Effectiveness of an Online Automated Evaluation and Feedback System in an Introductory Computer Literacy Course

The purpose of this study was to investigate the effectiveness of an online automated evaluation and feedback system that assessed students' word processing assignments prepared with Microsoft Office Word. The participants of the study were 119 undergraduate teacher education students, 86 of wh...

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Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2014-10, Vol.10 (5), p.395
Main Authors: Varank, Ilhan, Erkoç, M. Fatih, Büyükimdat, Meryem Köskeroglu, Aktas, Mehmet, Yeni, Sabiha, Adigüzel, Tufan, Cömert, Zafer, Esgin, Esad
Format: Article
Language:English
Subjects:
Assignments
Automation
Computer Literacy
Evaluation Methods
Feedback (Response)
Foreign Countries
Introductory Courses
Likert Scales
Mann Whitney U Test
Mixed Methods Research
Online Systems
Pretests Posttests
Program Effectiveness
Questionnaires
Self Efficacy
Semi Structured Interviews
Student Evaluation
Students
Teacher Education Programs
Turkey (Istanbul)
Undergraduate Students
Word Processing
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Summary:The purpose of this study was to investigate the effectiveness of an online automated evaluation and feedback system that assessed students' word processing assignments prepared with Microsoft Office Word. The participants of the study were 119 undergraduate teacher education students, 86 of whom were female and 32 were male, enrolled in different sections of Computer-I course taught at one of the major public universities in Istanbul, Turkey. A total of 52 and 67 participants were assigned to the control and experimental group, respectively. No statistically significant difference was found between the experimental and control group students' post-tests performance, self-efficacy perception and technology acceptance scores after the implementation in which the experimental group students used the online automated evaluation and feedback system to get feedback on their assignments, and the control group students didn't receive any feedback. However, the interview results showed that the experimental group students had positive experiences with the system such as contributions to their learning performance, high perceptions, easy use of the system and saving time for the assignments.
ISSN:1305-8223
1305-8215
1305-8223
DOI:10.12973/eurasia.2014.1062a