Online learning has grown exponentially within higher education in the past decade, especially at community colleges. As online course offerings expand community colleges need to assess student learning in order to ensure quality learning experiences for students and for accreditation purposes. The purpose of this study was to compare the assessment methods of community college faculty who teach the same course in both face-to-face and online formats, in order to determine the similarities and differences that exist in assessment practices. This study stemmed from the constructionist and pragmatic perspectives of the researcher. Additionally this study asked how community college faculty perceive the effectiveness of different assessment methods on student learning. The method for this research was a qualitative multiple case study in which community college accounting faculty were interviewed to explore how they assess student learning in both the online and face-to-face formats. Homework problems, exams, quizzes were the most commonly used methods of assessment of student learning in both formats by the study participants. Furthermore, exams and quizzes were believed to be most effective in assessing student learning, among the community college faculty members interviewed. Another discovery from this study included the prevalent use of publisher's software,called My Accounting Lab, among community college accounting faculty in administering assessments to students. Additional concerns around assessing online students effectively, managing online student group work, and mitigating online student cheating were also revealed during interviews with study participants. / Graduation date: 2013
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/35538 |
| Date | 19 November 2012 |
| Creators | Wamsley, Lori H. |
| Contributors | Russ-Eft, Darlene F. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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