Scenario-based Assessment Exercises and the Perceived Learning of Mass Communication Students

Aisha Muhammad Din (Virtual University of Pakistan, Lahore, Pakistan)
Sadia Jabeen (Virtual University of Pakistan, Lahore, Pakistan)

Asian Association of Open Universities Journal

ISSN: 2414-6994

Article publication date: 1 September 2014

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One of the biggest challenges faced by online learning systems is the absence of opportunities for the practical exposure of the students, especially in professional degree programmes. The theoretical knowledge they gain is undoubtedly more refined and enriched, but it is quite difficult to provide an e-learner with occasions where he/she can actually apply the concepts in real-time situations,as student and teacher are at a great distance from each other. This shortcoming can be overcome by giving scenario-based assignments to the students during their study programme. A hypothetical situation is created in scenario-based assignments where students are required to apply their theoretical knowledge according to the scenario given. In this way, students are actively involved in brainstorming rather than merely reproducing bookish knowledge. In this regard, the Virtual University of Pakistan has adopted advanced methodologies for learning and evaluation of its students. For this purpose, the researchers have aimed to measure the perceived learning of the students of the BS Mass Communication programme. The main objectives of this study were to determine the effectiveness of online scenario-based exercises on student learning and comprehension; and to enhance their analytical abilities and the mode of student-instructor interaction. For this purpose, five scenario-based assignments on various mass communication courses in the autumn 2012 semester were selected; and an online survey of all enrolled students in five subjects was conducted. The tool used in this study was derived from Renda-Tanali's (2012) research on security studies. For data analysis,descriptive statistics, a one-sample t-test, an independent sample t-test and regression analysis were applied. The results of the study indicated a positive student response towards e-scenario-based exercises. The two prominent outcomes identified by students were their improvement in decision-making skills and deepened understanding of real life situations. In the light of the findings of the study, it can be concluded that students' learning in the context of scenario-based exercises was very encouraging for Mass Communication subjects.



Din, A.M. and Jabeen, S. (2014), "Scenario-based Assessment Exercises and the Perceived Learning of Mass Communication Students ", Asian Association of Open Universities Journal, Vol. 9 No. 1, pp. 93-103.



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