Accountable Assessment in the Age of Digital Labor  

Entrepreneurship is THE economic mode of the digital age and entrepreneurship is defined by risk. Students who will become workers must be comfortable, even engaged by, risk-taking.

Glaros, Michelle. Kairos (2001). Articles>Education>Assessment>Online

Crossing the Boundaries of Instruction: Assessing Web-Based Courses

We recently conducted survey research to discover students' responses to our web-based courses and online programs. We wanted to know their reactions to the course materials, teaching methods, interactions with faculty and other students, as well as their own competence in the particular subject area following such as course. While we are discovering that students are generally satisfied with all aspects of the courses, they express valid and noteworthy concerns.

Tovey, Janice and Michelle F. Eble. CPTSC Proceedings (2003). Articles>Education>Assessment>Online

E-education: Design and Evaluation for Teaching and Learning    

Recent technological developments have provided a powerful stimulus for the production of a range of electronic materials for education. A number of products and prototypes to assist teaching and learning have been produced and educational materials have been extensively published electronically, but it is still unclear to what extent all of this is of use to students and lecturers/tutors when it comes to real teaching and learning. Looking at the example of electronic books indicates not only the main reasons why electronic materials have not completely replaced the physical counterpart, but more importantly suggests how to improve the quality of the materials and tools currently available.

Landoni, Monica and Paloma Diaz. Journal of Digital Information (2003). Articles>Education>Online>Assessment

Faculty Integration of Technology into Instruction and Students' Perceptions of Computer Technology to Improve Student Learning  

There has been a remarkable improvement in access and rate of adoption of technology in higher education. Even so, reports indicate that faculty members are not integrating technology into instruction in ways that make a difference in student learning. To help faculty make informed decisions on student learning, there is need for current knowledge of faculty integration practices. Therefore, the purpose of this study was to examine the nature of the relationship between faculty integration of technology into classroom instruction and students' perceptions of the effect of computer technology to improve their learning. A sample of at least 800 undergraduate students at a participating medium-sized midwest public university was selected using a stratified random sampling technique. The researcher delivered and administered the surveys to the participating students and collected them after completion. 98% of the questionnaires were complete and retained for analysis.

Keengwe, Jared. Journal of Information Technology Education (2007). Articles>Education>Online>Assessment

Making Decisions about Distance Education: Organizational and Individual Perspectives  

Decisions about distance education, whether from the perspectives of academic or corporate organizations, are often made on the basis of economical, pedagogical, and psychological perspectives. Decisions are also made by potential distance learning students. Distance learning delivery organizations often include student self-surveys in their initial online promotional materials. This metaanalysis of several student distance learning 'readiness' surveys identifies their major common elements, and it offers a checklist of topics to include in distance learning student 'readiness' surveys. Finally, recommendations are offered concerning the ethical and research dimensions of the decision-making required for effective distance education delivery.

Shirk, Henrietta Nickels. STC Proceedings (2003). Articles>Education>Online>Assessment

Re-Thinking Assessment: Assessment Measures for Online Writing Classrooms  

Because of the increase of fully online courses within the University setting, educators need to look more deeply at the teacher and student readiness and success in these environments. Assessment measures, such as self-assessments of technological comfort and online-specific course evaluations can assist with this examination. I will focus this discussion on observations and collection of interview data at Bowling Green State University using second semester fully online writing courses.

Monske, Elizabeth A. STC Proceedings (2004). Articles>Education>Online>Assessment

Ten Ways to Engage Online Learners  

Online courseware is being simultaneously hailed and criticized by experts and learners. We're succeeding in delivery and accessibility, but failing in interactivity and interest. What makes online courseware work? This article looks at how online course authors engage their audiences. What kinds of interactivity are successful in Web-based courses? This article reviews strategies for pulling learners into scenarios, encouraging experimentation, and using gaming techniques in e-learning. This article also glimpses into the world of m-learning on a handheld device.

Grissino, Ann-Marie and Harman Singh. STC Proceedings (2004). Articles>Education>Online>Assessment

Three Worlds of Online Education: Evaluation of Commercial Courses  

Courses delivered over the World Wide Web, are an important element in today’s training programs. You can evaluate them by analyzing their content, handling of audience, interactivity, and cost.

Murphy, Avon J. STC Proceedings (2001). Articles>Education>Online>Assessment

Why We Need More Assessment of Online Composition Courses: A Brief History  

Online courses now command a prominent position in composition scholarship where we dream of democratized education and liberating literacies. But...

Charles, Cristie Cowles. Kairos (2002). Articles>Education>Assessment>Online