Beyond the Phenomenon

2015 ◽  
pp. 119-140 ◽  
Author(s):  
Amit Chauhan
Keyword(s):  
Performance Measurement ◽  
Learning Outcomes ◽  
Large Population ◽  
Completion Rate ◽  
Alternate Assessment ◽  
Completion Rates ◽  
Assessment Criterion ◽  
Measurement Issues ◽  
Assessment Techniques ◽  
Sole Criterion

MOOC course offerings and enrollments continue to show an upward spiral with an increasing focus on completion rates. The completion rates of below 10 percent in MOOCs pose a serious challenge in designing effective pedagogical techniques and evolving assessment criterion for such a large population of learners. With more institutions jumping on the bandwagon to offer MOOCs, is completion rate the sole criterion to measure performance and learning outcomes in a MOOC? Learner interaction is central to knowledge creation and a key component of measuring learning outcomes in a MOOC. What are the alternate assessment techniques to measure performance and learning outcomes in a MOOC? MOOCs provide tremendous opportunity to explore emerging technologies to achieve learning outcomes. This chapter looks beyond the popularity of MOOCs by focusing on the assessment trends and analyzing their sustainability in the context of the MOOC phenomenon. The chapter continues the discussion on ‘ePedagogy and interactive MOOCs' relating to ‘performance measurement issues.'

scholarly journals A Metacognitive MOOC Framework

2019 ◽  
pp. 234-250
Author(s):  
Jennifer Roberts ◽  
Ignatius Gous
Keyword(s):  
Service Quality ◽  
Research Paper ◽  
Content Delivery ◽  
Completion Rate ◽  
Measurement Scale ◽  
Completion Rates ◽  
The Difference ◽  
Learner’S Perspective

MOOC completion rates are well documented as being very low, in most cases, between 5% to 15% (Greene, Oswald, Pomerantz, 2015; Jordan, 2014). Many reasons have been suggested for the low completion rate. This paper investigates the thesis that one of the predictors of the low completion rates, is that students are not satisfied with the overall experience (structure, content, delivery, etc.) of the MOOC. According to the SERVQUAL measurement scale of satisfaction, service quality can be defined as the difference between expectations and actual experiences. The argument put forward in this paper is that service quality will be enhanced if students’ expectation of the MOOC is well understood and that they are properly prepared for what to expect when undertaking the MOOC. This paper follows from an already accepted research paper featuring an auto ethnographic journey of undertaking a MOOC. The author proposed a metacognitive MOOC framework, from a learner’s perspective, based on her MOOC journey. In this paper, this metacognitive MOOC framework is examined in terms of reflective as well as practical components, to assist prospective MOOC students to be prepared for the experience and enhance their satisfaction with their MOOC.

Teaching a while measuring b: cultural bias in assessing student performance

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sandra Seno-Alday ◽  
Amanda Budde-Sung
Keyword(s):  
International Students ◽  
Learning Outcomes ◽  
Student Performance ◽  
Teaching And Learning ◽  
Large Population ◽  
Cultural Bias ◽  
Content Type ◽  
Assessment Of Learning ◽  
Bilingual Literature ◽  
The Impact

Purpose This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition. Design/methodology/approach This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school. Findings The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions. Originality/value The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.

Learner-Centered Assessment and Facilitation Techniques

2011 ◽  
pp. 146-161
Author(s):  
Kim E. Dooley ◽  
James R. Linder ◽  
Larry M. Dooley ◽  
Barry Boyd ◽  
Kathleen Kelsey ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Formative Evaluation ◽  
Traditional Classrooms ◽  
Online Programs ◽  
Online Delivery ◽  
Learner Centered ◽  
Assessment Techniques ◽  
Assessment Strategies ◽  
Distance Educators ◽  
Facilitation Techniques

You have just finished grading the first exam and the results are in. What does the grade really mean? Did the participants of the course or program learn? How do you know? How will you assess learning at a distance? A fundamental step in systematic instructional design and delivery is deciding how to assess learning outcomes. A well-written instructional objective includes outcome measures. Making certain that the assessment strategies match the objectives is an important first step, a step that must not be overlooked. A frequent concern raised by distance educators is that online delivery takes more time to facilitate and assess than traditional classrooms. In this chapter, we will discuss the use of formative evaluation and authentic assessment techniques to determine instructional effectiveness and learning outcomes. To establish viable online programs, we need to optimize the amount of time educators spend online. Tactics for optimizing time spent facilitating online learning will conclude the chapter.

