Online Learning and Assessment in Higher Education

Benson, Robyn; Brack, Charlotte

doi:10.1533/9781780631653

Cited by 39 publications

(33 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…While the specific scaffolding may be slightly different for internal and external student cohorts, the outcomes still seek to optimise student learning while making use of the potential of the electronic platform in different ways (e.g., synchronously or asynchronously). Drawing upon the advantages and flexibility inherent within the online environment provides wide-ranging opportunities for assessment that can incorporate a range of technologies that are not limited by the technological limitations present in a more traditional, face-to-face environment and presentation modes (Benson & Brack, 2010;Broadbent & Poon, 2015;Crawford-Ferre & Weist, 2012;Napier et al, 2011).…”

Section: The Isolated Learnermentioning

confidence: 99%

The Challenges of Online Learning: Supporting and Engaging the Isolated Learner

Gillett-Swan

2017

JLD

464

251

View full text Add to dashboard Cite

show abstract

Section: The Isolated Learnermentioning

confidence: 99%

The Challenges of Online Learning: Supporting and Engaging the Isolated Learner

Gillett-Swan

2017

JLD

464

251

View full text Add to dashboard Cite

show abstract

“…It is seen that both in formal education and in distance education, the behavioralist understanding, practices and evaluation methods have been used until recently (Benson & Brack, 2010). Such materials as the books, CDs, DVDs, videos or even educational software prepared by the teachers in distance education practices are materials prepared with a behavioralist approach.…”

Section: Introductionmentioning

confidence: 99%

“…And this is in fact, something that is against the philosophy behind distance education. Ensuring the reliability dimensions of examinations could be determining factors in the fact that final examinations have higher effect on overall evaluation compared to mid-term exams and that final exams are carried out in traditional classroom environment (Benson & Brack, 2010;Williams, Howell, & Hricko, 2006;Mardanian & Mozelius, 2011). However, online practices based on constructivist approach using traditional assessment and evaluation methods in measuring students' success and performance could be a contradiction.…”

Section: Introductionmentioning

confidence: 99%

Problems Experienced in Evaluating Success and Performance in Distance Education: A Case Study

Yılmaz

2017

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

The need for distance education is increasing due to such reasons as keeping up with the changing social conditions, meeting the learning needs of the individuals and enabling them to be lifelong learners. In addition to many advantages distance education provides, it also has certain restrictions. One of these restrictions is the problems encountered in evaluating students' success and performance. The purpose of this study is to examine the viewpoints of lecturers regarding the evaluation process of academic success and performance of those students who are attending to online distance education program and to compare lecturers' views on assessment and evaluation practices carried out in face-to-face classroom environment with those online assessment and evaluation practices. The study was a case study and the data of the study were collected from the lecturers who lectured in a distant education program of a state university. Based on the findings of the study, the problems that lecturers have in evaluating the success and performance of the students in online distance education and possible solution suggestions for these problems are presented.

show abstract

“…Chickering and Gamson (cited in [12]) has proposed seven principles for good practice in undergraduate education which are widely accepted in improving teaching and learning in higher education: i. encourage contact between students and staffs, ii. develop reciprocity and cooperation among students, iii.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Virtual Learning Environment (VLE) in Mathematics Education

Dhakal¹

2016

EDU

View full text Add to dashboard Cite

Abstract:Mathematicians generally prefer less on the use of Virtual Learning Environment (VLE) in teaching mathematics at university thinking that this mode of learning can reduce the rigor of mental thinking needed to learn mathematics. This study tries to explore whether VLE promote engaged and interactive learning environment to master's students. It further draws critically the major opportunities and challenges that the teacher/students experienced while using VLE. This is an experimental case study, a part of a longitudinal study in CDED. Intervention is the learning platform Moodle with e-pedagogy blending with conventional mode, starting with more conventional less e-pedagogy and latter increasing the amount of epedagogy and lessening the conventional. VLE as case was introduced in teaching Projective Geometry among thirty-six students of Master's in Education (Mathematics). The instrument used in this study were baseline and end line survey questionnaire, observation checklist, interview-guideline and archive analysis. The results showed that students were found more interactive in learning through VLE being engaged emotionally, socially, and cognitively. Among different activities and resources in Moodle as VLE, quiz came out effective activity and videos as most preferred resource for the students of all types-fast as well as show learners. Personal computing device, internet connectivity, and teachers' efficiency in using ICTs tools, maximizing teacher's presence in learning support were found as major challenges in using VLE. Despite the challenges, the major opportunities that VLE contributed in F2F classes were to improve study habits, make study more active, provides opportunity to learn and re-learn and to clarify the concepts. This gives the implication that the F2F courses need to be designed integrating VLE in an appropriate way.

show abstract

Online Learning and Assessment in Higher Education

Cited by 39 publications

References 0 publications

The Challenges of Online Learning: Supporting and Engaging the Isolated Learner

The Challenges of Online Learning: Supporting and Engaging the Isolated Learner

Problems Experienced in Evaluating Success and Performance in Distance Education: A Case Study

Virtual Learning Environment (VLE) in Mathematics Education

Contact Info

Product

Resources

About