Top

Technology, Knowledge and Learning

Published in:

25-04-2018 | Original research

Online Project-Based Learning and Formative Assessment

Authors: Punyapat Chanpet, Komkrit Chomsuwan, Elizabeth Murphy

Published in: Technology, Knowledge and Learning | Issue 3/2020

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

Project-based learning (PBL) involves a highly complex and learner-centered approach. It relies on formative assessment (FA) with ongoing feedback to help learners move through the PBL process to the eventual co-construction of a shared artefact. Conversation and discussion are central to the process. However, in a face-to-face context of learning, they are difficult to capture for later review or reflection as part of FA. This study investigates the role that technology might play in addressing this limitation using online PBL and FA in a media-creation course in a Thai university. Participants were undergraduate, pre-service teachers preparing to teach English as a foreign language. Objectives included the local design and implementation of online PBL and FA; identification of pre-service teachers’ (n = 28) post-implementation perceptions of the convenience, benefits and barriers of this form of learning; perceptions of their PBL skills and; post-implementation measures of PBL knowledge and skills compared with learners participating in a face-to-face section of the course (n = 30). Results revealed that the technology provided a foundational scaffold to support both the learners’ and the instructor’s activity and interaction. The design of a simple learning management system with communication and file-sharing tools supported not only the learners, but the instructor, not only the assessment, but the learning. Learners’ perceptions were positive and post-implementation measures of PBL knowledge and skill were significantly higher for the online section.

previous article A Study on the Actual Use of Digital Competence in the Practicum of Education Degree

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy and Practice,18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678.CrossRef

Berland, M., Baker, R. S., & Blikstein, P. (2014). Educational data mining and learning analytics: Applications to constructionist research. Technology, Knowledge Learning,19(1–2), 205–220. https://doi.org/10.1007/s10758-014-9223-7.CrossRef

Bienkowski, M., Feng, M., & Means, B. (2012). Enhancing teaching and learning through educational data mining and learning analytics: An issue brief U.S. Department of Education Office of Educational Technology. Retrieved from https://tech.ed.gov/wp-content/uploads/2014/03/edm-la-brief.pdf. Accessed March 2018.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind experience, and school (Expanded ed.). Washington, DC: National Academies Press.

Brown, S. (2015). The impact of the eportfolio tool on the process: Functional decisions of a new genre. Theory into Practice. https://doi.org/10.1080/00405841.2015.1077618.CrossRef

Bulunuz, N., Bulunuz, M., Karagoz, F., & Tavsanli, Ö. F. (2016). Achievement levels of middle school students in the standardized science and technology exam and formative assessment probes: A comparative study. Journal of Education in Science, Environment and Health (JESEH),2(1), 33–50. https://doi.org/10.21891/jeseh.07449.CrossRef

Cambridge, D., Cambridge, B., & Yancey, K. B. (2009). Electronic portfolios 2.0: Emergent research on implementation. Sterling, VA: Stylus.

Chang, C.-C., Liang, C., Tseng, K.-H., & Tseng, J.-S. (2014). Using e-portfolios to elevate knowledge amassment among university students. Computers & Education,72, 187–195. https://doi.org/10.1016/j.compedu.2013.10.01.CrossRef

Daly, C., Pachler, P., Mor, Y., & Mellar, H. (2010). Exploring formative e-assessment: Using case stories and design patterns. Assessment and Evaluation in Higher Education,33(5), 619–636. https://doi.org/10.1080/02602931003650052.CrossRef

Ecclestone, K. (2010). Transforming formative assessment in lifelong learning. Berkshire: McGraw-Hill Education.

English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem and project based learning. Interdisciplinary Journal of Problem-Based Learning. https://doi.org/10.7771/1541-5015.1339.CrossRef

Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies. American Journal of Distance Education, 21(3), 117–132. Retrieved from https://pdfs.semanticscholar.org/6c63/5c6fb43f6cce190198c75a08c7f722764904.pdf CrossRef

Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education,57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004.CrossRef

Guàrdia, L., Crisp, G., & Alsina, I. (2017). Trends and challenges of e-assessment to enhance student learning in higher education. In E. Cano & G. Ion (Eds.), Innovative practices for higher education assessment and measurement (pp. 36–56). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-0531-0.ch003.CrossRef

Gulbahar, Y., & Tinmaz, H. (2006). Implementing project based learning and e-portfolio assessment in an undergraduate course. Journal of Research on Technology in Education,38(3), 309–327. https://doi.org/10.1080/15391523.2006.10782462.CrossRef

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. Retrieved from https://www.routledge.com/Visible-Learning-A-Synthesis-of-Over-800-Meta-Analyses-Relating-to-Achievement/Hattie/p/book/9780415476188.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge. Retrieved from https://www.routledge.com/Visible-Learning-for-Teachers-Maximizing-Impact-on-Learning/Hattie/p/book/9780415690157.

