EvalCOMIX®

2020 ◽  
pp. 455-481
Author(s):  
María Soledad Ibarra-Sáiz ◽  
Gregorio Rodríguez-Gómez
Keyword(s):  
Higher Education ◽  
Student Participation ◽  
Active Participation ◽  
Educational Process ◽  
Assessment Instruments ◽  
Web Based ◽  
Technological Tools ◽  
Training Courses ◽  
Education Training ◽  
The Web

The increasing use of technological tools to support the process of participation in assessment is explained, firstly, by the current tendencies in assessment and learning in Higher Education which encourage the active participation of students as a means to improve their learning; secondly, by the universal presence of technology that makes it impossible to conceive of any educational process that does not contemplate its use and that is leading to ever more courses that are either virtual or require minimal attendance; and, finally, an environment in which there are ever greater numbers of students per class. This chapter presents the results of using the web-based EvalCOMIX® programme in the context of a number of Higher Education training courses. Data has been collected through questionnaires and interviews applied to students, lecturers and academic coordinators. The results illustrate the ease of implementation of EvalCOMIX®, its usefulness in creating and sharing assessment instruments and the opportunity it provides to facilitate student participation in assessment.

EvalCOMIX®

2017 ◽  
pp. 249-275 ◽  
Author(s):  
María Soledad Ibarra-Sáiz ◽  
Gregorio Rodríguez-Gómez
Keyword(s):  
Higher Education ◽  
Student Participation ◽  
Active Participation ◽  
Educational Process ◽  
Assessment Instruments ◽  
Web Based ◽  
Technological Tools ◽  
Training Courses ◽  
Education Training ◽  
The Web

The increasing use of technological tools to support the process of participation in assessment is explained, firstly, by the current tendencies in assessment and learning in Higher Education which encourage the active participation of students as a means to improve their learning; secondly, by the universal presence of technology that makes it impossible to conceive of any educational process that does not contemplate its use and that is leading to ever more courses that are either virtual or require minimal attendance; and, finally, an environment in which there are ever greater numbers of students per class. This chapter presents the results of using the web-based EvalCOMIX® programme in the context of a number of Higher Education training courses. Data has been collected through questionnaires and interviews applied to students, lecturers and academic coordinators. The results illustrate the ease of implementation of EvalCOMIX®, its usefulness in creating and sharing assessment instruments and the opportunity it provides to facilitate student participation in assessment.

Frameworks for CMS Design and Evaluation

2011 ◽  
pp. 69-89
Author(s):  
Marwin Britto
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Conceptual Frameworks ◽  
Web Based ◽  
Evaluation Instruments ◽  
The Web

In recent years, institutions of higher education have been migrating to the Web for instruction in record numbers. While Web-based course management systems (CMS) offer many exciting possibilities for instructors and students, their efficacy in terms of teaching and learning has not been thoroughly evaluated. This chapter explores the inherent capabilities and limitations of five models of conceptual frameworks for the design of CMS. The chapter concludes with a discussion of CMS evaluation instruments, advice for instructors transitioning to CMS, and a call for more research in this growing area.

Leveraging Technology to Promote Assessment for Learning in Higher Education

2011 ◽  
pp. 224-236
Author(s):  
Christopher DeLuca ◽  
Laura April McEwen
Keyword(s):  
Higher Education ◽  
Assessment For Learning ◽  
Self Assessment ◽  
Web Based ◽  
Large Group ◽  
Use Of Technology ◽  
Pre Service Teacher Education ◽  
Learning Development ◽  
Pre Service Teacher ◽  
The Web

Assessment for learning (AFL) is a highly effective strategy for promoting student learning, development and achievement in higher education (Falchikov, 2003; Kirby & Downs, 2007; Nicol & Macfarlane-Dick, 2006; Rust, Price, & O’Donovan, 2003; Vermunt, 2005). However, since AFL relies on continuous monitoring of student progress through instructor feedback, peer collaboration, and student self-assessment, enacting AFL within large-group learning formats is challenging. This paper considers how technology can be leveraged to promote AFL in higher education. Drawing on data from students and instructors and recommendations from an external instructional design consultant, this paper documents the process of pairing technology and AFL within a large-group pre-service teacher education course at one Canadian institution. Recommendations for the improvement of the web-based component of the course are highlighted to provide practical suggestions for instructors to evaluate their own web-based platforms and improve their use of technology in support of AFL. The paper concludes with a discussion of areas for continued research related to the effectiveness of this pairing between assessment theory and technology.

