scholarly journals ENSINO HÍBRIDO: UM ESTUDO SOBRE EXPERIÊNCIAS DE APRENDIZAGEM EM UM MODELO DE SALA DE AULA INVERTIDA

2020 ◽  
Vol 2 ◽  
pp. 103
Author(s):  
Juliana Lopes de Almeida Souza ◽  
Jane Leroy Evangelista ◽  
Ana Cristina Gomes Santos Hostt
Keyword(s):  
Formative Assessment ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Formative Assessments ◽  
The Other ◽  
Teaching Model ◽  
Online Environment ◽  
Hybrid Teaching ◽  
On Line ◽  
Education Model

RESUMOO modelo de ensino híbrido do Grupo Ânima propõe avaliações somativas e formativas. Estas avaliações são importantes para o percurso de aprendizagem dos alunos. O artigo analisa o modelo de ensino híbrido utilizado pela UNA, IES do Grupo Ânima, na disciplina Empreendedorismo, em duas turmas sob a ótica de uma experiência de aprendizagem, na plataforma on-line. O estudo apontou que o acesso ao conteúdo pelos alunos aumenta quando se estimula a participação de uma atividade formativa no ambiente on-line. Na turma de 54 alunos, 37 alunos (69%) realizaram a atividade no ambiente on-line. Na outra turma de 76 alunos, 67 alunos (88%) realizaram a atividade. Nas duas turmas, as notas foram em sua maioria 100%, de acordo com os critérios estabelecidos por uma rubrica: compreensão da atividade e conhecimento do conteúdo. Desta forma, a avaliação formativa pode elevar o engajamento dos estudantes nas disciplinas híbridas, especialmente no ambiente on-line de aprendizagem.Palavras-chave: Avaliação formativa. Ensino híbrido. Experiência de aprendizagem. Sala de aula invertida.ABSRACTThe Group's Ânima has blended education model proposes summative and formative assessments. These assessments are important for students' learning pathway. The article analyzes the hybrid teaching model used by UNA, IES of the Ânima Group, in the Entrepreneurship discipline, in two classes from the perspective of a learning experience, in the online platform. The study pointed out that students' access to content increases when stimulating the participation of a formative activity in the online environment. In the class of 54 students, 37 students (69%) posted the activity in the online environment. In the other class of 76 students, 67 students (88%) performed the activity. In both classes, the grades were mostly 100%, according to the criteria established by one rubric: comprehension of the activity and knowledge of the content. In this way, formative assessment can enhance student engagement in hybrid subjects, especially in the online learning environment.Keywords: Formative assessment. Blended learning. Learning experience. Flipped classroom.

scholarly journals Blended Learning: Study of a formative assessment in the flipped classroom model

2020 ◽  
Vol 8 (2) ◽  
pp. 1-7
Author(s):  
Juliana Souza
Keyword(s):  
Blended Learning ◽  
Formative Assessment ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Learning Model ◽  
Formative Assessments ◽  
The Other ◽  
Learning Study ◽  
Online Environment ◽  
Online Platform

Summative and formative assessments are important for students' learning pathway. The article analyzes the blended learning model in the Entrepreneurship discipline, in two classes from the perspective of a learning experience as formative assessment, applied in the online platform. The study pointed out that students' access to content increases when participation is stimulated through a formative activity in the online environment. In the class of 54 students, 37 students performed the activity, while in the other class of 76 students, 67 students performed the activity in the online environment.

Designing and Evaluating Technology-Based Formative Assessments

2019 ◽  
pp. 222-244
Author(s):  
Emtinan Alqurashi ◽  
Ariel R. Siegelman
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Learning Experience ◽  
Bloom's Taxonomy ◽  
Formative Assessments ◽  
Learning Goals ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Technology Tool ◽  
Improve Student Learning

Formative assessments aligned with learning goals can improve student learning. Integrating technology into formative assessments can further enhance and transform the learning experience. This chapter focuses on how instructors can design and evaluate formative assessment activities that incorporate technology. It provides a practical guide for understanding how to apply the revised Bloom's taxonomy framework and the substitution, augmentation, modification, redefinition (SAMR) model to create meaningful technology-based formative assessments. This chapter includes evaluations of example technology-based formative assessments that align with learning goals based on Bloom's taxonomy. It determines if the technology used to either substitute or improve the functionality of the activity, enables the redesign of an entire activity, or yields a new activity that is impossible without the technology. This information can be applied to ensure the integrity of technology-based formative assessments and to determine if using a technology tool in a formative assessment is worthwhile.

