Factors Shaping Assessment Design in the Virtual Environment

2015 ◽  
pp. 1027-1052
Author(s):  
Deborah Davis ◽  
Sarah Stewart
Keyword(s):  
Virtual Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Role Play ◽  
Self Assessment ◽  
Birth Centre ◽  
Assessment Design ◽  
Number Of Factors ◽  
Being There

The Virtual Birth Centre was created to provide student midwives with an opportunity to develop their midwifery knowledge and skills through a variety of teaching and learning strategies including role-play with peers in a safe, flexible, immersive learning environment. Role-play in the virtual environment has been shown to create a sense of presence or “really being there,” which is associated with increased knowledge transfer from virtual to real world. Assessment in this project focused on formative “service user” (peer) feedback along with self-assessment against midwifery professional standards. The approach to assessment was shaped by a number of factors including the philosophical underpinnings and pedagogy of the programmes involved and the opportunities and limitations of the virtual world environment. Using the Virtual Birth Centre and midwifery as a case study, this chapter explores the factors influencing the development of assessments for the practice discipline of midwifery in a simulated, virtual environment.

Factors Shaping Assessment Design in the Virtual Environment

2014 ◽  
pp. 1-35
Author(s):  
Deborah Davis ◽  
Sarah Stewart
Keyword(s):  
Virtual Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Role Play ◽  
Self Assessment ◽  
Birth Centre ◽  
Assessment Design ◽  
Number Of Factors ◽  
Being There

The Virtual Birth Centre was created to provide student midwives with an opportunity to develop their midwifery knowledge and skills through a variety of teaching and learning strategies including role-play with peers in a safe, flexible, immersive learning environment. Role-play in the virtual environment has been shown to create a sense of presence or “really being there,” which is associated with increased knowledge transfer from virtual to real world. Assessment in this project focused on formative “service user” (peer) feedback along with self-assessment against midwifery professional standards. The approach to assessment was shaped by a number of factors including the philosophical underpinnings and pedagogy of the programmes involved and the opportunities and limitations of the virtual world environment. Using the Virtual Birth Centre and midwifery as a case study, this chapter explores the factors influencing the development of assessments for the practice discipline of midwifery in a simulated, virtual environment.

scholarly journals The importance of'goodness of fit' between organizational culture and climate in the management of change: a case study in the development of online learning

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Donald W. McMurray
Keyword(s):  
Organizational Culture ◽  
Organizational Climate ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Best Practice ◽  
National Education Association ◽  
Management Of Change ◽  
National Education ◽  
Education Association

The National Education Association in the USA in a recently released report entitled 'Quality on the line' (National Education Association, 2000) identified twenty-four quality measures as being essential to ensuring excellence in Internet-based learning. While establishing best practice benchmarks for the provision of quality online distance education, the report does not fully address important policy issues in relation to the role of technology in the selection of appropriate teaching and learning strategies. Furthermore, it does not address the important question of the management of organizational change in today's higher education environment. This paper explores the nexus between organizational culture and organizational climate in the management of change process by presenting a case study of an Australian regional university currently undertaking the development of online courses.DOI:10.1080/09687760108656777 

scholarly journals Teacher’s Teaching Strategies in EFL Class

2021 ◽  
Vol 1 (3) ◽  
pp. 330-341
Author(s):  
Anrems Rafika Hayati ◽  
Zelvia Liska Afriani ◽  
Ali Akbarjono
Keyword(s):  
Small Group ◽  
Direct Instruction ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Play ◽  
First Grade ◽  
English Teacher ◽  
Research Show

Abstract The purpose of this study was to analyze on how the implementation of teaching strategies used by English teacher and the reasons teacher used certain strategies for teaching in SMPN 20 Kota Bengkulu. The subject of this research is English teacher who taught at the first grade in SMPN 20 Kota Bengkulu. The researcher used Roy Killen’s theory to analyze the teaching strategies used by English teacher. The theory of Roy Killen has nine teaching strategies that can be applied by English teacher in teaching and learning process in the classroom. There are direct instruction, discussion, small-group work, co-operative learning, problem solving, research, role play, case study, and writing. The research method used by the researcher was qualitative approach. The techniques of data collection were observation, interview, and documentation. The results of this research show that the teacher used some varieties of teaching strategies which are: direct instruction, discussion, small-group, and role play. The reasons teacher those strategies because those strategies made students more actively on follow the learning process, students could learn together and share their knowledge each other. The teacher used the same strategies for teaching English at first grade, but in term implementation of teaching strategies, the teacher still has difficulties to apply strategies in class during Covid-19 pandemic. Keywords: Teacher, EFL, Teaching Strategies

scholarly journals Aprendizagem autônoma e WebQuest: experiências de aprendizes pós-graduandos em um ambiente virtual de aprendizagem

