Transaction-level learning analytics in online authentic assessments

Nyland, Rob; Davies, Randall; Chapman, John H.; Allen, Gove N.

doi:10.1007/s12528-016-9122-0

Cited by 11 publications

(4 citation statements)

References 14 publications

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“…In distance education, alternative methods based on the constructivist approach (such as product files, performance evaluation, and projects) should be given more place instead of traditional measurement tools (classical written exams, multiple choice, essay writing, true-false exams, and filling in the blanks) (Simonson et al, 2019). Additionally, assessments can be made using self and peer assessments (Alvarez et al, 2012), online discussions (Kent et al, 2016), feedback, and students' learning analytics (Nyland et al, 2017). However, it is possible to say that designing and implementing online assessment in general is a difficult topic (Atherton et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Distance Education from Teacher and Learner Perspective

Söylemez

2023

Int. J. of Cont. Edu. Res.

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This study aims to determine the views of individuals who have experienced the distance education process as both students and teachers. The study group consists of individuals whom both enrolled in graduate education programs of a state university and taught actively at K-12 institutions. Study is conducted with phenomenological design. Miles Huberman model was used in the analysis of the data. The problems faced by the participants in the distance education process, in which they took part both as teachers and students, were grouped under “instructor dimension, student dimension, family dimension, infrastructure, hardware and physical environment dimension, social interaction dimension and process dimension”. The views of the participants on the assessment and evaluation processes in distance education as students were grouped under “measured learning outcomes, assessment and evaluation tools, assessment and evaluation system, other factors that affect evaluation, negative situations and positive situations”. When the views on assessment and evaluation processes in distance education are examined from the perspective of the teacher, same sub-themes with the exception of positive situations occurred. Views on e-teacher qualifications were grouped under “technical knowledge, knowledge of instructional design, social skills, knowledge of pedagogical content, management skills and knowledge of assessment and evaluation”.

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Section: Resultsmentioning

confidence: 99%

Distance Education from Teacher and Learner Perspective

Söylemez

2023

Int. J. of Cont. Edu. Res.

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“…The usage of online assessment like group work, requires appropriate attention from both the students and the teacher's as a peer and instructor feedback cycle with several checkpoints of assessment throughout the cycle. Online faculty and researchers are concerned with the quality and integrity of online assessments (Wang and Chen, 2017), therefore faculty and researchers used online evaluation methods, and everyday there are new technological advancements in this area (for example learning analytics) (Nyland et al, 2017). Hence the following research question arises: RQ3: What are the evaluation methods used for the online teaching ?…”

Section: Evaluation Methods Of the Online Teachingmentioning

confidence: 99%

Online Teaching During Pandemic In Portugal: University Teachers' Perspective And Consequences

Felipa,

Carlos,

Roba

2024

Kuey

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The COVID-19 pandemic has become a critical challenge for the higher education sector worldwide. Under such a circumstance, the exploration of the capacity of this sector to adapt to such a state of uncertainty has become more of huge importance. In this investigation, we critically reflect on the Portuguese teaching experience during the early COVID-19 lockdown in this country. This is an exploratory study based on a qualitative approach with an aim to reflect about new practices of teaching under a pandemic emergency. Based on the teaching experience in Portugal, we explore the evaluation process conducted throughout the pandemic period in Portugal, namely, the perspectives that teachers have about the online learning method, the challenges arising from online teaching, and, in fact, what evaluation methods were used during the pandemic period, and related implications.

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“…Educators have studied a variety of methods for conducting online assessments. Over the years, instructors have devoted a great deal of work to online assessments (Barber et al, 2015), exploring ways such as online quizzes (Lowe, 2015), online discussions (Kent et al, 2016) PLS-SEM analysis learning analysis to assess online learning (Nyland et al, 2017) or online video conferencing (Dyment and Downing, 2018) Most of the methods and activities presented in the literature are in the scope of asynchronous assessment; there are little research and practice in the field of online synchronous assessment (Chao et al, 2012), one of which is by using web videoconferencing (Liu and Chen, 2018).…”

Section: Web Video-conferencing For Synchronous Online Oral Examsmentioning

confidence: 99%

Student satisfaction on the implementation of the online undergraduate thesis examination: a PLS-SEM analysis

Astuti¹,

Rukmana²

2021

QAE

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Purpose The covid-19 pandemic that hit the world has caused several changes in the higher education service sector, including the implementation of the undergraduate thesis examination, where direct interaction between students and examiners is avoided and replacing it with an online bachelor thesis exam. This study aims to develop a conceptual model regarding the variables that can affect student satisfaction with the quality of the implementation of online undergraduate thesis examinations in higher education. Design/methodology/approach The research instrument consisted of 22 survey questions distributed to 583 students taking the thesis trial examination in the even semester of 2019/2020 who came from 12 different study programs. Factor analysis and structural equation modeling (SEM) were conducted to analyze the validity of the instrument and test the hypothesis. The results of the analysis show that the 22 instrument items used have been determined by sufficient variables to check the structure of each. Findings SEM analysis results show that the three hypothesized variables (study program service, examiner performance and quality of video conference applications) positively and significantly affect the level of student satisfaction with the online undergraduate thesis examination 0.187, 0.177 and 0.177, respectively. The total effect of these three factors is 0.737. Research limitations/implications This finding is a reference for those who want to improve the quality of the online undergraduate thesis examination in higher education. Originality/value As the online thesis examination was implemented in higher education in Indonesia as a result of the implementation of the study and work at home policy by the Indonesian Ministry of Education, it is important to conduct research on the implementation of online thesis exams in Indonesia, especially to study the conceptual model of variables affect student satisfaction with the implementation of the online thesis exam. Because even though the implementation of online thesis exams on a large scale is new to some higher education in Indonesia.

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Transaction-level learning analytics in online authentic assessments

Cited by 11 publications

References 14 publications

Distance Education from Teacher and Learner Perspective

Distance Education from Teacher and Learner Perspective

Online Teaching During Pandemic In Portugal: University Teachers' Perspective And Consequences

Student satisfaction on the implementation of the online undergraduate thesis examination: a PLS-SEM analysis

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