Pub Date : 2010-08-16DOI: 10.1504/IJIOME.2010.034640
Nahida Al Assi Farhat
Though a common practice, survey questionnaires are not always the best tool for the assessment of instructor performance in the Humanities department. To filter biases of incomprehensive surveys, a combination of normative and interpretive techniques is essential. In this sense, while classroom observations and action research shed light on variables that impact the evaluation process, students' narratives bring about the whole picture of how instructors are performing, how practice can be improved and what policy changes are needed. This study, conducted in 2009, targeted the assessment of instructional practices in the Humanities department to help the administration to make informed decisions.
{"title":"College students' end-of-semester assessment of instructors' performance: students' narratives are the best interpretive research tool that validates the survey questionnaire results","authors":"Nahida Al Assi Farhat","doi":"10.1504/IJIOME.2010.034640","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.034640","url":null,"abstract":"Though a common practice, survey questionnaires are not always the best tool for the assessment of instructor performance in the Humanities department. To filter biases of incomprehensive surveys, a combination of normative and interpretive techniques is essential. In this sense, while classroom observations and action research shed light on variables that impact the evaluation process, students' narratives bring about the whole picture of how instructors are performing, how practice can be improved and what policy changes are needed. This study, conducted in 2009, targeted the assessment of instructional practices in the Humanities department to help the administration to make informed decisions.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116306994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-08-16DOI: 10.1504/IJIOME.2010.034639
A. Balula, A. Moreira
In this work, the authors aim at presenting some conclusions regarding e-assessment strategies based on some of the research done on the way the curricular component of the Master's Course on Multimedia in Education, of the University of Aveiro, has been developed. The focus is on the description of strategies that were used to assess students in this particular online environment, i.e. the way they were put into practice (How?) and the advantages of using them (Why?). Some reflections are also made upon the constraints and potentialities of e-assessment, inherent to the environment where it occurs.
{"title":"Hows and whys in online assessment","authors":"A. Balula, A. Moreira","doi":"10.1504/IJIOME.2010.034639","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.034639","url":null,"abstract":"In this work, the authors aim at presenting some conclusions regarding e-assessment strategies based on some of the research done on the way the curricular component of the Master's Course on Multimedia in Education, of the University of Aveiro, has been developed. The focus is on the description of strategies that were used to assess students in this particular online environment, i.e. the way they were put into practice (How?) and the advantages of using them (Why?). Some reflections are also made upon the constraints and potentialities of e-assessment, inherent to the environment where it occurs.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127057238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-06-07DOI: 10.1504/IJIOME.2010.033547
Clemente Lobato, Pedro Apodaca, M. Barandiarán, M. José, J. Sancho, J. L. Zubimendi
Cooperative learning seems to be the right methodology to tackle the development of the teamwork competence inside the process of teaching?learning at the University. That strategy has been used by lecturers of different faculties and schools of the University of the Basque Country UPV/EHU who have sorted an Educational Team on cooperative learning. The experience was developed in six different groups which add up as 185 students. The outcome of that experience was analysed by means of a questionnaire which gathers the main competences of teamwork. The analysis of the dimensions of the questionnaire shows a structure with two dimensions: (1) 'interpersonal competences' and (2) 'instrumental competences'. Students seem to prioritise the most technical or procedural competences (instrumental) over personal and relationship competences (interpersonal) in their formative process and assessment of their learning.
{"title":"Development of the competences of teamwork through cooperative learning at the university","authors":"Clemente Lobato, Pedro Apodaca, M. Barandiarán, M. José, J. Sancho, J. L. Zubimendi","doi":"10.1504/IJIOME.2010.033547","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.033547","url":null,"abstract":"Cooperative learning seems to be the right methodology to tackle the development of the teamwork competence inside the process of teaching?learning at the University. That strategy has been used by lecturers of different faculties and schools of the University of the Basque Country UPV/EHU who have sorted an Educational Team on cooperative learning. The experience was developed in six different groups which add up as 185 students. The outcome of that experience was analysed by means of a questionnaire which gathers the main competences of teamwork. The analysis of the dimensions of the questionnaire shows a structure with two dimensions: (1) 'interpersonal competences' and (2) 'instrumental competences'. Students seem to prioritise the most technical or procedural competences (instrumental) over personal and relationship competences (interpersonal) in their formative process and assessment of their learning.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129527311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-06-07DOI: 10.1504/IJIOME.2010.033546
Rosa María Pons Parra, José Manuel Serrano González-Tejero, Clotilde Lomeli Agruel, V. M. A. Enríquez, Dolores Graciela Cordero Arroyo, Edna Luna Serrano, S. P. Ceballos, Rubén Roa Quinonez, Tiburcio Moreno Olivos
The authors of the present study devise a teacher training programme in methods of cooperative learning, that on the base of a cooperative methodology maximise the quantity and quality of the communicative transactions that are produced along the teaching and learning process, built upon the foundation of interactivity. Using a system of interactive categories, they perform an internal analysis of the parameter of mutuality to come to the conclusion that the effects of this parameter on academic achievement are conditioned by their interaction with the structure of the goals of the students.
