Volume Two - Academic Conferences

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Mekala Soosay elements under study, demanded by the nature of the research questions. More complex questions were posed to participants and clarified by the interviewer, which otherwise may have been neglected by single methods, leading to greater depth, vividness and clarity of meaning that enhanced the quality of data. 4. Research findings and discussion 4.1 Student responses The questions were framed either in simple Yes/No format or used the Likert scale where 1=strongly disagree, 5=strongly agree on a scale of 1-5. Question 1 was aimed at students only, whereas the rest of the 5 questions were directed to both tutors and students. Table 1: Question 1 Please rate the following sentences on how strongly you agree or disagree with them. (1-5) Answer Options Percentage Agreeing or Strongly Agreeing I believe that tutor/peer feedback is an essential part of my learning. 95% I read the feedback received from my tutor(s). 95% I understand the language used in the feedback. 81% The feedback I received was in time to apply to related assessment. 75% My tutor(s) prepared me in using the feedback effectively. 66% The feedback clarified things I did not understand. 66% The feedback helped me improve my assessment (formative feedback). 74% Overall, the feedback helped improve my ways of learning. 69% Students agreed with most of the statements; however 25% of them remained neutral to the statement ‘My tutor(s) prepared me in using the feedback effectively’, and 20% of students to the statement ‘The feedback clarified things I did not understand’. These suggest that though a majority of students understand the language used in the feedback and that their tutor(s) prepared them in using the feedback effectively, they might find feedback received difficult to apply to task improvement and progression. 23% of students were indifferent to the statement ‘Overall, the feedback helped improve my ways of learning’, adding that they were not aware that discussions around assessment tasks during practical sessions constituted feedback too, implying that they need to extend their ability in recognising what feedback actually means. There is some evidence to suggest that students could not see the feed-forward nature of feedback as a number of them have indicated that they would prefer clearer guidance on how summative feedback can influence subsequent modules studied. This also implies that generic feedback requires clarification by tutors, but perhaps only to students who would demand for detailed feedback. 5. Combined tutor and student responses The following 5 questions were directed at both tutors and students, and the findings were structured to facilitate comparison between both sets of responses. The responses to Question 2 (Table 2) mostly reflect consistency between the types of feedback offered by tutors and what students generally agree as useful feedback in terms of ‘location of where the problem lies’, ‘summarisation of issues’, and ‘problem explicitly identified’. On the other hand, although students find feedback in terms of ‘solution explicitly offered or identified’ and ‘solution sufficiently explained’ useful, tutors do not tend to favour them highly. They wish to see students actively acting upon the feedback and coming up with diverse solutions, as there is no one right answer. One tutor aptly put it, ‘the problem explained can be misconstrued’, suggesting that a bidirectional or dialogical process is necessary for clarification of feedback to occur (Nicol 2010). In general, students appreciated annotated work returned to them, as there is a clear indication of where and how they were incorrect in their assessed tasks. As one student put it, ‘I prefer finding the solutions from the feedback received because it feels good when I can finally figure it out’. This indicates that when students feel a sense of achievement, it would boost their confidence in selfassessing their own work. It is worth noting that the relatively low use by tutors of offering, identifying 796
Mekala Soosay or even explaining the solution to students also indicates that they prefer feedback to be feed-forward or formative in nature. In other words, feedback offered sooner (75% of students agreed that feedback received was timely), encourages it to be applied for improvement of subsequent work. Table 2: Responses to question 2 Feedback Types Percentage of students agreeing or strongly agreeing with the statement: I find the following types of feedback useful on my module. Percentage of tutors agreeing or strongly agreeing with the statement: I offer the following types of feedback on my module. (1-5). Summarisation of issues. 71% 90% Location of where the problem lies. 81% 100% Problem explicitly identified. 70% 70% Solution explicitly offered or identified. 70% 10% Problem sufficiently explained. 75% 60% Solution sufficiently explained. 75% 40% In general, both tutors and students favour individual verbal and written feedback based on the marking scheme, combined with other methods depending on the work and assessment set by tutors (Question 3, Table 3). A number of students commented positively on the nature by which written feedback was communicated to them, explaining that tutors put more care and effort into crafting and conveying useful feedback. This suggests the influence that both teaching presence and a high degree of interactivity have on student satisfaction of feedback, indicating that technology that affords dialogue can be used for more effective feedback provision. Many students also find the provision of model answers useful, only when combined with individual feedback. Table 3: Responses to Question 3 (*Tutors were asked to leave blank the forms of feedback they did not use) Feedback Methods Percentage of students agreeing or strongly agreeing with the statement: I find the following methods of feedback useful. Percentage of tutors agreeing or strongly agreeing with the statement: I find the following forms of feedback support students in improving their understanding of the subject. (1-5). Individual written feedback. 85% 57% Individual verbal feedback. 81% 100% Generic feedback in taught sessions. 54% 50% Generic feedback posted to X-stream. 45% 40% Peer feedback (i.e. discussion posts) for groups/individual on Xstream. 34% 67% Audio/Video feedback posted to X-stream. 34% 100% Feedback based on marking scheme – i.e. related to assessment criteria. 81% 100% Model answers provided to assessment questions. 65% 50% Marks only. 20% *0% <strong>Two</strong> out of three tutors using asynchronous discussions said that the technology afforded the development of students’ ability in constructing feedback, therefore reinforcing the ability in students 797
