scholarly journals Using Formative Assessment in a Blended EFL Listening Course

2021 ◽  
Vol 11 (3) ◽  
pp. 17-38
Author(s):  
Thi Thanh Thao Tran ◽  
Qing Ma
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Learning Community ◽  
Listening Skills ◽  
Structured Interviews ◽  
Learner Engagement ◽  
Personalised Learning ◽  
Learning Platform ◽  
Language Classrooms ◽  
Online Learning Resources

This paper explores how a formative assessment-based blended English-as-a-foreign-language (EFL) listening course affects students' perceptions of their listening performance and what difficulties they may encounter during the course. The study was carried out at the Hue University of Foreign Languages in Vietnam. Sixty students majoring in English took part in this study. A 5-point Likert-scale questionnaire and semi-structured interviews were used to collect the data. The results show that the students positively perceived the use of online formative assessment in blended language classrooms. The findings suggest that the online learning platform supported learners in experiencing rich online learning resources, actively engaging a flexible, personalised learning environment and effectively practicing their listening skills. Regarding difficulties, the lack of technical skills, and anxiety related to social communication strategies were perceived as common challenges that limit learner engagement in the peer-feedback activity and in the collaborative learning community.

Flipping the Passive Radiology Elective by Including Active Learning

2020 ◽  
pp. 084653712095390
Author(s):  
Yuhao Wu ◽  
Christina Theoret ◽  
Brent Edward Burbridge
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Student Perceptions ◽  
Educational Resources ◽  
Electronic Book ◽  
Clinical Imaging ◽  
Learning Platform ◽  
Online Learning Resources ◽  
The Impact ◽  
Self Learning

Objectives: Exposure to radiology in undergraduate medical education is often restricted by other curriculum demands. Designing an effective radiology elective for medical students who choose to supplement their education can be challenging as it is often a passive observership-style elective. In this study, we examined the impact of incorporating an online learning platform and electronic book into radiology electives to stimulate active learning. Materials and Methods: We enrolled 23 students who pursued a 2-week diagnostic radiology elective at our institution. Their radiology knowledge prior to the elective was assessed using 2 pretests. Students had opportunities to work with radiologists to review clinical imaging, attend academic rounds, and learn from the online learning resources. Their knowledge after the elective was assessed by readministering the 2 tests as “posttests.” Students also ranked their perception of the elective experience and educational resources on a Likert scale from 1 to 5. Results: There were statistically significant increases of 13.4% ( P < .0001) in mean test 1 scores and 6.8% in mean test 2 scores ( P = .001). Students also had favorable perceptions of the radiology elective experience and rated the electronic book (median score: 5 of 5) and online learning platform (4.5 of 5) as valuable educational resources. Conclusion: The implementation of an electronic book and online learning platform improved knowledge in radiology and resulted in positive student perceptions of the elective experience. This supports the use of online resources to facilitate independent self-learning for future radiology electives.

scholarly journals Using learning analytics to engage students: Improving teaching practices through informed interactions

2020 ◽  
Vol 9 (2) ◽  
pp. 231
Author(s):  
Justina Naujokaitienė ◽  
Giedrė Tamoliūnė ◽  
Airina Volungevičienė ◽  
Josep M. Duart
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Technology ◽  
Research Problem ◽  
Qualitative Inquiry ◽  
Structured Interviews ◽  
Learner Engagement

Student engagement is one of the most relevant topics within the academic and research community nowadays. Higher education curriculum, teaching and learning integrate new technology- supported learning solutions. New methods and tools enhance teacher and learner interactions and influence learner engagement positively. This research addresses the need to explore new ways of improving teaching practices to better engage students with the help of learning analytics. The paper investigates how university teachers use the data from learning analytics to observe learners and to engage them in online learning. Qualitative inquiry was chosen to approach the research problem, and semi-structured interviews with the teachers using (blended) online learning were conveyed to explore teacher practices in students’ behaviour and engagement observations online, disclosing teachers’ abilities to understand the challenging learner engagement process based on the data from learning analytics. The new evidence provided by this research highlights the successful practices in the use of learning analytics data to observe students’ behaviour and engagement and to inform teachers on the presence needed in order to develop learner–centred activities and to make curriculum changes. The limitation of this study lies in the fact that the different online teaching experiences that research participants had might have restricted their understanding of the use of LA data for curriculum development and learners’ engagement.

scholarly journals Professional Skills Development Through the Network Learning Community Using an Online Learning Platform

2021 ◽  
Vol 15 (12) ◽  
pp. 202
Author(s):  
Muhammad Ashar ◽  
Waras Kamdi ◽  
Dediek Tri Kurniawan
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Self Efficacy ◽  
Skills Development ◽  
Live Streaming ◽  
Networked Learning ◽  
Learning Networks ◽  
Personal Learning ◽  
Learning Platform ◽  
The Impact

Networked learning Community (NLC)  that integrates a professional context into the learning experience that uses learning networks to promote self-efficacy and professional development. Online Learning design integrates three techniques: focus on developing personal learning networks, live streaming and online based learning communities and immersive skills and experience mastery for professionals. The hypothesis is that networked learning community among peers in the online learning will help support skills development and confidence in sustainable use of the platform in a personalized way. Meanwhile networking for learning with professionals will strengthen the impact of mastery experience on self-efficacy. Learning experiences as relevant for lifelong learning and professional success are important in today's learning era. NLC aligned with the goals of the 21st century skills movement can be an important mechanism for scaling up efforts to redesign academies that offer skills with a forum for broad but personal learning. The live streaming technique in the learning process in online media has a significant impact in monitoring and monitoring one-on-one learners' abilities. Learning outcomes can be easily corrected and evaluated by relevant experts so that the work can be used as a good portfolio. In the application of the  NLC the target output is that there is a promotion mechanism for students to the industrial world by bringing together professional companies and / or developing entrepreneurship with the addition of business training to the relevant NLC. The results of the platform development show that the flow and process of improving skills and professional learning with the community in one field of multimedia industry is getting better

scholarly journals Pelatihan Penggunaan Edmodo untuk Meningkatkan Pengetahuan Teknologi Pembelajaran Guru SMP Yapis Merauke

TA'AWUN ◽  
2021 ◽  
Vol 1 (02) ◽  
pp. 113-122
Author(s):  
A Reski ◽  
I D Palittin
Keyword(s):  
High School ◽  
Online Learning ◽  
Learning Community ◽  
Junior High School ◽  
Junior High ◽  
Technological Knowledge ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Learning Platform ◽  
Use Of Technology

Changes in learning patterns from face-to-face to distance learning indirectly make teachers have to be able to adapt quickly to the use of technology as the main means of learning. The technological knowledge possessed by teachers is of course a major factor in the success and effectiveness of online learning. Community Service Activities carried out at the Yapis Merauke Junior High School aim to improve the ability of teachers to manage technology-based learning which is carried out in 3 forms of activity, namely socialization, training, and mentoring equipped with practice and learning simulations using Edmodo. The stages of activity include socializing about Edmodo as an e-learning platform, training on account creation and classes in Edmodo to assisting the use of Edmodo in learning activities, and evaluating activities to determine the increase in technological knowledge of Yapis Merauke Middle School teachers. The indicator of increasing technological knowledge is indicated by more than 75% of Yapis Junior High School teachers being able to use Edmodo as an online learning tool.

scholarly journals EduCOR: An Educational and Career-Oriented Recommendation Ontology

2021 ◽  
pp. 546-562
Author(s):  
Eleni Ilkou ◽  
Hasan Abu-Rasheed ◽  
Mohammadreza Tavakoli ◽  
Sherzod Hakimov ◽  
Gábor Kismihók ◽  
...  
Keyword(s):  
Online Learning ◽  
Labour Market ◽  
Real Life ◽  
Learning Goals ◽  
Learning Material ◽  
Learning Resources ◽  
Digital Learning ◽  
Personalised Learning ◽  
Learning Path ◽  
Online Learning Resources

