Abstract
Engaging adult professionals in an online learning environment is a common challenge for online instructors. This study challenges the notion of replicating face-to-face teaching strategies in the online setting. It argues that all strategies used in online teaching are essentially assessment strategies and should be evaluated for their ability to measure student experiences.
The research investigated how students in a principal preparation course responded to twelve different assessment strategies, which included both traditional and innovative approaches such as work samples, Twitter summaries, audio recordings, group projects, and more. The study measured student experiences in terms of enjoyment, engagement, and the perceived transferability of knowledge to professional practice.
The findings suggest that students prefer assignments that are less traditional and make full use of available technological tools in the online environment.
| Original language | English |
|---|---|
| Pages (from-to) | 112-125 |
| Number of pages | 14 |
| Journal | Journal of Interactive Online Learning |
| Volume | 13 |
| Issue number | 3 |
| State | Published - 2015 |
ASJC Scopus Subject Areas
- Education
- Human-Computer Interaction
- Computer Science Applications