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Peter Mozelius et al. searching and
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Peter Mozelius et al. Error Handli
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Peter Mozelius et al. were no chanc
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Peter Mozelius et al. single login
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Antoinette Muntjewerff for every st
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Antoinette Muntjewerff All of this
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Figure 1: Metadata editor Antoinett
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Antoinette Muntjewerff The structur
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A Framework for Decision Support fo
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Phelim Murnion and Markus Helfert i
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Phelim Murnion and Markus Helfert 4
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Phelim Murnion and Markus Helfert s
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Phelim Murnion and Markus Helfert P
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Shekhar Murthy and Devi Murthy wisd
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Shekhar Murthy and Devi Murthy educ
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy corr
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy Stag
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7. Conclusions Shekhar Murthy and D
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Student's Characteristics for Note
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Minoru Nakayama et al. Learning exp
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Minoru Nakayama et al. 3.3 Effectiv
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Minoru Nakayama et al. Table 2: Cor
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Freeing Education Within and Beyond
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Chrissi Nerantzi The aim was to exp
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Chrissi Nerantzi agreeing with Nova
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Chrissi Nerantzi familiarisation wi
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Chrissi Nerantzi Scardamalia, M. an
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Paul Newbury et al. the slides or w
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Paul Newbury et al. multimedia faci
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Paul Newbury et al. It is designed
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Paul Newbury et al. Download figur
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Paul Newbury et al. “Has the fact
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eSubmission - UK Policies, Practice
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Barbara Newland et al. managing stu
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Figure 3: Technical infrastructure
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Barbara Newland et al. and I strong
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Harnessing the Internet for Authent
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Abel Nyamapfene As stated on the co
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Abel Nyamapfene 8. There were suffi
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Abel Nyamapfene Mulnix, J. W. (2011
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Maruff Akinwale Oladejo and Adelua
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2.3 Instrumentation Maruff Akinwale
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Maruff Akinwale Oladejo and Adelua
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References Maruff Akinwale Oladejo
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Adelua Olajide Olawole and Maruff A
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2.2 Sample and sampling techniques
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3.1 Result Adelua Olajide Olawole a
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Adelua Olajide Olawole and Maruff A
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Fatemeh Orooji et al. awareness and
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Fatemeh Orooji et al. Figure 1: The
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Fatemeh Orooji et al. Sensing/intu
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Fatemeh Orooji et al. lower and upp
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Fatemeh Orooji et al. the other dim
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Andrik Rampun and Trevor Barker 3.1
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Andrik Rampun and Trevor Barker cou
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Kansei Design Model for eLearning:
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Fauziah Redzuan et al. presentation
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Fauziah Redzuan et al. A second sur
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Fauziah Redzuan et al. understand t
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Fauziah Redzuan et al. to explain t
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Fauziah Redzuan et al. Websites", P
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Changing Teacher Beliefs Through IC
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Bart Rienties et al. substantial di
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Bart Rienties et al. videoed for re
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5. Discussion Bart Rienties et al.
