Evaluating the quality of e-learning at the degree level in the student experience of blended learning

British Journal of Educational Technology, Volume 40 Issue 4, Pages 652-663.

This paper reports on the development of a scale for determining the quality of the student e-learning experience at the degree level when the student learning context is predominately a campus-based experience. Rapid  developments in the use of information and communication technologies (ICT) in higher education require methods for evaluating the contribution of such tools to student learning, especially when they are complementing a  face-to-face experience. We examine the psychometric functioning of a proposed e-learning scale in relation to a well-validated degree-level teaching evaluation instrument, the Student Course Experience Questionnaire. The
e-learning scale has suitable reliability and validity in the present sample of undergraduate students for quality assurance activities around ICT.

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On EDUCAUSE Teaching and Learning Challenges ‘09: Webcast: June 22

As part of their continuing “Solutions in Action” webcast series, EDUCAUSE will be hosting, “Developing 21st Century Literacies Amongst Students, Faculty, and Staff” at 1 p.m. ET on June 22.  This virtual webcast will feature a lightning round of presentations from institutions about the ways they are integrating information fluency, digital literacy, and other 21st century skills into the campus experience.

The speakers will include:

Clare Van Den Blink and Steve Pond, The Undergraduate Information Competency Initiative, Cornell University

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Jen Riley, Student Learning with Reusable Learning Objects, UMass-Dartmouth

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Roxann Riskin, Cloud Computing, Web 2.0, and University Work Study, Fairfield University

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Susan Simon, The Student Center for Research, Writing, and IT, Dartmouth College

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Christine Drew and Kris Wobbe, First Year Great Problems Seminar, Worcester Polytechnic Institute

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Jason Casden, Library Tools, North Carolina State University

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Corey Johnson, Information Literacy Education Project, Washington State University

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No advance registration is required. On the day of the seminar, you can visit: http://educause.acrobat.com/elisem.

Click, “Enter As Guest,” and add your name and institution to enter the room.

Online eAssessment: AMEE Guide No. 39

by: Reg Dennick, Simon Wilkinson,

Nigel Purcell.  Informa Healthcare

To cite this Article Dennick, Reg, Wilkinson, Simon and Purcell, Nigel(2009)’Online eAssessment: AMEE Guide No. 39′,Medical Teacher,31:3,192 — 206.

Abstract

In this guide, the authors outline the advantages of online eAssessment and examine the intellectual, technical, legal and cost issues that arise from its use.  This guide outlines the major assessment types that are suitable for online assessment and makes a key distinction between formative and summative assessment.  The focus is primarily on the
latter since that is where the difficulties are most acute and robust systems most critical.  A range of practical issues relating to the key stages in running a summative e-exam are explored and advice given on system requirements and on how to ensure that the exam runs smoothly when you ‘go live‘.

This section includes consideration of the way that using eAssessment might affect the standard setting and results analysis process.  The section on future trends in online assessment explores possibilities such as computer adaptive testing and the automated assessment of free text answers.  Finally, there is a consideration of the implications of these trends for management.

Click here for the full-text.