E-learning technologies and evidence-based assessment approaches:
"This book aims to provide readers with a variety of contemporary solutions to identified educational problems of practice related to the assessment of student learning in e-learning environments"--Provided by publisher.
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| Format: | Book |
|---|---|
| Language: | English |
| Published: |
Hershey, PA [u.a.]
Information Science Reference
2009
|
| Series: | Premier reference source
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| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Summary: | "This book aims to provide readers with a variety of contemporary solutions to identified educational problems of practice related to the assessment of student learning in e-learning environments"--Provided by publisher. |
| Item Description: | "This book aims to provide readers with a variety of contemporary solutions to identified educational problems of practice related to the assessment of student learning in e-learning environments"--Provided by publisher. Includes bibliographical references and index |
| Physical Description: | XXIX, 313 S. graph. Darst. |
| ISBN: | 9781605664101 |
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Record in the Search Index
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|---|---|
| adam_text | TABLE OF CONTENTS FOREWORD X VII PREFACE XIX ACKNOWLEDGMENT XXIX CHAPTER
I RE-ASSESSING VALIDITY AND RELIABILITY IN THE E-LEARNING ENVIRONMENT I
SELBY MARKHAM, MONASH UNIVERSITY, AUSTRALIA JOHN HURT, MONASH
UNIVERSITY, AUSTRALIA CHAPTERN ASSESSING TEACHING AND STUDENTS
MEANINGFUL LEARNING PROCESSES IN AN E-LEARNING COURSE 20 PAEIVI
HAKKARAINEN, UNIVERSITY 0/ LAPLAND, FINLAND TARJA SAARELAINEN,
UNIVERSITY 0/ LAPLAND, FINLAND HELI RUOKAMO, UNIVERSITY 0/ LAPLAND,
FINLAND CHAPTER IN COLLABORATIVE E-LEARNING USING WIKIS: A CASE REPORT
37 CHARLOTTE BRACK, MONASH UNIVERSITY, AUSTRALIA CHAPTERIV LEARNING AND
ASSESSMENT WITH VIRTUAL WORLDS 55 MIKE HOBBS, ANGLIA RUSKIN UNIVERSITY,
UK ELAINE BROWN, ANGLIA RUSKIN UNIVERSITY, UK MARIE GORDON, ANGLIA
RUSKIN UNIVERSITY, UK CHAPTERV A FACULTY APPROACH TO IMPLEMENTING
ADVANCED, E-LEARNING DEPENDENT, FORMATIVE AND SUMMATIVE ASSESSMENT
PRACTICES 76 PAUL WHITE, MONASH UNIVERSITY, AUSTRALIA GREG DUNCAN,
MONASH UNIVERSITY, AUSTRALIA CHAPTERVI ENSURING SECURITY AND INTEGRITY
OF DATA FOR ONLINE ASSESSMENT.. 97 CHRISTINE ARMATAS, VICTORIA
UNIVERSITY, AUSTRALIA BERNARD COLBERT, TELSTRA CORPORATION LTD.,
AUSTRALIA CHAPTERVII ISSUES IN PEER ASSESSMENT AND E-LEAMING 117 ROBYN
BENSON, MONASH UNIVERSITY, AUSTRALIA CHAPTER VIII THE VALIDITY OFGROUP
MARKS AS A PROXY FOR INDIVIDUAL LEAMING IN E-LEAMING SETTINGS 136 PAUL
LAJBCYGIER, MONASH UNIVERSITY, AUSTRALIA CHRISTINE SPRATT, ROYAL
AUSTRALIAN AND NEW ZEALAND COLLEGE 0/ PSYCHIATRISTS, AUSTRALIA CHAPTERIX
VALIDATION OF E-LEAMING COURSES IN COMPUTER SCIENCE AND HUMANITIES: A
MATTER OF CONTEXT... ..... 151 ROBERT S. FRIEDMAN, NEW JERSEY INSTITUTE
0/ TECHNOLOGY, USA FADI P. DEEK, NEW JERSEY INSTITUTE O/TECHNOLOGY, USA
NORBERT ELLIOT, NEW JERSEY INSTITUTE O/TECHNOLOGY, USA CHAPTERX
DESIGNING, IMPLEMENTING AND EVALUATING A SELF-AND-PEER ASSESSMENT TOOL
FOR E-LEAMING ENV IRONMENTS 170 RICHARD TUCKER, DEAKIN UNIVERSITY,
AUSTRALIA JAN FERMELIS, DEAKIN UNIVERSITY, AUSTRALIA STUART PALMER,
DEAKIN UNIVERSITY, AUSTRALIA CHAPTERXI IDENTIFYING LATENT CLASSES AND
DIFFERENTIAL ITEM FUNCTIONING IN A COHORT OF E-LEAMING STUDENTS 195
ANDREW SAN/ORD, MONASH UNIVERSITY, AUSTRALIA PAUL LAJBCYGIER, MONASH
UNIVERSITY, AUSTRALIA CHRISTINE SPRATT, ROYAL AUSTRALIAN AND NEW ZEALAND
COLLEGE 0/ PSYCHIATRISTS, AUSTRALIA CHAPTER XII IS LEAMING AS EFFECTIVE
WHEN STUDYING USING A MOBILE DEVICE COMPARED TO OTHER METHODS? .... 218
CHRISTINE ARMATAS, VICTORIA UNIVERSITY, AUSTRALIA ANTHONY SALIBA,
CHARLES STURT UNIVERSITY, AUSTRALIA CHAPTER XIII EVALUATION STRATEGIES
FOR OPEN AND DISTRIBUTED LEAMING ENVIRONMENTS : 234 THOMAS C. REEVES,
UNIVERSITY O/GEORGIA, USA JOHN G. HEDBERG, MACQUARIE UNIVERSITY,
AUSTRALIA CBAPTERXIV INTRODUCING INTEGRATED E-PORTFOLIO ACROSS COURSES
IN A POSTGRADUATE PROGRAM IN DISTANCE AND ONLINE EDUCATION 243 MADHUMILA
BHATTACHARYA, MASSEY UNIVERSITY, NEW ZEALAND CBAPTERXV PRACTICAL
