Web Log Analysis: A Study of Instructor Evaluations Done Online

Klassen, Kenneth J.; Smith, Wayne

doi:10.28945/303

Cited by 5 publications

(4 citation statements)

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“…Alternatively, they may just rate the instructor more poorly overall, without explaining why [9]. With students taking only about a minute to complete some student evaluation forms, the "halo effect" can account for unjustifiably poor ratings on criteria, ostensibly unrelated to grading [10]. These results, in turn, can be confusing and frustrating to the well-meaning instructor and damage the instructor's self-confidence.…”

Section: Innovative Approaches To Gradingmentioning

confidence: 86%

Earning positive evaluations from IT students

Sherman

2005

Proceedings of the 6th Conference on Information Technology Education

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Achieving positive student evaluations may be more difficult in technology subjects than in some other disciplines. Research shows that the favorableness of student comments varies by discipline, with faculty in the arts and humanities receiving consistently higher ratings than faculty in science areas. Nevertheless the IT curriculum lends itself toward using technology in ways that promote positive interactions with students and overall satisfaction. Technology can be harnessed to foster innovative approaches to grading; implement testing methods that promote learning; increase the entertainment factor through active learning; and enhance the responsiveness of all students. Some specific methods include: generating a test bank from student input, demonstrating software using voice-over webcams, utilizing a cross-word puzzle format for concept learning, posing questions in a treasure-hunt format, and dramatizing ethical issues through scripts for student-actors. Capitalizing on students' enthusiasm for hands-on laboratory activities of all types and avoiding the conventional lecture format enables the IT instructor to effectively deliver course material in a manner that students find appealing.

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Section: Innovative Approaches To Gradingmentioning

confidence: 86%

Earning positive evaluations from IT students

Sherman

2005

Proceedings of the 6th Conference on Information Technology Education

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“…One function of this method is the average time per session that related to number of logins that reflect the popularity of the platform by computing number of site access, but this depend on the platforms itself, because some platform load all course materials once in the beginning of the course, so the students login once and download the materials, while the other load the course materials incrementally, so the students need to access the periodically. Klassen and Smith (2004) presented a method to evaluate instructor online. They design a evaluation site and the student should be login to this site in last two week of the semester and answering for specific question according the department of each course, then the system calculate the result of the evaluation.…”

Section: Introductionmentioning

confidence: 99%

Evaluating E-Learning Systems Using E-Traceability Systems

Hammami¹

2010

Journal of Computer Science

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Problem statement: Electronic learning (e-learning) System is an ideal example of these modern learning options. It provides reliable, convenient and easily accessible environment of learning. Since the e-learning is now growing in King Saud University, this new learning approach has to be evaluated and monitored to measure the efficiency and ultimately improves its productivity. The monitoring of the e-learning applications deserves special attention and we need effective methodologies and appropriate guidelines to perform this task. Approach: The development and implementation of an effective and appropriate evaluation approach based on different types of information and analysis of reports offered by an E-Traceability System (ETS) in order to improve and enhance the e-learning system and its performance to make sure it performs its mission as desired. Results: The E-traceability system has been developed, implemented and extensively tested and the evaluation can be done with automatic and easy way. Conclusion: The outcomes of the tests are relevant information delivered by the system concerning any user's actions in a standard reports format represented as graph diagram. These reports are related to the following main evaluation questions are being performed and they pertain to measure the popularity of the e-learning system, engagement of the participants and interactions between them and it can be used in support services and decision making

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“…students actually do (from observation and server logs). Server logs theoretically seemed like a promising source (Klassen & Smith, 2004), however they were impractical to obtain. Only two of the schools had a technology department, and in the pilot study it took hours to obtain the logs for a single student for a single activity.…”

Section: Documentsmentioning

confidence: 99%

Technology in the classroom: Exploring the experience of secondary students using activity theory

Bennett¹

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<p>Technology is an integral part of life in the senior secondary school classroom. The multiple and complex ways in which economic, social and political discourse and activity drive digital technology into the classroom are often framed in terms of the ‘transformation of education’ and ‘21st century skills’, configuring values and aspirations with technology. This thesis explores what digital technology means in the classroom. It moves from the ‘state-of-the-art’ and ‘state-of-the-possible’ to the ‘state-of-the-actual’; from the impact of singular IT artefacts to the experience of the students. It addresses the questions, what is the technology artefact that the students are using in the classroom? and, how do students engage with the technology artefact and the information artefact in the classroom? Four secondary schools in medium- to high-income areas of New Zealand participated in this qualitative study. Activity theory informed the research design and case analysis. Critical realism was used, via abductive and retroductive modes of inference, to make sense of the data and identify the structures and generative mechanisms underlying the use of technology in the classroom. To make sense of how the students use the technology in the classroom this thesis presupposes that learning is a function of information, and information is not coterminous with information technology. The students’ learning actions can be instrumental, cognitive or axiological, and the activity can be mediated by technology. The use of technology is initially rooted in practical operations. This thesis sets out to revindicate a wider understanding of the technology/tool in activity theory by revisiting the concept of functional organs. This conceptualisation reorients perspectives on processuality, emergence and causation to reach an understanding of the student and the technology working in unison as an organisation, which allows different possibilities of operations, of actions and of relationships. The findings of this study are that the technology in the classroom is ubiquitous spatially, almost every student has access to a device, software and the internet, and temporally, most students have a device to hand all the time. The technology can have a multiplicity of causes, the same effect can be performed with different combinations of technology, and a plurality of effects, the same combination of hardware and software can be used to perform different actions. Senior secondary students are responsible for selecting and structuring a combination of hardware and software to achieve the object of their activity. This structuring is generally seamless, and without tension or contradiction when the object of the activity is instrumental, or when the information items required by the student are simple and linear, such as examples of concepts or contextual information. On the other hand, when the students’ experiences of the information are within activities that work with complex principles, generalisations or procedures then the technology needs to allow that possibility of action. Some specialist software does allow that possibility, and enables the student to engage deeply with the information. Conversely, some technology can impact the students’ practices if the critical analysis required of the students is not supported by the analytical processes of the technology, which may encourage students to follow linear rather than dialectical or dialogical engagement with the information. This thesis concludes that the students are active in structuring their learning through creating organisations of themselves, the technology and the information as an emergent information system to achieve the goal of the learning action, which is embedded in the wider motivation of the learning activity.</p>

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Web Log Analysis: A Study of Instructor Evaluations Done Online

Cited by 5 publications

References 20 publications

Earning positive evaluations from IT students

Earning positive evaluations from IT students

Evaluating E-Learning Systems Using E-Traceability Systems

Technology in the classroom: Exploring the experience of secondary students using activity theory

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