Cilt 18, Sayı 2, Sayfalar 179 - 201 2017-04-01

ASSESSMENT OF STUDENT LEARNING IN VIRTUAL SPACES, USING ORDERS OF COMPLEXITY IN LEVELS OF THINKING

Jose CAPACHO [1]

105 60

This paper aims at showing a new methodology to assess student learning in virtual spaces supported by Information and Communications Technology-ICT. The methodology is based on the Conceptual Pedagogy Theory, and is supported both on knowledge instruments (KI) and intelectual operations (IO). KI are made up of teaching materials embedded in the virtual environment. The student carries out IO in his/her virtual formation process based on KI. Both instruments of knowledge and intellectual operations can be mathematically modelled by using functions of increasing complexity order. These functions represent the student’s learning change. This paper main contribution is to show that these functions let the student go from a concrete thinking to a formal one in his/her virtual learning process. The research showed that 47% of the students moved from a concrete thinking level to the formal thinking level. 

Conceptual pedagogy,virtual assessment,mathematical functions,complexity orders,virtual learning,ICT
  • Al-Mubaid, H., Abukmail, A., & Bettayeb, S. (2016). Empowering Deep Thinking to Support Critical Thinking in Teaching and Learning. En Proceedings of the 2016 ACM SIGMIS Conference on Computers and People Research (pp. 69-75). ACM. Brassard, G., & Bratley, P. (1996). Fundamentals of algorithmics. Prentice-Hall, Inc. Castillo, E. Y. (2016). Practicas de laboratorio en ambientes virtuales para los programas de ingeniería de la Universidad EAN [Laboratory practices in virtual environments for engineering programs at EAN University]. Virtu@ lmente, 1(1). Chen, Y.-L. (s. f.). The Effects of Virtual Reality Learning Environment on Student Cognitive and Linguistic Development. The Asia-Pacific Education Researcher, 1- 10. De Zubiria, J. (1994). Una aproximacion a los postulados actuales de la pedagogia conceptual [An approach to the current postulates of conceptual pedagogy]. Santafe de Bogota, Colombia: Fundacion Alberto Merani. De Zubiria, M (1998). Pedagogias del Siglo XXI: Mentefactos I. El arte de pensar para ensenar y ensenar para pensar [Pedagogies of the XXI Century: Mentefactos I. The art of thinking to teach and teach to think]. Santafe de Bogota. Colombia: Fundacion Alberto Merani 199 Dolenc, K., & Abersek, B. (2015). TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools. Computers & Education, 82, 354-365. Dondi, C., & Moretti, M. (2007). Elearning quality in European universities: Different approaches for different purposes. URL: http://unique. europace.org/pdf/WP1- reportv5_FINAL. pdf Drissi, S., & Amirat, A. (2016a). An Adaptive E-Learning System based on Student’s Learning Styles: An Empirical Study. International Journal of Distance Education Technologies (IJDET), 14(3), 34-51. Drissi, S., & Amirat, A. (2016b). An experimental study to evaluate learning style personalisation in web-based adaptive e-learning systems. International Journal of Innovation and Learning, 20(1), 1-25. Ellaway, R., & Masters, K. (2008). AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Medical Teacher, 30(5), 455-473. Flavell, J. (1998). La psicología evolutiva de Jean Piaget [The Evolutionary Psychology of Jean Piaget]. Mexico: Editorial Paidos Mexicana S. A. Gomez-Aguilar, D. A., Hernandez-García, A., García-Penalvo, F. J., & Theron, R. (2015). Tap into visual analysis of customization of grouping of activities in eLearning. Computers in Human Behavior, 47, 60-67. Granic, A., Mifsud, C., & Cukusic, M. (2009). Design, implementation and validation of a Europe-wide pedagogical framework for e-learning. Computers & Education, 53(4), 1052-1081. Henrikson, R., Lumpe, A., Wicks, D., & Baliram, N. (2016). Semantic Text Theme and Facet Generation in Collaborative Online Learning Environments. En Society for Information Technology & Teacher Education International Conference (Vol. 2016, pp. 9-18). Jeong, H.