Small Data, Online Learning and Assessment Practices in Higher Education: A Case Study of Failure?

Autor/inn/en	Watson, Cate; Wilson, Anna; Drew, Valerie; Thompson, Terrie Lynn
Titel	Small Data, Online Learning and Assessment Practices in Higher Education: A Case Study of Failure?
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 7, S.1030-1045 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1223834
Schlagwörter	Case Studies; College Students; Student Evaluation; Evaluation Methods; Online Courses; Educational Technology; Technology Uses in Education; Data Collection; Data Analysis; Teaching Methods; Professionalism; Cooperative Learning; Criticism; Leadership Training; Administrator Education; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Collegestudent; Schulnote; Studentische Bewertung; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Data capture; Datensammlung; Auswertung; Teaching method; Lehrmethode; Unterrichtsmethode; Professionalität; Kooperatives Lernen; Kritik; Führungslehre; Ausland
Abstract	In this paper, we present an in-depth case study of a single student who failed an online module which formed part of a master's programme in Professional Education and Leadership. We use this case study to examine assessment practices in higher education in the online environment. In taking this approach, we go against the current predilection for "Big Data" which has given rise to "learning analytics," a data-intensive approach to monitoring learning. In particular, we draw attention to the model of the learner produced by learning analytics and to issues of "dataveillance" in online learning. We also use the case to examine assessment in higher education more broadly, exploring the tensions between the requirements for certification and the need for learning. We conclude that assessment practices in higher education may have more to do with "quality assurance" and regulatory frameworks than with "enhancing the student experience" and inculcating the qualities that mark out higher education as an ethical project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01