Karen A. Tarnoff, Eric D. Bostwick and Kathleen J. Barnes
Faculty participation in the assurance of learning (AoL) is requisite both for the effective operation of the system and for accreditation compliance, but faculty often resist…
Abstract
Purpose
Faculty participation in the assurance of learning (AoL) is requisite both for the effective operation of the system and for accreditation compliance, but faculty often resist engaging in AoL tasks. The purpose of this paper is to provide specific recommendations to address faculty concerns and to guide AoL systems toward maturity.
Design/methodology/approach
This paper provides a comprehensive model of faculty resistance perspectives aligned to AoL maturity, provides specific responses to faculty resistance and introduces success markers of progress toward maturity.
Findings
Specifically, a three-stage model of AoL system maturity is presented and aligned with five faculty perspectives. For each faculty perspective, responses targeting causal factors are proposed and signs of progress toward the next level of faculty engagement are highlighted.
Practical implications
Faculty and AoL leaders will be able to identify their current stage of AoL system maturity and implement practical solutions to move to the next stage of system maturity.
Social implications
Understanding the motivations for faculty resistance will facilitate more meaningful and effective internal interactions as a school seeks to improve its AoL system. In turn, a more effective AoL system will promote better learning experiences for students; and better learning allows students to become productive in their chosen careers more quickly, thus improving society as a whole.
Originality/value
To the knowledge, no prior paper has organized faculty resistance along a maturity continuum, provided targeted responses based on the level of maturity or included signs that indicate growth toward the next level of maturity.
Details
Keywords
Karen A. Tarnoff, Kathleen J. Barnes and Eric D. Bostwick
The purpose of this study is to identify signs of unnecessary assurance of learning (AoL) complexity and to provide suggestions for simplifying the AoL processes.
Abstract
Purpose
The purpose of this study is to identify signs of unnecessary assurance of learning (AoL) complexity and to provide suggestions for simplifying the AoL processes.
Design/methodology/approach
While this paper is grounded in the existent AoL literature, the paper also presents several anecdotal observations from the authors’ practical knowledge in designing, leading, maintaining and consulting on AoL systems and processes.
Findings
Based on both a conceptual review of AoL literature and the authors’ own experiences, the authors outline 13 specific symptoms of unnecessary AoL complexity, identify potential underlying causes for each symptom and propose practical solutions that can increase the efficiency and effectiveness of dysfunctional AoL systems and processes.
Research limitations/implications
Although this work is grounded in the existent AoL literature, the present paper presents several anecdotal observations from the authors’ experiences. While the intent is to provide guidance that is actionable, it is understood that variability exists within and across schools and programs. Future research is needed to provide a more formal structure for reviewing AoL complexity, efficiency and effectiveness.
Practical implications
While future research is needed to provide a more formal structure for reviewing AoL complexity, efficiency and effectiveness, the intent of this paper is to provide guidance that is actionable with the understanding that variability exists within and across schools and programs.
Social implications
Society increasingly is demanding accountability from institutions of higher learning, and properly structured AoL programs can provide evidence of institutional effectiveness in preparing students to be productive members of society in their chosen fields of study. Stated succinctly, “although accountability matters, learning still matters most” (Angelo, 1999, n.p.).
Originality/value
Consideration of the 13 symptoms presented here along with other drivers that are unique to each school and program should result in the identification and development of practicable remedies to simplify AoL processes and systems, increase efficiency and effectiveness and improve the documentation of improvements to student learning.
Details
Keywords
Arathai Din Eak and Nagaletchimee Annamalai
This systematic literature review paper critically examines the effectiveness of screencast feedback compared with text feedback in promoting student learning outcomes in online…
Abstract
Purpose
This systematic literature review paper critically examines the effectiveness of screencast feedback compared with text feedback in promoting student learning outcomes in online higher education. This paper aims to contribute to the ongoing discussion surrounding feedback modalities and their impact on online learning environments.
Design/methodology/approach
This paper adopts a systematic review approach to synthesise and analyse existing studies investigating the use of screencast feedback in online higher education settings. A comprehensive search and selection process was employed to identify relevant literature. The selected studies were then analysed for their methodologies, findings and implications. This paper seeks to provide an overview of the current state of research, highlighting the benefits, challenges and potential impacts of screencast feedback on student learning outcomes.
Findings
The findings of this paper suggest that while there is a positive perception of screencast feedback among students and instructors, drawing definitive conclusions about its superiority over text feedback remains at the very beginning. Students generally appreciate the personalised, supportive and engaging nature of screencast feedback, particularly within the online learning context. However, challenges such as technical barriers and potential workload implications for instructors are also noted. Further empirical research is needed to comprehensively evaluate the comparative efficacy of screencast feedback, considering factors like online engagement, digital literacy and the impact on diverse student populations.
Research limitations/implications
This review underscores the acute necessity for expansive and meticulously designed studies that can provide conclusive insights into the authentic potential of screencast feedback and its resonance within the unique landscape of online learning. Through rigorous inquiry, educators can discern the optimal strategies for harnessing the advantages of screencast feedback to enhance student learning outcomes, aligning harmoniously with the dynamics of virtual classrooms.
Practical implications
Screencast feedback emerges as a promising avenue to foster meaningful connections between instructors and learners. The review highlights that screencast feedback engenders a more dialogic interaction between lecturers and students, resulting in personalised, supportive and engaging feedback experiences.
Social implications
The systematic review conducted underscores the positive reception of screencast feedback from both students and lecturers in this context. The findings are consistent with the principles of social constructivist theory, suggesting that the interactive and personalised nature of screencast feedback facilitates a richer educational experience for students, even within the confines of virtual classrooms (Vygotsky, 1978).
Originality/value
This innovative blend of methodologies contributes new insights that can inform educational practices and pedagogical strategies in online learning environments.