Evaluating the Goals of High Levels of Learning in E-Learning Environments (Standards & Endicators)
Subject Areas : Educational Psychology
Nouri Barari
1
(دانشجوی دکتری فناوری اطلاع رسانی در آموزش عالی، دانشگاه شهید بهشتی تهران)
Farnoush Alami
2
(Tehran)
Mortaza Rezaeizadah
3
(Tehran)
Abasalt Khorasani
4
(Tehran)
Keywords: Evaluation, e-learning, Educational standards, Bloom-Anderson’s taxonomy,
Abstract :
Despite evaluation is important to create feedback and improve the learning process, but yet e-learning system are unable to create a coherent framework to ensure that learner access to curriculum objectives and applied them. The purpose of this study was to compilation the educational standards and their indicators based on the Bloom-Anderson’s taxonomy. Qualitative research approach is used and based this approach, the phenomenological design strategy has been used. The population included 12 people of subject matter and faculty member in academic e-learning centers which were selected through purposeful sampling. Qualitative data generated from interviews were coded and analysis by Creswell Quality Coding Pattern and Maxquda software. The results of the study led to the development of 4 educational standards and 30 indicators based on the Bloom-Anderson’s taxonomy to design a comprehensive evaluation in the field of e-learning. According to the results of this study, educational technologists can evaluate or design more effective E- learning environments
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Amin Khandaghi, M., & Baghani, M. (2010). Evaluating learners in an e-learning environment with an overview of the GPAM_WATA model. The 5th National Conference and 2nd International Conference on Electronic Learning and Education, Tehran, retrieved in, https://www.civilica.com/copied/IP/20170814/6088502/d9d9e0fb19584b82970d70e3d8cb9221 [In pearsion].
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Azmi, F. M., & Kankarej, M. M. (2015). The role of formative assessment in teaching mathematics. In Proceedings of the 4th International Conference for e-learning and Distance Education, Riyadh, Saudi Arabia.
Baleni, Z. G. (2015). Online Formative Assessment in Higher Education: Its Pros and Cons. Electronic Journal of e-Learning, 13(4), 228-236.
Barari, N., Moini, A., Rezaiezadeh M., & Abbasi, H. (2017). Future teacher: Changing roles and responsibilities in digital learning environments based on communication theory. Quarterly Journal of Educational Technology, 11(3), 249-258 [In pearsion].
Booth, R., Clayton, B., Hartcher, R., Hungar, S., Hyde, P., & Wilson, P. (2003). The Development of Quality Online Assessment in Vocational Education and Training. Volume 1 [and] Volume 2. National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia. 1(961) 4.65.
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Drexler, W. (2010). The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy. Australasian Journal of Educational Technology, 26(3), 369-385.
Eskandari, Hussein (2014). Theory and practice of educational media in the digital age. Tehran: Publication of the SAMT [In pearsion].
Farajallahi, M., & Haghighi, F. S. (2011). Online Learning Assessment: A New Strategic Approach to Assess Online Learning. University E- Learning Journal. 4, 33-24 [In pearsion].
Fathi Vahjargah, K., Pardakhtchi, M. H., Abolqasemi, M., & Mohammad Hadi, F. (2011). Quality assurance in education based on the importance / performance analysis model. Journal of Educational Strategies in Medical Sciences, 4(2), 57 - 65 [In pearsion].
Garrison, D., & Anderson, T. (2005). E-Learning in the 21st Century. Translated: Zarei Zawarki, And Seaed Safai movahed. Tehran: Publications of Science and Technology [In pearsion].
Hagigey, F. l., Faraj-o-Allahi, M., & Nooruzzadeh, R. (2014). The system of measurement and measurement of open and distant universities. Tehran; avaey noor. [In pearsion].
Jideani, V. A., & Jideani, I. A. (2012). Alignment of Assessment Objectives with Instructional Objectives Using Revised Bloom's Taxonomy—The Case for Food Science and Technology Education. Journal of Food Science Education, 11(3), 34-42.
John W. Creswell (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Pearson
Khalifa, GH., & Razavi, S. A. (2012). Evaluation and quality assurance in e-learning using the significance-performance analysis model. Journal of E- Learning, 3(1), 50-41 [In pearsion].
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
Maki, P. L. (2002). Developing an assessment plan to learn about student learning. Journal of Academic Librarianship; 28(1/2), 8-14.
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Rezaei, A. (2009). The effect of descriptive evaluation on cognition and psycho-motor characteristics of elementary school students in Tehran. Quarterly Journal of Educational innovations, 11(40) [In pearsion].
Seraji, F., & Attaran, M. (2018). E-learning (basics, design, implementation and evaluation). Hamedan: Bu-Ali Sina University Press. [In pearsion].
Siemens, G. (2012). The Basics of Communication Theory: Knowledge and Learning. Translation by Hossein Eskandari. Tehran: Avaya Noor [In pearsion].
Mumm, K., Karm, M., & Remmik, M. (2016). Assessment for learning: Why assessment does not always support student teachers’ learning. Journal of Further and Higher Education, 40(6), 780-803.
Naidu, S. (2003). E-learning: A guidebook of principles, procedures and practices. Commonwealth Educational Media Centre for Asia (CEMCA), New Delhi
Rogers, P. L. (2002). How teacher useinstructional design in real classroom. USA: Hershy PA, Idea Group Publishing.
Rust, C. A (2001). Briefing on assessment of largegroups. York: LTSN Generic Centre.
Zeki, K. A. Y. A., & Seref, T. A. N. (2014). New trends of measurement and assessment in distance education. Turkish Online Journal of Distance Education, 15(1), 206-217.