STRATEGIES FOR ASSESSING THE QUALITY OFCOLLABORATIVE LEARNER ENGAGEMENT
254 JOHN LEBARON, WESTERN CAROLINA UNIVERSITY, USA CAROL BENNETT, WRESA
ELEMENTARY & MIDDLE GRADES CURRICULUM COORDINATOR, USA CBAPTERXVI
AFTERWORD: LEAMING-CENTRED FOCUS TO ASSESSMENT PRACTICES 270 SOM NAIDU,
CHARLES STUART UNIVERSITY, AUSTRALIA COMPILATION OF REFERENCES 272 ABOUT
TBE CONTRIBUTORS 30 I INDEX 307 DETAILED TABLE OF CONTENTS FOREWORD XVI
I PREFACE XIX ACKNOWLEDGMENT XXIX CHAPTER I RE-ASSESSING VALIDITY AND
RELIABILITY IN THE E-LEARNING ENVIRONMENT I SELBY MARKHAM, MONASH
UNIVERSITY, AUSTRALIA JOHN HURT, MONASH UNIVERSITY, AUSTRALIA IN THIS
OPENING CHAPTER SELBY MARKHAM AND LOHN HURST DRAW ON THEIR EXTENSIVE
EXPERIENCE IN EDUCATIONAL PSYCHOLOGY AND THEIR MANY YEARS TEACHING,
RESEARCHING AND COLLABORATING WITH THE COMPUTERS IN EDUCA- TION
RESEARCH GROUP AT ONE OF AUSTRALIA S MOST INFLUENTIAL UNIVERSITIES. THE
APPROACH THEY HAVE TAKEN IN THE CHAPTER IS ALSO INFORMED BY A NUMBER
OFINTERVIEWS WHICH THEY UNDERTOOK WITH PRACTICING UNIVERSITY TEACHERS TO
ASSIST THEM IN DESIGNING AND DEVELOPING THE ARGUMENTS OFTHE CHAPTER. IN
ACKNOWLEDGING THE CENTRAL ROLE OF VALIDITY AND RELIABILITY IN ANY
ASSESSMENT SYSTEM, THEY FIRST REMIND US OF THE PRINCIPLES UNDERPINNING
THESE KEY CONCEPTS AND TAKE US ON ABRIEF HISTORICAL JOURNEY THROUGH THE
MOST INFLUENTIAL LITERATURE IN THE FIELD-IT IS NO SURPRISE THAT THIS
DRAWS HEAVILY ON WORK IN SCHOOL EDUCATION AND THE PSY- CHOMETRICS OF
EDUCATIONAL MEASUREMENT. THE CHAPTER SUGGESTS THAT BECAUSE THE E-IEAMING
ENVIRONMENT CREATES NEW WAYS OFBEING AND INTERACTING FOR TEACHERS AND
LEAMERS (IN WHAT THEY CALL A SOCIO-TECHNICAL PEDAGOGICAL ENVIRONMENT) IT
OUGHT TO ALLOW US TO RE-ASSESS NOTIONS OFVALIDITY AND RELIABILITY IN
E-ASSESS- MENT. THEY INTRODUCE THE IDEA OF KNOWLEDGE VALIDITY AND ARGUE
THAT EDUCATIONAL SYSTEMS MAY NEED TO CREATE WAYS TO EDUCATE STUDENTS
ABOUT ACCEPTABLE STANDARDS OF ENGAGING WITH THE EXTENSIVE INFORMATION
SOURCES AVAILABLE TO THEM. THEY DO NOT ARGUE THAT OUR TRADITIONAL
NOTIONS OF VALIDITY AND RELIABILITY ARE OUTMODED, RATHER WHAT THEY ARE
SUGGESTING IS THAT THE E-IEARNING TECHNOLOGIES AND TOOLS THAT ARE
INFORMING HOW WE CREATE E-IEAMING ENVIRONMENTS NECESSARILY CALLS ON US
AS GOOD TEACHERS TO BE GOOD LEARNERS ; THAT IS TO BE SELF-REFLECTIVE
AND CRITICAL ABOUT OUR OWN ASSESSMENT PRACTICES. CHAPTER II ASSESSING
TEACHING AND STUDENTS MEANINGFUL LEARNING PROCESSES IN AN E-LEARNING
COURSE 20 PAEIVI HAKKARAINEN. UNIVERSITY 0/ LAPLAND, FINLAND TARJA
SAARELAINEN, UNIVERSITY 0/ LAPLAND, FINLAND HELI RUOKAMO, UNIVERSITY 0/
LAPLAND, FINLAND PAEIVI HAKKARAINEN AND HER COLLEAGUES FROM THE
UNIVERSITY OFLAPLAND HAVE DEVELOPED AN EMPIRICALLY-BASED FRAMEWORK
OF MEANINGFULLEARNING (THE MODEL FOR TEACHING AND MEANINGFULLEARNING:
TML) BASED ON SEVERAL YEARS COLLABORATIVE RESEARCH. IN THIS CHAPTER
THEY EXPLORE THE USE OFTHE ASSESSMENT FRAMEWORK FOR A PARTICULAR SUBJECT
IN THE SOCIAL SCIENCES AT THEIR HORNE INSTITUTION. IN KEEPING WITH A
COMMITMENT TO AUTHENTIE, ACTIVE LEARNING, THE DEVISED MODEL WHILE UNIQUE
DRAWS ON FAMILIAR THEORIES FROM WEIL KNOWN EDUCATIONAL INTELLECTUALS IN
PARTICULAR AUSBEL, DEWEY AND MORE RECENTLY JONASSEN. FOR THE SPECIFIC
COURSE INVESTIGATED TO INFORM THE CHAPTER, THE AUTHORS USED A RANGE OF
E-IEARNING SUPPORTED MEDIA IN PARTICULAR DIGITAL VIDEOS WITHIN A
CASE-BASED PEDAGOGICAL AND AUTHENTIE ASSESSMENT APPROACH. THE TML MODEL
WAS USED AS THE THEORETICAL ASSESSMENT FRAMEWORK. WHILE THE CHAPTER DOES
NOT DESCRIBE THE IMPACT OF THE E-IEARNING ENVIRONMENT ON STUDENT
LEARNING OUTCOMES OR RELATED ASSESSMENT SPECIFICALLY, WE BELIEVE IT
PRESENTS US WITH CONVINCING EVIDENCE THAT WEIL DESIGNED E-IEARNING
STRATEGIES, INCLUDING AUTHENTIE ASSESS- MENT IMPLEMENTED IN THE CONTEXT
OF A HOLISTIC APPROACH TO COURSE OR SUBJECT DESIGN, PRORNOTES EFFECTIVE
LEARNING. FURTHERMORE, IT EMPHASISES THE VALUE THAT STUDENTS PLACE ON
LEARNING THAT REFLECTS OR SIMULATES AUTHENTIE REAL-WORLD EXPERIENCES
THAT THEY MAY ANTICIPATE IN THEIR WORKING LIVES. CHAPTER III
COLLABORATIVE E-LEARNING USING WIKIS: A CASE REPORT 37 CHARLOTTE BRACK,
MONASH UNIVERSITY, AUSTRALIA CHARLOTTE BRACK WRITES THIS CHAPTER IN THE
CONTEXT OF A LARGE MEDICAL SCHOOL IN A MAJOR AUSTRALIAN UNI- VERSITY.
