The effectiveness of WebCT as a progress-assessment tool in English Studies

Given the acceleration in the international and local information and knowledge revolution, the University of Stellenbosch (US) has implemented an e-learning strategy to gain maximum benefit from the developments in information technology. In support of this strategy the US has implemented WebCT as an electronic course management system. The purpose of this study was to investigate whether the complementary learning and assessment techniques provided by WebCT are suitable for the evaluation of student responses in a subject like English. This was accomplished in conjunction with research of relevant literature, own experience, categories of student learning, and feedback from students. The WebCT assessment function was used as a complement to traditional lectures and traditional end-of-course written assessment to enrich teaching, promote learning and gauge student insight and progress. Bloom\'s Taxonomy was used to compare the validity of tests conducted through multiple choice WebCT assessment during the term with the results of the end-of-term traditional, written assessment to ascertain whether a reliable impression of student competence can be gained before students sit for their main test at the end of the term. It was concluded that WebCT is a constructive and effective teaching tool that motivates students both intrinsically and extrinsically and gives a fair reflection of student insight and progress. It can be a meaningful and enriching extension of a lecture course if the tool is used by willing lecturers in an innovative manner.Keywords: assessment English, computer-assisted language learning (CALL), computer-assisted assessment, computer-assisted teaching, multi-sensory teaching, online-assessment English, teaching English, WebCT assessmentJournal for Language Teaching Vol. 39(1) 2005: 132-14

Collaborative examinations in asyncronous learning networks : field experiments on collaborative learning through online assessments

With the proliferation of computer networks and the emergence of virtual teams, learning and knowledge sharing in the online environment has become an increasingly important topic. Applying constructivism and collaborative learning theories to assessment, the collaborative online exam is designed featuring students\u27 active participation in various phases of the exam process through small group activities online. A participatory online exam process is designed featuring similar procedures except that students\u27 involvement in each phase of the exam is individual. The collaborative online exam and the participatory online exam are investigated regarding student exam study strategies, group process, exam outcomes, faculty satisfaction, and exam efficiency. A 1*3 field experiment was conducted to compare three exam modes: the traditional exam, the participatory exam, and the collaborative exam. Results show that the collaborative examination significantly enhanced interaction and promoted higher order learning. In particular, small group activities in the online learning process significantly increased interactions among students which enhanced their sense of an online learning community. Active involvement in the online exams significantly reduced the use of surface learning in exam study. Overall, students reported significantly higher perceptions of learning in the collaborative exam than the other exam modes

Electronic Collaboration Across Cultures in a Web-based Project for English Writing Instruction

The paper highlights the importance of experimentation and an innovative approach to English language writing instruction with the help of information communication technology (ICT or IT). First, it describes the local situation of English language teaching at The Chinese University of Hong Kong (CUHK). Then, it summarizes the development of IT proficiency and student-led collaborative learning groups at CUHK. Third, it reports on an International Web-based writing project involving six collaborating schools in different parts of the world including China, the United States, Indonesia, and Hong Kong in the year 1999-2000. In the report, the author-presenter will share with the audience a new ELT course development titled "English Online: Writing on the Web." He will explain the course objectives, the background of participating classes, the Web Course Tools (WebCT), the design of the project, the evaluation of course effectiveness and the outcome of the new curricular initiative. Finally, the paper presents a summary of a practical guide to electronic collaboration and some of the lessons the writer has learnt in five years\u27 experience of participant-observation in English teaching practice using the Web

Chapter 4: New Assessment Methods

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

Teaching with Technology to Engage Students and Enhance Learning

Teaching technology effects on student learning in a large lecture introductory statistics course were tested. Findings show in-class personal response systems and on-line homework/quizzes significantly improve student exam scores. We infer proven small class techniques, participating in class and doing homework via technologies, can restore sound pedagogy in larger classes. The experiment was conducted using just one class, but factors usually unaccounted for in assessment research were controlled, especially the instructor and other materials. The technologies investigated here can provide learning benefits to students even in larger courses often criticized for their inability to provide students quality learning experiences.Teaching, technology, statistics, active learning.

