STUDENTS' OPINION ABOUT A TEACHING MODEL BASED ON TEAM WORK, CONTINUOUS FORMATIVE EVALUATION AND FLIP TEACHING ORGANIZED THROUGH AN E-LEARNING PLATFORM

2018 ◽  
Author(s):  
Ana Vidaurre ◽  
Isabel Tort-Ausina ◽  
Rosa Martínez-Sala ◽  
Jaime Riera ◽  
María Amparo Gámiz-González ◽  
...  
Keyword(s):  
Formative Evaluation ◽  
Team Work ◽  
Teaching Model ◽  
Model Based ◽  
Learning Platform ◽  
E Learning

Integration of Examination Strategies in E-Learning Platform for Assessment of Collaborative Activities

2020 ◽  
Vol 16 (1) ◽  
pp. 30-49
Author(s):  
Amina Aouine ◽  
Latifa Mahdaoui
Keyword(s):  
Collaborative Work ◽  
Team Work ◽  
Learning Group ◽  
Learning Platform ◽  
E Learning ◽  
Individual Contributions ◽  
Or Team ◽  
Collaborative Activities

In this article, the authors propose a set of examination strategies for distributing tasks of collaborative activities. The first purpose behind this proposal is to assess fairly the learners who are involved in group or team work at the e-learning platform. Indeed, in the literature, few methods are used to assess the learners' individual contributions to the collective or collaborative work. Therefore, the proposal of this article is based mainly around this issue. This will lead to an approach to assess individuals within the learning group (or team), which in turn, will allow to assess the group (or team) as a learning entity.

scholarly journals Blended teaching practices for active learning in higher pharmacy education

2020 ◽  
Author(s):  
wenyuan liu ◽  
Xinzhu Gao ◽  
Lingfei Han ◽  
Jing Liu ◽  
Feng Feng
Keyword(s):  
Student Achievement ◽  
Active Learning ◽  
Formative Evaluation ◽  
Teaching Strategy ◽  
Pharmacy Education ◽  
Tertiary Level ◽  
Positive Contribution ◽  
Learning Platform ◽  
E Learning ◽  
Blended Teaching

Abstract Background : Active learning practices improve student achievement on average in college. Blended adoption of some form of research-based teaching methods for active learning at the tertiary level is rapidly expanding. Nevertheless, there have been few studies to date on the effects of detailed factors such as the blending ratio of the teaching components, impacts of learning resources and formative evaluation methods. The aim of this study was to develop a blended teaching strategy by incorporating methods of team-based learning (TBL) and e-learning into a Pharmaceutical Analysis course for student active learning, and to explore how the practice impacts student learning outcomes. Methods: Two blended teaching programs with different blending ratios of TBL and e-learning methods were developed and compared in this study. Students from four experimental classes enrolled in different majors were recruited. Student outcomes related to active learning goals, such as achievement, logic development or sense of accountability at the tertiary level, were analyzed and evaluated using a formative evaluation method. A survey administered after the study was completed by each student. Results: Student e-learning performance was positively correlated with the final scores, suggesting that exercises and tests provided by the e-learning platform made a positive contribution to student knowledge achievement. On surveys a large majority of students reported that working on instructor-posed questions in a TBL setting improved their higher-order cognitive skills, social cohesion and, through that, feelings of accountability. Final scores showed significant differences among students from different majors, which implied that the effectiveness of active learning depends on the characteristics of students and their activities outside of class. Conclusions: The blended teaching strategy developed in this study was effective in improving student achievement in either formative or summative assessments, which provides an accessible and informative entry point for im­plementing active learning in higher pharmacy education.

Cloud-Based E-Learning Platform

2016 ◽  
Vol 15 (5) ◽  
pp. 109-130 ◽  
Author(s):  
Mohsen El-Shawarby
Keyword(s):  
Learning Platform ◽  
E Learning

scholarly journals Validation of a TAM Extension in Agriculture: Exploring the Determinants of Acceptance of an e-Learning Platform

2021 ◽  
Vol 11 (10) ◽  
pp. 4672
Author(s):  
Ivonne Angelica Castiblanco Jimenez ◽  
Laura Cristina Cepeda García ◽  
Federica Marcolin ◽  
Maria Grazia Violante ◽  
Enrico Vezzetti
Keyword(s):  
Technology Acceptance ◽  
Time Management ◽  
Agricultural Sector ◽  
Geographical Location ◽  
Ease Of Use ◽  
Content Quality ◽  
Learning Platform ◽  
Primary Determinant ◽  
E Learning ◽  
Acceptance Model

Supporting education and training initiatives has been identified as an effective way to address Sustainable Development Challenges. In this sense, e-learning stands out as one of the most viable alternatives considering its advantages in terms of resources, time management, and geographical location. Understanding the reasons that move users to adopt these technologies is critical for achieving the desired social objectives. The Technology Acceptance Model (TAM) provides valuable guidelines to identify the variables shaping users’ acceptance of innovations. The present study aims to validate a TAM extension designed for FARMER 4.0, an e-learning application in the agricultural sector. Findings suggest that content quality (CQ) is the primary determinant of farmers’ and agricultural entrepreneurs’ perception of the tool’s usefulness (PU). Furthermore, experience (EXP) and self-efficacy (SE) shape potential users’ perceptions about ease of use (PEOU). This study offers helpful insight into the design and development of e-learning applications in the farming sector and provides empirical evidence of TAM’s validity to assess technology acceptance.

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