scholarly journals Integrating Evaluation as a Componential Element in the Development of the Course: The Case of Two Courses in the Faculty of Education (AUTH) during the Pandemic

2021 ◽  
Vol 10 (1) ◽  
pp. 51
Author(s):  
Maria Pavlis Korres
Keyword(s):  
Data Analysis ◽  
Thematic Analysis ◽  
Formative Evaluation ◽  
Online Courses ◽  
Educational Experiences ◽  
Evaluation Process ◽  
Educational Process ◽  
Active Involvement ◽  
Online Tools ◽  
Faculty Of Education

Evaluation, as a process, can positively contribute to the formation of better educational experiences for both instructors and students, as well as lay the foundations for the development of an evaluation culture in student participants. This article sets out to present the evaluation process carried out in two online courses at Aristotle University of Thessaloniki (AUTH) during the pandemic period, how it has constituted an integral component of each course and in what ways it has contributed to the students’ active participation in the development of the courses. To evaluate the courses, communication and collaborative online tools were used, through which students’ views were systematically recorded throughout the semester within the framework of the formative evaluation. The data analysis has been conducted mainly in the light of thematic analysis and according to the findings, students have stated their satisfaction about their active involvement in setting up the course as well as the fact that their voice has been heard and taken into account by the instructor, both in terms of content modulation and the educational process itself.

scholarly journals Responsive Dashboard as a Component of Learning Analytics System for Evaluation in Emergency Remote Teaching Situations

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 7998
Author(s):  
Emilia Corina Corbu ◽  
Eduard Edelhauser
Keyword(s):  
Online Education ◽  
Learning Analytics ◽  
Evaluation System ◽  
Online Courses ◽  
Evaluation Model ◽  
Evaluation Process ◽  
Educational Process ◽  
Study Objective ◽  
Teachers And Students ◽  
The Evaluation System

The pandemic crisis has forced the development of teaching and evaluation activities exclusively online. In this context, the emergency remote teaching (ERT) process, which raised a multitude of problems for institutions, teachers, and students, led the authors to consider it important to design a model for evaluating teaching and evaluation processes. The study objective presented in this paper was to develop a model for the evaluation system called the learning analytics and evaluation model (LAEM). We also validated a software instrument we designed called the EvalMathI system, which is to be used in the evaluation system and was developed and tested during the pandemic. The optimization of the evaluation process was accomplished by including and integrating the dashboard model in a responsive panel. With the dashboard from EvalMathI, six online courses were monitored in the 2019/2020 and 2020/2021 academic years, and for each of the six monitored courses, the evaluation of the curricula was performed through the analyzed parameters by highlighting the percentage achieved by each course on various components, such as content, adaptability, skills, and involvement. In addition, after collecting the data through interview guides, the authors were able to determine the extent to which online education during the COVID 19 pandemic has influenced the educational process. Through the developed model, the authors also found software tools to solve some of the problems raised by teaching and evaluation in the ERT environment.

USABILITY EVALUATION VIA ACCESSIBILITY DESIGN

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Siti Norsazlina Haron ◽  
Yuhainis Abdul Talib ◽  
Abdul Hamid Mohamed ◽  
Aida Affina Abdul Ghani ◽  
Md. Yusof Hamid ◽  
...  
Keyword(s):  
Data Analysis ◽  
User Experience ◽  
Thematic Analysis ◽  
Evaluation Process ◽  
Usability Evaluation ◽  
Environment Design ◽  
Design Issues ◽  
Design Environment ◽  
Quality Design ◽  
User Friendly

This paper provides strategies in evaluating usability via accessibility from the user experience of three replacement hospitals. The methodology refers to a five-stage evaluation process and using the “walk-through journey experience” among patient and visitors. The data analysis was based on thematic analysis principles using NVivo9. The accessibility design issues due to participant disabilities and expectation will build up for usability parameters. The findings indicate that the quality design is the positive user experience feedback on the usability of the physical design environment that fulfils their expectations and the concept of usability and accessibility is to support the user-friendly environment design.

Expert survey and analysis of the results

2019 ◽  
Vol 85 (7) ◽  
pp. 73-82
Author(s):  
Vladimir O. Tolcheev
Keyword(s):  
Data Analysis ◽  
Research University ◽  
Statistical Processing ◽  
Educational Process ◽  
Expert Survey ◽  
Educational Modules ◽  
Training Modules ◽  
Engineering Institute ◽  
Good Agreement ◽  
Statistical Criteria

