Abstract:
Learning management systems help students to engage more fully with course content
at any given time and location where Internet access is available. One of the four main key
features of such systems is the assessment feature, which includes a very useful subsidiary
tool called self-assessments. The purpose of this paper is to highlight how an academic in
electrical engineering structures self-assessments in a learning management system to promote
reflective practice among undergraduate students. A time-lag study is employed where both
qualitative and quantitative data is analysed and presented using descriptive statistics. A
moderate positive statistical relationship (r = 0.504 and r = 0.527) exists between the number
of correct responses to the self-assessments and the final grades awarded to the students at the
end of the semester. These results tend to suggest that some academics and students are
benefitting from using self-assessments. Academics become more proficient and confident in
presenting the course content, as they consistently set online self-assessments. Students
become more proficient and familiar with the course content, as they consistently complete
the online self-assessments.
