Online peer assessment: An exploratory case study in a higher education civil engineering course

2012 ◽  
Author(s):  
Caroline Dominguez ◽  
Goncalo Cruz ◽  
Ana Maia ◽  
Daniela Pedrosa ◽  
Gordon Grams
Keyword(s):  
Higher Education ◽  
Civil Engineering ◽  
Peer Assessment ◽  
Exploratory Case Study ◽  
Online Peer Assessment

scholarly journals Spaces of Joint Inquiry Through Visual Facilitation and Representations in Higher Education: An Exploratory case study

2020 ◽  
Vol 18 (5) ◽  
Author(s):  
Heidi Hautopp ◽  
Stine Ejsing-Duun
Keyword(s):  
Higher Education ◽  
Game Theory ◽  
Game Design ◽  
Online Teaching ◽  
Learning Context ◽  
Game Development ◽  
Design Processes ◽  
Exploratory Case Study ◽  
The Rich

This study investigates how the use of visual facilitation and representations, e.g. visualisations and video productions, combined with peer‑feedback sessions can create exploratory approaches to game design in online teaching. The article analyses an iterative game development process in an online learning context. The empirical data is primarily based on an explorative case study of “Games for change”; a course held in 2018 in which master students from the international Nordic Visual Studies and Art Education (NoVA) design games that address issues in society. Throughout the course, the students from universities in Finland, Sweden and Denmark engaged in a cross‑cultural collaboration across campuses. The purpose of the study was to explore how to establish an online space for joint design inquiry in the context of ‘games for change’ across time and space as well as cultural and professional barriers. The data used for analysis includes teaching observations, videos of play sessions, photos and visual representations, students’ reflection papers and students’ written and oral evaluations after completion of the course. The analysis is based on different problem‑based learning (PBL) activities; lectures, video instructions, presentation‑ and feedback sessions, reflexive exercises and students’ self‑directed design and learning processes in groups. As part of the game course, teachers presented game theory and exercises through videos and visualisations to support the students’ iterative game design processes. The analysis of the PBL activities shows that teachers’ video instructions relating theoretical game concepts to the students’ actual group work supported the introduction to the game field as well as their design processes. The balance between the value of video instructions with specific feedback and teachers’ time for preparation is a relevant issue for further exploration in online teaching. Moreover, findings show that the students’ visualisations and video productions exemplifying game situations created a visible reference point for further discussions in feedback sessions across campuses, which guided game development. Thus, the combination of inquiry approaches, critical game theory and design processes combined with students’ visualisations and video productions provides interesting connections for bridging gaps between cultures and professions, e.g. in art and games. By the rich and visual descriptions of PBL activities, student work and reflective evaluations, the exploratory case study can function as inspiration for applying similar approaches to new local contexts in higher education.

Virtual/Mixed Reality

2018 ◽  
Vol 6 (1) ◽  
pp. 33-47
Author(s):  
Dale Crowe ◽  
Martin E. LaPierre
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Mixed Reality ◽  
Digital Natives ◽  
Instructional Designers ◽  
Subject Matter Experts ◽  
Exploratory Case Study ◽  
Information Systems Professionals ◽  
Generational Shift

Use of classroom and online learning and administrative technologies in schools and higher education institutions has grown at an exponential pace. With growth comes expectations by students of using new and emerging technologies to support their learning. Such expectations are due in part to the generational shift from digital immigrant to more students being digital natives, and is particularly true for Gen z/iGen/Centennials (born in 1996 or later). The purpose of the critical review and exploratory case study was to gain insights from 18 instructional designers, information systems professionals, and content/subject matter experts pertaining to the current and future use of virtual/mixed reality technologies for both public and higher education.

Digitalization of learning resources in a HEI – a lean management perspective

2017 ◽  
Vol 66 (5) ◽  
pp. 680-694 ◽  
Author(s):  
Huay Ling Tay ◽  
Stephen Wee Kiat Low
Keyword(s):  
Higher Education ◽  
Case Analysis ◽  
Transformation Process ◽  
Learning Resources ◽  
Lean Management ◽  
Content Type ◽  
Exploratory Case Study ◽  
E Learning ◽  
Transformation Processes

