Student Learning: Assessment, Perceptions and Strategies

Dale Bowen (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU051000

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$95.00

Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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With the rapid expansion of new technologies over the past decades, teachers in Higher Education now face a challenge to adopt them into their courses in order to create an effective, flexible, motivating and interesting learning environment for their students. Experts in technology stress that teaching and learning should follow pedagogical and psychological aspects and use technology as a means towards this end. This book discusses the assessment, perceptions and strategies of student learning. The first chapter aims to demonstrate all the stages of designing and applying a Virtual Learning Environment (VLE) template for all the modules of a University School, following the analysis of teachers’ and students’ views about different eLearning tools and blended learning in a UK University. Chapter Two explains the conceptual development of the Authentic Assessment for Sustainable Learning (AASL) and Authentic Self & Peer Assessment for Learning (ASPAL) models and provides justification for their implementation. Chapter Three presents and elucidates current knowledge about assessment in group work. Chapter Four aims at integrating the direct assessment such as quiz or standardized tests and indirect assessment like student self-reported survey in order to measure learning outcomes on general education. Chapter Five evaluates the effect of Virtual Human Project videos on students’ knowledge retention in a team-based learning (TBL) session about leprosy, compared with a standard TBL session. (Imprint: Novinka)

Preface

Chapter 1. Design a VLE Template: Students’ and Teachers’ Preferences on Engagement and Assessment
Maria Limniou, John J. Downes, Dimitris Tsivilis and Alexander Whitelock-Wainwright (School of Psychology, The Univerisity of Liverpool, Liverpool, UK)

Chapter 2. Self and Peer Assessment as a Means of Enhancing the Student Learning Experience: A Unique and Practical Model
Sean Kearney (University of Notre Dame Australia, Broadway NSW, Australia)

Chapter 3. To Make the Unknown Known: Assessment in Group Work Amongst Students
Karin Forslund Frykedal and Eva Hammar Chiriac (Department of Behavioural Sciences and Learning, University of Linköping, Linköping, Sweden)

Chapter 4. Measuring Learning Outcomes on General and Liberal Arts Education: Integration of Direct and Indirect Assessment
Reiko Yamada (Doshisha University, Kyoto, Japan)

Chapter 5. The Effect of the Virtual Human Project in Leprosy on Team-Based Learning: A Randomized Controlled Trial
C. Comparin, G. Hans-Filho, L. W. Chao, E. A. Figueiró-Filho, A. S. Souza, P. F. S. Torraca and G. S. Amorim (School of Medicine, Federal University of Mato Grosso do Sul (UFMS), Campo Grande (MS), Brazil, and others)

Index

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