协助高等教育学生监察学习进度:电脑化分类测试的机会

IF 3.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Dirk Ifenthaler, Muhittin Şahin
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引用次数: 0

摘要

本研究旨在提供一个计算机化分类测试(CCT)系统,该系统可以轻松地作为自我评估功能嵌入到高等教育机构现有的遗留环境中,使学生能够通过自我评估来监控他们的学习进度,并遵循严格的数据保护法规。本研究的目的是调查在一个学期的课程中使用CCT系统的两个不同版本(无仪表板和有仪表板);检查CCT系统的两个不同版本(无仪表板和有仪表板)在预期用途和感知有用性方面的变化;并比较CCT系统的两种不同版本(无仪表板和有仪表板)的自我报告信心水平。设计/方法/方法共N = 194名来自经济和商业教育领域的高等教育机构的学生参加了这项研究。在整个学期中,参与者都可以访问CCT系统,作为对五个领域知识进行自我评估的机会。实现了一种算法将学习器划分为精通型和非精通型。总共实施了9个指标来对学习者的表现进行分类。收集协变量的工具包括研究兴趣问卷(Cronbach’s a = 0.90)、成就动机量表(Cronbach’s a = 0.94)、关注感知有用性的测量和人口统计数据。研究结果表明,学生在整个学期中都集中使用了有条件现金资助系统。与没有仪表板的学生相比,有仪表板的学生与CCT系统的互动更多。此外,研究结果表明,有仪表板的学生对CCT系统的信心水平明显高于没有仪表板的参与者。创新/价值数字化支持学习环境的设计需要有效的形成性(自我)评估数据,以更好地支持学习者当前的需求。虽然目前的研究结果仅限于一个研究队列和有限数量的自我评估领域,但CCT系统正在进一步发展,以实现自我评估和相关反馈的无缝整合,从而进一步为未来的学生群体揭示不可预见的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Empowering higher education students to monitor their learning progress: opportunities of computerised classification testing
Purpose This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy environment of a higher education institution, empowering students with self-assessments to monitor their learning progress and following strict data protection regulations. The purpose of this study is to investigate the use of two different versions (without dashboard vs with dashboard) of the CCT system during the course of a semester; to examine changes in the intended use and perceived usefulness of two different versions (without dashboard vs with dashboard) of the CCT system; and to compare the self-reported confidence levels of two different versions (without dashboard vs with dashboard) of the CCT system. Design/methodology/approach A total of N = 194 students from a higher education institution in the area of economic and business education participated in the study. The participants were provided access to the CCT system as an opportunity to self-assess their domain knowledge in five areas throughout the semester. An algorithm was implemented to classify learners into master and nonmaster. A total of nine metrics were implemented for classifying the performance of learners. Instruments for collecting co-variates included the study interest questionnaire (Cronbach’s a = 0. 90), the achievement motivation inventory (Cronbach’s a = 0. 94), measures focusing on perceived usefulness and demographic data. Findings The findings indicate that the students used the CCT system intensively throughout the semester. Students in a cohort with a dashboard available interacted more with the CCT system than students in a cohort without a dashboard. Further, findings showed that students with a dashboard available reported significantly higher confidence levels in the CCT system than participants without a dashboard. Originality/value The design of digitally supported learning environments requires valid formative (self-)assessment data to better support the current needs of the learner. While the findings of the current study are limited concerning one study cohort and a limited number of self-assessment areas, the CCT system is being further developed for seamless integration of self-assessment and related feedback to further reveal unforeseen opportunities for future student cohorts.
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来源期刊
Interactive Technology and Smart Education
Interactive Technology and Smart Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
12.00
自引率
2.30%
发文量
30
期刊介绍: Interactive Technology and Smart Education (ITSE) is a multi-disciplinary, peer-reviewed journal, which provides a distinct forum to specially promote innovation and participative research approaches. The following terms are defined, as used in the context of this journal: -Interactive Technology refers to all forms of digital technology, as described above, emphasizing innovation and human-/user-centred approaches. -Smart Education "SMART" is used as an acronym that refers to interactive technology that offers a more flexible and tailored approach to meet diverse individual requirements by being “Sensitive, Manageable, Adaptable, Responsive and Timely” to educators’ pedagogical strategies and learners’ educational and social needs’. -Articles are invited that explore innovative use of educational technologies that advance interactive technology in general and its applications in education in particular. The journal aims to bridge gaps in the field by promoting design research, action research, and continuous evaluation as an integral part of the development cycle of usable solutions/systems.
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