A Practical Approach to Theory Structuring and Analysis

2012 ◽  
pp. 271-297
Author(s):  
T. Schwartzel ◽  
M. M. Eloff
Keyword(s):  
Problem Solving ◽  
Sample Size ◽  
Research Methodology ◽  
Empirical Studies ◽  
Completion Rate ◽  
Research Proposal ◽  
Practical Approach ◽  
Data Generation ◽  
Completion Rates ◽  
Data Capturing

A large proportion of students who enroll for postgraduate degrees never finish their studies, with non-completion rates yielding 30% for a sample size of 2000 students. A number of empirical studies have been conducted indicating the possible factors for the non-completion rate. This chapter briefly highlights such factors and proposes a possible solution to increase the number of successful studies using relevant philosophies and problem-solving to build insight in determining IS/IT solutions and innovations. A research methodology is suggested to enable data capturing aligned to research objectives and organise sub-problem solving effectively. The process of finding information, determining if it is relevant, and then relating it to existing keywords and topics can be facilitated by using a spreadsheet as a data generation method. The outcome may lead to a research proposal and study to investigate the problem identified, search for possible solutions, and prove/disprove the validity of the suggested solutions.

scholarly journals TEAM MIDTERM IN AN INTRODUCTORY PROCESS DESIGN COURSE

2017 ◽  
Author(s):  
Marnie V. Jamieson ◽  
John M. Shaw
Keyword(s):  
Learning Outcomes ◽  
Process Design ◽  
Summative Assessment ◽  
Immediate Feedback ◽  
Student Teams ◽  
Assessment Techniques ◽  
Set Up ◽  
The Individual ◽  
Reduced Time

The introductory design course combines team and individual formative and summative assessment techniques. Individual summative midterm and final examinations were used to assess individual performance.Students were given the opportunity to increase their individual midterm examination marks by rewriting the same examination as a team following the individual summative assessment. This formative exercise providedstudents with a comparison of the efficacy and quality of teamwork versus individual work, and provided immediate feedback and correction for many conceptual and mechanical errors on the summative midterm  examination. This paper reports on the strategy and set up of the midterm examination, the results obtained by individual students and student teams, and learning outcomes (including anecdotal comments from students regarding the experience and reduced time spent reviewing examinations with students) based on two iterations of the course.

scholarly journals Implications of Assessing Student-Driven Projects: A Case Study of Possible Challenges and an Argument for Reflexivity

2020 ◽  
Vol 10 (1) ◽  
pp. 19 ◽  
Author(s):  
Sofie Pedersen ◽  
Mads Hobye
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Assessment Criteria ◽  
Project Work ◽  
Research Focus ◽  
Assessment Criterion ◽  
External Examiner

Employing student-driven project work in a higher education setting challenges not only the way in which we understand students’ learning and how we define the expected learning outcomes, it also challenges our ways of assessing students’ learning. This paper will address this question specifically and illustrate with a case that highlights some of the challenges that may arise in practice when assessing student-driven, problem-based projects. The case involved an assessment situation in which a discrepancy arose between the internal and external examiner in relation to what was valued. The discrepancy had consequences not only for the concrete assessment of students’ work, but also for the validity of the problem-based university pedagogy in general, and it raised the question of how to assess students’ work adequately. The research focus of this study was to explore the implications of assessing student-driven projects within a progressive approach to higher education teaching, along with the potential underlying issues. We found a need for clear assessment criteria while insisting on a space for students’ creativity and reflexivity as essential parts of a learning process. The paper thus makes a case for the notion of reflexivity as an assessment criterion to be integrated into learning objectives.

