Experiences of assessment: using phenomenography for evaluation.

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Experiences of assessment: using phenomenography for evaluation. / Jones, Chris R.; Asensio, Mireia.
In: Journal of Computer Assisted Learning, Vol. 17, No. 3, 09.2001, p. 314-321.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Jones, CR & Asensio, M 2001, 'Experiences of assessment: using phenomenography for evaluation.', Journal of Computer Assisted Learning, vol. 17, no. 3, pp. 314-321. https://doi.org/10.1046/j.0266-4909.2001.00186.x

APA

Jones, C. R., & Asensio, M. (2001). Experiences of assessment: using phenomenography for evaluation. Journal of Computer Assisted Learning, 17(3), 314-321. https://doi.org/10.1046/j.0266-4909.2001.00186.x

Vancouver

Jones CR, Asensio M. Experiences of assessment: using phenomenography for evaluation. Journal of Computer Assisted Learning. 2001 Sept;17(3):314-321. doi: 10.1046/j.0266-4909.2001.00186.x

Author

Jones, Chris R. ; Asensio, Mireia. / Experiences of assessment: using phenomenography for evaluation. In: Journal of Computer Assisted Learning. 2001 ; Vol. 17, No. 3. pp. 314-321.

Bibtex

@article{a1e48b1415b442fdb6ab37b881a5f821,

title = "Experiences of assessment: using phenomenography for evaluation.",

abstract = "The aim of this paper is to explore the use of assessment as a tool for structuring students' experiences within a networked learning environment. It is suggested that this investigation may have a wider bearing on issues raised by the idea of aligning teaching approach with the students' approach to learning. The methods used are broadly phenomenographic and the use of this approach is proposed for the evaluation of networked learning in higher education. The work is drawn from the initial phase of a two-year study being undertaken at Lancaster University. The choice of phenomenography as the preferred methodological approach is explained and how this is appropriate for evaluation. An emphasis is placed upon the evaluative aspects of phenomenography, its focus on varieties of experience and the relationship between approaches adopted to learning and the outcomes of learning. The example, drawn from the research, examines student approaches in relation to the declared intentions of the course designers.",

keywords = "Collaboration • Distance • Evaluation • Illuminative • Interview • IT-use • Conferencing • Phenomenography • Qualitative • Undergraduate",

author = "Jones, {Chris R.} and Mireia Asensio",

year = "2001",

month = sep,

doi = "10.1046/j.0266-4909.2001.00186.x",

language = "English",

volume = "17",

pages = "314--321",

journal = "Journal of Computer Assisted Learning",

issn = "0266-4909",

publisher = "Wiley-Blackwell",

number = "3",

}

RIS

TY - JOUR

T1 - Experiences of assessment: using phenomenography for evaluation.

AU - Jones, Chris R.

AU - Asensio, Mireia

PY - 2001/9

Y1 - 2001/9

N2 - The aim of this paper is to explore the use of assessment as a tool for structuring students' experiences within a networked learning environment. It is suggested that this investigation may have a wider bearing on issues raised by the idea of aligning teaching approach with the students' approach to learning. The methods used are broadly phenomenographic and the use of this approach is proposed for the evaluation of networked learning in higher education. The work is drawn from the initial phase of a two-year study being undertaken at Lancaster University. The choice of phenomenography as the preferred methodological approach is explained and how this is appropriate for evaluation. An emphasis is placed upon the evaluative aspects of phenomenography, its focus on varieties of experience and the relationship between approaches adopted to learning and the outcomes of learning. The example, drawn from the research, examines student approaches in relation to the declared intentions of the course designers.

AB - The aim of this paper is to explore the use of assessment as a tool for structuring students' experiences within a networked learning environment. It is suggested that this investigation may have a wider bearing on issues raised by the idea of aligning teaching approach with the students' approach to learning. The methods used are broadly phenomenographic and the use of this approach is proposed for the evaluation of networked learning in higher education. The work is drawn from the initial phase of a two-year study being undertaken at Lancaster University. The choice of phenomenography as the preferred methodological approach is explained and how this is appropriate for evaluation. An emphasis is placed upon the evaluative aspects of phenomenography, its focus on varieties of experience and the relationship between approaches adopted to learning and the outcomes of learning. The example, drawn from the research, examines student approaches in relation to the declared intentions of the course designers.

KW - Collaboration • Distance • Evaluation • Illuminative • Interview • IT-use • Conferencing • Phenomenography • Qualitative • Undergraduate

U2 - 10.1046/j.0266-4909.2001.00186.x

DO - 10.1046/j.0266-4909.2001.00186.x

M3 - Journal article

VL - 17

SP - 314

EP - 321

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 3

ER -

Research

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