Beyond model answers: learners’ perceptions of self-assessment materials in e-learning applications

The importance of feedback as an aid to self‐assessment is widely acknowledged. A common form of feedback that is used widely in e‐learning is the use of model answers. However, model answers are deficient in many respects. In particular, the notion of a ‘model’ answer implies the existence of a single correct answer applicable across multiple contexts with no scope for permissible variation. This reductive assumption is rarely the case with complex problems that are supposed to test students’ higher‐order learning. Nevertheless, the challenge remains of how to support students as they assess their own performance using model answers and other forms of non‐verificational ‘feedback’. To explore this challenge, the research investigated a management development e‐learning application and investigated the effectiveness of model answers that followed problem‐based questions. The research was exploratory, using semi‐structured interviews with 29 adult learners employed in a global organisation. Given interviewees’ generally negative perceptions of the model‐answers, they were asked to describe their ideal form of self‐assessment materials, and to evaluate nine alternative designs. The results suggest that, as support for higher‐order learning, self‐assessment materials that merely present an idealised model answer are inadequate. As alternatives, learners preferred materials that helped them understand what behaviours to avoid (and not just ‘do’), how to think through the problem (i.e. critical thinking skills), and the key issues that provide a framework for thinking. These findings have broader relevance within higher education, particularly in postgraduate programmes for business students where the importance of prior business experience is emphasised and the profile of students is similar to that of the participants in this research

UA68/10/1 Sociological Symposium No. 6 – Adolescence

Table of Contents: Cogswell, Betty E. Communication with Adolescents: A Study of Sex Information Sessions Dickinson, George E. Sex Information Sources of Black & White Adolescents in a Southern Community Huth, Mary Jo. Drug Abuse & American Youth Levin, Martin L. Intra-Familial Patterns of Political Socialization: The Model of Male Dominance Re-examined Newman, John J. & Martin L. Levin. Patterns of Agreement Between Adolescents & Their Parents on Adolescent Rules Schwartz, Michael. Education & Adolescent Adjustment Wilkinson, Doris Y. Racial Beliefs of White Adolescents: An Exploratory Inquiry Wells, J. Gipson. A Selected Bibliography on the Sociology of Adolescenc

The Relationship of E-Commerce Readiness to Technology Acceptance: The Case of Barbados

This is an exploratory study that examines the relationship between selected components of ecommerce readiness and dimensions of Davis’ (1989) Technology Acceptance Model. Building upon the notion that there exists some linkage between ecommerce readiness and technology Acceptance, this study seeks to examine these linkages in e-businesses within Barbados. Three relationships are proposed – a relationship between technology acceptance and the existing e-Readiness infrastructure, a relationship between technology acceptance and current telecommunications access, and a relationship between technology acceptance and education. The results of this study demonstrated that there are strong relationships between e-commerce readiness components and various technology acceptance dimensions

Performance Management Practices in Institutions of Higher Education: An Instrument Development.

Purpose The purpose of this study was to develop and validate an instrument for measuring and assessing perceived performance management practices in Institutions of Higher Education in Uganda These practices are based on metaphors derived from the agency upper echelon resourcebased view dynamic capability and goal setting theories Design methodology approach Item development was a result of an intensive literature review reliability assessment exploratory and confirmatory factor analyses A survey that involved a sample of 447 respondents in four Institutions of Higher Education in Uganda was conducted Findings Results show that the items are related to individual member s perceived performance management practices that were based on appropriate employer-employee relationships locus of decision making identifying and utilising available resources and involving employees in goal setting to achieve performance in an ever changing environment Using the confirmatory factor analysis CFA structural equation modelling SEM moderate model fit indices and construct validity results plausibly yielded a model that fits the data Goodness-of-fit index GFI 961 comparative fit index CFI 977 and normed-fit- index NFI 944 and Tucker Lewis Index TLI 969 were above suggested threshold values 90 and RMSEA 039 was obtained Research limitations implications The data used is a single sample from a studied population even when a systematic procedure of instrument development i e descriptive statistics reliability and inter-correlation analysis exploratory and confirmatory factor analysis was conducted could limit generalisability of the results The procedure could be replicated using different samples in the same population Originality value Scores at the individual level could be used to promote performance management practices in Institutions of Higher Education in Ugand

Moderating effect of socioeconomic factors and educational level on electronic purchasing in Colombia

