The Online Academy formative evaluation approach to evaluating online instruction

Meyen, Edward L.; Aust, Ronald; Bui, Yvonne N.; Ramp, Eugene; Smith, Sean J.

doi:10.1016/s1096-7516(02)00088-x

Cited by 14 publications

(14 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Os estudantes são capazes de identificar problemas e propor soluções consistentes (MEYEN et al, 2002). Dos 163 participantes, 20 fizeram sugestões de aprimoramento das interações síncronas, as quais foram agrupadas por tecnologia e domínio na Tabela 7.…”

Section: Recomendações Para Melhoria Das Interações Síncronasunclassified

Interação síncrona na Educação a Distância a partir do olhar dos estudantes

Mendonça

Gruber

2019

Inform. educ.

View full text Add to dashboard Cite

Os momentos de interação síncrona entre professores e estudantes oportunizam discussões, troca de experiências e colaboração na educação a distância. Considerando a importância desses momentos e a multiplicidade de fatores que os influenciam, este trabalho avalia a percepção dos estudantes da EAD em relação às interações síncronas realizadas com auxílio de teleconferências. A partir de questionário, foram coletadas opiniões de 163 estudantes, 100 que utilizam Webconferência e 63 que utilizam Videoconferência. Foi utilizada a estatística descritiva para elaborar uma análise comparativa entre as duas tecnologias. As interações feitas por Webconferência foram melhor avaliadas nos aspectos qualidade e quantidade de interações, adequação do ambiente e contribuição para formação profissional. Os estudantes indicaram a necessidade de melhorias na transmissão das Videoconferências. A influência do professor é alta independente da tecnologia utilizada. Observou-se um importante engajamento dos estudantes na pesquisa, os quais sugeriram melhorias para as interações síncronas.

show abstract

Section: Recomendações Para Melhoria Das Interações Síncronasunclassified

Interação síncrona na Educação a Distância a partir do olhar dos estudantes

Mendonça

Gruber

2019

Inform. educ.

View full text Add to dashboard Cite

show abstract

“…• Meyen, Aust, Bui, Ramp, and Smith (2002) concluded that online instructional designs should be developed in coordination with product systems.…”

Section: Study Variablesmentioning

confidence: 99%

Content analysis of research trends in instructional design models: 1999-2014

Göksu

Özcan

Çakır

et al. 2017

JLD

View full text Add to dashboard Cite

This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international (e.g., system-oriented, class-oriented, or product-oriented). Results identified the most preferred models as ADDIE, ARCS, Gagne and Briggs, instructional design models were most common. These results show recent trends in instructional design models and will contribute to both researchers and instructional designers.

show abstract

“…Large-scale projects like BAIP have contributed to the development and validation of processes employed by the eDL for working with clients/collaborators in carrying out content-and technology-intense large-scale projects (Meyen, Aust, Bui, Ramp, & Smith, 2002). An overview of the eDL development process model will be helpful to readers interested in the development environment in which the BAIP lessons were designed, developed, produced, and tested.…”

Section: The Context For the Authors Perspectivementioning

confidence: 99%

“…Testing of specific features may also involve third party evaluators. The eDL has experience in pilot testing at a national level (Meyen et al, 2002) as well as in more intense environments where end users are asked to engage in pilot testing as an extension of the development process. Such was the case with the BAIP lessons as the eDL worked to build a network of over 200 schools districts that assumed a partnership role through participation in an intense pilot test of the intervention products.…”

Section: Productionmentioning

confidence: 99%

The Role of Instructional Planning in Math Instruction for Students With Learning Disabilities

Meyen¹,

Greer²

2017

focusXchild

View full text Add to dashboard Cite

Instructional planning is an essential skill for teaching mathematics to students with learning disabilities and other struggling learners. The authors' frame of reference is based on their experiences in developing and testing mathematic lessons for the Blending Assessment With Instruction Program (BAIP) over a five-year period. The authors stress the view that in addition to possessing content knowledge, teachers must be proficient in translating their knowledge of curriculum standards into detailed instructional plans. Such planning is essential to the alignment of instruction with standards.

show abstract

The Online Academy formative evaluation approach to evaluating online instruction

Cited by 14 publications

References 3 publications

Interação síncrona na Educação a Distância a partir do olhar dos estudantes

Interação síncrona na Educação a Distância a partir do olhar dos estudantes

Content analysis of research trends in instructional design models: 1999-2014

The Role of Instructional Planning in Math Instruction for Students With Learning Disabilities

Contact Info

Product

Resources

About