E-assessment of online academic courses via students' activities and perceptions

Soffer, Tal; Kahan, Tali; Livne, Eynat

doi:10.1016/j.stueduc.2016.10.001

Cited by 58 publications

(48 citation statements)

References 29 publications

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“…The questionnaire was composed based on the literature and recent studies in the field (Soffer, Kahan, & Livne, 2017;Sebastianelli et al, 2015;Young & Norgard, 2006). All students, who participated in the F2F or in the online courses, received an email containing a link to the questionnaire, with an invitation to fill it out.…”

Section: Two Courses (Referred To In This Research As Course a And Comentioning

confidence: 99%

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Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education

Soffer

Nachmias

2018

Computer Assisted Learning

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132

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This study examined the effectiveness of 3 online courses compared with the same 3 courses in a face‐to‐face (F2F) format, which had the same characteristics (e.g., the same instructor and final exam content and place). Effectiveness was examined by utilizing a wide range of variables, including 2 objective measures (N = 968): grades and completion rate; and 9 subjective measures (N = 360): 7 measures include instructional aspects (course structure, learning content, lessons watched, assignments, communication), engagement, and satisfaction. Findings indicate significant differences between online and F2F courses in most of the examined variables. Students in the online courses reported better understanding of the course structure, better communication with the course staff, watching the videos lessens more, and higher engagement and satisfaction. Students in the F2F courses reported better contribution of the learning content. Students' final grades were higher in the online courses, and no differences were found in the completion rate. The findings suggest that in many of the examined effectiveness aspects, online courses are as effective as, or more effective than, F2F courses. Interpretations of the findings are discussed.

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Section: Two Courses (Referred To In This Research As Course a And Comentioning

confidence: 99%

“…It was emphasized that the questionnaire was anonymous and that answers would be used for research purposes only. The questionnaire was composed based on the literature and recent studies in the field (Soffer, Kahan, & Livne, 2017;Sebastianelli et al, 2015;Young & Norgard, 2006).…”

Section: Two Courses (Referred To In This Research As Course a And Comentioning

confidence: 99%

Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education

Soffer

Nachmias

2018

Computer Assisted Learning

Self Cite

132

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“…Several factors and challenges that should also be considered are the teachers' skills and availability of learning materials (Moreno, 2015;Nadayag, 2011;Andoh, 2012). With regards to the concern of the Social Studies subjects, the use of computer-based instruction, interactive lessons, images and video can motivate students to love studying and learning the subject (Cox, 2011;Odongo, 2008;Soffer et al, 2016;and Heafner, 2004). Among the benefits that the technology-based learning and assessment system could offer are the availability of centralized learning materials, different settings for conducting assessment, convenience in tracking learner's progress and immediate implementation of the said system (TLT Team, 2011;Chaffe, 2016;Valuy, 2017;Pappas, 2016).…”

Section: Review Of Related Systemsmentioning

confidence: 99%

“…On the other hand, the use of online tools for Social Studies course are the favored type of technology integrated into classroom instruction and evaluation (Odongo, 2008). Study revealed that the students' learning experiences are relatively higher when enhanced through the use of video lectures, assignments and materials designed for online courses (Soffer, Kahan, & Livne, 2016).…”

Section: Introductionmentioning

confidence: 99%

Centralized Learning and Assessment Tool for Department of Education–Division of Laguna’s Araling Panlipunan Subjects

