This academic article summarizes a study that assessed the effectiveness of Cisco online courses compared to traditional face-to-face courses in introduction to network technology. The study found that while course content was similar between the two methods, significant differences existed in learning materials and assessment. To address this, the author developed an e-workbook to supplement existing materials and improve the learning experience. The e-workbook included exercises to validate student knowledge and skills as well as assessment criteria to provide consistency in grading.
ACCEPTABILITY OF K12 SENIOR HIGH SCHOOL STUDENTS ACADEMIC PERFORMANCE MONITOR...IJITE
The K to 12 Basic Education program uses standards and a competency-based grading system. These are
found in the curriculum guides. All grades will be based on the weighted raw score of the learners’
summative assessments. Senior High School Students have been graded on three categories the written
work, performance tasks, and quarterly assessments. Technology plays a substantial role in helping
teachers in the progress, communication, application, and grading of assessment tasks. The correlational
aspect aims to establish the degree to which the variables of on the level of compliance of the developed
application affects and influences the level of acceptance of the system as perceived by the respondents.
From the level of acceptance of the system when it comes to its performance efficiency is directly affected
by the level of compliance of the system in its compatibility and reliability. This means that changes on the
identified variables may directly affect the variables on the level of acceptance of the system. The findings
of significant difference on the perceptions of the IT expert and the Users on the level of acceptance of the
system simply imply that the IT experts and the users does not share similar perceptions on the system. This
means that there is a significant difference on the level of acceptance of the system as perceived by the
users and the IT experts.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
ACCEPTABILITY OF K12 SENIOR HIGH SCHOOL STUDENTS ACADEMIC PERFORMANCE MONITOR...IJITE
The K to 12 Basic Education program uses standards and a competency-based grading system. These are
found in the curriculum guides. All grades will be based on the weighted raw score of the learners’
summative assessments. Senior High School Students have been graded on three categories the written
work, performance tasks, and quarterly assessments. Technology plays a substantial role in helping
teachers in the progress, communication, application, and grading of assessment tasks. The correlational
aspect aims to establish the degree to which the variables of on the level of compliance of the developed
application affects and influences the level of acceptance of the system as perceived by the respondents.
From the level of acceptance of the system when it comes to its performance efficiency is directly affected
by the level of compliance of the system in its compatibility and reliability. This means that changes on the
identified variables may directly affect the variables on the level of acceptance of the system. The findings
of significant difference on the perceptions of the IT expert and the Users on the level of acceptance of the
system simply imply that the IT experts and the users does not share similar perceptions on the system. This
means that there is a significant difference on the level of acceptance of the system as perceived by the
users and the IT experts.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
ON THE USAGE OF DATABASES OF EDUCATIONAL MATERIALS IN MACEDONIAN EDUCATIONIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from country to country. The Republic of Macedonia has invested with a lot in installment of hardware and software in education and in teacher training. This research was aiming to determine the situation of usage of databases of digital educational materials and to define recommendation for future improvements. Teachers from urban schools were interviewed with a questionnaire. The findings are several: only part of the interviewed teachers had experience with databases of educational materials; all teachers still need capacity building activities focusing exactly on the use and benefits from databases of educational materials; preferably capacity building materials to be in Macedonian language; technical support and upgrading of software and materials should be performed on a regular basis. Most of the findings can be applied at both national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact
The purpose of this research was to know the implementation of the design model evaluation of CSE-UCLA (Center for the Study of EvaluationUniversity of California in Los Angeles) modified by the weighted product method into an application evaluation and conduct field trials against simulation application in order to obtain a reliable application used in evaluating digital library services as a complementary learning process at a computer college in Bali. The method that was used in this research was R&D, with a model design of the Borg and the Gall consists of 10 development stages. However, specialized on research this year implemented making the application and field trials as a form of implementation of the draft models that have been produced the previous year. The subject of the research involved in the simulation field trials as much as 2 education experts and 2 informatics experts. Technical analysis in this research was descriptive statistics. The results obtained in this research in the form of applications that have been tested and ready to use for the test on the more respondent and wider coverage.
