The evolution of mobile and online education has changed
the online model of learning by evolving into a more interactive model of
learning, thus changing the way in which assessments are undertaken. The
instructor is more a guide than a lecturer.
By providing the direction and resources to the student, the instructor
enables the student to learn with more autonomy at their own pace and in their
own mode. By assigning the student
projects or lessons that force the student to use higher order of thinking
skills, the instructor is able to assess the comprehension level the student
has achieved. Through online lessons,
reading assignments, discussion boards, exam and synchronous and asynchronous
interactions, the assessment models have evolved into real time assessments
and, if not real time feedback to the student, at least quick feedback to the
student through email, text and discussion board posts.
Challenges to this new assessment model include
capturing the student’s attention and motivating the student to engage
independently. Although as a rule,
post-secondary students are generally self-motivated because of maturity and
focus, there are many distractions that must be overcome. Yes, students can login and learn anytime
anywhere they have a connection, however, it is important that educators find a
way to encourage online students to be more proactive in the learning
process. Online educators are at a
disadvantage as compared to brick-and-mortar instructors because they do not
have a face-to-face meeting with students every week which provides an
opportunity to at least imply accountability for learning on the student’s
part. With the online model, students
are left to their own devices which allows them to be last minute learners. Yes they can pass a test they just studied
for, but have they really learned the topic, and can they apply all the
principles of the topic at a later date.
How does this effect the legitimacy of the final assessment?
Currently the online model provides opportunities for
continued assessment through lessons that include individual and collaborative
projects. It further finds opportunities
for continued assessment through discussion boards, video blog posts, and
online quizzes and exams. As long as the
instructor is providing quick feedback these assessments are probably
adequate. However, when the instructor
fails to provide feedback quickly, the student lacks direction on where to go
next in the learning process. It is
vital that the instructor communicates with the student on results of
assessments as well as guidance regarding the direction the student should be
taking regarding research and projects that are meant to provide topical
knowledge.
The online educational method is not absent the ability
to facilitate the constructivist learning theory. Quite the contrary, it is well suited to
problem based learning (PBL) found in the constructivist theory. Through group activities, research projects,
discussion board assignments, video blog assignments and synchronous
communications, the PBL model can be effectively utilized. According to Shutimarrungson et al, (2014),
in the online learning environment students and teachers need to “participate in
group activities and online discussions via chat to enhance knowledge sharing
processes”. Furthermore, instructors
must be “diversified as facilitator, manager, planner, consultant, and
assessors of the tasks of learning”. (Noirid, Pumipuntu, & Shutimarrungson, 2014) In short, simply
posting lessons online and uploading a quiz, is not going to be sufficient. Instructors must find ways to interact with
students in order to keep them engaged, much the same way the traditional
education model requires.
References
Noirid, S., Pumipuntu, S., & Shutimarrungson, W.
(2014, November 10). A model of e-learning by constructivism approach using
problem-based learning to develop thinking skills for students in Rajabhat
University. Academic Journals, 9(21), 1165-1172. doi:10.5897/ERR2014.1800
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