Learning space evaluation

The subject of physical learning space has in recent years become increasingly complex This reflection examines what evidence exists in this are

Data mining technology for the evaluation of web-based teaching and learning systems

Instructional design for Web-based teaching and learning environments causes problems for two reasons. Firstly, virtual forms of teaching and learning result in little or no direct contact between instructor and learner, making the evaluation of course effectiveness difficult. Secondly, the Web as a relatively new teaching and learning medium still requires more research into learning processes with this technology. We propose data mining – techniques to discover and extract knowledge from a database – as a tool to support the analysis of student learning processes and the evaluation of the effectiveness and usability of Web-based courses. We present and illustrate different data mining techniques for the evaluation of Web-based teaching and learning systems

Knowledge management and eLearning

This paper describes academic evaluation methods from the perspectives of its components: professors, disciplines, learning and evaluation methods and graduates. The knowledge management model and its relations to the e-Learning environment are presented.knowledge management, evaluation, academic activities, learning methods

Flexible Learning Spaces Evaluation Report

City University, London is tackling the challenge of ensuring the learning spaces provided are able to meet the anticipated increase in technology usage and prevalent pedagogies. There is no longer a standard classroom design that will achieve this goal and therefore it is imperative to pilot and explore a variety of flexible learning spaces. This report feeds back on an evaluation of two flexible learning space approaches piloted in the autumn term of 2012 as alternatives to traditional computer rooms laid out in rows with the lecturer positioned at the front. These approaches are: pop-up computers on circular tables in AG24A; and laptop lockers enabling staff to borrow laptops to use with students on node chairs in AG24B. Each of these approaches also supported the use of students’ own devices in learning spaces. These methods were evaluated using surveys, interviews and an open house forum. The report shares the findings and recommendations from this evaluation and future plans for learning spaces

Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education

Background A major issue regarding the implementation of blended learning for preregistration health programmes is the analysis of students' perceptions and attitudes towards their learning. It is the extent of the embedding of Technology Enhanced Learning (TEL) into the higher education curriculum that makes this analysis so vital. Objectives This paper reports on the quantitative results of a UK based study that was set up to respond to the apparent disconnect between technology enhanced education provision and reliable student evaluation of this mode of learning. Design Employing a mixed methods research design, the research described here was carried to develop a reliable and valid evaluation tool to measure acceptability of and satisfaction with a blended learning approach, specifically designed for a preregistration midwifery module offered at level 4. Methods Feasibility testing of 46 completed blended learning evaluation questionnaires - Student Midwife Evaluation of Online Learning Effectiveness (SMEOLE) - using descriptive statistics, reliability and internal consistency tests. Results Standard deviations and mean scores all followed predicted pattern. Results from the reliability and internal consistency testing confirm the feasibility of SMEOLE as an effective tool for measuring student satisfaction with a blended learning approach to preregistration learning. Conclusions The analysis presented in this paper suggests that we have been successful in our aim to produce an evaluation tool capable of assessing the quality of technology enhanced, University level learning in Midwifery. This work can provide future benchmarking against which midwifery, and other health, blended learning curriculum planning could be structured and evaluated

Summary of the Commissioning Better Outcomes Evaluation

The aim of the evaluation is to improve the understanding of SIBs, by capturing learning at all stages of the development process and building an evidence base for the SIB model and its application in different contexts. The contract is divided into two parts: delivering a robust evaluation that provides evidence on the impact of SIBs and highlights good practice; and disseminating the learning from this evaluation through a range of outputs and sharing processes. The evaluation is also being undertaken throughout the nine year life of the CBO Fund in order to ensure that learning from the evaluation process feeds into the continuous improvement of the Fund, its processes and its impact

Learning strategies scale: adaptation to Portuguese and factor structure

Since learning strategies seem to be an important set of variables to explain the effectiveness of training and e-learning in organizations is here to stay, this paper aimed to analyze the factor structure and psychometric properties of a Learning Strategies Scale (LSS) and its relationship with the training transfer in an e-learning corporate context. A total of 3600 employees of a Brazilian bank participated in this study by responding to the LSS after taking part in an online course. We measured training transfer with self-evaluation and hetero-evaluation scales. Internal consistency, confirmatory factor analysis, and multiple regressions were conducted. A four-factor structure and an acceptable level of fit for the model were found. All types of learning strategies were related to training transfer in self-evaluation, and the cognitive and help-seeking strategies contributed to explain training transfer in hetero-evaluation. As a reliable and valid measure that predicts the effectiveness of training and job performance, participants should be advised about the learning strategies that produce better performance results at the workplace. Future research should use it in different contexts and samples, analyzing its relationships with other workplace variables.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior” (CAPES/Brazil

PENGEMBANGAN MEDIA BOARD GAME BATAKO “BANGUN KOTA KONGRUEN” MATERI KONGRUEN MATA PELAJARAN MATEMATIKA KELAS V DI SEKOLAH DASAR

The research aims to develop a learning medium in the form of a board game named BATAKO ‘Bangun Kota Kongruen’ designed specifically for congruent materials on the subjects of grade V mathematics at Elementary School. The background of this research is the need for interactive and interesting learning media to improve students’ understanding of congruent concepts. The Methodelogy used in this study is research and development (Research and Development) which includes the stage of analysis of needs, design, development, and product implementation and evaluations. This research was conducted at SDN Sentul I Purwodadi, Pasuruan. Reseach and Development (ADDIE) development model. The object of the study is a board game learning medium under the name BATAKO “Bangun Kota Kongruen”. The research phases include (1) Analysis, (2) Design, (3) Development, (4) Implementation, (5) Evaluation. Used data collection techniques are interviews, observations, questionnaires, evaluation tests and documentation. The questionnaire data collection technique for the validator of material experts, media experts enter the stage of development analysis. The data collection technique is in the form of a hacket for teacher response, learners’ response and evaluation question entering the sumative evaluation stage. The result of this study is the BATAKO board game learning media “Bangun Kota Kongruen”, with a percentage of eligibility (1) the teaching material expert validator reached 85.7% with a very decent category, (2) the learning media expert validator was 96.1% with a very decent category, (3) the learners response to the learning media earned a percentage of 97.5% on the learning media with the average value of evaluation questions was 81.8, (4) the teacher response to the learning media reached 95.4%. The conclusion that the BATAKO learning media “Bangun Kota Kongruen” is valid for use in the learning process and can affect the learning outcomes of learners at SDN Sentul I Purwodadi, Pasuruan

Learning technologies and the lifelong learner: Armament or disarmament?

Educators at all levels are underpressure to produce ‘lifelong learners’. Their task is to ‘arm’ the student with knowledge and skills that will enable them to be creative and enterprising scholars. One possible way of arming the lifelong learner is through the use of learning technologies. Learning technologies can offer armament by widening access and participation and offering flexible delivery. This paper will use the results of two evaluation studies to explore the argument that learning technologies have the capacity to both arm and disarm students. Results from an evaluation of an email discussion list will be presented to highlight how the way a learning technology is used may arm a learner by giving them information but disarm them by promoting a lack of confidence and a low valuation of discussion. Results from an evaluation of a Microcosm application will be presented to highlight how the way a learning technology is used may arm a learner by helping them to apply knowledge but disarm them by placing restrictions on their self‐directed learning. These results will be discussed in order to argue that the ‘disarmament’ of students through the use of learning technologies may place obstacles in the way of lifelong learning