TY - JOUR
T1 - Open badges in online learning environments
T2 - Peer feedback and formative assessment as an engagement intervention for promoting agency
AU - Hatzipanagos, Stylianos
AU - Code, Jillianne
PY - 2016
Y1 - 2016
N2 - Student engagement is both a ubiquitous and broadly defined term in education. Engagement is the 'conceptual glue' that connects student agency, social influences, organizational structures, and institutional culture. Of particular interest to the work presented in this paper, is how engagement and agency are interrelated, and the role of this relationship in online learning - particularly in formative assessment and peer feedback. This paper reports on the use of digital badges to support student learning and promote engagement in higher education. The purpose of this open badges intervention was to explore whether open badges can support learning in online environments through peer feedback. Findings indicate that participants demonstrated engagement attributes that encompass affective, behavioural and cognitive indicators, however, the results also showed that the learners' motivation for achieving the badges was opposite of what we expected in our projections.
AB - Student engagement is both a ubiquitous and broadly defined term in education. Engagement is the 'conceptual glue' that connects student agency, social influences, organizational structures, and institutional culture. Of particular interest to the work presented in this paper, is how engagement and agency are interrelated, and the role of this relationship in online learning - particularly in formative assessment and peer feedback. This paper reports on the use of digital badges to support student learning and promote engagement in higher education. The purpose of this open badges intervention was to explore whether open badges can support learning in online environments through peer feedback. Findings indicate that participants demonstrated engagement attributes that encompass affective, behavioural and cognitive indicators, however, the results also showed that the learners' motivation for achieving the badges was opposite of what we expected in our projections.
UR - http://www.scopus.com/inward/record.url?scp=84991711557&partnerID=8YFLogxK
M3 - Conference paper
AN - SCOPUS:84991711557
SN - 1055-8896
VL - 25
SP - 127
EP - 142
JO - Journal of Educational Multimedia and Hypermedia
JF - Journal of Educational Multimedia and Hypermedia
IS - 2
ER -