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This document discusses research on assessment in distance education, web-based learning, and e-learning. It summarizes that: - Studies took place in several countries and involved undergraduate, graduate, and PhD students as well as staff. - Both qualitative and quantitative data was collected through various methods like surveys, interviews, and tests and analyzed using basic statistical analysis and coding themes. - Findings, discussion of findings, conclusions, implications, and limitations are presented but not described in detail. - References are provided citing research on the use of online and offline formative assessment.
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This study examined how the use of the Edmodo e-learning platform influenced teaching and learning performance in a non-engineering course at Universiti Malaysia Pahang. The course objectives focused on reflecting on ethnic relations history and concepts in Malaysia. Edmodo was used to provide an e-library, assignments, notifications, and progress updates. Based on the e-PAT evaluation, students found that Edmodo encouraged two-way communication and the uploading of resources, and that the lecturer was knowledgeable, innovative, and responsive. The conclusions were that Edmodo served as an effective interactive e-learning tool that helped achieve course objectives and positively influenced teaching and learning performance.
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The first study examined the effects of wireless technology and mobile devices on e-learning, surveying 300 students about their perceptions. It found that demographic factors like age, gender and field of study influenced the effectiveness of e-learning.
The second study described features of e-portfolios for reflective learning, including how they empower students by enabling ownership and feedback, and enable faculty by providing assessment opportunities and insights into student learning.
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The second study discussed how e-portfolios can empower students by allowing them to maintain an ongoing record of learning, develop ownership over their learning, and reflect on their experience. E-portfolios also enable faculty by providing opportunities for increased feedback and assessment while helping them work more efficiently. E-portfolios enrich the learning experience by aligning instruction to student needs and connecting curricular and extra-curricular learning.
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[2] The second study evaluated the use of video conferencing on Apple Macintosh platforms between universities. It focused on the technology's impact in isolation at the project level and stage 2. The researchers concluded the technology benefits supported daily work and international collaborations.
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1) Technology helps differentiate instruction for students by allowing them to focus on concepts they are struggling with through tools like math simulations and practice websites. This helps keep other students engaged by allowing them to move on to new concepts.
2) Studies have shown that students in technology-rich classrooms have more positive attitudes and motivation. Technology helps engage students who are typically unmotivated. Students also learn faster and more with technology integration.
3) The use of technology in classrooms has been shown to improve overall test scores. Technology helps students better understand concepts, recall information on tests, and visualize ideas, leading to higher standardized test performance.
Why technology
1) Technology helps differentiate instruction for students by allowing them to focus on concepts they are struggling with through tools like math simulations and practice websites. This helps all students to learn at their own pace.
2) Studies have shown that students have a more positive attitude and are more engaged and motivated in technology-rich classrooms, especially those who are typically unmotivated. Technology also allows students to learn faster and more.
3) The use of technology in classrooms has been shown to improve standardized test scores as it helps students better understand and visualize concepts, leading to improved recall and comprehension.
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1) Technology helps differentiate instruction for students by allowing them to focus on concepts they are struggling with through tools like math simulations and practice websites. This helps all students to learn at their own pace.
2) Studies have shown that students have a more positive attitude and are more engaged and motivated in technology-rich classrooms, especially those who are typically unmotivated. Technology also allows students to learn faster and more.
3) The use of technology in classrooms has been shown to improve standardized test scores as it helps students better understand and visualize concepts, leading to improved recall and comprehension.
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The document discusses two studies related to e-learning and mobile technology.
The first study examined the effects of wireless technology and mobile devices on e-learning, surveying 300 students about their perceptions. It found that demographic factors like age, gender and field of study influenced the effectiveness of e-learning.
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This document discusses the roles of educators and students in e-learning environments. It defines e-learning as being between traditional in-person and distance learning, using technology but not defined by location. The educator's role is shifting from sole information provider to orientator, controller of the learning process, and supporter of students. Educators must develop new content, provide feedback, and make themselves available to students. Their role requires flexibility and adopting multiple roles including motivator and partner to students. Students have more independent access to information sources online.
Summary of two evaluation studies in edu.technology
The first study examined the effects of wireless technology and mobile devices on e-learning through a survey of 300 students across three universities. The survey evaluated students' perceptions of how wireless technology and mobile devices impact e-learning, and whether demographic factors like course of study, age, or gender influence effectiveness.
The second study discussed how e-portfolios can empower students by allowing them to maintain an ongoing record of learning, develop ownership over their learning, and reflect on their experience. E-portfolios also enable faculty by providing opportunities for increased feedback and assessment while helping them work more efficiently. E-portfolios enrich the learning experience by aligning instruction to student needs and connecting curricular and extra-curricular learning.
