Collaborative Work in Higher Education: Tools and Strategies to Implement the E-Assessment

Espinosa, María Paz Prendes; Porlán, Isabel Gutiérrez; García-Tudela, Pedro Antonio

doi:10.1007/978-981-15-9908-8_3

Cited by 7 publications

(5 citation statements)

References 52 publications

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“…Furthermore, ICT may serve as a tool to foster a student-centred methodology since it presumably leads to participation and the promotion of active learning in which students feel the protagonists of their learning process [16,17]. Hence, they trigger students' interaction and collaborative work [18]. The reason for fostering participation and interaction relies on motivation since some studies have suggested that digital technologies are set to increase interest towards the target language [19].…”

Section: Ict In Educationmentioning

confidence: 99%

“…Gamification or gamebased learning also benefits from the use of ICT, fostering motivation and cooperation, and leading to digital educational games such as breakout EDU [27,28]. Cooperative learning based on ICT allows for different ways of communication to share knowledge, ideas and opinions [18]. Similarly, project-based or task-based language learning make students collaborate in tasks involving critical thinking, problem resolution and decision making [29].…”

Section: Ict In Educationmentioning

confidence: 99%

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A Systematic Review on the Role of ICT and CLIL in Compulsory Education

Martínez-Soto

Espinosa

2023

Education Sciences

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The ubiquity of digital technologies for teaching at large is a reality that can be observed at diverse educational stages and in numerous fields, including the teaching of foreign languages, which is the field of study of this research. In view of this situation, this work is intended to determine the role of ICT in foreign language teaching that follows a CLIL method. It was decided to conduct a systematic review based on PRISMA model and adding information obtained from the analysis of fugitive literature. The literature review was carried out on a total of 22 articles. The main inclusion criteria were a temporal selection from January 2017 to February 2022, the inclusion of the terms CLIL/AICLE and ICT/TIC in the title, abstract or keywords of the articles, and the focus on primary and secondary education. The main results show an increasing tendency of this topic, notably in English research. Most relevant conclusions of the systematic review evidence a positive relationship between ICT and CLIL to improve the learning of a foreign language, although some negative aspects are also highlighted as there is still a lack of resources and teacher training.

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Section: Ict In Educationmentioning

confidence: 99%

Section: Ict In Educationmentioning

confidence: 99%

A Systematic Review on the Role of ICT and CLIL in Compulsory Education

Martínez-Soto

Espinosa

2023

Education Sciences

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“…Electronic assessment refers to endto-end evaluation processes that use information and communication technology to administer an evaluation activity and record the corresponding responses (Mo et al, 2022). E-assessment is a partner to e-learning and works in parallel with various methods of teaching, learning, and assessment (Prendes-Espinosa et al, 2021). Well-prepared and effectively implemented e-assessment improves the effectiveness of learning and increases the motivation of the learner, which has a positive impact on their academic performance (Iglesias-Pradas et al, 2021).…”

Section: Electronic Academic Assessmentmentioning

confidence: 99%

The Relationship Between Academic Self-Efficacy and Undergraduate Students’ Perceptions of Electronic Assessment: A Mediation Analysis

Asfahani

2023

IJLTER

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Recently, in response to unstable global environmental factors, there has been a widespread shift towards online education. Drawing on Bandura’s social learning theory, this study examines the mediating role of academic self-efficacy in the relationship between students’ learning styles and their perceptions of electronic assessment. The research design utilized in this study involved a cross-sectional survey conducted via a web-based questionnaire administered to 342 undergraduate students enrolled in online courses at a private university in Jeddah, Saudi Arabia. The instruments employed included the student perceptions of electronic assessment scale, the academic self-efficacy scale and the student learning style scale, which assessed students’ perceptions of e-assessment, their confidence in learning and completing e-assessment tasks, and their preferred learning styles, respectively. The findings revealed that students held neutral perceptions of electronic assessment and exhibited a moderate level of academic self-efficacy. The contributory learning style emerged as the most favored, while the avoidant style was the least preferred. Importantly, the results demonstrated statistically significant direct and indirect effects of learning styles on students’ perceptions of electronic assessment, mediated by academic self-efficacy. This study has theoretical and practical implications, provides recommendations and highlights opportunities for future research in the field of online learning and electronic assessment.

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“…The benefits outlined in the previous paragraph do not only apply to digital assessment in general. The distinctive aspects of each type of assessment must be taken into account (Prendes et al, 2021). Four different E-assessment types can be distinguished: summative E-assessment as the addition of the results obtained at the end of lessons, courses or projects (Sewell et al, 2010) through digital tools such as forums, quizzes, etc.…”

Section: Types Of E-assessmentmentioning

confidence: 99%

Formative E-Assessment: A Qualitative Study Based on Master’s Degrees

Espinosa¹,

García-Tudela²,

Porlán³

2022

IES

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Formative assessment is a strategy that optimizes the learning process at any educational level, however its use is not very frequent as literature revision shows. In this paper, we analyse the use of formative assessment in online postgraduate studies (masters) in Spanish universities. Our sample was 31 online master’s degrees coordinators and we analyse the results obtained from a questionnaire with open questions using NVIVO software. Through qualitative analysis of the information supported by cross-queries of codes and attributes, we have considered formative assessment according to fields of knowledge, the type of digital tools used and the main difficulties identified. In this type of online masters, our data show that most of the teachers use this type of formative e-assessment to provide feedback to their students and as part of the final marks of the courses, too. So these results are relevant to understand the E-assessment strategies for master’s degrees. Finally, the main limitation of the study is the fact that it uses a sample limited to the geographical context of Spain. Nevertheless, these data are representative of E-assessment in Spanish master’s degrees and may be of interest for future research, for comparative studies in other contexts and even with face-to-face or blended-learning master’s degrees.

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Collaborative Work in Higher Education: Tools and Strategies to Implement the E-Assessment

Cited by 7 publications

References 52 publications

A Systematic Review on the Role of ICT and CLIL in Compulsory Education

A Systematic Review on the Role of ICT and CLIL in Compulsory Education

The Relationship Between Academic Self-Efficacy and Undergraduate Students’ Perceptions of Electronic Assessment: A Mediation Analysis

Formative E-Assessment: A Qualitative Study Based on Master’s Degrees

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