scholarly journals Improvement of E-Learning Efficacy by Self-Assessment

2011 ◽  
Vol 11 (2) ◽  
pp. 487-494 ◽  
Author(s):  
Hye-Seong Jeon
Keyword(s):  
Self Assessment ◽  
Learning Efficacy ◽  
E Learning

scholarly journals Model of Group Peer Assessment on E-Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 56
Author(s):  
Komang Oka Saputra ◽  
Putu Arya Mertasana ◽  
Pratolo Rahardjo
Keyword(s):  
Student Motivation ◽  
Peer Assessment ◽  
Student Interest ◽  
Self Assessment ◽  
Final Grade ◽  
Group Assignment ◽  
Individual Solution ◽  
E Learning ◽  
Personal Skills ◽  
The Individual

Student motivation at class takes major role on achieving courses’ learning outcomes. Multimedia based content, game-based quiz, or self-assessment can maintain student interest to follow the learning process. Apart from the individual solution, working in group is one way to improve student motivation, however without proper arrangement, putting students in groups can degrade the competitive atmosphere of class, as less-smart students hang up to the more-smart students. Another alternative is implementing collaborative learning such as peer assessment that allows students to grade their fellows. However, objectivity between students must be concerned as students tend to give high-grade for their fellows. Combining group mode and peer assessment, this work proposed group peer assessment to improve student motivation on e-learning. Proposed method started by teacher open a group assignment on e-learning. Students then work on group to create solution. After the solutions are submitted, the extra-group peer assessment begins, where each group examines another group work. To maintain the objectivity of the peer assessment, final grade of each group obtained by combining grade from another group and grade from teacher.  In the meantime, cooperation atmosphere in each group is maintained by intra-group peer assessment, where each member asses all his/her teammates in terms of intra-personal and inter-personal skills.

scholarly journals Are rare diseases overlooked by medical education? Awareness of rare diseases among physicians in Poland: an explanatory study

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Dariusz Walkowiak ◽  
Jan Domaradzki
Keyword(s):  
Rare Diseases ◽  
Basic Knowledge ◽  
Public Health Issue ◽  
The Internet ◽  
Medical Sciences ◽  
Self Assessment ◽  
Medical Curricula ◽  
Common Diagnosis ◽  
Learning Programs ◽  
E Learning

Abstract Background During their studies, future physicians are often taught that while evaluating a patient they should first consider a common diagnosis and not a rare one. Consequently, although most physicians will face the diagnosis or treatment of a rare disease (RD) at some point in their professional lives, many assume that they might never meet a patient with a specific RD. Moreover, many physicians lack knowledge about RDs and are not prepared for caring for RD patients. Thus, the aim of this paper was to assess the awareness of RDs among Polish physicians. Methods The study was conducted among 165 medical doctors taking their specialization courses at the Poznan University of Medical Sciences, Poland. The questionnaire assessed physicians’ knowledge about the number, examples, etiology and estimated frequency of RDs. It also checked the self-assessment of physicians competence in RDs, as well as their opinions about university curricula in this respect. Results The study shows that while most physicians lacked basic knowledge about the etiology, epidemiology and prevalence of RDs, many had also problems with separating RDs from more common disorders. Moreover, 94.6% of physicians perceived their knowledge on RDs as insufficient or very poor and less than 5% feel prepared for caring for patients with RDs. Simultaneously, while over 83% of physicians believed that RDs constitute a serious public health issue, 17% were of the opinion that mandatory courses on RDs are not necessary in medical curricula and 6.7% were not interested in broadening their knowledge of such diseases. Most respondents derived their knowledge on RDs from university courses, scientific literature and research, as well as from the Internet. Conclusion Since the study shows that there is a urgent need to fill the gap in physicians’ knowledge on RDs, it seems advisable that extra courses on these diseases should be added to medical curricula and physicians’ postgraduate training. Furthermore, as the Internet is the main source of information on RDs, e-learning programs and courses for all medical professionals should be organized.

INSTITUTIONAL SELF-ASSESSMENT AS SUPPORT FOR THE DEFINITION OF A NEW E-LEARNING MODEL

2019 ◽  
Author(s):  
Adriana Justin Cerveira Kampff ◽  
Marion Creutzberg ◽  
Denizar Alberto da Silva Melo ◽  
Débora Conforto ◽  
Manuir José Mentges
Keyword(s):  
Learning Model ◽  
Self Assessment ◽  
E Learning ◽  
Definition Of

A Blended Course to Teach Graphical Programming Using LabVIEW

2014 ◽  
pp. 330-340
Author(s):  
Yücel Uğurlu
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Experimental Studies ◽  
Learning System ◽  
Self Assessment ◽  
Graphical Programming ◽  
Certification Test ◽  
E Learning ◽  
The Impact ◽  
Blended Course

In this chapter, the authors introduce a blended learning approach where LabVIEW, an e-learning environment, was integrated into a traditional graphical programming course for engineering students to teach advanced topics and to increase the programming skills of the students. In this course, the students were required to design projects using technology. The students designed small projects and frequently accessed the e-learning system to build real-world applications. The projects that students designed stimulated them to use the e-learning system. The impact of blended learning was evaluated on the basis of student surveys and certification test results. Experimental studies show that blended learning produced higher results in the students’ self-assessment and certification test.

