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Experiences of assessment: using phenomenography for evaluation.

Jones, Chris R. and Asensio, Mireia (2001) Experiences of assessment: using phenomenography for evaluation. Journal of Computer Assisted Learning, 17 (3). pp. 314-321. ISSN 0266-4909

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Abstract

The aim of this paper is to explore the use of assessment as a tool for structuring students' experiences within a networked learning environment. It is suggested that this investigation may have a wider bearing on issues raised by the idea of aligning teaching approach with the students' approach to learning. The methods used are broadly phenomenographic and the use of this approach is proposed for the evaluation of networked learning in higher education. The work is drawn from the initial phase of a two-year study being undertaken at Lancaster University. The choice of phenomenography as the preferred methodological approach is explained and how this is appropriate for evaluation. An emphasis is placed upon the evaluative aspects of phenomenography, its focus on varieties of experience and the relationship between approaches adopted to learning and the outcomes of learning. The example, drawn from the research, examines student approaches in relation to the declared intentions of the course designers.

Item Type: Article
Journal or Publication Title: Journal of Computer Assisted Learning
Uncontrolled Keywords: Collaboration • Distance • Evaluation • Illuminative • Interview • IT-use • Conferencing • Phenomenography • Qualitative • Undergraduate
Subjects: L Education > L Education (General)
Departments: Lancaster University Management School > Management Learning & Leadership
ID Code: 13833
Deposited By: Mr Richard Ingham
Deposited On: 03 Oct 2008 09:38
Refereed?: Yes
Published?: Published
Last Modified: 18 Sep 2013 16:12
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/13833

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