The Integration of Self-Assessment, Peer Assessment and Feedback in Web-Based Learning and Its Impact on the Development of E-Activities Design Skills Among Post Graduate Students at The Faculty of Education

2019 ◽  
Author(s):  
Mohammed A. Shamma
Keyword(s):  
Graduate Students ◽  
Peer Assessment ◽  
Self Assessment ◽  
Web Based ◽  
Post Graduate ◽  
Web Based Learning ◽  
Design Skills ◽  
Faculty Of Education

Web-Based Peer and Self-Assessment System Design and Development for Elementary School Students

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mehmet EMIN KORTAK
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
School Students ◽  
Self Assessment ◽  
Web Based ◽  
User Friendly

This research aimed at designing and improving the web-based integrated peer and self- assessment. WesPASS (web-based peer-assessment system), developed in this research, allows students to assess their own or their peers’ performance and project assignments and to report about the result of these assessments so that they correct their assignments. This study employed design-based research. The participants included 102 fourth grade primary school students and their 4 teachers from 2 state and 2 private primary schools in Ankara, Kecioren (Turkey) who employed the system and were engaged in a questionnaire survey to assess its quality. The findings were analyzed through quantitative data analysis. The findings revealed that the system can be used by elementary school students for peer and self-assessment system. The participants stated that WesPASS is simple and user-friendly, and it accelerates the assessment process by employing information technology and allows to share opinions 

From Content Engagement to Cognitive Engagement

2013 ◽  
Vol 4 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Hamdy A. Abdelaziz
Keyword(s):  
Graduate Students ◽  
Study Skills ◽  
Flipped Classroom ◽  
Cognitive Engagement ◽  
Learning Model ◽  
Convenience Sample ◽  
Web Based ◽  
Web Based Learning ◽  
Self Study ◽  
Experimental Group

The objective of this paper was to develop an immersive Web-based learning model and measure its effectiveness on improving self-questioning and self-study skills among graduate students. The proposed model was guided theoretically by the flipped classroom as a new Web-based learning trend. It was also guided pedagogically by active and reflective learning principles that support transforming the teaching and learning practices from content engagement to cognitive engagement. The targeted immersive learning model encompasses four reciprocal phases: Pro-act, Act, Reflect, and Re-act (PARR). A control group post-test only experimental design was applied in this paper to examine the effect of this new learning model on both self-questioning and self-study skills. To validate the suggested model, a convenience sample of graduate students studying an advanced statistics course was selected from the Distance Teaching and Training Program at the Arabian Gulf University during the second semester of the 2012/2013 academic year. The dependent variables in this research were measured by self-questioning skills scale and self-study skills scale. After designing and applying this new immersive Web-based learning model (PARR), findings revealed that using the flipped classroom through this immersive Web-based learning model has a statistical and practical impact on developing self-questioning and self-study skills among graduate students. Each student in the experimental group was able to master self-questioning skills needed to apply quantitative research data analysis knowledge and methods. In addition, each student in the experimental group scored more than theoretical average of the self-study skills scale. The results of this paper may increase the probability and genralizability of using flipped classroom to deliver other statistical course at all educational levels. The contribution of this research is that it qualifies the Web-based instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper will be of benefit to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do.

Web-Based Teaching Tool Incorporating Peer Assessment and Self-Assessment: Example of Aligned Teaching

2010 ◽  
Vol 194 (1) ◽  
pp. W56-W59 ◽  
Author(s):  
Fintan J. McEvoy ◽  
Peter M. McEvoy ◽  
Eiliv L. Svalastoga
Keyword(s):  
Peer Assessment ◽  
Teaching Tool ◽  
Self Assessment ◽  
Web Based

PeerWise: Evaluating the Effectiveness of a Web-Based Learning Aid in a Second-Year Psychology Subject

