Assessed Online Discussion Groups in Biology Education

Sophisticated software such as Virtual Learning Environments (VLEs) are rapidly being deployed by universities. Despite widespread use of such systems, experience shows that there is frequently poor pedagogic development, leading primarily to use of VLEs as electronic document repositories rather th...

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Bibliographic Details
Published in:Bioscience education e-journal 2006-11, Vol.8 (1), p.1-11
Main Authors: Cann, Alan J, Calvert, Jane E, Masse, Karine L, Moffat, Kevin G
Format: Article
Language:English
Subjects:
assessment
Bayesian Statistics
Biology
Computer Mediated Communication
Computer Software Evaluation
Courseware
discussion
Discussion Groups
Distance Education
Foreign Countries
Guidelines
Network Analysis
Online Courses
United Kingdom
Virtual Classrooms
virtual learning environments
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Summary:Sophisticated software such as Virtual Learning Environments (VLEs) are rapidly being deployed by universities. Despite widespread use of such systems, experience shows that there is frequently poor pedagogic development, leading primarily to use of VLEs as electronic document repositories rather than as online learning systems in which the available suite of tools are used to their full potential. Online assessment is the major potential efficiency gain of such systems, but most staff do not scratch the surface of the full capabilities of the software. Based on our experience, we describe practical guidelines for a model of online assessment which promotes deep versus superficial learning, encourages higher level learning competencies and inclusivity.
ISSN:1479-7860
1479-7860
DOI:10.3108/beej.8.4