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Using online assessments to stimulate learning strategies and achievement of learning goals |
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| Affiliation: | 1. Open University, Milton Keynes, Buckinghamshire MK7 6AA, UK;2. Caledonian Academy, Glasgow Caledonian University, Glasgow G4 0BA, UK;3. Faculty of Education, University of Auckland, 74 Epsom Avenue, Epsom, Auckland 1023, New Zealand;1. Subotica Tech-College of Applied Sciences, Marka Ore?kovi?a 16, 24 000 Subotica, Serbia;2. The Academy of Criminalistic and Police Studies, 196 Cara Du?ana Street, 11 080 Belgrade, Zemun, Serbia;1. Department of Computer Science, Multimedia and Telecommunications, Open University of Catalonia, Rambla Poblenou 156, 08018, Barcelona, Spain;2. Department of Cultural Technology and Communication, University of Aegean, University Hill, 81100, Mytilini, Greece;1. POSCO Group University, POSCO R&D Center, Songdogwahak-ro, Yeonsu-gu Incheon, 21985, South Korea;2. Academy of Convergence Education, Inha University, 100 Inharo, Nam-gu, Incheon, 22212, South Korea;1. Open University of the Netherlands, Valkenburgerweg 177, 6419 AT, Heerlen, The Netherlands;2. University “Politehnica” of Bucharest, Faculty of Automatic Control and Computers, 313 Splaiul Independen?ei, RO-60042, Bucharest, Romania;3. Academy of Romanian Scientists, Splaiul Independen?ei 54, 050094, Bucharest, Romania |
| Abstract: | The main goals of this research are: (i) to explore the influence that announcement of certain type of online assessment has on students' learning strategies and (ii) to explore the influence of stimulated learning strategies on achievement levels that students exhibit during assessments. Research has been conducted by testing and surveying 351 students from higher education institutions. Results indicate that students' learning strategies can be influenced in a relatively short period of time by announcing various types of online assessments and that steering to more desirable deep learning strategies has positive impact on both formal and perceived levels of success in achieving the desired learning goals. These findings can be used to create a novel adaptive online assessment system that incorporates the elements of adaptivity within a series of assessments and uses post-assessment feedback to steer students’ learning strategies. |
| Keywords: | Online knowledge assessment Distance education and telelearning Evaluation methodologies Improving classroom teaching Learning strategies and goals |
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