Higher Education Marking in the Electronic Age: Quantitative and Qualitative Student Insight

AbstractAssessments play a key role in university student experiences. Reflecting the continuing change in higher education student experiences in particular consideration of the electronic age, this paper reports quantitative and qualitative findings from a survey given to undergraduate social science students (N = 99) on comparing their experiences of submitting and accessing work online versus doing so in hard copy. The obtained survey results show an increasing trend in preference for both submitting assignments and accessing feedback electronically, which is partly in line with the current literature scope but also establishes new trends. Additional qualitative data further help identify key barriers in this process, particular the depersonalization of feedback. These contribute to evaluating the usefulness of the electronic assignment approach. Further in-depth data from focus groups will be used to supplement these discussions. Overall, the present research adds to the discussion around electronic marking by making particular use of the student voice in the decision making process