Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

From Patient to Student Activation: Development of the Student Activation Measure

The Patient Activation Measure (PAM) was constructed to measure a person’s knowledge, skill, and confidence for self-managing one’s healthcare, or “activation” (Hibbard, Stockard, Mahoney, & Tusler, 2004). The Student Activation Measure (SAM) extends this definition to secondary education. The SAM is a short, positively worded measure that is intended to guide intervention planning. Six hundred three students from two disparate high schools located in the Pacific Northwest completed the measure and an accompanying demographic questionnaire. The respective schools provided the students’ GPAs and attendance records. Using Rasch modeling, the SAM evidenced excellent reliability and construct validity. One-way ANOVAs with post hoc Scheffe’s tests showed that higher SAM scores had significantly higher GPAs, fewer absences, increased time spent on homework, and less time spent on social media or playing video games. Overall, the SAM showed promise as both a research and intervention tool. In addition, the concept of activation has the added benefits of ease of measurement and bridges the gap between evidence-based practices in medicine and secondary education. Further research is needed to understand the properties of the SAM when used with students diagnosed with learning impairing disorders such as ADHD

A multi-modal study into students’ timing and learning regulation: time is ticking

Purpose This empirical study aims to demonstrate how the combination of trace data derived from technology-enhanced learning environments and self-response survey data can contribute to the investigation of self-regulated learning processes. Design/methodology/approach Using a showcase based on 1,027 students’ learning in a blended introductory quantitative course, the authors analysed the learning regulation and especially the timing of learning by trace data. Next, the authors connected these learning patterns with self-reports based on multiple contemporary social-cognitive theories. Findings The authors found that several behavioural facets of maladaptive learning orientations, such as lack of regulation, self-sabotage or disengagement negatively impacted the amount of practising, as well as timely practising. On the adaptive side of learning dispositions, the picture was less clear. Where some adaptive dispositions, such as the willingness to invest efforts in learning and self-perceived planning skills, positively impacted learning regulation and timing of learning, other dispositions such as valuing school or academic buoyancy lacked the expected positive effects. Research limitations/implications Due to the blended design, there is a strong asymmetry between what one can observe on learning in both modes. Practical implications This study demonstrates that in a blended setup, one needs to distinguish the grand effect on learning from the partial effect on learning in the digital mode: the most adaptive students might be less dependent for their learning on the use of the digital learning mode. Originality/value The paper presents an application of embodied motivation in the context of blended learning

Computer assisted formative assessment: supporting students to become more reflective learners

e-Assessment is being advocated in the UK as our way of introducing a more personalised learning agenda throughout the Higher Education sector. This paper discusses the findings from two projects where formative e-assessment has contributed to students taking more control of their own learning. One study set out to provide further insights into the role of electronic formative assessment and to point the way forward to new assessment practices, capitalising on a range of open source tools. The guiding vision was to pilot a series of formative assessments which have the potential to help shape learners as independent thinkers, making their own judgements and decisions about their learning in partnership with their peers and tutors. Other work consisted of evaluating a series of formative assessments given to Philosophy students. Lessons have been learned about the type of feedback that instructors and students think will be most useful and how using theis type of application promotes self reflection. The research reported here starts to illustrate how technology can be adapted to become more 'fit for pedagogical purpose?. The feedback offered by these systems encourages learner metacognition and aims to empower students to reflect and become independent thinkers. This approach sits well within a constructivist paradigm which has often been less well served in the past through formal summative assessment which is not an integral part of the knowledge construction process

Building Medical Homes: Lessons From Eight States With Emerging Programs

Profiles states' progress in developing and implementing medical home programs, strategies to encourage primary care providers' adoption, and states' ability to convene stakeholders, help improve and evaluate performance, and address antitrust concerns