STUDENTS TYPICALLY ARE WEIL MOTIVATED AND HIGHLY INTELLIGENT YET
HETEROGENEOUS. AS IS THE CASE INTERNATIONALLY, MANY STUDENTS COME TO
THEIR UNDERGRADUATE MEDICAL STUDIES IN AUSTRALIA FROM ABROAD AND A
SIGNIFICANT NUMBER FROM A SCHOOL EXPERIENCE WHERE ENGLISH IS NOT THEIR
FIRST LANGUAGE AND WHERE THEY MAY NOT HAVE UNDERTAKEN ANY SECONDARY
SCHOOL LEVEL SCIENCE SUBJECTS. THE CHAPTER PRESENTS AN IN- NOVATIVE
PROGRAM OF STUDY, CONDUCTED OVER AN INTENSIVE THREE WEEK PERIOD. IT WAS
DEVISED USING WEB 2.0 TECHNOLOGIES (WIKIS) TO PREPARE STUDENTS WHO HAVE
NOT COMPLETED YEAR 12 BIOLOGY, FOR THEIR FIRST YEAR OF MEDICAL STUDIES.
THE PROGRAM IS VOLUNTARY AND THE AUTHORS HAVE MADE SIGNIFICANT ATTEMPTS
TO ENGAGE AND MOTIVATE STUDENTS WHO HAVE NO COMPELLING REQUIREMENTS TO
ATTEND ASIDE FORM THEIR OWN INTEREST IN BEING WEIL PREPARED FOR DEMANDS
OFTHE FORMAL PROGRAM WHICH OCCURS LATER. FOR US THE CHAPTER PRESENTS A
CASE STUDY OF ENGAGING EDUCATIONAL DESIGN AND INNOVATIVE ASSESSMENT,
ALBEIT FORMATIVE AND INFORMAL. IMPORTANTLY SHE ARGUES THAT THE USE OF
SOCIAL SOFTWARE ASSISTED IN TRANSITION ISSUES FOR THESE STUDENTS WHO
WERE NEW TO THE SOCIO-CULTURAL AND POLITICAL SETTING IN WHICH THEY WERE
TO STUDY IN AUSTRALIA. CERTAINLY ONE CAN SEE IN THIS CASE USEFUL
POTENTIAL APPLICATIONS IN FORMAL UNIVERSITY PROGRAMS. CHAPTERIV LEARNING
AND ASSESSMENT WITH VIRTUAL WORLDS SS MIKE HOBBS, ANGLIA RUSKIN
UNIVERSITY, UK ELAINE BROWN. ANGLIA RUSKIN UNIVERSITY. UK MARIE GORDON,
ANGLIA RUSKIN UNIVERSITY, UK MIKE HOBBS AND HIS COLLEAGUES ELAINE BROWN
AND MARIE GORDON HAVE BEEN EXPERIMENTING WITH THE EDUCATIONAL POTENTIAL
OFVIRTUAL WORLDS IN PARTICULAR SECOND LIFE FOR SOME YEARS. IN THIS
CHAPTER THEY INTRODUCE US TO THE NATURE OFTHE ENVIRONMENT AND THE
CONSTRUCTIVIST COGNITIVE APPROACH TO LEARNING THAT IT SUPPORTS. THEY
DRAW EXTENSIVELYON SEVERAL CASE STUDIES OF WORK-IN-PROGRESS IN THEIR
UNDERGRADUATE PROGRAM ATANGLIA RUSKIN UNIVERSITY IN THE UK. THEY ARGUE
THATTHE VIRTUAL WORLD IS PARTICULARLY SUITABLE TO COLLABORATIVE AND PEER
DIRECTED LEARNING AND ASSESSMENT OPPORTUNITIES. AS SUCH IT SEEMS AN
EXTREMELY AUTHENTIC ENVIRONMENT FOR STUDENTS TO ENGAGE IN LEARNING AND
ASSESSMENT ACTIVITIES. MOREOVER, THE WORK THAT THEY PRESENT WAS
STRUCTURED TO ENABLE INCREASED OWNERSHIP, INDEED, DESIGN, OFTHE LEARNING
AND ASSESSMENT EXPERIENCES BY THE LEARNERS THEMSELVES. THE CHAPTER
PRESENTS EVIDENCE THAT THAT STUDENTS ENGAGEMENT IN THE VIRTUAL WORLD
HAS SUPPORTED THE DEVELOPMENT OF IMPORTANT GENERIC SKILLS IN GROUP WORK,
PROJECT MANAGEMENT AND PROBLEM SOLVING WH ICH OF COURSE OUGHT TO BE