Managing the Utilization of Technologies in Adult Education, Training, and Administration

2020 ◽  
pp. 1-19
Author(s):  
Mehmet Durnali
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Education System ◽  
Theoretical Basis ◽  
The Internet ◽  
Web Based ◽  
Technological Capacity ◽  
Education Training ◽  
The Web

This study aimed to investigate and discuss the technologies in Turkey's adult education system in a holistic, systematic way and within a framework with a theoretical basis for the use of the computer, the internet, and web-based technologies in adult education, training, and administration. The web-based applications such as EBA and A-Okul can be very useful for enabling adult learners to acquire a diploma or some certificate. Being able to use technological applications considering all functions and subdivisions can mean learning many tasks, activities, processes, and requirements in adult education. Therefore, it is important to acquire the skills necessary to use these technologies since the algorithms contained in these technological applications are a reflection of the steps of necessary and inclusive tasks, activities, processes in the administration of adult education. The development of the technological capacity of the organization may mean increasing the productivity of the organization.

scholarly journals Feasibility of innovative dietary assessment in epidemiological studies using the approach of combining different assessment instruments

2011 ◽  
Vol 14 (6) ◽  
pp. 1055-1063 ◽  
Author(s):  
Anne-Kathrin Illner ◽  
Ulrich Harttig ◽  
Gianluca Tognon ◽  
Domenico Palli ◽  
Simonetta Salvini ◽  
...  
Keyword(s):  
Dietary Assessment ◽  
Participation Rate ◽  
Epidemiological Studies ◽  
Assessment Instruments ◽  
Web Based ◽  
Individual Level ◽  
Combined Application ◽  
San Sebastian ◽  
Paper Format ◽  
The Web

AbstractObjectiveTo assess the feasibility of combining short-term and long-term dietary assessment instruments as new concept for improving usual dietary intake assessment on the individual level.DesignFeasibility study of completing three 24 h dietary recalls (24-HDR) and a self-administered food propensity questionnaire (FPQ). The 24-HDR was conducted by monthly telephone interviews, using EPIC-SOFT software. The FPQ was completely standardized across cohorts and offered either as a web-based tool or in paper format.SettingRandom sample derived from five ongoing European cohort studies (EPIC-San Sebastian, EPIC-Florence, EPIC-Potsdam, Estonia Genome Center (EGC) and Norwegian Women and Cancer study (NOWAC)).SubjectsA total of 400 participants.ResultsOverall, the total participation rate for the present study was 65·3 % (n 261). On average, completion of the 24-HDR was highest for the first 24-HDR (63·0 %) and decreased slightly for the second (60·3 %) and third 24-HDR (56·3 %). The proportions of selecting the web-based FPQ varied among the study centres, with the highest in EGC (92·9 %) and NOWAC (70·0 %) and the lowest in EPIC-San Sebastian (25·5 %) and EPIC-Potsdam (33·9 %). Web users rarely requested support and were younger and more highly educated than those who completed the paper format.ConclusionsThe present study supports the feasibility of a combined application of three 24-HDR and an FPQ in culturally different populations. The varying acceptance of the web-based instrument across populations requires a flexible application of assessment instruments.

scholarly journals МЕТОДИКА АВТОМАТИЗОВАНОГО ОЦІНЮВАННЯ РЕЗУЛЬТАТІВ ВИКОНАННЯ ЛАБОРАТОРНИХ РОБІТ З ПРИКЛАДНОЇ МАТЕМАТИКИ ЗДОБУВАЧАМИ ВИЩОЇ ОСВІТИ

2018 ◽  
Vol 66 (4) ◽  
pp. 162
Author(s):  
Victor V. Oliynyk ◽  
Oleksandr М. Samoilenko ◽  
Nataliia S. Ruchynska
Keyword(s):  
Higher Education ◽  
Academic Discipline ◽  
Educational Process ◽  
Laboratory Work ◽  
Automated Assessment ◽  
Knowledge And Skills ◽  
Web Resources ◽  
Web Resource ◽  
Automated Knowledge ◽  
The Web

