Blended e-learning skeleton of conversation: improving formative assessment in undergraduate dissertation supervision

Heinze, A; Heinze, B

Abstract

The supervision of undergraduate student dissertations is an area in need of research. Although some studies have already addressed this, these are primarily based on academic staff responses. This study contributes to knowledge by gathering the responses of students and focusing on formative electronic assessment. Data was collected using a student focus group and student questionnaire. The findings suggest that good supervisor-student communication is crucial to the supervision process and a number of students felt unhappy with this aspect. It is suggested that to improve the undergraduate student dissertation experience, a combination of face-to-face and electronic formative assessment is used. In addition, the Blended E-learning Skeleton of Conversation model provides a sound theoretical framework that could guide supervisors and students in the supervision process. This model is advocated for use in dissertation module design and in supervisor development.

Citation

Heinze, A., & Heinze, B. (2009). Blended e-learning skeleton of conversation: improving formative assessment in undergraduate dissertation supervision. British Journal of Educational Technology, 40(2), 294-305. https://doi.org/10.1111/j.1467-8535.2008.00923.x

• Journal Article Type: Article
• Publication Date: Mar 1, 2009
• Deposit Date: Feb 17, 2009
• Publicly Available Date: Feb 17, 2009
• Journal: British Journal of Educational Technology
• Print ISSN: 0007-1013
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 40
• Issue: 2
• Pages: 294-305
• DOI: https://doi.org/10.1111/j.1467-8535.2008.00923.x
• Publisher URL: http://dx.doi.org/10.1111/j.1467-8535.2008.00923.x
• Related Public URLs: http://www3.interscience.wiley.com/journal/121659018/abstract; http://www.business.salford.ac.uk/staff/aleksejheinze
• Additional Information: Additional Information : Special issue of journal: 'e-Assessment: developing new dialogues for the digital age'