Incorporating Competency-based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

by Chung-Kai Huang, Chun-Yu Lin, Yueh-Hui Chiang.

Published in: International Journal on ELearning. Norfolk: Oct . Vol. 9, Iss. 4; pg. 529.

Abstract

This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and assignments and received instructor’s feedback through several online modules. Students and the instructor were polled at the end of the semester so that their opinions and experiences could be gathered and analyzed. The findings revealed that the instructor and students alike responded positively to blended learning, suggesting that web 2.0 is a promising tool in promoting effective learning of Chinese.

Learning design and assessment with e-tivities

by Alejandro Armellini and Olaojo Aiyegbayo.

Published in: British Journal of Educational Technology, Special Issue: Learning objects in progress.  Volume 41, Issue 6, p. 922-935, November 2010.

Abstract

This paper reported on the findings of research into innovation in e-learning design and assessment through the development and implementation of online learning activities (e-tivities). The focus of the study was on Carpe Diem as a process to enable academic course teams to seize 2 days to design and embed pedagogically appropriate e-tivities into their courses. The study also addressed the use of technology in the design of e-tivities and the level of tutor and learner engagement with them during course delivery. Six academic course teams representing three disciplines at four British universities took part in this 12-month study. Cognitive mapping was the main research methodology used. The results suggested that Carpe Diem is an effective and powerful team-based process to foster pedagogical change and innovation in learning design and assessment practices. The e-tivities designed during Carpe Diem were successfully used primarily for learning and formative assessment, and exceptionally for summative assessment. Web 2.0 tools, especially wikis, were employed to enable collaborative online learning and were prominent in the new designs. The tutors’ e-moderation skills were key to engage learners and thus capitalise on the benefits of e-tivities.

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Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

by Niamh Moore and Mary Gilmartin

Published in: Journal of Geography in Higher Education, Volume 34, Issue 3 August 2010 , pages 327 – 344

Abstract

Internationally, recognition is growing that the transition between post-primary and higher education is raising a number of challenges for both students and educators. Simultaneously with growing class sizes, resources have become more constrained and there is a new set of expectations from the “net generation” (Mohanna, 2007, p. 211) The use of e-learning in medical education, Postgraduate Medical Journal, 83, p. 211). Within this transforming context, modes of instruction that cater for different paces of learning and learning styles by combining traditional and electronic media have become increasingly important. This paper discusses the transformation of an introductory human geography module at University College Dublin using a blended learning approach that extends beyond the media used to incorporate all aspects of, and inputs into, the learning process. Our experience highlights how blended learning can aid the achievement of a range of objectives in relation to student engagement and the promotion of deeper learning. However, blended learning is not a quick-fix solution to all issues relating to new university students and our analysis draws out a more complex relationship than anticipated between blended learning and student retention that will require further examination.

 

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Top 100 Tools for Learning 2009

by Jane Hart.

 

Using Mobile Technologies for Assessment and Learning in Practice Settings: Outcomes of Five Case Studies

Christine Dearnley, Jill Taylor, Scott Hennessy, et al. International Journal on ELearning. Norfolk: 2009 Vol. 8, Iss. 2; pg. 193.

 

Abstract

This article presents the outcomes of the Mobile Technologies Pilot Project for the Assessment and Learning in  Pactice Settings (ALPS) Centre for Excellence in Teaching and Learning (CETL). ALPS is a partnership of five Higher Education Institutions (HEI) that aims to develop and improve assessment, and thereby learning, in practice settings for health and social care students. It is funded by the Higher Education Funding Council for England (HEFCE). The aim of this project was to identify the readiness of the institutions to adopt mobile technologies for learning and assessment in practice settings, which may include hospitals, health centers, and community locations; and to identify the available and required infrastructure. We report here on five case studies and explore the variety of ways in which mobile technologies were used, highlighting benefits, challenges, and constraints. We conclude that new technologies demand new approaches to learning but remain cognizant of the need to base new approaches firmly
in established pedagogy. Recommendations for practice are provided.
[PUBLICATION ABSTRACT]

Online Versus in the Classroom: Student Success in a Hands-On Lab Class

By Ron Reuter. The American Journal of Distance Education. Philadelphia: Jul 2009. Vol. 23, Issue. 3; (p. 151).

Abstract

This study compares learning success of online and on-campus students in a general education soil science course with lab and field components. Two terms of students completed standardized pre- and post assessments designed to test knowledge and skills from the lecture and lab content of the course.

The impact of mobile learning on students’ learning behaviours and performance: Report from a large blended classroom

By Minjuan Wang ¹ , Ruimin Shen ² , Daniel Novak ¹ , Xiaoyan Pan <sup>2

1</sup> San Diego State University
² Shanghai Jiaotong University (SJTU)

British Journal of Educational Technology.  Volume 40 Issue 4, Page 673-695 (Published online)

Abstract

Chinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many  online classes simply provide recorded instructor lectures, which only reinforces the negative effects of passive nonparticipatory learning. At Shanghai Jiaotong University, researchers and developers actively seek technologic interventions that can greatly increase interactivity in large blended classes. They developed a cutting-edge mobile learning system that can deliver live broadcasts of real-time classroom teaching to students with mobile devices.

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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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.

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Emerging Frameworks for the Use of E-Assessment in Higher Education

Assessment & Evaluation in Higher Education focuses on emerging frameworks for the use of e-assessment in higher education, in their latest issue.  Articles include:

1. Quick win or slow burn: modelling UK HE CAA uptake
2. An e-learning framework for assessment (FREMA)
3. Accessibility in e-assessment
4. Sophisticated tasks in e-assessment: what are they and what are their benefits?
5. Review and reward within the computerised peer-assessment of essays
6. Assessment for learner self-regulation: enhancing achievement in the first year using learning technologies
7. Delivery of QTIv2 question types