Constructing a Grounded Theory of E-Learning Assessment

Díaz, Laura Alonso; Tosina, Rocí­o Yuste

doi:10.1177/0735633115597868

Cited by 12 publications

(5 citation statements)

References 23 publications

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“…Redefining the staff role to fit requirements of technology-savvy students necessitate a form of pedagogical shift that needs to reexamine the role of the traditional teacher. 7,8 Although some staff members make great efforts to be life-long learners, others may need more guidance and reassurance. This ambiguity appears when discussing compensation to take on new responsibilities, meeting new expectations or obtaining tenure and/or promotion.…”

Section: Discussionmentioning

confidence: 99%

Faculty development needs assessment for online teaching

Elsamanoudy

Aboukamer

Ghoneim

et al. 2018

Int J Community Med Public Health

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Background: Academic staff members, who are responsible for teaching and training, should be aware of the principle of online course design, development, and implementation. The aim of this study is to evaluate instructors’ skills and needs for conducting distance learning healthcare courses, including the level of assistance they need to implement and use online and software tools in online courses.Methods: The current study applied online faculty survey used by the Center for Teaching Excellence, University of South Carolina to assess the faculty’s instructional technology needs for training and support. The survey asked faculty staff about a broad number of classroom and online technologies, with a helpful response scale that reveals not only what the faculty is already using, but also what the instructors want to use and what they need help with.Results: The results of this study revealed a significant need of faculty staff members for the training and development of their skills in almost all tools used for conducting online courses. The female responder was higher than males. Regarding the use of software, although the majority of participating staff members in this study use almost all software tools required for conducting online healthcare courses, they expressed a need for help in developing new ideas to use the software effectively.Conclusions: From this study, it could be concluded that it is essential to organize comprehensive faculty development training courses for staff members to help them in conducting their online courses or converting their face-to-face courses to blended courses effectively.

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Section: Discussionmentioning

confidence: 99%

Faculty development needs assessment for online teaching

Elsamanoudy

Aboukamer

Ghoneim

et al. 2018

Int J Community Med Public Health

View full text Add to dashboard Cite

show abstract

“…Ongoing monitoring has traditionally been performed through testing, but the e-learning environment offers a much wider range of assessment tools (Alonso-Díaz & Yuste-Tosina, 2015;Baleni, 2015). In some cases, testing becomes the main form of interaction between a student and an educational organization (Carnevale, 2001), but in such a situation, one has to rely solely on the independent work of https://doi.org/10.…”

Section: Means and Methods Of Reducing The Uncertainty Of The Electronic Educational Environmentmentioning

confidence: 99%

Uncertainty Of The Electronic Educational Environment And Means Of Its Reduction

Shirayeva¹

2021

European Proceedings of Social and Behavioural Sciences

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The shortcomings of the electronic educational environment in comparison with the traditional educational environment are analysed in the article. In terms of the spatial factor, the electronic educational environment does not ensure the joint presence of students and a teacher in a specially organized locus that promotes concentration on the educational process and excludes inappropriate types of activity. From the point of view of the time factor, the electronic educational environment does not provide for the structuring of activities. Finally, the electronic educational environment does not provide sufficient conditions to ensure a coordinated, synchronous interaction between all participants in the educational process (interaction factor); as a result of this, the interaction of the student with the educational material comes to the fore, overshadowing the interaction between the student and the teacher, as well as between the student and other students. Due to these features, the electronic educational environment does not invite involvement in the educational process and does not provide sufficient motivation. These shortcomings of the electronic educational environment can be compensated through: blended learning, regular and uniform organizational communications carried out with the help of a limited and unchanging number of communication tools, the provision of familiarity between the members of the study group, forms of synchronous work involving all members of the group (including those based on the principles of play or competition), and collective projects, as well as through various forms of constant monitoring.

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“…Through the innovative integration of digital learning models and objects, teachers use such tools to establish appropriate instructional models to enhance the innovative meanings of their pedagogy [13]. The innovative digital value of such learning activities presents new integrated interfaces to highlight the innovative diffusion of digital technology.…”

Section: The Relationship Between Digital Innovative Value and Digitamentioning

confidence: 99%

The Early Childhood Educators’ Attitudes Towards Innovative Instructional Applications about Digital Learning Activities for Young Children

Chen¹

2018

Contemporary Perspective on Child Psychology and Education

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The innovative value and practices of digital learning activities assist early childhood educators in employing effective instruction to improve young children's performance as well as advance their own professional autonomy to implement digital learning activities for young children. This study examined the factors and relationships about early childhood educators' attitudes towards the integration and behavioral intention of digital learning tools into young children's innovative pedagogical activities using a questionnaire survey. The questionnaire consisted of five factors, including digital innovative value (DIV), digital innovative practices (DIP), perception of instructional use (PIU), instructional professional autonomy (IPA), and behavioral intention to use (BIU). The researcher used structural equation modeling to analyze the survey data. The results showed that early childhood educators' perceptions about innovative value and applications of digital learning activities play a key role in the success of young children's performance and competence in preschool. The early childhood educators with positive attitudes towards the innovative consideration and practical instructional applications of digital learning activities had more behavioral intention to plan and design instructional activities with innovative applications of digital learning tools.

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Constructing a Grounded Theory of E-Learning Assessment

Cited by 12 publications

References 23 publications

Faculty development needs assessment for online teaching

Faculty development needs assessment for online teaching

Uncertainty Of The Electronic Educational Environment And Means Of Its Reduction

The Early Childhood Educators’ Attitudes Towards Innovative Instructional Applications about Digital Learning Activities for Young Children

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