The issues of organizing an expert survey and carrying out statistical processing and analysis of the results are considered. The experts are the fifth-year students undergoing training at the Department of Management and Informatics «Moscow Power Engineering Institute» of the National Research University. The goal of the survey is revealing the disciplines that are most useful for employment in their specialty. We discuss the special features of the survey and a concept of «work in the specialty», with due regard for statistical reliability of the results. Data of written questionnaire gained in 2018 were processed and analyzed using cluster analysis (construction of dendrograms and application of the K-means method) and non-parametric statistical criteria (Friedman and Mann – Whitney – Wilcoxon). Data processing is implemented in the program STATISTICA. The analysis is carried out to reveal significant differences between the educational courses and assess the degree of consistency of the respondents to divide them into clusters that unite the students with similar judgments. Data analysis revealed that experts’ estimates in 2018 are in fairly good agreement with the estimates of previous studies; among the respondents there are three coalitions corresponding to the training modules «Software», «Management Theory», «Data Analysis»; the overall consistency of students in the two groups is very low (and, on the contrary, high in the identified clusters); grades are homogeneous and do not depend on training groups (and employment – unemployment of the respondents). The obtained results allow us to address a number of important questions regarding the ways of improving the educational process, e.g., to optimize yearly course hours for different educational modules.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

A Roadmap to Sequence Assembly Evaluation Tools

2020 ◽  
Vol 15 ◽  
Author(s):  
Sara El-Metwally ◽  
Eslam Hamouda ◽  
Mayada Tarek
Keyword(s):  
Data Analysis ◽  
Evaluation Process ◽  
Sequence Assembly ◽  
Assessment Tools ◽  
Accurate Information ◽  
End User ◽  
Evaluation Tools ◽  
Assembly Evaluation ◽  
Assembly Pipeline ◽  
Evaluation Approaches

: The assembly evaluation process is the starting step towards meaningful downstream data analysis. We need to know how much accurate information is included in an assembled sequence before going further to any data analysis stage. Four basic metrics are targeted by different assembly evaluation tools: contiguity, accuracy, completeness, and contamination. Some tools evaluate these metrics based on comparing the assembly results to a closely related reference. Others utilize different types of heuristics to overcome the missing of a guiding reference, such as the consistency between assembly results and sequencing reads. In this paper, we discuss the assembly evaluation process as a core stage in any sequence assembly pipeline and present a roadmap that is followed by most assembly evaluation tools to assess different metrics. We highlight the challenges that currently exist in the assembly evaluation tools and summarize their technical and practical details to help the end-users choose the best tool according to their working scenarios. To address the similarities/differences among different assembly assessment tools, including their evaluation approaches, metrics, comprehensive nature, limitations, usability and how the evaluated results are presented to the end-user, we provide a practical example for evaluating Velvet assembly results for S. aureus dataset from GAGE competition. A Github repository (https://github.com/SaraEl-Metwally/Assembly-Evaluation-Tools) is created for evaluation result details along with their generated command line parameters.

Exploring the Experiences and the Nutritional Supports of LGBTQ+ Canadians during the COVID-19 Pandemic

2021 ◽  
pp. 1-9
Author(s):  
Phillip Joy
Keyword(s):  
Health Care ◽  
Data Analysis ◽  
Qualitative Study ◽  
Queer Theory ◽  
Thematic Analysis ◽  
Questionnaire Data ◽  
Online Questionnaire ◽  
Food Practices ◽  
Nutritional Needs ◽  
Theory Paradigm

Purpose: The COVID-19 pandemic has impacted the lives of lesbian, gay, bi, trans, queer, and other groups (LGBTQ+) within Canada. This research aimed to explore the experiences of LGBTQ+ Canadians in relation to their nutritional needs, practices, and supports during the COVID-19 pandemic. Methods: The qualitative study was framed within a poststructuralism and queer theory paradigm and consisted of an online questionnaire. Participants were recruited and asked to complete open-ended questions. Responses were coded using thematic analysis. Results: Seventy participants completed the questionnaire. Data analysis resulted in 3 major themes, including (i) (dis)comforts of food and eating, (ii) shifting views of food and food practices, and (iii) what supports? The themes revealed that many LGBTQ+ individuals experienced stress and anxiety during the COVID-19 pandemic. It was a time in which their views and practices of food, cooking, and eating were changed. Nutritional supports were discussed in terms of family, friends, and partners. Conclusion: The findings highlight the complexity to the meanings people give to food, cooking, and eating during stressful times. It is recommended that dietitians familiarize themselves with the experiences of LGBTQ+ people, especially during times of global health emergencies to ensure equitable health care for LGBTQ+ communities.

Museum Educational Online Products: Creation Prerequisites and Development Prospects

2021 ◽  
Vol 18 (1) ◽  
pp. 80-92
Author(s):  
Valery E. Gordin ◽  
Irina A. Sizova
Keyword(s):  
Online Education ◽  
Professional Education ◽  
Formal Education ◽  
Online Courses ◽  
Mobile Apps ◽  
Educational Games ◽  
Further Education ◽  
Educational Process ◽  
Education Market ◽  
Higher Professional Education