{"title":"Cooperative learning: a methodological answer to instructional design based on competences in the university environment","authors":"Rosa María Pons Parra, José Manuel Serrano González-Tejero, Clotilde Lomeli Agruel, V. M. A. Enríquez, Dolores Graciela Cordero Arroyo, Edna Luna Serrano, S. P. Ceballos, Rubén Roa Quinonez, Tiburcio Moreno Olivos","doi":"10.1504/IJIOME.2010.033546","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.033546","url":null,"abstract":"The authors of the present study devise a teacher training programme in methods of cooperative learning, that on the base of a cooperative methodology maximise the quantity and quality of the communicative transactions that are produced along the teaching and learning process, built upon the foundation of interactivity. Using a system of interactive categories, they perform an internal analysis of the parameter of mutuality to come to the conclusion that the effects of this parameter on academic achievement are conditioned by their interaction with the structure of the goals of the students.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125640917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-06-07DOI: 10.1504/IJIOME.2010.033552
Silvia Annen, Daniel Schreiber
Against the background of increasing importance of informal learning, in this paper, the national approaches towards the recognition of informal acquired competences in France Validation des Acquis de l'Experience (VAE) and Germany (external examination) are compared. As a theoretical and conceptual access, the new institutional economics is chosen. The context of the recognition of the problems concerning the transparency of the competences to be recognised arises as well, concerning the transparency of the according methods. In terms of the principal agent theory these problems can be seen as information asymmetries. To reduce them, stakeholders can choose methods of either signalling or screening. Therefore, both national approaches are analysed concerning the methods of the stakeholders. Furthermore, central similarities and differences are extracted.
在非正式学习日益重要的背景下，本文比较了法国的“经验验证”(Validation des Acquis de l’experience, VAE)和德国的“外部考试”(external examination)两国在非正式获得性能力认可方面的做法。选择新制度经济学作为理论和概念途径。认识到所承认的能力的透明度问题的背景，也涉及到相应方法的透明度问题。根据委托代理理论，这些问题可以看作是信息不对称。为了减少它们，利益相关者可以选择信号或筛选的方法。因此，从利益相关者的方法角度分析了两种国家方法。进一步提取中心异同点。
{"title":"External examination in France and Germany: recognition of informal learning from an institutional economic perspective","authors":"Silvia Annen, Daniel Schreiber","doi":"10.1504/IJIOME.2010.033552","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.033552","url":null,"abstract":"Against the background of increasing importance of informal learning, in this paper, the national approaches towards the recognition of informal acquired competences in France Validation des Acquis de l'Experience (VAE) and Germany (external examination) are compared. As a theoretical and conceptual access, the new institutional economics is chosen. The context of the recognition of the problems concerning the transparency of the competences to be recognised arises as well, concerning the transparency of the according methods. In terms of the principal agent theory these problems can be seen as information asymmetries. To reduce them, stakeholders can choose methods of either signalling or screening. Therefore, both national approaches are analysed concerning the methods of the stakeholders. Furthermore, central similarities and differences are extracted.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122772836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-06-07DOI: 10.1504/IJIOME.2010.033551
Guillermo O. Pérez-Bustamante Ilander
In broad terms, the literature review on management education courses points out the positive effects of films to complete, or even substitute, traditional face-to-face lectures. However, few authors have reported the use of films to teach entrepreneurship. This paper tries to solve this lack of information by presenting and classifying a list of 45 feature films suitable to teach and educate entrepreneurship. The pedagogical methodology appropriate to effectively use films as an instructional material is also presented.
{"title":"The use of feature films to promote entrepreneurship","authors":"Guillermo O. Pérez-Bustamante Ilander","doi":"10.1504/IJIOME.2010.033551","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.033551","url":null,"abstract":"In broad terms, the literature review on management education courses points out the positive effects of films to complete, or even substitute, traditional face-to-face lectures. However, few authors have reported the use of films to teach entrepreneurship. This paper tries to solve this lack of information by presenting and classifying a list of 45 feature films suitable to teach and educate entrepreneurship. The pedagogical methodology appropriate to effectively use films as an instructional material is also presented.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130864914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-06-07DOI: 10.1504/IJIOME.2010.033550
S. Martellos, E. V. Spronsen, Dennis Seijts, N. Aloy, P. Schalk, P. Nimis
In biology, proper identification is fundamental to retrieve information linked to the name of an organism. Digital identification keys can be easier than the traditional paper-printed keys. However, like the latter, they often cannot be modified by users. A research group of the European Project KeyToNature has developed a new open source software, the KeyToNature Open Key Editor, which permits to easily add digital user-generated content to almost any digital dichotomous or polytomous key with the use of any common web browser. The most interesting features of the Key Editor are discussed together with some of the possible scenarios in which it can be used.
