scholarly journals Formative Assessment as an Online Instruction Intervention

2021 ◽  
Vol 19 (1) ◽  
pp. 1-16
Author(s):  
Zexuan Chen ◽  
Jianli Jiao ◽  
Kexin Hu
Keyword(s):  
Online Education ◽  
Formative Assessment ◽  
Dropout Rate ◽  
Learning Outcome ◽  
School Closure ◽  
Learning Activities ◽  
Online Course ◽  
Quick Response ◽  
Assessment Data ◽  
High Dropout Rate

Online education has long been suffering from high dropout rate and low achievement. However, both asynchronous and synchronous online instructions have to become effective to serve as a quick response to maintain undisrupted learning during the COVID-19 outbreak. The purpose of the present study was to examine student engagement, learning outcome, and students' perceptions of an online course featured with frequent tasks, quizzes, and tests as formative assessment. Data were collected from the first five weeks of a course that was temporarily converted from blended learning to be fully online in time of school closure. Analysis of students' learning records and scores indicated that students engaged themselves actively in all of the online learning activities and had gained high scores in all tasks, quizzes, and tests. In addition, students held positive perceptions towards the formative assessment.

Using Social Media to Improve Student-Instructor Communication in an Onlinef Learning Environment

2018 ◽  
Vol 14 (1) ◽  
pp. 33-43 ◽  
Author(s):  
Rong Guo ◽  
Yide Shen ◽  
Lei Li
Keyword(s):  
Treatment Group ◽  
Online Education ◽  
Learning Environment ◽  
Student Performance ◽  
Dropout Rate ◽  
Control Group ◽  
Communication Tool ◽  
Instructor Communication ◽  
High Dropout Rate ◽  
Student Instructor

The lack of effective faculty-student interaction has been identified as a main contributor to the high dropout rate in online education. For this paper, the authors conducted an empirical study using a social networking tool, specifically Facebook, to improve student-instructor communication and student performance in an online learning environment. They recruited three sections of an introductory IT course at a public university and divided them into two groups: (1) a treatment group where Facebook was used as an additional communication tool and (2) a control group where the course setting wasn't changed. The authors surveyed the participants' opinions on the use of Facebook in the treatment group, and collected participants' academic performance data for both the treatment and control groups. Their research findings show that the use of Facebook as a supplemental communication method can help an instructor better reach out to students, reduce a course's failure rate, and improve student course performance.

scholarly journals Investigating MOOCs through blog mining

2014 ◽  
Vol 15 (2) ◽  
Author(s):  
Yong Chen
Keyword(s):  
Dropout Rate ◽  
Disruptive Innovation ◽  
Online Course ◽  
Future Research ◽  
Course Quality ◽  
Massive Open Online Course ◽  
High Dropout Rate ◽  
Novel Method ◽  
Published Research ◽  
A Current

<p>MOOCs (massive open online course) is a disruptive innovation and a current buzzword in higher education. However, the discussion of MOOCs is disparate, fragmented, and distributed among different outlets. Systematic, extensively published research on MOOCs is unavailable. This paper adopts a novel method called blog mining to analyze MOOCs. The findings indicate, while MOOCs have benefitted learners, providers, and faculty who develop and teach MOOCs, challenges still exist, such as questionable course quality, high dropout rate, unavailable course credits, ineffective assessments, complex copyright, and limited hardware. Future research should explore the position of MOOCs and how it can be sustained.</p>

scholarly journals Online Education and Community Participation in Bangladesh: Challenges and Opportunities to Ensure Inclusive Learning During COVID-19 School Closure

2021 ◽  
pp. 001955612110445
Author(s):  
Shamim Noor ◽  
Saharin Priya Shaoun
Keyword(s):  
Online Education ◽  
Strategic Change ◽  
Radical Change ◽  
School Closure ◽  
Learning Activities ◽  
School Level ◽  
Online Classes ◽  
Inclusive Learning ◽  
Challenges And Opportunities ◽  
Policy Direction

Like most other countries around the world, after the emergence of the COVID-19 pandemic, the education system in Bangladesh has gone through a radical change from the beginning of March 2020 onwards. The study attempts to analyse teachers’, students’ and parents’ perceptions and experiences about the online education in the COVID-19 pandemic at the school level. To fulfil the research objectives, the study selects some private schools (kindergarten to high school) in the Chattogram District of Bangladesh. The study strongly advocates for making the online classes more effective and inclusive for all. There is a need to bring a strategic change from the course curriculum to the teaching process and ensure an amalgamation of all types of interventions (online and offline classes) for online learning activities through a unified policy direction.

scholarly journals EVIDENCE BASED LEARNING: AN ANALYSIS OF IMPACT OF EXPERIENTIAL LEARNING ON ATTAINMENT OF INTENDED SPECIFIC LEARNING OUTCOME

2021 ◽  
Vol 9 (1) ◽  
pp. 66-74
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Deep Understanding ◽  
Learning Outcome ◽  
Learning Activities ◽  
Control Group ◽  
School Students ◽  
Specific Learning

The intension of the present study is to enhance the conceptual understanding amongst Grade 12 School students.  As a teacher, it is very challenging to make the learners to be strong and have deep understanding in the theoretical concept for its application in day- to-day life.  The experiential learning activities enhance the deep learning.  The purpose of the study is to investigate the effect of experiential learning activities designed for the concept “corrosion” on the academic performance amongst Senior Secondary School students in Chemistry.  Totally 40 students participate in the study.  The samples are drawn using Purposive sampling technique.  The samples are divided in to two groups: study and the control group based of their performance of formative assessment before the treatment. Students of the study group are taught by using experiential learning activities.  The present study is experimental in nature. Data is collected using formative assessment before and after the treatment.  Mean, mean difference and standard deviation are the statistical tools applied to analyze the data. Results of the study reveal that experiential learning activities have a positive impact on the deep conceptual understanding to achieve the intended specific learning outcome. Based on the results few recommendations are made.