The main objective of this study was to determine whether the adoption of e-commerce in Colombia presents problems of social massification; specifically, we wanted to verify whether the socioeconomic variables and level of education have a moderating effect on the adoption of electronic commerce. An empirical study was conducted, 936 surveys were collected through a form on the Web, the data were analyzed and a prediction was made of the model using the PLS technique. The results confirm in an exploratory way this moderating effect of the socioeconomic and educational level on the relationship between the variable conditions that facilitate electronic purchasing. The main contribution to the theory of these findings empirically validates that, in countries with high levels of social inequality, the use of e-commerce is conditioned by the socioeconomic and educational characteristics of those who can access it

A B-learning strategy for Therapeutics at the Bachelor Level

Background Information:The incorporation of distance learning activities by institutions of higher education is considered an important contribution to create new opportunities for teaching at both, initial and continuing training. In Medicine and Nursing, several papers illustrate the adaptation of technological components and teaching methods are prolific, however, when we look at the Pharmaceutical Education area, the examples are scarce. In that sense this project demonstrates the implementation and assessment of a B-Learning Strategy for Therapeutics using a “case based learning” approach. Setting: Academic Pharmacy Methods:This is an exploratory study involving 2nd year students of the Pharmacy Degree at the School of Allied Health Sciences of Oporto. The study population consists of 61 students, divided in groups of 3-4 elements. The b-learning model was implemented during a time period of 8 weeks. Results:A B-learning environment and digital learning objects were successfully created and implemented. Collaboration and assessment techniques were carefully developed to ensure the active participation and fair assessment of all students. Moodle records show a consistent activity of students during the assignments. E-portfolios were also developed using Wikispaces, which promoted reflective writing and clinical reasoning. Conclusions:Our exploratory study suggests that the “case based learning” method can be successfully combined with the technological components to create and maintain a feasible online learning environment for the teaching of therapeutics

Adopting the digital platform model for citizen services - proposed waves towards a government platform organization

Following the rise of digital platform models, governments also start deploying this model for certain citizen services such as employment, education, care, health, or social services. This paper presents an exploratory case study of VDAB, Flanders’ (BE) regional government agency for labour services and its journey in adopting a platform model for employment services to citizens. Research suggests a new wave of e-government evolution focusing on digital platform technology adoption and ecosystems to deliver citizen services. We observed the need for VDAB to adapt its IT governance approach as a critical driver for success. We come up with a suggested roadmap to describe VDAB\u27s transition to a platform organization, linked to the waves of e-government evolution. We reflect on this using extant IT governance literature. Further research will focus on how governance of government platform models can be organized and what governance mechanisms can be employed for success

The evaluation of problem-solving oriented e-module in learning computer-based subject

It is tough and challenging to learn several computer-based subjects via an online learning setting during COVID-19 for students from the education field. It required a lot of skills, techniques, understanding among students, and the ability to think critically to solve problems. To date, a lack of studies provides digital content as learning approaches to computer-based subject students for their learning via online learning. Thus, the problem-solving oriented e-module in learning computer-based subject via Facebook for Higher Education was proposed. An exploratory sequential research design (qualitative and then quantitative approach) has been used in this study. Research samples were selected based on purposive sampling (10 students) to find out what they needed from the e-module. Then, the module was developed based on ADDIE Model and problem-solving learning strategy. There were nine experts validated the e-module in terms of the ADDIE model approach, problem-solving approach, and content. This module was tested on 34 undergraduate students towards students’ performance and social presence for quantitative part. The t-test showed that the e-module significantly improved student performance (p 0.00; t=5.52) with Cohen’s d=0.944. Interestingly, the results from the content analysis show that this module fosters social presence via Facebook learning groups such as interactive, affective, and cohesive

