9,533 research outputs found

    Students perception of auto-scored online exams in blended assessment: feedback for improvement

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    [ES] El desarrollo de las tecnologías de la información y la comunicación ha producido un incremento del uso de la Computer Based Assessment (CBA, evaluación basada en ordenadores). en la educación superior. En la última década, ha habido un debate sobre los exámenes online vs los escritos tradicionales. El objetivo del presente estudio ha sido verificar si los estudiantes tienen prejuicios sobre los exámenes online con corrección automática, y si ese es el caso, determinar los motivos. El estudio se realizó en el contexto de una evaluación mixta que implicó a 1200 estudiantes matriculados en una asignatura de física de primer curso universitario. De entre ellos, 463 respondieron a una encuesta anónima. Del análisis cuantitativo de la encuesta surgieron tres factores (etiquetados «F1-Learning», «F2-Use of Tool» y «F3-Assessment»), y se estableció una escala aditiva. Hemos encontrado diferencias significativas en el factor «F3-Assessment» en comparación con los otros dos factores, lo que indica una menor aceptación de la herramienta para la evaluación del estudiante. Parece ser que, a pesar de que los estudiantes están acostumbrados a los ordenadores, tienen una falta de confianza en los exámenes online. Para reforzar y matizar los resultados cuantitativos de la encuesta, incluimos una pregunta abierta y realizamos una entrevista a un pequeño grupo de 11 estudiantes. Aunque sus comentarios fueron en general positivos, especialmente sobre la facilidad de uso y sobre su utilidad para conocer el nivel alcanzado durante el proceso de aprendizaje, hubo algunas críticas sobre la claridad de las preguntas y el rigor del sistema de puntuación. Estos dos factores, entre otros, podrían ser la causa de la peor percepción del factor «F3-Assessment» y el origen de las reticencias de los estudiantes a los exámenes online y a la corrección automática.[EN] Development of the information and communication technologies has led to an increase in the use of Computer Based Assessment (CBA) in higher education. In the last decade, there has been a discussion on online versus the traditional pen-and-paper exams. The aim of this study was to verify whether students have reserves about auto-scored online exams, and if that is the case, to determine the reasons. The study was performed in the context of a blended assessment in which 1200 students were enrolled on a first-year physics university course. Among them, 463 answered an anonymous survey, supplemented by information obtained from an open-ended question and from interviews with students. Three factors (labelled `F1-Learning,¿ `F2-Use of Tool,¿ and `F3-Assessment¿) emerged from the quantitative analysis of the survey, and an additive scale was established. We found significant differences in the `F3-Assessment¿ factor compared to the other two factors, indicating a lower acceptance of the tool for student assessment. It seems that even though students are used to computers, they have a lack of confidence in online exams. We carried out an in-depth survey on this topic in the form of an open-ended question and by interviewing a small group of 11 students to confer strength and nuance to the quantitative results of the survey. Although their comments were in general positive, especially on ease-of-use and on its usefulness in indicating the level achieved during the learning process, there was also some criticism of the clarity of questions and the strictness system of marking. These two factors, among others, could have been the cause of the worse perception of F3-Assessment and the origin of the students¿ reluctances of online exams and automatic scoring.This work was supported by the Universitat Politècnica de València through the A15/16 Project (Convocatoria de Proyectos de Innovación y Convergencia de la UPV). We would like to thank the ICE in the Universitat Politècnica de València for their help, through the Innovation and Educational Quality Program and for supporting the team Innovación en Metodologías Activas para el Aprendizaje de la Física (e-MACAFI).Riera Guasp, J.; Ardid Ramírez, M.; Gómez-Tejedor, J.; Vidaurre, A.; Meseguer Dueñas, JM. (2018). Students perception of auto-scored online exams in blended assessment: feedback for improvement. Educacion XX1. 21(2):79-103. https://doi.org/10.5944/ educXX1.19559S7910321

    PERCEPCIÓN DE LOS ESTUDIANTES ACERCA DE LOS EXÁMENES ONLINE CON CORRECCIÓN AUTOMÁTICA EN UNA EVALUACIÓN MIXTA: RETROALIMENTACIÓN PARA LA MEJORA

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    Development of the information and communication technologies has led to an increase in the use of Computer Based Assessment (CBA) in higher education. In the last decade, there has been a discussion on online versus traditional pen-and-paper exams. The aim of this study was to verify whether students have reserves about auto-scored online exams, and if that is the case, to determine the reasons. The study was performed in the context of a blended assessment in which 1200 students were enrolled on a first-year physics university course. Among them, 463 answered an anonymous survey, supplemented by information obtained from an open-ended question and from interviews with students. Three factors (labelled ‘F1-Learning,’ ‘F2-Use of Tool,’ and ‘F3-Assessment’) emerged from the quantitative analysis of the survey, and an additive scale was established. We found significant differences in the ‘F3-Assessment’ factor compared to the other two factors, indicating a lower acceptance of the tool for student assessment. It seems that even though students are used to computers, they have a lack of confidence in online exams. We carried out an in-depth survey on this topic in the form of an open-ended question and by interviewing a small group of 11 students to confer strength and nuance to the quantitative results of the survey. Although their comments were positive in general, especially on ease-of-use and on its usefulness in indicating the level achieved during the learning process, there was also some criticism of the clarity of questions and the strictness of the marking system. These two factors, among others, could have been the cause of the worse perception of F3-Assessment and the origin of the students’ reluctance towards online exams and automatic scoring.El desarrollo de las tecnologías de la información y la comunicación haproducido un incremento del uso de la Computer Based Assessment (CBA,evaluación basada en ordenadores). en la educación superior. En la últimadécada, ha habido un debate sobre los exámenes online vs los escritostradicionales. El objetivo del presente estudio ha sido verificar si los estudiantes tienen prejuicios sobre los exámenes online con corrección automática, y si ese es el caso, determinar los motivos. El estudio se realizó en el contexto de una evaluación mixta que implicó a 1200 estudiantes matriculados en una asignatura de física de primer curso universitario. De entre ellos, 463 respondieron a una encuesta anónima. Del análisis cuantitativo de la encuesta surgieron tres factores (etiquetados «F1-Learning», «F2-Use of Tool» y «F3-Assessment»), y se estableció una escala aditiva. Hemos encontrado diferenciassignificativas en el factor «F3-Assessment» en comparación con los otrosdos factores, lo que indica una menor aceptación de la herramienta parala evaluación del estudiante. Parece ser que, a pesar de que los estudiantes están acostumbrados a los ordenadores, tienen una falta de confianza en los exámenes online. Para reforzar y matizar los resultados cuantitativos de la encuesta, incluimos una pregunta abierta y realizamos una entrevista a un pequeño grupo de 11 estudiantes. Aunque sus comentarios fueron en general positivos, especialmente sobre la facilidad de uso y sobre su utilidad para conocer el nivel alcanzado durante el proceso de aprendizaje, hubo algunas críticas sobre la claridad de las preguntas y el rigor del sistema de puntuación.Estos dos factores, entre otros, podrían ser la causa de la peor percepción del factor «F3-Assessment» y el origen de las reticencias de los estudiantes a los exámenes online y a la corrección automática

    Gamificacion in education and active methodologies at Higher education

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    In recent years, there has been an increasing interest in applying Gamification in Education, which can be defined as the application of game design elements to learning activities. Its purpose is to motivate students by creating an engaging learning experience that can keep students focused on the learning task and its application in the classroom, is still in its emergent stages. Gamification is a great challenge for education, particularly in Higher Education Institutions (HEI) in such a traditional context, as is the case with courses like Management and Administration Business, Finance and Accounting, Marketing and Market Research, Chemistry, Accounting and Administration and Business Communication. This paper presents a study, applied in the 2016/2017 and 2017/2018 academic years, in which the teaching method focuses on a blended learning approach, through the implementation of a flipped classroom model and also through the introduction of online gamification activities such Kahoot! application. Kahoot is a game-based learning platform, used as educational technology that can easily be used for initial, formative and summative assessment of students’ knowledge using individual or collaborative team work mode, adding vitality, student engagement, and also meta-cognitive supports to higher education classrooms with limited instructor or student training required. The participants, in the study, were about 3 000 students of 17 different subjects from the aforementioned courses, of the Malaga University and Polytechnic of Porto. The results of this study suggest that this model improves student learning and are of relevance to researchers, educators and game-based learning designers.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

    Laboratory 3.0: manufacturing technologies laboratory virtualization with a student-centred methodology

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    This paper presents a blended-learning strategy for improving the teaching method applied in the laboratory subject Manufacturing Technologies. The teaching method has been changed from a predominantly teacher-centred to an active learning system with a student-centred focus and e-learning activities. In face-to-face classes, a game-based learning platform has been used. This methodology ensured engaging classes at the same time that provided a useful live feedback for students and teachers. The virtualization of the laboratory was achieved by two different e-learning activities, self-assessment tasks and video clips. These e-learning tools have been used not only to improve the students’ learning but also to enhance their motivation. The results from academic outputs show a significant improvement after the new blended learning method is applied. Moreover, a student satisfaction survey shows the positive impact of the methodology on the students’ engagement and motivationPeer Reviewe

    Immersive Telepresence: A framework for training and rehearsal in a postdigital age

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    Designing MOOC:a shared view on didactical principles

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    The innovative impact of the paper can be highlighted by the following statements: 1. Applying the Group Concept Mapping, a non-traditional and power research methodology for objectively identifying the shared vision of a group of experts on MOOC didactical principles. 2. Defining MOOC didactical principles and their operationalisations in more concrete guidelines. 3. Formulating suggestions for combining xMOOC and cMOOC.Supported by European Commission, DG EAC, under the Erasmus+ Programm

    Teachers’ perceptions of remote learning during the pandemic: a case study

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    The closure of higher education institutions (HEIs) due to the outbreak of the COVID-19 pandemic led to visible changes in pedagogical practices. With the lockdown, there was ambiguity and disagreement about the workload of teachers and students, and about what to teach and what strategies to select. For most instructors, the first challenge was to recreate the face-to-face experience. Worldwide, most universities have speedily adopted synchronous and asynchronous communication modes. Google Classroom, Microsoft Teams, Cisco, Webex, Zoom, and Moodle were among the most used tools. The present study is based upon a quantitative approach, and it intends to analyse teachers’ perceptions of remote teaching during the first pandemic period. Data were collected through an online questionnaire during June and July 2020. The questionnaire had 27 questions divided into three main sections: sociodemographic characterization, e-Learning strategies, and remote assessment. The study population was teachers of a Portuguese HEI. A random sample was used with 547 participants. The main conclusions show that the less experienced teachers are, the more satisfied they feel with remote classes and remote assessment. On the other hand, the most experienced teachers used more tools during the remote teaching period and developed more strategies to perform remote assessment. Regarding the overall assessment of the emergency remote teaching, the participants consider that it was a positive period, and they were moderately satisfied with remote classes and the strategies and tools used during this period.info:eu-repo/semantics/publishedVersio

    Supporting intensive continuous assessment with BeA in a flipped classroom experience

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    This paper presents the changes performed in a university course to adopt European Higher Education Area principles taking advantage of new technologies and educational approaches. Particularly, a Flipped Classroom model that also involves an Intensive Continuous Assessment approach is adopted, moving the presentation of theoretical contents to videos that can be watched outside of the classroom and using the classroom face-to-face time to provide explanations, problem solving and to perform assessment activities every week. A main part of innovation in the experience comes from the use of an online tool (BeA - Blended e-Assessment) that facilitates the assessment and reviewing of paper-based exams. This tool supports teachers in assessment tasks, that can be performed in a faster, simpler, more transparent and less error-prone way. The paper shows the results of an experience involving a control group and an experimentation group, in which this new approach and tool have been applied. The results obtained demonstrate the effectiveness of both proposals. In conjunction, the paper describes how a traditional university course based on lectures can be successfully adapted to a more innovative approach based on the principles of active learning and accountability thanks to the use of our blended e-Assessment tool.Xunta de Galicia | Ref. ED431B 2017/67Xunta de Galicia | Ref. ED431D 2017/12Ministerio de Economía, Industria y Competitividad | Ref. TIN2016-80515-

    Exploring student engagement for Generation Y: a pilot in Environmental Economics

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    This paper reports on a pilot study involving the redesign of a third year Economics subject according to principles of engagement as they relate to the discursive Generation y student. The study involved a review of the literature, redesign of the subject to a blended learning format and evaluation of the design. The data collected included pre and post NSSE scores, subject grades, student surveys and qualitative feedback from individual students. While the redesign of the subject was constrained by available resources, and the implementation hindered by various systemic factors, it was found that in general the redesign did improve student engagement. In particular, it was found that the success of the scaffolded assessment tasks and the use of in-class activities as a means of revising for exams was significant. One issue that continues to perplex is the students’ mixed attitudes to attending lectures. Perhaps most importantly, the study indicates that by third year where traditional modes of teaching have characterised their curriculum, students have developed surface approaches to learning that cannot be corrected through individual third year courses.student engagement, elearning, generation y
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