A Tentative Approach To the Evaluation Model of Web-based Distance Education For the Deaf

ABSTRACT: Building an effective evaluation model has been one of the important subjects for distance education workers. Based on the features and requirements of web-education, the authors design an instructional evaluation model for web-based distance education for the deaf. This paper is aimed to introduce the model. Key words: the deaf; evaluation of Web-based instruction; evaluation factors; evaluation model FORWORD The evaluation of Web-based instruction is the subcategory of education evaluation. It has three significations(value judgment, development estimation, reference criterion).Web-based instruction has its own bright feature, campareing with traditional instruction, such as separating teaching from learning, independent learning course(The learner must be self control, adult learner is as usual),and so on. Thus the evaluation of Web-based instruction also has its own bright feature. FEATURES OF THE EVALUATION OF WEB-BASED INSTRUCTION The evaluation of Web-based instruction emphasizes process assessment, that is, it focuses on the real-time monitoring of the instruction process. It includes assessing the effect of intelligent instruction and such teaching methods as search, discover, compete, co-operate and role-play, and evaluating students' initiative, self-controlling and leaning effect. The evaluation objects include not only the four factors of the traditional instructional system-the student, the teacher, the instruction content and the medium (i.e. the supporting platform o

การพัฒนารูปแบบการเรียนบนเครือข่ายร่วมกับการสอนแบบโครงงานเพื่อส่งเสริมทักษะการงานอาชีพช่างอุตสาหกรรมของนักเรียนระดับมัธยมศึกษาตอนปลาย