MUECA :S - Un model universitari invertit.

2020 ◽  
Author(s):  
Tatiana Sentamans
Keyword(s):  
Visual Arts ◽  
Learning Experience ◽  
Teaching Model ◽  
Educational Legislation ◽  
Innovative Teaching ◽  
Material Resources ◽  
The Social ◽  
The Status ◽  
On Line ◽  
Teaching Learning

The purpose of this article is to describe and analyse the different strategies applied in the framework of the design and management of the Master’s Degree in Cultural Studies and Visual Arts (feminist and queer perspectives), MUECA, an official master’s research degree taught on line and semi-presentially at Miguel Hernández University. For this reason, and to understand how this defines its teaching model and its inverted curriculum, we analyse not only the status quo the curriculum of MUECA and its teaching or its human and material resources (people and machines), but the personal and situated experiences that serve to announce and analyse the initial motivations that have originated a set of decisions regarding its implementation and development. The materials that generate estrangement, contact and queer pedagogies, situated epistemologies, affect networks, counter-productivity (quality versus quantity), from feminist and queer perspectives, have determined in addition to the contents, other forms of doing academic work and research within the strategies marked by the norms (educational legislation and regulations). MUECA enables an innovative teaching-learning experience in its specific framework, which has great potential for intervention in the social field and for widening the margins of action.

Comparison of on-Line and Traditional Computer Literacy Courses for Preservice Teachers: A Case Study

2001 ◽  
Vol 29 (3) ◽  
pp. 259-269 ◽  
Author(s):  
Tarkan Gurbuz ◽  
Soner Yildirim ◽  
M. Yasar Ozden
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Computer Literacy ◽  
Learning Experience ◽  
Male Student ◽  
The Other ◽  
Computer Attitude ◽  
Study Results ◽  
On Line ◽  
Literacy Course

This study investigated the effectiveness of two computer literacy courses (one was offered as on-line and the other one was offered through traditional methods). Two courses were compared in terms of their effectiveness on computer attitude of the student teachers and their learning experience about computers. This study also explored the other factors that contributed to changes in attitudes of the student teachers and their beliefs about computers in education. The study used data from 209 (147 female, 62 male) student teachers of which 69 of them attended to the on-line computer literacy course, and 140 of them attended to the traditional computer literacy course. Findings indicate that there is a combined effect of gender, computer literacy course type (traditional vs. on-line), whether any computer-related course was taken before, previous computer attitude and possession of home a computer on student teachers' post-attitude, toward computers. The follow-up study results were also supportive to the results of statistical analysis, and they investigated student teachers' perceptions about the computer literacy course they attended.

scholarly journals USING ACTIVE LEARNING IN HYBRID LEARNING ENVIRONMENTS

2021 ◽  
Vol 247 ◽  
pp. 14001
Author(s):  
C Demazière
Keyword(s):  
Learning Environment ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Hybrid Learning ◽  
Course Evaluation ◽  
Pedagogical Approach ◽  
On Line ◽  
Set Up ◽  
Student Course Evaluation ◽  
Hybrid Learning Environment

In this paper, an innovative pedagogical approach relying on flipped classroom and offered in a hybrid learning environment combining on-site and off-site attendees is proposed. The set-up is furthermore tested on two short courses offered at Chalmers University of Technology and analyzed using student course evaluation questionnaires. Several elements constitute the backbone of the courses. Such elements are either offered in an asynchronous fashion or in a synchronous fashion. The asynchronous elements are made of textbooks specifically written for the respective courses, pre-recorded short webcasts explaining the key concepts of the textbooks and on-line quizzes giving formative feedback to the students. Such elements should thus be studied by the students before attending the synchronous sessions. Because of the preparatory work made by the students, the synchronous sessions can focus on much more active forms of learning under the teacher’s supervision. The success of the pedagogical approach entirely depends on the contents of the synchronous sessions, which need to be carefully planned and designed so that they promote student learning. Although the hybrid learning environment gives rise to some additional challenges from a teacher’s perspective, it also gives much more flexibility in attracting students from remote locations, without compromising the learning experience.

