Document Detail


Eager 'weavers': Designing assessment for an online environment.
MedLine Citation:
PMID:  21177143     Owner:  NLM     Status:  Publisher    
Abstract/OtherAbstract:
As more and more Australian universities move their courses into blended learning environments (BLEs), it is important that strategies be devised to monitor teaching practices and student learning. In 2008, five large Australian universities were given an ALTC (Australian Learning and Teaching Council) grant to address the area of teacher peer review (PR). This paper shows evidence from one of the universities (The University of Technology, Sydney) where a case study was undertaken to optimise teacher peer review in a BLE. The project involved an innovative approach of interdisciplinary PR between an academic from the Faculty of Nursing, Midwifery and Health and an academic from the Faculty of Arts and Social Science (FASS). As a result of this collaboration, the online assessment in the nursing subject was radically changed with a greater percentage of the marks awarded to online activities. The design took more 'up front' effort by the coordinator, as is usually the case in online preparation, but results have shown that students who had previously relied heavily on directions from their tutors throughout the semester, were now taking on more responsibility for their own learning and for the learning of fellow students.
Authors:
Aileen Wyllie
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Publication Detail:
Type:  JOURNAL ARTICLE     Date:  2010-12-20
Journal Detail:
Title:  Nurse education in practice     Volume:  -     ISSN:  1873-5223     ISO Abbreviation:  -     Publication Date:  2010 Dec 
Date Detail:
Created Date:  2010-12-23     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  101090848     Medline TA:  Nurse Educ Pract     Country:  -    
Other Details:
Languages:  ENG     Pagination:  -     Citation Subset:  -    
Copyright Information:
Copyright © 2010. Published by Elsevier Ltd.
Affiliation:
Faculty of Nursing, Midwifery and Health, University of Technology, Sydney, Australia.
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