Please Note:

The Library Open Repository will be moving to a new authentication system on the 1st of November.

From this date onwards, account holders will be required to login using their University of Tasmania credentials.
If your current repository username differs from your University username, please email so we can update these details on your behalf.

Due to the change, there will be a short outage of the repository from 9am on the morning of the 1st of November

Library Open Repository

Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking


Downloads per month over past year

Grieve, R and Padgett, C R and Moffitt, R L (2016) Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking. Internet and Higher Education, 28. pp. 8-16.

[img] PDF
Grieve, Padgett...pdf | Document not available for request/download
Full text restricted
Available under University of Tasmania Standard License.


This study provided the first empirical and direct comparison of preferences for online versus offline assignment marking in higher education. University students (N=140) reported their attitudes towards assignment marking and feedback both online and offline, perceptions of social presence in each modality, and attitudes towards computers. The students also ranked their preferences for receiving feedback in terms of three binary characteristics: modality (online or offline), valence (positive or negative), and scope of feedback (general or specific). Although attitudes towards online and offlinemarking did not significantly differ, positive attitudes towards one modality were strongly correlated with negative attitudes towards the other modality. Greater perceptions of social presence within a modality were associated with more positive attitudes towards that modality. Binary characteristics were roughly equally weighted. Findings suggest that the online feedback modality will most effectively maximise student engagement if online assignment marking and feedback tools facilitate perceptions of social presence.

Item Type: Article
Keywords: Assignment feedback Assignment marking Online assessment Social presence Elearning Online Learning
Journal or Publication Title: Internet and Higher Education
Page Range: pp. 8-16
Identification Number - DOI: 10.1016/j.iheduc.2015.08.002
Copyright Information:

Copyright 2016 Elsevier

Date Deposited: 07 Nov 2016 00:44
Last Modified: 07 Nov 2016 00:44
Item Statistics: View statistics for this item

Actions (login required)

Item Control Page Item Control Page