About this paper

Appears in:
Pages: 512-519
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1124

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

IS STUDENT ENGAGEMENT HIGHER IN MOOCS WITH APPROPRIATE FORMATIVE ASSESSMENT AND FEEDBACK PRACTICES?

N. Floratos, T. Guasch Pascual, A. Espasa Roca

Open University of Catalonia UOC (SPAIN)
There is no significant research to examine the student engagement in MOOCs with respect to the assessment structure of the training model applied within a MOOC course. More specifically, it still remains unexplored to examine whether and what kind of assessments (formative, summative, peer and self assessments) as well as the way that the feedback is provided to the students can affect the quality and impact (negatively or positively) to the MOOC students’ learning experience and consequently their engagement in the MOOCs but also in the virtual learning environments in general. Scientific evidence about the effectiveness of assessment and feedback practices on student engagement can promote further their use in improving student participation in MOOCs.

Our paper includes literature review, proposed research model and hypotheses, collection and analysis of data from MOOC participants, findings and conclusions in regards to students’ experiences and which formative and feedback assessment practices contribute more to student engagement. The objective of the study was not to examine specific courses but to survey a large and representative sample of students after their participation in MOOCs from universities that have joined the MOOCKnowledge project . Responses are collected continually through the MOOCknowledge project but a survey was conducted so far on a sample of 365 students and four MOOC courses that have first participated in the course. Based on the above, the question that our research addresses is at what level various assessment and feedback models impact students’ engagement in MOOCs.

For this,
• firstly we have identified and analysed specific research and scientific papers that conclude to recommendations on formative assessment and feedback practices in face-to-face learning and we have made the hypotheses that they could be applied also in MOOCs for advancing student engagement (i.e. increasing students’ activity)
• secondly, based on those recommendations, we have formulated specific hypotheses related to student engagement and we have analysed statistically our hypotheses based on the responses received via a post-questionnaire by participants that have participated at a MOOC course on a voluntary basis
• Thirdly, we have concluded on the formative assessment and feedback practices seem to affect or not affect student engagement in MOOCs.
@InProceedings{FLORATOS2016ISS,
author = {Floratos, N. and Guasch Pascual, T. and Espasa Roca, A.},
title = {IS STUDENT ENGAGEMENT HIGHER IN MOOCS WITH APPROPRIATE FORMATIVE ASSESSMENT AND FEEDBACK PRACTICES?},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.1124},
url = {http://dx.doi.org/10.21125/iceri.2016.1124},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {512-519}}
TY - CONF
AU - N. Floratos AU - T. Guasch Pascual AU - A. Espasa Roca
TI - IS STUDENT ENGAGEMENT HIGHER IN MOOCS WITH APPROPRIATE FORMATIVE ASSESSMENT AND FEEDBACK PRACTICES?
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.1124
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 512
EP - 519
ER -
N. Floratos, T. Guasch Pascual, A. Espasa Roca (2016) IS STUDENT ENGAGEMENT HIGHER IN MOOCS WITH APPROPRIATE FORMATIVE ASSESSMENT AND FEEDBACK PRACTICES?, ICERI2016 Proceedings, pp. 512-519.
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