Curriculum Vitae
Raoof Masoomi is an avid learner with experience in telecommunications, project management, and academic research. He has excellent knowledge of telecommunication systems including cellular networks and broadband technologies. Masoomi has strong communication skills in English and elementary German. He received a Bachelor of Science in Telecommunication Engineering from Imam Khomeini International University, where he now teaches courses in MATLAB, signals and systems, and circuit analysis. Masoomi also teaches English and has published papers on signal processing topics.
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This document summarizes two studies on educational technology:
[1] The first study evaluated three mobile learning projects in UK higher education at the project level and stage 2, focusing on how the IT intervention impacted individual courses. It identified potential methodological issues with this approach.
[2] The second study evaluated the use of video conferencing on Apple Macintosh platforms between universities. It focused on the technology's impact in isolation at the project level and stage 2. The researchers concluded the technology benefits supported daily work and international collaborations.
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The document summarizes two studies. Study One examined the effectiveness of online instructional gaming, questions, feedback, and elaborative feedback on retention of educational objectives. It used five tests to measure drawing, identification, terminology, comprehension, and composite test scores. Study Two investigated the factors affecting college cheating in students, including how ease of use, usefulness, and user friendliness of information technology and the world wide web relate to cheating. It referenced both studies.
Levels and stages of evaluation
This document summarizes two studies:
Study 1 evaluated three mobile learning projects in UK higher education at the project level and course intervention stage. It aimed to identify methodological issues in studying mobile learning as a disruptive innovation.
Study 2 evaluated the use of video conferencing on Apple's Macintosh platform between universities. It examined the technology in isolation and found benefits for supporting collaboration. Both studies were conducted in the 1990s in the UK.
Mobile Phones + Social Media = Classroom Tools? Learning through two distract...
This document summarizes research on how high school students and teachers use mobile phones and social media to support learning. Interviews and observations were conducted to understand common activities and how they relate to learning theories. Most classroom mobile use aligned with behaviorist and cognitivist theories, through activities like multiple choice quizzes and information access. Social media was more commonly used outside class for collaboration. The research found tensions between classroom rules and social networks, maintaining appropriate teacher-student relationships, and integrating technology while addressing bandwidth issues. Overall mobile and social media use in classrooms has shaped students' perceptions of how these tools can enhance learning.
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This document summarizes Red Rock Elementary's 2009-2010 Texas STaR Chart data. The STaR Chart evaluates schools across four key areas of technology integration: Teaching and Learning, Educator Preparation and Development, Leadership/Administration/Support, and Infrastructure. Red Rock's data for each area is presented, showing their progress level (Early Tech, Beginning Tech, etc.). The conclusion notes the STaR Chart provides valuable information and sets a goal of reaching the highest "Target Tech" level in all areas by 2010-2011.
Where students go and how they do
- The document discusses a study conducted by researchers at the University of Portsmouth analyzing anonymized Wi-Fi location data from students and comparing it to their academic performance.
- The researchers aimed to explore student movements on campus and relate their locations over time to their grades, to make recommendations about where students can spend time to improve grades.
- They processed Wi-Fi log data, timetable data, and academic data and found library time and lecture time were positively correlated with grades, while open access area time was negatively correlated.
Mobile Technologies for Learning
Mobile technologies are increasingly accessible and affordable for both institutions and learners. They can be used for numerous teaching functions to improve interaction and reduce distance between learners and teachers. Mobile technologies are also pervasive, novel, and provide quick access to information from anywhere at any time.
When developing mobile learning programs, it is important to plan purposefully, identify learners' needs, choose appropriate media, implement technology solutions through testing, provide user manuals, run the system with support, and evaluate performance and outcomes. Training stakeholders is also critical for success.
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The document discusses contextual issues related to curriculum, instruction, and assessment in distance learning. It addresses these issues for both general technology use and for students with disabilities. For technology, it notes concerns about incorporating new standards into curriculum, supporting new instructional technologies, and ensuring students can complete online assessments. For students with disabilities, it discusses issues of students having too much control over learning, not all instruction being accessible, and not all students having equal access to assessments in an online format.
Dubicki & DaCosta - Taking a peek under the academic kilt to see whether info...
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This study examines faculty perceptions of information literacy (IL) at four New Jersey institutions. A survey found that faculty highly value IL skills like evaluating information critically and using information ethically. However, only 55% of faculty believed students achieved these skills by graduation. Major deficiencies were identified in critical thinking and evaluation. The study recommends increased collaboration between libraries and faculty to better teach IL skills through activities like workshops and embedding instruction into key courses.Why technology
1) Technology helps differentiate instruction for students by allowing them to focus on concepts they are struggling with through tools like math simulations and practice websites. This helps keep other students engaged by allowing them to move on to new concepts.
