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Students generate items for an online formative assessment : Is it motivating?

Students generate items for an online formative assessment : Is it motivating?

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POOT, Rianne, Renske A M DE KLEIJN, Harold V M VAN RIJEN, Jan VAN TARTWIJK, 2017. Students generate items for an online formative assessment : Is it motivating?. In: Medical teacher. 39(3), pp. 315-320. ISSN 0142-159X. eISSN 1466-187X. Available under: doi: 10.1080/0142159X.2017.1270428

@article{Poot2017-03Stude-44467, title={Students generate items for an online formative assessment : Is it motivating?}, year={2017}, doi={10.1080/0142159X.2017.1270428}, number={3}, volume={39}, issn={0142-159X}, journal={Medical teacher}, pages={315--320}, author={Poot, Rianne and de Kleijn, Renske A M and van Rijen, Harold V M and van Tartwijk, Jan} }

2019-01-09T09:59:28Z 2019-01-09T09:59:28Z eng van Rijen, Harold V M Poot, Rianne van Tartwijk, Jan van Tartwijk, Jan Background:<br /><br />A reported problem with e-learning is sustaining students’ motivation. We propose a framework explaining to what extent an e-learning task is motivating. This framework includes students’ perceived Value of the task, Competence in executing the task, Autonomy over how to carry out the task, and Relatedness.<br /><br />Methods:<br /><br />To test this framework, students generated items in an online environment and answered questions developed by their fellow students. Motivation was measured by analyzing engagement with the task, with an open-ended questionnaire about engagement, and with the motivated strategies for learning questionnaire (MSLQ).<br /><br />Results:<br /><br />Students developed 59 questions and answered 1776 times on the questions. Differences between students who did or did not engage in the task are explained by the degree of self-regulation, time management, and effort regulation students report. There was a significant relationship between student engagement and achievement after controlling for previous academic achievement.<br /><br />Conclusions:<br /><br />This study proposes a way of explaining the motivational value of an e-learning task by looking at students’ perceived competence, autonomy, value of the task, and relatedness. Student-generated items are considered of high task value, and help to perceive relatedness between students. With the right instruction, students feel competent to engage in the task. van Rijen, Harold V M terms-of-use 2017-03 Students generate items for an online formative assessment : Is it motivating? de Kleijn, Renske A M de Kleijn, Renske A M Poot, Rianne

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