READILY TRANSFERABLE TO ACROSS OTHER LEARNING ENVIRONMENTS STUDENTS WILL
BE INVOLVED IN THEIR STUDIES AND WORKING LIVES. THEY SUGGEST THAT
LOOSELY SPECIFIED ASSESSMENTS WITH SUITABLE SCAFFOLDING, WITHIN THE RICH
ENVIRONMENT OF SECOND LIFE , CAN BE USED TO HELP STUDENTS DEVELOP AS
INDEPENDENT, SELF MOTIVATED LEARNERS. WHILE THE CHAPTER REPORTS
PROMISING FINDINGS AND POSTULATES FUTURE TRENDS, ONE CAN SEE THAT THE
DESIGN AND DEVELOPMENT OF LONGITUDINAL STUDIES OF STUDENT LEARNING AND
ASSESSMENT IN THESE VIRTUAL WORLDS WOULD BE VALUABLE. CBAPTERV A FACULTY
APPROACH TO IMPLEMENTING ADVANCED, E-LEARNING DEPENDENT, FORMATIVE AND
SUMMATIVE ASSESSMENT PRACTICES 76 PAUL WHITE, MONASH UNIVERSITY,
AUSTRALIA GREG DUNCAN, MONASH UNIVERSITY, AUSTRALIA PAUL WHITE AND GREG
DUNCAN AND A NUMBER OFTHEIR COLLEAGUES HAVE SPENT THE PAST FIVE YEARS
USING A FACULTY-BASED LEARNING AND TECHNOLOGY COMMITTEE TO DRIVE QUALITY
IMPROVEMENT APPROACHES IN TEACHING, LEARNING AND ASSESSMENT AT WHAT IS
ONE OF AUSTRALIA S LARGEST AND MOST DIVERSE PHARMACY DEPARTMENTS; THERE
ARE OVER 1,000 UNDERGRADUATE STUDENTS, A LARGE COHORT OF WHO ARE
INTERNATIONAL STUDENTS. USING THE FACULTY TEACHING AND LEARNING
TECHNOLOGIES COMMITTEE AS AN ORGANISATIONAL IMPETUS FOR CHANGE, THEY
HAVE EFFECTIVELY CREATED CONSIDERABLE TRANSFORMATION IN A FACULTY WITH
HITHERTO QUITE TRADITIONAL APPROACHES TO TEACHING AND ASSESSMENT. MOST
RECENTLY, THE AUTHORS AND THEIR COLLEAGUES HAVE USED AN AUDIENCE
RESPONSE SYSTEM TO INCREASE THE LEVEL OF FORMATIVE ASSESSMENT THAT
OCCURS DURING LECTURES TO (ARGE COHORTS. THE AUDIENCE RESPONSE SYSTEM
SENDS A RADIOFREQUENCY SIGNAL VIA USB RECEIVERS TO THE LECTURE THEATRE
COMPUTERS, WITH THE PROPRIETARY SOFTWARE ALLOWING COMPUTATION OF INPUT
DATA. THIS DATA IS THEN RECORDED WITHIN THE SOFTWARE, AND
INSTANTANEOUSLY PRODUCES A SUMMARY HISTOGRAM IN THE POWERPOINT FILE
BEING USED TO SHOW THE QUESTIONS. THE CHAPTER ALSO PRESENTS AN OVERVIEW
OFTHE USE OFNEW TECHNOLO- GIES IN A BLENDED LEARNING APPROACH WHERE THE
USE OF AN INSTITUTIONAL LEARNING MANAGEMENT SYSTEM HAS BEEN COMPLEMENTED
BY TECHNOLOGIES AND SOFTWARE SUCH AS SKYPE AND WEB-BASED
VIDEO-CONFERENCING TO SUPPORT DISTRIBUTED LEARNING AND ASSESSMENT IN
POSTGRADUATE EDUCATION. IN RECOGNIZING THAT THE RANGE OF NEW
TECHNOLOGIES AVAILABLE TO UNIVERSITIES IS SUBSTANTIAL; THEY ARGUE THAT
THE BEST RESUITS ARE ACHIEVED BY SELECTING OPTIONS THAT MEET TEACHING
NEEDS. THE CHALLENGE FOR THE FUTURE IN TERMS OF IMPLEMENTATION IS TO
ENCOURAGE DIVERSITY AND AT THE SAME TIME DEPLOY THOSE TECHNOLOGIES THAT
HAVE BEEN TRIALED SUCCESSFULLY IN AS MANY SUITABLE CONTEXTS AS POSSIBLE.
