Evaluation of online assessment: the role of feedback in learner-centered e-learning

Iahad, Noorminshah A.; Dafoulas, Georgios A.; Kalaitzakis, E.; Macaulay, Linda

doi:10.1109/hicss.2004.1265051

Cited by 37 publications

(22 citation statements)

References 4 publications

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“…The author reasoned that with the written assignment, social presence was strong because students had to participate in the weekly online discussions, which encouraged students to identify with and learn from other students. Support for this outcome also comes from studies that show that feedback obtained through interacting with instructors or students may help with learning (Oliver & Omari, 2001;Iahad et al, 2004). Figure 1.…”

Section: Conceptual Developmentmentioning

confidence: 99%

“…Instructors are able to assess students' work and provide constructive feedback accurately and in a timely manner, thereby aiding student learning (Iahad et al, 2004;Tastle et al, 2005). This would lead online students to sense a greater teaching presence than non-online students who may base their perceptions on how often they see their instructors in person.…”

Section: Type Of Curriculummentioning

confidence: 99%

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The Roles of Extrinsic Factors in a Community of Inquiry Model of E-Learning

Lee

Faulkner

2011

E-Learning and Digital Media

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Despite its proliferation in higher learning institutions, e-learning has been criticised as being nothing more than trivial online conversations, or a mere means of delivering class materials electronically. If e-learning is to address such criticisms and become an effective pedagogical platform, educators need to identify elements critical to the success of e-learning. A well-known framework for studying e-learning as a pedagogical platform is the community of inquiry (COI) model. In this study, the authors develop a conceptual COI model to propose that while satisfactory e-learning experience stems from the interactions among three presences -social, cognitive, and teaching -the relative influences of the presences on e-learning experience are moderated by five extrinsic factors: content richness, perceived ease of use of e-learning platform, type of curriculum, teaching orientation, and participant age. They argue that this extended and more comprehensive COI framework would help educators better understand e-learning's use as an effective pedagogical platform.

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Section: Conceptual Developmentmentioning

confidence: 99%

Section: Type Of Curriculummentioning

confidence: 99%

The Roles of Extrinsic Factors in a Community of Inquiry Model of E-Learning

Lee

Faulkner

2011

E-Learning and Digital Media

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“…Providing a valuable feedback to the students is a requirement of the learner-centered paradigm (Iahad et al, 2004). Thus, an appropriate feedback can have a very positive impact on the student's learning (Dalziel, 2001;Juwah et al, 2004).…”

Section: Requirements Of An Assessment Systemmentioning

confidence: 99%

Development of an on-Line Assessment System to Track the Performance of Students

Trillo

Ilarri

López

et al. 2007

Proceedings of the Third International Conference on Web Information Systems and Technologies

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Abstract:An important feature of an e-learning environment is the ability to continuously assess the progress of the students. With an adequate tracking of the students' knowledge and performance, it is possible to re-orient the teaching strategies in time to ensure the success of the learning process. Suitable computer tools are required to help the teachers to achieve such difficult goal.In this paper, we present a tool for the definition, execution and evaluation of on-line tests, which can be easily integrated in an existing e-learning system. Prior to the development of the tool, we performed an extensive study of other existing alternatives, both commercial and free, that led our design. Thus, the developed tool presents the desirable features of those alternatives and others that we consider interesting.

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“…Research shows that more detailed, quality feedback can remedy this situation (Guo, Palmer-Brown, Lee & Cai, 2014;Iahad, Dafoulas, Kalaitzakis & Macaulay, 2004;MalauAduli & Zimitat, 2012). Due to the heavy work load, it is impossible to use class time to go through the test in order to give detailed feedback and explanations of how to approach the questions.…”

Section: Challengementioning

confidence: 99%