This article examines online educational products developed by museums both independently and in cooperation with educational institutions. The analysis revealed a pool of museum online products, including mass open online courses (MOOCs), specialized professional online courses (SPOCs), educational games, mobile apps, and podcasts. The authors identify advantages and features of each type of the museum online products (MOPs) and determine the prospects for their inclusion in the educational process.The study aims to reveal the activity of different kinds of museums and museum communities in the development and implementation of educational online products both in their own educational activities, carried out by an increasing number of museums, and in the process of formal and non-formal education in cooperation with universities, schools, and further education institutions that implement it. The study discovered that museums develop both MOOCs that are traditional for the system of higher professional education, and educational online products, such as educational games, podcasts, and mobile applications with educational content, that are not widely used at present, but are promising for formal and, especially, non-formal education. An important result of the study was the conclusion about the common practice of cooperation between museums and universities in the joint development of online products, as well as about the feasibility of deploying such work with institutions of secondary general and vocational education.The authors’ analysis of the system of museum educational online products allowed us to conclude that new players — museums — have appeared in the online education market in the role of organizations that create and use various online resources in their activities, including those that can be used in the field of education.

A Systems Approach to the Design and Development of Interactive Videodisc Training

1989 ◽  
Vol 17 (4) ◽  
pp. 255-271 ◽  
Author(s):  
Jeffrey A. Cantor
Keyword(s):  
Formative Evaluation ◽  
Systems Approach ◽  
System Development ◽  
Process Analysis ◽  
Evaluation Process ◽  
Interactive Videodisc ◽  
Systematic Design ◽  
Design And Development ◽  
Test And Evaluation ◽  
Instructional Product

This article describes a four-phased process used by the U.S. Navy for the systematic design and development of interactive videodisc (IVD) courseware (ICW). Phase One of the process, Analysis and Alternatives, describes the methodology for analyzing job/task data for the purpose of verifying the appropriateness of interactive videodisc as the medium of instructional choice, and for analyzing the proposed problem, and scoping out the approach and solution. Phase Two, System Design, describes the process for the layout and design of the IVD instructional product. Phase Three, System Development, discusses the process followed to actually develop and construct an IVD system. Lastly, Phase Four, System Test and Evaluation, will describe the formative evaluation process through which the IVD product and system is proven ready for use.

scholarly journals A Proposed Web-based System to Evaluate the Performance of Course Learning Outcomes Based on Educational Process: By Using Ordinal Scale Approach

2020 ◽  
Vol 12 (4) ◽  
pp. 845-858
Author(s):  
Osman A. Nasr ◽  
Keyword(s):  
Performance Evaluation ◽  
Learning Outcomes ◽  
Educational Process ◽  
Ordinal Scale ◽  
Web Based ◽  
Active Involvement ◽  
Scale Method ◽  
Assessment Policies ◽  
Web Based System ◽  
Academic Cycle

This study aims to develop a web-based system that evaluates the teaching process based on the course learning outcomes. It includes the active involvement of both the course teacher and the enrolled students on the course. Usually, the teacher delivers the course contents by following the course specification and the course learning outcomes. Here, the teacher is a source of equipping students with all the necessary information about the course and the assessment policies. The students participate in the scheduled assessments, and the teacher evaluates students’ performances based on the course learning outcomes. Significantly, the presented study applies the ordinal scale method for evaluating the students’ performances in the conducted assessments. The students’ performances are measured, and the outcomes help the teacher understand the students' learned skills of the course. Further, the result of the measured outcomes uses for the program performance evaluation at the end of the academic cycle. The presented approach is easy to adapt for any academic course in higher education and enables an effective approach for performance evaluation.

scholarly journals Self-Assessment of Critical Thinking Skills in EFL Writing Courses at the University Level: Reconsideration of the Critical Thinking Construct

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Youssef Nadri ◽  
Adil Azhar
Keyword(s):  
Critical Thinking ◽  
Formative Evaluation ◽  
Evaluation Process ◽  
Thinking Skills ◽  
Two Dimensions ◽  
Critical Thinking Skills ◽  
Assessment Practices ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Efl Writing

The Critical Thinking (CT) component has by now secured a key place within EFL curriculum aims and objectives. The integration of a CT dimension into the teaching of the writing skill in particular has received considerable attention in research. However, research has also pointed to the failure of assessment practices to evaluate CT development. It is within this context that the present work advocates a standard based approach to the assessment of CT in EFL writing that aligns assessment criteria to the critical abilities articulated in the learning outcomes (i.e., standards). This fosters a conception of CT measures that associates components of CT with higher order writing skills. Accordingly, the first objective of the study is to empirically test the relationship between CT dispositions and metacognitive strategy use in an attempt to establish a model of writing (self-)assessment that combines these two dimensions. As assessment is viewed as a formative evaluation process subservient of learning, the study also targets the students’ self-assessment strategies during the writing process. To this purpose, a questionnaire has been designed, and administered to 100 students at the Faculty of Letters and Human Sciences in Rabat to tap their perceptions and use of CT skills. The data analysis revealed that critical thinking development and assessment are metacognitive in nature; it follows that metacognitive skills such as planning, self-evaluating and reflecting are to be used as an essential vehicle in the development of Critical Thinking skills. This points to the paramount role of CT-informed formative (self-)assessment practices in benefiting ELT writing learners.

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