scholarly journals Synchronous Virtual Environments for e-Assessment in Higher Education

Comunicar ◽  
2012 ◽  
Vol 20 (39) ◽  
pp. 159-167 ◽  
Author(s):  
Rocío Yuste-Tosina ◽  
Laura Alonso-Díaz ◽  
Florentino Blázquez-Entonado
Keyword(s):  
Latin American ◽  
Qualitative Methodology ◽  
Assessment Tool ◽  
Assessment Method ◽  
Assessment System ◽  
Online Course ◽  
Virtual Classrooms ◽  
Secondary School Education ◽  
Whole Process ◽  
E Learning

This research studies an assessment system of distance learning that combines an innovative virtual assessment tool and the use of synchronous virtual classrooms with videoconferencing, which could become a reliable and guaranteed model for the evaluation of university e-learning activities. This model has been tested in an online course for Secondary School Education Specialists for Spanish, Portuguese and Latin American graduates. The research was designed from a qualitative methodology perspective and involved teachers, students and external assessors. During the whole process great care was taken to preserve data credibility, consistency and reliability, and a system of categories and subcategories that represents online assessment has been developed. The results confirm that we have made considerable progress in achieving a viable, efficient and innovative educational model that can be implemented in Higher Distance Education. Also, videoconferencing and synchronous virtual classrooms have proved to be efficient tools for evaluating the e-assessment method in virtual learning spaces. However, we need to keep testing this model in other educational scenarios in order to guarantee its viability. En el presente trabajo de investigación se somete a estudio un sistema de evaluación de los aprendizajes en enseñanza a distancia en el que, combinando un tipo de evaluación virtual pedagógicamente innovadora y el uso de aulas virtuales síncronas, con videoconferencia, pueda acreditarse un modelo fiable y garante de evaluación de los procesos de enseñanza/aprendizaje para actividades de e-learning universitarias. El modelo se ha probado en un curso online de Especialista en Educación Secundaria dirigido a titulados universitarios españoles, portugueses y latinoamericanos. Desde una perspectiva metodológica cualitativa, se diseñó una investigación cuyos participantes han sido el profesorado y el alumnado protagonistas de la formación, así como evaluadores externos. Durante todo el proceso se han cuidado especialmente los aspectos relacionados con la credibilidad, consistencia y confirmabilidad de los datos obtenidos, extrayendo de modo inductivo un sistema de categorías y subcategorías que representan la evaluación de los aprendizajes en procesos formativos online. Los resultados confirman que se ha avanzado en la consecución de un modelo innovador de e-evaluación viable, eficaz y que garantiza su aplicación en enseñanza superior a distancia. Asimismo, el uso de videoconferencias y de las aulas virtuales síncronas para realizar entrevistas de eevaluación ha resultado ser un instrumento eficaz en espacios virtuales de aprendizaje. De cualquier modo, se evidencia la necesidad de continuar experimentando este modelo en otros escenarios educativos.

scholarly journals EVALUACION DE UN CURSO EN LINEA: CRITERIOS DE CALIDAD (EVALUATION OF AN ONLINE COURSE: QUALITY CRITERIA)

2011 ◽  
Vol 2 (1) ◽  
pp. 86-101
Author(s):  
Ariana Gabriela Acón-Matamoros ◽  
Aurora Trujillo-Cotera
Keyword(s):  
Information Technology ◽  
Online Education ◽  
Latin American ◽  
Quality Criteria ◽  
Virtual Classroom ◽  
Online Course ◽  
Virtual Classrooms ◽  
Course Quality ◽  
Educación Virtual ◽  
E Learning

La educación virtual requiere de las tecnologías de información y de las herramientas que esta proporciona, se amolda a las necesidades y tiempo del que dispone el estudiante para su estudio y facilita el manejo de la información y de los contenidos del tema en estudio. La educación en línea no sería posible sin la ayuda de la tecnología, específicamente de Internet, que rompe la barrera física para brindar el concepto de aulas virtuales y que aporta beneficios por medio de  su uso.  El artículo contempla la evaluación descriptiva de los criterios de calidad del  Instituto Latinoamericano y del Caribe de Calidad en Educación Superior a Distancia (CALED), y de la  Organización para la certificación  Cursos de E-learning (ECC), la aplicación de esta última al curso de Mega Tendencias Tecnológicas en el año 2010, y los resultados obtenidos se describen durante el desarrollo de esta investigación.Palabras clave: Educación virtual, educación en línea, aula virtual, tecnologías de información, calidad en la educación virtualAbstractVirtual education requires information technology and provides tools that is molded to the needs and time available to the student for study and facilitates the management of information and content of the theme under study. Online education would not be possible without the help of technology, specifically the Internet, which breaks the physical barrier to provide the concept of virtual classrooms and provides benefits through its use. This article looks at the descriptive assessment of the quality criteria of the Latin American and Caribbean Institute for Quality in Distance Education (CALED), and the Organization for Certification Courses E-learning (ECC) and the application of the latter to Mega Trends Technology course in 2010, and the results obtained are described in the course of this investigation.Keywords: Virtual education, online education, virtual classroom, information technology, quality in online education

