Ungrading Learner Participation in a Student-Centered Learning Experience

Autor/inn/en	Koehler, Adrie A.; Meech, Sally
Titel	Ungrading Learner Participation in a Student-Centered Learning Experience
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 66 (2022) 1, S.78-89 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koehler, Adrie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-021-00682-w
Schlagwörter	Ethnography; Case Studies; Online Courses; Learner Engagement; Student Centered Learning; Metacognition; Instructional Design; Teaching Methods; Graduate Students; Self Evaluation (Individuals); Student Participation + Suchen Sie Ihr Suchwort? Ethnografie; Case study; Fallstudie; Case Study; Online course; Online-Kurs; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Although using specific guidelines to structure course participation in online courses can boost learner engagement, research suggests that learners' overreliance on these standards can lead to superficial participation. As a result, alternative methods for participation assessment, such as ungrading or self-assessment, are increasingly being explored. Using a self-regulated learning lens, this ethnographic case study investigated how graduate students navigated participation self-assessment in an online advanced instructional design (ID) theory course. Results suggest that participation represented a unique construct across learners who did not always embrace technology affordances to support their learning and struggled to lead the monitoring process for their participation. Additionally, learners created goals that were incomplete and did not demonstrate an explicit awareness of the connections between course participation and learning. Implications for creating an effective ungraded approach for course participation in online settings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01