Using online peer assessment in an Instructional Technology and Material Design course through social media

Demir, Mehmet

doi:10.1007/s10734-017-0146-9

Cited by 43 publications

(44 citation statements)

References 43 publications

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“…34-56. Cabero & Marín, 2014;García-Aretio, 2014;González-Martínez, Lleixà-Fortuño & Espuny-Vidal, 2016;Demir, 2017). Nevertheless, university e-learning platforms continue to be extensively used together with a broad spectrum of pedagogical approaches (Arnaldos et al, 2015).…”

Section: Review Of the Literaturementioning

confidence: 99%

Master’s degrees in the Spanish university system: assessing the virtualization of online courses

Lago

Viso

Álvarez

2020

ADE

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This paper presents the results of a study on the academic management of online master’s degrees taught at Spanish attendance-based state universities. The study focused on the analysis of the distance learning modality to establish a typology of courses and their degree of virtualization. To gather data, a heuristic test was designed consisting of four fundamental dimensions: type of online learning platform, course description regarding the learning modality, simultaneity with other modalities, and the degree of virtualization. The results show that due to the lack of conceptual clarification, more than 60% of the masters offer a blended modality because they require the physical presence of the student at some point in the learning process.

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Section: Review Of the Literaturementioning

confidence: 99%

Master’s degrees in the Spanish university system: assessing the virtualization of online courses

Lago

Viso

Álvarez

2020

ADE

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“…The learners' interaction with both teachers and classmates is increased using features available in technology applications. The online assessments also create an environment where students can provide feedback to their peers without being limited by times and places [10][11][12].…”

Section: A Technology Applications In Language Assessmentsmentioning

confidence: 99%

Perception of Indonesian Teachers and Learners on the Use of Edubox for Language Assessments

Amalia¹,

Purnawarman²,

Makhrus³

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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The advancement of technology provides education with many solutions to enhance learning activities. Edubox as a technology application is believed could give a solution for teachers in creating language assessments. This research was aimed to investigate how Edubox was implemented and how teachers and learners' perception in using Edubox for language assessments. This research employed a qualitative approach with a case study design. The research involved three teachers and five learners of a public secondary school in Bandung, Indonesia. The data were collected through interviews, questionnaires and observations. The results showed that the use of Edubox is interesting since this application could be opened using both computers and smartphones without internet connection. The participants generally showed positive responses toward the use of Edubox for language assessments. Some issues on the use of Edubox in this research were poor bandwidth and confusion in using Edubox. The suggestions for the authority and areas of further research were presented.

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“…The present era of ongoing technological advances, transforming the world into an even smaller place, has led to significant changes in the education field. As Demir (2017) argued, the knowledge age is leading to a significant shift in the learning and teaching process. Instructors are increasingly adopting the role of facilitators.…”

Section: Introductionmentioning

confidence: 99%

“…They create content, collaborate with peers, share media and connect. Learners particularly benefit from participatory learning cultures (Jenkins et al, 2009), as they develop skills to critically analyse their surroundings (Demir, 2017; Jenkins et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Social media-enhanced learning in a small island developing states (SIDS) setting

Vaghjee¹

2020

Convergence: The International Journal of Research into New Med

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The rapid and ongoing advances in technology are leading to significant transformations in the world, making it even more connected. The educational sector is also responding by developing new models to face and adopt these changes. Learners are exposed to new media technologies which have set the scene for more collaboration, participation and engagement in the learning environment. As research points towards an eagerness for the acceptance of social media in developing countries, there is a need to further explore its implication for education. In an era of globalization which creates more association among universities from developed nations and small island developing states (SIDS), the significance of investigating learners’ social media engagement level is even greater. This article documents the development of a Learner Social Media Engagement Level model for higher education institutions in SIDS based on a research in Mauritius. The analysis results in the identification of five main levels of participation, namely Curator, Consumer, Communicator, Collaborator and Producer. The article concludes with the social profile of each category of learner and highlights how the small state experience could be significant for a wider international community.

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Using online peer assessment in an Instructional Technology and Material Design course through social media

Cited by 43 publications

References 43 publications

Master’s degrees in the Spanish university system: assessing the virtualization of online courses

Master’s degrees in the Spanish university system: assessing the virtualization of online courses

Perception of Indonesian Teachers and Learners on the Use of Edubox for Language Assessments

Social media-enhanced learning in a small island developing states (SIDS) setting

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