The role of social cues in supporting students to overcome challenges in online multi-stage assignments

Tiffani Apps, Karley Beckman, Sue Bennett, Barney Dalgarno, Gregor Kennedy, Lori Lockyer

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Online technologies can facilitate new assessment designs, where students develop, analyse and reflect upon their learning. Online multi-stage assignments provide students with opportunities to submit and share their work over an extended period in social sharing spaces such as blogging and discussion forums. This study explores the challenges experienced by students while completing online multi-stage assignments and the processes of self-regulated learning students engaged with to overcome such challenges. We present interview data from three qualitative case studies involving 34 students across two Australian universities. The results show all students experienced challenges while working on multi-stage assignments. Students engaged with both online and offline social cues to regulate their learning and overcome task challenges. We discuss the design implications and provide recommendations for further research.

Original languageEnglish
Pages (from-to)25-33
Number of pages9
JournalInternet and Higher Education
Volume42
Early online date22 Mar 2019
DOIs
Publication statusPublished - Jul 2019

    Fingerprint

Cite this