Digital transformation in assessment and evaluation course: The effects of Web 2.0 tools

Abstract

This study aims at using a Web 2.0 tool supported-application to achieve digital transformation in an assessment and evaluation course. The study explored the effectiveness of application on the academic achievement, attitude and views of student teachers. Following a mixed-method research design, the quantitative part comprised the pre-test-post-test quasi-experimental research with a control group and the qualitative part utilized a case study. The study was performed in the education faculty of a state university with a total of 52 student teachers (25 in the experimental group and 27 in the control group). While the courses were supported by Web 2.0 tools in the experimental group, traditional teaching methods were applied in the control group for a 14-week course period. The assessment and evaluation achievement test and attitude scale were used to gather quantitative data, while an interview form about the learning environment supported by Web 2.0 tools and the researcher observation notes were used to obtain qualitative data. For the quantitative part of the study, t-tests were computed and the qualitative data were analyzed through content analysis. The findings yielded a significant difference between the experimental and control groups in favor of the experimental group. The findings of the content analysis showed that experimental group student teachers found the Web 2.0 tools-supported course more enjoyable, effective and attention-taking. Based on these results, suggestions have been made to change the monotonous higher education courses and design them in a way that will attract the attention of students with Web 2.0 tools.

Horizontes de la transformación digital

“…Desde la parte cualitativa, se percibe a las investigaciones con un abordaje diverso de la transformación digital. Son enfocadas en el proceso de enseñanza y aprendizaje mediado por la tecnología (Baladrón Pazos et al, 2020;Cumhur & Çam, 2021;Díaz, 2022;Erdmann et al, 2021;Noreem & Reid, 2021;Sánchez et al, 2021;Sánchez-Olmos et al, 2023;Vallo Hult et al, 2023).…”

“…En los estudios donde el abordaje se enfoca en la enseñanza y el aprendizaje, se encontró que estos procesos, mediados por la tecnología (como es el caso de herramientas web 2.0 y clases en línea), mejoran el aprendizaje de los estudiantes (Abdulrahim & Mabrouk, 2020;Baladrón Pazos et al, 2020;Bond et al, 2018;Cumhur & Çam, 2021;Hervás-Gómez et al, 2021;Sánchez et al, 2021;Sánchez-Olmos et al, 2023). En el caso de la enseñanza, el uso de la tecnología permite la mejora de las capacidades del docente (Abdulrahim & Mabrouk, 2020).…”

Dynamics of Web 2.0: A Software Application "Web 2.0 Meter"

“…Web 2.0 concept had been much more popular when it was introduced at the 2004 conference organized by two companies, O'Reilly and MediaLive International, and attended by the most important gurus of the web world [13]. Technically, web 2.0 can be called rich internet applications [14]. Web 2.0 has a two-way feature in the form of reading from the web and writing to the web.…”

Opinions of Music Education Department Students on Web 2.0 Tools: The Case of Bursa Uludag University

“…With the introduction of the internet into our lives, new skills, such as dominantly using digital technology and adapting it to the education process, have been added to the skills aimed at the skills that teachers require. When considering 21st-century skills, teachers need to be able to use information and communication technologies efficiently in the learning-teaching process, choose technology-based applications suitable for the purposes of the course, follow new developments and constantly improve themselves (as cited in Cumhur & Çam, 2021). Similarly, training teachers who can satisfy the requirements of the digital age in music education is among the goals of music teaching programs.…”

“…Hew and Cheung (2013) stated that "many claims and suggestions have been made about the educational potential or benefits of Web 2.0 technologies, but such claims or recommendations are usually only based on assumptions, not research evidence." However, since 2013, many experimental studies have been carried out, not only explaining the tools but also on the use of Web 2.0 technology in education (Aytan & Başal, 2015;Başal & Eryılmaz, 2021;Bugawa & Mirzal, 2018;Can, 2021;Cumhur & Çam, 2021;Çakan Uzunkavak & Gül, 2022;Çalışkan et al, 2019;Echeng & Usoro, 2016;Gürleroğlu & Yıldırım, 2022;Jarrah & Alzubi, 2021;Karadağ & Garip, 2021;Parkita, 2021;Süğümlü & Aslan, 2022;Şahin-Topalcengiz, & Yıldırım, 2020;Tünkler, 2021;Wu, 2022). In their research, Çakan Uzunkavak and Gül (2022) aimed to evaluate the contribution of the activities prepared with Web 2.0 technologies for the sound creation unit on the learning levels of students within the scope of the music lesson.…”