Individual differences are important for the learning environments so that it can be said that learning environments that are designed by using adaptation techniques are effective in improving the performance level of students. In this study a flipped classroom model was developed for elementary school students by using adaptivetechniques in English lectures. In this way advantageous and strong aspects of adaptive and flipped learning complete each other. In the research, two different flipped learning environments were developed. The flipped learning environment was designed without adaptations and with adaptations. The students worked for a period of ten weeks in the designed environments. The aim of the study is to show the benefits of adaptive technologies for flipped learning environments. In total 60 students from Libya were selected randomly then placed in adaptive flipped learning and Flipped learning environments. T-test was used in the substance analysis performed for knowledge test. Based on the findings obtained from the success rates of the students displayed on tests, administered as a pre and post test, it was demonstrated that adaptability of the flipped learning environment and levels of the adaptability have a positive effect on the academic achievement rates of the English lecture students.
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
Clustering Students of Computer in Terms of Level of ProgrammingEditor IJCATR
Educational data mining (EDM) is one of the applications of data mining. In educational data mining, there are two key domains, i.e. student domain and faculty domain. Different type of research work has been done in both domains.
In existing system the faculty performance has calculated on the basis of two parameters i.e. Student feedback and the result of student in that subject. In existing system we define two approaches one is multiple classifier approach and the other is a single classifier approach and comparing them, for relative evaluation of faculty performance using data mining
Techniques. In multiple classifier approach K-nearest neighbor (KNN) is used in first step and Rule based classification is used in the second step of classification while in single classifier approach only KNN is used in both steps of classification.
But in proposed system, I will analyse the faculty performance using 4 parameters i.e., student complaint about faculty, Student review feedback for faculty, students feedback, and students result etc.
For this proposed system I will be going to use opinion mining technique for analyzing performance of faculty and calculating score of each faculty.
ON THE USAGE OF DATABASES OF EDUCATIONAL MATERIALS IN MACEDONIAN EDUCATIONIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from country to country. The Republic of Macedonia has invested with a lot in installment of hardware and software in education and in teacher training. This research was aiming to determine the situation of usage of databases of digital educational materials and to define recommendation for future improvements. Teachers from urban schools were interviewed with a questionnaire. The findings are several: only part of the interviewed teachers had experience with databases of educational materials; all teachers still need capacity building activities focusing exactly on the use and benefits from databases of educational materials; preferably capacity building materials to be in Macedonian language; technical support and upgrading of software and materials should be performed on a regular basis. Most of the findings can be applied at both national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact
The purpose of this research was to know the implementation of the design model evaluation of CSE-UCLA (Center for the Study of EvaluationUniversity of California in Los Angeles) modified by the weighted product method into an application evaluation and conduct field trials against simulation application in order to obtain a reliable application used in evaluating digital library services as a complementary learning process at a computer college in Bali. The method that was used in this research was R&D, with a model design of the Borg and the Gall consists of 10 development stages. However, specialized on research this year implemented making the application and field trials as a form of implementation of the draft models that have been produced the previous year. The subject of the research involved in the simulation field trials as much as 2 education experts and 2 informatics experts. Technical analysis in this research was descriptive statistics. The results obtained in this research in the form of applications that have been tested and ready to use for the test on the more respondent and wider coverage.
Individual differences are important for the learning environments so that it can be said that learning environments that are designed by using adaptation techniques are effective in improving the performance level of students. In this study a flipped classroom model was developed for elementary school students by using adaptivetechniques in English lectures. In this way advantageous and strong aspects of adaptive and flipped learning complete each other. In the research, two different flipped learning environments were developed. The flipped learning environment was designed without adaptations and with adaptations. The students worked for a period of ten weeks in the designed environments. The aim of the study is to show the benefits of adaptive technologies for flipped learning environments. In total 60 students from Libya were selected randomly then placed in adaptive flipped learning and Flipped learning environments. T-test was used in the substance analysis performed for knowledge test. Based on the findings obtained from the success rates of the students displayed on tests, administered as a pre and post test, it was demonstrated that adaptability of the flipped learning environment and levels of the adaptability have a positive effect on the academic achievement rates of the English lecture students.
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
Clustering Students of Computer in Terms of Level of ProgrammingEditor IJCATR
Educational data mining (EDM) is one of the applications of data mining. In educational data mining, there are two key domains, i.e. student domain and faculty domain. Different type of research work has been done in both domains.
