Web-based dynamic assessment: Taking assessment as teaching and learning strategy for improving students’ e-Learning effectiveness

Wang, Tzu‐Hua

doi:10.1016/j.compedu.2009.11.001

Cited by 91 publications

(84 citation statements)

References 25 publications

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“…So in this type of education, the responsibility of education and learning to a large extent returns to the learner (26,27). Therefore, in appropriate designing and developing of curricula, learners' activities can be directed and corrected (28,29).…”

Section: Introductionmentioning

confidence: 99%

Implementation Pathology of the E-learning Curriculum in Iran (Case Study Shahid Beheshti University of Tehran)

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Shahalizadeh

Heydari

et al. 2016

Interdiscip J Virtual Learn Med Sci

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Introduction: E-learning is a new emerging phenomenon that has attracted the attention of higher education authorities and researchers in this field. The aim of this study is to identify the challenges of implementing e-learning curriculum of Shahid Beheshti University from the perspective of faculty members and students. Methods: The descriptive-survey method was employed in this study. Two researcher-made questionnaires were used for data collection. The study population comprised 48 faculty members and 635 students of virtual education. Statistical samples according to Morgan table were 42 and 237, respectively indicating that sampling was done by proportional stratified random sampling. The validity of research questionnaires was approved by professors and domain experts and by using Cronbach's alpha; the reliability coefficient was calculated to be 89% and 85%, respectively. For data analysis, SPSS version 21, descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (one-sample t-test and t-test) were used (P < 0.05). Results: The findings indicated that from the perspective of faculty members, the implementation of e-learning curriculum is being faced with cultural (P < 0.001), legal (P = 0.001), infrastructural (P < 0.001) and financial (P = 0.005) challenges and from the perspective of students are cultural (P < 0.001), infrastructural (P = 0.033), cognitive (P < 0.001), financial (P < 0.001), and legal (P < 0.001) challenges. These results with respect to the level of significance that is less than P < 0.05 are certainly 95% significant. Conclusions:The implementation of e-learning curriculum of Sahid Beheshti University faces challenges in which the problems and obstacles can be solved through the adoption of decisions that are consistent with the research results.

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Section: Introductionmentioning

confidence: 99%

Implementation Pathology of the E-learning Curriculum in Iran (Case Study Shahid Beheshti University of Tehran)

See

Shahalizadeh

Heydari

et al. 2016

Interdiscip J Virtual Learn Med Sci

View full text Add to dashboard Cite

show abstract

“…They learn about the learning intentions and criteria for success as well as the scaffoldings they receive to achieve success (Vygotsky, 1978). In an AfL context, learners play an important role in their learning process (Hilgers, Hussey, & Stitt-Bergh, 2000;Schön, 1995;Wang, 2010). They have continuous collaboration with their teacher and peer and consistently communicate their learning evidence with them.…”

Section: Introductionmentioning

confidence: 99%

ESL Teachers’ Questioning Technique in an Assessment for Learning Context: Promising or Problematic?

Sardareh¹,

Saad²,

Othman³

et al. 2014

IES

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As a crucial feature of assessment for learning (AfL), questioning technique plays an important part in student learning. In an AfL classroom, questioning technique is not merely a pedagogical tool to elicit evidence of students' understanding but also a means to improve their understanding. Effective classroom questioning underpins AfL; However, research into AfL raises significant doubt about the efficiency of teachers' questioning during AfL especially in Malaysian primary schools where AfL is still in its infancy. The current study illuminates the process of classroom questioning during AfL in a Malaysian primary school ESL context. This qualitative case study was conducted in a selected primary school around Selangor, Malaysia. Three ESL teachers teaching in the selected school took part in the study. In order to collect data, twenty periods of each teacher's classroom were observed. Then, interview was conducted with each individual teacher. Interviews and observations were tape-recorded verbatim and transcribed for further analysis. The results indicated that the low-cognitive level of questioning techniques and strategies were utilized by the three teachers. Many findings of this study point to the fact that teachers are still practicing teacher-centered syllabus. The results of the current study showed that the traditional concept of questioning was maintained and classroom questioning did not seem to fulfill the promise of enhancing learner autonomy which is the focus of AfL. The students were not encouraged to ask questions and engage in self-reflection. Many of them were silent oftentimes during classroom questioning and questions were usually answered by a specific group of students or the teachers themselves. Recommendations were made based on the results of the study.

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“…The widespread diffusion of e-learning and m-learning platforms, which furthers new opportunities of effective learning in a flexible manner [9], allow students to make use of a number of portable devices to access their education repository and enrol onto a programme. Overcoming the digital gaps that e-learning students are exposed to is a challenging task, and many argue that a first step towards mitigating this aspect is by ensuring that academic teams are making full use of educational resources that are made available to them [10] [11]. This builds on the argument presented by [12], that VLEs help mitigate the impact of emergent technologies in education and will be much more effective once resistance to the adoption of such technologies is reduced.…”

Section: B E-learningmentioning

confidence: 97%

Bridging the digital divide for e-learning students through adaptive VLEs

Spiteri

Raffaele

Smith

2016

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

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-Virtual Learning Environments (VLEs) are required to be highly effective and easy to use as they serve as the primary institutional portal between students and academics. There are currently a number of challenges that are caused due to the modernized digital divide, with a significant limitation being the inability of information systems to adapt to the users' technological platform, broadband quality and device in use to access the online system. This paper focuses on the limitations that students encounter when accessing VLEs within Higher Educational Institutes (HEIs). This research aims to primarily review and provide critical analysis of current VLE frameworks, as well as assess restrictions based on several demographics including content adaptation and technical aspects. An algorithmic system is developed to analyze students' individualistic needs, undertake adaption and personalization of the VLE, and hence ensure consistent and efficient access to academic web resources and functionalities.

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Web-based dynamic assessment: Taking assessment as teaching and learning strategy for improving students’ e-Learning effectiveness

Cited by 91 publications

References 25 publications

Implementation Pathology of the E-learning Curriculum in Iran (Case Study Shahid Beheshti University of Tehran)

Implementation Pathology of the E-learning Curriculum in Iran (Case Study Shahid Beheshti University of Tehran)

ESL Teachers’ Questioning Technique in an Assessment for Learning Context: Promising or Problematic?

Bridging the digital divide for e-learning students through adaptive VLEs

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