Transcending Formative Assessment: “Humorous” Use of e-Learning Platforms

While humor has established its significance in classroom settings, literature on formative assessment has illustrated various approaches to utilizing educational technologies to achieve intended learning outcomes. Yet, it remains unclear how the affordances of them can be applied for purposes beyond the subject matter. This study aims to explore the use of such technologies for managing relationships between teachers and students and supporting their academic or personal growth through planned humor. Through an analysis of the digitized materials collected from a post-secondary English teacher and a focus group with four of his students, it was found that the functionalities of e-learning tools could be adapted to new pedagogy: The “additional details” and “Multiple Choice” on Mentimeter as well as the “Teacher feedback” on Edpuzzle could be used for teacher-initiated humor aimed at giving fun facts or developing rapport between the teacher and students. Students in the focus group recognized the teacher’s adaptation of these functions to enhance their e-learning experience and make it more enjoyable or meaningful, especially when the tools were used in a student-paced format. It is concluded that the primary functions of educational technology can be transcended by innovative pedagogy and a commitment to a sustainable, compassionate student-centered learning environment. Teacher educators are recommended to enlighten their student teachers on thinking outside the box when designing e-learning materials.