Αξιοποίηση δεικτών ανάλυσης διαδραστικότητας σε περιβάλλοντα ηλεκτρονικής μάθησης για την αξιολόγηση της επίδοσης των εκπαιδευόμενων

Abstract

This thesis deals with the research subject of the evaluation of the learners’ performance in e-learning environments. In an e-learning environments, where individual and collective actions take place, educators face great difficulties in evaluating the broad spectrum of interactions among the interacted participants (student-student, student educator, student-learning resources) during learning processes. It becomes difficult and time consuming for educators to thoroughly capture, track and assess the various interactive learning activities performed by all learners. There is a need for new techniques to assess learners’ performance in e-learning environments, capable of effectively supporting the teacher to holistically assess both products of learning and the very complex process of learning that differs from the traditional way. These needs motivated this doctoral dissertation which resulted in proposing a new technique for learners’ performance assessment in e-learning environments called Enriched Assessment Rubric (EAR) with interaction analysis indicators. It can be effectively applied in the daily educational practice, helping a teacher : a) to assess both quantitatively and qualitatively the learning products (individual, team deliverables produced by the students) as well as the wide range of interaction (between learners, between learners and teachers and between learners and content) performed during all phases of complex interactive scenarios, and c) to report the final grades in a precise, detailed and accurate way. The proposed technique was tested and evaluated by teachers in authentic e-learning environments in primary and secondary education through four consecutive case studies and an equal number of systematic assessments studies. The conclusions of these studies provide good evidence that teachers can develop and implement successfully enriched rubrics as an efficient and effective technique for assessing self and group performance in electronic learning environments.