Structuring Online Self-assessments in a Learning Management System to Promote Reflective Practice!

Abstract

Learning management systems help students to engage more fully with course content at any given time and location where Internet access is available. One of the four main key features of such systems is the assessment feature, which includes a very useful subsidiary tool called self-assessments. The purpose of this paper is to highlight how an academic in electrical engineering structures self-assessments in a learning management system to promote reflective practice among undergraduate students. A time-lag study is employed where both qualitative and quantitative data is analysed and presented using descriptive statistics. A moderate positive statistical relationship (r = 0.504 and r = 0.527) exists between the number of correct responses to the self-assessments and the final grades awarded to the students at the end of the semester. These results tend to suggest that some academics and students are benefitting from using self-assessments. Academics become more proficient and confident in presenting the course content, as they consistently set online self-assessments. Students become more proficient and familiar with the course content, as they consistently complete the online self-assessments.