Analysis and modeling of tutor functions

Ayachi-Ghanouchi, Sonia; Cheniti‐Belcadhi, Lilia; Lewis, Robert

doi:10.1002/cae.20511

Cited by 8 publications

(6 citation statements)

References 8 publications

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“…As already mentioned, training workshops focused exclusively on summative assessment, and formative assessment was largely relegated by the universities. Relegation of the importance of formative assessment in VLEs does not sit well with the literature on the inalienable importance of both types of assessment (e.g., Ayachi-Ghanouchi et al, 2013); Wuttke et al, 2015;Ertle et al, 2016). Heinrich (2006) indicates that in e-assessment faculty are excessively concerned with summative assessment only.…”

Section: Faculty Members and E-assessmentmentioning

confidence: 84%

E-Assessment at Jordan’s Universities in the Time of the COVID-19 Lockdown: Challenges and Solutions

Sa’di¹,

Abdelraziq²,

Sharadgah³

2021

AWEJ

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This study aims to delineate the observations of instructors at Princess Sumaya University for Technology (PSUT) in Jordan with regards to online assessment of their students in the time of the Coronavirus lockdown. Specifically, the study attempts to find out whether universities are prepared for online assessment during the lockdown and to probe feasible solutions to the challenges that hinder proper assessment in a virtual learning environment (VLE). As the challenges are determined, the study suggests a number of practical solutions. Data on faculty’s observations were obtained by means of an online survey. Eighty-three faculty members participated in this study. The findings showed that universities swiftly shifted to e-classes during the lockdown but that they were not adequately primed for an appropriate assessment in an online environment. The findings further showed that instructors were skeptical about the efficiency of remote assessment of their students. In addition, faculty members believed there was still a long way to go with regards to (1) the unavailability of reliable software to preclude academic dishonesty; (2) some faculty being unable to assess their students in VLE as it was their first experience; and (3) formative assessment not having been given enough attention. It is concluded that universities should have an exigency strategy for any sudden future lockdowns. This strategy includes, among other things, intensive e-teaching and e-testing training for faculty, high-tech invigilation and plagiarism software, reliable e-learning platforms with sufficient Internet bandwidth, setting up an e-assessment council at the university level.

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Section: Faculty Members and E-assessmentmentioning

confidence: 84%

E-Assessment at Jordan’s Universities in the Time of the COVID-19 Lockdown: Challenges and Solutions

Sa’di¹,

Abdelraziq²,

Sharadgah³

2021

AWEJ

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“…This leads us to confirm the adequacy of e-learning with active based courses. In a previous work, we have analyzed and designed the various tutor functions needed in classical e-course [19]. These functions are still included in the required competencies for delivery of active e-course.…”

Section: Discussionmentioning

confidence: 99%

Conceptual Design and Validation of Meta-Model for Active e-Learning

Belcadhi¹,

Ghannouchi²

2014

IJIET

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Abstract-Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper we are interested in the transformation of a face to face active course into a web-based active course. First we propose a mapping between concepts related to active instructional methods and corresponding online concepts. Further to this mapping exercise, a meta-model, including pedagogical and technical concepts, is designed. In order to evaluate and validate the proposed mapping and meta-model a case study is carried out. It concerns the transformation of an entrepreneurship active course into an online version and its deployment in the context of a training of trainers.Index Terms-Active learning, active e-learning, meta-model, mapping, instructional design.

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“…Most educators agree that there are two main types of assessment criteria, among others, namely formative assessment and summative assessment (Ayachi-Ghanouchi et al, 2013). Formative assessment occurs continuously during the educational process (Wuttke et al, 2015).…”

Section: Research Backgroundmentioning

confidence: 99%

Preparedness of Institutions of Higher Education for Assessment in Virtual Learning Environments During the COVID-19 Lockdown: Evidence of Bona Fide Challenges and Pragmatic Solutions

Sharadgah

Sa’di

2020

JITE:Research

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Aim/Purpose: This study investigates the perceptions of faculty members at Prince Sattam bin Abdulaziz University, Saudi Arabia, towards preparedness of institutions of higher education (IHE) for assessment in virtual learning environments (VLEs) during the COVID-19 lockdown. In addition, the study explores evidence of bona fide challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it attempts to propose some pragmatic solutions. Background: Assessment of student performance is an essential aspect of teaching and learning. However, substantial challenges exist in assessing student learning in VLEs. Methodology: Data on faculty’s perceptions were collected using an e-survey. Ninety-six faculty members took part in this study. Contribution: This paper contributes to COVID-19 research by investigating preparedness of IHE for assessment in VLEs from faculty members’ perceptions. This practical research explores deleterious challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it proposes effective solutions to prevent future challenges. These solutions can be used by IHE to improve the quality of assessment in VLEs. Findings: The findings revealed that IHE were not fully prepared to provide a proper assessment in a VLE during the lockdown, nor did they have clear mechanisms for online assessment. The findings also showed that faculty members were not convinced that e-assessment could adequately assess all intended learning outcomes. They were convinced that most students cheated in a way or another. Additionally, faculty had other concerns about (1) the absence of advanced systems to prevent academic dishonesty; (2) insufficient qualifications of some faculty in e-assessment because most of them have never done it before, and e-assessment has never been mandated by the university before the pandemic; and (3) insufficient attention paid to formative assessment. Recommendations for Practitioners: It is recommended that decision makers help faculty members improve by continuous training on developing e-assessment tests for both formative and summative assessments. Decision makers should also ensure the inclusion of technology-based invigilation software to preclude cheating, make pedagogical and technical expertise available, and reconsider e-assessment mechanisms. Faculty members are recommended to attend training sessions if they do not master the basic skills of e-assessment and should devise a variety of innovative e-assessments for formative and summative purposes. Recommendation for Researchers: More similar work is needed to provide more solutions to the challenges identified in this paper regarding the e-assessment in response to the COVID-19 pandemic. Impact on Society: The study suggests introducing technology-based solutions to ensure e-assessment security, or holding tests in locations where they can be invigilated whilst rules of social distancing can still be applied. Future Research: Future research could suggest processes and mechanisms to help faculty develop assessment in VLEs more effectively.

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Analysis and modeling of tutor functions

Cited by 8 publications

References 8 publications

E-Assessment at Jordan’s Universities in the Time of the COVID-19 Lockdown: Challenges and Solutions

E-Assessment at Jordan’s Universities in the Time of the COVID-19 Lockdown: Challenges and Solutions

Conceptual Design and Validation of Meta-Model for Active e-Learning

Preparedness of Institutions of Higher Education for Assessment in Virtual Learning Environments During the COVID-19 Lockdown: Evidence of Bona Fide Challenges and Pragmatic Solutions

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