Using technology to introduce frequent assessments for effective learning: registering student perceptions

Scholars and practitioners seeking to find ways to introduce assessment schemes that promote effective learning have called for the introduction of more frequent and more diversified assessment tasks that are aligned with learning outcomes and teaching strategies. The use of available technological tools, such as online student management platforms, can facilitate the introduction of frequent and diversified assessment tasks, making it user friendly, as well as, cost and time-effective. The present study attempts to register student perceptions on the impact of frequent assessments with the use of technology on effective learning, in the context of a third year Business undergraduate course in an overseas campus of a British University. A mixed (qualitative/quantitative) research methodology study is conducted in the course of nine weeks with a sample of 30 students. A repeated measures ANOVA is used for quantitative data analysis and Content Analysis is applied to process the qualitative data.