CHAPTERVI ENSURING SECURITY AND INTEGRITY OF DATA FOR ONLINE ASSESSMENT
97 CHRISTINE ARMATAS, VICTORIA UNIVERSITY, AUSTRALIA BERNARD COLBERT,
TELSTRA CORPORATION LTD., AUSTRALIA WHILE THERE ARE FAIRLY GENERAL
PROCESSES FOR ESTABLISHING STUDENT IDENTIFICATION FOR EXAMINATION
PURPOSES IN FACE-TO- FACE SETTINGS, CHRISTINE ARMATAS AND BERNARD
COLBERT ARGUE THAT IDENTIFICATION AND VERIFICATION MAUERS REMAIN ONE THE
BIGGEST CHALLENGES TO THE WIDESPREAD ADOPTION OF E-IEARNING ASSESSMENT
STRATE- GIES ESPECIALLY FOR HIGH STAKES SUMMATIVE ASSESSMENT. THEIR
CHAPTER PURSUES THE LATEST TECHNOLOGIES AND RESEARCH ADVANCES IN THE
FIELD. USEFULLY, THEY DISCUSS THESE OFTEN COMPLEX TECHNOLOGIES IN THE
MILIEU OF A LARGE E-IEARNING UNIT TAUGHT AT A MAJOR DISTANCE EDUCATION
UNIVERSITY. WHEN ONE IS CONFRONTED WITH OVER 1,000 LEARNERS DISPERSED
GEOGRAPHICALLY AND TEMPORALLY, AND WHO ARE STUDYING IN A FULLY ONLINE
ENVIRONMENT, THEN THE ASSESSMENT CHALLENGES DEMAND INNOVATIVE AND
CRITICAL THINKING. CURRENTLY, AS THE AUTHORS ARGUE, THERE ARE
CONSIDERABLE LIMITATIONS ON ASSURANCES FOR IDENTIFICATION AND
VERIFICATION OF LEARNERS WHO MAY BE UNDERTAKING ONLINE ASSESSMENT IN
SUCH A SETTING. CONSEQUENTLY, THE AUTHORS ARE EAGER FOR NEWER AND
DEVELOPING TECHNOLOGIES SUCH AS PUBLIC KEY CRYPTOGRAPHY AND A NETWORK
IN ABOX WHICH ARMATAS AND COLBERT DESCRIBE, SO THAT WE CAN CONTINUE TO
INNOVATE IN THE FIELD. CHAPTERVII ISSUES IN PEER ASSESSMENT AND
E-LEARNING 117 ROBYN BENSON, MONASH UNIVERSITY, AUSTRALIA THE INCREASING
INTEREST IN COLLABORATIVE LEARNING AND ASSESSMENT THAT THE NEW
TECHNOLOGIES ENCOURAGE WAS NOTABLE IN THE LITERATURE AS THE AUTHORS
PREPARED THE TEXT. THE AUTHORS DECIDED THAT THERE WAS ENOUGH INTEREST IN
THE FIELD TO WARRANT THE INCLUSION OF A MORE THEORETICAL CHAPTER
ADDRESSING THE IMPLICATIONS OFPEER ASSESSMENT IN E-IEARNING
ENVIRONMENTS. ROBYN BENSON HAS AN EXTENSIVE BACKGROUND AS AN EDU-
CATIONAL DESIGNER IN OPEN AND DISTANCE LEARNING AND BRINGS TO THE
CHAPTER HER INSIGHTS FROM MANY YEARS PREPARING OFF-CAMPUS 1EARNERS TO BE
BOTH INDEPENDENT AND COLLABORATIVE LEARNERS. HER CHAPTER TAKES A
PRAGMATIC AND EVIDENCE-BASED APPROACH AND ADDRESSES A NUMBER OF KEY
ISSUES IN THE USE OF E-IEARNING TOOLS AND ENVIRONMENTS FOR IMPLEMENTING
PEER ASSESSMENT. SHE BEGINS BY DIFFERENTIATING PEER ASSESSMENT TOR
LEARNING AND PEER ASSESSMENT O/IEARNING AND CONSIDERS THAT THE SINGULAR
CHALLENGE FOR SUCCESSFUL DESIGN OF PEER ASSESSMENT FOCUSES ON THE
CHARACTERISTICS AND REQUIREMENTS OF TEACHERS AND STUDENTS AS USERS.
IMPORTANTLY SHE HIGHLIGHTS AS MARKHARN AND HURST HAVE IN CHAPTER I, THAT
THE CAPACITIES OFFERED BY ADVANCED ASSESSMENT TECHNOLOGIES MAY FORCE US
TO RECONCEPTUALISE THE WAY IN WHICH EVIDENCE USED FOR PEER ASSESSMENT OF
LEARNING IS PRESENTED AND JUDGED. CHAPTER VIII THE VALIDITY OFGROUP
MARKS AS A PROXY FOR INDIVIDUAL LEARNING IN E-LEARNING SETTINGS 136 PAUL
LAJBCYGIER, MONASH UNIVERSITY, AUSTRALIA CHRISTINE SPRATT, ROYAL
AUSTRALIAN AND NEW ZEALAND COLLEGE 0/ PSYCHIATRISTS, AUSTRALIA THE
CENTRAL CONCERN OFTHIS CHAPTER IS GROUP ASSESSMENT IN AN E-IEARNING
ENVIRONMENT. THE CHAPTER PROVIDES A PRAGMATIC EXAMPLE OFUSING A RESEARCH
STUDY AS AN AVENUE TO DEBATE SOME OFTHE ISSUES RAISED BY MARKHARN &
HURST AND BENSON EARLIER. WHILE THE CHAPTER S UNDERPINNING PEDAGOGY WAS
NOT ABOUT PEER ASSESSMENT PER SE, THE RESEARCH DID INVESTIGATE THE WAY
IN WHICH LEARNERS IN AN E-IEARNING ENVIRONMENT COLLABORATED ON A GROUP
PROJECT, PART OFTHE FORMAL ASSESSMENT REQUIREMENTS FOR A PARTICULAR UNIT
OF STUDY IN FINANCIAL COMPUTATION. THE UNDERPINNING RESEARCH MEASURED
INDIVIDUAL STUDENTS CONTRIBUTIONS TO GROUP PROCESSES, INDIVIDUAL
STUDENTS INFLUENCE ON THEIR PEERS TOPIC UNDERSTANDING OFTHE RELATED
CURRICULUM CONTENT, AND THE INFLUENCE OFTHE OVERALL GROUP EXPERIENCE ON
PERSONALLEARNING IN AN E-LEARNING ENVIRONMENT DESIGNED TO ACT AS A
CATALYST FOR THE GROUP LEARNING. AS WEIL, THE LEARNING OBJECTIVES
FUNDAMENTAL TO THE PROJECT WORK WERE TESTED INDIVIDUALLY AS PART OFTHE
FINAL EXAMINATION. THE CHAPTER COMMENTS ON THE RELATIONSHIP THAT MAY
EXIST BETWEEN STUDENTS PERCEPTIONS OFTHE E-LEARNING ENVIRONMENT, THE
GROUP PROJECT WORK AND E-IEARNING GROUP DYNAMICS. THE AUTHORS CONCLUDE
THAT E-IEARNING ENVIRONMENTS OFTHEMSELVES WON T BE SUCCESSFUL IN THE
ABSENCE OF EXCELLENT AND INNOVATIVE EDUCATIONAL DESIGN AND THIS VIEW IS
EVIDENT ACROSS SEVERAL OTHER CHAPTERS. THE AUTHORS ALSO WONDER BASED ON
THEIR FINDINGS, WHETHER MORE ENERGY OUGHT TO BE SPENT ON DESIGNING
EFFECTIVE AND EFFICIENT GROUP LEARNING OPPORTUNITIES RATHER THAN
NECESSARILY AS- SESSING THEM. CHAPTER IX VALIDATION OF E-LEARNING
COURSES IN COMPUTER SCIENCE AND HUMANITIES: A MATTER OFCONTEXT... .....
