This post is provided by guest blogger, Michele Cote, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
Researchers from Tehran University of Medical Sciences and University of Tehran conducted a study of e-learning programs. The goal of the study was to develop an assessment that would gauge students’ perceptions of the e-learning environment. Both Continue reading
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This post is provided by guest blogger, Tricia DeFay, graduate student at the University of St. Francis in Joliet, MBA in Health Administration program.
Summary
Papadopoulou (2019) discusses how assessments in online learning should be designed. The author asserts that assessment activities are a “powerful way to achieve learning outcomes” (para. 1). According to the author, there are two types of assessments: Continue reading
Provided by guest blogger, Angelica Brodeur, graduate student University of St. Francis, MS Training and Development program
All too often, universities assess their learning environments to then improve the learning outcomes of their students. If this is the case, different learning environments need different assessments. Assessing a classroom environment will be different then Continue reading
This post is provided by guest blogger, Callie Surber, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
The fourteen strategies Stephanie Budhai (2020) lists to reduce cheating in online exams are full of consistent examples of how to proceed with integrity in the examination environment. Her examples range from technological prevention within platforms to Continue reading
This post is provided by guest blogger, Sue Dumford, graduate student at the University of St Francis in Joliet, MS in Training and Development program.
“O this learning, what a thing it is!” – William Shakespeare
Many students may not always show the same enthusiasm when it comes to learning, especially when it comes to daunting comprehensive examinations. In her article, Learner Assessment in Online Courses: Best Practices & More, Anthea Papadopoulou (2019) Continue reading
This post is provided by guest blogger, Brandon Rinker, graduate student University of St. Francis, MS Training and Development program
In this brief article, Christopher Pappas (2019) discusses eight methods to assess online students and learners. Understanding and implementing these methods gives the educator the knowledge to track their students’ progress and find areas that need some Continue reading
Provided by guest blogger, Stefanie Gardner, graduate student University of St. Francis, MS Training and Development program
An instructor needs to be thinking what the learner should gain from an e-learning course as they are designing the course. The outcomes of the e-learning experience need to be outlined along with the course. The assessing of these outcomes should be learner Continue reading
This post is provided by guest blogger, Dawn Budreau, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
Is feedback the responsibility of the teacher or the student? What does “feedback” really mean? In their 2019 article, “Developing a Learning-Centred Framework for Feedback Literacy,” Molloy, Boud, and Henderson (2019) tackle these questions and more as they present Continue reading
This post is provided by guest blogger, J. Mike Condreay, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
Madonna’s Material Girl song came to me when I read an article on training assessment for the millennial generation. It is easy to simply replace the words material with millennial. The question that remains is can the millennial process replace the materialistic needs of a fully functioning training program? Continue reading
This post is provided by guest blogger, Michele Cote, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
David Housel (2020) brought to light challenges some adult learners face that can be overlooked by educators. Although measures exist to help children with difficulties while they are in school, the same is not true for adults. Background, interruptions in Continue reading
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