Developing an online learning community through an open reflective assessment

John Owen, Catherine Wasiuk, Ailsa Nokes, Sian Roderick

Abstract


The concepts of learning communities, open educational practices and co-created teaching and learning are topics of current debate, particularly since the switch to online learning in 2020/21 because of the COVID-19 pandemic. This case study uses student feedback to evaluate a new assessment method introduced within an online distance learning Master of Public Health programme. The assessment required students to blog about their motivations for studying public health, submitting their reflections to an open online platform, resulting in the co-creation of a shared, open-learning resource for current and future students. The assessment design was informed by the benefits of open educational practices and co-created teaching and learning, with the overall aim of developing an online learning community that will continue to grow and develop beyond the initial assessment and cohort. Feedback suggests that the open, reflective nature of the assessment had a positive impact on the student learning experience and contributed towards a sense of learning community through enhanced social cohesion within the group.

Keywords


learning communities; open educational practices; co-created resources; reflective assessment

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References


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DOI: https://doi.org/10.21100/compass.v14i3.1217

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