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Students' Perceived Usefulness of Computerized Percentage-Only vs. Descriptive Score Reports: Associations with Motivation and Grades
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Daniels, Lia M.; Bulut, Okan – Journal of Computer Assisted Learning, 2020
In computer-based testing (CBT) environments instructors can provide students with feedback immediately. Commonly, instructors give students their percentage correct without additional descriptive feedback. Our objectives were (a) to compare students' perceived usefulness of a percentage-only score report vs. a descriptive feedback report in a CBT…
Descriptors: Computer Assisted Testing, Feedback (Response), Value Judgment, Student Attitudes
Who Are the Top Contributors in a MOOC? Relating Participants' Performance and Contributions
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Alario-Hoyos, C.; Muñoz-Merino, P. J.; Pérez-Sanagustín, M.; Delgado Kloos, C.; Parada Gelvez, H. A. – Journal of Computer Assisted Learning, 2016
The role of social tools in massive open online courses (MOOCs) is essential as they connect participants. Of all the participants in an MOOC, top contributors are the ones who more actively contribute via social tools. This article analyses and reports empirical data from five different social tools pertaining to an actual MOOC to characterize…
Descriptors: Online Courses, Large Group Instruction, Educational Technology, Technology Uses in Education