MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report appendices

This document contains the appendices to the main report, which presents case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers

Formative peer assessment in a CSCL environment

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed

Rhetorical relationships with students: A higher education case study of perceptions of online assessment in mathematics

Some students perceive that online assessment does not provide for a true reflection of their work effort. This article reports on a collaborative international project between two higher education institutions with the aim of researching issues relating to engineering student perceptions with respect to online assessment of mathematics. It provides a comparison between students of similar educational standing in Finland and Ireland. The students undertook to complete questionnaires and a sample of students was selected to participate in several group discussion interviews. Evidence from the data suggests that many of the students demonstrate low levels of confidence, do not display knowledge of continuous assessment processes and perceive many barriers when confronted with online assessment in their first semester. Alternative perspectives were sought from lecturers by means of individual interviews. The research indicates that perceptions of effort and reward as seen by students are at variance with those held by lecturers. The study offers a brief insight into the thinking of students in the first year of their engineering mathematics course. It may be suggested that alternative approaches to curriculum and pedagogical design are necessary to alleviate student concerns

The effect of grading the work of fourth grade students in red ink and their academic self-esteem

The purpose of this study was to determine the effect on fourth grade students\u27 academic self-esteem when marking their work in red ink versus blue or black ink. It was hypothesized that there would not be a significant difference in the academic self-esteem of fourth grade students whose work was marked in red ink, compared to their work that was marked in blue or black ink. The study was a quasi-experimental design, examining students in a fourth grade classroom. Nineteen students participated in the study. Prior to the pretest, student work had been marked in blue or black ink for a period of six months. The students were pretested using a Self-Esteem Inventory Test created by Stanley Coopersmith. After the pretest was administered, students\u27 work was marked in red ink for a period of four weeks. A posttest was given after the four-week period, the same Self-Esteem Inventory Test by Stanley Coopersmith was used. A t-test was administered to determine the significance of the mean of the pretest and posttests scores for the fourth grade class where alpha = 0.05 (alpha value). The t-test revealed no significant difference between the mean pretest and posttest scores of the fourth grade class

Effects of Frequent Cooperative Quizzes on the Achievement of First Year College Students Enrolled in a Mathematics Course

This pilot study examines the effects of the frequent cooperative quizzes on the achievement and class engagement of first year college students enrolled in a mathematics course. The impact of this teaching and learning strategy is measured by four unit tests, a final exam, and a students’ survey. A mixed methods research procedure combines the quantitative data represented by students’ tests marks and students’ answers in a questionnaire with qualitative data represented by students’ feelings and perceptions from the survey, and instructor’s observations. The results of the study indicate that this teaching approach - frequent cooperative quizzes - is promising in increasing students’ marks in unit tests and increasing students’ final marks. However, the study did not perceive a notable improvement of students’ final exam scores and indicated no change in students’ completion rates. The study also reveals an increased attendance of students to classes, increased engagement in their learning, and increased student cooperation and support

A tale of one city: intra-institutional variations in migrating VLE platform

City University London committed in 2009 to make Moodle the Virtual Learning Environment (VLE) at the core of a new Strategic Learning Environment (SLE) comprised of VLE, externally facing website and related systems such as video streaming and virtual classrooms. Previously, the WebCT VLE had been separate from most of the other systems at the institution with very limited connections to other tools. Each of the schools within the institution was able to pursue their own strategy and timeframe for the migration and embedding of Moodle within their subject areas, within an absolute limit of 2 years. This paper outlines the approaches taken by the various schools, highlighting similarities and differences, and draws out common aspects from the project to make recommendations for institutions seeking to undertake similar migrations

Web-based active learning and frequent feedback: Engaging first-year university students

Web-based technology is particularly well-suited to promoting active student involvement in the processes of learning. All students enrolled in a first-year educational psychology unit were required to complete ten weekly online quizzes, ten weekly student-generated questions and ten weekly student answers to those questions. Results of an online survey of participating students strongly support the viability and perceived benefits of such an instructional approach. Although students reported that the 30 assessments were useful and reasonable, the most common theme to emerge from the professional reflections of participating lecturers was that the marking of questions and answers was unmanageable

BELIEFS OF LEARNERS AND TEACHERS IN CONTEXTS OF POVERTY REGARDING CURRICULUM-ALIGNED SCIENCE ELECTRONIC QUIZ ENGAGEMENT

Electronic quizzes have the potential to extend learning time and provide rapid, personalised feedback: features known to improve learning. However, information and communication technologies (ICTs), including electronic quizzes, tend to be under-utilised in education, particularly in contexts of poverty. The Theory of Planned Behaviour (TPB) can predict ICT-uptake through measuring particular beliefs. However, little is known about such beliefs of learners, in poverty, related to software tailor-made for them. In this study, 71 grade 8 and 9 South African learners from poor rural communities, who had engaged with language-supportive curriculum-based Natural Sciences electronic quizzes over the previous three months, as well as three of their teachers, answered questionnaires designed, according to the TPB, to measure their beliefs regarding use of, and intention to continue using, this software. Positive attitudes were measured, particularly for use for revision. Support by the teacher, and the motivation of participation in an inter-school competition, were found to be important for motivating engagement. Access to computers was found to be largely gate-kept by the teachers, who perceived supervision of learners’ usage as a considerable sacrifice. From these findings suggestions are made for ICT-supported interventions with learners, particularly in contexts of poverty

Active Learning in Introductory Economics: Do MyEconLab and Aplia Make Any Difference?

This paper reports experiment results of teaching large classes of introductory economics with modern learning technology such as MyEconLab or Aplia. This new technology emerges partially in response to the enrollment pressure currently facing many institutions of higher education. Among other things, the technology provides an integrated online teaching and learning environment that allows active learning through student direct participation in the learning process as well as interaction with their instructor, peers, and the outside Internet. Our results showed that, for the classes in the experiment, modern learning technology could make a difference in helping students improve their class mark averages by a small but statistically significant amount of 2% regardless whether the technology was used as a required or optional course component. We noted that students responded more favorably when the technology component was given more weight in the marking scheme