An e-Portfolio-based Model for the Application and Sharing of College English ESP MOOCs

Chen, Jinshi

doi:10.5539/hes.v7n2p35

Cited by 5 publications

(4 citation statements)

References 9 publications

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“…There is some evidence to suggest that e-portfolios in ODeL MOOCs are used mainly for summative assessments. Nevertheless, Cheng [28] validates that e-Portfolio-based formative assessment can record students' progress to offer teachers and students information about how students' proficiency improves and enhance students' autonomy in learning. In line with the first statement, Downes (2013) [29] explains e-portfolio in a MOOC can serve as a resource that a student has to present as proof of his or her learning.…”

Section: E-portfoliomentioning

confidence: 89%

Innovative Tools to Assess a Large Number of Students in the Open Distance and e-Learning MOOCs

Mphahlele¹

2022

MOOC (Massive Open Online Courses)

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The literature on students registered in the Open Distance and e-Learning (ODeL) institutions suggests many obstacles related to their summative-driven assessments, which give insufficient time for study, difficulties in access and use of innovative assessment tools, ineffective feedback, and lack of feedback of study materials. These challenges lead students to learn just enough to get grades without understanding the topics or acquiring knowledge and skills. On the other hand, massive Open Online Courses (MOOCs) give students, who have to fulfil multiple roles and are affected by the barriers of distance, cost and time, an opportunity to pursue their studies online. This chapter employed humanistic learning theory (HLT) to present a variety of digital teaching and learning tools that enable assessment suitable for a large number of students in the ODeL MOOCs. Humanistic learning theory emphasises a shift towards considering students, their characteristics, and their influence on learning. In addressing the gap created by assessments that were not focused on the specific human capabilities, including creativity, personal growth, and choice, this chapter first presents principles of HLT linking them with the form of assessments in MOOCs. Secondly, the ways to assess a large number of students in ODeL MOOCs are outlined. Lastly, various digital tools that can assess a large number of students are discussed, considering students as sources of authority.

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Section: E-portfoliomentioning

confidence: 89%

Innovative Tools to Assess a Large Number of Students in the Open Distance and e-Learning MOOCs

Mphahlele¹

2022

MOOC (Massive Open Online Courses)

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“…The analysis concluded that a learning environment with formative assessment brings many benefits to learners and emphasized the positive outcomes of combining e-learning environments with web-based assessments. In Guangdong University of foreign Studies (GDUFS), formative assessment is conducted on FiF Teaching Assessment System (FiF Platform) (FiF is the abbreviation from the slogan "For Ideal Future"), which is a multi-terminal online teaching management system based on the concept of formative assessment (Chen, 2017). FiF Platform is an e-Portfolio assessment platform used to achieve students' autonomy in their learning of college English courses in that the Platform has four functional modules (curriculum module, teaching module, students' portfolio module and teaching diary module) and four characteristics (formative assessment; student-centered; connection between teaching activities in classroom and beyond and accumulation of students' scores).…”

Section: Suitable Conditions For Formative Assessmentmentioning

confidence: 99%

A Contrastive Analysis of Classroom-Based Language Assessments

Chen¹

2020

ELT

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Classroom-based language assessments mainly include formative assessment and summative assessment, which are the most commonly used evaluation methods. The present study adopts a contrastive method to analyze the two types of assessments. Results of the study show that: 1) the characteristics of formative assessment contain teachers’ adaptation to classes and immediate feedback provided for teachers, while summative assessment, as a high-risk one, needs a high standard control and safety for dependability and effectiveness; 2) formative assessment is suitable for any places with multiple standards for the judgement of learners’ achievements while summative assessment evaluates the educational effect or the whole process of special education at a certain time point, and both assessments can always be conducted on network platforms nowadays; 3) evidence and interpretation are taken into consideration in formative assessment and summative assessment respectively while the two types of assessment complement each other for the related teaching goals; 4) more attention may be paid to both assessment for learning (AfL) and assessment as learning (AaL) in the future development of assessment. The contrastive study is expected to provide a reference for classroom-based language teaching and learning.

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“…erefore, numerous online learning tools and forms of communication have evolved progressively in the existing social context of network infrastructure and teaching demands [6]. Google is among the quickly rising Internet powerhouses in the twenty-first century, offering cloud storage to Internet customers.…”

Section: Introductionmentioning

confidence: 99%

Development and Application of MOOC System for English Intercultural Communication Courses Using Neural Network

Jiang

Hou

2022

Scientific Programming

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Presently, many researchers are focusing on the English intercultural communication course. However, these courses face serious challenges, such as individual student variances in conventional English cross-cultural teaching, fostering students’ cross-cultural communication abilities, and enhancing teaching quality. These problems need to be solved; therefore, this paper aims to explore the development and application of the Massive open online courses (MOOCs) system in the English cross-cultural communication course based on neural networks. Firstly, the overall function modules of the MOOC system for the English intercultural communication courses are described, with emphasis on the student function module, teacher function module, administrator function module, and system database design of the MOOC system. Second, the MOOC system’s teaching technique in an English intercultural communication course is based on a genetic algorithm, and the MOOC system’s teaching quality index in an English intercultural communication course is chosen using principal component analysis. We conducted several tests to demonstrate that the MOOC system of the English intercultural communication course using the neural network suggested in this work is resilient and may successfully increase teaching quality. The experiment proves that the MOOC system of the English intercultural communication course based on the neural network developed in this paper has efficient results as compared to existing studies. In addition, it can effectively improve the teaching quality and can train students’ intercultural communication skills and their ability to adapt to intercultural communication.

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An e-Portfolio-based Model for the Application and Sharing of College English ESP MOOCs

Cited by 5 publications

References 9 publications

Innovative Tools to Assess a Large Number of Students in the Open Distance and e-Learning MOOCs

Innovative Tools to Assess a Large Number of Students in the Open Distance and e-Learning MOOCs

A Contrastive Analysis of Classroom-Based Language Assessments

Development and Application of MOOC System for English Intercultural Communication Courses Using Neural Network

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