By Ana Balula, António Moreira
The paintings offers a theoretical framework for the assessment of e-Teaching that goals at positioning the web actions designed and constructed by way of the instructor as to the educational, interplay and know-how Dimensions.
The theoretical examine that underlies the learn was once built reflecting present considering at the promoting of caliber of educating and of the mixing of data and conversation instruments into the curriculum in larger schooling (HE), i.e., taking into account a few eu instructions and regulations in this topic. this fashion, a solution used to be sought to take delivery of to 1 of the goals recommend during this research, particularly to give a contribution in the direction of the advance of a conceptual framework to help examine on assessment of e-teaching within the context of HE. in accordance with the theoretical examine performed, an evaluate device (SCAI) used to be designed, which integrates the 2 questionnaires built to assemble the academics' and the scholars' perceptions concerning the improvement of e-activities. accordingly, an empirical examine was once based and conducted, permitting SCAI device to be confirmed and demonstrated in actual instances. From the comparability of the theoretical framework validated and the research of the knowledge bought, we chanced on that the diversities in instructing might be valued and noticeable as resources by means of HE associations instead of annihilated in a globalizing perspective.
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Extra resources for Evaluation of Online Higher Education: Learning, Interaction and Technology
This would lead to large biasing of the results, since the ‘Social’ component exists and may even play a relevant role in the learning developed by students. Thus, it is considered more appropriate to start by identifying every interaction type associated with a specific teaching activity and seek to translate them in the results of the evaluation of the e-teaching activity. Taking into account the constraints above illustrated and since they are transposable to other Dimensions in their specificities, the technique that seemed to be the most appropriate was to map the foreseen responses in the scales: +C, +C/−A, A/C, +A/−C and +A for the Learning Dimension; +I, +I/−S, S/I, +S/−I and +S for the Interaction Dimension; +I, +I/−S, S/I, +S/−I and +S for the Technology Dimension.
Likewise, the term ‘Learning Contexts Domain’ will also be renamed as ‘Applied Competences Domain’, since it clarifies the distinction (and proximity) between this domain and the previous one. In short, the ‘Competences Domain’ will be centered on intellectual or cognitive operations in the instrumental know-how field, and the ‘Applied Competences Domain’ on socially significant tasks, or social competences, in the applied know-how field. Having presented Hadji’s (1994) proposal and defined the terminology to be used in this work, it is now time to justify the parallelism established between the conceptual representation of the assessment object (presented by Hadji 1994) and the evaluation object of e-teaching.
In the first case, students are seen as receivers and, in the second case, they take over technology to develop their learning. However, the teaching activities at the Entry level should not necessary be excluded from e-learning contexts because sometimes 9 As in Raby’s (2004) synthesis-model, in this model (FCIT 2007), the levels of technology integration into the curriculum are not mutually exclusive, inasmuch as the combination of their different facets may prove to be crucial to fulfil pedagogical objectives.