-Y. (2016). UX based adaptive e-learning hypermedia system (U-AEHS): an integrative user model approach. Multimedia Tools and Applications, 1-17. Kalleb, D., Cavalcanti, R., Gouveia, R. S., Lopes, H., Primo, T. T., & Koch, F. (2016). A Quantitative Analysis of Learning Objects and Their Metadata in Web Repositories. In Social Computing in Digital Education: First International Workshop, SOCIALEDU 2015, Stanford, CA, USA, August 19, 2015, Revised Selected Papers (Vol. 606, p. 49). Springer. Kirshner, D. (2015). 4 Configuring Learning Theory to Support Teaching1. Handbook of International Research in Mathematics Education, 98. Kitchens, R. K., & Barker, M. E. (2016). Synthesizing Pedagogies and Engaging Students: Creating Blended eLearning Strategies for Library Research and Writing Instruction. The Reference Librarian, 1-13. Labinowicz, E. (1987). Introduccion a Piaget [Introduction to Piaget]. Pensamiento, Aprendizaje, Ensenanza. Wilmington, Delaware, Estados Unidos de America: Editorial: Addison-Wesley Iberoamericana S. A.. Lockyer, L., Agostinho, S., & Bennett, S. (2016). Design for e-learning. The SAGE Handbook of E-learning Research, 2e, 336. 200 Lourenco, O. M. (2016). Developmental stages, Piagetian stages in particular: A critical review. New Ideas in Psychology, 40, 123-137. Montealegre, R. (1992). Vygostki y la concepcion del lenguaje [Vygostki and the conception of language]. Santafe de Bogota D. C. Colombia: Comite de Investigaciones para el Desarrollo Científico – CINDEC de la Universidad Nacional de Colombia. Montealegre, R. (2016). Controversias Piaget-Vygotski en psicología del desarrollo [Piaget-Vygotsky controversies in developmental psychology]. Acta Colombiana de Psicologia, 19(1). Navimipour, N. J., & Zareie, B. (2015). A model for assessing the impact of e-learning systems on employees’ satisfaction. Computers in Human Behavior, 53, 475-485. Nikam, M. S. A. (2016). Problem Based & Project Based Learning in Engineering Education. Editorial Board. Oprea, M. (2016). Wikispaces Classroom-A Collaborative E-Learning Platform for the Teaching of Physics. The International Scientific Conference eLearning and Software for Education (Vol. 3, p. 229). « Carol I» National Defence University. Pouw, W. T., Mavilidi, M.-F., van Gog, T., & Paas, F. (2016). Gesturing during mental problem solving reduces eye movements, especially for individuals with lower visual working memory capacity. Cognitive Processing, 1-9. Rata, E. (2015). A pedagogy of conceptual progression and the case for academic knowledge. British Educational Research Journal. DOI: 10.1002/berj.3195 Sanchez-Santillan, M., Paule-Ruiz, Mp., Cerezo, R., & Alvarez-García, V. (2016). MeL: Modelo de adaptacion dinamica del proceso de aprendizaje en eLearning [MeL: Dynamic adaptation model of the learning process in eLearning]. Anales de Psicología, 32(1), 106-114. Sorgo, A., Bartol, T., Dolnicar, D., & Boh Podgornik, B. (2016). Attributes of digital natives as predictors of information literacy in higher education. British Journal of Educational Technology, 47(3). Stanley, D. (2013). Measuring attention using Microsoft Kinect. http://scholarworks.rit.edu/theses/4768/ Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful eLearning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202. Sweeney, M.-R., Kirwan, A., Kelly, M., Corbally, M., O Neill, S., Kirwan, M., Hussey, P. (2016). Transition to blended learning: Experiences from the first year of our blended learning Bachelor of Nursing Studies (BNS) Programme. Contemporary Nurse, 1-18. Tierney, P. J. (2013). TALC-D: Conceptual pedagogy for teaching attitude for lifestyle change to large populations. TIBI, M. H. (2016). Essential Components in Structuring Asynchronous Discussion Forums. Turkish Online Journal of Distance Education (TOJDE), 17(2). 201 Truong, H. M. (2016). Integrating learning styles and adaptive e-learning system: current developments, problems and opportunities. Computers in Human Behavior, 55, 1185-1193. Van Nuland, S. E., & Rogers, K. A. (2015). The anatomy of E‐Learning tools: Does software usability influence learning outcomes? Anatomical sciences education. Villarini, A. (1988). La ensenanza orientada al desarrollo del pensamiento [Teaching oriented to the development of the thought]. San Juan de Puerto Rico. Puerto Rico. Zanaty, H., & Eisaka, T. (2015). Enhancing Local Education for Sustainable Development through Learning Cycle Instructional Model. US-China Education Review, 5(6), 382-391.
Konular
Dergi Bölümü Articles
Yazarlar