2018 ◽  
Vol 17 (2) ◽  
pp. 166-176 ◽  
Author(s):  
Piers D. L. Howe ◽  
Meredith McKague ◽  
Jason M. Lodge ◽  
Anthea G. Blunden ◽  
Geoffrey Saw
Keyword(s):  
Educational Technology ◽  
Student Learning ◽  
Learning Process ◽  
Testing Effect ◽  
Self Assessment ◽  
Final Exam ◽  
Web Based ◽  
Web Based Learning ◽  
Second Year ◽  
Assessment Questions

Testing can do more than just determine what a student knows; it can aid the learning process, a phenomenon known as the testing effect. There is a growing trend for students to create and share self-assessment questions in their subject, as advocated by the contributing-student pedagogy (CSP). For subjects with large enrolments, this process can be facilitated by educational technology. PeerWise is an example of such technology. It is free, web-based software that allows students to author, share, answer, and provide feedback on multiple-choice quizzes in a collaborative and constructivist fashion. While it is popular, it is unclear to what degree it facilitates student learning. To evaluate its effectiveness, we introduced PeerWise into a second-year psychology subject. We measured the extent to which it increased scores in the final exam. We found that PeerWise did significantly increase exam scores, so was a useful learning aid.

scholarly journals PELEMBAGAAN WEB-BASED LEARNING PADA JURUSAN KURIKULUM DAN TEKNOLOGI PENDIDIKA FAKULTAS ILMU PENDIDIKAN UNIVERSITAS NEGERI JAKARTA

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Eveline Siregar
Keyword(s):  
General Purpose ◽  
State University ◽  
Sources Of Information ◽  
Innovation Implementation ◽  
Web Based ◽  
Technology Program ◽  
Adoption Decision ◽  
Web Based Learning ◽  
Life Context ◽  
Faculty Of Education

Penelitian ini bertujuan untuk memperoleh gambaran tentang bagaimana proses implementasi dan pelembagaan web-based learning berlangsung di Jurusan Kurikulum danTeknologi Pendidikan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta. Target khusus penelitian ini adalah mengembangkan suatu model pengadopsian suatu inovasi pembelajaran oleh suatu lembaga, dalam hal ini inovasi belajar berbasis jaringan. Tujuan dari suatu implementasi inovasi adalah menjamin penggunaan yang benar oleh individu dalam organisasi. Tujuan pelembagaan adalah mengintegrasikan inovasi tersebut ke dalam struktur dan kehidupan organisasi. Metode penelitian yang digunakan adalah studi kasus dimana peneliti menyelidiki suatu gejala dalam konteks yang sebenarnya. Seiring dengan itu digunakan juga “Model Keputusan Adopsi Inovasi dalam Organisasi” oleh Everett M. Rogers, dalam rangka memahami tahapan-tahapan proses implemantasi dan pelembagaan. Sumber data dari penelitian ini terdiri dari pemrakarsa dan para pioner web-bali. Hasil dari penelitian ini berupa suatu Model Pelembagaan web-based learning indonesia (web-bali) yang meliputi tahap pencanangan agenda, tahap pencocokan, penstrukturan, klarifikasi dan rutinisasi. Kata kunci: inovasi, implementasi, pelembagaan, web-based learningINSTITUTIONALIZATION WEB-BASED LEARNING DEPARTMENT OF TECHNOLOGY EDUCATION CURRICULUM AND STATE UNIVERSITY FACULTY OF EDUCATION JAKARTA Abstract The general purpose of this research is to observe implementation and institutionalization of web-based learning in Curricullum and Educational Technology Program, Faculty of Education, State University of Jakarta. The specific purpose of this research is to model the adoption of an innovation by an institution where web-based learning is the innovation. Implementation of innovation ensures correctness of individual usage in an organization. While institutionalization integrates innovation to organization structure and activities. The chosen research method is case-study where researchers study of a phenomenon in rea-life context. This research also uses the "Model of Innovation Adoption Decision in Organization" (Everett M. Rogers) to understand steps of implementation and institutionalization. The sources of information for this research are founders and pioneers of Web-Bali. The product of this research is an Indonesian web-based learning institutionalization model (Web-Bali) which consists of agenda setting, matching, redefining/restructuring, clarifying and routinizing. Keywords: innovation, implementation, institutionalization, web-based learning

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