What is it about?
This article describes a qualitative study that analyzed responses of students to an online group discussion group assignment in order to identify emerging indicators of learning. Data from 3 separate cohorts of the same course were used to construct a rubric for grading such assignments more systematically. Three dimensions, or parameters, of learning emerged: contextual (accuracy and sophistication of response content); interpersonal communication (quality of peer-to-peer interaction); meta-learning (reflections on the assignment and the learning process).
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Why is it important?
The article offers an empirical support for dimensions of learning that are unique to an online group discussion board. Pedagogy that utilizes technology effectively, must capture the added value of online teaching and learning , and outcome assessment needs to likewise target the unique aspects of learning that occur in this environment, and that are distinct from learning that takes place in the traditional face to face environment. Previous research in this area focused on evaluation dimensions that do not extend beyond the traditional strategies to evaluate written assignments or face-to-face communication. In contrast, this study offers an original and scientifically constructed rubric that optimizes outcome assessment for learning that occurs via web-based interactive tools.
Perspectives
This study emerged out of a practical need to evaluate learning in the online component of a blended learning course that I teach every year. I always believed that online learning should adapt a pedagogy-driven technology rather than technology-driven pedagogy. In other words, pedagogy should dictate how we use tools of online learning management systems. In the context of outcome assessment, that means developing strategies to evaluate dimensions of learning that are unique to the online learning environment. This study was a great opportunity to combine my love for teaching with my passion for research in general, and evaluation research in particular. I hope others will benefit from the information in the article and will incorporate this method of outcome assessment in their online or blended courses.
Orly Calderon
Long Island University
Read the Original
This page is a summary of: Evaluating learning outcomes of an asynchronous online discussion assignment: a post-priori content analysis, Interactive Learning Environments, August 2018, Taylor & Francis,
DOI: 10.1080/10494820.2018.1510421.
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