The prospects of E-Examination Implementation in Nigeria

The massive examination leakages, demand for gratification by teachers, bribe-taking by supervisors and invigilators of examinations have become a global phenomenon. This menace has resulted to general fallen standards of education and Nigeria is no exception, particularly among developing nations. Consequent upon this, all Nigerian universities have resorted to conducting post-entrance “Post-JAMB” examination/screening because of lack of confidence in the conduct of the entrance examinations. This paper proposes a model for e-Examination in Nigeria where all applicants are subjected to online entrance examination as a way of curbing the irregularities as proposed by the Joint Admissions Matriculation Board (JAMB), the body saddled with the responsibility of conducting entrance examinations into all the Nigerian universities. This model was designed and tested in Covenant University, one of the private universities in Nigeria. There were 120 questions drawn from English (30), Mathematics (30), General Science (20), Commercial Courses (20), and Religion Knowledge (20), all for one hour duration. Questionnaires were administered to the applicants at the end of the examination to assess their level of ICT literacy, ease of use of the system and the difficulties encountered. Findings revealed that the system has the potentials to eliminate some of the problems that are associated with the traditional methods of examination such as impersonation and other forms of examination malpractices. The system is easy to use and candidates can get use to it with time. The timing of examination can be spaced without compromising the quality and integrity of the examination. However, much is still desired if the system were to be adopted on a national scale, particularly in terms of infrastructural and manpower development. Similarly, the quest for e-Examination can fast track the development of e-Learning facilities in the country with improved access to education

Implementation of computer assisted assessment: lessons from the literature

This paper draws attention to literature surrounding the subject of computer-assisted assessment (CAA). A brief overview of traditional methods of assessment is presented, highlighting areas of concern in existing techniques. CAA is then defined, and instances of its introduction in various educational spheres are identified, with the main focus of the paper concerning the implementation of CAA. Through referenced articles, evidence is offered to inform practitioners, and direct further research into CAA from a technological and pedagogical perspective. This includes issues relating to interoperability of questions, security, test construction and testing higher cognitive skills. The paper concludes by suggesting that an institutional strategy for CAA coupled with staff development in test construction for a CAA environment can increase the chances of successful implementation

Implementation of courseware for Internet delivery

A process centered environment for implementing courseware is presented. The proposed environment addresses some of the constraints in the existing state of the art technology, presently used for distance education. The environment interface is developed using MS FrontPage 98 web development software. The thesis describes the design and implementation of the environment, which is named WVUCT. WVUCT utilizes MS NetMeeting software as a mode for interacting with the students in many different ways. WVUCT uses MS FrontPage 98 for developing a web-based course. The course web once developed using the environment can be published to any httpd server for student\u27s use as well as instructor use. The process model presented specifies the major and minor steps, which can be followed by instructors in preparing effective web-based educational modules. These modules may include lecture notes, assignments and tests. At each step of the process, the environment provides templates and examples on developing the different parts of an educational module using suggested tools and resources. The process model assumes no previous experience on the part of instructors in developing web-based educational modules

Reflective Practitioner: Grounding the Use of Instructional Technology in Principles, Teaching Philosophy, Course Goals and Disciplinary Values

Necessity, when assigned to teach a large introductory class in Construction Science, required I learn quickly the requisite instructional technology and its application. The title, “Reflective Practitioner” is an anachronism that does not capture the actual chronology: practice, finding a theory and applying it, and reflecting on the practice to find grounds for improvement. Practice was grounded in learning how to learn as the final objective of this course. In the process, objectives, goals, syllabus, assignments, projects, evaluations, lectures, and presentation techniques, had to be created. After teaching the course two semesters, I read the following and received coaching from the Center for Teaching Excellence. This provided an opportunity to reflect on what happened, clarify the theories, examine my teaching philosophy and further clarify the principles that inform the framework for the course. This paper reports on the result of this reflection and is based on the wisdom-of-practice scholarship (Weimer, 2006) therefore experience-based and subjective. This paper captures the flow along these major lines of t professional teaching practice, the motivation, and findings from decisions made in the process. Teaching as a dynamic process assures that there will be an evolution in time. This paper also captures the evolution of the course, the areas indicated for further research and more importantly advocates a method for teaching with instructional technology in need of verification by other institutions on its way to morph into a research scholarship with qualitative studies or quantifiable investigations of a dynamic process or a descriptive research