Learning and Assessment in IT-based Environments: Design Principles for Hybrid Courses in Higher Education
PROCEEDINGS
Judy Dori, Rachel Levin-Peled, Yael Kali, Technion, Israel
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
Our research investigated the effect of the pedagogical design of three hybrid courses on learning and assessment. The research population included about 120 undergraduate and 40 graduate students at the Technion. Data sources included class observations, online discussions, students' artifacts and interviews, as well as attitude questionnaires. The hybrid courses were developed based on design-principles for active and collaborative learning and supported by embedded assessment. Our findings show that this approach contributed to learning, as defined in each one of the courses. In all three courses we observed high impact on the learners, especially in motivational increase, and in the development of higher order thinking skills. We recommend that course-designers and instructors in higher-education use the design principles identified and developed in this research to foster meaningful learning in other web-based courses.
Citation
Dori, J., Levin-Peled, R. & Kali, Y. (2006). Learning and Assessment in IT-based Environments: Design Principles for Hybrid Courses in Higher Education. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1933-1939). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 7, 2024 from https://www.learntechlib.org/primary/p/23997/.
© 2006 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Barab, S.A. & Squire, K.D. (2004). Design-Based Research: Putting Our Stake in the Ground. Journal of the Learning Sciences, 13(1), 1-14
- Bell, P., Hoadley, C.M. & Linn M.C (2004). Design-based Research in Education in Linn, M.C., Davis E A. & Bell P. (Eds.) Internet Environments for Science Education (2004).(4),-85.
- Cobb, P. (1996). Where is the mind? A coordination of socio-cultural and cognitive constructivist perspectives. In C.W. Fosnot (Ed.), Constructivism: Theory, perspectives and practice (pp. 34 DASHDASH
- Dede, C. (2005). Why design-based research is both important and difficult. Educational Technology, 45 (1), 5-8.
- Dean. P, Stahl, M, Sylwester, D, & Peat J. (2001) Effectiveness of combined delivery modalities for distance learning and resident learning; Quarterly Review of Distance Education.
- Dehoney, J., & Reeves, T. (1999). Instructional and social dimensions of class web pages. Journal of Computing in Higher Education, 10 (2), 19
- Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P.A. Kirschner (Ed.), Three worlds of CSCL: Can we support CSCL? (pp. 61-91). Heerlen: Open University of the Netherlands.
- Dori, Y.J. (2003). From nationwide standardized testing to school-based alternative embedded assessment in Israel: Students’ performance in the "Matriculation 2000" Project. Journal of Research In Science Teaching, 40(1), 34-52.
- Ewing, J. & Miller, D. (2002). A framework for evaluating computer supported collaborative learning. Educational Technology& Society 5 (1). [On-line]. Available: http://ifets.ieee.org/periodical/vol_1_2002/ewing.html
- Frank, M. & Barzilai, A. (2004). Designing course websites for supporting lecture-based courses in higher education-some pedagogical aspects. International Journal of Instructional Technology& Distance Learning. Vol. 1, No. 12. [On-line]. Available: http://www.itdl.org/Journal/Dec_04/index.htm
- Hoadley, C.M. (2004). Methodological Alignment in Design-Based Research. Educational Psychologist, 39(4), 203– 212 http://www.tophe.net/papers/Hoadley-EdPsychol-2004.pdf
- Liang, X. & Kim, C. (2004). Classroom assessment in web-based instructional environment: instructors experience. Practical Assessment, Research& Evaluation, 9(7). [On-line]. Available: http://pareonline.net/getvn.asp?v=9 & N=7
- Linn M. & Hsi S. (2000). Computers, Teachers, Peers. Science Learning Partners. Lawrence Erlbaum Associated, Publishers, Mahwah, New Jersey, London.
- McLoughlin, C. & Luca, J. (2001). Assessment methodologies in transition: Changing practices in web-based learning. In L. Richardson and J. Lidstone (Eds), Flexible Learning for a Flexible Society, 516-526. Proceedings of ASET-HERDSA 2000 Conference, Toowoomba, Qld, 2-5 July 2000. ASET and HERDSA. [On-line]. Available: http://www.aset.org.au/confs/aset-herdsa2000/procs/mcloughlin1.html
- Oliver, R., & McLoughlin, C. (1999). Curriculum and learning-resources issues arising from the use of web-based course support systems. International Journal of Educational Telecommunications, 5(4), 419-435
- Pea, R. (1994). Seeing what we build together: Distributed multimedia learning environments for transformative communications. Journal of the Learning Sciences, 3 (3), 285 – 299
- Resnick, M. (1996). "Distributed Constructionism" Proceedings of the International Conference on the Learning Sciences Association for the Advancement of Computing in Education Northwestern University
- Singh H. (2003) Building Effective Blended Learning Programs. Educational Technology, 43(6), 51 The Design-Based Research Collective, (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32 (1), 5-8.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References