151 ROBERT S. FRIEDMAN, NEW JERSEY INSTITUTE OF TEEHNOLOGY, USA FADI P
DEEK, NEW JERSEY INSTITUTE OFTEEHNOLOGY, USA NORBERT ELLIOT, NEW JERSEY
INSTITUTE OFTEEHNOLOGY, USA FRIEDMAN, DEEK, AND ELLIOT EXPLORE THE
EVALUATION OF STUDENT PERFORMANCE IN E-LEARNING SETTINGS. THE AUTHORS
BELIEVE THE CHAPTER OFFERS A POTENTIALLY USEFUL FRAME OF REFERENCE FOR
US AS WE THINK MORE HOLISTI- CALLY ABOUT THE ASSESSMENT OF STUDENT
LEARNING OUTCOMES AS ONE PART OFTHE TEACHING AND LEARNING PUZZLE.
HAKKARAINEN AND HER COLLEAGUES IN CHAPTER 11PROVIDE A SIMILAR BROADER
PERSPECTIVE ON ASSESSMENT AND PEDAGOGY. FRIEDMAN AND HIS COLLEAGUES HERE
WANT TO KNOW WHY STUDENTS AT THE NEW JERSEY INSTITUTE OF TECHNOLOGY
OFTEN DO NOT PERSIST IN THEIR E-LEARNING PROGRAMS; THE AUTHORS
RECOGNISED THAT SEEING THE WHY DEMANDED A RESEARCH GAZE THROUGH
MULTIPLE LENSES. AN INTERESTING ASPECT OFTHEIR WORK IN THIS IN-
VESTIGATION OFPERSISTENCE IS THAT THE DATA IS DERIVED FROM TWO QUITE
DIFFERENT DISCIPLINES, COMPUTER SCIENCE AND HUMANITIES. MOREOVER, THE
WHY SEEMS TO HAVE PRESENTED THEM WITH SOME INTERESTING AND PERHAPS
UNANTICIPATED FINDINGS. THE CHAPTER DOES MANY THINGS; FOR EXAMPLE IT
PROMPTS US TO THINK CRITICALLY ABOUT PEDAGOGICAL RESEARCH DESIGN; IT
FORCES US TO RETHINK IDEAS ABOUT HOW THE VARIABLES THAT EFFECT LEAMING
(E.G. LEARNING STYLES, INSTRUCTOR TEACHING STYLE, INTERACTION, COURSE
STRUCTURE AND ASSESSMENT DESIGN) MIGHT BE BETTER INTEGRATED TO ASSIST IN
LEARNING DESIGN STRATEGIES. MOREOVER, IT PROVIDES SOME COMPELLING
EVIDENCE TO TAKE THE DEVELOPMENT OF INFORMATION LITERACY SKILLS
SERIOUSLY FOR AS THEY SUGGEST HOW CAN E-LEARNING AND ASSESSMENT BENEFIT
STUDENTS IF THEY ARE LACKING THE ESSENTIAL SKILLS IN THE FIRST PLACE?
CHAPTERX DESIGNING, IMPLEMENTING AND EVALUATING A SELF-AND-PEER
ASSESSMENT TOOL FOR E-LEARNING ENVIRONMENTS 170 RIEHARD TUCKER, DEAKIN
UNIVERSITY, AUSTRALIA JAN FERMELIS, DEAKIN UNIVERSITY, AUSTRALIA STUART
PALMER, DEAKIN UNIVERSITY, AUSTRALIA THE AUTHORS KNOW FROM THE EXTENSIVE
LITERATURE IN TEAM-BASED OR GROUP ASSESSMENT THAT STUDENTS AND INDEED
TEACHERS ARE OFTEN SKEPTICAL REGARDING THE PURPOSE OFTEAM ASSIGNMENTS
AND INDEED THEIR RELIABILITY AND VALIDITY OVER TIME. TEACHERS, FOR
EXAMPLE, OFTEN FIND IT DIFFICULT TO RECONCILE THEIR INTEREST IN GIVING
LEAMERS EXPERIENCES IN GROUP LEAMING AND PEER ASSESSMENT WITH THEIR
WORRY THAT SUCH APPROACHES ARE NOT PERCEIVED BY STUDENTS AS FAIR . LIKE
LAJBCYGIER AND SPRATT IN THIS CHAPTER, MANY TEACHERS ARE CON- CEMED WH
ETHER THE GROUP MARKS THEY AWARD IN SUCH SETTINGS TRULY REFLECT
INDIVIDUAL LEAMING OUTCOMES. LEAMERS ON THE OTHER HAND DON T TRUST THEIR
PEERS TO PULL THEIR WEIGHT AND RESENT WHAT THE LITERATURE OFTEN CALLS
FREELOADERS WHO MAY DO LITTLE TO CONTRIBUTE MEANINGFULLY TO THE GROUP
TASK BUT SEEM TO BE REWARDED WITH AN UNDIFFERENTIATED GROUP MARK. IN
THIS CHAPTER TUCKER, FERMELIS & PALMER PRESENT WORK BASED ON FOUR YEARS
OF RESEARCH, TESTING AND DEVELOPMENT OF AN ONLINE SELF-AND-PEER
CONTINUOUS ASSESSMENT TOOL ORIGINALLY DEVELOPED FOR SMALL C1ASSES OF
ARCHITECTURE STUDENTS. THE AUTHORS ARGUE THAT THE E-IEAMING TOOL
PRORNOTES INDEPENDENT, REFLECTIVE, CRITICALLEAMING, TO ENHANCE IN
STUDENTS THE MOTIVATION FOR PARTICIPATION AND TO ENCOURAGE STUDENTS TO
TAKE RESPONSIBILITY FOR THEIR LEAMING. THE FINDINGS OFTHEIR PILOT
STUDIES SUPPORT THE POSITIVE CONTRIBUTION OF ONLINE SELF-AND-PEER
ASSESSMENT WITHIN STUDENT GROUP- BASED ASSIGNMENTS. CHAPTERXI
IDENTIF)TING LATENT CLASSES AND DIFFERENTIAL ITEM FUNCTIONING IN A
COHORT OF E-LEAMING STUDENTS 195 ANDREW SANFORD, MONASH UNIVERSITY,
AUSTRALIA PAUL LAJBCYGIER, MONASH UNIVERSITY, AUSTRALIA CHRISTINE
SPRATT, ROYAL AUSTRALIAN AND NEW ZEALAND COLLEGE OF PYCHIATRISTS,
AUSTRALIA SANFORD AND HIS COLLEAGUES HAVE CONSIDERABLE EXPERIENCE IN
TEACHING COURSES IN ACCOUNTING AND FINANCE WHICH MANY STUDENTS OFTEN SEE
AS COMPLEX AND DIFFICULT. THE STUDENT COHORT AT THEIR INSTITUTION, LIKE
ALL OF OURS, IS HETEROGENEOUS, INCLUDING THE CULTURAL BACKGROUND OF THE
STUDENTS. THEY REPORT A CA SE THAT USED DIFFERENTIAL ITEM FUNCTIONING
ANALYSIS BASED ON ATTRIBUTES OFTHE STUDENT COHORT THAT ARE UNOBSERVED.
