dc.contributor.author | Rouhani, Majid | |
dc.contributor.author | Olsø, Atle | |
dc.contributor.author | Styve, Arne | |
dc.contributor.author | Raja, Kiran | |
dc.date.accessioned | 2022-12-02T12:19:34Z | |
dc.date.available | 2022-12-02T12:19:34Z | |
dc.date.created | 2022-04-22T05:40:59Z | |
dc.date.issued | 2022 | |
dc.identifier.issn | 2165-9559 | |
dc.identifier.uri | https://hdl.handle.net/11250/3035630 | |
dc.description.abstract | The transition from traditional to digital teaching has led to several challenges for students and educators under the COVID-19 pandemic. Most universities are experiencing remote online delivery and assessment for the first time, which creates several issues, particularly for delivering courses efficiently and evaluating the outcomes without students compromising academic integrity. In this study, we take a closer look at a cross-campus case in delivering a programming course that switched to digital teaching due to COVID-19. We focus on the transition in assessment forms and the gradual adaptation to portfolio evaluation over two years. This form of assessment is more aligned with the constructive alignment theory, and hence contribute to increased learning outcomes as the students receive feedback along the way. Furthermore, we introduced a task where students had to reflect on the answers and solutions. This reflection note may help the teacher to better understand to which level the student has actually understood the theories and skills applied in the solution, and hence reassure that the solution is produced by the student. Observations from our data provide promising direction that it can increase learning benefits and reduce possibilities or the need for cheating and contributes to increased learning outcomes. However, this form of assessment requires a significant effort from teachers and is both time and resource consuming | en_US |
dc.description.abstract | An Experience Report on Transitioning to Blended Learning and Portfolio-assessment: a Cross-campus Course in Programming | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Institute of Electrical and Electronics Engineers (IEEE) | en_US |
dc.relation.uri | 10.1109/EDUCON52537.2022.9766660 | |
dc.title | An Experience Report on Transitioning to Blended Learning and Portfolio-assessment: a Cross-campus Course in Programming | en_US |
dc.title.alternative | An Experience Report on Transitioning to Blended Learning and Portfolio-assessment: a Cross-campus Course in Programming | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | acceptedVersion | en_US |
dc.rights.holder | © IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. | en_US |
dc.source.journal | IEEE Global Engineering Education Conference, EDUCON | en_US |
dc.identifier.doi | 10.1109/EDUCON52537.2022.9766660 | |
dc.identifier.cristin | 2018280 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |