Abstract
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 offline marking 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.
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