158,942 research outputs found
E-portfolio as an alternative assessment approach enhancing self-directed learning in an Open Distance Learning environment
Assessment is an integral part of teaching and learning in higher education. The use
of technology in higher education, particularly in the ODL environment, has brought
some changes on how we teach and assess students. The traditional assessment
practices needed to be reviewed and reconfigured to meet the requirements of the 21st
century assessment practices. The purpose of this doctoral study was to design a
framework to guide the assessment of an E-portfolio as an alternative assessment
approach in an ODL context. The integrated theoretical framework of the learning
theories (behaviourism, cognitive and constructivist) and the ODL theories
(connectivist, online collaborative and self-directed) underpinned the study. This
integrated framework explored lecturer and student experiences in the use of Eportfolio, as an alternative assessment to enhance self-directed learning. In striving to
get in-depth insight into this study, the pragmatism paradigm, which calls for the mixed
methods research design, was employed for the collection and analysis of data. The
sample was drawn from a cohort of six participants and fifty-six respondents in the
three colleges of the university. This sequential exploratory mixed methods design
employed semi-structured interviews, document analysis for qualitative data collection
while a Likert scale of an online questionnaire was used to collect quantitative data.
The findings of this research indicated that the E-portfolio can be of greater use as an
alternative assessment approach and was able to empower students with higher order
thinking skills, critical thinking skills and self-directed learning equipping them with the
21st century skills. Several challenges were experienced during the implementation of
the E-portfolio, which included lack of digital literacies and technical assistance, nonsynchronisation of the learning management system for hosting E-portfolio (myUnisa),
UNISAâs policies which do not include E-portfolio assessment processes and
procedures. In conclusion, the literature study, the findings of the empirical research
and the recommendation of this study formed the basis for designing the framework
to guide the assessment of an E-portfolio as an alternative assessment strategy for an
ODL context.Curriculum and Instructional StudiesPh. D. (Curriculum Studies
Strategies to improve retention of postgraduate business students in distance education courses: an Australian case
In spite of the clear value of postgraduate business students to many providers of distance education courses, the factors affecting the retention of these students have received limited attention in the literature. In addressing this gap, this paper presents the findings of a qualitative study into the factors affecting the retention of postgraduate business students at a major Australian distance education university. The findings of this study suggest that a range of situational, dispositional and attitudinal factors impact upon student retention on this context, both as enablers of and obstacles to ongoing participation. In many cases, these factors differ to those identified in the existing literature on student retention. Based on these findings, we present a range of strategies designed to improve the retention of postgraduate business students by maximising enabling factors and minimising the impact of any identified obstacles. Limitations of the study and suggestions for further research are also presented
An exploratory study investigating the impact of a differentiate framework of instruction on generalist teachers perceived confidence to teach visual arts
This article reports on an exploratory study that addressed the low confidence levels of 80 generalist primary student teachers enrolled in a mandatory visual arts course. Previous studies in this area have found that a cycle of neglect exists in Australia, as a result of educatorsâ lack of confidence in their ability to teach visual arts. This is believed to create a knock on effect whereby generalist primary student teachers enter mandatory tertiary visual arts units with little belief in their own art ability. This exploratory study centred on proactively applying the Tomlinson Model of differentiation in an effort to raise student confidence levels. By providing students with multiple avenues to access essential course understandings, studentsâ perceptions to teach visual arts changed significantly by course completion. This research has significance as there is a paucity of research re the implications of implementing a differentiated model of instruction at the tertiary leve
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Technology-enhanced Personalised Learning: Untangling the Evidence
Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students
What is it like learning with an eportfolio for online distance learners?
This paper reports on a doctoral research project which examines the nature of the learning experience of
using an eportfolio and whether it enhances the development of critical thinking among online distance
learners. It aims to interrogate the process of the development of critical thinking rather than the product.
The project adopts a case study approach, following 24 online distance learners over the course of one
academic year in a Dublin based third level institution.
The research question for the study is: How can eportfolios enhance the nature of the learning experience
and the development of critical thinking among online distance learners? This study is using an exploratory
holistic single-case design where the âobject of the studyâ is the of the learner experience of using an
eportfolio and the process of developing critical thinking are investigated.
The participants are intermediate online distance sociology learners studying a module called Soc3A- Power,
Social Order, Crime, Work and Employment as part of the BA (Hons) in Humanities which is a modular
humanities programme whereby learners can study a combination of history, sociology, literature,
psychology and philosophy. Participants have used their eportfolios to create a critical commentary of their
learning and completed five eportfolio entries over the course of one academic year at key points in their
learning journey. Eportfolio entries follow a prescribed structured template of critical questions intended to
encourage reflection about their learning.
Within this case study 37 interviews were conducted for an in-depth exploration of the learner experience of
using an eportfolio and the development of criticality. The participants were interviewed with their
eportfolios, written, visual and physical artefacts from the participantâs eportfolios were used as stimulus
during the interviews using the technique of âphoto elicitationâ
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Using Gamification to Motivate Students with Dyslexia
The concept of gamification is receiving increasing attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a set of provisional implications for gamification distilling opportunities for future pedagogical uses, gamification design for special education and methodological approaches to how gamification is studied
Innovative learning in action (ILIA) issue six: Innovative practice in assessment
Welcome to this, the sixth edition of Innovative Learning in Action (ILIA) which focuses our attention on the theme of innovative practice in assessment. On the face of it, innovative assessment may be regarded as any form of assessment which involves the application of a new technique, method or tool. However, to quote Graham Mohl (2007): âInnovative assessment is not just some trendy new technique dreamt-up purely to save on the amount of time teachers spend on marking, it is a genuine attempt to improve quality of learning in higher education. If we do save time in the process then all the better for our own learning.â http://www.city.londonmet.ac.uk/deliberation
s/assessment/mowl_index.html.
The range of work in this edition of ILIA demonstrates how colleagues are readily embracing this fundamental principle.
These papers and snapshots show us how contributors are actively exploring, reviewing and modifying their practice to address assessment principles and strategies helping
to produce active learners who are reasoning, critical, highly motivated, capable of self-evaluation and equipped with transferable skills to enable them to flourish in the 21st century global economy. Whilst covering diverse and extensive territory both conceptually and practically, in their entirety these works share common ground in embracing the notion of âthe redistribution of educational powerâ (Heron, 1981). Assessment therefore becomes something which is not simply âdone toâ students, but it is also âdone byâ and âdone withâ students (Harris and Bell, 1990) and is as much about enhancing the quality of their learning as it is about measuring their performance.
Some of these works may challenge traditional positions and approaches and in so doing I hope they will provide you
with a stimulating and thought-provoking opportunity to reflect on practice and student learning
Teaching and learning in virtual worlds: is it worth the effort?
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isnât without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to
support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the
question: is it worth the effort
Transforming pre-service teacher curriculum: observation through a TPACK lens
This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In todayâs technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
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