In existing system the faculty performance has calculated on the basis of two parameters i.e. Student feedback and the result of student in that subject. In existing system we define two approaches one is multiple classifier approach and the other is a single classifier approach and comparing them, for relative evaluation of faculty performance using data mining
Techniques. In multiple classifier approach K-nearest neighbor (KNN) is used in first step and Rule based classification is used in the second step of classification while in single classifier approach only KNN is used in both steps of classification.
But in proposed system, I will analyse the faculty performance using 4 parameters i.e., student complaint about faculty, Student review feedback for faculty, students feedback, and students result etc.
For this proposed system I will be going to use opinion mining technique for analyzing performance of faculty and calculating score of each faculty.
The paper examined the accessibility and efficiency of developed Online Learning System OLS of Surigao del Sur State University Main Campus. It based from waterfall model in which descriptive research was applied to non computer program students. Data from the pre assessment survey and interview were treated by using the weighted mean to determine the level of accessibility and efficiency of developed online learning system. The accessibility and efficiency to information from web, posting message and attend synchronous discussion is evident that users can manage to use the developed system, even a low rated experience in uploading files can be developed while using the system. Thus, the developed system is important in maintaining teaching and learning that online interaction can be used to enhance learning, especially for student who tend to kept in the learning process. Bryan L. Guibijar "Development of Online Learning System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50256.pdf Paper URL: https://www.ijtsrd.com/computer-science/data-processing/50256/development-of-online-learning-system/bryan-l-guibijar
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
THE USE OF COMPUTER-BASED LEARNING ASSESSMENT FOR PROFESSIONAL COURSES: A STR...IAEME Publication
Background/Objectives: While the increase in classroom technology, it is necessary to examine how assessment is administered through technology. The purpose of this study is to understand how students and faculty are perceived and examine the effectiveness of the computer-based assessment in professional education courses (Educational Technology) at Northern Iloilo Polytechnic State College, Iloilo, Philippines. Methods: The research design utilized in this study is mixed-method research. A computer-based assessment was utilized to assess students' performance in educational technology. This instrument was validated, and pilot tested to establish reliability. Each campus of NIPSC selected ten students of 70 as respondents during Academic Year 2016-2017. Frequency count, mean, standard deviation, and Wilcoxon signed-rank test were statistical tools used for data analyses. Findings: The study's finding showed a high score of students in the posttest ensured better performance of the students in educational technology. The increase in the posttest per performance level of the students was due to an accurate measure of what they have learned in educational technology. The majority of students users agreed that online assessment was fasters than the paper and pencil form. Also, users agreed that online assessment is contemporary and more systematic. They also stated that online assessment is consistent with the teaching style, but they are less anxious. Furthermore, according to faculty and students, ninety percent (90%) believed that computer-based assessment accurately measures what they are teaching and what they learned in school, respectively. Novelty: With the current situation that the education system is in new normal, computer-based learning is important in flexible learning. And assessment using technology is a great help to both faculty and students. Thus, state universities and colleges (SUCs) should adopt this innovation to help teaching and learning.
Equity in Online Assessment_ A Qualitative Case Study.pdfAyshaAlShamsi11
Higher education institutions have experienced extraordinary challenges in teaching and learning activities and conducting assessments remotely due to the COVID-19 pandemic; thus, exploring their capacity to adapt to the new reality is critical. Accordingly, this study explores using teaching and learning methodologies that are based on inquiry-based learning (IBL), with a performance-oriented assessment to ensure equitable learning and online assessment opportunities. It assesses equity in remote assessment in higher education institutions during the COVID-19 pandemic using a case study involving sixth-semester students enrolled in an early childhood education online course at the Higher Colleges of Technology. Specifically, it presents students’ and their instructors’ perspectives towards performance-based assessment in an IBL approach through WebQuest. The findings suggest that the integration of various assessment methods based on process-based learning and continual feedback minimise inequity. Instructors can better support the students within a process-based assessment in an online IBL environment.
Performance and duration differences between onlineand paper.docxherbertwilson5999
Performance and duration differences between online
and paper–pencil tests
Alper Bayazit • Petek Aşkar
Received: 10 September 2009 / Revised: 2 August 2011 / Accepted: 16 September 2011 / Published online: 9 October 2011
� Education Research Institute, Seoul National University, Seoul, Korea 2011
Abstract Digital technologies have been used for mea-
surement purposes and whether the test medium influences
the user is an important issue. The aim of this study is to
investigate students’ performances and duration differences
between online and paper–pencil tests. An online testing tool
was developed and administered in order to determine the
differences between the traditional paper–pencil tests and
online tests concerning students’ performances and the
duration on tests. This tool enables to add questions that
utilize an online database and which are in the form of
multiple choice (with 5 or 4 options), true–false, matching,
filling in the blanks, with multiple answers, with short
answers, with long answers, and it also enables to prepare
tests and to turn them into paper–pencil test mode. Perfor-
mance test was applied with both online and paper–pencil
modes on junior students at one of the universities in Turkey.
