TY  - GEN
AV  - public
ID  - discovery10083323
N1  - This version is the author accepted manuscript. For information on re-use, please refer to the publisher?s terms and conditions.
PB  - National Institute for Digital Learning (NIDL)
A1  - Hughes, G
A1  - Price, L
A1  - Hughes, G
Y1  - 2019/11/07/
CY  - Dublin, Ireland
N2  - Designing distance learning to ensure student success is of high importance and there
are well-known aspects of distance online learning that encourage retention such as
regular tutor support, clear structure, student self-reflection and online discussion with
peers (Doig and Hogg, 2013). A module for a new Postgraduate Certificate in Learning
and Teaching in Higher Education at the University of London was recently designed
using these plus innovative pedagogic features to promote student success. The
design included alignment between the assessment criteria and weekly discussion
forum activities. An ipsative assessment criterion indicated to students that they must
demonstrate their development and progress with their learning throughout the module
to encourage consistent engagement. The design also included a peer review process
that was managed through the Virtual Learning Environment with student reviews that
were anonymised. To identify which aspects of the design promoted success, we
collected data analytics for 50 students and explored links between online discussion
forum participation, peer review activities and student marks. Contrary to popular
expectations, engagement with the discussion forum is not a very good predictor of
completion and success. By contrast, engagement in peer review, and especially
giving feedback to peers, is a good predictor of success. Furthermore, early drop out
from peer review links to incomplete submission of assessments. Thus, spending time
on task in the peer review links to high or moderate performance, although a few
exceptions indicate that different learners might use different tools for success. This
study suggests a number of avenues for tutor development in online learning to
encourage retention such as using peer review activities that are time bound and well
organised. Assessment could include criteria for developmental progress as well as
outcomes
KW  - design
KW  -  peer assessment
KW  -  retention
KW  -  student success
KW  -  ipsative assessment
TI  - Systematic peer reviewing versus a discussion forum for promoting online learner success: an evaluation of innovative learning design for postgraduate students
UR  - https://wcol2019.ie/conference_papers/
ER  -