Helle, L., Tynjala, P., & Olkinuora, E. (2006). Project based learning in post-secondary education-theory, practice and rubber sling shots. Higher Education,51(2), 287–314. https://doi.org/10.1007/s10734-004-6386-5.CrossRef

JISC. (2008). Effective practice with e-portfolios. Bristol: JISC. Retrieved from http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolios.pdf.

Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 Horizon Report. Austin, TX: New Media Consortium. Retrieved from https://www.nmc.org/pdf/2011-Horizon-Report.pdf.

Khalil, M., Taraghi, B., & Ebner, M. (2016). Engaging learning analytics in MOOCS: The good, the bad, and the ugly. International conference on education and new developments 2016 (pp. 1–5). Retrieved from https://arxiv.org/abs/1606.03776.

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Pro-based learning: A review of the literature. Improving School,19(3), 267–277. https://doi.org/10.1177/1365480216659733.CrossRef

Koneru, I. (2017). Exploring Moodle functionality for managing open distance learning e-assessments. Turkish Online Journal of Distance Education-TOJDE, 18(4), 1302–6488. Retrieved from http://tojde.anadolu.edu.tr/yonetim/icerik/makaleler/1527-published.pdf.

Mah, D.-K. (2016). Learning analytics and digital badges: Potential impact on student retention in higher education. Technology, Knowledge and Learning,21(3), 285–305. https://doi.org/10.1007/s10758-016-9286-8.CrossRef

Mitra, N. K., & Barua, A. (2015). Effect of online formative assessment on summative performance in integrated musculoskeletal system module. BMC Medical Education. https://doi.org/10.1186/s12909-015-0318-1.CrossRef

Mor, Y., Mellar, H., Pachler, N., & Daly, C. (2010). Formative e-assessment: Case stories, design patterns and future scenarios. In C. Kohls & J. Wedekind (Eds.), Problems investigations of E-learning patterns: Context factors, problems and solutions (pp. 199–219). Hershey, PA: IGI. Retrieved from https://pdfs.semanticscholar.org/33f9/9ff2761c85bf96e2daa6fc3cc546cc567fa8.pdf.

Morales, L., Soler-Domínguez, A., & Tarkovska, V. (2015). Self-regulated learning and the role of eportfolios in business studies. Education and Information Technologies,21(6), 1733–1751. https://doi.org/10.1007/s10639-015-9415-3.CrossRef

Narciss, S. (2008). Feedback strategies for interactive learning tasks. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology. Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from http://www.aect.org/edtech/ed1/.

Nguyen, Q., Rienties, B., & Toetenel, L. (2017). Mixing and matching learning design and learning analytics. In P. Zaphiris & A. Ioannou (Eds.), Learning and collaboration technologies: Forth international conference, Vancouver, BC, July 9–14, 2017 (Vol. 10296, pp. 1–15). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-58515-4_24.

Pachler, N., Daly, C., Mor, Y., & Mellar, H. (2010). Formative e-assessment: Practitioner cases. Computers & Education,54(3), 715–721. https://doi.org/10.1016/j.compedu.2009.09.032.CrossRef

Pachler, N., Mellar, H., Daly, C., Mor, Y., Wiliam, D., & Laurillard, D. (2009). Scoping a vision for formative e-assessment: A project report for JISC. JISC. Retrieved from http://eprints.ioe.ac.uk/18783/1/RB26_FEASST_Pachler.pdf

Prineas, M., & Cini, M. (2011). Assessing learning in online education. Retrieved from http://www.learningoutcomeassessment.org/documents/onlineed.pdf. Accessed March 2018.

Ripley, M. (2009). Review of advanced e-assessment (RAeAT) final report. Retrieved from http://community.dur.ac.uk/smart.centre1/jiscdirectory/media/JISC%20RAeAT%20Final%20Report%20-%20v2.0.pdf. Accessed March 2018.

Ritzhaupt, A. D., & Singh, O. (2006). Student perspectives of eportfolios in computing education. Retrieved from https://dl.acm.org/citation.cfm?id=1185483. Accessed March 2018.

Sharples, M., de Roock, R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi, C-K., McAndrew, P., Rienties, B., Weller, M., & Wong, L. H. (2016). Innovating pedagogy 2016: Open university innovation report 5. Milton Keynes: The Open University. Retrieved from: https://www.repository.nie.edu.sg/bitstream/10497/18319/3/IP_2016_OUIR5.pdf.

Smart, V., Sim, C., & Finger, G. (2015). Professional standards based digital portfolios vs. evidence based digital portfolios: Recommendations for creative, interesting and long-lasting digital portfolios. In Proceedings of the society for information technology and teacher education international conference 2015 (Vol. 1, pp. 1875–1882). Retrieved from https://www.editlib.org/p/150256/.

