Abstract:

The recent Covid-19 pandemic, multiple lockdowns, and the subsequent need to quickly shift between face-to-face, online, and blended learning caused considerable disruption to students’ learning experiences and the workload of academics. Shifting teaching and learning (T&L) methods in this way, compounded with the psychological impact of a global pandemic and the higher dropout rate associated with online programmes, reignites the need to better understand and encourage student engagement in this context. Using a case study of the final year Brand Management course in a UK university, we put forward a more authentic and creative assessment with this in mind. It is known that assessment that is spread throughout the semester enables students to participate more actively in their learning and enhances engagement. However, this approach has not yet been adopted by many institutions due to its implications on the number of assessments and staff workload. We developed a method we have termed dispersed assessment (credit bearing tasks spread throughout the semester) that utilises peer feedback and does not add additional workload for academics or overburden students. This study aims to gain in-depth insight into students’ experiences of dispersed assessment. To do so, we first identified and critically reviewed key literature related to student engagement and assessment. Secondly, we used the Leximancer (software to conduct content analysis using a machine learning technique) to analyse three online focus groups, and written reflections from 99 students. Our analysis showed that vast majority of the students in the course found dispersed assessment with peer feedback extremely engaging and enabling, which facilitated improved understanding of the course materials. Based on this study, we cogently argue that dispersed assessment with peer feedback should be utilised more widely in higher education in order to increase student engagement and performance without negatively impacting staff workload.

Keywords:

Dispersed Assessment, Student Engagement, Remote Learning, Covid-19, Academic Workload.