A total quality service framework for private higher education in South Africa

The primary purpose of this study was to develop an industry-specific total quality service framework (as a potential basis for an established total quality service model) for private higher education institutions in South Africa. The framework (as a tool) will contribute to the need to manage service quality of these institutions on a holistic and strategic basis. Service quality is a challenge for any enterprise, especially for those in the service industry. It is of particular concern for private higher education institutions and one of their key challenges due to the increasingly competitive, marketing-oriented and highly regulated environment. In this environment, these institutions have to function, survive and compete, not only with one another, but also with public institutions of higher education. Competition is on the increase, and private higher education institutions need to find new ways to compete if they wish to survive in this dynamic service industry environment. The offering of excellent service quality could add to the long-term sustainability of private institutions and it could therefore also be the differentiating factor for success. The literature review for this study suggested that service quality can only be improved by identifying industry-specific service quality dimensions as a basis for the development of industry-specific frameworks and models. Using a mixed methods research approach (exploratory sequential mixed methods research design), this research was conducted on six private higher education institutes with 13 sites of delivery. Stage 1 of the study consisted of the qualitative exploration of total quality service dimensions from a top management perspective by means of semi-structured in-depth interviews following a conversational mode. A thematic analysis approach was applied during the data analysis. The validity and reliability of the data were tested via different strategies of trustworthiness. The instrument development stage was added as an intermediate stage of the research study. The developed instrument was informed and complemented by literature as well as the qualitative findings. Stage 2 of the research study consisted of the quantitative exploration of the importance of total quality service dimensions from the perspective of the internal (lecturers) and external (students) customers. The questionnaire was distributed via e-mail to all specified students and lecturers of selected private higher education institutions in the sampling frame. Data analysis included an exploratory factor analysis approach, which was followed by a confirmatory factor analysis. A conceptual measurement model was presented consisting of five 26 dimensions (variables) represented by five primary constructs. Both the internal and composite reliability scores were strong and the confirmatory factor analysis yielded a model with good fit. The modified conceptual model demonstrated evidence of unidimensionality and construct validity. The final step in the data analysis process represented thematic analysis of responses to the only open-ended question in the questionnaire, which yielded additional service quality dimensions. The application of the exploratory sequential mixed methods research design thus culminated in the final total quality service framework, which consists of selected top management perspectives (qualitative stage), the conceptual measurement model (quantitative stage) and the additional service quality dimensions identified from the open-ended question analysis. The current study was a pioneering effort that bridged a significant gap with the development of the first total quality service framework for private higher education institutions in South Africa. The framework provides the first building blocks towards a comprehensive total quality service model for measuring, managing and continuous improvement of total quality service in private higher education in South Africa.Business ManagementPh. D. (Management Studies

A sequential exploratory design for the e-learning maturity model in Middle Eastern countries

E-learning involves the use of information and communication technologies (ICTs). It is transforming universities and has undergone immense change. Therefore, it has become the main tool for improving educational and training activities. Many universities are combining e-learning components with their conventional instruction in order to enhance the delivery of traditional courses. However, many models of e-learning initiatives fail to achieve desired learning and teaching outcomes, because of the selection of inappropriate technology, instructor characteristics, or failure to provide sufficient attention and support from the organization (Engelbrecht 2005; Selim 2007). Despite the potential models of e-learning as tools to enhance education and training, their values will not be realized if instructors, learners, and organizations do not accept them as efficient and effective learning tools. Yet, it seems that universities in the Middle East are still at a fundamental stage of adopting and implementing e-learning despite the plentiful factors that suggest e-learning as a support tool capable of enhancing the process of learning. The reason behind selecting Middle Eastern universities is that in Arab countries mostly focuses on the insertion of new technological features without taking into account psychopedagogical concerns that are likely to improve a student's cognitive process in this new educational category. Also, fragile strategies for e-learning have existed in most of the Middle Eastern universities. Consequently, describing strategy is serious to the successful deployment of e-learning initiatives in Middle East and Arab countries. The aim of this thesis is to explore the criteria affecting the introduction of a maturity model in the deployment of e-learning in Middle Eastern countries. Building on the extant literature review concerning the identification of critical success factors (CSFs) of e-learning, many factors (instructor characteristics, information technology infrastructure, and organizational and technical support) were examined and it was found that there is no complete model for e-learning. Also, this review concluded that the factors developed need modification to account for Middle Eastern status. These modifications resulted in the development of an e-learning maturity model affecting e-learning development in the Middle East. The thesis was mainly a sequential exploratory study that employed in-depth interviews, supplemented by questionnaires. Qualitative data was collected from interviews and analyzed using Grounded Theory. The results of the qualitative analysis were followed up by collecting quantitative data using online questionnaires. The quantitative data was analyzed using exploratory and confirmatory factor analysis. A total of 600 responses were used in the quantitative analysis, while a total of 150 interviews responses were used in the qualitative analysis. The results of this study provide an insight into six important dimensions. First, the results describe how learners’ perceive e-learning models in higher education institutions and sheds some light on learner attributes that may be prerequisites for benefiting from and accepting e-learning models. Second, they address the issue of higher education institutions’ strategies for e-learning initiatives. Third, the results describe how learners’ perceive e-learning features in higher education institutions. Fourth and fifth, they explain the criticality and importance of the instructor, and student attitudes towards e-learning environments. Sixth, they assess the effect of e-learning on students