A Practice of Peer Assessment Learning in an Asynchronous e-Learning Course for Undergraduate Career Education and the Change of Career Decision-Making Self-Efficacy

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  • Kuwahara Chiyuki
    Kyoto Bunkyo Junior College Graduate School of Instructional Systems, Kumamoto University
  • Kita Toshihiro
    Graduate School of Instructional Systems, Kumamoto University
  • Goda Yoshiko
    Graduate School of Instructional Systems, Kumamoto University
  • Suzuki Katsuaki
    Graduate School of Instructional Systems, Kumamoto University

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  • 非同期eラーニングキャリア教育科目における相互評価学習の実践と進路選択自己効力の変化
  • ヒドウキ eラーニングキャリア キョウイク カモク ニ オケル ソウゴ ヒョウカ ガクシュウ ノ ジッセン ト シンロ センタク ジコ コウリョク ノ ヘンカ

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<p>This paper reports a case study of an asynchronous e-learning course for undergraduate career education based on questionnaire survey of career decision making self-efficacy. Career development tasks for undergraduate students include self-understanding, school-to-work transition, and independent career design. These problems are closely related to “Career Decision-Making Self-Efficacy: CDMSE”. The authors set up an asynchronous e-learning course using Moodle. The course was on credits transfer system and 87 students from 27 colleges of 9 universities took it. Each lesson consisted of video-on-demand contents, resources, and forum modules. Students must post a message and reply to other messages on forum each time, and peer review for career planning assignment was used at the 14th lesson. Initially the average CDMSE score of the course students was higher than that of other nationwide survey, but the CDMSE showed a statistically significant increase after the course learning. In particular, it was found that the group with low CDMSE improves CDMSE score after e-learning course attendance. In addition, students showed favorable feedback on interaction with other students. To enhance self-efficacy, further improvements are needed in specific learning design and peer review system for asynchronous e-learning.</p>

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