Abstract
| Original language | English |
|---|---|
| Title of host publication | There and back |
| Subtitle of host publication | Charting flexible pathways in open, mobile and distance education conference proceedings |
| Editors | Noeline Wright |
| Place of Publication | Hamilton, New Zealand |
| Publisher | DEANZ |
| Pages | 97-100 |
| Number of pages | 4 |
| Publication status | Published - 2016 |
| Externally published | Yes |
| Event | Distance Education Association of New Zealand Conference Proceedings, - The University of Waikato, Hamilton, New Zealand Duration: 17 Apr 2016 → 20 Apr 2016 |
Conference
| Conference | Distance Education Association of New Zealand Conference Proceedings, |
|---|---|
| Abbreviated title | DEANZ |
| Country | New Zealand |
| City | Hamilton |
| Period | 17/04/16 → 20/04/16 |
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Insights for future assessment policies and procedures planning and design by open access online higher education providers. / Moore, Catherine; Greenland, Steven.
There and back: Charting flexible pathways in open, mobile and distance education conference proceedings . ed. / Noeline Wright . Hamilton, New Zealand : DEANZ, 2016. p. 97-100.Research output: Chapter in Book/Report/Conference proceeding › Conference Paper published in Proceedings › Research › peer-review
TY - GEN
T1 - Insights for future assessment policies and procedures planning and design by open access online higher education providers
AU - Moore, Catherine
AU - Greenland, Steven
PY - 2016
Y1 - 2016
N2 - We argue that current online education assessment policies and procedures are based on the premise of the traditional student. The traditional student is typically studying full time, accessing campus facilities, and their studies form the main commitment in their lives. However, as student cohorts have evolved in the online teaching space it is no longer appropriate for institutions to base policy and procedure planning and development decisions on redundant learner characteristics. This paper provides the results of a thematic analysis undertaken with 226 online open access students. Top line results suggest strong connections between work commitments and the inability of online students to successfully complete their studies, due largely to outdated and inappropriate assessment policies and procedures. This research offers recommendations for higher education online assessment policy and procedure design, which should improve learner satisfaction and help to reduce online student attrition.
AB - We argue that current online education assessment policies and procedures are based on the premise of the traditional student. The traditional student is typically studying full time, accessing campus facilities, and their studies form the main commitment in their lives. However, as student cohorts have evolved in the online teaching space it is no longer appropriate for institutions to base policy and procedure planning and development decisions on redundant learner characteristics. This paper provides the results of a thematic analysis undertaken with 226 online open access students. Top line results suggest strong connections between work commitments and the inability of online students to successfully complete their studies, due largely to outdated and inappropriate assessment policies and procedures. This research offers recommendations for higher education online assessment policy and procedure design, which should improve learner satisfaction and help to reduce online student attrition.
UR - https://twitter.com/deanz2016
M3 - Conference Paper published in Proceedings
SP - 97
EP - 100
BT - There and back
A2 - Wright , Noeline
PB - DEANZ
CY - Hamilton, New Zealand
ER -