Blended E-Learning Skeleton of Conversation: Improving Formative Assessment in Undergraduate Dissertation Supervision

Autor/inn/en	Heinze, Aleksej; Heinze, Beverley
Titel	Blended E-Learning Skeleton of Conversation: Improving Formative Assessment in Undergraduate Dissertation Supervision
Quelle	In: British Journal of Educational Technology, 40 (2009) 2, S.294-305 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2008.00923.x
Schlagwörter	Undergraduate Students; Student Attitudes; Formative Evaluation; Focus Groups; Supervisors; Questionnaires; Teacher Student Relationship; Faculty Development; Educational Technology; Teaching Methods; Higher Education; Educational Assessment; Electronic Learning; Instructional Effectiveness; Instructional Design; Computer Uses in Education; Blended Learning; Evaluation Methods; Computer Mediated Communication; Theses; Supervision + Suchen Sie Ihr Suchwort? Schülerverhalten; Fragebogen; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; assessment; Bewertungssystem; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Computernutzung; Computerkonferenz; These
Abstract	The supervision of undergraduate student dissertations is an area in need of research. Although some studies have already addressed this, these are primarily based on academic staff responses. This study contributes to knowledge by gathering the responses of students and focusing on formative electronic assessment. Data was collected using a student focus group and student questionnaire. Unsurprisingly, the findings suggest that good supervisor-student communication is crucial to the supervision process and a number of students felt unhappy with this aspect. However, to facilitate this communication, the perceived absolute necessity of regular supervisor-student meetings is being questioned and a combination of technology-enabled communication is advocated. It is suggested that to improve the undergraduate student dissertation experience, a combination of face-to-face and electronic formative assessment is used. In addition, the blended e-learning skeleton of conversation model provides a sound theoretical framework that could guide supervisors and students in the supervision process. This model is advocated for use in dissertation module design and in supervisor development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10