Besides, the online testing tool developed within the context
of the study was evaluated by instructors with respect to
usability, relevance to the purpose and design. Instructor and
student questionnaires are developed to determine the
opinions on the online testing tool and online tests. Results
showed that there was no significant differences between the
performances on online and paper–pencil tests. On the other
hand, the time they spent on the online test has been longer
than the time they spent on paper–pencil test. Students found
the online testing tool easy to use and stated that online test
medium is more comfortable than paper–pencil tests.
However, they complained about external noises, tiredness,
and focusing problems regarding the online examination
mediums. Generally, instructors have also appreciated the
online testing tool’s design and they agree on the fact that it
serves for its purposes.
Keywords Paper–pencil tests � Online tests �
Performance and duration differences
Introduction
It is crucial that evaluation reflect a student’s performance.
However, there might be mistakes with the measurement
within the process of evaluation. These mistakes may
source from the measurement tool. Thus, the media in
which the measurement tool is applied is also important.
Digital technologies have been used not only for learning
but also for measurement purposes. However, it has been a
matter of question to what extend this digital environment
will affect a student’s performance.
In the literature of the online tests, it is possible to see
examples of various studies making comparisons between
different types of tests (paper–pencil tests and online tests),
duration, and the decisi.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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An exploration of the cisco online courses a basis for the development of a learner’s e workbook in introduction to network technology
1. Network and Complex Systems www.iiste.org
ISSN 2224-610X (Paper) ISSN 2225-0603 (Online)
Vol.3, No.6, 2013
1
An Exploration of the Cisco Online Courses: A Basis for the
Development of a Learner’s e-Workbook in Introduction to
Network Technology
MaryAnne Binarao Taquiqui, PhD
College of Computer Studies, AMA International University – Bahrain
Kingdom of Bahrain
anne1012ph@gmail.com , mbtaquiqui@amaiu.edu.bh
Abstract
The purpose of this study was to assess the effectiveness of the Cisco Online Course vis-à-vis the conduct
of the regular course in Introduction to Network Technology in terms of contents, learning materials and
assessment. This study made use of a descriptive survey method to assess the effectiveness of the alternative
mode of delivery of the course along the criteria mentioned. The data were gathered with the aid of a
questionnaire addressing certain areas. The results of the study revealed that no significant difference was noted
as far as the contents of the course are concerned. However, significant differences were noted on the use of
learning materials and assessment. As an output, a learner’s e-workbook in Introduction to Network Technology
was developed to augment the present study materials and to improve the learning experience of the students.
Keywords: online learning, face-to-face methodology, e-workbook, Computer-Aided Assessment (CAA),
Introduction to Network Technology
Introduction
Education over the years had gone through paradigm-shifts. Alternative education includes varied
approaches to teaching and learning distinct from what is accessible by conventional or traditional education.
The emergence of technology and the availability of a wide-variety of electronic tools, among other factors, have
contributed to this transformation.
In the realm of higher education alone, alternative teaching methodologies included various forms of online
and computer-based education alongside the regular curricular offerings. Some others, have blended the
teaching-learning process into a combination of face-to-face and online education.
Some universities, apart from its regular conduct of courses, partner with other entities to share their
resources and other educational services. These collaborations are perceived to improve teaching and learning.
This study was conducted for the purpose of evaluating the effectiveness of the Cisco Online Courses
alongside the conduct of the regular course in terms of Contents, Learning Materials, and Assessment. The
research was also done to assess the extent of compliance of the students as regards the online assessments,
hence will lead to the determination of the passing and failing rate of students enrolled. Based on the findings, a
learning material was developed to augment the present study materials and to improve the learning experience
of the students.
Related Literature
In the study conducted by Neuhauser, C. (2002), the researcher compared two sections of the same course,
one of which was online and the other through face-to-face method. Among other variables, the effectiveness of
course activities, tests grades, and final grades were examined.
