Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking

Grieve, R, Padgett, C and Moffitt, R 2016, 'Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking', Internet and Higher Education, vol. 28, pp. 8-16.


Document type: Journal Article
Collection: Journal Articles

Title Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking
Author(s) Grieve, R
Padgett, C
Moffitt, R
Year 2016
Journal name Internet and Higher Education
Volume number 28
Start page 8
End page 16
Total pages 9
Publisher Pergamon Press
Abstract This study provided the first empirical and direct comparison of preferences for online versus offline assignment marking in higher education. University students (N = 140) reported their attitudes towards assignment marking and feedback both online and offline, perceptions of social presence in each modality, and attitudes towards computers. The students also ranked their preferences for receiving feedback in terms of three binary characteristics: modality (online or offline), valence (positive or negative), and scope of feedback (general or specific). Although attitudes towards online and offline marking did not significantly differ, positive attitudes towards one modality were strongly correlated with negative attitudes towards the other modality. Greater perceptions of social presence within a modality were associated with more positive attitudes towards that modality. Binary characteristics were roughly equally weighted. Findings suggest that the online feedback modality will most effectively maximise student engagement if online assignment marking and feedback tools facilitate perceptions of social presence.
Subject Sport and Exercise Psychology
Health, Clinical and Counselling Psychology
Educational Psychology
Keyword(s) Assignment feedback
Assignment marking
Elearning
Online assessment
Social presence
DOI - identifier 10.1016/j.iheduc.2015.08.002
Copyright notice © 2015 Elsevier Inc. All rights reserved.
ISSN 1096-7516
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Citation counts: TR Web of Science Citation Count  Cited 9 times in Thomson Reuters Web of Science Article | Citations
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