The Impact of a Scaffolded Assessment Intervention on Students' Academic Achievement in Web-based Peer Assessment Activities

2020 ◽  
pp. 596-610
Author(s):  
Chien-I Lee ◽  
Ya-Fei Yang ◽  
Shin-Yi Mai
Keyword(s):  
Peer Assessment ◽  
Learning Effectiveness ◽  
Web Based ◽  
Constructive Feedback ◽  
Learning Attitude ◽  
Assessment Approach ◽  
Quasi Experimental ◽  
The Impact ◽  
The Web ◽  
Assessment Activities

Web-based peer assessment has been considered an important process for learning. However, students may not offer constructive feedback due to lack of expertise knowledge. Therefore, this study proposed a scaffolded assessment approach accordingly. To evaluate the effectiveness of the proposed approach, the quasi-experimental design was employed to investigate the effects of scaffolded assessment for self-critiques and peer assessment on students' learning effectiveness in the web-based assessment activities. A total of ninety 7th graders participated in the experiment, and divided into three groups with or without the scaffolding critique. The results show the use of the scaffolded assessment in the web-based peer assessment activities did not show a significant difference in the students' learning effectiveness. Even though the results show that learning effectiveness of the participants in the two experimental groups is significantly enhanced, there is no significant effect of providing the scaffolded assessment on the participants' learning effectiveness in the three groups. In addition, the participants showed a positive learning attitude toward the web-based assessment activities and agreed that the activities could enhance the participants' interactions between the peers and instructor.

The Impact of a Scaffolded Assessment Intervention on Students' Academic Achievement in Web-based Peer Assessment Activities

2016 ◽  
Vol 14 (4) ◽  
pp. 41-54 ◽  
Author(s):  
Chien-I Lee ◽  
Ya-Fei Yang ◽  
Shin-Yi Mai
Keyword(s):  
Peer Assessment ◽  
Learning Effectiveness ◽  
Web Based ◽  
Constructive Feedback ◽  
Significant Difference ◽  
Assessment Approach ◽  
Quasi Experimental ◽  
The Impact ◽  
The Web ◽  
Assessment Activities

Web-based peer assessment has been considered an important process for learning. However, students may not offer constructive feedback due to lack of expertise knowledge. Therefore, this study proposed a scaffolded assessment approach accordingly. To evaluate the effectiveness of the proposed approach, the quasi-experimental design was employed to investigate the effects of scaffolded assessment for self-critiques and peer assessment on students' learning effectiveness in the web-based assessment activities. A total of ninety 7th graders participated in the experiment, and divided into three groups with or without the scaffolding critique. The results show the use of the scaffolded assessment in the web-based peer assessment activities did not show a significant difference in the students' learning effectiveness. Even though the results show that learning effectiveness of the participants in the two experimental groups is significantly enhanced, there is no significant effect of providing the scaffolded assessment on the participants' learning effectiveness in the three groups. In addition, the participants showed a positive learning attitude toward the web-based assessment activities and agreed that the activities could enhance the participants' interactions between the peers and instructor.

scholarly journals Alternative Assessment Approaches and Quality Product Design Within Web-Based Learning Environments

2020 ◽  
Vol 15 (3) ◽  
pp. 60-74
Author(s):  
Ahlam Mohammed Al-Abdullatif
Keyword(s):  
Student Performance ◽  
Learning Environments ◽  
Alternative Assessment ◽  
Peer Assessment ◽  
Web Based ◽  
Postgraduate Students ◽  
Web Based Learning ◽  
Assessment Approach ◽  
The Impact

The aim of the present study is to identify the impact of the alternative web-based self and peer assessment approaches on improving the quality of student educational projects. In this context, a study was carried out during the second semester of the 2017-2018 academic year among 48 postgraduate students at King Faisal University. Results indicated that both self and peer-assessment approaches are effective when assessing the quality of educational products. The results also showed that the extent of student experience with the self-assessment approach affects their assessment credibility and objectivity. This study emphasized the value of utilizing alternative assessment approaches in web-based learning environments as means of improving student performance, particularly when designing educational products. It may have theoretical and pedagogical implications for learners and teachers.

