2 research outputs found
Impact of communication and relationships on student satisfaction and acceptance of self- and peer-assessment
This study presents a learning-oriented assessment experience and examines the
impact of communication and relationships on student satisfaction and on the
acceptance of self- and peer-assessment. To this end, an analysis was conducted
based on the data collected from engineering students in a subject with a high degree
of creativity. The answers of online surveys (n = 180) were examined by using the
structural equation modelling technique (SEM). The results indicate that effective,
frequent, and timely communication and quality relationships play an important role
in ensuring that formative assessment, based on teamwork, feedback and self- and
peer-assessment, is perceived as easy to implement and useful for learning and skills
development, which also increases student satisfaction. In addition, these perceptions
have an important impact on students’ acceptance of self- and peer-assessment,
although students show more confidence in the teacher’s judgement and concern
about the validity and reliability of their peers’ marks.info:eu-repo/semantics/publishedVersio
Accessibility challenges in OER and MOOC: MLR analysis considering the pandemic years
The review of state of the art on creating and managing learning resources and accessible
Open Educational Resources (OER) and Massive Open Online Courses (MOOC) is a topic that
cannot only consider formal literature. The evidence and lack of a measurement consensus require
the inclusion of contextual information, corroborating scientific results with practical experiences.
For this reason, this article presents a review of accessibility models, OER and MOOC, considering
the gray literature to capture experiences and trying to establish a shared understanding of the
terminology commonly used in research on virtual accessibility and its impact on higher education.
The bibliographic review relies on analyzing articles and scientific publications related to the topic
following the Multivocal Literature Review (MLR) format. The results of this review establish that
it is possible to apply accessibility review methodologies with transversal actions in the creation
and management of learning resources and MOOCs. The research is related to one of the seventeen
sustainable development goals defined by the United Nations to ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all.This research work has been co-funded by the Erasmus+ Programme of the European
Union, project EduTech (609785-EPP-1-2019-1-ES-EPPKA2-CBHE-JP).info:eu-repo/semantics/publishedVersio