Acrobat Reader is required to view all pdf files.
* Click here for a free download of Acrobat Reader *
HTML version |
PDF version *
Abstract
While assessment in an e-classroom continues to develop, with a myriad of advantages and disadvantages, it must be explored to provide assistance to e-instructors so that students receive optimal feedback.
Assessment is no longer the periodic formal process of exams and graded activities, which may or may no
t be discussed with the class; it is now in the context of a one-on-one relationship with the
e-instructor and each student in the online course (Meyen, Aust, & Issacson, 2002).
This manuscript identifies ways in which assessments in the traditional classroom can be converted for
use in the e-learning environment. Focus is on ways in which the e-instructor must evaluate current
assessment tools to identify the most appropriate assessment for the learner outcomes. The assessment
must match the project so that e-students are aware of the key components and what will be evaluated in
the assignments. With a review of current assessment techniques comes the demand for taking the time to
adapt assessment so that appropriate and timely feedback may be provided to the e-students.
HTML version |
PDF version *
Abstract
Personal response system (PRS) is an infrared frequency “clicker” system which promotes active,
engaged learning in the classroom while collecting individual student responses to questions and
statements electronically. The purpose of this study was to describe the use of the Personal Response
System in a behavioral sciences graduate research methods course. The study explored how the use of
PRS as game-based learning increases students’ engagement. Qualitative and quantitative data are
collected. The following elements are analyzed: engagement in research topics, participation,
perceptions, opinions, and grades of 29 participants. The results are reported and discussed in the
context of student engagement.
HTML version |
PDF version *
Abstract
On-the-job training (OJT) has been used successfully as a training procedure from the beginning of
recorded history. OJT can be an effective training method or it can cause many problems by not providing
the skills and knowledge needed by the workers. This paper report on data collected from an actual
study and creation of an on-the-job training program at a manufacturing facility located in the
Midwest. Literature was presented to define the concepts used in on-the-job training and steps that
created a company called “job certification program”. The training program was discussed, procedures
defined and the reasons for using the different checklists and tests to insure validity and
reliability. The development and overall success of the program was identified by using qualitative
research methods through focus groups, interviews and observations. The main research method that was
used was the random interview technique to identify employee response to the on-the-job training.
Comments and summary impressions were expanded and identified in the discussion.
HTML version |
PDF version *
Abstract
As we progress further into the information age, many institutions and schools are turning to
technology to enhance their programs and expand their horizons as students may self-select into or away
from distant learning classes. Through the use of videoconferencing, schools are able to deliver course
and degree programs to students in distant locations without requiring them to set foot in a tradition
al classroom. This study compared the preferred learning styles of students enrolled in traditional
and non-traditional course delivery to assist faculty and instructors in class preparation, designing
class delivery methods, choosing educational technologies, and developing sensitivity to differing
student learning preferences within the distant education environment.
|