48,106 research outputs found
Online assessment using different tools and techniques in higher education
Assessment can be a crucial component in the teaching and learning process and should measure or
certify results. Online assessment means using the technology to provide assessment which can be
diagnostic, formative or summative and can be considered a valuable tool in higher education as it allows
teachers, on one hand, to have quick access to students’ performance and, on the other hand, students
can receive instant and individual feedback, which helps them to structure their own learning path.
There are many different ways to efficiently assess students’ learning online, the purpose of this paper
is to introduce some online assessment tools and techniques that can be used in education to assess
student performance using technology. In general, learning management systems, such as Moodle, use
online assessment tools, some of which will be presented, based on the corresponding learning
requirements and objectives. Several online assessment techniques, that undeniably support training,
engage students, and provide instructors with perception of their students' learning process, will also be
analyzed. Furthermore, several tools and techniques related to mathematics will be presented, like for
instance STACK (System for Teaching and Assessment using a Computer Algebra Kernel) and iSpring
Suite 9. STACK, an online assessment package for mathematics, is an open-source system that
supports the development of sophisticated and challenging assessments for STEM subjects, enabling
the direct and systematized feedback delivery to help students improve their performance and
understanding. The iSpring Suite 9, a fully e-learning toolkit, with a Math equation editor which allows
the development of interactive assessments and quizzes for e-Courses. Some advantages and
disadvantages about the online assessment process will be also presented.info:eu-repo/semantics/publishedVersio
The practice of web conferencing: where are we now?
The use of web conferencing tools to support learning and teaching and facilitate interaction and collaboration is common in many higher education environments as is the
replacement of face-to-face meetings with virtual collaboration tools. This paper reports on Phase 3 of a trial of web conferencing conducted at a regional Australian university and further explores the use of web conferencing to support and enhance learning and teaching.
Preliminary findings from Phases 1 and 2 of the trial have been reported on in a previous paper. The action research method which framed the initial trial has again been applied to Phase 3. In Phase 1, collaborative mathematical problem-solving in an undergraduate course was carried out using web conferencing and tablet PCs. In addition, students in postgraduate Education courses were linked across the globe to participate in interactive and collaborative web conference activity. In Phase 2, a university-wide trial across disciplines was conducted. Phase 3 represents an analysis of feedback received from teachers who were involved in Phases 1 and 2 and who have had some time to reflect on the impact web conferencing has had on their teaching practice. From this, and their own experience, the authors make further observations regarding the use of web conferencing to support learning and teaching and raise a number of questions and issues to guide future research
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Networked Living: a new approach to teaching introductory ICT
The course T175 Networked Living is a 300 hour, multiple media, distance learning course offered by the UK
Open University. The first presentation of the course, in 2005, attracted over 1600 students. T175 introduces
students to general concepts of information and communication technology in a range of contexts, including:
communication and identity; entertainment and information; and health, transport and government. It is an
introductory (level 1) course for a variety of bachelors’ degrees, including the BSc programmes in: Information
and Communication Technology; IT and Computing; and Technology; as well as the BEng engineering
programme. The course was designed with a focus on retention of students and preparing them for further study.
Student workload and pacing was carefully planned and there is a significant study skills component. The course
uses a range of media, including: text, audio, computer animation and other software, and a website. Active
learning is encouraged by means of activities, online quizzes, animations, spreadsheets and a learning journal.
Continuous assessment is carried out via a mix of multiple-choice assignments (to test factual and numerical
skills) and written assignments (which include elementary research into new topics). The course culminates with
a written end-of-course assessment. This includes a major reflective component, as well as more traditional
questions designed to test knowledge and understanding
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