https://waseda.repo.nii.ac.jp/?action=repository_action_common_download&item_id=12133&item_no=1&attribute_id=162&file_no=1

言語運用能力(Communicative Competence)

—With the rapid development of the Internet, constructing the e-learning system has been an integral part of many educational institutions. This study uses the Moodle system to make up for the shortcomings of learning in a large class, and find out the difference of learning performance and acceptance between traditional learning and digital learning. The study is experimented with the students in the Calculus course. There are two part of research design in the study. The first part corresponds to learning performance, which uses the quasi-experimental method to compare the difference of the experimental group, and the control group. The second part refers to technology acceptance, where the unified theory of acceptance use of technology (UTAUT) is used. With two dimensions: Outcome Expectation and Attainment Value, a new hybrid technology acceptance model is proposed to investigate the students' intentions to use Moodle systems. Data Analysis of this study shows a great promising in providing new academic research evidence in e-learning teaching.

/pdf/an-empirical-analysis-of-the-antecedents-and-performance-4r74cigajy.pdf

An Empirical Analysis of the Antecedents and Performance Consequences of Using the Moodle Platform

Este articulo es una reflexiin sobre la investigacion educativa, con enfasis sobre desarrollos epistemologicos, modelos y enfoques de referentes educativos de orden cualitativo y cuantitativo.

La investigación educativa

Summary
The present research examined the impact of technology on reading comprehension. While previous research has examined memory for text, and yielded mixed results of the impact technology has on one's ability to remember what they have read, the reading literature has not yet examined comprehension. In comparing paper, computers, and e-readers, results from this study indicated that these three different presentation modes do not differentially affect comprehension of narrative or expository text. Additionally, readers were not consistently compensating for difficulties with comprehension by engaging in different reading behaviors when presented with text in different formats. These results suggest that reading can happen effectively in a variety of presentation formats. Copyright © 2013 John Wiley & Sons, Ltd.

https://static.trogu.com/documents/articles/palgrave/references/margolin%20E-readers,%20Computer%20Screens,%20or%20Paper%20-%20Does%20Reading%20Comprehension%20C.pdf

E-readers, Computer Screens, or Paper: Does Reading Comprehension Change Across Media Platforms?

A major challenge for researchers and educators has been to discern the effect of ICT use on student learning outcomes. This paper maps the achievements in Year 10 Science of two cohorts of students over two years where students in the first year studied in a traditional environment while students in the second took part in a blended or e-learning environment. Using both quantitative and qualitative methods, the authors have shown that ICT, through an e-learning intervention, did improve student performance in terms of test scores. They have also shown that this improvement was not global with the results for previously high-performing female students tending to fall while the results for lower-achieving boys rose. There was also a seeming mismatch between some students' affective responses to the new environment and their test scores. This study shows the complexity of ICT-mediated environments through its identification and description of three core issues which beset the credibility of research in ICT in education. These are (1) ICT as an agent of learning, (b) site specificity, and (c) global improvement.

The methodological nettle : ICT and student achievement

This study explores the relationship between students' extracurricular experiences online and their performance on the Program for International Student Assessment (PISA), focusing specifically on students' competence in digital reading. The study uses a descriptive, correlational, ex post facto design. The data are taken from Spanish students' results on the PISA 2009, which was developed by the OECD and in which 65 countries participated. A subsample of 4748 students who had taken the digital reading exam was extracted from the Spanish sample. In explaining digital reading performance, online experience in information-searching activities is shown to be more relevant than online social activities. Certain pedagogical implications are subsequently suggested to improve students' digital reading competence.

The role of online reader experience in explaining students' performance in digital reading