Adoption and Use of Innovative Mobile Technologies in Nigerian Academic Libraries

2018 ◽  
pp. 354-389
Author(s):  
Robert Akinade Awoyemi
Keyword(s):  
Mobile Technology ◽  
Academic Libraries ◽  
Tertiary Education ◽  
Mobile Technologies ◽  
Data Sets ◽  
Web Based ◽  
Mixed Method Design ◽  
Professional Development Needs ◽  
The Impact ◽  
The Web

The research explores the extent to which academic libraries in Nigeria 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 librarians. Using a mixed method design approach, two data sets were investigated. First, the web-based library homepages of 15 tertiary education libraries in South-west Nigeria were examined for their level of conformance to a mobile platform and second, library staff from the 15 academic libraries were surveyed for their perceptions of, and experiences in, using mobile technology both within a social context and within the workplace. This research found that while mobile technologies are in use by the majority of academic libraries to a degree, lack of resources and awareness of new innovations were identified as barriers to providing mobile services that meet users' needs and expectations.

The Effects of a Web-Based System on Subjects with Contrasting Study Orientations

2002 ◽  
Vol 46 (8) ◽  
pp. 783-787
Author(s):  
Pedro Z. Caldeira
Keyword(s):  
Global Warming ◽  
Web Based ◽  
Learning Satisfaction ◽  
Study Orientation ◽  
Reproduction Study ◽  
Orientation Score ◽  
The Impact ◽  
Navigation Information ◽  
Web Based System ◽  
The Web

The main goal of this study is to compare the impact of Web-based information on surface, deep and total learning, on satisfaction and on navigation information of subjects with different study orientations. Three subject groups were selected and each group included only subjects with a specific study orientation: A meaning study orientation, a reproduction study orientation and a disorganized study orientation. After studying a Web-based presentation on ‘Global Warming’, subject's performance was evaluated regarding surface, deep and total learning, satisfaction and navigation style. Results show that, first, subjects with a disorganized study orientation score lower on deep learning and on total learning than subjects with a reproduction study orientation and, second, subjects with a disorganized study orientation felt easier to navigate in the Web-system than subjects with a meaning study orientation (although they visit more pages and spend less time in each one than subjects with a meaning study orientation).

scholarly journals Impact of a Web-Based Review Quiz on the Learning Outcomes of Dental Hygiene Students in Japan

2020 ◽  
Author(s):  
Hugo Maruyama ◽  
Shikiko Tsukamoto ◽  
Hiromi Toujo ◽  
Takayuki Nambu ◽  
Chiho Mashimo ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Dental Hygiene ◽  
First Year ◽  
Web Based ◽  
Dental Hygiene Students ◽  
National Examination ◽  
Learning Attitude ◽  
Self Learning ◽  
The Web

Active participation of students is paramount not only for their learning experiences but also for their academic performance. Therefore, various methods have been developed and proven to help students achieve active learning. However, several shortcomings in these methods have been indicated as increasing students’ sense of burden and discomfort, eventually preventing them from benefiting sufficiently. This study aimed to determine the efficiency of a low-load web-based review quiz built by the researchers on Google Forms to enhance students’ reviewing habits and active class participation. Participants in this study were 53 first-year dental hygiene students in a 10-class microbiology course. After each class, all students were given the web-based quiz to prepare for a paper-based review test, which assessed the learning of the content covered in the previous classes. We analyzed the correlations between frequency of participation in the web-based quiz and the average scores of the weekly review tests or the final examination scores. Consequently, voluntary participation in the web-based quiz positively correlated with both short-term and long-term students’ learning outcomes. Through this web-based quiz during the first year of the dental hygiene program, students can develop the “self-learning attitude” needed to pass the national examination.

