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Emergent Evaluation: An initial Exploration of a Formative Framework for Evaluating Distance Learning Modules

Evaluation of student learning is becoming ever more important in higher education, partly because of increasingly performative structures within universities, and partly as the result of a developing interest in rolling development of curricula and teaching resources. Historically, for both face-to-face provision and distance learning, such evaluation has generally been captured by end-of-module questionnaires. Whilst […]

Motives and tensions in the release of open educational resources: The UKOER program

Open educational resources (OER) have been promoted as a path to universal education, supporting economic development and intercultural dialogue. However, to realise these benefits requires greater understanding of the factors that influence both OER supply and use. This paper examines an aspect of the supply side of the OER lifecycle – the motives prompting release […]

Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course

With the advancement in technology, learners are spending a substantial amount of time on online learning. Guided by the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 1999), this study examined the relationships among students’ perceived teaching element, social element, cognitive element, satisfaction, continuous academic-related online performance, and academic achievement. A revised form of […]

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Meeting The Every Student Succeeds Act’s Promise: State Policy to Support Personalized Learning This report provides recommendations for state policymakers to support local and statewide efforts to transform student learning in K-12 education through personalized, competency-based learning. Taken as a whole, the recommendations in this report present a comprehensive state policy approach to support student-centered learning. […]

An Empirical Framework for ePortfolio Assessment

This research focuses on ePortfolio assessment strategies that yield important accountability and reporting information. Under foundational categories of reliability, validity, and fairness, we present methods of gathering evidence from ePortfolio scores and their relationship to demographic information (gender, race/ethnicity, and socio-economic status) and criterion variables (admission tests and course grades) as a means for stakeholders […]

How Authors and Readers of ePortfolios Make Collaborative Meaning

This article reports on a case study, using a think-aloud approach (Boren & Ramey, 2000; Jaspers, Steen, van den Bos & Geenen, 2004; Kilsdonk et al., 2016), to investigate how different types of audiences interpret ePortfolios. During recorded viewing, students, instructors, and business professionals narrated their experience of reading two ePortfolios. Consistent with findings by […]

Wearable Tech Weaves Its Way Into Learning

Eye-trackers that detect when your mind is wandering. Clothes that let you “feel” what it’s like to be in someone else’s body. Sensors that connect your heart rate to how engaged you are in class. These are the kinds of wearable technologies that could soon impact how we learn. EduSurge

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