Web-based self- and peer-assessment of teachers’ digital competencies

Põldoja, Hans; Väljataga, Terje; Laanpere, Mart; Tammets, Kairit

doi:10.1007/s11280-012-0176-2

Cited by 32 publications

(26 citation statements)

References 11 publications

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“…The fourth paper [24], "Web-based Self-and Peer-Assessment of Teachers' Digital Competencies" by Poldoja, Valjataga, Laanpere, and Tammets (Tallinn University, Estonia), points out that there is a lack of Web-based assessment tools that allow authentic, reliable and valid assessment of the digital competencies of teachers. It addresses the design challenges related to a software solution for self-and peer-assessment of teachers' digital competencies.…”

Section: Summary Of Papers In This Special Issuementioning

confidence: 99%

Recent development in multimedia e-learning technologies

Lau

Yen

et al. 2013

World Wide Web

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Abstract Multimedia and networking technologies have significantly impacted on our daily activities, particularly in terms of how we learn. Nowadays, classroom teaching no longer simply relies on chalk and blackboard as the prime medium for course dissemination. Elearning technologies have made it possible to provide a virtual classroom environment on the Web through supporting teacher-student and student-student communications, course material distribution as well as online student assessments. They provide students with more control over their learning schedule and pace. On top of this, multimedia technologies further offer students different forms of media to match their learning styles, leading to enhancements of their learning effectiveness. This extended introduction discusses the latest e-learning specific multimedia technologies, their research challenges and future trends from both pedagogical and technological perspectives. We also summarize the papers included in this special issue.

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Section: Summary Of Papers In This Special Issuementioning

confidence: 99%

Recent development in multimedia e-learning technologies

Lau

Yen

et al. 2013

World Wide Web

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“…Online learning has advantages when compared with classical learning since the can be accessed anytime and anywhere with positive results (Jolliffe, Ritter, & Stevens, 2012;Chang, 2016;Panigrahi, Srivastava, & Sharma, 2018;Põldoja, Väljataga, Laanpere, & Tammets, 2012). Through online learning, students can explore more and learn more information, more learning resources, and greater opportunities for collaboration (Means, Toyama, Murphy, Bakia, & Jones, 2009).…”

Section: Introductionmentioning

confidence: 99%

Web-Based Learning Media Assisted By Powtoon in Basic Mathematics Course

Susanti

Andari

Harenza

2020

ajpm

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In basic mathematics learning, lecturers used an LCD projector and taught it classically so that learning becomes uninteresting. Consequently, students become less enthusiastic and less interested. In overcoming this, one of the ways is to make Powtoon-assisted material and it will be even more interesting if the material is presented using the web. By utilizing the web, the material can be accessed anytime and anywhere. This development research employed a 4D development model up to the third stage, namely define, design, and develop. Research subjects were divided into 2 types namely, limited trial subjects and field trial subjects. The research instruments used were learning media validation sheets, student response questionnaires, and tests. The results of this study are (1) the developed learning media obtained the validity criteria of 82.00%. (2) The developed learning media obtained the practical aspects of 82.22% and for the field trials of 82.50% (3). The developed learning media obtained the effectiveness criteria in the limited trial of 83.33% and the field trial of 87.50%. Based on these results, it can be concluded that the learning media developed by researchers are appropriate for use in learning.

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“…Thanks to Web 2.0 technologies, blended learning, and peer assessment, students are able to contact with each other, question each other, comment on each other's works, and exchange opinions, which actually refer to the principles of social constructivist theory (Shih, 2011). Web 2.0 is increasingly used for distributed and collaborative learning (Poldoja et al, 2012). Integrating social media with blended learning in higher education seems to be a usable way of supporting student learning (Shih, 2011).…”

Section: Web 20 Echnologies and Learningmentioning

confidence: 99%

“…Considering the availability of facilitated communication and interaction features, online systems have been designed by the researchers to implement peer-assessment like the NetPeas designed by Lin et al (2001); the Web-SPA by Sung et al (2005), the iLAP by Lu and Zhang (2012) and the DigiMina by Poldoja et al (2012). Moreover, thanks to providing some diversity and flexibility in designing peer-assessment procedures (Sung et al, 2005), some wellestablished popular online platforms are also used for similar purposes.…”

Section: Facebook As a Peer Assessment Toolmentioning

confidence: 99%

Facebook as a Peer-Assessment Platform: A Case Study in Art Teacher Education Context

Ersöz¹,

Şad²

2018

International Journal of Assessment Tools in Education

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This research intended to answer the question "Is Peer-Assessment on Facebook useful in visual art education?" in an intrinsic case study. Participants were a group of prospective visual-art teachers, who regularly share and comment on the photographs of their paintings in a special group they created on Facebook. Ten volunteering prospective visual-art teachers were involved in the study during 2013-2014 academic year. Focus group interviews were conducted with the participants to collect data in addition to online digital documents, including photographs of students' paintings and comments on them. In general, participants stated that Facebook-based peer assessment is beneficial, since it helps them notice their deficiencies, look at their works from a different perspective and improve their artistic skills. Thanks to the productive feedback, their motivation and self-confidence are boosted. It was also found that peer-assessment on Facebook has the advantage of ubiquity, allowing more peer involvement, easy and objective criticism, and sustainable learning opportunities in the long-run. The participants also emphasized some disadvantages of the practice of peer assessment on Facebook such as subjective feedback and poor quality of digitalized visuals.

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Web-based self- and peer-assessment of teachers’ digital competencies

Cited by 32 publications

References 11 publications

Recent development in multimedia e-learning technologies

Recent development in multimedia e-learning technologies

Web-Based Learning Media Assisted By Powtoon in Basic Mathematics Course

Facebook as a Peer-Assessment Platform: A Case Study in Art Teacher Education Context

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