THE INVESTIGATION REVEALED THAT THE BIAS ASSOCIATED WITH THE
DIFFERENTIAL ITEM FUNCTIONING WAS RELATED TO THE A PRIORI BACKGROUND
KNOWLEDGE THAT STUDENTS BRING TO THE UNIT. THIS IS EXTREMELY INTERESTING
WORK ESPECIALLY GIVEN THE DIVERSITY ON OUR CAMPUSES. WHILE THE NATURE
OFTHE RESEARCH AND ANALYSIS IS QUITE SPECIALISED THE IMPLICATIONS OF THE
WORK FOR THE DESIGN OF MULTIPLE CHOICE EXAMINATION TEST ITEMS FOR
INSTANCE, IS VALUABLE, AND THE IMPLICATIONS FOR COURSE DESIGN,
REMEDIATION PROCESSES OR INDEED IDENTIF)TING LEAMING NEEDS PRIOR TO THE
COMMENCEMENT OF FORMAL STUDIES IN E-IEAMING CONTEXTS SEEMS PROMISING.
CHAPTER XII IS LEAMING AS EFFECTIVE WHEN STUDYING USING A MOBILE DEVICE
COMPARED TO OTHER METHODS? .... 218 CHRISTINE ARMATAS. VICTORIA
UNIVERSITY, AUSTRALIA ANTHONY SALIBA, CHARLES STURT UNIVERSITY,
AUSTRALIA IN HIS FOREWORD, GARY POOLE REMINDS US OFTHE EARLY DEBATES
AROUND THE NO SIGNIFICANT DIFFERENCE PHE- NOMENON - DID THE USE OF
EDUCATIONAL TECHNOLOGIES HAVE ANY IMPACT (POSITIVE OR OTHERWISE) ON
STUDENT LEAMING OUTCOMES? HERE IN THIS FINAL CHAPTER, ARMATAS AND SALIBA
PRESENT US WITH EMPIRICAL EVIDENCE FROM A LABORATORY-BASED RESEARCH
STUDY THAT COMPARED THE ATTAINMENT OF LEAMING OUTCOMES FROM FOUR
SOURCES, SMART MOBILE PHONES, PRINT-BASED LEAMING RESOURCES, A
TRADITIONALLECTURE FORMAT, AND A COM- PUTER. THOSE OFUS WITH A
BACKGROUND IN TRADITIONAL PRINT-BASED DISTANCE EDUCATION WILL SMILE
WRYLY THAT PRINT SEEMED TO HAVE THE UPPER HAND! THEIR WORK DEMONSTRATES
THAT LEARNING OUTCOMES ARE SIMILAR WHEN STUDENTS STUDY BY USING A
COMPUTER, MOBILE PHONE OR LECTURE FORMAT, BUT THAT STUDYING WITH PRINT
MATERIAL YIELDS SLIGHTLY SUPERIOR TEST RESULTS. LIKE ALL GOOD
RESEARCHERS, THE AUTHORS RECOGNISE THE LIMITATIONS OFTHE RESEARCH DESIGN
AND THE IMPACT OF EXPERIMENTAL ARTIFACTS, IN PARTICULAR WHETHER THEIR
SELF-REPORTED COMPUTER SAVVY PARTICIPANTS NEEDED MORE PRACTICE IN
USING THE MOBILE PHONE PRIOR TO UNDERTAKING THE PROJECT. THEY DO ARGUE
THAT MOBILE OR M-IEARNING IS BECOMING OF INCREASING INTEREST ACROSS THE
HIGHER EDUCATION SECTOR AS LIKE OTHER TECHNOLOGIES, CHANGES AND ADVANCES
IN THE FIELD ARE PROGRESSING AT A RAPID RATE. FOR THOSE OFUS PREPARED TO
INNOVATE AND TAKE PEDAGOGICAL RISKS IN LEAMING AND ASSESSMENT DESIGN, IT
IS EASY TO ANTICIPATE THE POTENTIAL OF M-IEAMING FOR WORKPLACE-BASED
LEAMING AND ASSESSMENT SPECIFICALLY. CHAPTER XIII EVALUATION STRATEGIES
FOR OPEN AND DISTRIBUTED LEARNING ENVIRONMENTS 234 THOMAS C. REEVES,
UNIVERSITY OFGEORGIA, USA JOHN G. HEDBERG, MACQUARIE UNIVERSITY,
AUSTRA/IA THIS CHAPTER IS FOCUSED ON RECOMMENDING A SET OF PRACTICAL
STRATEGIES FOR EVALUATING OPEN AND DISTRIBUTED LEAMING ENVIRONMENTS.
