期刊
INTERNATIONAL JOURNAL OF DISTANCE EDUCATION TECHNOLOGIES
卷 19, 期 1, 页码 1-16出版社
IGI GLOBAL
DOI: 10.4018/IJDET.20210101.oa1
关键词
Formative Assessment; Learning Outcomes; Online Instruction Intervention; Student Engagement; Student Perceptions
资金
- Planned Projects of the 13th Five-Year Plan for Educational Science in Guangdong Province, China [2018GXJK013]
The study found that during the temporary switch to online learning due to the pandemic, students actively engaged in online learning activities, achieved high scores in tasks, quizzes, and tests, and held positive perceptions towards formative assessment.
Online education has long been suffering from high dropout rate and low achievement. However, both asynchronous and synchronous online instructions have to become effective to serve as a quick response to maintain undisrupted learning during the COVID-19 outbreak. The purpose of the present study was to examine student engagement, learning outcome, and students' perceptions of an online course featured with frequent tasks, quizzes, and tests as formative assessment. Data were collected from the first five weeks of a course that was temporarily converted from blended learning to be fully online in time of school closure. Analysis of students' learning records and scores indicated that students engaged themselves actively in all of the online learning activities and had gained high scores in all tasks, quizzes, and tests. In addition, students held positive perceptions towards the formative assessment.
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