Students generate items for an online formative assessment : Is it motivating?

Poot, Rianne; de Kleijn, Renske A M; van Rijen, Harold V M; van Tartwijk, Jan

Students generate items for an online formative assessment : Is it motivating?

Dateien

Poot_2-1l4jv9q4rqhga3.pdfGröße: 997.03 KBDownloads: 299

Datum

2017

Autor:innen

Poot, Rianne

de Kleijn, Renske A M

van Rijen, Harold V M

van Tartwijk, Jan

Open Access-Veröffentlichung

Open Access Hybrid

Sammlungen

Empirische Bildungsforschung

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

Medical teacher. 2017, 39(3), pp. 315-320. ISSN 0142-159X. eISSN 1466-187X. Available under: doi: 10.1080/0142159X.2017.1270428

Zusammenfassung

Background:

A reported problem with e-learning is sustaining students’ motivation. We propose a framework explaining to what extent an e-learning task is motivating. This framework includes students’ perceived Value of the task, Competence in executing the task, Autonomy over how to carry out the task, and Relatedness.

Methods:

To test this framework, students generated items in an online environment and answered questions developed by their fellow students. Motivation was measured by analyzing engagement with the task, with an open-ended questionnaire about engagement, and with the motivated strategies for learning questionnaire (MSLQ).

Results:

Students developed 59 questions and answered 1776 times on the questions. Differences between students who did or did not engage in the task are explained by the degree of self-regulation, time management, and effort regulation students report. There was a significant relationship between student engagement and achievement after controlling for previous academic achievement.

Conclusions:

This study proposes a way of explaining the motivational value of an e-learning task by looking at students’ perceived competence, autonomy, value of the task, and relatedness. Student-generated items are considered of high task value, and help to perceive relatedness between students. With the right instruction, students feel competent to engage in the task.

Fachgebiet (DDC)

300 Sozialwissenschaften, Soziologie

Zitieren

ISO 690

POOT, Rianne, Renske A M DE KLEIJN, Harold V M VAN RIJEN, Jan VAN TARTWIJK, 2017. Students generate items for an online formative assessment : Is it motivating?. In: Medical teacher. 2017, 39(3), pp. 315-320. ISSN 0142-159X. eISSN 1466-187X. Available under: doi: 10.1080/0142159X.2017.1270428

BibTex

@article{Poot2017-03Stude-44467,
  year={2017},
  doi={10.1080/0142159X.2017.1270428},
  title={Students generate items for an online formative assessment : Is it motivating?},
  number={3},
  volume={39},
  issn={0142-159X},
  journal={Medical teacher},
  pages={315--320},
  author={Poot, Rianne and de Kleijn, Renske A M and van Rijen, Harold V M and van Tartwijk, Jan}
}

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Begutachtet

Ja