The role of social cues in supporting students to overcome challenges in online multi-stage assignments

Tiffani Apps; Karley Beckman; Sue Bennett; Barney Dalgarno; Gregor Kennedy; Lori Lockyer

doi:10.1016/j.iheduc.2019.03.004

The role of social cues in supporting students to overcome challenges in online multi-stage assignments

Tiffani Apps, Karley Beckman, Sue Bennett, Barney Dalgarno, Gregor Kennedy, Lori Lockyer

Research output: Contribution to journal › Article › peer-review

9 Citations (Scopus)

Abstract

Online technologies can facilitate new assessment designs, where students develop, analyse and reflect upon their learning. Online multi-stage assignments provide students with opportunities to submit and share their work over an extended period in social sharing spaces such as blogging and discussion forums. This study explores the challenges experienced by students while completing online multi-stage assignments and the processes of self-regulated learning students engaged with to overcome such challenges. We present interview data from three qualitative case studies involving 34 students across two Australian universities. The results show all students experienced challenges while working on multi-stage assignments. Students engaged with both online and offline social cues to regulate their learning and overcome task challenges. We discuss the design implications and provide recommendations for further research.

Original language	English
Pages (from-to)	25-33
Number of pages	9
Journal	Internet and Higher Education
Volume	42
DOIs	https://doi.org/10.1016/j.iheduc.2019.03.004
Publication status	Published - 1 Jul 2019
Externally published	Yes

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10.1016/j.iheduc.2019.03.004

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title = "The role of social cues in supporting students to overcome challenges in online multi-stage assignments",

abstract = "Online technologies can facilitate new assessment designs, where students develop, analyse and reflect upon their learning. Online multi-stage assignments provide students with opportunities to submit and share their work over an extended period in social sharing spaces such as blogging and discussion forums. This study explores the challenges experienced by students while completing online multi-stage assignments and the processes of self-regulated learning students engaged with to overcome such challenges. We present interview data from three qualitative case studies involving 34 students across two Australian universities. The results show all students experienced challenges while working on multi-stage assignments. Students engaged with both online and offline social cues to regulate their learning and overcome task challenges. We discuss the design implications and provide recommendations for further research.",

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AU - Bennett, Sue

AU - Dalgarno, Barney

AU - Kennedy, Gregor

AU - Lockyer, Lori

N1 - Funding Information: The research presented is part of the larger research project University learning in the digital age: Investigating how students learn online ( DP140100406 ) funded by the Australian Government through the Australian Research Council . Publisher Copyright: © 2019 Elsevier Inc.

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N2 - Online technologies can facilitate new assessment designs, where students develop, analyse and reflect upon their learning. Online multi-stage assignments provide students with opportunities to submit and share their work over an extended period in social sharing spaces such as blogging and discussion forums. This study explores the challenges experienced by students while completing online multi-stage assignments and the processes of self-regulated learning students engaged with to overcome such challenges. We present interview data from three qualitative case studies involving 34 students across two Australian universities. The results show all students experienced challenges while working on multi-stage assignments. Students engaged with both online and offline social cues to regulate their learning and overcome task challenges. We discuss the design implications and provide recommendations for further research.

AB - Online technologies can facilitate new assessment designs, where students develop, analyse and reflect upon their learning. Online multi-stage assignments provide students with opportunities to submit and share their work over an extended period in social sharing spaces such as blogging and discussion forums. This study explores the challenges experienced by students while completing online multi-stage assignments and the processes of self-regulated learning students engaged with to overcome such challenges. We present interview data from three qualitative case studies involving 34 students across two Australian universities. The results show all students experienced challenges while working on multi-stage assignments. Students engaged with both online and offline social cues to regulate their learning and overcome task challenges. We discuss the design implications and provide recommendations for further research.

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The role of social cues in supporting students to overcome challenges in online multi-stage assignments

Abstract

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