On the effectiveness of course activities, “the students were asked to evaluate the effectiveness of each
major component of the course in relationship to their learning. The purpose was to ascertain any differences that
might have an impact on the effectiveness of online versus FTF methodology, to investigate the relationship
between learning styles and effectiveness, as well as to supply information for future course design. There was
no significant difference between the two sections on the effectiveness of the various course activities, except for
the pretest and the chapter review, which were found to be significantly more effective for the online sections. “
On Test Scores and Final Grades, “even though the average test score was higher for the online group, the
results of the t test showed no significant difference between the two groups. The grades were actually higher in
the online section but not significantly so.”
Stansfield, M., et. al. (2004) mentioned: “Within many educational institutions across the world, the
delivery of undergraduate and postgraduate courses is facilitated by online learning technologies. The
2. Network and Complex Systems www.iiste.org
ISSN 2224-610X (Paper) ISSN 2225-0603 (Online)
Vol.3, No.6, 2013
2
development and transformation of traditional academic courses for online learning delivery provides a number
of opportunities for both the academic institution and prospective students. However, there are a number of
important issues that need to be addressed if online learning is to contribute to the educational experience.
In developing a learning framework for their programme, they considered the course design. As such,
according to them: “Designing valid learning tasks requires a sound knowledge of both the relevant academic
subject matter and, as far as possible, of how learners learn. The learning task is in itself the specification for the
ensuing learner activity. The specification of the learning task must be sufficiently detailed to avoid the
possibility of the learner engaging in inappropriate or unproductive activity, but
should not be so detailed as to stifle a creative response by the learner to completing the task. Learner activity is
the process whereby learners interpret the specifications of the learning task and complete the work involved in
the task. Learning outcomes are inextricably linked to the learning tasks, and so the design of educationally
valuable learning tasks calls for clarity and precision in the specification of learning outcomes”.
In terms of contents, “the e-workbook was designed to be used alongside the full-text version of the course
materials. The e-workbook contains a summarized version of the course materials and is a carefully tailored,
accurate version of the full text. The materials are couched in language familiar to learners, which allows them to
work through the basic concepts using the interactive elements, and gives them time for reflection and
consideration. Learners have a wide variety of screens to work from in the e-workbook and each screen
incorporates learning activities.”
Costagliola, et. al,(2004), introduced “a Web application for creating and making use of on-line tests to
evaluate learner’s competency in different subjects by means of multiple choice questions. Its use is suitable
within the academic environment in a blended-learning fashion both by tutors, for having an additional
assessment tool, and by learners, for performing a distant self-assessment. Main features, architectural design,
technical notes and future extensions of the application, called eWorkbook, were covered in the study”.
Costagliola, et. al,(2007), in the article, presented “a Computer-Aided Assessment Web application, named
eWorkbook, which can be used for evaluating learner’s knowledge by creating (the tutor) and taking (the
learner) on-line tests based on multiple choice, multiple response and true/false question types. Its use is suitable
within the academic environment in a blended learning approach, by providing tutors with an additional
assessment tool, and learners with a distance self-assessment means. In the article, the main characteristics of the
tool are presented together with a rationale behind them and an outline of the architectural design of the system”.
Methodology
This study made use of a descriptive survey method to assess the effectiveness of the alternative mode
of delivery of the course. The study utilized a survey questionnaire which was administered to the target
respondents of the study along the key areas.
The instrument contained two parts. Part I was intended for collecting the profile of the respondents. It was
reflected but not included as part of the analysis. Part II was intended to collect data. There were questions
assigned to each independent variable. Corresponding each question were five numerical scales.
Responses to the questions were electronically tallied by the researcher after their collection. Weights were
assigned to the qualitative scales and the weighted mean of each item in the questionnaires were also determined.
T-test was used to determine whether significant difference existed between the responses of the students and
teachers. Hard data were used in the analysis of the compliance of students on the assessment part of the online
course and passing/failing rate.
Findings
The results showed that there was no significant difference between the responses of the two groups of
respondents. The results revealed that the contents available online supplements the regular lectures to a great
extent. However, the learning materials and assessment part were considered as an area of concern. In the
assessment, factors that contributed to it as a concern, among others, are the availability of dumps. The concepts,
analysis and skills tested in the online assessment are hindered because the students tend to just memorize the
answers. On the other hand, the results revealed that from the teacher side, student compliance to the taking of
the online quizzes, showed a little extent. Based on the hard data, it showed that 3 for every 10 students failed
because of several factors which includes, among others, the inability of the students to do the online quizzes as
scheduled by the teacher and their lack of preparation during the conduct of online assessment.