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

2009 ◽  
Vol 7 (4) ◽  
pp. 1-16
Author(s):  
Wen-Chih Chang ◽  
Hsuan-Che Yang ◽  
Timothy K. Shih ◽  
Louis R. Chao
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Assessment System ◽  
Educational Objective ◽  
E Learning ◽  
On Line ◽  
System Administrator ◽  
Instruction And Learning ◽  
Bloom Taxonomy ◽  
Student Problem

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning systems didn’t provide methods for assessing learners’ abilities but true-score mode. In this article, Sato’s Student-Problem Chart (SP Chart) is applied to integrate with our proposed on-line assessment system. Teachers are able to analyze each learner easily and efficiently. In addition, the Bloom Taxonomy of Educational Objective supports each item in our assessment management system during the authoring time. In our proposed system, it provides groups of function for student, teacher, and system administrator. According to the SP Chart analysis and Bloom taxonomy of items, we can divide all items into four types, and students into six types. With these types of diagnosis analysis chart, teacher can modify or delete the items which are not proper. With diagnosis analysis chart of students, teachers can realize learners’ learning situation easily and efficiently.

scholarly journals E-Portfolio to Assess the 21stCentury Skills of Students in Smart E-Learning Environment

2020 ◽  
Vol 3 (1) ◽  
pp. 49-56
Author(s):  
Hala El-Senousy
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Assessment Tool ◽  
Digital Age ◽  
Thinking Skills ◽  
Assessment System ◽  
Problem Solving Skills ◽  
E Learning

In the digital age, the interaction between the ICT and the educational system has led to fundamental transformations and changes to all elements of the learning process. Intelligent devices have enabled the learner to access knowledge resources at any time and anywhere. Learning management systems have produced a smart E-learning environment which enables active learning, Communication, and interaction among users. Quality Assurance in Higher Education has become urgent and aspires to qualify graduates who have mastered diverse and varied skills appropriate with the digital age. The academic programs requisite to rely upon the evaluation of learning outcomes, not only cognitive but also skills, thus the modification of the current assessment system is demanded. This study identified the 21st century skills and performance of learners in five categories: Critical Thinking Skills, Problem Solving Skills, Digital Communication & Sharing Skills, the Productivity of Creative Innovation Skills, and Self Regulated Learning & Career Skills. While Higher education is required to provide evidence of student learning skills, the study suggests E-Portfolios, which are considered as a tool that allows the student to: organize, save, document, publish, and digitally share his work as an accurate assessment tool. The study discusses the foundations, principles, objectives, and analyzes the application of E-Portfolio as a learning and assessment tool of 21st century skills in higher education. Keywords: E –Portfolio, 21st century skill, Quality of smart E-Learning.

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

2011 ◽  
pp. 283-298
Author(s):  
Wen-Chih Chang ◽  
Hsuan-Che Yang ◽  
Timothy K. Shih ◽  
Louis R. Chao
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Assessment System ◽  
Educational Objective ◽  
E Learning ◽  
On Line ◽  
System Administrator ◽  
Instruction And Learning ◽  
Bloom Taxonomy ◽  
Student Problem

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning systems didn’t provide methods for assessing learners’ abilities but true-score mode. In this article, Sato’s Student-Problem Chart (SP Chart) is applied to integrate with our proposed on-line assessment system. Teachers are able to analyze each learner easily and efficiently. In addition, the Bloom Taxonomy of Educational Objective supports each item in our assessment management system during the authoring time. In our proposed system, it provides groups of function for student, teacher, and system administrator. According to the SP Chart analysis and Bloom taxonomy of items, we can divide all items into four types, and students into six types. With these types of diagnosis analysis chart, teacher can modify or delete the items which are not proper. With diagnosis analysis chart of students, teachers can realize learners’ learning situation easily and efficiently.

