Educators' perceptions of automated feedback systems

Debuse, Justin C. W.; Lawley, Meredith; Shibl, Rania

doi:10.14742/ajet.1198

Cited by 32 publications

(27 citation statements)

References 11 publications

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“…Objective style testing systems fall outside the focus of this study. Computer‐based assessment and feedback have been examined from student and educator perspectives (Denton et al , ); it can offer many benefits, but set‐up can be slow (Stevens & Jamieson, ) and installation difficult (Debuse, Lawley & Shibl, ).…”

Section: Introductionmentioning

confidence: 99%

Benefits and drawbacks of computer‐based assessment and feedback systems: Student and educator perspectives

Debuse¹,

Lawley²

2014

Brit J Educational Tech

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Providing students with high quality feedback is important and can be achieved using computer‐based systems. While student and educator perspectives of such systems have been investigated, a comprehensive multidisciplinary study has not yet been undertaken. This study examines student and educator perspectives of a computer‐based assessment and feedback system at undergraduate and postgraduate levels across a range of disciplines, course sizes and educator experience levels. The results suggest that students and educators may enjoy quality, efficiency and quantity benefits from such an approach, without the drawbacks of low personalisation and specificity identified within the literature. Time and effort are, however, required by educators for training and installation. Thus, workload and training allowances are recommended for practitioners, particularly for large courses where group assignments require highly personalised feedback.

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Section: Introductionmentioning

confidence: 99%

Benefits and drawbacks of computer‐based assessment and feedback systems: Student and educator perspectives

Debuse¹,

Lawley²

2014

Brit J Educational Tech

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“…TAM has been widely accepted and applied in a variety of settings due to its parsimony and explanatory power (Calantone, Yalcinkaya & Griffith, 2005, p. 155) and has formed the basis by means of which one can examine the acceptance of e-learning by academics and educators (e.g. Thang, Murugaiah, Lee, Azman, Tan & Lee, 2010;Tarcan, Varol & Toker, 2010;Birch & Burnett, 2009;Debuse, Lawley & Shibl, 2008;Swan, 2009) and students (e.g. Park, 2009).…”

Section: Introductionmentioning

confidence: 99%

Drivers of learning management system use in a South African open and distance learning institution

Venter

Rensburg

Davis

2012

AJET

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The study on which this article reports examined the determinants of usage of an online learning management system (LMS) by fourth level business students at a South African open and distance learning university using an extension of the widely used technology acceptance model (TAM) as a theoretical basis. A survey was conducted among students at their annual summer school, with 213 usable questionnaires being returned. The findings suggest that perceived usefulness and perceived ease of use as core aspects of the TAM and TAM2 models are confirmed, and study relevance (job relevance in the TAM2 model) and facilitating conditions as extensions are confirmed also. However, other elements of the TAM2 model and extensions were not confirmed by the research, while the relationships between these constructs, behavioural intention and LMS use were significant but not particularly strong. Thus, despite the ostensible robustness of the underlying structure and dimensionality of the TAM core constructs, its usefulness as a model to explain usage in this context and in a setting where acceptance and usage patterns have been established over prolonged periods of time is limited. The findings do, however, suggest certain initiatives to assist in increasing the perceived usefulness of the LMS.

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“…Hew and Brush (2007), Albion (2001), and Teo (2008) have identified teachers' attitudes and beliefs as barriers to using technology for instruction. Social influence which is about the beliefs of what other people believe also has a direct influence on intention to use technology (Debuse, Lawley & Shibl, 2008).…”

Section: Introductionmentioning

confidence: 99%

Why don't all maths teachers use dynamic geometry software in their classrooms?

Stols

Kriek

2011

AJET

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In this exploratory study, we sought to examine the influence of mathematics teachers' beliefs on their intended and actual usage of dynamic mathematics software in their classrooms. The theory of planned behaviour (TPB), the technology acceptance model (TAM) and the innovation diffusion theory (IDT) were used to examine the influence of teachers' attitudes, subjective norms and perceived behavioural control on their intention to use dynamic mathematics software in their classrooms. The study adopted the co-relational research design, with both correlation statistics and regression analysis used to analyse the data. By using stepwise regression analysis, it was possible to identify the most important belief predictors and their weights for the different constructs. The results were verified by the use of partial least squares. This study found that beliefs about the perceived usefulness and beliefs about their level of technological proficiency are the most important predictors of teachers' intended and actual usage of the software. In this preliminary study the suggested simplified model sufficiently explains 15 (83.3%) of the 18 teachers adaption and use of dynamic mathematics software in their classrooms.

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Educators' perceptions of automated feedback systems

Cited by 32 publications

References 11 publications

Benefits and drawbacks of computer‐based assessment and feedback systems: Student and educator perspectives

Benefits and drawbacks of computer‐based assessment and feedback systems: Student and educator perspectives

Drivers of learning management system use in a South African open and distance learning institution

Why don't all maths teachers use dynamic geometry software in their classrooms?

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