Soffer, T., Kahan, T., & Livne, E. (2017). E-assessment of online academic courses via students’ activities and perceptions. Studies in Educational Evaluation,54, 83–93. https://doi.org/10.1016/j.stueduc.2016.10.001.CrossRef

Solomon, G. (2003). Project-based learning: A primer. Technology & Learning, 23(6), 20–26. Retrieved from http://pennstate.swsd.wikispaces.net/file/view/PBL-Primer-www_techlearning_com.pdf.

Spector, J. M. (2016). Smart learning environments: Concepts and issues. In Proceedings of SITE 2016 Savannah (pp. 2728–2737). GA: SITE. Retrieved from https://www.learntechlib.org/p/172078/.

Spector, J. M., Ifenthaler, D., Samspon, D., Yang, L., Mukama, E., Warusavitarana, A., Lokuge Dona, K., Eichhorn, K., Fluck, A., Huang, R., Bridges, S., Lu, J., Ren, Y., Gui, X., Deneen, C. C., San Diego, J., & Gibson, D. C. (2016). Technology enhanced formative assessment for 21st century learning. Educational Technology and Society, 19(3), 58–71. Retrieved from http://www.ifets.info/journals/19_3/7.pdf.

Stödberg, U. (2012). A research review of e-assessment. Assessment and Evaluation in Higher Education, 37(5), 591–604. Retrieved from http://www.ifets.info/journals/19_3/7.pdf.

Stoller, L. S. (1997). Project work: A means to promote language content. English Teachers’ Journal (Israel), 35(4), 2–18. Retrieved from https://eric.ed.gov/?id=EJ595058.

Tempelaar, D., Rienties, B., Mittelmeier, J., & Nguyen, Q. (2018). Student profiling in a dispositional learning analytics application using formative assessment. Computers in Human Behavior,78, 408–420. https://doi.org/10.1016/j.chb.2017.08.010.CrossRef

Thomas, J. (2000). A review of research on project based learning. Retrieved from http://www.bobpearlman.org/bestpractices/PBL_Research.pdf. Accessed March 2018.

Tomas, C., Borg, M., & McNeil, J. (2015). E-assessment: Institutional development strategies and the assessment life cycle. British Journal of Educational Technology,46, 588–596. https://doi.org/10.1111/bjet.12153.CrossRef

Van der Vleuten, C., Schuwirth, L., Driessen, E., Govaerts, M., & Heeneman, S. (2015). Twelve tips for programmatic assessment. Medical Teacher,37(7), 641–646. https://doi.org/10.3109/0142159X.2014.973388.CrossRef

Van Rooij, S. (2009). Scaffolding project based learning with the project management body of knowledge (PMBOK). Computers & Education,52(1), 210–219. https://doi.org/10.1016/j.compedu.2008.07.012.CrossRef

Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education,39(3), 309–328. https://doi.org/10.1080/15391523.2007.10782485.CrossRef

Wang, T.-H., & Kubincová, Z. (2017). Editorial: E-assessment and its role and possibility in facilitating future teaching and learning. EURASIA Journal of Mathematics, Science and Technology Education,13(4), 1041–1043. https://doi.org/10.12973/eurasia.2017.00664a.CrossRef

Whitelock, D. M. (2007). Computer assisted formative assessment: Supporting students to become more reflective learners. In C. P. Constantinou, Z. C. Zacharia & M. Papaevripidou (Eds.), Proceedings of the 8th international conference on computer based learning in science (CBLIS’07) (pp. 492–504). Crete, Greece: E-Media, University of Crete. ISBN: 9963-671-06-3, 978-9963-671-06-9

Whitworth, D., & Wright, K. (2015). Online assessment of learning and engagement in university laboratory practicals. British Journal of Educational Technology,46(6), 1201–1213. https://doi.org/10.1111/bjet.12193.CrossRef

Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education: Principles, Policy and Practice,11(1), 49–65. https://doi.org/10.1080/0969594042000208994.CrossRef

Title: Online Project-Based Learning and Formative Assessment
Authors: Punyapat Chanpet
Komkrit Chomsuwan
Elizabeth Murphy
Publication date: 25-04-2018
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 3/2020
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-018-9363-2

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Other articles of this Issue 3/2020

The Role of Achievement Goals and Self-regulated Learning Behaviors in Clinical Reasoning

Multiple Agent Designs in Conversational Intelligent Tutoring Systems

Unpacking the Inherent Design Principles of Mobile Microlearning

Open Textbooks: A Balance Between Empowerment and Disruption

A Study on the Actual Use of Digital Competence in the Practicum of Education Degree

Technology Enhanced Teaching and Learning: Exploration of Faculty Adaptation to iPad Delivered Curriculum

Premium Partners