Este articulo presenta el proceso y los resultados de un analisis documental aplicado a la normativa sobre evaluacion del aprendizaje en la Universidad de Sevilla. El estudio se realizo en el marco de un proyecto mas amplio en el que han participado nueve universidades espanolas. Se ha desarrollado a traves de dos momentos diferenciados. En primer lugar se realizo el analisis del marco regulador de la evaluacion con la finalidad de identificar los rasgos y caracteristicas esenciales que la normativa de la Universidad (asi como de sus centros y departamentos) confiere al proceso de evaluacion. Se abordan aspectos como la planificacion de la evaluacion (su papel, funciones, agentes implicados, etc.) y su organizacion (planes y estrategias, gestion, recursos...). En segundo lugar, se procedio a la revision de los programas docentes de un conjunto de materias seleccionadas, entre otros criterios, por participar en experiencias piloto del Espacio Europeo de Educacion Superior. Este segundo analisis persigue describir como se disena la evaluacion del aprendizaje del alumnado, haciendo una revision de aspectos tales como el objeto de evaluacion, los criterios e instrumentos, etc. Los resultados de ambos analisis nos permiten aproximarnos al diagnostico del sistema de evaluacion del aprendizaje del alumnado en la Universidad de Sevilla, identificando tanto sus fortalezas como aquellos aspectos en los que se puede mejorar. Entre estos aspectos a mejorar podemos mencionar la necesidad de incluir las competencias como objeto de evaluacion, de utilizar instrumentos basados en el trabajo practico de los estudiantes y de reducir el papel otorgado a las pruebas escritas.

Evaluando el sistema de evaluación del aprendizaje universitario: análisis documental aplicado al caso de la universidad de Sevilla

The evolution of the results of Progress in International Reading Literacy Study in 2006, 2011 and 2016, as well as the difficulties found by teachers implementing the core competences, have led to the need to reflect on new assessment models. The objective of our research was to design a communicative competence assessment model and verify its effect on primary education teachers. The method applied was a focus group study. Participants came from four primary education schools in the province of Seville (Spain). The data were gathered through discussion groups. The COREQ checklist was followed. Qualitative thematic analysis of the data was carried out using Atlas-ti. An inductive coding scheme was established. The results have enabled the construction of a communicative competence assessment model and its application in primary education classrooms with HERACLES. The effects of the assessment model and the computer software were different according to teachers' profiles. On the one hand, teachers open to educational innovation remained positive when facing the systematic and thorough assessment model. On the other hand, teachers less receptive to changes considered the model to be complex and difficult to apply in the classroom. In conclusion, HERACLES had a beneficial effect on communicative competence assessment throughout the curriculum and made teachers aware of the different dimensions of communicative competence (speaking, listening, reading and writing) and discourse levels (genre, macrostructure and microstructure).

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Communicative competence assessment for learning: The effect of the application of a model on teachers in Spain.

(1) Background: The objective of this research is to analyse the validated psychometric characteristics of a reduced version of the Questionnaire to Evaluate Online Training in the Workplace (CEFOAL), developed to evaluate the impact of online training processes in terms of satisfaction with lived experience. (2) Methods: This instrument has a factor design structure of five latent factors, obtained through exploratory factor analysis (EFA). The factors are pedagogical design, tutor performance, virtual environment design, timing, and transfer of learning. The questionnaire was administered to a sample of 471 participants several months after they took courses on occupational health and the environment. The courses were provided through the ISTAS (Trade Union Institute for Labour, Environment and Health; Spain) e-learning platform. Subsequently, confirmatory factor analysis (CFA) was performed using the maximum likelihood method. (3) Results: We were able to explain 71.58% of the total variance. Reliability, calculated with Cronbach’s alpha, achieved an overall value greater than 0.90 (α = 0.95). (4) Conclusions: This valid and reliable questionnaire, which incorporates a dimension that measures learning transfer to the job, can be applied in the evaluation of online training processes.

https://www.mdpi.com/2071-1050/12/11/4629/pdf

Confirmatory Factor Analysis of a Questionnaire for Evaluating Online Training in the Workplace

This research addresses the types of assessment tasks, the assessment criteria, instruments and procedures of communicative competence used by primary school teachers in Andalusia. This multiple-case study drew on the experiences of teachers from four schools in the south of Spain. The data source has been the focus groups in which the teachers took part. The transcripts were analysed thematically by three researchers who devised a system of categories designed through an iterative process. The findings reveal the paucity of tasks used to assess reading, listening and oral expression. The study also shows the diverse problems faced by teachers when it comes to evaluating communicative competence. This paper highlights the need to rethink the curricular contents and the methods applied to assess communicative competence in primary schools.

/pdf/understanding-assessment-processes-for-communicative-4vlblavlg2.pdf

Juan-Jesús Torres-Gordillo

Papers

The role of online reader experience in explaining students' performance in digital reading

Evaluando el sistema de evaluación del aprendizaje universitario: análisis documental aplicado al caso de la universidad de Sevilla

Communicative competence assessment for learning: The effect of the application of a model on teachers in Spain.

Confirmatory Factor Analysis of a Questionnaire for Evaluating Online Training in the Workplace

Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice