scholarly journals Tools for peer assessment in an e-learning environment

Seminar.net ◽  
2010 ◽  
Vol 6 (3) ◽  
Author(s):  
Hugo Nordseth ◽  
Sonja Ekker ◽  
Robin Munkvold
Keyword(s):  
Learning Environment ◽  
Peer Review ◽  
Peer Assessment ◽  
Physical Geography ◽  
Formative Feedback ◽  
Basic Knowledge ◽  
Digital Competence ◽  
Expected Performance ◽  
E Learning

Our exploration of peer assessment in the formative feedback of themes within ITL111 Digital Competence for teachers (15 ECTS) and GEO102 Physical Geography (15 ECTS) is based on support from tools within the LMS, sets of learning based outcomes, rubrics and Six Thinking Hats. The overall effect is improved quality of the student assignments and deeper learning. The best results were registered with the use of rubrics where the students were presented with clearly defined criteria for expected performance on a sample of different themes within the course. In order to perform the peer review, the students had to acquire the basic knowledge of the various themes. In addition, seeing how others solved the assignment provided the student with reflections on the themes that would improve the student's own final portfolio.

THE PROCESS OF DIGITALIZATION OF EDUCATIONAL INSTITUTIONS

2020 ◽  
Author(s):  
Муса Увайсович Ярычев
Keyword(s):  
Learning Environment ◽  
Education System ◽  
New Teacher ◽  
Educational Institutions ◽  
Quality Of Education ◽  
Necessary Condition ◽  
Teacher Competencies ◽  
Important Condition ◽  
E Learning

В статье рассматривается вопрос о цифровизации школы, как важном условии повышения качества образования. Организованная при помощи электронных форм среда обучения предоставляет ученикам большую самостоятельность. Необходимым условием совершенствования системы образования выступает создание новых, необходимых для цифровой экономики компетенций педагога. The article considers the issue of school digitalization as an important condition for improving the quality of education. The e-learning environment provides students with greater independence. A necessary condition for improving the education system is the creation of new teacher competencies necessary for the digital economy.

scholarly journals Utilizing a Facebook closed group for EFL e-learning environment: Students’ views

2021 ◽  
Vol 8 (3) ◽  
pp. 1026-1044
Author(s):  
Martha Nandari Santoso
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Online Classes ◽  
Online Class ◽  
Face To Face ◽  
Closed Group ◽  
E Learning ◽  
Group A ◽  
Display Quality

This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class. 

Multidimensional Assessment of Open-Ended Questions for Enhancing the Quality of Peer Assessment in E-Learning Environments

2020 ◽  
pp. 147-173
Author(s):  
Loc Phuoc Hoang ◽  
Le Anh Phuong ◽  
Somjit Arch-int ◽  
Ngamnij Arch-Int
Keyword(s):  
Learning Environments ◽  
Process Model ◽  
Peer Assessment ◽  
Student Assessment ◽  
Assessment Method ◽  
Free Text ◽  
Multidimensional Assessment ◽  
Positive Attitudes ◽  
E Learning

In online learning environments, peer assessment activities lack the observation and supervision by the teacher or instructor. Therefore, students may be lacked full effort to assess their peers. There exist the students' hesitation about criticizing their peers and scoring their peers honestly, the likelihood for peer assessment to be occasionally unreliable and unfair. The present assessment methods focus only on the single-dimensional assessment of content rather than the activities and collaborations among the students. Students also have no chance to analyze and comment on their peer answers. This study explored the multidimensional assessment method on open-ended question to foster positive attitudes and full effort among students engaging in E-learning environments. The objectives are as follows: 1) To develop a process model for multidimensional assessment (M-DA) to enable effective learning 2) To develop free-text answers assessment by using vector space model and semantic extraction model 3) To develop an algorithm for evaluating students' based on multidimensional assessment. Two groups of parallel students taking an e-course were tested on the system. The results of experiment noted that the proposed method overcomes the method just focuses on student assessment only without consideration and evaluation of the quality of the peer assessment. In light of the findings, the proposed method actively impacted on the development and improvement of learning and the quality of peer assessment among students in E-learning environments.

scholarly journals The Use of Virtual Reality in Geo-Education

2020 ◽  
Vol 15 (20) ◽  
pp. 59
Author(s):  
Nurzhanat Dalelovna Shakirova ◽  
Nidal Al Said ◽  
Svetlana Mihailovna Konyushenko
Keyword(s):  
Virtual Reality ◽  
Subjective Assessment ◽  
Physical Geography ◽  
Google Earth ◽  
Learning System ◽  
Technological Capabilities ◽  
Before And After ◽  
E Learning ◽  
The Impact