บทคัดย่อ งานวิจัยนี้วัตถุประสงค์เพื่อพัฒนารูปแบบการเรียนบนเครือข่ายร่วมกับการสอนแบบโครงงานเพื่อส่งเสริมทักษะการงานอาชีพช่างอุตสาหกรรมของนักเรียนระดับมัธยมศึกษาตอนปลาย เพื่อทดลองใช้รูปแบบการเรียนบนเครือข่ายฯ และหาความพึงพอใจของผู้เรียนด้วยรูปแบบการเรียนบนเครือข่ายฯ กลุ่มตัวอย่างเป็นนักเรียนชั้นมัธยมศึกษาปี่ที่ 5 โรงเรียนคลองหาดพิทยาคม จังหวัดสระแก้ว ที่เรียนวิชา ง32263 หนึ่งโรงเรียนหนึ่งผลิตภัณฑ์ งานปูน ภาคเรียนที่ 2/2558  จำนวน 25 คน เครื่องมือที่ใช้ในการวิจัยประกอบด้วย แบบประเมินคุณภาพของเครื่องมือสนทนา Online Social, แบบบันทึกรายการเชิงสังเคราะห์, แบบบันทึกความคิดเห็นจากการสนทนากลุ่ม ,แบบประเมินพิจารณารูปแบบบทการเรียนบนเครือข่าย, บทเรียนบนเครือข่ายร่วมกับการสอนแบบโครงงานฯ, แบบประเมินคุณภาพของบทเรียน, แบบประเมินคุณภาพของแผนฯ, แผนการจัดการเรียนรู้, แบบประเมินคุณภาพของสื่อฯ, สื่อประกอบการเรียนบนเครือข่ายร่วมกับการสอนแบบโครงงาน,  แบบประเมินคุณภาพของแบบทดสอบวัดผลสัมฤทธิ์ทางการเรียน แบบทดสอบก่อนเรียน-หลังเรียน, แบบประเมินคุณภาพความพึงพอใจของนักเรียน และแบบสอบถามความพึงพอใจของนักเรียน  ผลการวิจัยพบว่า  1. รูปแบบการเรียนบนเครือข่ายร่วมกับการสอนแบบโครงงาน ฯ มีกระบวนการ 7 ขั้นตอน ได้แก่ ขั้นที่ 1 เลือกปัญหา/วิเคราะห์ (ทำความเข้าใจกับปัญหา) ขั้นที่ 2 ออกแบบ/วางกรอบ (วางแผนการแก้ปัญหา) ขั้นที่ 3 บอกวัตถุประสงค์ (แจ้งให้เข้าใจเพื่อแก้ปัญหา) ขั้นที่ 4 นำเสนอโครงงาน/ชี้แนะแนวทาง  ขั้นที่ 5 ปฏิบัติโครงงาน  ขั้นที่ 6 สรุป/ประเมินผล ขั้นที่ 7 นำเสนอผลงานโครงการ   2. การทดลองใช้รูปแบบฯ นักเรียนที่เรียนบนเครือข่ายร่วมกับการสอนแบบโครงงานฯ พบว่า ค่าเฉลี่ยของคะแนนระหว่างเรียนคิดเป็นร้อยละ 87.80 และคะแนนเฉลี่ยของคะแนนหลังเรียน คิดเป็นร้อยละ 91.40 เมื่อเปรียบเทียบประสิทธิภาพระหว่างเรียนและหลังเรียนเท่ากับ 87.80 / 91.40 ซึ่งสูงกว่าเกณฑ์ที่กำหนดไว้ในสมมุมติฐานคือ 90/90 และ   ผลการเปรียบเทียบผลสัมฤทธิ์ทางการเรียนก่อนเรียนและหลังเรียน พบว่ามีผลสัมฤทธิ์ทางการเรียนหลังเรียนสูงกว่าก่อนเรียนอย่างมีนัยสำคัญทางสถิติที่ระดับ .05  3. ผู้เรียนมีความพึงพอใจที่มีต่อการเรียนอยู่ในระดับมาก   คำสำคัญ : บทเรียนบนเครือข่าย,การเรียนรู้แบบโครงงาน,รูปแบบการเรียนบนเครือข่ายร่วมกับการสอนแบบโครงงาน Abstract The objectives of this research were : 1) to development of study of web based instruction with a project based learning model. 2)  to implement the web based instruction with a project based learning model. and 3) to examine student satisfaction towards of using of web based instruction with a project based learning model. The sample consisted of 25 students grade 11 for Klonghadpittayakom School, academic year 2015. The research tools were an evaluation of web based instruction with a project based learning model is used to teach career enhance skill of industry for senior high school student, learning management plan, assessment of quality of conversation online social, An assessment form web based instruction, An assessment of lessons web based Instruction, Assessment of the lesson Plan, A qualitative assessment of the media, media learning of web based instruction with a project based, achievement test and the students’ were satisfied.  The results of these analyses showed that (1) the study of web based instruction with a project based learning model is used to teach career enhance skill of industry for senior high school student, consisted of 7 aspects: 1) choosing a problem /analysis  2) design / framework 3) stated purpose 4) projects proposed guidance 5) practice projects 6) summary / evaluation and 7) presentation project.    (2) implement the web based instruction with a project based learning model is used to teach career enhance skill of industry for senior high school student showed that 1) to the mean scores between study, the course 87.80% points and the mean scores posttest 91.40% 2) comparison the performance between study, the course and posttest had an efficiency index of 87.80 / 91.40, which is higher than the hypothesis index of 90/90. and achievement test of students had a significantly higher learning achievement than at the .05 level. (3) student to satisfaction of web based instruction with a project based learning model is used to teach career enhance skill of industry for senior high school student showed that  to student to effects was at high level.   Keywords : Web-Based Instruction , Project-based Learning, Study Of Web-Based Instruction With A Project-based Learning Mode

Discussion, cooperation and collaboration: group learning in an online translation classroom

The study is an empirical investigation into the implementation of a variety of grouplearning structures in an online translation classroom. Drawing on the academic literature in the fields of translation didactics, social constructivism and e-learning, it describes the design and implementation of an online module in economic translation at Dublin City University during the academic years 2003/4 and 2004/5. The main body of the work evaluates the comparative strengths and weaknesses of three group-learning structures implemented in the online module. These are labelled 'discussion groups', 'cooperative groups' and 'collaborative groups' respectively. A case-study approach is adopted in the study, with transcripts of online discussions representing the main data source. These are analysed using the 'Community of Inquiry' Model, a content analysis model derived from the research literature on Web-based learning. Findings from this analysis technique are triangulated with numerical measurements of student participation and online interaction, and with qualitative evaluation of student perceptions, in order to establish which task structures are most effective in promoting learning on the basis of group interaction via text-based computer conferencing. In addition, the study draws conclusions about the methodologies available for the study of group learning in an online environment, the advantages of Web-based translator training, and the disadvantages and challenges arising from such an approach. The study has a contribution to make on a number of fronts. It explores the implications of designing translation instruction for Web-based delivery, it adds to the literature on online group-learning structures, and it presents a model for instructors and researchers to investigate the quality of the educational experience in an online translation classroom

A model for using learners' online behaviour to inform differentiated instructional design in MOODLE

This thesis proposes a learning analytics-based process model, derived from a web analytics process, which aims to build a learner profile of attributes from Moodle log files that can be used for differentiated instructional design in Moodle. Commercial websites are rife with examples of personalisation based on web analytics, while the personalisation of online learning has not yet gained such widespread adoption. Several Instructional Design Models recommend that, in addition to taking prior knowledge and learning outcomes into account, instruction should also be informed by learner attributes. Learning design choices should be made based on unique learner attributes that influence their learning processes. Learner attributes are generally derived from well-known learning styles and associated learning style questionnaires. However, there are some criticisms of learning style theories and the use of questionnaires to create a learner profile. Attributes that can be inferred from learners’ online behaviour could provide a more dynamic learner profile. Education institutions are increasingly using Learning Management Systems, such as Moodle, to deliver and manage online learning. Moodle is not designed to create a learner profile or provide differentiated instruction. However, the abundant data generated by learners accessing course material presented in Moodle provides an opportunity for educators to build such a dynamic learner profile. Individual learner profiles can be used by educators who desire to tailor instruction to the needs of their learners. The proposed model was developed and evaluated using an iterative design focused approach that incorporates characteristics of a web analytics process, instructional design models, Learning Management Systems, educational data mining and adaptive education technologies. At each iteration, the model was evaluated using a technical risk and efficacy strategy. This strategy proposes a formative evaluation in an artificial setting. Evaluation criteria used include relevance, consistency, practicality and utility. The contributions of this thesis address the lack of prescriptive guidance on how to analyse learner online behaviours in order to differentiate learning design in Moodle. The theoretical contribution is a model for a dynamic data-driven approach to profile building and a phased differentiated learning design in a Learning Management System. The practical contribution is an evaluation of the expected practicality and utility of learner modelling from Moodle log files and the provision of tailored instruction using standard Moodle tools. The proposed model recommends that educators should define goals, develop Key Performance Indicators (KPI) to measure goal attainment, collect and analyse suitable metrics towards KPIs, test optional alternative hypotheses and implement actionable insights. To enable differentiated instruction, two phases are necessary: learner modelling and differentiated learning design. Both phases rely on the selection of suitable attributes which influence learning processes, and which can be dynamically inferred from online behaviours. In differentiated learning design, the selection/creation and sequencing of Learning Objects are influenced by the learner attributes. In learner modelling, the data sources and data analysis techniques should enable the discovery of the learner attributes that was catered for in the learning design. Educators who follow the steps described in the proposed model will be capable of building a learner profile from Moodle log files that can be used for differentiated instruction based on any learning style theory

A model for using learners' online behaviour to inform differentiated instructional design in MOODLE

This thesis proposes a learning analytics-based process model, derived from a web analytics process, which aims to build a learner profile of attributes from Moodle log files that can be used for differentiated instructional design in Moodle. Commercial websites are rife with examples of personalisation based on web analytics, while the personalisation of online learning has not yet gained such widespread adoption. Several Instructional Design Models recommend that, in addition to taking prior knowledge and learning outcomes into account, instruction should also be informed by learner attributes. Learning design choices should be made based on unique learner attributes that influence their learning processes. Learner attributes are generally derived from well-known learning styles and associated learning style questionnaires. However, there are some criticisms of learning style theories and the use of questionnaires to create a learner profile. Attributes that can be inferred from learners’ online behaviour could provide a more dynamic learner profile. Education institutions are increasingly using Learning Management Systems, such as Moodle, to deliver and manage online learning. Moodle is not designed to create a learner profile or provide differentiated instruction. However, the abundant data generated by learners accessing course material presented in Moodle provides an opportunity for educators to build such a dynamic learner profile. Individual learner profiles can be used by educators who desire to tailor instruction to the needs of their learners. The proposed model was developed and evaluated using an iterative design focused approach that incorporates characteristics of a web analytics process, instructional design models, Learning Management Systems, educational data mining and adaptive education technologies. At each iteration, the model was evaluated using a technical risk and efficacy strategy. This strategy proposes a formative evaluation in an artificial setting. Evaluation criteria used include relevance, consistency, practicality and utility. The contributions of this thesis address the lack of prescriptive guidance on how to analyse learner online behaviours in order to differentiate learning design in Moodle. The theoretical contribution is a model for a dynamic data-driven approach to profile building and a phased differentiated learning design in a Learning Management System. The practical contribution is an evaluation of the expected practicality and utility of learner modelling from Moodle log files and the provision of tailored instruction using standard Moodle tools. The proposed model recommends that educators should define goals, develop Key Performance Indicators (KPI) to measure goal attainment, collect and analyse suitable metrics towards KPIs, test optional alternative hypotheses and implement actionable insights. To enable differentiated instruction, two phases are necessary: learner modelling and differentiated learning design. Both phases rely on the selection of suitable attributes which influence learning processes, and which can be dynamically inferred from online behaviours. In differentiated learning design, the selection/creation and sequencing of Learning Objects are influenced by the learner attributes. In learner modelling, the data sources and data analysis techniques should enable the discovery of the learner attributes that was catered for in the learning design. Educators who follow the steps described in the proposed model will be capable of building a learner profile from Moodle log files that can be used for differentiated instruction based on any learning style theory

Developing an understanding of the nature of accessibility and usability problems blind students face in web-enhanced instruction environments

The central premise of this research is that blind and visually impaired (BVI) people cannot use the Internet effectively due to accessibility and usability problems. Use of the Internet is indispensable in today's education system that relies on Web-enhanced instruction (WEI). Therefore, BVI students cannot participate effectively in WEI. Extant literature recognizes that non-visual Web interaction is inherently challenging. However, it does not explain where, how and why BVI students face accessibility and usability problems in performing academic tasks in WEI. This knowledge is necessary to adequately inform the development of interventions that improve the functional and academic outcomes of BVI students in WEI. The purpose of this doctoral research is to understand the nature of accessibility and usability problems BVI students face in WEI environments. It adopts a novel user-centered, task-oriented, cognitive approach to develop an in-depth, contextually-situated, observational and experiential knowledge of these problems. The context of WEI experience under investigation is an online exam over a typical course management system. Research design is a qualitative field study that involves a multimethod evaluation of the WEI environment. The core component of this multimethod evaluation is BVI students' assessment of the WEI environment. This is triangulated through assessments made by WCAG (Web Content Accessibility Guidelines) and Web developers. The BVI student assessment employs an integrated problem solving model, in combination with verbal protocol analysis, to identify and understand where, how and why BVI students face a problem in completing the exam. The WCAG assessment employs automated accessibility testing and WCAG textual analysis to identify interface objects that violate accessibility standards and characterizes a problem. The Web developer assessment involves open-ended interviews to identify the source of a problem. Results show that the WEI environment consisted of innumerable interface objects that violated WCAG's standards on Web accessibility and usability. BVI participants faced many accessibility and usability problems that posed significant challenges completing the online exam. These problems fall into six major problem types as described below: 1. Confusion while navigating across WEI environment due to its frame-based page structure without unique frame names; 2. Susceptibility to submitting incomplete work when a new question page does not provide location and contextual information; 3. Difficulty understanding how to submit work when the selection controls for multiple option questions lack a consistent keyboard navigation procedure; 4. Inability to negotiate security information pop-up when the WEI environment uses an alert dialogue box; 5. Ambiguity in essay-type question page that lack meaningful labels for interface objects, including text area and text formatting toolbar; 6. Vulnerability of losing work when Backspace behaves as browser's Back button inside text area. This doctoral research contributes in three ways. It fills the knowledge gap about the nature of problems BVI students face in Web interactions for academic tasks. This kind of knowledge is necessary to determine accessibility and usability requirements for WEI. Another contribution is a set of mental model representations that explicate the thought processes of BVI students. Such representations are useful in developing user instruction and design of more accessible and usable Web sites. A third contribution is a user-centered, task-based, cognitive and multi-method approach to evaluate Web accessibility and usability

Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes

This research was developed within the framework of ED.INVEST (HUM356) Research Groups financed by the Junta de Andalucia (Spain), with the project "Multilingual Communication and Citizenship Technologies" and the project "Accessible scientific writing course in Moodle to be taught in Spanish, German, English, Italian, and Catalan", financed by the Department of Planning Quality and Evaluation at the University of Granada. Reference PID14-05/Code 14-05.The purpose of this study is to assess the learning effect of a multilingual web-based argumentative writing instruction model called the Ensayo Científico Multilingüe (ECM, Multilingual Scientific Essay) adapting the didactic model called Genre-based Writing Instruction (GBWI) in an experiment conducted over three months. For this purpose, a quasi-experimental research model was applied to 150 students in the experimental group and 150 in the control group, with two measurements, pre and post-test, for three dependent variables: (a) writing metacognition and its dimensions; (b) written argumentative self-efficacy; and (c) rhetorical moves and steps of an argumentative essay. The latter variable was measured by the content analysis method. Variables (a) and (b) were both measured with instruments validated in a population of 518 university students using structural equations. The findings demonstrate the positive effect of the ECM, which combines WBWI and GBWI in argumentative written learning in the students’ mother tongue in all variables measured, applying statistics such as the Shapiro–Wilk statistic, parametric contrast, and the Wilcoxon signed-rank test. In relation to the findings, with respect to the evaluated variables, it was discovered, specifically, that the rhetorical steps in which the students showed a significant improvement were innovations, quotes/research, definitions of concepts, refutations, definitive reasons, and bibliographical references. Likewise, the rhetorical steps that did not present significant differences following the application of the ECM were discovered, and they were: reason summary, formulation of premise, and reasons for. Furthermore, it can be stated that for the ECM there was an increase, above all, in awareness of the following metacognitive dimensions: (a) writing selfregulation; (b) writing planning; and (c) writing revision, as well as argumentative self-efficacy. The novelties of this research with respect to the precedents reside in that it offers valid and concrete results on the effect of a multilingual web design integrated into a well-defined didactic model of argumentative writing on writing metacognition and its dimensions, argumentative structuring and its rhetorical steps, and argumentative self-efficacy. The related studies consider only some of these variables, but not all of them together or their complexity. These results have allowed us to establish specific didactic–technological proposals for improving the ECM that are transferable to didactic designs to guide written argumentation at higher academic levels using multilingual web technologies and integrating the metacognitive, behavioral, and motivational dimensions of writing.Junta de Andalucia European Commission HUM356Department of Planning Quality and Evaluation at the University of Granada PID14-05/Code 14-0

Integrating Information Literacy into the Virtual University: A Course Model

published or submitted for publicatio

Courseware in academic library user education: A literature review from the GAELS Joint Electronic Library Project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. In order to create effective courseware packages to support joint electronic library activity at Glasgow and Strathclyde Universities, the GAELS project conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library computer‐aided learning (CAL) implementations and use of hypertextual learning materials for more advanced information skills training. We describe how these findings shaped the packages produced by the project and suggest ways forward for similar types of implementation