CHAPTERXIV INTRODUCING INTEGRATED E-PORTFOLIO ACROSS COURSES IN A
POSTGRADUATE PROGRAM IN DISTANCE AND ONLINE EDUCATION 243 MADHUMILA
BHATTACHARYA, MASSEY UNIVERSITY, NEW ZEALAND THIS CHAPTER PRESENTS A
DESCRIPTION AND ANALYSIS OF SALIENT ISSUES RELATED TO THE DEVELOPMENT OF
AN INTE- GRATED E-PORTFOLIO APPLICATION IMPLEMENTED AT MASSEY UNIVERSITY
TO HELP STUDENTS TRACK AND ACCUMULATE EVIDENCE OF SKILLS DEVELOPED OVER
THEIR PERIOD OF STUDY, PARTICULARLY ASSOCIATED WITH THE THREE CORE
PAPERS IN THE PROGRAM. THE WEB-BASED E-PORTFOLIO PROJECT WAS INITIATED
TO HELP STUDENTS PROVIDE EVIDENCE REQUIRED BY EMPLOYERS AND RESEARCH
SUPERVISORS IN A PROGRESSIVE AND REFLECTIVE MANNER BY IDENTIFYING THE
LINKS ACROSS DIFFERENT PAPERS AND DEMONSTRATING THEIR OWN CONCEPTUAL
UNDERSTANDING. ADMINISTRATIVE ISSUES ARE DISCUSSED, AS WEIL AS
CONSIDERATIONS FOR FUTURE DEVELOPMENTS BASED ON THE EXPERIENCES OFTHIS
STUDY. CHAPTERXV PRACTICAL STRATEGIES FOR ASSESSING THE QUALITY
OFCOLLABORATIVE LEARNER ENGAGEMENL. 254 JOHN LEBARON, WESTERN CARO/INA
UNIVERSITY, USA CAROL BENNETT, WRESA ELEMENTARY & MIDDLE GRADES
CURRICULUM COORDINATOR, USA TEACHERS AND DESIGNERS OF COMPUTER-NETWORKED
SETTINGS INCREASINGLY ACKNOWLEDGE THAT ACTIVE LEARNER ENGAGEMENT POSES
UNIQUE CHALLENGES, ESPECIALLY FOR INSTRUCTORS WEANED ON TRADITIONAL
SITE-BASED TEACHING, AND THAT SUCH ENGAGEMENT IS ESSENTIAL TO THE
PROGRESSIVE CONSTRUCTION OF LEARNER KNOWLEDGE. LEAMER ENGAGEMENT CAN
MEAN SEVERAL THINGS: ENGAGEMENT WITH MATERIAL, ENGAGEMENT WITH
INSTRUCTORS, AND, PERHAPS MOST IMPORTANT, PEER ENGAGEMENT. MANY TEACHERS
OF COMPUTER-NETWORKED COURSES, WHO ARE QUITE DILIGENT ABOUT
INCORPORATING ACTIVITIES AND PROCEDURES TO PROMOTE HUMAN INTERACTIVITY,
ARE CONFRONTED WITH THE CHALLENGE OF ASSESSING THE EFFICACY OF THEIR
EFFORTS. HOW DO THEY DISCERN WHETHER THE STRATEGIES AND TACTICS WOVEN
INTO THEIR E-SETTINGS ARE ACHIEVING THE DESIRED ENDS? THIS CHAPTER
OUTLINES ISSUES OF SELF-ASSESSMENT, INCLUDING ETHICAL QUESTIONS. IT LAYS
OUT RECOMMENDATIONS FOR SELF-ASSESSMENT IN A MANNER THAT RESPECTS
STUDENT TRUST AND CONFIDENTIALITY, DISTINGUISHING THE DEMANDS OF
PRACTICAL SELF-ASSESSMENT FROM SCHOLARLY COURSE RESEARCH. THE
INSTITUTIONAL PRESSURES FROM WHICH SUCH ASSESSMENT EMERGES ARE ALSO
EXAMINED. CHAPTERXVI AFTERWORD: LEAMING-CENTRED FOCUS TO ASSESSMENT
PRACTICES 270 SAM NAIDU, CHARLES STUART UNIVERSITY, AUSTRALIA
COMPILATION OF REFERENCES , 272 ABOUT THE CONTRIBUTORS 301 INDEX 307
|
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| indexdate | 2024-07-09T21:43:38Z |
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| spelling | E-learning technologies and evidence-based assessment approaches Christine Spratt ; Paul Lajbcygier [editors] Hershey, PA [u.a.] Information Science Reference 2009 XXIX, 313 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book aims to provide readers with a variety of contemporary solutions to identified educational problems of practice related to the assessment of student learning in e-learning environments"--Provided by publisher. Includes bibliographical references and index Computer-assisted instruction Evaluation Web-based instruction Evaluation Educational technology Evaluation Evaluation (DE-588)4071034-8 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s Evaluation (DE-588)4071034-8 s DE-604 Spratt, Christine Sonstige oth Erscheint auch als Online-Ausgabe 978-1-60566-411-8 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017750192&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | E-learning technologies and evidence-based assessment approaches Computer-assisted instruction Evaluation Web-based instruction Evaluation Educational technology Evaluation Evaluation (DE-588)4071034-8 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4071034-8 (DE-588)4070087-2 (DE-588)4143413-4 |
| title | E-learning technologies and evidence-based assessment approaches |
| title_auth | E-learning technologies and evidence-based assessment approaches |
| title_exact_search | E-learning technologies and evidence-based assessment approaches |
| title_full | E-learning technologies and evidence-based assessment approaches Christine Spratt ; Paul Lajbcygier [editors] |
| title_fullStr | E-learning technologies and evidence-based assessment approaches Christine Spratt ; Paul Lajbcygier [editors] |
| title_full_unstemmed | E-learning technologies and evidence-based assessment approaches Christine Spratt ; Paul Lajbcygier [editors] |
| title_short | E-learning technologies and evidence-based assessment approaches |
| title_sort | e learning technologies and evidence based assessment approaches |
| topic | Computer-assisted instruction Evaluation Web-based instruction Evaluation Educational technology Evaluation Evaluation (DE-588)4071034-8 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Computer-assisted instruction Evaluation Web-based instruction Evaluation Educational technology Evaluation Evaluation Computerunterstützter Unterricht Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017750192&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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