Advertisement

Student Performance Evaluation Based on Online Discussion

  • Xu Du
  • Shunian Lai
  • Hao LiEmail author
  • Jui-Long Hung
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11937)

Abstract

Nowadays, it is no longer appropriate to evaluate students’ performance just only using the final exam scores, the learning procedure should be taken into account as the compensation. Online discussion is widely employed and is one important component in blend learning. Combining participation and the depth of thinking, we propose a model to evaluate students’ performance in online discussion as a compensation for the final evaluation. Further on, we examine the key factors that affect the discussion performance. The result reveals that with/without the instructor’s participation, the questions level and the form to initial a question affect the students’ behavior pattern and discussion performance, and more, besides of instructors, those “Discussion Leader” who are active in discussion and always give deep level posts have the same effect as the instructors on the discussion.

Keywords

Evaluation Online discussion Student performance 

Notes

Acknowledgment

This paper was supported by National Natural Science Foundation of China (NSFC) (No. 61807013), and Fundamental Research Funds for the Central Universities (CCNU19QN038).

References

  1. 1.
    Du, X., He, Z., Li, H., et al.: A study on evaluation of online discussion forums in cloud learning environment. In: International Conference on Progress in Informatics & Computing. IEEE (2017)Google Scholar
  2. 2.
    Rocco, S.: Online assessment and evaluation. New Dir. Adult Continuing Educ. 113, 75–86 (2007)CrossRefGoogle Scholar
  3. 3.
    Liu, X., Li, L., Zhang, Z.: Small group discussion as a key component in online assessment training for enhanced student learning in web-based peer assessment. Assess. Eval. High. Educ. 43, 1–16 (2017)CrossRefGoogle Scholar
  4. 4.
    Taylor, J.: The assessment of critical evaluation, leadership and reflection skills through participation in online discussions. Psychol. Teach. Rev. 18(2), 52–58 (2012)Google Scholar
  5. 5.
    Wu, S.Y., Chen, S.Y., Hou, H.T.: Exploring the interactive patterns of concept map-based online discussion: a sequential analysis of users’ operations, cognitive processing, and knowledge construction. Interact. Learn. Environ. 24(8), 1778–1794 (2016)CrossRefGoogle Scholar
  6. 6.
    Duraira, K., Umar, I.N.: Analysis of students’ listening behavior patterns in an asynchronous discussion forum. Procedia-Soc. Behav. Sci. 176, 27–34 (2015)CrossRefGoogle Scholar
  7. 7.
    Hou, H.T.: Exploring the behavioral patterns in project-based learning with online discussion: quantitative content analysis and progressive sequential analysis. Turkish Online J. Educ. Technol. 9(3), 52–60 (2010)Google Scholar
  8. 8.
    Hou, H.T., Chang, K.E., Sung, Y.T.: Analysis of problem-solving-based online asynchronous discussion pattern. J. Educ. Technol. Soc. 11(1), 17–28 (2008)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.National Engineering Research Center for E-LearningCentral China Normal UniversityWuhanChina
  2. 2.Boise State UniversityBoiseUSA

Personalised recommendations