Students Experiences of Demotivating Online Formative Assessment Strategies at an Open Distance Learning University

Autor/in	Makina, Antonia
Titel	Students Experiences of Demotivating Online Formative Assessment Strategies at an Open Distance Learning University
Quelle	In: Perspectives in Education, 40 (2022) 2, S.32-51 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makina, Antonia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v40.i2.4
Schlagwörter	Computer Assisted Testing; Formative Evaluation; Student Motivation; Open Universities; Distance Education; Student Attitudes; College Students; Dropouts; School Holding Power; Test Construction; Inclusion; Student Experience; Student Evaluation; Evaluation Methods; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Schulische Motivation; Offene Universität; Distance study; Distance learning; Fernunterricht; Schülerverhalten; Collegestudent; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Testaufbau; Inklusion; Studienerfahrung; Schulnote; Studentische Bewertung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There is a growing body of research that suggests that improving the quality of online formative assessment strategies increases students' motivation to participate in online assessment. However, the way in which course leaders at open distance learning universities communicate the expectations of learning to students through online formative assessment strategies largely determines how students approach online formative assessment tasks. The design of online formative assessment strategies is an important element that is needed to promote an interactive level of engagement needed for motivating students learning online. It is against this background that this paper investigated the experiences of students with demotivating online formative assessment strategies at an open distance learning institution. The study achieved this through phenomenography, a developmental, qualitative and non-dualistic case study research. Twelve purposively selected students from a postgraduate course were interviewed to understand their experiences with demotivating online formative assessment strategies. Students identified seven demotivating online formative assessment strategies that provided insight to course leaders in the production of more motivating assessment strategies. The study achieved this through phenomenography, a developmental, qualitative and non-dualistic research approach that used a case study, to interview twelve purposively selected students from a postgraduate course to understand their experiences with demotivating online formative assessment strategies. From the students' own perspective, seven online formative assessment strategies that demotivated them to learn were identified to provide insight to course leaders to produce motivating assessment strategies. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01