Skip to main content

Advertisement

Springer Nature Link
Log in

Combining Online Learning & Assessment in synchronization form

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

The main purpose of this study is to investigate the effects of integration of online learning and assessment in synchronization form (OLASF) on students’ learning performance. The study seeks to evaluate how the synchronization content with immediate assessment can affect the knowledge performance of the students. An experimental design with digital formative assessment tools was used to fulfill the research purpose. Participants were 64 undergraduate students enrolled in is introduction to computer and programming (CSC 101) at Qassim University. The students from level five were divided into two-treatment groups: online learning & assessment instruction in Synchronization form using Nearpod, and PowerPoint instruction with traditional form. The experiment was completed within 6 weeks. Formative assessment test was used to access students learning performance after class. Descriptive statistics and a t-test were used to analyze the data. Our findings revealed that the use of OLASF was an intrinsic motivation and could be a promising way of enhancing students’ learning performance.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

Explore related subjects

Discover the latest articles and news from researchers in related subjects, suggested using machine learning.

References

  • Amasha, M. A., & Alkhalaf, S. (2016). Using RSS 2.00 as a model for u-learning to develop e-training in Saudi Arabia. International Journal of Information and Education Technology, 6(7), 516–521.

    Article  Google Scholar 

  • Apperson, J. M., Laws, E. L., & Scepansky, J. A. (2008). An assessment of student preferencesfor PowerPoint presentation structure in undergraduate courses. Computers & Education, 50(1), 148–153.

    Article  Google Scholar 

  • Beach, P. (2017). Self-directed online learning: A theoretical model for understanding elementary teachers' online learning experiences. Teaching and Teacher Education, 61, 60–72.

    Article  Google Scholar 

  • Bernardo, V., Ramos, M. P., Plapler, H., de Figueiredo, L. F. P., Nader, H. B., Anção, M. S., & Sigulem, D. (2004). Web-based learning in undergraduate medical education: Development and assessment of an online course on experimental surgery. International Journal of Medical Informatics, 73(9), 731–742.

    Article  Google Scholar 

  • Buchanan, T. (2000). The efficacy of a world-wide web mediated formative assessment. Journal of Computer Assisted Learning, 16(3), 193–200.

    Article  MathSciNet  Google Scholar 

  • Challis, D. (2005). Committing to quality learning through adaptive online assessment. Assessment & Evaluation in Higher Education, 30(5), 519–527.

    Article  Google Scholar 

  • Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741–752.

    Article  Google Scholar 

  • Chou, P. N., Chang, C. C., & Lu, P. F. (2015). Prezi versus PowerPoint: The effects of varied digital presentation tools on students’ learning performance. Computers & Education, 91, 73–82.

    Article  Google Scholar 

  • Dobson, J. L. (2008). The use of formative online quizzes to enhance class preparation and scores on summative exams. Advances in Physiology Education, 32(4), 297–302.

    Article  Google Scholar 

  • Faber, J. M., Luyten, H., & Visscher, A. J. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment. Computers & Education, 106, 83–96.

    Article  Google Scholar 

  • Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351.

    Article  Google Scholar 

  • Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers in Education, 56(4), 1023–1031.

    Article  Google Scholar 

  • Johnson, B. C., & Kiviniemi, M. T. (2009). The effect of online chapter quizzes on exam performance in an undergraduate social psychology course. Teaching of Psychology, 36(1), 33–37.

    Article  Google Scholar 

  • Khezrlou, S., & Ellis, R. (2017). Effects of computer-assisted glosses on EFL learners' vocabulary acquisition and reading comprehension in three learning conditions. System, 65, 104–116.

    Article  Google Scholar 

  • Lane, A. (2017). The impact of technology on the teaching and assessment of ‘systems’ diagrams in two online environmental management modules. Open University, Milton Keynes.

  • Liu, Y., & Liu, M. (2017). An online learning approach to improving the quality of crowd-sourcing. IEEE/ACM Transactions on Networking, 25, 2166–2179.

    Article  Google Scholar 

  • McKenzie, W. A., Perini, E., Rohlf, V., Toukhsati, S., Conduit, R., & Sanson, G. (2013). A blended learning lecture delivery model for large and diverse undergraduate cohorts. Computers & Education, 64, 116–126.

