scholarly journals The Accurate Measurement of Students’ Learning in E-Learning Environments

2021 ◽  
Vol 11 (21) ◽  
pp. 9946
Author(s):  
Sunbok Lee ◽  
Youn-Jeng Choi ◽  
Hyun-Song Kim
Keyword(s):  
Learning Environments ◽  
Item Response ◽  
Test Scores ◽  
Learning Gains ◽  
Parameter Calibration ◽  
Fixed Parameter ◽  
E Learning ◽  
Institute Of Technology ◽  
Set Up

The ultimate goal of E-learning environments is to improve students’ learning. To achieve that goal, it is crucial to accurately measure students’ learning. In the field of educational measurement, it is well known that the key issue in the measurement of learning is to place test scores on a common metric. Despite the crucial role of a common metric in the measurement of learning, however, less attention has been paid to this important issue in E-learning studies. In this study, we propose to use fixed-parameter calibration (FPC) in an item response theory (IRT) framework to set up a common metric in E-learning environments. To demonstrate FPC, we used the data from the MOOC “Introduction to Psychology as a Science” offered through Coursera collaboratively by Georgia Institute of Technology (GIT) and Carnegie Mellon University (CMU) in 2013. Our analysis showed that the students’ learning gains were substantially different with and without FPC.

Students’ Use of Technology in Learning Course Material

2014 ◽  
Vol 10 (1) ◽  
pp. 35-48 ◽  
Author(s):  
Michele T. Cole ◽  
Louis B. Swartz ◽  
Daniel J. Shelley
Keyword(s):  
Learning Environments ◽  
Real World ◽  
Academic Integrity ◽  
Business Students ◽  
Age Group ◽  
Online Environment ◽  
Use Of Technology ◽  
E Learning ◽  
Course Material

This paper presents the results of a four-year study examining business students’ perceptions of academic integrity and the role of technology in e-learning. This study is an extension of previous research on academic integrity in the online environment (Cole, Shelley & Swartz, 2013; Cole & Swartz, 2013; Shelley, Cole & Swartz, 2010). Of the 553 students who participated in the study, more than a third did not believe that academic integrity applied equally online and in the classroom. Independent-samples t-tests showed statistically significant differences based on gender, but not by age group or level of study. There were 200 responses to what made the two learning environments different. Students pointed to the “real world” where accessing all available resources to solve a problem was the norm, suggesting that instructors should recognize that and adapt their expectations of what is and is not acceptable behavior in the courses they teach.

scholarly journals Online and Collaborative Learning Design model based on IMS-LD to Stimulate Collaborative Learning in E-learning Environments

2015 ◽  
Vol 6 (4) ◽  
pp. 15-23 ◽  
Author(s):  
Abderrahim EL MHOUTI ◽  
Mohamed ERRADI .
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Collaborative Design ◽  
Subjective Evaluation ◽  
Learning Objects ◽  
Design Model ◽  
Modeling Languages ◽  
Learning Design ◽  
E Learning ◽  
Set Up

In the e-learning field, there is an urgent need for the sharing, reuse and design of online courses as learning objects. However, in the vast majority of cases, e-learning courses are built in a manner that not stimulating cooperation, interaction, and collaborative learning. The primary aim of this paper is to develop a strategy for constructing learning objects, strategy targeted at supporting instructors in designing educational contents in order to promote collaborative learning in e-learning environments. A key challenge in this work is the definition of a new method of learning design of e-learning contents to stimulate collaborative learning. In addition, we introduce a general model of online and collaborative learning design. Model is based on the methods of instructional design and Educational Modeling Languages, particularly the IMS-LD specification. Firstly, the paper presents the online and collaborative design process of a content based on a life cycle adapted. Then, the paper describes the steps of the modeling process of content. Finally, the paper exposes the adopted technical choices and a first prototype is set up to provide a subjective evaluation of the new framework.

