Assessment under Covid-19: Exploring Undergraduate Students’ Attitudes towards Their Online Thesis Proposal Presentations vs. Face-to-face

Olga Stognieva; Victor  Popov

doi:10.17323/jle.2021.11657

Ольга Стогниева Национальный исследовательский университет «Высшая школа экономики» https://orcid.org/0000-0002-5482-297X
Виктор Попов Национальный исследовательский университет «Высшая школа экономики» https://orcid.org/0000-0002-4859-4448

DOI: https://doi.org/10.17323/jle.2021.11657

Ключевые слова: COVID-19, высшее образование, онлайн обучение, устное оценивание онлайн

Аннотация

Данное исследование, проведенное в условиях обучения английскому языку как иностранному, посвящено тому, как студенты воспринимают возможность проведения защиты диплома в онлайн формате в связи соображениями безопасности во время пандемии коронавируса. Пятьдесят пять студентов четвертого года обучения по программе бакалавриата «Бизнес-информатика» НИУ ВШЭ в возрасте 20-22 лет с уровнем английского B2-C1 были опрошены об их опыте получения оценивания в конце курса по Skype вместо привычной очной презентации. Данные были собраны при помощи опросника, составленного исследователями и состоящего из 3 частей и 12 пунктов. Был использован смешанный подход с применением качественных и количественных данных. Результаты показывают, что резкий переход к новому формату не повлиял на удовлетворенность студентов или на оценки за выступления. В целом, студенты были более чем довольны онлайн форматом, и результаты были похожи на прошлогодние или были даже лучше прошлогодних. Для минимизации недостатков данного формата студентам и учителям были предложены рекомендации. Это исследование, возможно, предоставляет новое видение самой эффективной и уместной системы оценивания устных ответов для учащихся и преподавательского состава.

Скачивания

Данные скачивания пока не доступны.

Биографии авторов

Ольга Стогниева, Национальный исследовательский университет «Высшая школа экономики»

Olga Stognieva is an associate professor, currently working at the School of Foreign Languages, HSE University, Moscow, Russia. She obtained her Ph.D. in the methodology of teaching EFL at Moscow State Pedagogical University. She is involved in teaching ESP and EAP and materials development for Bachelor students. Her areas of research are academic skills, assessment, and a personalized approach to teaching English in higher education.

Виктор Попов, Национальный исследовательский университет «Высшая школа экономики»

Victor Popov is a full professor, currently working at the Department of Business Informatics, Graduate Business School, HSE University, Moscow, Russia. He obtained his Doctoral Degree in the mathematical modeling at the Institute of Applied Mathematics. He is involved in undergraduate, graduate and post graduate education and scientific research. His research areas are data analysis and modeling.

Литература

Ajmal, M., Alrasheedi, S., Keezhatta, M.S. & Yasir, G. M. (2020). Covid-19 and online English language teaching: Students' response and feedback. The Asian ESP Journal, 16(5.2), 39-56.

Akimov, A., & Malin, M. (2020). When old becomes new: a case study of oral examination as an online assessment tool. Assessment & Evaluation in Higher Education, 45(8), 1205-1221. DOI: https://doi.org/10.1080/02602938.2020.1730301

Alfiras, M., Bojiah, B., & Yassin A.A. (2020). Covid-19 pandemic and the changing paradigms of higher education: A Gulf University perspective. The Asian EFL Journal, 27(5.1), 339-247.

Behling, J. H. (1984). Guidelines for preparing the research proposal. University Press of America.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. DOI: https://doi.org/10.1191/1478088706qp063oa

Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., & Lam, S. (2020). Covid-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. DOI: https://doi.org/10.37074/jalt.2020.3.1.7

Dabic, T., Grkavac, S., Stojanov, Ž., & Suzić, R. (2019, June). Language benefits with Skype in the classroom. In International Conference on Information Technology and Development of Education-ITRO (vol. 2019, pp. 12-18). Zrenjanin, Republic of Serbia.

Develotte, C., Guichon, N., & Vincent, C. (2010). The use of the webcam for teaching a foreign language in a desktop video-conferencing environment. ReCALL, 22(3), 293-312. https://hal.archives-ouvertes.fr/hal-00806433.

Eaton, S. E. (2010). How to use Skype in the ESL/EFL classroom. The Internet TESL Journal, 16(11), 1-14.

