(PDF) Barriers hindering Effective Engagement in Online Assessment for Teacher Education in Tanzania: Perspectives … – ResearchGate
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January 2024
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DOI:
10.61538/jipe.v16i.1422
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The recent shift to online distance learning in education institutions has prompted the implementation of online assessment. However, the effectiveness of online assessment in most countries, particularly sub-Saharan Teacher Colleges, remains in a critical dilemma as their adoption of technology is still at an infancy stage. Evidence about tutors and student-teachers from sub-Saharan Africa using available virtual platforms such as Learning Management System (LMS) to conduct effective online assessment is scarcely available. This paper addresses how tutors and student-teachers face challenges of integrating online assessment into their teaching through LMS as well as how they benefit from it. The paper is based on a study that employed a qualitative approach where the phenomenological design was adopted to gain lived experiences from participants on the use of LMS for online assessment. 15 tutors from two colleges were interviewed with the expectation that they would have rich information about the implementation of online assessment through LMS. Findings indicated that both tutors and student-teachers faced multiple barriers which compromised their ability to engage in online assessment. Such barriers are categorized into policy issues, resource-related challenges, online teaching and learning services and instructor-related challenges. Despite the challenges, participants perceived online assessment to have significant impact towards learning. Participants also expressed that online assessment is essential for learning in the digital age and thus, suggested the need to strengthen their capacity to improve their engagement. This study recommends that Teacher Colleges should invest in technological systems that enhance online assessment. To accelerate learning transformation in Teacher Colleges, awareness in online learning is vital. To increase student-teachers’ engagement in online assessment through LMS, it is necessary to make curriculum reforms to ensure effective e-learning. Future research may focus on generating evidence about practices in different contexts.
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March 2022
Public Full-Texts (1)
March 2022
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15 Reads
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1 Citation
Jurnal Sosioteknologi
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The current COVID-19 pandemic is causing big problems around the world, including in the world of education, which is experiencing changes in its learning system. Distance learning is now used by all universities in Indonesia due to the impact of the pandemic. Telkom University makes e-learning technology called CeLOE Learning Management System (LMS) as a distance learning platform for all lecturers and students. The purpose of this study is to determine the importance rating by using IPMA of the factors that influence the acceptance of CeLOE LMS technology using the General Extended Technology Acceptance Model for E-Learning (GETAMEL). The minimum sample in this study amounted to a minimum of 379 samples of respondents conducted by CeLOE LMS users. This study uses a non-probability sampling technique and the analysis technique used in this study is PLS-SEM using Smart PLS 3.2.9 software.
June 2021
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99 Reads
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2 Citations
Distance learning during Covid-19 became a worldwide trend toward utilizing Learning Management systems in the teaching-learning process. Many universities around the world used different LMS to improve their learning experience. This case was fairly new for Indonesian. Since the quarantine enforced face-to-face teaching-learning process convert to online learning, the most educational institution suggested using a learning management system or any other applications which can help the teachers and students to overcome the meeting absent. This study was a case study. It reported the affordance of Video Conferencing on Canvas as a learning management system in the Indonesian higher educational context. The researcher reviewed the experience of using Video Conferencing in Canvas using Big Blue Button and reported the students' perception in Technology Enhanced Language Learning Classroom in one of the universities in Tasikmalaya, West java. A semi-structured interview conducted to get the data and analyzed using thematic analysis. The finding showed that there were the strength and weaknesses of Using Canvas Video Conferencing in EFL Classroom based on students' perception.
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June 2023
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309 Reads
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2 Citations
Educational Technology Quarterly
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The purpose of this study was to investigate level of teachers’ technological competencies and the effect of teachers’ age, gender, educational level and teaching experience in relation to their technological competencies they hold. Questionnaires were used to collect the data from 139 teachers from selected schools using simple random and purposive sampling procedures. Descriptive and inferential statistics were carried out using SPSS software version 23. The study found that majority of teachers were at the first level of technological competency (KA). It was also found that there was significant difference between teachers’ level of education and technological competencies they hold. However, the study found that there is no significant difference between teachers’ gender, age and working experience and technological competencies they hold at p-value of 0.05, though there were some variations. The study recommends that provision of training among teachers should focus on uplifting teachers from KA level to another levels.
January 2023
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38 Reads
AL-ISHLAH Jurnal Pendidikan
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E-Learning has developed rapidly, with many Learning Management Systems (LMS) being used to support learning. The COVID-19 pandemic has provided great opportunities for these developments, one of which is MOODLE LMS which lecturers and students can use to support teaching-learning activities. This study aims to investigate the perspectives of students of the Primary School Teacher Education Study Program, Faculty of Teacher Training and Education, in a state university of West Kalimantan, on the use of the institutional e-learning facilities, namely MOODLE LMS in terms of ease of use and usefulness in the distance learning process amid the Covid-19 pandemic. This study was conducted with qualitative research methods and data collection in the form of semi-structured interviews. This study found that 8 (eight) of the interviewed respondents reported that the MOODLE LMS was very easy to use, especially when logging in, accessing materials, receiving and submitting assignments, and learning about the instructional system when navigating it. MOODLE LMS also allows for quick and on-time assignment submission, provides the convenience of interacting with lecturers, makes learning more interesting and fun, and increases learning motivation. This study is expected to encourage more educators, especially lecturers, to use MOODLE LMS to engage their students in more meaningful learning and complete quality face-to-face interaction in post-pandemic.
May 2021
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61 Reads
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16 Citations
International Journal of Technology in Education
This study explored students’ opinion towards the opportunities and inhibitive factors for online formative assessment. A Google form survey questionnaire was administered to 124 students to generate the information regarding the opportunities of online assessment. Purposive sampling technique was employed on the basis that participants were students registered through Edmodo LMS studying multimedia courses. A system walk-through strategy was used to collect qualitative data from Edmodo platform. A descriptive analysis on the data generated from a survey monkey questionnaire was employed while content analysis was carried out for qualitative data. The findings are presented based on the research questions as follows: First, it was revealed that there were several opportunities from online assessment which included divergent thinking, self-reflection and immediate feedback among students. However, the study revealed several inhibitive factors towards online assessment such as unreliable internet accessibility, lack of technological devices and negative attitudes among students. The study established that in order to have effective online formative assessment, the capacity building to both instructors and students is inevitable. Furthermore, the study calls for the need to harmonize the curriculum by capitalizing on the integration of online formative assessment to support blended learning among digital native students at all levels of education.
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