Design guidelines for self-assessment support for adult academic distance learning

Maria Menendez Blanco, Gerrit van der Veer, Laura Benvenuti, Paul A. Kirschner

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    Abstract

    This contribution focuses on adult distance learning. Based on experiences at the Open University of the Netherlands we investigate specific problems that our students have with self-assessment and metacognition while studying. Starting from a literature review and complementing this with available student data from our teaching research center, we developed a conceptual framework that was iteratively adjusted and assessed by a questionnaire study and interviews. This allowed us to develop design guidelines for self-assessment support in distance learning environments. These guidelines were reviewed by experts. The input from the experts was used to modify the guidelines and iterate until they were considered complete. Tangible designs (i.e., mock-ups) for each of the self-assessment methods were proposed. These tangible designs were prototyped for later evaluation. Finally, we provide our conclusions and propose recommendations for actual application and systematic design.
    Original languageEnglish
    Title of host publicationConstructing self-discovery learning spaces online
    Subtitle of host publicationScaffolding and decision making technologies
    EditorsShalin Hai-Jew
    PublisherIGI Global
    Chapter10
    Pages169-198
    Number of pages30
    Edition1
    ISBN (Electronic)9781613503218
    ISBN (Print)9781613503201, 1613503202
    DOIs
    Publication statusPublished - 2012

    Keywords

    • Self-assessment
    • Metacognition
    • Distance learning
    • Design guidelines
    • Feedback
    • Progress tracking
    • Time management
    • Collaborative learning

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