In the context of reforming education in Ukraine, electronic systems for managing the learning process and web resources of educational disciplines as components of these systems are widely introduced into the educational process. The need to improve the quality of education and the effectiveness of monitoring the knowledge of applicants for higher education have led to an increase of interest in automated knowledge assessment. Laboratory classes play a leading role in developing skills and application of the acquired knowledge. The effectiveness of using computer technology in laboratory classes depends on the qualitative methodology for conducting them through the academic discipline web resource tools and the automated evaluation of learners’ knowledge and acquired skills. The paper justifies the relevance of automated assessment of students’ knowledge and skills for higher education, describes the methodology for conducting laboratory classes using the web resource tools of the academic discipline and the technology of automated knowledge and skills assessment based on the results of students’ laboratory assignments. The key idea of the proposed methodology is phased approach to the laboratory work implementation inside and outside the classroom through the academic discipline web resource tools, which includes the preparation manual and automatic access to the laboratory work, implementation and defence of laboratory work with the automated assessment of the corresponding reports. The technology of automated laboratory work assessment is understood as a technology of quality assessment in higher education. To determine whether the answer is correct the relevant algorithms have been incorporated into the web resources of the training course.

scholarly journals Is There an App for That?: An Exploratory Study into the Use of Mobile Technologies and mLearning within Aotearoa New Zealand’s Higher Education Libraries

2021 ◽  
Author(s):  
◽  
Tracy Marie Maniapoto
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Mobile Services ◽  
Mobile Technologies ◽  
Mobile Platform ◽  
Web Based ◽  
Library Users ◽  
Library Staff ◽  
The Impact ◽  
The Web

<p>1.1. Research problem The objectives of this research study are to explore the extent to which Aotearoa New Zealand’s higher education libraries are using mobile technologies for the delivery of its information and research services, and the impact these technologies may have on the professional development needs of higher education library staff. 1.2. Methodology Using a mixed method design approach, two data sets were investigated. First, the web-based library homepages of 29 higher education libraries within Aotearoa New Zealand were examined for their level of conformance to a mobile platform and second, library staff from the 29 higher education libraries were surveyed for their perceptions of, and experiences in, using mobile technology both within a social context and within the workplace. 1.3. Results This research found that while mobile technologies are in use by the majority of higher education libraries to a degree, financial costs and a lack of resources were identified as barriers to providing virtual library users with mobile services that meet both their needs and expectations. In their current state, the web-based library homepages for the majority of libraries are content-heavy and do not conform well to a mobile platform. This research also found that library staff do not always feel supported in exploring professional development training around mobile technologies and are aware of the impact this may have on providing high level service desk support. In addition, findings suggest library staff are not necessarily aware of new innovations provided by their libraries. 1.4. Implications Library users are likely to experience high levels of dissatisfaction when browsing the library homepage on a mobile web browser due to latency created by content-heavy webpages. Further, mobile services should be fit for purpose to meet the needs and expectations of 21st Century learners.For library staff, consideration should be given to developing professional skills when implementing new innovations within the workplace. Communication channels for marketing new innovations should also be clear and distributed to all library staff.</p>

scholarly journals EVALUATING THE QUALITY OF TEACHING AND EDUCATION IN STUDENTS OF SPECIALTY PHYSICAL THERAPY, OCCUPATIONAL THERAPY: ADAPTATION OF THE UKRAINIAN VERSION OF THE QUESTIONNAIRE K. ETLQ

2021 ◽  
pp. 170-179
Author(s):  
К. А. Tymruk- Skoropad ◽  
L. М. Tsizh ◽  
Iu. A. Pavlova
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Cross Cultural ◽  
Educational Process ◽  
Training Course ◽  
Training Courses

