Blending process with product: using assessment to drive learning through the creation of an online journal

Hallam, Gillian and Glanville, Clare ORCID: https://orcid.org/0000-0002-0974-4087 (2007) Blending process with product: using assessment to drive learning through the creation of an online journal. In: Enhancing Teaching and Learning through Assessment. Assessment Series. Springer, Dordrecht, The Netherlands, pp. 242-255. ISBN 978-1-4020-6225-4


Abstract

This paper reports on a study which aims to investigate the impact of Online Collaborative Learning and Assessment (OCLA) on the learning and teaching of content subjects taken by first-year and third-year BA undergraduates. Specifically, the paper examines students' approaches to and attitudes towards OCLA and evaluates the effectiveness of OCLA in addressing subject objectives from the student and teacher perspectives. Findings obtained from focus group discussions and online forum discussions show that students found the learning experience positive and useful, contributing not only to better understanding of subject knowledge, but also improvement in such generic skills as critical and analytical thinking, problem-solving skills, team work and language and communication skills.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Academic Division - Library
Faculty/School / Institute/Centre: Current - Academic Division - Library
Date Deposited: 05 Aug 2020 03:10
Last Modified: 05 Aug 2020 23:05
Uncontrolled Keywords: Online Learning; Online Discussion; Assessment Practice; Online Journal; Assessment Task
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390107 Humanities and social sciences curriculum and pedagogy (excl. economics, business and management)
Identification Number or DOI: https://doi.org/10.1007/978-1-4020-6226-1_6
URI: http://eprints.usq.edu.au/id/eprint/39231

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