Teacher candidate perceptions on alternative asynchronous online discussion boards

Carr, Jennie M.

doi:10.31681/jetol.752283

Cited by 10 publications

(6 citation statements)

References 39 publications

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“…Alternatives to text-based AODs are also available such as Voice Thread, WeChat, BookSnaps, FlipGrid, Perusall and video response on VLEs. Instructional technology is constantly evolving and use of these technologies in online and blended models of delivery is central to enhancing understanding, creativity and learner engagement (Carr, 2020).…”

Section: Discussionmentioning

confidence: 99%

Blended learning model incorporating online learning for a competency-focused, work-based learning (WBL) programme – allied healthcare case-study

Chandan

Kealey

Timpson

et al. 2022

HESWBL

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PurposeThis study investigates a blended learning model which incorporates online learning for a competency-focused, work-based learning (WBL) programme within allied healthcare. The case-study is centred on hearing aid audiology.Design/methodology/approachThe study evaluated the feedback received through a tripartite group of stakeholders (learners, academic staff and employers).FindingsResults showed that although there was universal support for blended learning, incorporating online learning, each stakeholder contributed different perspectives. The authors identified that in terms of curriculum design, a comprehensive analysis of the holistic perspective across all stakeholders is essential to ascertain the suitability of this learning mode for WBL. The study may provide the basis of a preparatory framework for the development of a generic, competency-focused model that can be applied across allied healthcare WBL programmes.Originality/valueAlthough previous studies of WBL have been reported, to the knowledge of the authors, there is no current reference in the literature to studies that examine thematic areas relevant to all three stakeholders across a programme of this nature in hearing aid audiology.

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Section: Discussionmentioning

confidence: 99%

Blended learning model incorporating online learning for a competency-focused, work-based learning (WBL) programme – allied healthcare case-study

Chandan

Kealey

Timpson

et al. 2022

HESWBL

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“…The current research was designed as a case study, with the take-home exam designed as a remote assessment tool. Due to the COVID-19 pandemic, the participants were studying all of their courses online (Carr, 2020), and experienced various assessment methods from other faculty members on other courses. More research may be conducted on this area in order to compare remote assessment tools, with a broader framework established for the assessment of higher education students receiving instruction via distance education.…”

Section: Discussionmentioning

confidence: 99%

Use of take-home exam for remote assessment: A case study from Turkey

Şenel

Şenel²

2021

Journal of Educational Technology and Online Learning

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Remote assessment Take-home exam COVID-19Formative assessment E-assessment Online assessment COVID-19 has changed the way we teach. Today, we have become far more experienced in the delivery of distance education and use of online tools. However, the quality of distance education and learning outcomes have become a matter of ongoing debate. Just as higher education aims to develop high-level skills in its students, researchers are seeking ways to perform valid and reliable assessment in distance education. Institutions and educators are also in search of assessment tools that can help prevent instances of cheating and plagiarism. However, performance-based assessment tools may also offer options to measure both high-level skills and in limiting cheating behaviors. In this study, we used the take-home exam as a formative remote assessment tool as a local case in Turkey. We surveyed the views of 43 undergraduate students about the quality of takehome exams as a remote assessment tool. The results showed that participants had a high quality perception about the use of take-home exam, especially with regards to being kept informed about evaluation and scoring, rapid assessment, the provision of feedback, and consistency of scope between assessment and course content. Whereas students highly perceived the use of take-home exams, they reported more moderate views regarding take-home exams increasing the level of interaction with their peers. The results of this study suggest that the use of take-home exams is significantly preferred by higher education students, that it is a reliable and distinctive way to measure students' academic performance, and may increase student-teacher interaction through its formative use.

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“…Incorporating technological advances into school activities improves the teaching-learning conditions (Akay & Koral-Gumusoglu, 2020;Carr, 2020;Sabiri, 2020). Therefore, the hypothesis about the collaborative wall and learning process during the realisation of activities in the classroom is:…”

Section: Table 1 Educational Contextmentioning

confidence: 99%

The Collaborative Wall: A Technological Means to Improving the Teaching-Learning Process about Physics

Salas-Rueda

De-La-Cruz-Martínez

Alvarado-Zamorano

et al. 2022

CEPSj

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Nowadays, teachers seek to improve learning conditions and build new educational spaces through technological advances. This mixed research aims to analyse students’ perceptions about the use of the collaborative wall in the teaching-learning process for physics, considering data science. The collaborative wall is a web application that allows the participation of the students in the classroom through the dissemination of text and images. The participants are 77 students of the National Preparatory School No. 7 ‘Ezequiel A. Chávez’ who took the course of Physics IV during the 2019 school year. At home, these students searched for and consulted information about the physics of hearing in order to create their infographics collaboratively using the Piktochart software. During the face-to-face sessions, the teacher of the course of Physics IV requested the creation of teams (maximum six members) to carry out the collaborative activities and used the projector to show the collaborative wall. Subsequently, each team uploaded their infographics on the collaborative wall through mobile devices such as tablets and smartphones to initiate the discussion of the Physics of Hearing topics. The results of machine learning (linear regression) indicate that the dissemination of infographics on the collaborative wall positively influences participation in the classroom, students’ motivation, and the learning process about the physics of hearing. Data science identifies three predictive models about using the collaborative wall in physics through the decision tree technique. Finally, the collaborative wall facilitates the active role of the students during the face-to-face sessions, communication in the classroom and realisation of the collaborative activities.

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Teacher candidate perceptions on alternative asynchronous online discussion boards

Cited by 10 publications

References 39 publications

Blended learning model incorporating online learning for a competency-focused, work-based learning (WBL) programme – allied healthcare case-study

Blended learning model incorporating online learning for a competency-focused, work-based learning (WBL) programme – allied healthcare case-study

Use of take-home exam for remote assessment: A case study from Turkey

The Collaborative Wall: A Technological Means to Improving the Teaching-Learning Process about Physics

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