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...ducation sector of the university and 73% of the students in those cohorts are enrolled as external mode only students. CDU has rapidly altered its higher education mode of delivery from mostly internal mode to around 70% online external mode, with 43 % of the students studying part-time. This rapid move to online external delivery poses challenges for both staff and students as well as changing the current teaching and learning culture of the institution (Philip & Wozniak, 2009). Research suggests that dropout rates are higher in distance education courses compared to traditional programmes (Carr, 2000). Contributing factors to attrition in distance courses can be competing students’ demands such as care of children, changing work situations or student feelings of isolation (Rovai, 2002), which can impact negatively on levels of student satisfaction (Arbaugh, 2000). If a sense of belonging to a community is promulgated within a course however, students’ satisfaction and commitment has been shown to increase (Rovai, 2002). ___________________________________________________________________________________ Proceedings ascilite Sydney 2010: Concise: Bouchoucha & Wozniak 114 The bachelor of nurs...

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...sessment could increase online collaborative working skills essential for an autonomous practitioner (Bryan, 2006). Other benefits described in the literature were a greater sense of accountability, motivation and responsibility (Falchikov, 2005). Students using peer assessment also displayed an increased understanding of the subject matter and an increased understanding of their own achievement in the topic, therefore displaying a deep rather than a surface learning (Bloxham & Boyd, 2007). Issues around reliability and validity of peer assessment are often cited as arguments against its use. Falchikov and Goldfinch (2000), in a meta-analysis comparing peer and teacher marks, found good level of agreement between staff and students when students are working with clear criteria. Furthermore, Falchikov (2005) emphasises the role of students’ preparation to ensure good agreement between marks awarded by teachers and students. It appeared evident from reviewing the literature on peer assessment that the benefits students would gain from this assessment strategy far outweighed the potential disadvantages. The practical aspects of online peer assessment of asynchronous discussions will now be described as well as a c...

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...dents studying part-time. This rapid move to online external delivery poses challenges for both staff and students as well as changing the current teaching and learning culture of the institution (Philip & Wozniak, 2009). Research suggests that dropout rates are higher in distance education courses compared to traditional programmes (Carr, 2000). Contributing factors to attrition in distance courses can be competing students’ demands such as care of children, changing work situations or student feelings of isolation (Rovai, 2002), which can impact negatively on levels of student satisfaction (Arbaugh, 2000). If a sense of belonging to a community is promulgated within a course however, students’ satisfaction and commitment has been shown to increase (Rovai, 2002). ___________________________________________________________________________________ Proceedings ascilite Sydney 2010: Concise: Bouchoucha & Wozniak 114 The bachelor of nursing (BN) at CDU can be studied on an external distance mode with only 15 days of on campus attendance over a three year period required. This mode of delivery affords student flexibility and is reflected in the demographics of current students, with more than 80% of ...

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...sing curriculum and group work through group discussions can allow knowledge acquisition as well as help with developing teamwork skills (Elliott & Higgins, 2005). Peer assessment is widespread in higher education (Bloxham & Boyd, 2007) and has been demonstrated to promote learning (Falchikov & Goldfinch, 2000). In a program mostly external like the BN at CDU, peer assessment could increase online collaborative working skills essential for an autonomous practitioner (Bryan, 2006). Other benefits described in the literature were a greater sense of accountability, motivation and responsibility (Falchikov, 2005). Students using peer assessment also displayed an increased understanding of the subject matter and an increased understanding of their own achievement in the topic, therefore displaying a deep rather than a surface learning (Bloxham & Boyd, 2007). Issues around reliability and validity of peer assessment are often cited as arguments against its use. Falchikov and Goldfinch (2000), in a meta-analysis comparing peer and teacher marks, found good level of agreement between staff and students when students are working with clear criteria. Furthermore, Falchikov (2005) emphasises the role of stud...

