scholarly journals ONLINE TESTING OF THE COMPETENCES IN SCIENCE IN THE CASE OF STUDENTS IN THE COMPULSORY SCHOOL

2020 ◽  
Vol LXVIII (2) ◽  
pp. 125-141
Author(s):  
Luminița Catană ◽  
Mădălina-Veronica Angelușiu
Keyword(s):  
Blended Learning ◽  
Virtual Space ◽  
Online Assessment ◽  
Online Testing ◽  
Online Environment ◽  
Digital Resources ◽  
Face To Face ◽  
School Activities ◽  
Current Period ◽  
School Curricula

Under the pressure of the Covid-19 pandemic, the school activities have moved from the classroom to the online environment. Considering these circumstances, the teachers have made serious efforts to adapt their teaching and assessment methods to the possibilities offered by the virtual space. They have used various educational platforms and digital resources, trying to be in contact with their students, learning “on the go” to make the most efficient use of them in the teaching process. Being an important topic in education in the current period, we present, in this paper, the results of the online testing for Physics and Chemistry of some middleschool students, realized through the Kahoot educational platform. These results support the opinion that face-to-face school or even blended-learning are, in general, more efficient than online school. Some advantages of the online assessment were also highlighted, most of them attitudinal; for example, most of the students were excited about the opportunity to participate in this assessment, and some of them returned to the platform and solved some tests twice, so using them for learning. The results of the online assessment have also underlined some components of the school curricula that are harder to be transformed into student’s acquisitions, and for which more time and explanations are needed.

scholarly journals FEASIBILITY OF USING TELEMEDICINE FOR LANGUAGE ASSESSMENT

2021 ◽  
Author(s):  
Marcela Silagi ◽  
Maria Freitas ◽  
Isabel Almeida ◽  
Paola Pisetta ◽  
Bárbara Beber ◽  
...  
Keyword(s):  
Healthy Subjects ◽  
Cognitive Impairments ◽  
Language Assessment ◽  
Healthy Adults ◽  
Future Research ◽  
Online Assessment ◽  
Online Environment ◽  
Verbal Comprehension ◽  
Face To Face ◽  
Online Assessments

Background: The international literature has shown viability in the use of telemedicine for language assessment in individuals with dementia. However, no studies were found on language testing via the Internet in Brazil. Objectives: To verify the feasibility of using telemedicine for language assessment, by comparing the performance of healthy adults in face-to-face and online assessments, and to verify the influence of age and education in the evaluation types. Methods: The sample consisted of 15 cognitively healthy subjects, aged between 57-70 years (M=63.2; SD=4.6) and education between 8-22 years (M=14.7; SD=4.3). The Western Aphasia Battery-Revised (WAB-R) was used for language assessment, with subtests for spontaneous speech, auditory verbal comprehension, repetition, naming, reading, and writing. Subjects were randomly evaluated in person and online. Results: No differences were found in WAB-R scores obtained in a face-to-face versus online environment. There was a negative correlation between the Aphasia Coefficient score and age (rs=-0.814; p=0.013) and a positive correlation for education (rs=0.736; p=0.037) in the online assessment. Conclusions: The use of telemedicine for language assessment proved to be feasible for cognitively healthy adults, despite the influence of age and education. Future research is needed to analyze the feasibility of this mode of evaluation in subjects with cognitive impairments.

scholarly journals The prevalence and characteristics of online assessment in Australian universities

2006 ◽  
Vol 22 (1) ◽  
Author(s):  
Rod Byrnes ◽  
Allan Ellis
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Assessment ◽  
Online Environment ◽  
Online Teaching And Learning ◽  
Course Content ◽  
Face To Face ◽  
The University ◽  
Australian Universities

<span>Assessment is one of the key elements of the teaching and learning process. It provides teachers with a means of evaluating the quality of their instruction. Students also use it to drive and direct their learning. Online teaching and learning will continue to become more important to Australian universities in order for them to remain competitive and economically viable. In the online environment, assessment is no less critical than in traditional face to face environments. However, assessment risks being overlooked or at least marginalised in the rush to place course content online. This paper provides a snapshot of the prevalence and characteristics of online assessment in Australian universities during 2004. It highlights useful information regarding the use of online assessment in the university sector and illustrates that overall this crucial area is not being given the attention or resources it requires.</span>

An Investigation into Learners’ Motivation in an Online Environment

2006 ◽  
Vol 3 (2) ◽  
pp. 46-58
Author(s):  
Marielle Patronis
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Process ◽  
Traditional Classroom ◽  
First Year ◽  
Online Environment ◽  
Online Interaction ◽  
First Year Students ◽  
Face To Face

This case study aims to investigate the forces and barriers to learners’ motivation in a blended learning environment. This study uses an online forum as a vehicle for useful interaction among learners and as an extension of traditional classroom face-to-face meetings. 48 first-year students in a UAE university participated in this study. A series of data were obtained through questionnaires and feedback from the students, which were subsequently analyzed and compared to the existing literature. The results revealed that online interaction can enhance learners’ motivation and engagement in the learning process.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

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