    Article  Google Scholar 

  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.

  • Ofiesh, N. (2006). Response to intervention and the identification of specific learning disabilities: Why we need comprehensive evaluations as part of the process. Psychology in the Schools, 43(8), 883–888.

    Article  Google Scholar 

  • Oosterhof, N. N., & Todorov, A. (2008). The functional basis of face evaluation. Proceedings of the National Academy of Sciences, 105(32), 11087–11092.

    Article  Google Scholar 

  • Ozcelik, D. A. (1981). Okullardaolcmevedegerlendirme (measurement and evaluation in the schools). Ankara: USYM-EgitimYayinlari.

  • Pachler, N., Daly, C., Mor, Y., & Mellar, H. (2010). Formative e-assessment: Practitioner cases. Computers & Education, 54(3), 715–721.

    Article  Google Scholar 

  • Rovai, A. P. (2004). A constructivist approach to online college learning. The Internet and Higher Education, 7(2), 79–93.

    Article  Google Scholar 

  • Savoy, A., Proctor, R. W., & Salvendy, G. (2009). Information retention from PowerPoint™ and traditional lectures. Computers & Education, 52(4), 858–867.

    Article  Google Scholar 

  • Sclater, N., & Howie, K. (2003). User requirements of the “ultimate” online assessment engine. Computers & Education, 40(3), 285–306.

    Article  Google Scholar 

  • Şendağ, S., & Odabaşı, H. F. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53(1), 132–141.

    Article  Google Scholar 

  • Shea, P., Li, C. S., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9(3), 175–190.

    Article  Google Scholar 

  • Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59–70.

    Article  Google Scholar 

  • Stull, J. C., Majerich, D. M., Bernacki, M. L., Jansen Varnum, S., & Ducette, J. P. (2011). The effects of formative assessment pre-lecture online chapter quizzes and student-initiated inquiries to the instructor on academic achievement. Educational Research and Evaluation, 17(4), 253–262.

    Article  Google Scholar 

  • Thurlow, M. L., Johnstone, C. J., & Ketterlin-Geller, L. R. (2008). Universal design of assessment. Universal design in higher education: From principles to practice, 73–81.

  • Triantafillou, E., Pomportsis, A., & Demetriadis, S. (2003). The design and the formative evaluation of an adaptive educational system based on cognitive styles. Computers in Education, 41(1), 87–103.

    Article  Google Scholar 

  • Tzeng, G. H., Chiang, C. H., & Li, C. W. (2007). Evaluating intertwined effects in e-learning programs: A novel hybrid MCDM model based on factor analysis and DEMATEL. Expert Systems with Applications, 32(4), 1028–1044.

    Article  Google Scholar 

  • Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309–328.

    Article  Google Scholar 

  • Wilson, K., Boyd, C., Chen, L., & Jamal, S. (2011). Improving student performance in a first-year geography course: Examining the importance of computer-assisted formative assessment. Computers & Education, 57(2), 1493–1500.

    Article  Google Scholar 

  • Wolsey, T. D. (2008). Efficacy of instructor feedback on written work in an online program. International Journal on E-Learning, 7(2), 311.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Computer Teacher Preparation, Damietta University, Damietta, Egypt

    Mohamed A. Amasha & Rania A. Abougalala

  2. Department of Computer Science, Qassim University, Buraydah, Saudi Arabia

    Ahmad J. Reeves

  3. Faculty of Science and Arts, Computer Science Department, Qassim University, Alrass, Saudi Arabia

    Salem Alkhalaf

Authors
  1. Mohamed A. Amasha
    View author publications

    You can also search for this author inPubMed Google Scholar

  2. Rania A. Abougalala
    View author publications

    You can also search for this author inPubMed Google Scholar

  3. Ahmad J. Reeves
    View author publications

    You can also search for this author inPubMed Google Scholar

  4. Salem Alkhalaf
    View author publications

    You can also search for this author inPubMed Google Scholar

Corresponding author

Correspondence to Mohamed A. Amasha.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Amasha, M.A., Abougalala, R.A., Reeves, A.J. et al. Combining Online Learning & Assessment in synchronization form. Educ Inf Technol 23, 2517–2529 (2018). https://doi.org/10.1007/s10639-018-9728-0

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-018-9728-0

Keywords