Students' Agency and Self-Regulated Skills through the Lenses of Assessment Co-Creation in Post-COVID-19 Online and Blended Settings: A Multi-Case Study

Autor/inn/en	Santana Martel, Jennifer Saray; Perez Garcías, Adolfina
Titel	Students' Agency and Self-Regulated Skills through the Lenses of Assessment Co-Creation in Post-COVID-19 Online and Blended Settings: A Multi-Case Study
Quelle	In: Journal of Interactive Media in Education, 2022 (2022) 1, Artikel 8 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Santana Martel, Jennifer Saray) ORCID (Perez Garcías, Adolfina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	None
Schlagwörter	Blended Learning; Case Studies; Learning Strategies; Metacognition; Learning Processes; Student Motivation; Personal Autonomy; Productivity; Student Attitudes; College Faculty; Teacher Role; Online Courses; Evaluation Methods; Cooperative Learning; COVID-19; Pandemics; Likert Scales; Student Surveys; Undergraduate Students; Teacher Student Relationship; Student Evaluation; Phenomenology; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Schulische Motivation; Individuelle Autonomie; Produktivität; Schülerverhalten; Fakultät; Lehrerrolle; Online course; Online-Kurs; Kooperatives Lernen; Likert-Skala; Schülerbefragung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulnote; Studentische Bewertung; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Spanien
Abstract	The purpose of this paper is to contribute to the literature related to assessment cocreation, specifically on students' perspectives on their participation throughout the process, including the professor's role as well as the knowledge and skills students acquired in assessment co-creation in online and blended settings. To do so, we conducted qualitative research where three cases were examined through a validated survey. Quantitative data (Likert scale and close-ended questions) was analyzed with excel whereas to study qualitative data we used Atlas.ti. As a result, students appreciated the opportunity given as they believe it helped them to better understand the assessment process, as well as allowing them to improve their own understanding of their assignments and, therefore, to better perform on them. Also, students claim they have acquired different skills: from academic to life-long learning skills. In conclusion, we believe assessment co-creation has great potential to help students' self-regulation and agency as well as to enhance students' motivation, proactivity, and collaborative participation in their own learning process. Finally, we would like to point out that more studies related to this topic need to be conducted since there are only a few examples. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01