Yazar: Jose CAPACHO
E-posta: jcapacho@uninorte.edu.co
Ülke: Colombia


Bibtex @araştırma makalesi { tojde306568, journal = {Turkish Online Journal of Distance Education}, issn = {1302-6488}, address = {Anadolu Üniversitesi}, year = {2017}, volume = {18}, pages = {179 - 201}, doi = {10.17718/tojde.306568}, title = {ASSESSMENT OF STUDENT LEARNING IN VIRTUAL SPACES, USING ORDERS OF COMPLEXITY IN LEVELS OF THINKING}, language = {en}, key = {cite}, author = {CAPACHO, Jose} }
APA CAPACHO, J . (2017). ASSESSMENT OF STUDENT LEARNING IN VIRTUAL SPACES, USING ORDERS OF COMPLEXITY IN LEVELS OF THINKING. Turkish Online Journal of Distance Education, 18 (2), 179-201. DOI: 10.17718/tojde.306568
MLA CAPACHO, J . "ASSESSMENT OF STUDENT LEARNING IN VIRTUAL SPACES, USING ORDERS OF COMPLEXITY IN LEVELS OF THINKING". Turkish Online Journal of Distance Education 18 (2017): 179-201 <http://dergipark.gov.tr/tojde/issue/28675/306568>
Chicago CAPACHO, J . "ASSESSMENT OF STUDENT LEARNING IN VIRTUAL SPACES, USING ORDERS OF COMPLEXITY IN LEVELS OF THINKING". Turkish Online Journal of Distance Education 18 (2017): 179-201
RIS TY - JOUR T1 - ASSESSMENT OF STUDENT LEARNING IN VIRTUAL SPACES, USING ORDERS OF COMPLEXITY IN LEVELS OF THINKING AU - Jose CAPACHO Y1 - 2017 PY - 2017 N1 - doi: 10.17718/tojde.306568 DO - 10.17718/tojde.306568 T2 - Turkish Online Journal of Distance Education JF - Journal JO - JOR SP - 179 EP - 201 VL - 18 IS - 2 SN - 1302-6488- M3 - doi: 10.17718/tojde.306568 UR - http://dx.doi.org/10.17718/tojde.306568 Y2 - 2017 ER -
EndNote %0 Turkish Online Journal of Distance Education ASSESSMENT OF STUDENT LEARNING IN VIRTUAL SPACES, USING ORDERS OF COMPLEXITY IN LEVELS OF THINKING %A Jose CAPACHO %T ASSESSMENT OF STUDENT LEARNING IN VIRTUAL SPACES, USING ORDERS OF COMPLEXITY IN LEVELS OF THINKING %D 2017 %J Turkish Online Journal of Distance Education %P 1302-6488- %V 18 %N 2 %R doi: 10.17718/tojde.306568 %U 10.17718/tojde.306568