Student-focused Evaluation of eLearning Activities


Fill, Karen (2005) Student-focused Evaluation of eLearning Activities. In, European Conference on Educational Research, Dublin, Ireland, 07 - 10 Sep 2005. Leeds, UK, Education-Line.

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Description/Abstract

Under the auspices of a funded digital library project, a number of new computer-based activities have been developed to enhance learning for geography students. In December 2004, student-focused evaluation of some of these innovations was undertaken on three separate courses of study. This involved observation of students as they were introduced to specific online learning activities, analysis of completed questionnaires and focused discussion. The questionnaire design drew on a specific methodology and generic quality criteria, facilitating comparative analysis of results. Teaching staff were invited to add any questions of particular interest and preliminary findings from the analysis were discussed with them. Their reflections informed the final evaluation reports.

Students were particularly positive about descriptions of learning objectives and content, accessibility of linked resources, inclusion of required tools, appropriateness of assessments and improvement of their knowledge and skills. However, one group who were remotely tutored gave negative feedback about the motivational and support aspects of this format. Female students’ responses, on these aspects, were more negative than those of males. A vocal minority of all students on the three courses reported that their tutors significantly underestimated the time required to complete online learning activities.

Item Type: Conference or Workshop Item (Paper)
Related URLs:
Keywords: e-learning, higher education, quality, evaluation
Subjects: T Technology > T Technology (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: University Structure - Pre August 2011 > School of Education
ePrint ID: 18123
Date Deposited: 27 Oct 2005
Last Modified: 27 Mar 2014 18:07
URI: http://eprints.soton.ac.uk/id/eprint/18123

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