Dahlia: Online formative assessment for theoretical course

Shuhidan, Shamila Mohamed; Mohamad, Aini Fatina

doi:10.1109/icriis.2013.6716761

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…These principles are ratified in the research carried out. The unavoidable task of quality research according to (Calderón Polanía, 2015), will be boosted with formative research, with the research culture generated since the student enters, in all subjects little by little, from a good monograph, in the first semesters, to R+D+I projects, as a consequence (Shuhidan & Mohamad, 2013). For a university teacher and according to the area, biomedical, social or engineering, not all alternatives will be useful, however, defining and characterizing them, will serve to choose the most appropriate according to the analysis proposed by (Suhonen & Sutinen, 2005).…”

Section: Development Of the Researchmentioning

confidence: 99%

Development of research skills and formative research in higher education.

Mazuelos Chávez,

Aguayo Polar

2023

revTECHNO

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The university has been using the concept of formative research for the fulfillment of one of its functions within the framework of the law. Since then we have conducted research on the development of research skills in the university classroom, we present activities developed by professors, which bring us closer to the use of tools that allow the development of research skills from the training process. Material and methods: it was based on an exploratory descriptive descriptive research, as well as on the documentary analysis carried out at different times. First: institutional diagnosis on formative research, second: design of the conceptual model and third: construction of exploratory scenarios.

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Section: Development Of the Researchmentioning

confidence: 99%

Development of research skills and formative research in higher education.

Mazuelos Chávez,

Aguayo Polar

2023

revTECHNO

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“…This support has been influenced by the advancements in the field of natural language processing and information extraction. The work of Shuhidan and Mohamad (2013) suggests a variant of computerised grading functions, approaches and systems are being implemented around the world. Common types of these computerised grading are presented in Shuhidan and Mohamad (2013) and Siddiqi and Harrison (2008) and address questions like multiple choices, true/false, matching and fill-in-the-blank, while others such as CRASE, BETSY, C-rater addressed open-ended questions, i.e.…”

Section: Literature Reviewmentioning

confidence: 99%

“…short answer and essay questions. Furthermore, Shuhidan and Mohamad (2013) and Suh et al (2010) explain that systems such as Stack Overflow, Answers.com, Formspring and Dahlia go beyond the computerised grading to address the evaluation of student responses.…”

Section: Literature Reviewmentioning

confidence: 99%

E-university delivery model: handling the evaluation process

Ismail

Safieddine

Jaradat

2019

BPMJ

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Purpose The setting up of e-university has been slow-going. Much of e-university slow progress has been attributed to poor business models, branding, disruptive technologies, lack of organisational structure that accommodates such challenges, and failure to integrate a blended approach. One of the stumbling blocks, among many, is the handling of evaluation process. E-university models do not provide much automation compared to the original brick-and-mortar classroom model of delivery. The underlining technologies may not have been supportive; however, the conditions are changing, and more evaluation tools are becoming available for academics. The paper aims to discuss these issues. Design/methodology/approach This paper identifies the extent of current online evaluation processes. In this process, the team reviews the case study of a UK E-University using Adobe Connect learning model that mirrors much of the physical processes as well as online exams and evaluation tools. Using the Riva model, the paper compares the physical with the online evaluation processes for e-universities to identify differences in these processes to evaluate the benefits of e-learning. As a result, the models can help us to identify the processes where improvements can take place for automating the process and evaluate the impact of this change. Findings The paper concludes that this process can be significantly shortened and provide a fairer outcome but there remain some challenges for e-university processes to overcome. Originality/value This paper examines the vital quality assurance processes in academia as more universities move towards process automation, blended or e-university business models. Using the case study of Arden University online distance learning, the paper demonstrates, through modelling and analysis that the process of online automation of the evaluation process is achieved with significant efficiency.

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