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...ey 2010: Concise: Bouchoucha & Wozniak 114 The bachelor of nursing (BN) at CDU can be studied on an external distance mode with only 15 days of on campus attendance over a three year period required. This mode of delivery affords student flexibility and is reflected in the demographics of current students, with more than 80% of the students enrolled being over 25 years old, with the largest student cohort based in Victoria. It is essential that students’ learning tasks completed during the course take account these students’ competing life demands and overcome potential feelings of isolation. Garrison & Vaughan (2008) described higher levels of perceived learning in communities, and also cited the advantages that distance courses offer; with network supported and facilitated communities being accessible anywhere and at anytime. Furthermore, developing a community of practice within the BN, would not only have an impact on knowledge creation and sharing (Chikh & Berkani, 2010), but could also improve student’s satisfaction. Anecdotal evidence, quantitative and qualitative data from the 2009 CDU course experience questionnaire (MyCEQ) showed that, currently, the BN at CDU lacks opportunities to foster a comm...

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... of marking workload, it did not prove satisfactory in terms of student engagement in the task, team work, and fostering a community of learning. In order to increase the student-to-student interaction, whilst keeping the marking load reasonable, a decision to introduce peer assessment of the discussion board postings was made prior to the commencement of semester 1 2010. Why use peer assessment in online asynchronous discussions? Asynchronous communication in distance education has the advantage of creating a community of learners at a distance via the use of computer mediated communication (Garrison, Anderson, & Archer, 2003). Although advocates of synchronous communication argue that it provides a high level of ___________________________________________________________________________________ Proceedings ascilite Sydney 2010: Concise: Bouchoucha & Wozniak 115 socialisation and supports feedback between teachers and students, asynchronous communication gives an opportunity for a more reflective participation and removes temporal barriers (Garrison et al., 2003). The claims of increased opportunities for interaction between learners and the permanent access to these interactions stem from the social constructivis...

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...vocates of synchronous communication argue that it provides a high level of ___________________________________________________________________________________ Proceedings ascilite Sydney 2010: Concise: Bouchoucha & Wozniak 115 socialisation and supports feedback between teachers and students, asynchronous communication gives an opportunity for a more reflective participation and removes temporal barriers (Garrison et al., 2003). The claims of increased opportunities for interaction between learners and the permanent access to these interactions stem from the social constructivist principles (Hammond, 2005). In a review of papers on online discussions, Hammond (2005) described three major arguments used to support the claim that asynchronous online discussions supported learning. Asynchronous online discussions were found to provide opportunities for interaction despite the distance between learners, have a high rate of participation and evidence of learner presence and afforded a social support that in turn increase the motivation to study. Online discussions have also been shown to increase professional learning (van Weert & Pilot, 2003). Professional preparation is essential in a nursing curr...

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...ns were found to provide opportunities for interaction despite the distance between learners, have a high rate of participation and evidence of learner presence and afforded a social support that in turn increase the motivation to study. Online discussions have also been shown to increase professional learning (van Weert & Pilot, 2003). Professional preparation is essential in a nursing curriculum and group work through group discussions can allow knowledge acquisition as well as help with developing teamwork skills (Elliott & Higgins, 2005). Peer assessment is widespread in higher education (Bloxham & Boyd, 2007) and has been demonstrated to promote learning (Falchikov & Goldfinch, 2000). In a program mostly external like the BN at CDU, peer assessment could increase online collaborative working skills essential for an autonomous practitioner (Bryan, 2006). Other benefits described in the literature were a greater sense of accountability, motivation and responsibility (Falchikov, 2005). Students using peer assessment also displayed an increased understanding of the subject matter and an increased understanding of their own achievement in the topic, therefore displaying a deep rather than a surface lea...

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...nowledge. Another possible explanation for the difference between the two groups could stem from the tool used to conduct the peer assessment. When using the star rating tool in Blackboard to rate postings in discussion boards, it is impossible to allocate part marks. Although the rubric appeared to be detailed enough, the impossibility of allocating parts of marks might have skewed the marks towards the lower option. A stringency/leniency effect could also have had an influence although it should have been minimised by making each student in the group mark all the other members of the group (Magin, 2001). Collecting informal students’ evaluations also corroborated the hypothesis that lower marks seen could be due to a scale effect. Feedback obtained from the students on the use of peer assessment showed that the exercise was mostly well perceived with students describing the exercise as useful. They saw the exercise as a good preparation for professional practice where peer assessment skills will be required. At first I was a bit nervous to have stars next to my name! But I did get used to it and we are all in the same boat. Critical review is going to be an important part of our career too. ...