Implementing Online Assessment for Summative Purpose in an Electronic Engineering Course

2012 ◽  
pp. 288-301
Author(s):  
Rahmat Sanudin
Keyword(s):  
Assessment Tool ◽  
Effective Means ◽  
Assessment Method ◽  
Ease Of Use ◽  
First Year ◽  
Online Assessment ◽  
First Year Students ◽  
Electronic Engineering ◽  
Assessment Approach ◽  
E Learning

A computer-based approach of academic online assessment has been implemented in electronic engineering course in Universiti Tun Hussein Onn Malaysia (UTHM). The implementation of online assessment method is seen as an alternative to conventional assessment method used for years. Unlike the conventional approach, the online assessment does not require the students and lecturer to be in one place for the purpose of evaluation. The online assessment system enables the ease-of-use performance, functionality and flexibility in such a way that lecturers are able to ensure and maintain the objective of specified assessment. The purpose of this chapter is to present a first attempt in implementing the online assessment to first year students in electronic engineering course. This study was implemented to investigate the effectiveness of using e-learning platform as an assessment tool. The result obtained from online assessment is then compared with the paper-based assessment in term of students’ performance and the difficulty of questions. It is concluded that the implementation of this online assessment is an effective means to hold an assessment, and thus, could become an alternative to the conventional assessment approach.

scholarly journals SEM-PLS Approach to Green Building

Encyclopedia ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 472-481
Author(s):  
Nasim Aghili ◽  
Mehdi Amirkhani
Keyword(s):  
Structural Equation ◽  
Green Building ◽  
Well Being ◽  
The United States ◽  
Assessment Method ◽  
Assessment System ◽  
Renewable Materials ◽  
Sustainable Building ◽  
Building Operation ◽  
The Impact

Green buildings refer to buildings that decrease adverse environmental effects and maintain natural resources. They can diminish energy consumption, greenhouse gas emissions, the usage of non-renewable materials, water consumption, and waste generation while improving occupants’ health and well-being. As such, several rating tools and benchmarks have been developed worldwide to assess green building performance (GBP), including the Building Research Establishment Environmental Assessment Method (BREEAM) in the United Kingdom, German Sustainable Building Council (DGNB), Leadership in Energy and Environmental Design (LEED) in the United States and Canada, Comprehensive Assessment System for Built Environment Efficiency (CASBEE) in Japan, Green Star in Australia, Green Mark in Singapore, and Green Building Index in Malaysia. Energy management (EM) during building operation could also improve GBP. One of the best approaches to evaluating the impact of EM on GBP is by using structural equation modelling (SEM). SEM is a commanding statistical method to model testing. One of the most used SEM variance-based approaches is partial least squares (PLS), which can be implemented in the SmartPLS application. PLS-SEM uses path coefficients to determine the strength and significance of the hypothesised relationships between the latent constructs.

Primary Exploration of the New Assessment Method on Green Building Which Based on the Environment Disturbance and Ecological Compensation

2011 ◽  
Vol 347-353 ◽  
pp. 4097-4103
Author(s):  
You Yin Jing ◽  
Jian Liang Zhang ◽  
He Bai
Keyword(s):  
Green Building ◽  
Assessment Method ◽  
Assessment System ◽  
Ecological Compensation ◽  
Green Architecture ◽  
System A ◽  
Building Assessment ◽  
Assessment Systems ◽  
Current Assessment ◽  
Ecological Building

This paper proposes some suggestions to perfect our current green building assessment system. Green building and ecological building is undoubtedly the trend of construction industry. Green building assessment systems play a directional function for the design, the construction and the use of green architecture. This paper introduces the development of green building assessment system at China and other country firstly. Through the comparison and analysis for some kinds of green building assessment systems, found that that the applicability for buildings and areas and the fairness for ecological environment and surrounding people of current assessment system should be optimized. Finally，proposed that several aspects must be considered, and thus establish the new system-A Green Building Assessment Method Which Based on the Environmental Disturbance and Ecological Compensation.

