Evaluation of a final-year module using online asynchronous discussion

摘要

This report evaluates the use of online asynchronous discussions as a main delivery strategy in a final year undergraduate counselling psychology module. These discussions were student facilitated and the assessment criteria emphasised analysis, critique, application and originality. Students were assessed through the production of a written critique of one of the discussions, again using similar criteria. Student’s judgments of their progress were determined using a single Likert style item scored one to eight, and attitudes to the online components were assessed using seven Likert style items scored one to five. Both of these measures were significantly related to module outcomes. Students were asked for their comments about the module, and the results were analysed using thematic analysis. Overall the results suggest that whilst such a novel delivery strategy has much to commend it, many students perceive it negatively. This seems to be due to the novelty of the strategy, and a belief that traditional lectures and assignments are preferable.