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...chronous online discussions supported learning. Asynchronous online discussions were found to provide opportunities for interaction despite the distance between learners, have a high rate of participation and evidence of learner presence and afforded a social support that in turn increase the motivation to study. Online discussions have also been shown to increase professional learning (van Weert & Pilot, 2003). Professional preparation is essential in a nursing curriculum and group work through group discussions can allow knowledge acquisition as well as help with developing teamwork skills (Elliott & Higgins, 2005). Peer assessment is widespread in higher education (Bloxham & Boyd, 2007) and has been demonstrated to promote learning (Falchikov & Goldfinch, 2000). In a program mostly external like the BN at CDU, peer assessment could increase online collaborative working skills essential for an autonomous practitioner (Bryan, 2006). Other benefits described in the literature were a greater sense of accountability, motivation and responsibility (Falchikov, 2005). Students using peer assessment also displayed an increased understanding of the subject matter and an increased understanding of their own achie...

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...ars old, with the largest student cohort based in Victoria. It is essential that students’ learning tasks completed during the course take account these students’ competing life demands and overcome potential feelings of isolation. Garrison & Vaughan (2008) described higher levels of perceived learning in communities, and also cited the advantages that distance courses offer; with network supported and facilitated communities being accessible anywhere and at anytime. Furthermore, developing a community of practice within the BN, would not only have an impact on knowledge creation and sharing (Chikh & Berkani, 2010), but could also improve student’s satisfaction. Anecdotal evidence, quantitative and qualitative data from the 2009 CDU course experience questionnaire (MyCEQ) showed that, currently, the BN at CDU lacks opportunities to foster a community of learning amongst the students (Learning Community Scale item mean score 3.13 n=308). External students believing that they actually belong to a university community. This does not exist… (Comment from student enrolled in the BN) Consequentially a review of the learning activities and assessment strategies in a 10 credit point third year elective unit was...

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...have also been shown to increase professional learning (van Weert & Pilot, 2003). Professional preparation is essential in a nursing curriculum and group work through group discussions can allow knowledge acquisition as well as help with developing teamwork skills (Elliott & Higgins, 2005). Peer assessment is widespread in higher education (Bloxham & Boyd, 2007) and has been demonstrated to promote learning (Falchikov & Goldfinch, 2000). In a program mostly external like the BN at CDU, peer assessment could increase online collaborative working skills essential for an autonomous practitioner (Bryan, 2006). Other benefits described in the literature were a greater sense of accountability, motivation and responsibility (Falchikov, 2005). Students using peer assessment also displayed an increased understanding of the subject matter and an increased understanding of their own achievement in the topic, therefore displaying a deep rather than a surface learning (Bloxham & Boyd, 2007). Issues around reliability and validity of peer assessment are often cited as arguments against its use. Falchikov and Goldfinch (2000), in a meta-analysis comparing peer and teacher marks, found good level of agreement...

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...ant, t(168) = -0.209, p = 0.835, two-tailed, d = 0.003 indicating that the cohorts had similar levels of ability. The average number of postings per students per discussions was also collected for both semesters. The average number of postings per students in 2009 was 1.4 per students per discussions, whilst being 3.6 in 2010, clearly showing an increase in engagement. Discussion Whilst the literature on peer assessment shows that students who have participated in peer assessment display an increase confidence and develop lifelong skills by developing critical and independent thinking skills (Falchikov, 2007), it has also been argued that there are issues of validity and reliability when students are required to allocate marks to their peers, Falchikov and Goldfinch (2000) argue, that teachers themselves found marking problematic and fraught with biases. In this evaluation of the marks given by the students, it was found that students allocated lower marks than the lecturer would have. One explanation for the lower marks seen across the two years could have been that the level of the students was lower in 2010 than in 2009. Analysis of the same MCQs taken by both cohorts showed that there was no s...