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Vesper, James L.; Kartoglu, Ümit; Herrington, Jan; Reeves, Thomas C. – British Journal of Educational Technology, 2016
This paper describes the use of two different risk assessment strategies during the design and development of a complex authentic task-based e-learning program developed by the World Health Organization (WHO). The first strategy involved the use of expert reviewers and the second strategy employed the engagement of a risk assessment expert…
Descriptors: Formative Evaluation, Electronic Learning, Risk Assessment, Expertise
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Kalota, Faisal; Hung, Wei-Chen – British Journal of Educational Technology, 2013
The purpose of this formative evaluation was to investigate the experiences of preservice teachers utilizing performance support system (PSS) technology to develop knowledge related to classroom technology integration. A PSS provides end users just-in-time support to perform various tasks. Because teachers have time constraints, a PSS can be used…
Descriptors: Preservice Teachers, Technology Integration, Technical Support, Knowledge Level
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Buckley, Emily; Cowap, Lisa – British Journal of Educational Technology, 2013
The aim of this project was to pilot plagiarism detection software and online marking, evaluating its use with staff on a first year undergraduate module within the psychology department at a UK university. One hundred and sixty undergraduate psychology students submitted three assignments via Turnitin, and staff used the software to check for…
Descriptors: Formative Evaluation, Feedback (Response), Psychology, Foreign Countries
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Armellini, Alejandro; Aiyegbayo, Olaojo – British Journal of Educational Technology, 2010
This paper reported on the findings of research into innovation in e-learning design and assessment through the development and implementation of online learning activities (e-tivities). The focus of the study was on Carpe Diem as a process to enable academic course teams to seize 2 days to design and embed pedagogically appropriate e-tivities…
Descriptors: Electronic Learning, Learning Activities, Learner Engagement, Educational Innovation
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Nicol, David – British Journal of Educational Technology, 2007
Concerns about noncompletion and the quality of the 1st-year student experience have been linked to recent changes in higher education such as modularisation, increased class sizes, greater diversity in the student intake and reduced resources. Improving formative assessment and feedback processes is seen as one way of addressing academic failure,…
Descriptors: Program Effectiveness, Student Experience, Learning Experience, Academic Failure