Developing Student Self-Assessment Competences in the Online Learning Environment Amid the COVID-19 Pandemic

2022 ◽  
pp. 140-161
Author(s):  
Valentin Blândul ◽  
Adela Bradea
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Virtual Environment ◽  
Educational Process ◽  
Teaching Approach ◽  
Online Learning Environment ◽  
Value Judgments ◽  
Self Assessment ◽  
Interactive Teaching ◽  
The University

Didactic self-assessment represents students' ability to make value judgments on their own academic performances obtained as a result of the instructive-educational process. Developing self-assessment competences in the virtual environment represents a major challenge, given that teachers' regulatory intervention to ensure the objectivity of the process is very limited. The aim of the present study conducted on a sample of 139 students from the University of Oradea, Romania was to identify how the implementation of an interactive teaching approach may contribute to the formation of student self-assessment competences as objectively as possible. The results obtained showed that most students tend to underestimate themselves in exams due to a lack of confidence in their own abilities due to insufficient preparation for the subjects studied. However, the use of specific strategies for the development of self-assessment competences can lead to their improvement but only if they are implemented constantly and to as many study subjects as possible.

Fostering Successful Learning Communities to Meet the Diverse Needs of University Students by Creating Brain Based Online Learning Environments

2009 ◽  
Vol 5 (4) ◽  
pp. 18-25
Author(s):  
Silvia L. Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
University Students ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
University Level ◽  
The University

This paper introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

Brain Based Learning Environments in an Online Setting

2011 ◽  
pp. 90-98
Author(s):  
Silvia Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
Online Setting ◽  
Brain Based Learning ◽  
The University

This chapter introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

scholarly journals Designing an online learning environment for the qualification of teachers: the case of the PAS in the University of Perugia

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Floriana Falcinelli ◽  
Mina De Santis ◽  
Maria Filomia
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Environment ◽  
Blended Learning ◽  
Meaningful Learning ◽  
Online Course ◽  
Online Learning Environment ◽  
Metacognitive Skills ◽  
Training Course ◽  
The University

Abstract The purpose of this paper is to analyse the experience of blended learning conducted in the special Path Enabling Course (PAS: training course reserved for staff working in schools for at least 3 years), at the University of Perugia. The research presented aims to investigate whether, and to what extent, the proposed online course has enabled students to experience different forms of meaningful learning, both individually and in groups; and in which courses they have been stimulated by critical thinking, creativity and metacognitive skills.

scholarly journals The Roles of Authenticity and Immediacy in Engaging Family Historians in Online Learning Designed to Advance Academic Skills

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Kristyn Harman
Keyword(s):  
Online Learning ◽  
Family History ◽  
Learning Environment ◽  
Best Practice ◽  
Academic Skills ◽  
Future Generations ◽  
Online Learning Environment ◽  
Research Subjects ◽  
The University

AbstractA rapid increase in the availability of digitized archival resources of relevance to family historians together with increasing individual fascination with genealogical research led to the University of Tasmania introducing a fully online Diploma of Family History in 2016. The course’s emphasis on authenticity through a variety of modalities and the sense of immediacy with which its online learning environment is imbued combine to engage and retain students’ interest as they focus on locating and contextualizing their own ancestors as research subjects. Permeating family history with academic skills promotes best practice in locating, analyzing, storing, and publicly presenting family-centric research materials for the edification of current and future generations.

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