Phenomenological study examines formative assessment's impact on student learning and satisfaction in online education, suggesting virtual community enhances effectiveness.
The growing use of online courses has presented educators with the challenge of providing quality education that is at least equivalent to traditional university courses. Based on graduate student data collected in an online master's program, we propose in this phenomenology that online formative assessment should be structured to allow students to experience virtual community. While researchers routinely identify virtual community and formative assessment as aspects of successful online courses, we add that students determine the utility of formative assessment by how much the task allows a sense of virtual community. By considering virtual community in formative assessment tasks, online instructors can help promote student learning and student satisfaction, and offer additional benefits associated with virtual community to provide a superior online education.
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Glassmeyer et al. (2011) studied this question.
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