{"title":"User-generated content in the digital identification of organisms: the KeyToNature approach","authors":"S. Martellos, E. V. Spronsen, Dennis Seijts, N. Aloy, P. Schalk, P. Nimis","doi":"10.1504/IJIOME.2010.033550","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.033550","url":null,"abstract":"In biology, proper identification is fundamental to retrieve information linked to the name of an organism. Digital identification keys can be easier than the traditional paper-printed keys. However, like the latter, they often cannot be modified by users. A research group of the European Project KeyToNature has developed a new open source software, the KeyToNature Open Key Editor, which permits to easily add digital user-generated content to almost any digital dichotomous or polytomous key with the use of any common web browser. The most interesting features of the Key Editor are discussed together with some of the possible scenarios in which it can be used.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126994243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-06-07DOI: 10.1504/IJIOME.2010.033548
Carmen Alba, A. Zubillaga
This paper presents the results of a survey on the use of information and communication technology (ICT) in different teaching and research activities among academic staff of the Complutense University of Madrid (Spain). A total of 140 respondents to an online questionnaire showed large differences among the technologies used and the extended presence of the communication tools. Results also revealed the instrumental orientation of the training already received, and the identified training needs, in order to integrate these resources in their teaching and to actively participate in building the European Higher Education Area. Data are indicative of certain tendencies emerging fairly homogeneously, especially on the need of suitable training for relevant educational uses of ICT in their teaching, to support learning and methodological integration of technology resources.
{"title":"Teaching and ICT in higher education: applications, training and needs perceived by the faculty at Complutense University","authors":"Carmen Alba, A. Zubillaga","doi":"10.1504/IJIOME.2010.033548","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.033548","url":null,"abstract":"This paper presents the results of a survey on the use of information and communication technology (ICT) in different teaching and research activities among academic staff of the Complutense University of Madrid (Spain). A total of 140 respondents to an online questionnaire showed large differences among the technologies used and the extended presence of the communication tools. Results also revealed the instrumental orientation of the training already received, and the identified training needs, in order to integrate these resources in their teaching and to actively participate in building the European Higher Education Area. Data are indicative of certain tendencies emerging fairly homogeneously, especially on the need of suitable training for relevant educational uses of ICT in their teaching, to support learning and methodological integration of technology resources.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130715477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-06-07DOI: 10.1504/IJIOME.2010.033549
Ana Paula Alturas, B. Alturas
In this paper, we examine the results when the same test is applied in the assessment of two different groups of students (a group of graduate students in a post-graduate programme and a group of non-graduate students in a post-secondary programme) who were taught exactly the same content. It is noted that none of the groups required prerequisites for the acquisition of the content in question, and they had the same relative weight in their courses. The results show that students had very different results, so we can conclude that the assessment should be differentiated in order to differentiate the instruments of assessment, as well as the objects of evaluation.
{"title":"Differentiation in the assessment between different groups of students: are experience and maturity more important than learning time?","authors":"Ana Paula Alturas, B. Alturas","doi":"10.1504/IJIOME.2010.033549","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.033549","url":null,"abstract":"In this paper, we examine the results when the same test is applied in the assessment of two different groups of students (a group of graduate students in a post-graduate programme and a group of non-graduate students in a post-secondary programme) who were taught exactly the same content. It is noted that none of the groups required prerequisites for the acquisition of the content in question, and they had the same relative weight in their courses. The results show that students had very different results, so we can conclude that the assessment should be differentiated in order to differentiate the instruments of assessment, as well as the objects of evaluation.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"376 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133918957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-12DOI: 10.1504/IJIOME.2009.028855
H. Steenhuis, Brian Grinder, E. D. Bruijn
This article describes the use of classroom communications systems, otherwise known as clickers, for measuring student learning over time. In an introductory operations management course, they were used to track student learning and progress. Student learning was assessed based upon the three lower levels in Bloom's taxonomy: knowledge, understanding and application. This assessment occurred during lectures, small-stakes quizzes and high-stakes tests. This article shows that assessment opportunities are made possible through the use of clickers. This provides a mechanism to measure learning and allows an instructor to adjust instruction and to diagnose individual students in a timely manner so that additional help can be provided to students in need. Since many of the factors involved in the learning process lie outside of the realm of clicker technology, readers are advised to be cautious about reaching conclusions too quickly with regard to student learning and clickers.
{"title":"Measuring student learning over time with clickers in an introductory operations management course","authors":"H. Steenhuis, Brian Grinder, E. D. Bruijn","doi":"10.1504/IJIOME.2009.028855","DOIUrl":"https://doi.org/10.1504/IJIOME.2009.028855","url":null,"abstract":"This article describes the use of classroom communications systems, otherwise known as clickers, for measuring student learning over time. In an introductory operations management course, they were used to track student learning and progress. Student learning was assessed based upon the three lower levels in Bloom's taxonomy: knowledge, understanding and application. This assessment occurred during lectures, small-stakes quizzes and high-stakes tests. This article shows that assessment opportunities are made possible through the use of clickers. This provides a mechanism to measure learning and allows an instructor to adjust instruction and to diagnose individual students in a timely manner so that additional help can be provided to students in need. Since many of the factors involved in the learning process lie outside of the realm of clicker technology, readers are advised to be cautious about reaching conclusions too quickly with regard to student learning and clickers.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121597110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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