‘On-line Assessment for E-Learning: Options and Opportunities’, (original) (raw)
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Online Learning in Higher Education
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This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control. This record was migrated from the OpenDepot repository service in June, 2017 before shutting down.
2012
Assessment is a key aspect within teaching and learning processes in higher education (Torrance, 2007). Formative assessment may be viewed simply as constructive feedback to support learning or more holistically as ongoing assessment based on sustained engagement in learning activities within a supportive social context that expand teachable moments to scaffold learning. Online education now pervades higher education worldwide but effective ways to incorporate formative assessment within online settings is not well understood. Previous research in online postgraduate courses designed for teachers as professional learners illustrate that engagement with authentic learning activities promotes meaningful learning and transferability to their communities of practice (COP) (e.g. Mackey, 2011). However, there appears to be paucity of literature with a focus on assessment in professional learning. This thesis explores formative assessment within online postgraduate courses designed for teachers as professional learners who aim to develop capacity to incorporate information communication technologies (ICT) in their own practice. Case studies are presented to richly illustrate the design, implementation and evaluation of the effectiveness of two courses; and then further reexamined to elucidate strategies and key characteristics that can foster (or hinder) online formative assessment. Authentic and developmental learning perspectives underpinned by situated cognition theory framed the design and interpretation within a multiple-case methodology. Evidence of experiences and perceptions of the teachers and their professional students included online observation, analysis of the discourse, and semistructured interviews. An authentic learning environment that sustained productive engagement is illustrated in both case studies along with many techniques that the teachers designed to underpin formative assessment. A key characteristic in both courses was the design of authentic assessment activities that are relevant and meaningful in real-life contexts. Techniques identified included appropriate learner autonomy, and opportunities to negotiate shared understanding of learning goals and expected outcomes including the sharing of studentcreated artefacts. The online reification of the artefacts and other learning community support was enabled by the ongoing documentation through creative use of online discussion forums 2.4 Key terminologies as conceptualized in the context of this study Guri-Rosenelt (2009) has extensively discussed the importance of terminology clarification especially in educational domains. Various terminologies have been used synonymously or varyingly defined by different authors in this field. In this study some of the key terms to distinguish include e-learning, online and blended learning. In describing the varying terms that are used to refer to applications of digital technologies in education, Guri-Rosenelt (2009) noted that more than twenty terms are synonymously used with the term e-learning. In particular, the author noted that the term e-learning is widely used synonymously with the term online learning among other terms. While many definitions of e-learning appear in the literature, it can be broadly and sufficiently defined as any learning and/or teaching delivered or conducted through Information Communication Technology (ICT) of any kind, thus encompassing such various digital technologies including CD-ROM, television, interactive
Online Teaching and Learning in Higher Education
Cognition and exploratory learning in the digital age, 2020
This book series focuses on the implications of digital technologies for educators and educational decision makers. Taking an interdisciplinary and visionary perspective on cognition and exploratory learning in the digital age, the series examines how digital technologies can or should be exploited to address the needs and propel the benefits of large-scale teaching, learning and assessment. It includes the newest technical advances and applications, and explicitly addresses digital technologies and educational innovations. The series incorporates volumes stemming from the Cognition and Exploratory Learning in the Digital Age (CELDA) conference. Since 2004 the CELDA conference has focused on discussing and addressing the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. Some of CELDA's main topics include: assessment of exploratory learning approaches and technologies, educational psychology, learning paradigms in academia and the corporate sector, student-centred learning and lifelong learning. In line with and in addition to these CELDA conference volumes, this series publishes monographs and edited volumes covering the following subject areas:
Recent Trends in Management and Commerce , 2022
Learning and teaching domains are going on major higher education companies of e-learning Ideas and practices changes due to quick acceptance. Many universities all over the world are now beginning to offer Internet-based courses that complement classroom-based courses. Online courses offer learners various such as benefits facilities, Teachers, and others close to students to serve flexibility and opportunities from various schools or around the world.The education system and mode of education are changing over the period of time. In instructional technology Innovations often are implemented in traditional ways. TV significantly changes the way people learn, and it stays that way Existing instruction by providing a speaking head as an instructional tool built into the paradigm for sending information to students. Active learning, Cooperative learning, Project-based teaching, and despite such educational innovations contextual face-to-face instruction in learning changed character, online courses tend to develop more traditional concepts Learning. Mostly an online course's primary objective is to transfer information from the Instructor to the student accessing information to students and expecting them to Prove their learning in an exam. The development of online instruction programs for online course developers raises an interesting question. Online study designers follow the traditional methods or incorporate online programs' innovative approaches. Primary factors behind the use of online learning improve the quality of education, and also improve the cost-effectiveness of education by reducing costs. Face-to-face Online learning is used successfully with positive effects in career and education. A geographically distributed team within an organization can simultaneously train their skills through online sites and gain greater Competitiveness. Online learning can be beneficial because Students at their own pace can learn through online products. Virtual classrooms are available anywhere with an Internet connection, take advantage of this great way to travel. Gurukul's system of education changed to imparting knowledge in a classroom setting followed by hybrid learning and at present, one new way of learning has emerged as a full-fledged mode to earn a degree i.e. online learning. Online learning comprises both hybrid/bent learning (comprises traditional face-to-face classes, learning over the internet, and learning supported by other technologies) and purely online learning is competing for course delivery through the internet. Due to its flexible and user-friendly features, online learning has been gaining attention from learners and education institutions. Learning is self-phased and effectiveness of learning is achieved if it fulfills the learners’ expectation in imparting knowledge, uninterrupted support from the instructor whenever needed, disbursement of the learning materials, communication, and motivation. The objectives of this paper are to study the effectiveness of e-learning compared to conventional classroom learning. The study also shows that a major portion of learners cannot set time for study, homework, and assignments completion. The institutions along with the routine learning can also include sessions for motivation, a sense of accountability, and responsibility which may enhance discipline among learners. A significant portion of learners feels that online learning will not enhance the sense of belongingness. The institutions can create provisions at the campus for the e-learners to meet up occasionally for the interaction between learners and faculties. A portion of E-learners feel that the learning material in e-learning is not effective as that of conventional mode.
ONLINE LEARNING: LEADING E-LEARNING AT HIGHER EDUCATION
The Journal of English Literacy Educatio, 2020
In the 'Information Age' where the demand of knowledge raises, the students are expected to retrieve more information to support and develop their learning process. Some universities have progressively opened up to the opportunity of e-learning concept, and they are currently integrating e-learning in their teaching to accommodate the diverse need in learning and providing more interactive materials that allow easy access to information. E-learning has the potential to transform the way of teaching and studying across the board. It can develop standards, and improve involvement in learning. This cannot substitute teacher or lecturer role, but in addition to existing methods it can develop the quality and decrease the time spent. This study is to explore learners" and lecturers' perceptions towards e-learning and how to deliver classes without face-to-face meetings at higher education by using an exploratory research approach. The findings showed that technical preparations are needed prior to e-learning and emphasized on the importance of using localized examples and cases for class discussion. The results also suggested to enhance the curriculum and raise standards at the lecturer level on various specific aspects, such as materials and activities.