On the design of online synchronous assessments in a synchronous cyber classroom

Chao, Kuo-Jen; Hung, I‐Chun; Chen, N.-S.

doi:10.1111/j.1365-2729.2011.00463.x

Cited by 35 publications

(37 citation statements)

References 42 publications

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“…Participants reported that synchronous online tools are beneficial especially for supporting their motivation, time managing, and effective learning. Additionally they consider these tools as supplementary tools for getting inside social communication [24,26,63]. Participants also paid attention to social communication and the importance of being a part of a social community with instant audio-visual tools [64].…”

Section: Resultsmentioning

confidence: 99%

Examining the Attitudes and Intention to Use Synchronous Distance Learning Technology among Pre-service Teachers: A Qualitative Perspective of Technology Acceptance Model

Sarıtaş¹,

Yıldız²,

Şenel³

2015

EDUCATION

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"Synchronous" distance learning environments are becoming prevalent with the rapid developments in information and communication technologies allowing participants to be actively engaged in collaborative learning activities at a distance. Innovative synchronous distance learning tools provide alternative, flexible, and rich learning opportunities, which could highly be consistent with the demands and needs of the 21st century learners. It is therefore crucial for teachers of today to develop a positive attitude toward this kind of learning environment and have an intention to use it in their work life. This study aimed at examining the attitudes of pre-service teachers toward distance education and their acceptance status of the technology supporting synchronous distance learning experience. After a four-week distance course offered by four instructors from different universities at a distance, the findings indicate that the participants developed positive attitudes toward distance education. Based on the results, we discuss the pre-service teachers who accepted this technology based on three factors: perceived usefulness, perceived ease of use, and intention to use it again.

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Section: Resultsmentioning

confidence: 99%

Examining the Attitudes and Intention to Use Synchronous Distance Learning Technology among Pre-service Teachers: A Qualitative Perspective of Technology Acceptance Model

Sarıtaş¹,

Yıldız²,

Şenel³

2015

EDUCATION

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“…Chao, Hung, and Chen (2012) described them as traditional learning, asynchronous online learning and synchronous online learning. The learning through real-time interaction among learners themselves, and between learners and teachers using wikis, forums and chats is referred as Synchronous learning.…”

Section: Definition Of Synchronous and Asynchronous Communication In Ictmentioning

confidence: 99%

A Pedagogical Perspective on Promoting English as a Foreign Language Writing through Online Forum Discussions

Jose¹,

Abidin²

2016

ELT

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Use of educational technologies has become increasingly significant in the field of English Language Learning. Both the teachers and students are dependent on Information and Communication Technology (ICT) and its different tools for teaching and learning in particular, and socialization in general. The scope and significance of the study on the use of ICT tool such as online discussion forum in facilitating English as a foreign language teaching and learning therefore is quite relevant considering its potential in exchanging information using the target language (L2). The study included 56 participants (N=56) at post-foundation level from Al Musanna College of Technology in Oman with the objective to find out the effectiveness of online forum discussions on the learners' EFL (English as a Foreign Language) writing performance in terms of its linguistic complexity. The experimental group (N = 28) was involved in synchronous online forum discussion, and the control group (N = 28) was engaged in asynchronous blog writing for a period of one semester. Pre-test and posttest were administered to collect quantitative data, and the participants of the experimental group were interviewed to collect the qualitative data. The post-test analysis of the quantitative data found no significant (p = 0.05) statistical difference between the groups' writing performance in terms of linguistic complexity. However, the analysis of the qualitative data collected through interview found that the use of online forum discussion in facilitating EFL writing has much positive effect on the learning process. The findings, discussion and recommendations are included in this article.

