Cilt: 20 Sayı (3)Temmuz 2019https://hdl.handle.net/11421/234832024-03-29T11:23:56Z2024-03-29T11:23:56ZREVIEW: Assessment strategies for online learning engagement and authenticityhttps://hdl.handle.net/11421/261632021-10-05T08:20:27Z2019-01-01T00:00:00ZREVIEW: Assessment strategies for online learning engagement and authenticity
Assessment, evaluation and grading have been used to verbalise the result or the process of learning and teaching interchangeably. However, with the rise of the student-centered teaching paradigm, the difference in application and notion of these terms are becoming clearer. Assessment is formative and sheds light on the process while evaluation is summative and gives importance to results. The emergence of open learning makes academicians to reconsider these assessment means. The advancement in technological means has led flexible learning tools to spread, especially online learning. Online learning’s widespread acceptance requires new ways of assessments which will both show the learning efforts of learners and encourage them to deepen their learning. The approval of the Community of Inquiry Model (CoI) necesitates social, cognitive and teaching presence, which results in engagement and authenticity in assessment.
2019-01-01T00:00:00ZREVIEW: Online learning and its users: Lessons for higher educationKara, Mehmethttps://hdl.handle.net/11421/261622021-10-05T08:20:09Z2019-01-01T00:00:00ZREVIEW: Online learning and its users: Lessons for higher education
Kara, Mehmet
From the early usage of computers and the internet to the widespread adoption of online education, it has been expected that these novel practices would revolutionize education. The book, online learning and its users (McAvinia, 2016), addresses the expectations and disappointments by presenting and discussing the past, present, and future of online learning in Higher Education Institutions (HEIs) with a systemic perspective. It specifically focuses on the role of Virtual Learning Environments (VLEs) based on the literature and current evidence from the field. By users, the author refers to all stakeholders of online learning: lecturers, students, managers, and supporters. Online learning and its users are examined with a sociocultural perspective through the lens of Activity Theory (AT). The author discusses the past and present disappointments in spite of the expectations from online learning that it would change the traditional pedagogy. Based on the current findings from the field through the lens of AT, she proposes lessons for changing or transforming the pedagogy of online learning in HEIs including Massive Open Online Courses (MOOCs), rather than repeating or supporting the traditional practices. In this regard, the book calls for further systemic research addressing theoretical/pedagogical, organizational, and methodological issues impeding the revolution of online teaching and learning practices.
2019-01-01T00:00:00ZShould ı stay, or should ı go? Revisiting student retention models in distance educationRadovan, Markohttps://hdl.handle.net/11421/261552021-10-04T07:49:28Z2019-01-01T00:00:00ZShould ı stay, or should ı go? Revisiting student retention models in distance education
Radovan, Marko
Supporters of distance education highlight the many advantages of online learning as compared to face-to-face education, such as greater openness, diversity of teaching materials, adjustment to student learning styles, the speed of learning, and more. Despite the advantages, the growing number of programs, and the increased acceptance of distance education in national strategies worldwide, distance learning providers are faced with the problem of dropouts. Studies have shown that the dropout rate in distance educational programs is higher than the dropout rate in traditional programs. Understanding of the reasons and determinants behind dropping out of an educational program is a challenging task for educators, researchers, and policy-makers. In this paper, we describe the main characteristics of distance education, and analyze the models that try to describe and prevent students from dropping out of these programs. Our analysis suggests that the circumstances that affect the dropout rate should be considered in the planning and implementation of distance education programs.
2019-01-01T00:00:00ZAn evaluation of content creation for personalised learning using digital ICT literacy module among aboriginal students (mLICT-OA)Mat Salleh, Nor SyazwaniAbdul Karim, AidahMat Deli, MazzlidaAbdul Manaf, Siti ZuraidaJz Nun Ramlan, Noor FazrieneeHamdan, Analisahttps://hdl.handle.net/11421/261542021-10-04T07:49:15Z2019-01-01T00:00:00ZAn evaluation of content creation for personalised learning using digital ICT literacy module among aboriginal students (mLICT-OA)
Mat Salleh, Nor Syazwani; Abdul Karim, Aidah; Mat Deli, Mazzlida; Abdul Manaf, Siti Zuraida; Jz Nun Ramlan, Noor Fazrienee; Hamdan, Analisa
ICT in the Malaysian education system serves as a tool to accomplish the National Education Blueprint 2015-2025. Under this blueprint, privileged groups such as the aborigines or Malaysian aboriginals will be given equal opportunity in education. However, a specific classroom teaching method is required to maintain the aboriginal students’ focus and attention on their learning experiences due to their unique paradigm of learning. This study used the Partial Least Square (PLS) and Structural Equation Modelling (SEM) tool to examine the factors influencing personalised learning and digital self-learning ICT literacy module. It also measured the impact of personalised learning and digital ICT literacy module among secondary aboriginal students. This study involved 92 aboriginal students who participated in a transferable skills and ICT programme held in a public university in Malaysia. Results show that personalised learning positively supported the use of a digital ICT literacy module as a teaching and learning approach. Therefore, this study suggests that the digital ICT literacy module is an adaptive educational resource for personalised learning to meet the learning needs of aboriginal students.
2019-01-01T00:00:00Z