Study on Prediction and Assessment Methods of Outdoor Wind Environment of Residential District - Taking “Letian Home” in Leshan, Sichuan for Example

2011 ◽  
Vol 71-78 ◽  
pp. 3868-3873
Author(s):  
Li Jin Ma ◽  
Hong Juan Zou ◽  
Jia Shun Zhu
Keyword(s):  
Fluid Mechanics ◽  
Composite Index ◽  
Assessment Method ◽  
Assessment Methods ◽  
Assessment System ◽  
Outdoor Environment ◽  
Computational Fluid Mechanics ◽  
Analog Computation ◽  
Wind Environment ◽  
Residential District

According to the micro-climate environment outdoor of the region, wind environment outdoor which is under planning programming can be done analog computation using computational fluid mechanics PHOENICS software. A set of comprehensive prediction and assessment system which is mainly focused on outdoor environment composite index WBGT can be established combining with assessment method on wind environment outdoor of predecessors in order to more accurately and humanly predict and assess the wind environment outdoor, bring safe, comfortable and healthy outdoor environment and provide references for the assessment and design of green residential district.

scholarly journals Hogyan alakul (hat) a tanulói aktivitás egy MOOC során?

2017 ◽  
Vol 16 (4) ◽  
pp. 40
Author(s):  
Zsolt Námesztovszki ◽  
Dorottya Balázs P. ◽  
Cintia Kovács ◽  
Lenke Major ◽  
Dijana Karuović
Keyword(s):  
Empirical Data ◽  
Activity Patterns ◽  
Online Course ◽  
Learning Tools ◽  
Working Process ◽  
Massive Open Online ◽  
Student Activities ◽  
Massive Open Online Course ◽  
E Learning ◽  
Video Material

Manapság egyre több szó esik az időtől és helytől független tanulásról, amely elektronikus eszközök segítségével valósul meg. Ezen eszközök szervezett és összefogott megjelenítését biztosítják a MOOC (Massive Open Online Course) típusú kurzusok. Ezek a kurzusok egyre nagyobb népszerűségnek örvendenek az oktatók és a tanulók körében is, és egyre több ilyen struktúrájú képzés jelenik meg. Az utóbbi években magyar nyelvű képzések is egyre gyakrabban érhetők el, azonban ezek működése (az empirikus adatok tükrében) már kevésbé ismert. Ezt a kört bővíti ez a tanulmány, amely a tanulói aktivitás intenzitását vizsgálja a videómegtekintések, a fórumaktivitások és a tesztek kitöltésének ideje alapján három, saját készítésű MOOC felületén. --- Tracing learners' activity patterns in 3 MOOC trainings Nowadays, more and more researchers and teachers are talking about e-learning, which makes education independent of time and place. The MOOC (Massive Open Online Course) provides the organized and coordinated look of these e-learning tools. These courses are becoming more and more popular among instructors and students alike, and there are a number of these sorts of structured courses. In recent years there have also been a great number of courses available in Hungarian too, but their working process is less well-known (in light of empirical data). This study examines the intensity of the student activities during the video-material, the forum activities and the time of completion of the tests, on the basis of three self-made MOOCs.

scholarly journals Maximizing Learning Potential with Multimodality: A Case Study

2019 ◽  
Vol 6 (2) ◽  
pp. 260 ◽  
Author(s):  
Samaa Haniya ◽  
Anastasia Olga Tzirides ◽  
Matthew Montebello ◽  
Keratso Georgiadou ◽  
Bill Cope ◽  
...  
Keyword(s):  
Online Communication ◽  
Online Course ◽  
Learning Potential ◽  
Digital World ◽  
Communication Environments ◽  
Digital Learners ◽  
E Learning ◽  
Learner Differences ◽  
Multimodality Approach

<p><em>In today’s increasingly fast-moving digital world, learners are immersed in multimodal online communication environments in their daily life, through Facebook, Twitter, Instagram, Snapchat and others. This requires educators to reflect the environment in which these learners live, and thus design instructional practices from a multimodal perspective. Multimodality offers new opportunities for digital learners to express themselves, analyze problems and make meaning in multimodal ways as they interpret knowledge differently according to their various educational needs (Kalantzis </em><em>&amp;</em><em> Cope, 2015). In this paper we will discuss the significance of integrating multimodality in e-Learning contexts to make meaning and improve learning. The paper will also present a case study of an online course from the College of Education at the University of Illinois Urbana Champaign to show how multimodality works in practice to cater to learner differences by offering a range of activity options and modes of meaning. We will also examine learners’ perceptions of adopting such an approach in the online course. We used survey techniques for data collection and quantitative and qualitative methods for data analysis. Results revealed illuminating insights about the importance of multimodality approach to increase learning potential for digital learners and provided suggestions for future iterations.</em></p>

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