Purpose Lean is considered as a major management approach for improving operational productivity and organizational performance. It is a systemic philosophy that emphasizes on fulfilling customer needs, waste minimization, and a commitment to a culture of continual improvement. In recent years, many higher education institutions (HEIs) have leveraged on the use of technology to provide flexibility in learning and just-in-time training for learners in the efforts to improve both the internal processes of course delivery and enhance the provisions of education quality. In recognizing these trends in HEIs, the purpose of this paper is to identify the key factors that facilitate the conversion of printed learning resources to e-learning resources in a HEI. Design/methodology/approach This study used a qualitative exploratory case study approach and examined a unique case of a HEI that is undergoing the transformation process from printed learning resources to digital sources to simplify the processes involved in educational service delivery and operational complexity. Data sources include semi-structured interviews with key personnel directly involved in the project of converting printed learning resources to digital sources, notes taken from informal discussions, and secondary data such as minutes of meetings, learning resource archives, and relevant literature. A retrospective perspective was adopted in the case analysis since the HEI has already completed 50 percent of the conversion phase when this study was carried out. Findings Abductive reasoning approach and well-established lean principles were used to make sense of the digital transformation process of the HEI. Based on the retrospective case analysis, the authors found evidence that characterizes lean management principles and identifies the critical factors (CFs) that have facilitated the HEI to achieve the key milestones in the conversion journey. These include common vision, top management support and leadership, timely information sharing, and relationship management with key stakeholders in the transformation processes. Research limitations/implications Since this research is an exploratory case study, the results obtained cannot be generalized. Future research can be conducted to provide an impact analysis of the potential risk factors of a system that employs only the use of e-study materials. In addition, future studies can also assess the quality of the learning services that is supported by the e-resources by gathering student feedback on their e-learning experience that is supported by the online digital learning resources and learning management system. Practical implications This study provides managerial insights into the levers to engender the transformation from a traditional print learning resources model to leaning with digital e-learning resources. The insights into the CFs aid education managers to introduce process innovations and encourage behavioral changes that will benefit learners, instructors, and administers. Originality/value The study is one of the first to apply lean management principles in making sense of the transformation processes involved in the use of digital innovation in higher education context. The findings provide a holistic view of the process transformations.

Learning Enhancement or Headache

2013 ◽  
Vol 5 (4) ◽  
pp. 63-71
Author(s):  
Arlene J. Nicholas ◽  
John K. Lewis
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Faculty Attitudes ◽  
Learning Enhancement ◽  
Liberal Arts University ◽  
Exploratory Case Study ◽  
Electronic Readers

The availability of e-textbooks is increasing along with the variety of electronic readers. According to the “2010 Horizon Report,” adoption of this technology will be widespread in academia in two to three years as it will “… reduce costs, save students from carrying pounds of textbooks and contribute to the environmental efforts…” (Johnson, Levine, Smith, & Stone, 2010, p.6). Will e-textbooks become favored by faculty in higher education? This paper will examine the benefits and limitations of e-textbooks and the attitudes of faculty and students towards using this radical alternative to the centuries-old standard of education. An exploratory case study of faculty attitudes and usages of e-textbooks at a small liberal arts university was performed.

Virtual/Mixed Reality

2019 ◽  
pp. 382-398
Author(s):  
Dale Crowe ◽  
Martin E. LaPierre
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Mixed Reality ◽  
Higher Education Institutions ◽  
Instructional Designers ◽  
Subject Matter Experts ◽  
Exploratory Case Study ◽  
Information Systems Professionals ◽  
Generational Shift

Use of classroom and online learning and administrative technologies in schools and higher education institutions has grown at an exponential pace. With growth comes expectations by students of using new and emerging technologies to support their learning. Such expectations are due in part to the generational shift from digital immigrant to more students being digital natives, and is particularly true for Gen z/iGen/Centennials (born in 1996 or later). The purpose of the critical review and exploratory case study was to gain insights from 18 instructional designers, information systems professionals, and content/subject matter experts pertaining to the current and future use of virtual/mixed reality technologies for both public and higher education.

Using Video-Enhanced Performance Feedback for Student and Instructor Reflection and Evaluation

2020 ◽  
pp. 94-115
Author(s):  
Tara L. Kaczorowski ◽  
Andrew I. Hashey
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Performance Feedback ◽  
Higher Education Institutions ◽  
Supporting Evidence ◽  
Self Reflection ◽  
Reflective Process ◽  
Exploratory Case Study ◽  
Evaluation Feedback

Reflection is an essential component of experiential learning. Traditional means of reflection rely on memory of experiences, which can be incomplete or even faulty. Video-enhanced performance feedback (VPF)—the use of video to as supporting evidence in the reflective process—has the potential to transform reflective practice. In this chapter, the authors describe how VPF has been utilized by 13 instructors across two higher education institutions for the purposes of noticing, self-reflection, and evaluation/feedback. Results of an exploratory case study on perceptions of using VPF to support reflection indicate approximately 90% of students found Vosaic, the technology used at these institutions for VPF, easy to use and helpful to notice strengths and areas for improvement in their professional practice. Implications and considerations for incorporating VPF across disciplines are also addressed.

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