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Student-focused Evaluation of eLearning Activities

Fill, Karen (2005) Student-focused Evaluation of eLearning Activities At European Conference on Educational Research. 07 - 10 Sep 2005.

Record type: Conference or Workshop Item (Paper)

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.

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More information

Published date: October 2005
Venue - Dates: European Conference on Educational Research, 2005-09-07 - 2005-09-10
Keywords: e-learning, higher education, quality, evaluation

Identifiers

Local EPrints ID: 18123
URI: http://eprints.soton.ac.uk/id/eprint/18123
PURE UUID: 863b5012-120e-43c5-a1ce-40ed097439b1

Catalogue record

Date deposited: 27 Oct 2005
Last modified: 17 Jul 2017 16:36

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Contributors

Author: Karen Fill

University divisions

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