2) Studies have shown that students in technology-rich classrooms have more positive attitudes and motivation. Technology helps engage students who are typically unmotivated. Students also learn faster and more with technology integration.
3) The use of technology in classrooms has been shown to improve overall test scores. Technology helps students better understand concepts, recall information on tests, and visualize ideas, leading to higher standardized test performance.
Why technology
1) Technology helps differentiate instruction for students by allowing them to focus on concepts they are struggling with through tools like math simulations and practice websites. This helps all students to learn at their own pace.
2) Studies have shown that students have a more positive attitude and are more engaged and motivated in technology-rich classrooms, especially those who are typically unmotivated. Technology also allows students to learn faster and more.
3) The use of technology in classrooms has been shown to improve standardized test scores as it helps students better understand and visualize concepts, leading to improved recall and comprehension.
Why technology
1) Technology helps differentiate instruction for students by allowing them to focus on concepts they are struggling with through tools like math simulations and practice websites. This helps all students to learn at their own pace.
2) Studies have shown that students have a more positive attitude and are more engaged and motivated in technology-rich classrooms, especially those who are typically unmotivated. Technology also allows students to learn faster and more.
3) The use of technology in classrooms has been shown to improve standardized test scores as it helps students better understand and visualize concepts, leading to improved recall and comprehension.
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6610silvermodule3final
- 1. Assessment in distance education, web based learning and e-learning Nicole Silver Picture from Microsoft Word clipart.
- 3. Methods • Studies took place in Australia, Spain, New Zeland, Branford, United Kingdom, United States, Netherlands and England. • Participants included undergraduate, graduate and PhD students as well as supervisors, tutors and staff ranging in numbers from 15 to 1600.
- 4. Methods (con’t) • Data, both qualitative and quantitative, was collected using pre and post tests, surveys, discussion groups, interviews, focus groups, case studies and questionnaires. • Data was processes using a variety of basic statistical methods of analysis including Likert scale, t-tests as well as coding for themes.
- 5. Findings
- 13. Conclusion
- 14. Implications •
- 16. References Costa, D., Mullan, B.A, Kothe, E.J., Butow, P., (2009). A web based formative assessment tool for masters students: A pilot study. Computers & Education, 54 (2010), 1248– 1253. Barbera, E., (2009). Mutual feedback in e-portfolio assessment: an approach to the netfolio system. British Journal of Educational Technology, 40 (2), 342–357. Heinrich, E., Milne, J., & Moore, M. (2009). An investigation into e-tool use for formative assignment assessment – status and recommendations. Educational Technology & Society, 12 (4), 176–192. Dermo, J., (2009) e-Assessment and the student learning experience: A survey of student perceptions of e- assessment. British Journal of Educational Technology, 40 (2), 203–214.
- 17. References con’t Johnson-Glenberg, M., (2010). Embedded formative e- assessment: who benefits, who falters. Educational Media International, 47 (2), 153–171. Martens, R., & Hermans., (1999). Internet based formative prior knowledge assessment. European Journal of Open, Distance and E-Learning, 26(3), 245-258. Pachler, N., Daly, C., Mor, Y., & Mellar., H (2010). Formative e- assessment: Practitioner cases. Computers & Education, 54 715–721. Peat, M., & Franklin, S., (2003) Has student learning been improved by the use of online and offline formative assessment opportunities? Australian Journal of Educational Technology, 19 (1), 87-99.
- 18. References con’t Gog, T., Sluijsmans, D., Brinke, D., & Prins, F., (2010). Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains. Education Technology Research and Development, 58, 311-324. Soler, J., Boada, I., Prados, Poch, J., & Fabregat., R (2010). A Formative Assessment Tool for Conceptual Database Design Using UML Class Diagram. International Journal of Emerging Technologies in Learning, 5 (3), 27–33. Byrnes & Ellis, (2006). The prevalence and characteristics of online assessment in Australian universities. Australasian Journal of Educational Technology, 22(1), 104-125 Walker, D., Topping, K., & Rodrigues, S., (2008). Student reflections on formative e-assessment: expectations and perceptions. Learning, Media and Technology, 33 (3), 221-234.
- 19. References con’t Cooner, T., (2010). Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation. British Journal of Education Technology, 41(2), 271–286. Heinze, A., & Heinze, B., (2009) Blended e-learning skeleton of conversation: Improving formative assessment in undergraduate dissertation supervision. British Journal of Educational Technology, 40 (2), 294–305 Peat, M., & Franklin, S., (2002) Supported student learning: The use of computer based formative assessment modules. British Journal of Educational Technology, 33 (5), 515- 523.