Assisting learning in e-assessment: a closer look at educational supports

Lafuente, Marc; Remesal, Ana; Valdivia, Ibis Marlene Álvarez

doi:10.1080/02602938.2013.848835

Cited by 22 publications

(20 citation statements)

References 31 publications

(38 reference statements)

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“…It is about the decentralization of authority (Vaughn, 2013) and the scaffolding of student engagement in teaching functions (Gallego-Arrufat et al, 2015). Thus, communities of inquiry, through the distribution of teaching authority and responsibility, enable learners to practice (Vaughan, 2013) and become more proficient at leading and engaging in a process of ongoing, shared metacognition Malmberg et al, 2015), resulting in the construction of more justifiable beliefs in the context of shared knowledge within a community of learners (Lafuente, Remesal, & Valdivia, 2014). This construal of teaching presence positions the teacher within the community, not outside or in front of it.…”

Section: Causal Relationships Of Presencesmentioning

confidence: 99%

Re-examining the Construct Validity and Causal Relationships of Teaching, Cognitive and Social Presence in Community of Inquiry Framework

Dempsey

Zhang

2019

OLJ

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Despite the prevalence of research on the Community of Inquiry framework and its associated measurement instrument, more research is needed to re-evaluate the factor structure, study the effects of covariates or measurement invariance, and explore the relationships among the three presences. Results of this study indicated that (a) teaching, social, and cognitive presence are each multidimensional and higher order constructs; (b) measurement invariance was fully achieved for gender and partially for age, ethnicity, discipline, and online experience; (c) structural relationships of the three main constructs-teaching presence, social presence, and cognitive presencesuggested potential psychometric adjustments. The teaching presence construct in particular should be reconstructed to appropriately reflect and measure the construct as conceptually defined-as a distribution of teaching responsibility and authority-as opposed to how it is currently operationalized in the Community of Inquiry instrument-as a centralization of responsibility and authority with the instructor.

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Section: Causal Relationships Of Presencesmentioning

confidence: 99%

Re-examining the Construct Validity and Causal Relationships of Teaching, Cognitive and Social Presence in Community of Inquiry Framework

Dempsey

Zhang

2019

OLJ

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“…A critical review of the extant literature reveals that educational support is defined as a set of initiatives designed to improve national economic development through constant investment in quality education bolstered by an adequate number of teachers and relevant learning tools (Mwoma and Pillay, 2016;Lafuente et al, 2014). Therefore, it is clear that training and education contribute immensely to the development of human resource, as past literature has equally emphasised the strong relationship between entrepreneurship and education (Galloway and Brown, 2002;Gorman et al, 1997;Henderson and Robertson, 2000).…”

Section: Educational Supportmentioning

confidence: 99%

Entrepreneurial intentions of business students in Malaysia

Gelaidan

Abdullateef

2017

JSBED

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Purpose The purpose of this paper is to empirically examine the effects of relational support, educational support and self-confidence on entrepreneurial intentions of undergraduate business students in a university. Design/methodology/approach To empirically validate the conceptual model and test the hypothesised relationships, the authors collected data from 227 business students at an AACSB-accredited university in Malaysia through random sampling. Findings The results were based on analyses from structural equation modelling using the SmartPLS software. The findings show that entrepreneurial intention of business students is significantly influenced by educational and relational support; however, the moderating effects of self-confidence in the relationship between educational support, relational support and entrepreneurial intention are not significant. The paper clearly shows that relational and educational supports are two important factors that can influence the entrepreneurial intention of university students. Originality/value This research contributes to literature on entrepreneurial motivations and intentions through its empirical findings of the hypothesised relationships. It theoretically contributes to existing knowledge by integrating relevant themes from entrepreneurial motivations theory and the theory of planned behaviour. Finally, it offers alternative recommendations to university authorities and policymakers about business students’ entrepreneurship intention.

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“…In the field of English Foreign Language (EFL), teaching activities and assessments assessment are interwoven that one cannot have a comprehensive picture if either of them is missed from considerations. Assessment is the core of formal higher education (Gikandi, Davis, & Morrow, 2011) and a very important aspect of the teaching process (Álvarez, Lafuente, & Remesal, 2014;Brink & Lautenbach, 2011). The implementation of assessment gives the information for both teachers and students about teaching and learning succeed since assessment can determine the skills and knowledge of students and also ensure that they achieve the desired learning outcomes (Stödberg, 2012).…”

Section: Introductionmentioning

confidence: 99%

Teacher Practice on Online Formative Assessment

Nurfiqah¹,

Yusuf²

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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This paper aims to investigate (1) the struggles teacher encounters in his/her school's online formative assessments, and(2) the strategies teacher employs to deal with struggles in his/her school's online formative assessments. This research applied a qualitative study approach. A three year-experienced teacher who teaches 210 students in online teaching and learning has involved as the participant in this study. The data were gained from the interview to an EFL teacher of a school in Bandung. Result showed that the teacher has a strong interpretation of the formative assessment and the preparation of assessment is necessary in order to determine the academic success of students during the course. However, the study found the teacher was not ready to face the transition from face-to-face learning to online learning; the teacher could not optimize the implementation of the formative assessment and the students had been passive in online learning so that the achievement of the students could not clearly demonstrate the success of the students. It is also found that not every student received the benefit from on-going activities and certain strategies used by the teacher. It can be assumed that online teaching and learning practice is a new way of practicing for some teachers. Without the planning and experimentation of online teaching assessment activities, the teachers do not know precisely how the activity is carried out. This lack of experiments therefore leaves the responsibility of deciding whether the strategy is appropriate for students.

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Assisting learning in e-assessment: a closer look at educational supports

Cited by 22 publications

References 31 publications

Re-examining the Construct Validity and Causal Relationships of Teaching, Cognitive and Social Presence in Community of Inquiry Framework

Re-examining the Construct Validity and Causal Relationships of Teaching, Cognitive and Social Presence in Community of Inquiry Framework

Entrepreneurial intentions of business students in Malaysia

Teacher Practice on Online Formative Assessment

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