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Multimedia artefacts and teaching-learning experiences relating to Summative Assessment Feedback (SAF) and student overall satisfaction

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Multimedia artefacts and teaching-learning experiences relating to Summative Assessment Feedback (SAF) and student overall satisfaction. / Luders, Sadullah .

Lancaster University, 2019. 303 p.

Research output: ThesisDoctoral Thesis

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@phdthesis{f5f998539b80467581317b7165a69847,
title = "Multimedia artefacts and teaching-learning experiences relating to Summative Assessment Feedback (SAF) and student overall satisfaction",
abstract = "This exploratory intervention study presents a broad mapping of nursing students{\textquoteright} and lecturers{\textquoteright} opinions of different mediating multimedia artefacts (MMAs: online-written, audio and video), before and after the new artefacts introduction (intervention), about their teaching-learning experiences through Summative Assessment Feedback (SAF) effectiveness, efficiency, and transformation motives for their satisfaction. The study applied a mixed method of quasi-experimental design with an intervention, evaluated via an institution-wide student survey, followed by interviews with students and lecturers. Before the interventions, students{\textquoteright} unfamiliarity with audio and video artefacts in SAF leads them to prefer online-written artefact in the School. Statistical analysis of goals (variables) show that while easy access, usefulness, professionalism, mobile learning, clarity, and personalisation were the most popular for the use of online-written artefact in SAF respectively; the goals of “faster to learn, easier to remember, paying more attention and providing more information” were more popular for the video artefact. The audio artefact consistently ranked the lowest choice amongst students. Additionally, there were statistically significant differences for video artefact potential to improve student satisfaction in SAF amongst all goals. Following the MMAs{\textquoteright} actual use in summative OSCE assessment feedback, the students express their preference for the video artefact over online-written and audio. Lecturers suggest “seeing is believing” in OSCE assessment feedback. Therefore, visually salient online-written and video artefacts are perceived as more beneficial than audio for their students. Yet, as they propose SAF in essay types require “seeing in detail is believing”, they argue for contextualisation of different assessment types. Furthermore, video artefact in OSCE feedback provides better guidance, motivation, and important points with wider summaries, whereas online-written artefact facilitates detailed error corrections, standardisation, and justifying grades through linking rubrics. Nonetheless, these choices are affected by assessment rules, division of labour and software design elements, according to the CHAT-informed interviews with lecturers.",
author = "Sadullah Luders",
year = "2019",
month = sep,
day = "25",
doi = "10.17635/lancaster/thesis/713",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - THES

T1 - Multimedia artefacts and teaching-learning experiences relating to Summative Assessment Feedback (SAF) and student overall satisfaction

AU - Luders, Sadullah

PY - 2019/9/25

Y1 - 2019/9/25

N2 - This exploratory intervention study presents a broad mapping of nursing students’ and lecturers’ opinions of different mediating multimedia artefacts (MMAs: online-written, audio and video), before and after the new artefacts introduction (intervention), about their teaching-learning experiences through Summative Assessment Feedback (SAF) effectiveness, efficiency, and transformation motives for their satisfaction. The study applied a mixed method of quasi-experimental design with an intervention, evaluated via an institution-wide student survey, followed by interviews with students and lecturers. Before the interventions, students’ unfamiliarity with audio and video artefacts in SAF leads them to prefer online-written artefact in the School. Statistical analysis of goals (variables) show that while easy access, usefulness, professionalism, mobile learning, clarity, and personalisation were the most popular for the use of online-written artefact in SAF respectively; the goals of “faster to learn, easier to remember, paying more attention and providing more information” were more popular for the video artefact. The audio artefact consistently ranked the lowest choice amongst students. Additionally, there were statistically significant differences for video artefact potential to improve student satisfaction in SAF amongst all goals. Following the MMAs’ actual use in summative OSCE assessment feedback, the students express their preference for the video artefact over online-written and audio. Lecturers suggest “seeing is believing” in OSCE assessment feedback. Therefore, visually salient online-written and video artefacts are perceived as more beneficial than audio for their students. Yet, as they propose SAF in essay types require “seeing in detail is believing”, they argue for contextualisation of different assessment types. Furthermore, video artefact in OSCE feedback provides better guidance, motivation, and important points with wider summaries, whereas online-written artefact facilitates detailed error corrections, standardisation, and justifying grades through linking rubrics. Nonetheless, these choices are affected by assessment rules, division of labour and software design elements, according to the CHAT-informed interviews with lecturers.

AB - This exploratory intervention study presents a broad mapping of nursing students’ and lecturers’ opinions of different mediating multimedia artefacts (MMAs: online-written, audio and video), before and after the new artefacts introduction (intervention), about their teaching-learning experiences through Summative Assessment Feedback (SAF) effectiveness, efficiency, and transformation motives for their satisfaction. The study applied a mixed method of quasi-experimental design with an intervention, evaluated via an institution-wide student survey, followed by interviews with students and lecturers. Before the interventions, students’ unfamiliarity with audio and video artefacts in SAF leads them to prefer online-written artefact in the School. Statistical analysis of goals (variables) show that while easy access, usefulness, professionalism, mobile learning, clarity, and personalisation were the most popular for the use of online-written artefact in SAF respectively; the goals of “faster to learn, easier to remember, paying more attention and providing more information” were more popular for the video artefact. The audio artefact consistently ranked the lowest choice amongst students. Additionally, there were statistically significant differences for video artefact potential to improve student satisfaction in SAF amongst all goals. Following the MMAs’ actual use in summative OSCE assessment feedback, the students express their preference for the video artefact over online-written and audio. Lecturers suggest “seeing is believing” in OSCE assessment feedback. Therefore, visually salient online-written and video artefacts are perceived as more beneficial than audio for their students. Yet, as they propose SAF in essay types require “seeing in detail is believing”, they argue for contextualisation of different assessment types. Furthermore, video artefact in OSCE feedback provides better guidance, motivation, and important points with wider summaries, whereas online-written artefact facilitates detailed error corrections, standardisation, and justifying grades through linking rubrics. Nonetheless, these choices are affected by assessment rules, division of labour and software design elements, according to the CHAT-informed interviews with lecturers.

U2 - 10.17635/lancaster/thesis/713

DO - 10.17635/lancaster/thesis/713

M3 - Doctoral Thesis

PB - Lancaster University

ER -