Home PublicationsJRTEPast IssuesVolume 39 Number 3: Spring 2007

	Edited by Dr. Lynne Schrum, George Mason University
formerly Journal of Research on Computing in Education

Volume 39 Number 3 Spring 2007

Asynchronous Discussions and Assessment in Online Learning

Selma Vonderwell
Cleveland State University
Xin Liang and Kay Alderman
The University of Akron

Abstract

This case study explored asynchronous online discussions, assessment processes, and the meaning students derived from their experiences in five online graduate courses at the Colleges of Education of two Midwestern higher education institutions. The findings suggest that asynchronous online discussions facilitate a multidimensional process of assessment demonstrated in the aspects of structure, self-regulatory activities, learner autonomy, learning community and student writing skills. The students valued the discussions as an essential component of their online learning. Further research is needed to understand the characteristics of online assessment, and what assessment strategies or criteria enhance assessment and learning.

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Contributors

Selma Vonderwell is an assistant professor of educational technology for the College of Education at Cleveland State University (E-mail: s.vonderwell@csuohio.edu).

Xin Liang is an assistant professor of educational research for the College of Education at the University of Akron (E-mail: liang@uakron.edu).

Kay Alderman is a professor emeritus with the College of Education at The University of Akron (E-mail: kalderman@uakron.edu).

Copyright 2007, (International Society for Technology in Education). All rights reserved.