PENILAIAN PERFORMA DALAM PEMBELAJARAN SAINS

2014 ◽  
Vol 15 (1) ◽  
pp. 22-30
Author(s):  
R. Dicky Agus Purnama ◽  
Benny Agus Pribadi
Keyword(s):  
Performance Assessment ◽  
Learning Outcome ◽  
Learning Activities ◽  
Learning Science ◽  
Assessment Technique ◽  
Technology Learning ◽  
Constructive Process ◽  
Real World Learning ◽  
Learning Competencies ◽  
Knowledge Exploration

This article will elaborate the use of performance assessment to measure students competencies in learning science. What type of performance assessment appropriate to assess students learning outcome of science? The answer of this question is necessary for the teachers to determine the best assessment technique in science. Basically science can be considered as the root of knowledge and technology. Learning activities in science should be designed in order to facilitate students learning. It is a constructive process which requires students to study concepts inductively. Learning activities in science should be based on constructivism learning theory which encourages students to build their own knowledge and to apply it in the real world. Learning science should involve several essentials activities such as student involvement (engagement); extracting knowledge (exploration); presenting the findings (explanation); understanding knowledge (elaboration); and achievement learning competencies (assessment). It is necessary to implement performance assessment to measure the students learning outcome in science. Penulisan artikel ini bertujuan untuk mengelaborasi implementasi penilaian performa siswa untuk mengukur kemampuan siswa dalam mempelajari isi atau mata pelajaran sains. Bentuk penilaian seperti apa yang diperlukan untuk mengetahui kompetensi siswa setelah mempelajari mata pelajaran sains? Jawaban terhadap pertanyaan ini sangat diperlukan untuk dapat merancang dan mengembangkan sistem penilaian untuk mengukur kemampuan siswa dalam mata pelajaran sains. Sains atau science pada hakekatnya merupakan akar perkembangan ilmu pengetahuan dan teknologi (iptek). Pembelajaran sains pada semua jenjang pendidikan perlu dirancang agar menarik dan bermakna bagi siswa. Aktivitas dalam pembelajaran sains harus memanfaatkan pendekatan dan teori belajar konstruktivistik yang mendorong siswa dapat membangun pengetahuan dan mengaplikasikannya dalam dunia nyata. Pembelajaran sains berbasis teori belajar konstruktivistik bercirikan belajar seperti: Keterlibatan siswa (engagement); penggalian pengetahuan (exploration); penjelasan (explanation); penjabaran (elaboration); dan penilaian (assessment). Dalam aktivitas pebelajaran sains berbasis teori belajar konstruktivistik penilaian hasil belajar menekankan pada performa siswa dalam mengintegrasikan pengetahuan-fenomena alam. Artikel ini akan mengupas implementasi konsep penilaian performa atau performance assessmentdalam pembelajaran sains berbasis teori belajar konstruktivistik.

The prevalence of Trichomonas vaginalis and Candida albicans infection in the lower genital tracts of antenatal patients in Abakaliki, Southeastern Nigeria

1970 ◽  
Vol 4 (1) ◽  
pp. 11-14 ◽  
Author(s):  
IM Sunday-Adeoye ◽  
JOK Adeoye ◽  
OUJ Umeora ◽  
PI Okonta
Keyword(s):  
Candida Albicans ◽  
Pregnancy Outcomes ◽  
Trichomonas Vaginalis ◽  
Dropout Rate ◽  
Antenatal Clinic ◽  
Southeastern Nigeria ◽  
High Dropout Rate ◽  
Adverse Pregnancy ◽  
June July ◽  
A Prospective Study

Aims: To determine the prevalence of Trichomonas vaginalis and Candida albican infection among anasymptomatic pregnant population and to document their pregnancy outcomes.Methods: This was a prospective study involving antenatal clinic attendees at the Ebonyi State UniversityTeaching Hospital, Abakaliki, Nigeria. They were randomly recruited and informed consent obtained. Vaginalspecimens were collected from them and analyzed in the laboratory. They were followed up till delivery andpregnancy outcomes documented.Results: Two hundred expectant mothers were recruited. The prevalence rate of Trichomonas vaginalis andCandida albicans were 0.5% and 27.5% respectively. Due to the high dropout rate in the study, it wasimpossible to make any reasonable inference about the pregnancy outcomes associated with these conditions.Conclusion: There is probably the need for the use of more sophisticated methods for the detection ofTrichomonas vaginalis. The existing methods in most laboratories in the country may not be adequate. Thereis also probably the need for a larger sample size and a stricter follow up of the patients in order to documentany adverse pregnancy outcomes associated with these conditions.Keywords: Prevalence; Trichomonas vaginalis; Candida albicans; antenatal careDOI: 10.3126/njog.v4i1.3325Nepal Journal of Obstetrics and Gynaecology June-July 2009; 4(1): 11-14

Contextual Learning Approach and Performance Assessment in Mathematics Learning

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
I Wayan Eka Mahendra
Keyword(s):  
Formative Assessment ◽  
Performance Assessment ◽  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Contextual Learning ◽  
Learning Approach ◽  
Better Than ◽  
A Performance

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly. 

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