Complexities Of Digital Learning for Higher Education: Reflections About Planning and Applying Digital Assessment and Feedback Design
Keywords:
Digital learning, Hybrid classrooms, Formative assessment, Academic integrityAbstract
The accelerated move to online learning at the onset of the COVID-19 pandemic undoubtedly brought many creative opportunities for innovation and rethinking learning; it also presented concerns in online academic integrity and ethical engagement in and with virtual spaces. This practice brief explores the practical teaching and learning design experience of an instructor and a teaching assistant in a hybrid post-secondary classroom in Canada. In this setting, learning occurs synchronously (in person) and asynchronously (in digital spaces). We highlight the risks of content sharing in digital learning and teaching environments and discuss the complexities of using open class-based digital tools - discussion boards as formative assessments to facilitate students’ learning. From our unique perspectives, the conditions of digital learning, including the idea of “group think” and independent and creative thoughts, are discussed. This practice brief shares how we addressed the concern through evidence-based formative assessment instruction that promoted student digital learning and citizenship. We explore the importance of a shared set of norms or expectations in hybrid learning spaces, using digital formative assessment and being flexible in pedagogical approaches to embrace novice and experienced learners. We hope this brief can offer a critical perspective as we continue to shape the future of digital learning and teaching in Higher Education assessment literature.
References
Alebaikan, R. & Troudi, S. (2010). Online discussion in blended courses at Saudi Universities, Procedia - Social and Behavioral Sciences, 2(2), 507-514. https://doi.org/10.1016/j.sbspro.2010.03.054
Ayoub/Al-Salim, M. J. & Aladwan, K. (2021). The relationship between academic integrity of online university students and its effects on academic performance and learning quality. Journal of Ethics in Entrepreneurship and Technology, 1(1), 43–60. https://doi.org/10.1108/JEET-02-2021-0009
Calderon, O. & Sood, C. (2020). Evaluating learning outcomes of an asynchronous online discussion assignment: a post-priori content analysis. Interactive Learning Environments, 28(1), 3–17. https://doi.org/10.1080/10494820.2018.1510421
Carr, J. (2020). Teacher candidate perceptions on alternative asynchronous online discussion boards. Journal of Educational Technology and Online Learning, 3(3), 288–310. https://doi.org/10.31681/jetol.752283
Casalino, J., Cimitile, M., Ducange, P., Padilla Zea, N., Pecori, R., Picerno, P., & Raviolo, P. (2022). Planning the “New Normality” to address the pandemic in Higher Education: Blended scenarios at the Catholic University of the Sacred Heart. In Higher Education Learning Methodologies and Technologies Online (Vol. 1542, pp. 248–263). Springer International Publishing AG. https://doi.org/10.1007/978-3-030-96060-5_18
Chen, W. & Looi, C.-K. (2007). Incorporating online discussion in face to face classroom learning : a new blended learning approach. Australasian Journal of Educational Technology, 23(3), 307–326. https://doi.org/10.14742/ajet.1255
Cho, Moon-Heum & Tobias, S. (2016). Should instructors require discussion in online courses? Effects of online discussion on community of inquiry, learner time, satisfaction, and achievement. International Review of Research in Open and Distance Learning, 17(2), 123–140. https://doi.org/10.19173/irrodl.v17i2.2342
Dahal, N. (2022). Understanding and uses of collaborative tools for online courses in higher education. Advances in Mobile Learning Educational Research, 2(2), 435-442. https://doi.org/10.25082/AMLER.2022.02.012
Douglas, T., James, A., Earwaker, L., Mather, C., & Murray, S. (2020). Online discussion boards : Improving practice and student engagement by harnessing facilitator perceptions. Journal of University Teaching & Learning Practice, 17(3), 86–100. https://doi.org/10.53761/1.17.3.7
Gamage, K. A. A., Silva, E. K. de, & Gunawardhana, N. (2020). Online delivery and assessment during COVID-19: Safeguarding academic integrity. Education Sciences, 10(11), 301. https://doi.org/10.3390/educsci10110301
Garg, M. & Goel, A. (2022). A systematic literature review on online assessment security: Current challenges and integrity strategies. Computers & Security, 113, 102544. https://doi.org/10.1016/j.cose.2021.102544
Golden, J. & Kohlbeck, M. (2020). Addressing cheating when using test bank questions in online Classes. Journal of Accounting Education, 52, 100671. https://doi.org/10.1016/j.jaccedu.2020.100671
Husain. (2021). Use of digital assessments: How to utilize digital bloom to accommodate online learning and assessments? Asian Journal of Education and Training, 7(1), 30–35. https://doi.org/10.20448/journal.522.2021.71.30.35
Hussein, E.T. (2016). The effectiveness of using blackboard in improving the English listening and speaking skills of the female students at the University of Hail. Advances in Social Sciences Research Journal, 3(12), 81–93.
Ishtaiwa, F. (2010). Asynchronous discussion board in the program of professional diploma in teaching: Perceptions of pre-service information technology teachers. International Journal of Arts and Sciences, 3(17), 200-219
Lai, K. W. (2015). Knowledge construction in online learning communities: a case study of a doctoral course. Studies in Higher Education, 40, 561–579.
Lane. L. M. (2014). Constructing the past online: Discussion board as history lab. The History Teacher (Long Beach, Calif.), 47(2), 197–207.
Murphy, C. A. & Fortner, R. A. (2014). Impact of instructor intervention on the quality and frequency of student discussion posts in a blended classroom. Journal of Online Learning and Teaching, 10(3), 337–351.
Ningsih, S. K. & Mulyono, H. (2019). Digital assessment resources in primary and secondary school classrooms: Teachers’ use and perceptions. International Journal of Interactive Mobile Technologies, 13(8), 167–173. https://doi.org/10.3991/ijim.v13i08.10730
Rennie, F. & Smyth, K. (2019). Digital learning: The key concepts. Taylor and Francis. https://doi.org/10.4324/9780429425240
Thoms, B. & Eryilmaz, E. (2015). Introducing a twitter discussion board to support learning in online and blended learning environments. Education and Information Technologies, 20(2), 265–283. https://doi.org/10.1007/s10639-013-9279-3
Vonderwell, S.; Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309–328. https://doi.org/10.1080/15391523.2007.10782485
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Danni Chen, Nadia Delanoy
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors retain copyright of their papers, including publishing and commercial rights. Attribution should be given to EPIGREP when publishing a previously published article in another venue, including personal websites and blogs.
Copyright information for readers can be found here: http://creativecommons.org/licenses/by-nc-nd/4.0