The quality of education as an indicator of the development of society is characterized by various aspects and should be considered in the time dynamics. It is important to provide an opportunity to analyze and evaluate the quality of a significant component of the educational process as a training course. In order to improve the quality of educational activities in higher education institutions of Ukraine, tools for assessing the quality assurance system of higher education are being actively developed today. Objective: linguistic and cross-cultural adaptation of the tool "Questionnaire on the experience of teaching and learning" Experiences of Teaching and Learning Questionnaire in Ukrainian. Materials and methods. The study involved 632 students aged 2-6 years majoring in 227 - physical therapy, occupational therapy Lviv State University of Physical Culture named after Ivan Boberskyj in order to assess the disciplines of the curriculum. Data collection was conducted during the 2019/2020 and 2020/2021 academic years. Respondents rated 17 training courses.   Results. "Questionnaire on teaching and learning experience" - a tool that allows you to take into account and predict the impact of various factors on student learning outcomes of different specializations and levels of education, professional experience, motivation, etc., it is also suitable for use in different cultural environments. The survey was conducted on the following content blocks: "Approaches to teaching and learning", "Teaching and learning experience", "Training course requirements" and "What did you learn in this training course". Additional requirements of the course that students wanted to assess in the content block 3 are related to the organization of training, the structure and content of the course and the interaction between teacher and student. According to content block 4, from 41.46% to 55.85% of students indicated that they additionally received "quite a lot" of achievements related to the course and related to the activities of the student. Final rating scale for how well students managed to pass the course showed that 70% or more of the answers were high marks for passing the course (7, 8 and 9 points) were noted by senior students, in contrast to 2nd year students who rated themselves lower. Based on the results of studying the results of the questionnaire, taking into account the comments of respondents and the recommendations of the editor, the final adapted Ukrainian version of the Questionnaire on teaching and learning experience (ETLQ) was formed. Discussion of results. Researchers emphasize that students rely on knowledge, understanding and previous learning experience when studying any discipline. Reforming and improving the educational programs of the first and second educational levels of the specialty 227 physical therapy, occupational therapy in accordance with the new needs of the health care sector, approved educational standards and world standards continues. Conclusions. Linguistic and cross-cultural validation of the Teaching and Learning Experience Questionnaire (ETLQ) proved that the questionnaire is understandable and acceptable for the development and content of training courses, adjusting the approaches used by the teacher. The questionnaire allows the student to comprehend the efforts spent by him during training for high-quality training courses and increase the effectiveness of training.

Web Information System Platforms for Publishing Spatial Data

2013 ◽  
Vol 5 (2) ◽  
pp. 32-47 ◽  
Author(s):  
Crescenzio Gallo ◽  
Franco Malatacca ◽  
Angelo Fratello
Keyword(s):  
Information Systems ◽  
Spatial Data ◽  
Multimedia Data ◽  
Web Based ◽  
Related Data ◽  
Web Information System ◽  
Web Information ◽  
Technological Tools ◽  
Web Information Systems ◽  
The Web

The best tools to manage the exchange of information and services between heterogeneous subjects through new technological tools with particular reference to information systems are certainly the Web-based information systems. Leveraging the infrastructure of the Web, these systems may be able to handle multimedia data, to perform distributed and cooperative applications based on service, in addition to customizing applications and related data. This paper provides an overview on Web Information Systems with particular reference to GIS, presenting a description of the usage scenarios and a comparison between two significant platform for publishing spatial data.

Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community amongst College Students

2012 ◽  
pp. 13-27
Author(s):  
Pamela M. Golubski
Keyword(s):  
Higher Education ◽  
College Students ◽  
Web 2.0 ◽  
Faculty Members ◽  
Retention Rates ◽  
Campus Community ◽  
Interactive Technologies ◽  
Face To Face ◽  
Technological Tools ◽  
The Web

Retention in higher education is a forefront goal for most administration, staff, and faculty members. For this goal to be achieved, college professionals must go above and beyond to ensure students are engaged socially, successfully integrated into the campus community, and actively involved during college. When these interactions occur, students are more likely to experience a sense of belonging, as, evident from developmental research theories, an institution could experience an increase in overall retention rates. However, to achieve engagement, integration, involvement, and feelings of belonging, it requires staff and faculty members to offer and encourage continuous interactions with students, both inside and outside the classroom. While these interactions in the past usually happened through face-to-face methods, today, the Web 2.0 and virtual technological tools have extended opportunities for college professionals to interact more often with students. Two such virtual technologies are Google Wave and Wimba Collaboration Suite (Voice, Pronto, and Classroom).

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