2019 ◽  
Vol 12 (2) ◽  
pp. 135-151
Author(s):  
Fernanda Franco Tiraboschi
Keyword(s):  
Virtual Environment ◽  
Theoretical Approach ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Study Data ◽  
Efficient Tool ◽  
Postgraduate Students ◽  
Postgraduate Teaching ◽  
Case Study Data

RESUMO: Este trabalho tem como objetivo investigar as experiências de alunos de pós-graduação (professores em formação continuada) com atividades desenvolvidas por meio da ferramenta WebQuest, no intuito de observar indícios de autonomia por parte dos aprendizes pós-graduandos. Este estudo busca, também, observar as eventuais mudanças nas percepções dos alunos quanto ao seu papel de professor de línguas. O enfoque teórico que norteia esta pesquisa abarca as noções do construto autonomia, tanto na perspectiva do aprendiz quanto do professor (BENSON, 1997; 2008; DICKINSON, 1994; MOURA FILHO, 2009; PAIVA, 2005), bem como da WebQuest enquanto um recurso eficiente na aprendizagem (CHRISTIE, 2007; DIAS, 2010; MARCH, 2004). Esta investigação se configura como um estudo de caso. Para a geração dos dados, são utilizadas as respostas de nove participantes a questionários elaborados em um ambiente virtual criado no WIGGIO, bem como a observação da realização das atividades. Os resultados mostram que as atividades propostas por meio da ferramenta WebQuest favorecem a autonomia dos aprendizes pós-graduandos no que tange à construção de conhecimento e, por conseguinte, a mudança significativa de posturas em relação à aprendizagem. PALAVRAS-CHAVE: aprendizagem autônoma; WebQuest; ensino e aprendizagem de línguas.   ABSTRACT: This paper aims at investigating experiences from students (postgraduate teaching apprentices) with activities developed through the WebQuest tool in order to observe traces of autonomy by the postgraduate students. This research also sought to scrutinize possible changes in students' perceptions regarding their role as a language teacher. The theoretical approach that guided this investigation encompassed the notions of autonomy, both from the learner’s and the teacher´s perspectives (BENSON, 1997; 2008; DICKINSON, 1994; MOURA FILHO, 2009; PAIVA, 2005), as well as the use of WebQuest as an efficient tool for learning (CHRISTIE, 2007; DIAS, 2010; MARCH, 2004). In this case study, data were generated by the observation of the activities' accomplishment and the responses of nine of the participants to a questionnaire designed in the virtual environment. The results showed that the activities proposed through the WebQuest tool provided the postgraduate students with autonomy in the knowledge construction and, therefore, it was possible to notice significant changes in their attitudes in relation to learning. KEYWORDS: autonomous learning; WebQuest; English teaching and learning.

scholarly journals Motivation of Taking Distance-Learning and Online Programmes: A Case Study in a TAFE Institution in Australia

2021 ◽  
Vol 10 (6) ◽  
pp. 11
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Decision Making ◽  
Distance Learning ◽  
International Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Career Goals ◽  
Academic Courses ◽  
Online Distance Learning ◽  
Online Distance

The distance-learning and online courses and programmes are popular during the COVID-19 Pandemic due to the recommendation of social distancing and closure of borders in Australia. The purpose of this study is to explore and understand the motivation and decision-making processes of international students who continue their academic courses and programmes using online distance-learning platforms under the COVID-19 Pandemic. With the case study design, the researcher recruited 20 international students who are currently completing their academic courses and programmes through distance-learning from a Technical and Future Education (TAFE) institution in Australia. Based on the Social Cognitive Career and Motivation Theory, the researcher categorised that the educational achievements and career goals, the achievements of education and career goals, and interests in career development drove the factors of their motivation and career-decision-making process. The results of this study will provide a blueprint for school leaders, department heads, government agencies, policymakers, and researchers to reform and upgrade the current curriculum for technologically-assisted teaching and learning strategies and international students’ experiences.   Received: 16 June 2021 / Accepted: 11 August 2021 / Published: 5 November 2021

