Korean EFL University Student Perceptions of Problem Based Assessment for Online Language Learning
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초록
The purpose of this qualitative study is to investigate online students’ attitudes toward problem-based assessment in an English language course focusing on learner centeredness at an online university in Korea. This study examines how online instructors can develop better learning experiences for online students, particularly in the area of assessment. This study was carried out with eight-six Korean EFL university students in an English presentations course for fifteen weeks. In the place of exams, students submitted four assignments: 1) Initial reflection 2) Presentation outline 3) Presentation 4) Course reflection. Students received personalized feedback from the professor on each of the assignments. Based on online anonymous questionnaire results from the eighty-six students, the data were analyzed. There were three major findings. First, students who experienced problem based learning and assessment reported projects and personal reflection writing as significantly more helpful than traditional exams in aiding learning. Secondly, online learners most highly value the relationship between professor and student along with the course lecture and video, placing much less importance on student-student relationships. Thirdly, students gave suggestions for online course improvement including more assignments, improving technical issues, and including both exams and problem based assessment. This study shows the importance of considering the learners’ perspective when designing assessments, bringing to attention the aspects of online learning most valued by EFL cyber students in Korea.
Abstract
The purpose of this qualitative study is to investigate online students’ attitudes toward problem-based assessment in an English language course focusing on learner centeredness at an online university in Korea. This study examines how online instructors can develop better learning experiences for online students, particularly in the area of assessment. This study was carried out with eight-six Korean EFL university students in an English presentations course for fifteen weeks. In the place of exams, students submitted four assignments: 1) Initial reflection 2) Presentation outline 3) Presentation 4) Course reflection. Students received personalized feedback from the professor on each of the assignments. Based on online anonymous questionnaire results from the eighty-six students, the data were analyzed. There were three major findings. First, students who experienced problem based learning and assessment reported projects and personal reflection writing as significantly more helpful than traditional exams in aiding learning. Secondly, online learners most highly value the relationship between professor and student along with the course lecture and video, placing much less importance on student-student relationships. Thirdly, students gave suggestions for online course improvement including more assignments, improving technical issues, and including both exams and problem based assessment. This study shows the importance of considering the learners’ perspective when designing assessments, bringing to attention the aspects of online learning most valued by EFL cyber students in Korea.
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