Talking during a test?! Embracing mobile instant messaging during assessment
Bibliographic Data
| ID | 19379813 |
|---|---|
| Authors | Cecile Janse van Rensburg (0000-0002-0267-8769, Accounting, University of Pretoria, Pretoria, South Africa, corresponding author), Stephen A Coetzee (0000-0003-3092-0257, Accounting, University of Pretoria, Pretoria, South Africa), Astrid Schmulian (0000-0003-4946-3076, Accounting, University of Pretoria, Pretoria, South Africa) |
| Year | 2022 |
| Volume | 47 |
| Issue | 8 |
| Pages | 1388-1400 |
| Publication date | 2022-11-17 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2022.2041545 |
| OpenAlex | W4293228056 |
| Language | EN |
| References cited | 44 |
This study reports on the incorporation of mobile instant messaging (MIM) in assessments, as a collaborative learning tool, to enable students to socially construct knowledge and develop their collaborative problem solving competence, while being assessed individually. In particular, this study explores: what is the extent and timing of students’ use of MIM to communicate with other students while being assessed individually? What communicative activities are evident in the content of students’ MIM communications while being assessed individually? How do students experience being able to use MIM while being assessed individually? The results of this study’s analysis of the messages sent during various assessments suggests that when incorporating MIM into assessments, instructors should consider the objective of those assessments together with the nature (e.g. essay style) and the stakes of the assessments as these appear to influence the extent, timing and content of the instant messaging communications by the students during the assessment. A survey of the students suggested that their experiences of being able to use MIM during assessments were largely positive due to the learning opportunities, collaboration and teamwork, authenticity and equity that the introduction of instant messaging during assessment enabled
Content analysis · Instant · Instant messaging · Medical education · Teamwork · World Wide Web · Applied Psychology · Computer Science · Innovative Teaching and Learning Methods · Mobile Learning in Education · Online and Blended Learning · Psychology · Social Psychology
Teaching for Understanding at University
Programmatic assessment
Categorization and Representation of Physics Problems by Experts and Novices
Critical distinctions among three approaches to peer education
Mobile instant messaging or face-to-face? Group interactions in cooperative simulations
A systematic review of online examinations
How Important are High Response Rates for College Surveys
Designing collaborative problem solving assessment tasks in engineering
Student perceptions of teamwork within assessment tasks in undergraduate science degrees
A collaborative assessment of students’ placement learning
Implementing summative assessment with a formative flavour
Students’ experience of team assessment with immediate feedback in a large accounting class
Research Notes
Collaborative problem-solving education for the twenty-first-century workforce
Assessment and the promotion of academic values
| Citation velocity | historical |
|---|---|
| Highly cited | No |