Toward Efective Instruction in E-Learning Environments

2011 ◽  
pp. 173-190
Author(s):  
Martha A. Gabriel
Keyword(s):  
Effective Teaching ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Teaching Approach ◽  
Good Teaching ◽  
E Learning

This chapter explores the role of instructors and the perspectives they bring to teaching in e-learning environments. It suggests that when instructors are developing e-learning courses, instruction is more effective if individual perspectives on teaching, as well as the principles of good teaching, are taken into consideration. Congruence between principles, perspectives, and practice enhance e-learning pedagogy. The model—reflect on the teaching approach, apply the principles of good teaching throughout the course, choose appropriate learning outcomes and activities, and review choices—is proposed as a guideline for effective teaching in e-learning environments.

scholarly journals The Role of Information & Communication Technology in e-learning Environments: A Systematic Review

IEEE Access ◽  
2021 ◽  
pp. 1-1
Author(s):  
Atika Qazi ◽  
Glenn Hardaker ◽  
Ibrahim Said Ahmad ◽  
Mohammad Darwich ◽  
Jaafar Zubairu Maitama ◽  
...  
Keyword(s):  
Systematic Review ◽  
Learning Environments ◽  
Communication Technology ◽  
Information Communication Technology ◽  
Information Communication ◽  
E Learning ◽  
Role Of Information

scholarly journals Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

2015 ◽  
Vol 14 (1) ◽  
pp. ar5 ◽  
Author(s):  
Jamie L. Jensen ◽  
Tyler A. Kummer ◽  
Patricia D. d. M. Godoy
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Learning Style ◽  
Flipped Classroom ◽  
Higher Learning ◽  
Learning Gains ◽  
Quasi Experimental ◽  
E Learning ◽  
And Control

The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process.

scholarly journals Reflections in cyberspace: Web conferencing for language teacher education

2001 ◽  
Vol 17 (2) ◽  
Author(s):  
E. Marcia Johnson ◽  
Ann Bishop ◽  
Anna Holt ◽  
Jennifer A. Stirling ◽  
Janice Zane
Keyword(s):  
Learning Environments ◽  
Collaborative Group ◽  
Task Structure ◽  
Web Conferencing ◽  
Student Knowledge ◽  
Language Teacher Education ◽  
Web Based ◽  
Personal Learning ◽  
E Learning

This paper reports on an in depth evaluation of a distance format Applied Linguistics course in which web based computer conferencing was used as a tool to support student knowledge construction and collaborative group work. Students and their teacher reflected on what they expected from the course, whether or not computer supported discussion was effective for personal learning, and how e-learning environments could be improved. The findings are reported within categories of social cohesion and the role of online discussion to support meaningful experiential learning. More generally, the paper discusses how situated evaluation can help educators gain a better understanding of the roles of task, structure, and language use in e-learning environments.

scholarly journals Open Educational Practices in Learning and Teaching of Computer Science

2021 ◽  
pp. 203-212
Author(s):  
Jose Luis ◽  
Covadonga Rodrigo
Keyword(s):  
Computer Science ◽  
Learning Environments ◽  
Virtual Machines ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning And Teaching ◽  
Gender Inclusion ◽  
E Learning ◽  
Basic Characteristics ◽  
Set Up

This paper shows several actions that address the use and development of open educational resources (OERs) and the utilisation of open source machine virtualization tools for Moodle course instantiation in a Computer Science-based Teacher Training course. The training is dedicated to show the basic characteristics and tools present in e-learning environments and to transmit the knowledge to develop educational resources and personalize different learning environments. The learning activities have been designed following the constructive approach, in the form of practical tasks that ensure the training of students in the self-implementation and personalisation of e-learning courses embedded into virtual machines. Students learn how to do the pedagogical design, to set up a delivery, and perform to develop their own resources and re-use from others. Finally, students have to assess the quality of the OERs following the UNE71362 standard. As a transversal pedagogical objective of the Master’s course, the learning aims to help the dissemination and awareness of the UNESCO’s Sustainable Development Goal 4 (SDG4) which ensures inclusive and equitable quality education and fosters lifelong learning opportunities for all. In this sense, specific OER development for gender inclusion and accessibility for all learners has been promoted.

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