The Evaluation of Internet Usage Within the Higher Education Classroom

Bakerson, Michelle Ann; Rodríguez-Campos, Liliana

doi:10.18848/1447-9494/cgp/v13i10/45062

Cited by 1 publication

(2 citation statements)

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“…Of all important aspects as the results of learning, priority is given to students' achievement [2]. Although implementation varies across learning environments, to give the students a clear idea about their learning achievement record, Bakerson, et al argued that a lecturer should answer the following questions in conducting online assessments [3]: what needs to be collected, or how should a given lesson be administered, to provide evidence that students have achieved the course learning objectives? How will feedback be communicated to provide information on a student's progress?…”

Section: Introductionmentioning

confidence: 99%

“…How will feedback be communicated to provide information on a student's progress? Moreover, Robles and Brathen outlined three key components of assessment [4]; (1) measurement of the learning objectives, (2) self-assessments for students to measure their own achievement, and (3) interaction and feedback between and among the instructor and students. There are many things to be taken into account once a teacher uses an online assessment for her students.…”

Section: Introductionmentioning

confidence: 99%

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The Use of ILearn in Online Indirect Writing Assessment: An investigation into students’ perceptions

Selpia¹,

Purnawarman²

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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Increasingly globalized world which has enabled technology to be integrated in 21st century learning provides a main support for their use in education. This paper examines university students' perceptions on the use of ILearn; a webbased learning and assessment for indirect writing assessment in an English as a Foreign Language (EFL) classroom. Prior research regarding the use of some web-based learning and assessment especially in the area of language teaching are reviewed. The issues on writing assessment are noted. The study involved 30 participants consisting of university students from seven different majors in a university in West Sumatera, Indonesia. The data of this descriptive study were collected through open-ended questionnaires. The survey revealed most of students' positive perceptions on the use ILearn for indirect writing assessment. The analysis clarified the different merits students perceived from the use of ILearn. The variations provided by this web-based learning and assessment design served well in meeting challenges and were fun for them. Most of the participants agreed that writing assessment done through ILearn was much better than paper-based assessment.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%