Open Universiteit

Please use this identifier to cite or link to this item:
Title: Design guidelines for self-assessment support for adult academic distance learning
Authors: Menendez Blanco, Maria
Van der Veer, Gerrit
Benvenuti, Laura
Kirschner, Paul A.
Keywords: Self-assessment
Distance learning
Design guidelines
Progress tracking
Time management
Collaborative learning
Issue Date: 29-Dec-2011
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.
Description: Menendez Blanco, M., Van der Veer, G., Benvenuti, L., & Kirschner, P. A. (2011). Design guidelines for self-assessment support for adult academic distance learning. In H-J Shalin (Ed.), Constructing self-discovery learning spaces online: scaffolding and decision making technologies (pp. 169-198). Hershey, PA: IGI Global.
Appears in Collections:1. LC: Publications and Preprints

Files in This Item:
File Description SizeFormat 
Design guidelines for self-assessment in adult distance academic learning.pdf1.06 MBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.