Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education

2017 ◽  
pp. 36-56 ◽  
Author(s):  
Lourdes Guàrdia ◽  
Geoffrey Crisp ◽  
Ivan Alsina
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Research Perspective ◽  
Assessment Activity ◽  
Information And Communication ◽  
Enhance Student Learning

This chapter provides an overview of current e-assessment activity in Higher Education (HE) for those interested in improving their assessment practices. Despite substantial changes in HE teaching and learning strategies with the introduction of Information and Communication Technologies (ICT), little effort has been made in the area of assessment, where traditional methods are still commonly used. ICT and computers are seen as a medium for supporting and guiding the whole learning process, but these options have not yet been fully explored. In view of this, we would like to review the trends and challenges of e-assessment to enhance student learning in future scenarios, taking into consideration several publications, cases and contributions from both the practice and research perspective.

Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education

2020 ◽  
pp. 1575-1595
Author(s):  
Lourdes Guàrdia ◽  
Geoffrey Crisp ◽  
Ivan Alsina
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Research Perspective ◽  
Assessment Activity ◽  
Information And Communication ◽  
Enhance Student Learning

This chapter provides an overview of current e-assessment activity in Higher Education (HE) for those interested in improving their assessment practices. Despite substantial changes in HE teaching and learning strategies with the introduction of Information and Communication Technologies (ICT), little effort has been made in the area of assessment, where traditional methods are still commonly used. ICT and computers are seen as a medium for supporting and guiding the whole learning process, but these options have not yet been fully explored. In view of this, we would like to review the trends and challenges of e-assessment to enhance student learning in future scenarios, taking into consideration several publications, cases and contributions from both the practice and research perspective.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals As Tecnologias da Informação e da Comunicação e o Desenvolvimento de Estratégias de Resolução de Problemas em Estudantes do Ensino Superior da área da Saúde

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Angélica Monteiro ◽  
Rita Manuela Barros
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Learning Objects ◽  
Teaching Methodology ◽  
Health Course ◽  
Information And Communication ◽  
Implementation Methodology

O nosso trabalho pretende descrever o processo de desenho e implementação de objetos de aprendizagem orientados para o desenvolvimento de estratégias de resolução de problemas, numa escola superior do ensino politécnico português. Com a apresentação de um caso prático, demonstramos a utilização de um objeto de aprendizagem elaborado no âmbito de uma unidade curricular de Informática e Sistemas de Informação de um curso de licenciatura na área da Saúde, cuja metodologia de implementação se baseou na Problem Based Learning. Enquadrados num modelo de ensino-aprendizagem sustentado na participação ativa dos estudantes e orientado para a resolução de problemas por meio das TIC, o recurso ao método dos 3E permitiu o desenvolvimento de objetos de aprendizagem diversificados e consonantes com o processamento diferencial de informação dos estudantes, garantindo os resultados de aprendizagem definidos.Palavras-chave: Tecnologias da informação e da comunicação, Metodologias de ensino, Objetos de aprendizagem, Ensino superior.? The Information and Communication Technologies and the Development of Problem Based Learning Strategies on Higher Education in the Health AreaAbstractOur work aims to describe the process of design and implementation of Learning Objects to develop strategies for solving problems in a higher education Portuguese institution. We demonstrate a case study prepared under a "Computer and Information Systems" curricular unit of a health course, whose implementation methodology relied in Problem Based Learning. Framed in a model of teaching and learning supported the active participation of students and oriented towards problem solving through ICT, the use of the method of 3E allowed the development of Learning Objects and in line with the students' different information processes, ensuring the settled outcomes. Keywords: Information and communication technology, Teaching methodology, Learning objects, Higher education.

E-Transformation in Higher Education and What It Coerces for the Faculty

2019 ◽  
pp. 355-378
Author(s):  
Ela Akgün-Özbek ◽  
Ali Ekrem Özkul
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Age ◽  
Development Programs ◽  
Global Trends ◽  
Information And Communication ◽  
The Impact

With the phenomenal developments in information and communication technologies, higher education has been facing an unprecedented challenge that affects all the stakeholders. Faculty is no exception. The authors synthesize the demographic, economic, and pedagogical factors that lead to a paradigm shift in higher education and the global trends in digital technologies that impel digital transformation in higher education. They then provide a snapshot of how higher education institutions respond to this challenge and change, and the impact of these factors on the roles and competencies of faculty that need to be covered in faculty development initiatives in the digital age. Finally, examples of faculty development programs and initiatives that address the digital competencies of faculty are provided along with a summary of faculty development models for teaching and learning in the digital age.

scholarly journals USO Y APROPIACIÓN DE LAS TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN POR PARTE DE LOS DOCENTES EN LAS FACULTADES DE INGENIERÍA

2015 ◽  
Vol 6 (1) ◽  
pp. 6
Author(s):  
Fernando Martinez Rodriguez ◽  
Juan González Martínez
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Information And Communications Technology ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Level Of Use ◽  
Information And Communication

