Educational Interactions Quality in E-Learning Environment

2016 ◽  
pp. 216-232
Author(s):  
Tatiana Noskova ◽  
Olga Yakovleva
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Self Assessment ◽  
Environment Quality ◽  
E Learning ◽  
Educational Interactions

The chapter is focused on the problem of educational interactions within E-learning environment. The main questions are: how E-learning environment participants initiate and maintain communication and how an E-learning environment quality can be accessed via the educational interactions analysis? Two directions of E-learning environment interactions assessment are described: formalized assessment, carried out by a teacher on the account of basic educational interactions algorithms; students' self-assessment. The first direction of assessment is proposed to be carried out with the use of basic algorithms of educational interactions in E-learning environment; while the second direction of assessment involves telecommunication reflexive educational technology.

Vom virtuellen Wissensraum zur Lernumgebung – Kooperatives Lernen als integrativer Ansatz für eine mediengestützte Bildung (From the Virtual Knowledge Space to a Learning Environment – Cooperative Learning as Integrative Approach to Educational Technology)

i-com ◽  
2004 ◽  
Vol 3 (2/2004) ◽  
pp. 5-12
Author(s):  
Sabrina Geißler ◽  
Thorsten Hampel ◽  
Reinhard Keil-Slawik
Keyword(s):  
Educational Technology ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Integrative Approach ◽  
Knowledge Space ◽  
Kooperatives Lernen ◽  
E Learning

AbstractKlassische E-Learning-Umgebungen verkörpern vielfach eine ,Einbahnstraße des Lernens‛: Es werden hypermedial aufbereitete Materialien produziert, publiziert und rezipiert. Daneben gibt es Kommunikations- und Kooperationssysteme, die neue Formen der synchronen Interaktion zwischen Lehrenden und Lernenden ermöglichen. In beiden Ansätzen führt die Betonung der damit möglichen Zeit- und Ortsunabhängigkeit dazu, dass Funktionen und Materialien als isoliert zu nutzende Angebote wahrgenommen und umgesetzt werden. Mit dem vorliegenden Ansatz betonen wir dagegen nicht mehr die zeitliche und räumliche Unabhängigkeit, sondern die zeit- und ortsübergreifende Integration aller Prozesse, die im Rahmen eines Lehr- bzw. Lernarrangements auftreten. Dazu stellen wir das Konzept des virtuellen Wissensraums vor, der die nutzergesteuerte Integration unterschiedlicher Funktionsbereiche und Materialien ermöglicht. Da hierbei nicht die Einmalproduktion hochwertiger Materialien im Vordergrund steht, sorgt weiterhin ein multiperspektivischer Modulbegriff dafür, dass mediale Objekte mit unterschiedlichen Zeithorizonten und verschiedenen Rollenzuschreibungen bedarfsgerecht bearbeitet werden können. Die Umsetzung dieser Konzepte wird an einem praktischen Beispiel aus der universitären Lehre illustriert.

Students Skills in a Blended Learning Environment

2018 ◽  
pp. 249-280 ◽  
Author(s):  
Ana Mª Pinto-Llorente ◽  
Mª Cruz Sánchez-Gómez ◽  
Francisco José García-Peñalvo
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Community ◽  
Qualitative Approach ◽  
Self Assessment ◽  
Good Level ◽  
Technological Tools ◽  
Digital Skills ◽  
E Learning

The objective of this chapter is to determine participants' perceptions about the characteristics that students must have to be successful in a blended learning environment. The authors adopted a qualitative approach in which 91 learners participated. Data collection was carried out through guided interviews over three months. The results of the research emphasized the need to have a good level of English and new digital skills as essential requirements to study an English degree in a blended learning modality. Participants were strongly aware of the necessity to master synchronous and asynchronous technological tools to communicate online with their virtual classmates, and to do assessment and self-assessment e-activities. Learners also considered that it was essential to be mature enough to be able to reflect and evaluate their own learning. Results showed that students must be organised and tenacious, and must have the ability to innovate and collaborate inside the created e-learning community.

Self, Peer, and Group Assessment in E-Learning

2011 ◽  
pp. 1-16 ◽  
Author(s):  
Tim S. Roberts
Keyword(s):  
Learning Environment ◽  
Peer Assessment ◽  
Self Assessment ◽  
Group Assessment ◽  
Principal Characteristics ◽  
E Learning

This chapter provides an informal introduction to self, peer, and groupassessment, especially as they may be applied within an online, or e-learning, environment. What is self assessment? What is peer assessment?What is group assessment? In what ways are they similar, and whatdistinguishes one from another? The principal characteristics of each aredescribed. An assumption, made explicit from the start, is that assessmentshould not just be about grading, but about assisting the process oflearning itself. References are made throughout to the thoughts andexperiences of many researchers and practitioners currently working inthe field.

scholarly journals E-Learning and Constructivism: From Theory to Application

10.28945/3321 ◽  
2009 ◽  
Author(s):  
Alex Koohang ◽  
Liz Riley ◽  
Terry Smith ◽  
Jeanne Schreurs
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Learning Theory ◽  
Learning Assessment ◽  
Learning Design ◽  
Self Assessment ◽  
Design Elements ◽  
Team Assessment ◽  
Learner Centered ◽  
E Learning

This paper presents a learner-centered model for designing e-leaming assignments/activities within e-learning environments. The model is based on constructivism learning theory. The model includes two categories - the learning design elements (comprised of fundamental design elements and collaborative elements) and the learning assessment elements (self-assessment, team assessment, and facilitator’s assessment). The application of the model is shown through various working examples. A factual situation using the model within an e-learning course is presented to further demonstrate the application of the model in an actual e-learning environment.

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