To address the findings, a learning material was developed to ensure that critical analysis of the course is
validated. The learner’s e-workbook was designed to include exercises that will verify the knowledge, skills and
analysis of the students on the subject matter. Furthermore, a rubric for each assessment was also included to
provide consistency in marking. The e-workbook, apart from being a learning material, was also intended to
cover-up any missed online assessment.
3. Network and Complex Systems www.iiste.org
ISSN 2224-610X (Paper) ISSN 2225-0603 (Online)
Vol.3, No.6, 2013
3
Conclusion
While blended learning or hybrid courses, combination of face-to-face and online learning are increasingly
offered at colleges and universities (Garrison, R. et al, 2008) and with growing evidence that they can enhance
student learning (Means, B. et al, 2008), other ways to improve the learning activities have emerged. On the
basis of the result of this study, an e-workbook was developed as a supplement to the learning materials already
available to the students.
In the design of learner’s workbook, it is important to note that “learners should be able to acquire a full
understanding of the course materials from the e-workbook and assessment criteria and methods must be closely
aligned to the stated learning outcomes to meet learners’ reasonable expectations of the kind of performance that
is required of them. (Stansfield, et.al., 2004).
Bibliography
Costagliola, et. al,(2007) e-Workbook: A Computer-Aided Assessment System. International Journal of
Distance Education Technologies (IJDET), Volume 5, Issue 3.
Costagliola, et. al,(2004) e-Workbook: A Web-based Tool for Assessment and Self-Assessment. 10:12.
http://weblab.dmi.unisa.it/weblab/images/stories/papers/didamatica04.pdf
Garrison, D. et. al (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San
Francisco: Jossey-Bass.
Means, B. et.al (2009). Evaluation of Evidences-Based Practices in Online Learning: A Meta-Analysis and
Review of Online Learning Studies. US Department of Education, Washington, DC.
Neuhauser, C. (2002). Learning Style and Effectiveness of Online and Face-to-Face
Instruction, The American Journal of Distance Education, 16(2), 99-113
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=
EJ656148&ERICExtSearch_SearchType_0=no&accno=EJ656148
Stansfield, M., et.al,(2004). Enhancing Student Performance in Online Learning and Traditional Face-to-Face
Class Delivery. Journal of Information Technology, Volume 3.
www.uwex.edu/disted/conference/Resource_library/.../05_1794.pdf
Williams, R. (2009). The Real Dirt on Braindumps and the CCNA.
http://www.networkworld.com/community/node/40831
Mary Anne B. Taquiqui, Ph.D, Coordinator, Continuous Quality Improvement and Faculty Member, College
of Computer Studies, AMA International University – Bahrain; Cisco Curriculum Lead/Cisco Instructor-
AMAIUB; Cisco Certified Entry Networking Technician; Member, IEEE.
Email: mbtaquiqui@amaiu.edu.bh , anne1012ph@gmail.com
Notes
Table 1. Effectiveness of the Course
CRITERIA INTERPRETATION ONLINE COURSE
REGULAR
CONDUCT OF
CLASSES
Contents Great Extent 87% 85%
Low Extent 13% 14%
Very Low Extent 0% 1%
Note: No significant differences between the two courses
(p< .05).
4. Network and Complex Systems www.iiste.org
ISSN 2224-610X (Paper) ISSN 2225-0603 (Online)
Vol.3, No.6, 2013
4
Learning
Materials Great Extent 78% 66%
Low Extent 22% 34%
Very Low Extent 0% 0%
Note: significant differences at the
.05 level
Assessment Great Extent 70% 80%
Low Extent 30% 20%
Very Low Extent 0% 0%
Note: significant differences at the
.05 level
Table 1 shows the percentage distribution of the respondents’ responses on the effectiveness of the
conduct of the course in terms of content, learning materials and assessment.
Figure 1. Level of Compliance
Figure 1 shows the level of compliance of students in the 3 sections. The table shows that, on the average,
the rate of those who failed the online course are 3 for every 10 students due to some factors mentioned in the
results.
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