Open Online Assignment Submission: First Year Students' Behavior and Views

By Langley, Dorothy; Ronen, Miky et al. | Issues in Informing Science & Information Technology, Annual 2008 | Go to article overview

Open Online Assignment Submission: First Year Students' Behavior and Views


Langley, Dorothy, Ronen, Miky, Shachar, Shlomit ben, Issues in Informing Science & Information Technology


Introduction

Homework assignments are a necessary and usual component of learning at all education levels. They are intended to promote assimilation and application of principles and procedures presented in class. Homework assignments can engage students at different cognitive levels from simple knowledge recognition up to synthesis and evaluation (Bloom, 1956). They are intended to enable students to evaluate their knowledge and to provide necessary instructional information to the teacher.

In higher education, homework assignments are particularly important as the knowledge input during lectures is very concentrated, leaving little time for elaboration or practice. Students in higher education (especially at the freshmen stage) may find homework assignments very difficult, difficult, with difficulties stemming from a variety of sources (Ronen & Langley, 2004). The growing sense of accountability for student learning in institutions of higher education necessitates finding ways of providing appropriate scaffolds to support students in performing learning assignments. The search for innovative support methods may require a reconceptualization of learning away from the solitary, individual, teacher-student path and leading towards the socio-cultural learning paradigm, where students are seen as belonging to a group and interacting with each other through multiple channels.

The advancements in ICT during the past decade have afforded new effective communication channels which can be utilized in different ways to promote students' ability to undertake and successfully perform serious homework assignments. One such channel is the discussion group within a course site. The discussion group is a "public forum" where each student can read and post messages. The Open Assignment Submission (OAS) regime we are proposing means that students will post their completed assignments in a designated assignment forum during a fixed period. Posted assignments can be viewed by all group members as well as the instructor, revised versions can be added until the set deadline and comments of all kinds can be added by peers.

The notion of employing an open forum for homework submission may seem at first sight as promoting plagiarism and dependence. Our previous research (Ronen & Langley, 2004) has led us to believe that, given appropriate homework assignments, the potential advantages far outweigh the drawbacks. The current case-study is framed within the Academic Literacy course in the department of Instructional Systems Technologies (Langley, 2007). Within this study we shall attempt to describe and evaluate how first year students act, and the attitudes they express after initial implementation of the OAS regime.

For an extensive survey of the literature regarding learning from worked examples and from peer examples, as well as the social-cultural approach to learning and instruction especially in an information technology environment, we refer the interested reader to our previous study (Ronen & Langley, 2004).

The Study

Context and Subjects

The current study deals with student behaviour and views regarding Open Assignment Submission (OAS) in the assignment forum, during the first weeks of the semester. The research subjects were 55 first year students attending the Academic Literacy course, scheduled as a weekly 90 minute lesson. The students were divided into two groups with separate lessons and access to separate course sites: grpR (32 full-time students who study two semesters a year) and grpG (23 working students who study three semesters a year).

The study consists of two parts: The first analyzes students' responses to a self report questionnaire, dealing with behavior and views regarding OAS, and the second part analyzes data retrieved from the learning management system concerning events of viewing peer work in the assignment submission forum.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Open Online Assignment Submission: First Year Students' Behavior and Views
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.