Fedorova, E., Rasskazova, T., & Muzafarova, A. (2018). Teaching English viaSkype: Challenges and opportunities. In 12th International Technology, Education and Development Conference (INTED) (pp. 663-667). IATED. DOI: https://doi.org/10.21125/inted.2018.1119

Jonassen, D. H., Lee, C. B., Yang, C. C., & Laffey, J. (2005). The collaborative principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 247-270). Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511816819.017

Joughin, G., & Collom, G. (2003). Oral assessment. Biomedical Scientist, 47(10), 1078-1080. DOI: https://doi.org/10.1007/s10459-008-9111-9

Karim, M.R., & Hasan, M. (2020). Virtual сlasses during Covid 19 pandemic in tertiary level in Saudi Arabia: Challenges and prospects from the students'. The Asian EFL Journal, 27(5.1), 205-219.

Kehm, B. (2001). Oral examinations at German universities. Assessment in Education, 8, 25-31. DOI: https://doi.org/10.1080/09695940120033234

Kim, J., & Craig, D. A. (2012). Validation of a video-conferenced speaking test.Computer Assisted Language Learning, 25(3), 257-275. DOI: https://doi.org/10.1080/09588221.2011.649482

Kotuła, Y. K. (2016). Teaching a foreign language in a desktop videoconferencing environment. Teaching English with Technology, 16(3), 37-51.

Lehman, R. M., & Conceição, S. C. (2010). Creating a sense of presence in online teaching: How to be there for distance learners (vol. 18). John Wiley & Sons.

Mohmmed, A. O., Khidhir, B. A., Nazeer, A., &Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3), 1-11. DOI: https://doi.org/10.1007/s41062-020-00326-7

Murray, R. (2015). How to survive your viva: Defending a thesis in an oral examination (3rd ed.). Open University Press.

Nakatsuhara, F., Inoue, C., Berry, V., & Galaczi, E. (2017). Exploring the use of video-conferencing technology in the assessment of spoken language: A mixed-methods study. Language Assessment Quarterly, 14(1), 1-18. DOI: https://doi.org/10.1080/15434303.2016.1263637

Nitko, A. J. (2004). Educational assessment of students (4th ed). Pearson Education Inc.

O'Dowd, R. (2011).Intercultural communicative competence through telecollaboration. In The Routledge handbook of language and intercultural communication (pp. 340-358). Routledge. DOI: https://doi.org/10.4324/9780203805640.ch21

Okada, A., Scott, P., & Mendona, M. (2015). Effective web video-conferencing for proctoring online oral exams: A case study at scale in Brazil. Open Praxis, 7(3), 227-242. DOI: https://doi.org/10.5944/openpraxis.7.3.215

Palloff, R. M., & Pratt, K. (2010). Collaborating online: Learning together in community (vol. 32). John Wiley & Sons.

Paltridge, B. 1997. Thesis and dissertation writing: Preparing ESL students for research. English for Specific Purposes, 16(1), 61-70. DOI: https://doi.org/10.1016/S0889-4906(96)00028-2

Reynolds, C. R., Livingston, R. B., & Wilson, V. (2006). Measurement and assessment in education. Pearson Education Inc.

Schoultz, A., Säljö, R., & Wyndhamn, J. (2001) Conceptual knowledge in talk and text: What does it take to understand a science question? Instructional Science 29, 213-236. https://doi.org/10.1023/A:1017586614763.

Singh, P. (2011). Oral assessment: Preparing learners for discourse in communities of practice. Systemic Practice and Action Research, 24(3), 247-259. DOI: https://doi.org/10.1007/s11213-010-9184-2

Taillefer, L., & Munoz-Luna, R. (2014). Developing oral skills through Skype: A language project analysis. Procedia - Social and Behavioral Sciences, 141, 260-264. DOI: https://doi.org/10.1016/j.sbspro.2014.05.045

Van de Watering, G., Gijbels, D., Dochy, F., & Van der Rijt, J. (2008). Students' assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56(6), 645-658. DOI: https://doi.org/10.1007/s10734-008-9116-6

Wellington, J. (2010). Weaving the threads of doctoral research journeys. In P. Thomson, & M. Walker (Eds.), The Routledge doctoral student's companion (pp. 128-42). Routledge.

Yen, Y. C., Hou, H. T., & Chang, K. E. (2017). Exploring the effect of VoIP tools as a foreign language instruction on learners' English speaking errors.International Journal of Continuing Engineering Education and Life Long Learning, 27(4), 339-357. DOI: https://doi.org/10.1504/IJCEELL.2017.087134