Technology Engineering Online Learner Metrics To Analyze Instructional Efficacy

2013 ◽  
Vol 10 (2) ◽  
pp. 43-59 ◽  
Author(s):  
James Edward Osler II ◽  
◽  
Mahmud A. Mansaray ◽  
Keyword(s):  
Instructional Efficacy

scholarly journals Instructional Efficacy of Portfolio for Assessing Iranian EFL Learners’ Speaking Ability

2016 ◽  
Vol 9 (3) ◽  
pp. 102
Author(s):  
Mahshad Safari ◽  
Mansour Koosha
Keyword(s):  
Alternative Form ◽  
Control Groups ◽  
Self Assessment ◽  
Chi Square ◽  
Efl Learners ◽  
Instructional Efficacy ◽  
Advanced Students ◽  
Advanced Control ◽  
Speaking Skill ◽  
Advanced Proficiency

<p>Regarding the fundamental role of speaking in language skills, this study intended to investigate the effects of speaking portfolio as an alternative form of assessment for assessing Iranian EFL learners’ speaking ability at the intermediate and advanced proficiency levels and also its impact on their attitudes. Accordingly, from the population of 72 students studying at Kowsar Language Institute in Esfahan, a sample of 64 male and female intermediate and advanced students were randomly selected based on their scores on an OPT test and they were assigned to 4 groups: intermediate and advanced experimental groups and intermediate and advanced control groups. In order to collect the data, a pretest and a posttest as well as a questionnaire were employed. To analyze the data, an ANOVA and a series of Chi-square were run in the study and the findings indicated that the experimental groups using speaking portfolios performed better than the control groups in terms of speaking ability. Moreover, the result shed light on the advantages of speaking portfolios such as self-assessment, peer-feedback, and improvement of speaking skill. This study provides instructors, administrators, and test developers with alternative ways to improve and assess speaking skill through speaking portfolios.</p>

Distance Learning Courses

2012 ◽  
pp. 17-32
Author(s):  
Kelley Walters ◽  
Melanie Shaw ◽  
David Long
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Online Classes ◽  
Instructional Efficacy ◽  
Online Assessments ◽  
Available Technology ◽  
Key Terms

Drawing on current literature and a survey of online students and instructors from online institutions, the researchers explored the different types of assignments and assessments required for completion of online courses, the Learning Management Systems utilized, and differences between undergraduate and graduate tasks assigned, according to field of study. While there is a significant amount of available research on instructional efficacy in online classes, there are few studies that account for the types of course activities students must complete in distance learning courses. This study details the variety of online assessments and activities assigned to students attending institutions of higher education that are either fully online or utilizing a blended learning format. Recommendations are made for diverse instructional tasks, which can be assigned based on available technology and curricular flexibility. Key terms used in the study are defined at the end of this chapter.

Old Dogs, New Tricks

2011 ◽  
pp. 247-268
Author(s):  
Nancy P. Gallavan
Keyword(s):  
Professional Development ◽  
Online Instruction ◽  
Teacher Educator ◽  
Assessment Model ◽  
Self Assessment ◽  
Instructional Efficacy ◽  
Face To Face ◽  
Multiple Contexts ◽  
Self Study ◽  
Critical Components

Gallavan’s Critical Components and Multiple Contexts of Self Assessment Model provides the structure for monitoring one’s instructional efficacy coupled with guidelines for monitoring growth and pursuing appropriate professional development. Through the action research methodology of self study, the author conducted an extensive self assessment of her self efficacy as a seasoned teacher educator (one of many old dogs) analyzing her change processes as she expanded her repertoire to include online instruction (the new tricks). Reporting her findings based on the author’s emerging MIND over Matter framework, the outcomes of this study provide useful implications for the author and all instructors engaged in both face-to-face and online instruction.

scholarly journals Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy

2021 ◽  
Vol 11 (4) ◽  
pp. 169
Author(s):  
João Lamego Lopes ◽  
Célia Regina Oliveira
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Inclusive Education ◽  
Education Policies ◽  
Instructional Efficacy ◽  
Critical Elements ◽  
Special Education Needs ◽  
Professional Development Needs ◽  
Using Data ◽  
Teachers Professional Development

Inclusive education policies thin the boundaries of special and regular education as well as teachers’ roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools.

The instructional efficacy of maps in geographic text

1982 ◽  
Vol 81 (4) ◽  
pp. 145-150 ◽  
Author(s):  
Patricia P. Gilmartin
Keyword(s):  
Instructional Efficacy

scholarly journals Comparison of the instructional efficacy of an internet-based temporomandibular joint (TMJ) tutorial with a traditional seminar

BDJ ◽  
2010 ◽  
Vol 209 (11) ◽  
pp. 571-576 ◽  
Author(s):  
S. Al-Riyami ◽  
D. R. Moles ◽  
R. Leeson ◽  
S. J. Cunningham
Keyword(s):  
Temporomandibular Joint ◽  
Instructional Efficacy

scholarly journals Using structural equation modelling for understanding relationships influencing the middle school technology teacher’s attitudes toward STEAM education in Korea

2021 ◽  
Author(s):  
Young-Heung Kim ◽  
Seung-Il Na
Keyword(s):  
Educational Change ◽  
Structural Equation ◽  
Structural Model ◽  
Instructional Resources ◽  
Instructional Efficacy ◽  
Instructional Resource ◽  
Technology Teachers ◽  
Steam Education ◽  
Teachers Attitudes ◽  
Resource Collaboration

AbstractThe purpose of this study was to investigate the structural relationship between technology teachers’ attitudes toward STEAM education and the cooperation of instructional resources collaboration, school educational change receptivity, and instructional expertise and instructional efficacy. The population comprised about 3500 technology teachers working in middle schools in Korea, and the sample size was set at 650. Data were collected in parallel with postal surveys and online surveys. A total of 650 copies were distributed, of which 409 were recovered, and 283 copies were used for analysis after data cleaning. The Mplus 7 program was used for data analysis, and the significance level was set at 5%. First, we found that the suitability of the structural model established to clarify technology teachers’ attitudes toward STEAM education, instructional resource collaboration, school educational change receptivity, instructional expertise, and instructional efficacy was generally good, so the relationship between the variables was reasonably confirmed. Second, school educational change receptivity and instructional efficacy were found to have a direct effect on attitudes toward STEAM education. Third, the teachers’ instructional resources collaboration was confirmed to influence their attitudes toward STEAM education by mediating the school educational change receptivity and instructional efficacy, and their instructional expertise mediated their instructional efficacy. Fourth, school educational change receptivity was confirmed to influence attitudes toward STEAM education through the dual media of instructional expertise and instructional efficacy. Finally, instructional resource collaboration was confirmed to influence attitudes toward STEAM education through school educational change receptivity, instructional expertise, and instructional efficacy.

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