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“…Their comments were in general positive, especially on ease-of-use and its usefulness during the learning process to diagnose the level achieved. On the other hand, there were also some criticisms, especially in terms of clarity of the questions (when the teacher was not present) and of the rigidity of the automatic scoring (Chao et al, 2012). This certainly could be the cause of the poorer perception of F3-Assessment than the other ones.…”

Section: Resultsmentioning

confidence: 99%

“…Some form of credit is often given for CBA, and electronic feedback is offered to students either in the form of a grade or with more extensive comments (Wilson & Scalise, 2006). By means of automatic correction, immediate scoring, instant feedback and adaptive testing, continuous assessment or training can be applied without overloading the teacher (Bain, 2004;Chao, Hung, & Chen, 2012;Gipps, 2005;Hwang, Hsu, Shadiev, Chang, & Huang, 2015;Jordan & Mitchell, 2009;Kuo & Wu, 2013;Pacheco-Venegas, López, & Andrade-Aréchiga, 2015), although the reluctance of some educator's to use these systems may be an impediment to the full benefit of their advantages (Debuse & Lawley, 2016). Information about students' achievements in ACBA can be exploited for evaluating a blended assessment project (Jassó, Milani, & Pallottelli, 2008).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception of Auto-Scored Online Exams in Blended Assessment: Feedback for Improvement

et al. 2018

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Cómo referenciar este artículo/how to reference this article:Riera, J.; Ardid, M.; Gómez-Tejedor, J.A.; Vidaurre, A. & Meseguer-Dueñas, J.M. (2018). Students' perception of auto-scored online exams in blended assessment: feedback for improvement. Educación XX1, 21(2), 79-103, doi: 10.5944/educXX1.19559 Riera, J.; Ardid, M.; Gómez-Tejedor, J.A.; Vidaurre, A. & Meseguer-Dueñas, J.M. (2018). Percepción de los estudiantes acerca de los exámenes online con corrección automática en una evaluación mixta: retroalimentación para la mejora. Educación XX1, 21(2), 79-103, doi: 10.5944/ educXX1.19559 ABSTRACT Development of the information and communication technologies has led to an increase in the use of Computer Based Assessment (CBA) in higher education. In the last decade, there has been a discussion on online versus traditional pen-and-paper exams. The aim of this study was to verify whether students have reserves about auto-scored online exams, and if that is the case, to determine the reasons. The study was performed in the context of a blended assessment in which 1200 students were enrolled on a first-year physics university course. from interviews with students. Three factors (labelled 'F1-Learning,' 'F2-Use of Tool,' and 'F3-Assessment') emerged from the quantitative analysis of the survey, and an additive scale was established. We found significant differences in the 'F3-Assessment' factor compared to the other two factors, indicating a lower acceptance of the tool for student assessment. It seems that even though students are used to computers, they have a lack of confidence in online exams. We carried out an in-depth survey on this topic in the form of an open-ended question and by interviewing a small group of 11 students to confer strength and nuance to the quantitative results of the survey. Although their comments were positive in general, especially on ease-of-use and on its usefulness in indicating the level achieved during the learning process, there was also some criticism of the clarity of questions and the strictness of the marking system. These two factors, among others, could have been the cause of the worse perception of F3-Assessment and the origin of the students' reluctance towards online exams and automatic scoring. KEYWORDSHigher Education; Feedback (Response); Student Surveys; Interviews; Alternative Assessment; Statistical Analysis. RESUMENEl desarrollo de las tecnologías de la información y la comunicación ha producido un incremento del uso de la Computer Based Assessment (CBA, evaluación basada en ordenadores). en la educación superior. En la última década, ha habido un debate sobre los exámenes online vs los escritos tradicionales. El objetivo del presente estudio ha sido verificar si los estudiantes tienen prejuicios sobre los exámenes online con corrección automática, y si ese es el caso, determinar los motivos. El estudio se realizó en el contexto de una evaluación mixta que implicó a 1200 estudiantes matriculados en una asignatura de física de primer curso universitario. De ent...

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On the design of online synchronous assessments in a synchronous cyber classroom

Cited by 35 publications

References 42 publications

Examining the Attitudes and Intention to Use Synchronous Distance Learning Technology among Pre-service Teachers: A Qualitative Perspective of Technology Acceptance Model

Examining the Attitudes and Intention to Use Synchronous Distance Learning Technology among Pre-service Teachers: A Qualitative Perspective of Technology Acceptance Model

A Pedagogical Perspective on Promoting English as a Foreign Language Writing through Online Forum Discussions

Students’ Perception of Auto-Scored Online Exams in Blended Assessment: Feedback for Improvement

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