Perception of Japanese Language Students on Role-Play as Assessment Instrument

2020 ◽  
Vol 4 (4) ◽  
pp. 140
Author(s):  
Nur Anisah Tan Abdullah ◽  
Norhazlina Husin ◽  
Mohd Hassan Awang Boon ◽  
Simah Md Noor
Keyword(s):  
Teaching And Learning ◽  
Role Play ◽  
Role Playing ◽  
Assessment Instrument ◽  
Japanese Language ◽  
Assessment Instruments ◽  
Effective Technique ◽  
Third Language ◽  
Group Members

Role-playing is an effective technique in teaching and learning a third language. This technique can not only help achieve learning objectives but also increase interest among students. At the same time, the role play can be used as one of the evaluation instruments. A case study of 253 students taking Japanese as a third language course was conducted. A set of survey questions consisting of three (3) sections is given to students to (i) assess students' readiness to undergo role-playing tests as an assessment instrument in Japanese language teaching, (ii) evaluate the effectiveness of items tested in role-playing and (iii ) provide an opportunity for students to provide suggestions for improvement on the assessment instruments conducted. The results of the study found that most students agreed that role playing (i) is able to test students' language skills, (ii) improve speaking skills, (iii) increase confidence to write in Japanese, (iv) enable better interaction in Japanese, (v) enhance cooperation among group members during the preparation of the script, and (vi) is suitable as a research instrument. The results also found that in preparing the role play script (i) students are given enough time to prepare the script and practice, (ii) vocabulary given is sufficient to help students prepare the role play script, (iii) lecturers provide guidance in preparing the play script roles, (iv) the syllabus helps to prepare the script according to the theme and (v) the use of the application helps in the preparation of the acting script. Through the survey conducted, students also provided some suggestions for improvement to this assessment instrument.

Teaching and Learning in Second Life

2011 ◽  
pp. 206-218
Author(s):  
Jiuguang Feng ◽  
Liyan Song
Keyword(s):  
Data Collection ◽  
Virtual Environment ◽  
Diffusion Of Innovation ◽  
Second Life ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Future Application ◽  
University Campus ◽  
Collection Methods

Various advantages of Multi User Virtual Environment (MUVE) have been identified in literature. However, MUVEs have not been widely adopted in educational settings due to technical and pedagogical challenges. This chapter discusses a qualitative case study that examines how Second Life, as a MUVE, was diffused on a university campus. Both instructors and students’ perspectives were examined using interviews, observations, and survey data collection methods. The theory of diffusion of innovation was used as a theoretical framework in both the design of the study and the analysis of the data. The findings from the study indicate that although the future application of MUVE can be promising, various challenges exist for instructors to adopt Second Life in their instruction.

scholarly journals What Matters In Economics Teaching And Learning? A Case Study Of An Introductory Macroeconomics Course In South Africa

2006 ◽  
Vol 3 (11) ◽  
Author(s):  
J. D. Snowball ◽  
M. K. Wilson
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Poor Performance ◽  
Econometric Models ◽  
Self Assessment ◽  
Student Evaluations Of Teaching ◽  
Undergraduate Level ◽  
Common Concern

In many universities, economics lecturers now face the challenge of dealing with large, diverse classes, especially at undergraduate level. A common concern is the non-attendance at lectures of unmotivated (conscript) students. Poor lecture quality, as reflected in student evaluations of teaching (SETs), is often blamed for lack of attendance and consequent poor performance. This paper presents the results of a student assessment of a macroeconomics 1 course, coupled with a self-assessment of their own input into the course. The results obtained, using econometric models, suggest that students inputs and attitudes to the course are equally, or more, important than lecture attendance itself.

Sign in / Sign up

Export Citation Format

Share Document