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    Integrating student self-assessment and feedback in e-learning applications. A proposed educational model.

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    PhD_Thesis_Alansari.pdf (1.501Mb)
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    Publication date
    2010-10-12T15:47:34Z
    Author
    Alansari, Iman S.Z.
    Supervisor
    Konstadopoulou, Anastasia
    Fretwell, Rod J.
    Keyword
    Students
    Self-assessment
    Feedback
    e-Learning
    Distance learning
    Models of integration
    Learner engagement
    Educational effectiveness
    Education
    Rights
    Creative Commons License
    The University of Bradford theses are licenced under a Creative Commons Licence.
    Institution
    University of Bradford
    Department
    Department of Computing
    Awarded
    2009
    
    Metadata
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    Abstract
    There is a large demand for the use of e-learning tools to support student learning, in the form of distance or blended learning. The need for e-learning environment that encourages learners to learn independently or in groups in virtual settings is crucial. Some e-learning environments provide repositories of `resources¿. They neither facilitate a strategy for learning or teaching, nor they guide students through the resources, and tutors in constructing their courses. E-learning environments need to incorporate pedagogical practices which support and allow students to learn by removing any barriers that might inhibit their learning. Therefore, one of the most important aspects in developing e-learning environments is defining appropriate models where technology and pedagogy are integrated. This thesis provides such a framework for developing e-learning applications; it aims to make it easier for tutors to implement their lesson content and engage learners to achieve the course objectives. The proposed model incorporates constructive alignment, assessment and feedback and unlike other e-learning environments guides the tutor to construct lessons and help learners to use effective learning environment. Furthermore, the thesis investigates on how supported learning can help students adapt to the different approaches to learning. The empirical work undertaken investigates the role of constructing a well designed self-assessment and feedback unit within a learning environment.
    URI
    http://hdl.handle.net/10454/4447
    Type
    Thesis
    Qualification name
    PhD
    Collections
    Theses

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