Mobile Learning ( mobile technologies)

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GILT (Games, Interaction and Learning Technologies) IS Engenharia do Porto

A PhD project research in mobile technologies. The implications of mobile technologies in individual and collaborative learning

The implications of mobile technologies in individual and collaborative learning Adelina Moura (PhD Student) Ana Amélia Carvalho (Supervisor) University of Minho – Braga, Portugal [email_address] [email_address] PhD Thesis Postgraduate Summer school Iadis 2007 Lisbon

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Computers & Education 91 (2015) 32e45 Contents lists available at ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu Using online assessments to stimulate learning strategies and achievement of learning goals Miran Zlatovi�c, Igor Balaban*, Dragutin Kermek University of Zagreb, Faculty of Organization and Informatics Vara�zdin, Pavlinska 2, 42 000, Varazdin, Croatia a r t i c l e i n f o Article history: Received 20 May 2015 Received in revised form 7 September 2015 Accepted 19 September 2015 Available online 25 September 2015 Keywords: Online knowledge assessment Distance education and telelearning Evaluation methodologies Improving classroom teaching Learning strategies and goals * Corresponding author. E-mail addresses: [email protected] (M. Zlato http://dx.doi.org/10.1016/j.compedu.2015.09.012 0360-1315/© 2015 Elsevier Ltd. All rights reserved. a b s t r a c t The main goals of this research are: (i) to explore the influence that announcement of certain type of online assessment has on students' learning strategies and (ii) to explore the influence of stimulated learning strategies on achievement levels that students exhibit during assessments. Research has been conducted by testing and surveying 351 students from higher education institutions. Results indicate that students' learning strategies can be influenced in a relatively short period of time by announcing various types of online assessments and that steering to more desirable deep learning strategies has positive impact on both formal and perceived levels of success in achieving the desired learning goals. These findings can be used to create a novel adaptive online assessment system that incorporates the elements of adaptivity within a series of assessments and uses post- assessment feedback to steer students’ learning strategies. © 2015 Elsevier Ltd. All rights reserved. 1. Introduction The subject of this paper is to study the effects of announcing and solving certain types of online knowledge assessments on stimulation of students’ deep and surface learning and achievement of required learning goals. Knowledge assessment is an important component in the process of achieving desired learning goals among students. Besides the obvious role of quantifying students’ knowledge, research suggests (Macdonald, 2004) that online knowledge assessments have several additional important roles in the context of online education: (i) to stimulate the learning process in critical places of online courses, usually containing more demanding content (e.g. through post-assessment feedback), and (ii) to help in the gradual development of required skills. Despite extensive research in the field of online education and online knowledge assessment, the relationships between applications of certain forms of online knowledge assessment and their influence on stimulating learning strategies and achieving various levels of required learning goals (e.g. accor ...

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