AbstractWith the increased dependence on online learning platforms and educational resource repositories, a unified representation of digital learning resources becomes essential to support a dynamic and multi-source learning experience. We introduce the EduCOR ontology, an educational, career-oriented ontology that provides a foundation for representing online learning resources for personalised learning systems. The ontology is designed to enable learning material repositories to offer learning path recommendations, which correspond to the user’s learning goals and preferences, academic and psychological parameters, and labour-market skills. We present the multiple patterns that compose the EduCOR ontology, highlighting its cross-domain applicability and integrability with other ontologies. A demonstration of the proposed ontology on the real-life learning platform eDoer is discussed as a use case. We evaluate the EduCOR ontology using both gold standard and task-based approaches. The comparison of EduCOR to three gold schemata, and its application in two use-cases, shows its coverage and adaptability to multiple OER repositories, which allows generating user-centric and labour-market oriented recommendations.Resource: https://tibonto.github.io/educor/.

scholarly journals Connecting assessment and feedback: A customised and personalised experience for knowledge-building

2021 ◽  
pp. 1-24
Author(s):  
Pryah Mahabeer ◽  
Fathima Firoz Akoo
Keyword(s):  
Formative Assessment ◽  
Knowledge Building ◽  
Learning Experience ◽  
Formative Assessments ◽  
Small Scale ◽  
Structured Interviews ◽  
Learning Space ◽  
Face To Face ◽  
Personalised Learning ◽  
Collaborative Knowledge

Formative assessment coupled with effectual feedback is instrumental in enhancing student-learning experience and contributing to knowledge-building. However, feedback does not always translate into the desired outcomes for students receiving feedback and this compromises educational experiences and goals. In this small-scale empirical study, we worked with five postgraduate Honours students at a university in South Africa to explore their experiences of feedback on formative assessments in the learning space. We focused in a nuanced way on innovative opportunities and practices of feedback in the digital age. The data collected from the semi-structured interviews revealed that participants understood the value of quality formative assessment and feedback. Most participants reacted negatively to assessment grids and feedback received from lecturers. Some were unaccustomed to digital formative assessment and feedback as a developmental tool. They recommended a discipline-specific blended feedback approach that incorporates face-to-face feedback to make the digital feedback provided to them more meaningful. This would provide useful feedback that would create a customised and personalised learning experience for students in collaborative knowledge-building.

scholarly journals From real to virtual mobility: Erasmus students’ transition to online learning amid the COVID-19 crisis

2021 ◽  
pp. 147490412110212
Author(s):  
Rita Koris ◽  
Francisco Javier Mato-Díaz ◽  
Núria Hernández-Nanclares
Keyword(s):  
Online Learning ◽  
International Students ◽  
Cultural Knowledge ◽  
Adaptive Responses ◽  
Structured Interviews ◽  
Host Countries ◽  
Study Experience ◽  
Learning Capabilities ◽  
Virtual Mobility ◽  
Restrictive Measures

This study explores international students’ perceptions of the transition to the online learning environment while they were studying on an Erasmus+ Study Mobility Programme at host universities in Europe during the COVID-19 pandemic in spring 2020. Applying the theoretical framework based on the affective, behavioural and cognitive aspects of adaptation in the case of international students, this study reveals what adaptive responses and decisions sojourners made, and how their study experience and learning capabilities were challenged by the restrictive measures introduced at host universities due to the state of emergency declared in the host countries. Fourteen semi-structured interviews with both incoming and outgoing international students were conducted. Results reveal that studying online with reduced social interaction was a real challenge to Erasmus students. They were lacking cultural knowledge of the destination country as well as the insights typically arising from face-to-face teaching and social interactions. However, findings also expose students’ satisfaction with their academic accomplishments. In this regard, specific proposals are made for universities that consider virtual mobility programmes for international students in the future.

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