Se presentan los resultados encontrados en la fase diagnóstica de la tesis doctoral: “Referentes pedagógicos para el uso y apropiación de las Tecnologías de la Información y Comunicación (TIC) al interior de los procesos educativos planeados y desarrollados por los docentes de educación superior”. Esta investigación se realiza en las facultades de ingeniería de tres universidades de Bogotá D.C., partiendo de la intuición de que los temas pedagógicos y didácticos en estas facultades siempre se han considerado en un segundo plano. La metodología de esta fase partió del enfoque cuantitativo mediante el diseño y la aplicación de una encuesta; el instrumento perseguía analizar el nivel de uso y apropiación de las TIC al interior de los procesos educativos que orientan los docentes de educación superior en ingeniería. El estudio permite confirmar que los docentes utilizan las TIC, pero también pone de manifiesto la necesidad imperiosa de orientar a los docentes de estas facultades en el adecuado uso de dichas tecnologías desde el punto de vista pedagógico y didáctico.Use and Appropriation of Information and Communication Technologies by Teachers in the Faculties of EngineeringThis research presents the results of the diagnostic phase of the thesis “Pedagogical References for Use and Appropriation of Information and Communications Technology (ICT) in Educational Processes Planned and Developed by Teachers in Higher Education.” This research was conducted in the engineering schools of three universities in Bogotá (Colombia), based on the intuition that pedagogic and teaching concerns in these departments have not always been faced in a good way. The methodology designed for this phase began with the quantitative approach through design and implementation of a survey: the instrument sought to analyze the level of use and appropriation of ICT into educational processes that guide engineering teachers in higher education. The study confirms that teachers do use ICT, and it also highlights the urgent need for guidance for teachers in these areas on the proper use of technologies not only from the teaching and learning points of view.Keywords: educational resources, ICT, pedagogy.

scholarly journals Multivariate Analysis of Attitudes, Knowledge and Use of ICT in Students Involved in Virtual Research Seedbeds

2021 ◽  
Vol 11 (1) ◽  
pp. 33-49
Author(s):  
Magda Alejandra Martinez-Daza ◽  
Alfredo Guzmán Rincón ◽  
Jader Alexis Castaño Rico ◽  
Nuria Segovia-García ◽  
Harvey Yesid Montilla Buitrago
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Hierarchical Cluster ◽  
Communication Technologies ◽  
Face To Face ◽  
Disciplinary Field ◽  
Information And Communication ◽  
Post Hoc

The incorporation of information and communication technologies (ICTs) in higher education has been carried out in a transversal manner within the curriculum, and the processes of formative research in both face-to-face and virtual programmes are not an exception to this process. In this context, it is recognised that students’ perceptions of the inclusion of technologies in the classroom can influence their teaching and learning process; however, they have not been widely addressed in multiple settings including research seedbeds. Thus, this paper aims to identify such perceptions represented in the attitudes, knowledge and uses of ICTs in students ascribed to the research seedbed in a virtual business administration programme of an Institution of Higher Education located in Colombia. For its fulfillment, the ACUTIC scale was applied to a sample of 65 students in order to identify these perceptions through a hierarchical cluster analysis, a single factor analysis of variance (ANOVA) test, a post hoc Tukey method and a factor analysis. The main result is that attitudes, knowledge and use of ICTs are varied and they can be represented in three clusters. In general, the attitude towards the incorporation of technologies in the research seedbed is positive; however, there is a gap in terms of knowledge and use, especially of those tools oriented to the disciplinary field and research.

scholarly journals O papel das TIC no estímulo à autonomia dos estudantes do ensino superior: Visão dos professores

2019 ◽  
Vol 27 ◽  
pp. 74 ◽  
Author(s):  
Dora Simões ◽  
Paula Faustino
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Communication Technologies ◽  
Ease Of Use ◽  
Public Higher Education ◽  
Information And Communication ◽  
The Bologna Process

This article reflects on the insights of higher education teachers about the role that information and communication technologies (ICT) can have in enhancing students' autonomy in the teaching and learning process. In order to accomplish this goal, it was necessary to build a theoretical framework that explored the context of higher education under the assumptions of the Bologna process and educative policies, exploring the encouragement to students’ autonomy and the use of ICT in the teaching and learning process. A quantitative exploratory approach was adopted with the purpose of collecting the insights of teachers involved in two courses of the Portuguese public higher education. The data collection was made through the curricular plans and though a survey to the teachers. With this research, we conclude that teachers reveal efforts to enhance students’ autonomy and feel motivated to use ICT in their educational practices. The most frequently mentioned motivations are that ICT facilitates the access to resources and information, innovates their practice, improves the regulation, tutoring and intervention, and in interaction and communication. Teachers also appear to hold positive perceptions on the potential of ICT to support their teaching and learning process, especially the perception of utility and ease of use of ICT. 

Future Learning Spaces

2013 ◽  
pp. 1-25 ◽  
Author(s):  
Charlotte Holland ◽  
Miriam Judge
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Online Technologies ◽  
Digital Devices ◽  
Life Long Learning ◽  
Information And Communication ◽  
Future Learning ◽  
Future Learning Spaces

Higher education institutions are promoting the integration of online technologies in teaching and learning as an attempt to provide flexible modes of delivery, to diversify the profile of students accessing higher education and to facilitate the development of life-long learning skills. The availability of personal digital devices, such as wireless laptops and mobile phones, and campus-wide Internet connectivity has the potential to enhance or detract from learning in higher education. This chapter explores the trend towards online learning in higher education, examining the potential of and current practices in the integration of Information and Communication Technologies, focusing on the use of Web 2.0 technologies in teaching and learning, and presenting some of the challenges that arise in the integration of online technologies and implementation of Learning 2.0 in higher education.

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