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Moodle and Affective Computing: Kno
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Manuel Rodrigues et al. Moodle does
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Manuel Rodrigues et al. Other sever
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Manuel Rodrigues et al. Doing this
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Using Google Applications to Facili
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Eleni Rossiou and Erasmia Papadopou
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Andrée Roy determines if eLearning
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Andrée Roy Table 3: Profiles of eL
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Andrée Roy the cost of production
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Andrée Roy Lawless, N., Allan, J.
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Zuzana Šaffková comment metacogni
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Zuzana Šaffková Moodle applicatio
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Zuzana Šaffková the other propert
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Zuzana Šaffková In the last phase
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Zuzana Šaffková prior knowledge,
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A Mobile aid Tool for Crafting Acti
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Ahmed Salem Question difficulty in
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Ahmed Salem Figure 2: The Simple le
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Ahmed Salem Table 1: The two groups
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King-Sized eLearning - how Effectiv
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Marie Sams et al. MOB was set up in
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Marie Sams et al. attaching the new
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Marie Sams et al. include time cons
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Rowena Santiago et al. However, whe
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Rowena Santiago et al. 6.1.2 Assign
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Rowena Santiago et al. the original
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Rowena Santiago et al. Together, th
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Vitor Santos and Luis Amaral To bui
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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
Page 264 and 265: Implementing and Evaluating Problem
Page 266 and 267: Maggi Savin-Baden et al. different
Page 268 and 269: Maggi Savin-Baden et al. and second
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Page 272 and 273: The Evolution of eLearning Platform
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Page 280 and 281: Teachers’ Skills set for Personal
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Page 286 and 287: 6. Conclusion and recommendations Z
Page 288 and 289: Bridging the Feedback Divide Utilis
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Page 294 and 295: Post-Academic Masters Course in Man
Page 296 and 297: 4. Discussion and conclusion Cees T
Page 298 and 299: Engagement With Students in ‘Midd
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Page 302 and 303: 4.3 Student led connectivity Anne S
Page 304 and 305: Figure 2: Conceptualising ‘middle
Page 306 and 307: The Learning Management System as a
Page 308 and 309: Dina Soeiro et al. He was older, ol
Page 310 and 311: Dina Soeiro et al. specially about
Page 312 and 313: Can the Medium Extend the Message?
Page 316 and 317: Mekala Soosay to self and peer-asse
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Page 320 and 321: Implementation and Analysis of an O
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Page 330 and 331: 2. The research Caroline Stockman a
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Page 338 and 339: PeerWise - The Marmite of Veterinar
Page 340 and 341: Amanda Sykes et al. recently outlin
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Page 348 and 349: Amanda Sykes et al. Chang, S-B., Hu
Page 350 and 351: Nicolet Theunissen and Hester Stubb
Page 352 and 353: Figure 1: Overall structure Nicolet
Page 358 and 359: References Nicolet Theunissen and H
Page 360 and 361: Tone Vold This idea phase was under
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The Effects of Self-Directed Learni
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Chien-hwa Wang and Cheng-ping Chen
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Usage Cases: A Useful way to Improv
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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6.1 Design implications Li Zhong Zh
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894
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896
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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Figure 12 An Example of Recorded Vi
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Figure 15 VirtualNeu General Menus
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972
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Liz Falconer and Manuel Frutos-Pere
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Liz Falconer and Manuel Frutos-Pere
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Extreme Scaffolding in the Teaching
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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986
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988
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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