The paper discusses the technological capabilities of virtual reality (VR) in the field of education as a highly developed form of computer modeling. VR is con-sidered to be able to revolutionize the education field since it provides better en-gagement in learning activities than other teaching methods. In order to study the impact of VR technology on ensuring the quality of e-learning, an experiment is conducted during the Physical Geography online course. The current research in-volves 60 third-year students from the Abai Kazakh National Pedagogical Uni-versity, Moscow Pedagogical State University, and Ajman University. All the re-spondents were divided into two groups. The training of the first group is under-gone through distance learning in the Moodle e-learning system, while the educa-tional process of the second is supplemented with the technological capabilities of the latest VR services (Google Earth, Apple Maps, My Way VR, The VR Muse-um of Fine Art). During the study, students’ subjective assessment of the training is performed according to the basic, expected, and desirable criteria. The exami-nation is carried out in two stages - before and after the course. At the first stage of the assessment, the use of VR corresponds to the desired quality of the educa-tional product. However, after the course and the acquiring of virtual experience, the transfer of the students' desired training criteria into the expected can be ob-served. This indicates a high degree of adaptability of VR technology in educa-tion as well as an increase in the respondents' requirements against the quality of subsequent training courses. Consequently, a significant impact of immersive technology's evolution on the demands on the e-learning quality can be noted.

Self and Peer Assessment in a Problem-Based Learning Environment

2011 ◽  
pp. 191-209 ◽  
Author(s):  
Bernarda Kosel
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Rating Scales ◽  
Da Vinci ◽  
Peer Assessment ◽  
Problem Based Learning ◽  
Leonardo Da Vinci ◽  
E Learning

The purpose of this case study is to offer some suggestions on assessingstudent-centered groups, and show how self and peer assessment cancomplement a teacher’s assessment. The case study reports on whichassessment tools have been developed to measure students’ work in twoEuropean Leonardo da Vinci projects. The project used problem-basedlearning to teach English by combining this with a technical subject. A briefreport about the experiences on using an e-learning environment(Blackboard) in which the second project was carried out is also given.Assessment is divided into the process and product strands. The assessmenttools for each strand are proposed. These include rating scales forassessing the presentation and report, as well as self and peer assessmentquestionnaires for assessing the learning process.

Tools for E-Assessment Techniques in Education

2019 ◽  
pp. 28-52
Author(s):  
Anamika Gupta ◽  
Kajal Gupta ◽  
Anurag Joshi ◽  
Devansh Sharma
Keyword(s):  
Learning Environment ◽  
Programming Languages ◽  
Peer Assessment ◽  
Learning Management Systems ◽  
Assessment Tools ◽  
Assessment Process ◽  
Discussion Forums ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Assessment Techniques

The chapter explains the basic definition and objective of e-assessment. Advantages and disadvantages of the e-assessment process are briefed. There are various techniques used for accessing online in an e-learning environment. Some of the techniques are explained with examples. To perform e-assessment using these techniques, there are tools available. Some of the tools are developed by individual organizations for their own purpose while others are public platforms which can be used by anyone. Most of the learning management systems (LMS) use e-assessment tools. This chapter focuses primarily on the e-assessment tools of various types used in education domain. Various techniques of e-assessment used by these tools are explained like MCQs, essay type questions, e-portfolios, discussion forums, blogs, wikis, etc. Tools specific to programming languages are explained in detail. Further, tools related to problems of mathematics are explained. There are various tools for peer-assessment. A detailed study of those tools is presented.

A Hybrid Analysis of E-Learning Types and Knowledge Sharing Measurement Indicators

2014 ◽  
pp. 60-70
Author(s):  
Davood Qorbani ◽  
Iman Raeesi Vanani ◽  
Babak Sohrabi ◽  
Peter Forte
Keyword(s):  
Learning Environment ◽  
Knowledge Sharing ◽  
Conceptual Model ◽  
Learning Environments ◽  
Hybrid Analysis ◽  
Different Types ◽  
E Learning ◽  
Social Organizational ◽  
Learning Types

E-learning as a method of effective transference of knowledge is being widely used. This chapter introduces a conceptual model that shows administrators/directors of e-learning environments how to recognize and utilize different sets of knowledge sharing indicators (a combination of individual, social, organizational, and technical indicators) to enhance the quality of learning in e-learning environments. A model in which different types of e-learning can be employed is introduced and elaborated. Then, several knowledge-sharing indicators that have the potential of facilitating and enhancing the e-learning environment are presented. Finally, the conceptual model of knowledge sharing indicators to facilitate different types of e-learning environments is provided and discussed.

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