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dc.contributor.advisorKonstadopoulou, Anastasia
dc.contributor.advisorFretwell, Rod J.
dc.contributor.authorAlansari, Iman S.Z.*
dc.date.accessioned2010-10-12T15:47:34Z
dc.date.available2010-10-12T15:47:34Z
dc.date.issued2010-10-12T15:47:34Z
dc.identifier.urihttp://hdl.handle.net/10454/4447
dc.description.abstractThere 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.en
dc.language.isoenen
dc.rights<a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>.en
dc.subjectStudentsen
dc.subjectSelf-assessmenten
dc.subjectFeedbacken
dc.subjecte-Learningen
dc.subjectDistance learningen
dc.subjectModels of integrationen
dc.subjectLearner engagementen
dc.subjectEducational effectivenessen
dc.subjectEducationen
dc.titleIntegrating student self-assessment and feedback in e-learning applications. A proposed educational model.en
dc.type.qualificationleveldoctoralen
dc.publisher.institutionUniversity of Bradfordeng
dc.publisher.departmentDepartment of Computingen
dc.typeThesiseng
dc.type.qualificationnamePhDen
dc.date.awarded2009
refterms.dateFOA2018-07-19T04:02:49Z


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