Impact of Human Performance on System Performance

1987 ◽  
Vol 31 (6) ◽  
pp. 620-620
Author(s):  
Edward M. Connelly
Keyword(s):  
Performance Measurement ◽  
System Performance ◽  
Human Performance ◽  
Present Theory ◽  
Performance Standard ◽  
Measurement Issues ◽  
Reliability Sensitivity ◽  
Computer Based ◽  
Human Operators ◽  
The Impact

Objectives: The objectives of this symposium are to identify fundamental performance measurement problems and to present theory, methods and application tools for assessing the impact of human performance on system performance. Further, case studies are used to illustrate the methods and tools. Finally, plans for development by government agencies of computer based processors implementing the tools are presented. Scientific Importance: Design and analysis of systems involving human operators have been hampered by the lack of performance based development tools. In order to assess the impact of human performance on system performance, it is first necessary to have a reliable and quantitative means for assessing overall system performance. Second, a means is required for relating human performance to the system performance. When these two types of tools are available and are used, systems can be designed to a prescribed performance standard. The papers in this session address fundamental performance measurement issues (including measurement reliability, sensitivity, and discrimination issues), as well as application methods and procedures.

Keeping care connected: e-Consultation program improves access to nephrology care

2017 ◽  
Vol 25 (3) ◽  
pp. 142-150 ◽  
Author(s):  
Priscille Schettini ◽  
Kevin P Shah ◽  
Colin P O’Leary ◽  
Malhar P Patel ◽  
John B Anderson ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Systems ◽  
Wait Time ◽  
Specialty Care ◽  
Completion Rate ◽  
Wait Times ◽  
Pilot Program ◽  
Completion Rates ◽  
Face To Face ◽  
Referral Completion

Introduction Health systems are seeking innovative solutions to improve specialty care access. Electronic consultations (eConsults) allow specialists to provide formal clinical recommendations to primary care providers (PCPs) based on patient chart review, without a face-to-face visit. Methods We implemented a nephrology eConsult pilot program within a large, academic primary care practice to facilitate timely communication between nephrologists and PCPs. We used primary care referral data to compare wait times and completion rates between traditional referrals and eConsults. We surveyed PCPs to assess satisfaction with the program. Results For traditional nephrology referrals placed during the study period (July 2016–March 2017), there was a 51-day median appointment wait time and a 40.9% referral completion rate. For eConsults, there was a median nephrologist response time of one day and a 100% completion rate; 67.5% of eConsults did not require a subsequent face-to-face specialty appointment. For eConsults that were converted to an in-person visit, the median wait time and completion rate were 40 days and 73.1%, respectively. Compared to traditional referrals placed during the study period, eConsults converted to in-person visits were more likely to be completed ( p = 0.001). Survey responses revealed that PCPs were highly satisfied with the program and consider the quick turnaround time as the greatest benefit. Discussion Our eConsult pilot program reduced nephrology wait times and significantly increased referral completion rates. In large integrated health systems, eConsults have considerable potential to improve access to specialty care, reduce unnecessary appointments, and optimize the patient population being seen by specialists.

scholarly journals Feasibility of cognitive rehabilitation in patients with advanced multiple sclerosis: A pilot study

2021 ◽  
Vol 7 (4) ◽  
pp. 205521732110644
Author(s):  
Stefanos E Prouskas ◽  
Nancy D Chiaravalloti ◽  
Neeltje Kant ◽  
Karlene K Ball ◽  
Vincent de Groot ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Patient Satisfaction ◽  
Pilot Study ◽  
Cognitive Rehabilitation ◽  
Energy Levels ◽  
Completion Rate ◽  
Adherence Rate ◽  
Completion Rates ◽  
And Training

Background The feasibility of cognitive rehabilitation is rarely investigated in patients with advanced multiple sclerosis. Methods Eighteen patients with advanced multiple sclerosis (median EDSS = 7.5) were randomized into restorative or compensatory cognitive rehabilitation. Feasibility was determined by adherence rate, completion rate, patient satisfaction, self-reported fatigue, training difficulty, and training duration. Results Adherence rates and completion rates were over 70%, and patients were highly satisfied in both groups. Energy levels decreased minimally during the sessions (pre = 6.9 vs post = 6.4). Training difficulty (4.6) and duration (5.7) were close to ideal (scale 1–10, 5 = ideal). Conclusions Cognitive rehabilitation, with minor adjustments, appears feasible in patients with advanced multiple sclerosis.

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