Mauricio

Cagayan

Serrano

et al. 2017

IJCSR

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Purpose -This research project seeks to design, develop, and test the acceptability innovative e-learning management system to transform traditional methods into Information Communication and Technology (ICT) based approach, to improve the quality of education, enhance teachers' teaching strategies, and to meet the demands of the 21st century teachers and learners as a result of the implementation of the K to12 ICT integration in Araling Panlipunan (AP).Method -The researchers conducted a series of surveys and interviews with the ICT heads, AP department heads, master teachers, and district supervisor. Questionnaires and literature were also employed to gather relevant information vital to planning, designing and development of a prototype. The design of the system is responsive to mobile and another portable device. The system development was divided in four phases: requirement planning, user design, construction or development and cutover. The developers used software development languages, such as HTML5 and PHP. The programmers employed MySQL database. In addition, other necessary software requirements were also used like internet browser, Notepad++, Adobe Dreamweaver, TinyMCE and XAMPP. Alpha and Beta testing were used to minimize the errors experienced by respondents. The result of system testing was analyzed descriptively using frequency, rank, and weighted mean. 22Results -The system was tested and evaluated using the ISO 9126 Evaluation Model to determine the acceptance level of the proposed system. The overall acceptance rating in terms of functionality, reliability, usability, efficiency, maintainability and portability is highly acceptable. It was a good indication that the developers met the necessary requirement of a learning management system by incorporating additional features.Conclusion -The goal of creating this alternative approach of teaching and evaluation process is to support teachers and students' adaptation to e-learning and e-assessment. The study also achieved its goals to meet the demands of 21st century teachers and learners as a result of the implementation of K-12 curriculum through customized onlinebased responsive e-learning and e-assessment tool. These trends for Philippine education systems will empower the teachers and students to become more confident and competent in the use of technologies, shared resources, and collaborative learning.Recommendations -The system will bring new educational experiences to the young generations of both elementary teachers and students in particular to the DepEd-Division of Laguna. The system may be presented to the Department of Education for implementation as basis for creating e-learning tool not only for Araling Panlipunan but for all courses with more interactive and collaborative features in the system. Implications -The implementation of the said system is highly recommended to cope with the emerging trends of ICT in Education as a result of the implementation of the K to 12 programs. Furthermore, learning and assessment process ...

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“…For example, a large number of studies have now been conducted to assess the validity of psychometric test instruments delivered online (e.g., Hewson & Charlton, 2005;Stephenson & Crete, 2010;van Ballegooijen, Riper, Cuijpers, van Oppen, & Smit, 2016; Weigold, Weigold, & Russell, 2013;Yang, Chen, Zhang, Wang, & Ding, 2016). However, relatively few studies have directly considered the validity of course-based online assessment methods in an educational setting, despite the rapidly increasing interest in e-learning and assessment approaches over recent years (Havemann & Sherman, 2016;Soffer, Kahan, & Livne, 2017). In particular, online delivery modes 1 have attracted much recent interest, given their capacity to respond to expanding student numbers, increasingly tight budgets, and student demands for convenience and flexibility.…”

Section: Introductionmentioning

confidence: 99%

An investigation of the validity of course‐based online assessment methods: The role of computer‐related attitudes and assessment mode preferences

Hewson

Charlton

2018

Computer Assisted Learning

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The use of e‐assessment methods raises important concerns regarding the reliability and validity of these methods. Potential threats to validity include mode effects and the possible influence of computer‐related attitudes. Although numerous studies have now investigated the validity of online assessments in noncourse‐based contexts, few studies have addressed this issue in an educational context. The present study helps fill this research gap by investigating whether university students' computer‐related attitudes and assessment mode preferences were related to performance on a course‐based online assessment task. Overall, students' attitudes and preferences bore no greater relationships to performance on the online than offline module assessment tasks. This provides support for the validity of course‐based online assessment methods and should help alleviate educators' concerns and encourage more widespread adoption of these methods, helping address the issue of their slow uptake to date. Suggestions for follow‐up studies to corroborate and extend the current findings are offered.

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E-assessment of online academic courses via students' activities and perceptions

Cited by 58 publications

References 29 publications

Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education

Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education

Centralized Learning and Assessment Tool for Department of Education–Division of Laguna’s Araling Panlipunan Subjects

An investigation of the validity of course‐based online assessment methods: The role of computer‐related attitudes and assessment mode preferences

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