductionmentioning

confidence: 99%

The Value of Collaborative E-Learning: Compulsory versus Optional Online Forum Assignments

Gafni

Geri

2010

IJELL

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Online forum assignments are one of the main tools for collaborative learning. This study examines the impact of compulsory submission on the effectiveness of forum assignments. It compares the grades of 120 MBA students who studied an advanced elective course in a blended distance learning university during the years 2005-2009. Some students were required to participate in a forum assignment and their submissions were graded, whereas other students were similarly asked to participate in a forum assignment but their work was not graded. The findings suggest that the benefits of optional forum assignments are marginal, whereas compulsory forum assignments may improve student performance. The main theoretical contribution of this study is the indication that although the students had a task-oriented attitude and were not engaged in social interaction with regard to the forum assignment, compulsory posting of the assignment on the discussion board, improved their performance. Practically, the findings suggest that publishing student assignments on a course website may improve assignments' quality and therefore enhance student performance, even if there is no further collaboration or social interaction. This finding is important since creating meaningful collaboration in online environments requires considerable instructors' efforts in moderating the discussion.

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Open Online Assignment Submission: First Year Students’ Behavior and Views

Cited by 4 publications

References 4 publications

Not as Easy as E-Mail: Tutors' Perspective of an Online Assignment Submission System

Not as Easy as E-Mail: Tutors' Perspective of an Online Assignment Submission System

The Use of Case Study Design in Learning Management System Research: A Label of Convenience?

The Value of Collaborative E-Learning: Compulsory versus Optional Online Forum Assignments

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