A Blended Course to Teach Graphical Programming Using LabVIEW

2015 ◽  
pp. 299-310
Author(s):  
Yücel Uğurlu
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Experimental Studies ◽  
Learning System ◽  
Self Assessment ◽  
Graphical Programming ◽  
Certification Test ◽  
E Learning ◽  
The Impact ◽  
Blended Course

In this chapter, the authors introduce a blended learning approach where LabVIEW, an e-learning environment, was integrated into a traditional graphical programming course for engineering students to teach advanced topics and to increase the programming skills of the students. In this course, the students were required to design projects using technology. The students designed small projects and frequently accessed the e-learning system to build real-world applications. The projects that students designed stimulated them to use the e-learning system. The impact of blended learning was evaluated on the basis of student surveys and certification test results. Experimental studies show that blended learning produced higher results in the students' self-assessment and certification test.

Improvement of Self-Assessment Effectiveness by Activity Monitoring and Analysis

2012 ◽  
pp. 1779-1798
Author(s):  
Dumitru Dan Burdescu ◽  
Marian Cristian Mihaescu
Keyword(s):  
Machine Learning ◽  
Open Source ◽  
Input Data ◽  
Software System ◽  
Business Logic ◽  
Self Assessment ◽  
Student Activities ◽  
Learning Platform ◽  
Engineering Department ◽  
E Learning

Self-assessment is one of the crucial activities within e-learning environments that provide learners with feedback regarding their level of accumulated knowledge. From this point of view, the authors think that guidance of learners in self-assessment activity must be an important goal of e-learning environment developers. The scope of the chapter is to present a recommender software system that runs along the e-learning platform. The recommender software system improves the effectiveness of self-assessment activities. The activities performed by learners represent the input data and the machine learning algorithms are used within the business logic of the recommender software system that runs along the e-learning platform. The output of the recommender software system is represented by advice given to learners in order to improve the effectiveness of self-assessment process. The methodology for obtaining improvement of self-assessment is based on embedding knowledge management into the business logic of the e-learning platform. Naive Bayes Classifier is used as machine learning algorithm for obtaining the resources (e.g., questions, chapters, and concepts) that need to be further accessed by learners. The analysis is accomplished for disciplines that are well structured according to a concept map. The input data set for the recommender software system is represented by student activities that are monitored within Tesys e-learning platform. This platform has been designed and implemented within Multimedia Applications Development Research Center at Software Engineering Department, University of Craiova. Monitoring student activities is accomplished through various techniques like creating log files or adding records into a table from a database. The logging facilities are embedded in the business logic of the e-learning platform. The e-learning platform is based on a software development framework that uses only open source software. The software architecture of the e-learning platform is based on MVC (model-view-controller) model that ensures the independence between the model (represented by MySQL database), the controller (represented by the business logic of the platform implemented in Java) and the view (represented by WebMacro which is a 100% Java open-source template language).

Educational Interactions Quality in E-Learning Environment

2016 ◽  
pp. 216-232
Author(s):  
Tatiana Noskova ◽  
Olga Yakovleva
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Self Assessment ◽  
Environment Quality ◽  
E Learning ◽  
Educational Interactions

The chapter is focused on the problem of educational interactions within E-learning environment. The main questions are: how E-learning environment participants initiate and maintain communication and how an E-learning environment quality can be accessed via the educational interactions analysis? Two directions of E-learning environment interactions assessment are described: formalized assessment, carried out by a teacher on the account of basic educational interactions algorithms; students' self-assessment. The first direction of assessment is proposed to be carried out with the use of basic algorithms of educational interactions in E-learning environment; while the second direction of assessment involves telecommunication reflexive educational technology.

Self-Assessments in Contemporary Adult E-Learning

2010 ◽  
pp. 557-577
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Adult Learner ◽  
Discovery Learning ◽  
Skills Acquisition ◽  
Design Strategies ◽  
Self Assessment ◽  
Learner Engagement ◽  
Electronic Learning ◽  
E Learning ◽  
Self Assessments ◽  
Actual Learning

With the ever higher costs of human-led instruction, much of adult electronic learning (e-learning) has become automated, independent, dispersed to open-source locales, and open learning. There has been a growing focus on adult learner self-initiative in identifying and pursuing learning opportunities independently. Such discovery learning is not just for practical and informal work but has now reached well into formalized trainings and deeper lifelong learning. This phenomenon has led to a variety of methods for adult learner self-assessment of their own learning—ranging from pre-determined scripted responses to live human feedback to mixed-methods feedback. Feedback loops for learner self-assessment are critical to support learner engagement, actual learning, learner self-efficacy, decision-making, skills acquisition, and human development; these also enhance mutually supportive collaborations and innovations between co-learners; and they enable workplace and higher education credentialing needs. This chapter highlights the importance of self-assessments and learner feedback in e-learning, and proposes some foundational design strategies.

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