scholarly journals Empirical Study on the Effects of the Application of Virtual Reality to Experiential Education on Students’ Learning Attitude and Learning Effectiveness

2021 ◽  
Vol 73 ◽  
pp. 288-298
Author(s):  
Lingke KONG
Keyword(s):  
Virtual Reality ◽  
Experiential Education ◽  
Parenting Styles ◽  
Learning Needs ◽  
Learning Effectiveness ◽  
Experimental Teaching ◽  
Learning Attitude ◽  
Quasi Experimental ◽  
Education Activity ◽  
Positive Correlations

Along with the change in social environment, a lot of families ignore the parenting styles to result in weak empathy of students, who simply see others’ faults but ignore personal responsibilities. In the experiential education process, the guides encourage students to seek for answers by themselves, allowing students presenting sense of participation and sense of accomplishment. Nevertheless, it requires more research to prove whether experiential education activity could enhance students’ learning effectiveness. Apply experimental design model to the quasi-experimental study, total 198 students in Jiangsu, as the research objects, are precede the 16-week (3 hours per week for total 48 hours) experimental teaching. The research results are summarized as following. 1. Applying virtual reality to experiential education with teams, students reveal good interaction with peers and receive honor and affirmation in the group. The learning attitude and motivation are therefore positive. 2. Applying virtual reality to experiential education activity for team tasks and peers interaction, students present the ability to organize and execute action processes to achieve specific achievement belief and achieve the objectives with the application of virtual reality to experiential education. 3. Students favoring the application of virtual reality to experiential education would engage in the group and regard it as the model to change the behaviors. In this case, students participating in virtual reality applied experiential education appear significantly positive correlations between learning attitude and learning effectiveness. According to the results to propose suggestions, it is expected to more effectively integrate teachers or adjust the directions of teaching strategies to effectively provide the effort direction for students’ learning needs.

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>

LEARNING ENGLISH VOCABULARY USING WEB-BASED LEITNER BOX WITH SOCIAL NETWORK

2015 ◽  
Vol 77 (33) ◽  
Author(s):  
Yunxia Gao ◽  
Zaidatun Tasir ◽  
Jamalludin Harun ◽  
Nurul Farhana Jumaat
Keyword(s):  
Social Network ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Positive Impact ◽  
Vocabulary Learning ◽  
Structured Interviews ◽  
Web Based ◽  
Collaborative Learning Environment ◽  
The Impact ◽  
The Web

The aim of the research is to explore the impact of the web-based Leitner Box which is enhanced with social network, particularly Facebook on English vocabulary learning. This research used mixed research design and the data were collected both in qualitative and quantitative ways. The instruments include questionnaire, semi-structured interviews, and performance tests. 35 university’s students were chosen randomly as the respondents for the questionnaire and 30 students from English class were chosen purposively to do the pre-test and post-test. From the findings, it is discovered that students agreed they have problems in learning vocabulary (mean = 3.98).   The web-based Leitner Box has a significant positive impact on English vocabulary learning (p<0.05). Findings from the questionnaires also revealed that students gave positive opinions toward web-based Leitner box (mean = 4.28).  In term of whether the element of social network can be beneficial to students, the findings showed that social network helps students to learn English vocabulary in this collaborative learning environment (mean = 4.28). The students claimed that web-based Leitner Box and social network make the vocabulary learning process much easier and more interesting by sharing information and actively participating in the collaborative learning environment.

The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system

2017 ◽  
Vol 35 (4) ◽  
pp. 473-489 ◽  
Author(s):  
Fei-Fei Cheng ◽  
Chui-Chen Chiu ◽  
Chin-Shan Wu ◽  
Der-Chian Tsaih
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Learning Effectiveness ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Significant Difference ◽  
E Learning ◽  
The Web

Purpose The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness. Design/methodology/approach This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented. Findings This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women. Research limitations/implications This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system. Practical implications Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome. Originality/value This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.

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