- Title
- The teacher as the 'digital perpetrator' : Implementing web 2.0 technology activity as assessment practice for higher education innovation or imposition?
- Creator
- Smith, Andrew; Peck, Blake
- Date
- 2010
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/64987
- Identifier
- vital:3790
- Identifier
-
https://doi.org/10.1016/j.sbspro.2010.03.773
- Identifier
- ISSN:1877-0428
- Abstract
- The purpose of this paper is to present an evaluation of the use of 'YouTube' video broadcasting technology as an assessment modality for higher education nursing students using vital signs assessment as the focus. Approximately 150 first year undergraduate nursing students at UB in Victoria Australia were invited to participate in an evaluative survey concerning a nursing vital signs skill assessment which utilised 'YouTube' as the medium. Whilst this study acknowledges that we must bring assessment into line with contemporary student populations in order to stimulate and satisfy the learning needs of undergraduate students, this study is also cognisant that higher education must be mindful of the added complexity that these technologies bring. Therefore there is a need to work towards collaborative outcomes for both student and academic, remaining aware not to cast the student as the digital victim and portray the teacher as the digital perpetrator. In light of the findings therein lies a dichotomy between what students see as assistive to learning and what the teacher sees as helpful to assessment. © 2010 Elsevier Ltd. All rights reserved.
- Publisher
- Elsevier
- Relation
- Procedia - Social and Behavioral Sciences Vol. 2, no. 2 (2010), p. 4800-4804
- Rights
- Copyright Elsevier
- Rights
- This metadata is freely available under a CCO license
- Subject
- Digital Assessment; Web 2.0; YouTube
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