Community in the Online Environment

2011 ◽  
pp. 356-360
Author(s):  
Janet Lear
Keyword(s):  
Online Education ◽  
Sense Of Community ◽  
Learning Experience ◽  
The Other ◽  
The Internet ◽  
Online Environment ◽  
Online Classes ◽  
Face To Face ◽  
Social Nature ◽  
The Social

Students enrolled in a face-to-face classroom have the opportunity to interact with their peers and develop a sense of community, feelings of belonging, and connectedness. However, students taking courses accessed through the Internet, while they do have classmates, generally cannot see the other students and usually do not interact synchronously with these individuals because the flexibility of both time and location allow for differences in course access. This lack of face-to-face synchronous interaction with other students enrolled in online classes has led to concern about online education because of the social nature of learning. To facilitate the social nature of learning, instructors in the online environment may design classes that engage students and promote the building of community among the students enrolled in the course. Those instructors who perceive that social learning is important will, therefore, encourage students to build the connections that lead to a sense of community and a successful online learning experience.

scholarly journals Connecting assessment and feedback: A customised and personalised experience for knowledge-building

2021 ◽  
pp. 1-24
Author(s):  
Pryah Mahabeer ◽  
Fathima Firoz Akoo
Keyword(s):  
Formative Assessment ◽  
Knowledge Building ◽  
Learning Experience ◽  
Formative Assessments ◽  
Small Scale ◽  
Structured Interviews ◽  
Learning Space ◽  
Face To Face ◽  
Personalised Learning ◽  
Collaborative Knowledge

Formative assessment coupled with effectual feedback is instrumental in enhancing student-learning experience and contributing to knowledge-building. However, feedback does not always translate into the desired outcomes for students receiving feedback and this compromises educational experiences and goals. In this small-scale empirical study, we worked with five postgraduate Honours students at a university in South Africa to explore their experiences of feedback on formative assessments in the learning space. We focused in a nuanced way on innovative opportunities and practices of feedback in the digital age. The data collected from the semi-structured interviews revealed that participants understood the value of quality formative assessment and feedback. Most participants reacted negatively to assessment grids and feedback received from lecturers. Some were unaccustomed to digital formative assessment and feedback as a developmental tool. They recommended a discipline-specific blended feedback approach that incorporates face-to-face feedback to make the digital feedback provided to them more meaningful. This would provide useful feedback that would create a customised and personalised learning experience for students in collaborative knowledge-building.

Reading About Persons: The Effects of Conjunctions on the Mental Representation of Person Descriptions

2008 ◽  
Vol 67 (1) ◽  
pp. 5-18 ◽  
Author(s):  
Sabine Krolak-Schwerdt ◽  
Margret Wintermantel ◽  
Nadine Junker ◽  
Julia Kneer
Keyword(s):  
Mental Representation ◽  
The Other ◽  
Person Memory ◽  
Causal Connections ◽  
Single Person ◽  
On Line

Three experiments investigated the processing of person descriptions that consisted of a number of statements about the characteristics of a person. In one condition, each statement referred to a single person attribute and in the other condition, causal and additive conjunctions to verbally link the statements were introduced. Evidence was found that the introduction of verbal links enhanced participants’ memory about the characteristics of the described person. On-line measures of processing showed that the comprehension of person information was strongly facilitated by the introduction of verbal links. Furthermore, the results were due to the introduction of causal connections between person attributes. These findings are discussed in terms of their implications for models of person memory and representation.

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