A Case Study of Formative Course Evaluation by Diary Approach

DOI

10.2991/978-2-494069-02-2_29How to use a DOI?

Keywords

Formative course evaluation; Diary approach; Off-line data; Student engagement

Abstract

To collect off-line out-of-class data on student engagement in learning has always been a challenge in formative course evaluation. This paper attempts to use the diary approach to collecting off-line data for formative evaluation of an EFL course and, by doing so, to understanding student engagement in the course out of class. Twenty-five sophomores took part in this evaluative case study. The results showed diaries were capable of capturing students’ recurrent and routinized learning practices out of class together with their learning-related affective reaction. Data collected from student learning diaries were valuable for formative course evaluation for improvement purposes.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yan Shen
PY  - 2022
DA  - 2022/11/14
TI  - A Case Study of Formative Course Evaluation by Diary Approach
BT  - Proceedings of the 2nd International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2022)
PB  - Atlantis Press
SP  - 259
EP  - 267
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-02-2_29
DO  - 10.2991/978-2-494069-02-2_29
ID  - Shen2022
ER  -