ABSTRACT

One of the core challenges in self-paced online teaching and learning is a decline in learner engagement – the amount, type, and intensity of investments that students make in relation to accessing, reading and learning from materials posted by facilitators during self-paced learning sessions. At Hamdan Bin Mohammed Smart University (HBMSU), Dubai, United Arab Emirates, a policy of mandating assessment of engagement with self-paced classes was trialled between 2016 and 2017, with penalties ranging from loss of 0.5 mark per class to dismissal from courses for four failed self-paced assignment assessments. The policy led to significant access to course materials by learners taking two analysed health courses compared with engagement with self-paced classes in the same courses prior to introduction of the policy. Only 10 of 57 students accessed all posted learning materials during the review period. However, there was no significant difference in the performance by a minority of learners who consistently accessed all study materials in self-paced weeks compared with learners who selectively accessed some of the course materials during self-paced weeks. A survey of the minority group of 10 learners who accessed all learning materials revealed important insights on the facilitators and impediments to self-study for engaged learning.

摘要

自定进度的在线教学和学习的核心挑战之一是学习者参与度的下降——学生在自定进度学习过程中在访问、阅读和学习辅导员发布的材料方面所做的投资的数量、类型和强度会议。在阿拉伯联合酋长国迪拜的 Hamdan Bin Mohammed Smart 大学 (HBMSU)，2016 年至 2017 年间试行了一项强制评估自学课程参与度的政策，处罚范围从每节课 0.5 分到开除四次失败的自定进度作业评估。与引入该政策之前在同一课程中自定进度的课程相比，该政策导致学习者通过两门分析的健康课程获得大量课程材料。在审查期间，57 名学生中只有 10 名访问了所有发布的学习材料。然而，与在自定进度的周内选择性地访问某些课程材料的学习者相比，在自定进度的周内始终访问所有学习材料的少数学习者的表现没有显着差异。对访问所有学习材料的 10 名学习者的少数群体进行的一项调查揭示了对参与式学习的自学促进者和障碍的重要见解。