Evaluating the design and development of an adaptive e-tutorial module: A rasch-measurement approach

Barefah, A and McKay, E 2016, 'Evaluating the design and development of an adaptive e-tutorial module: A rasch-measurement approach', in Piet Kommers, Tomayess Issa, Theodora Issa, Elspeth McKay and Pedro Isaias (ed.) Proceedings of the International Conference on Educational Technologies (ICEDUTECH 2016), Melbourne, Australia, 6 - 8 December 2016, pp. 115-122.


Document type: Conference Paper
Collection: Conference Papers

Title Evaluating the design and development of an adaptive e-tutorial module: A rasch-measurement approach
Author(s) Barefah, A
McKay, E
Year 2016
Conference name ICEDUTECH 2016
Conference location Melbourne, Australia
Conference dates 6 - 8 December 2016
Proceedings title Proceedings of the International Conference on Educational Technologies (ICEDUTECH 2016)
Editor(s) Piet Kommers, Tomayess Issa, Theodora Issa, Elspeth McKay and Pedro Isaias
Publisher ICEDUTECH
Place of publication Australia
Start page 115
End page 122
Total pages 8
Abstract Courseware designers aim to innovate information communications technology (ICT) tools to increase learning experiences, spending many hours developing eLearning programmes. This effort gives rise to a dynamic technological pedagogical environment. However, it is difficult to recognise whether these online programmes reflect an instructional design (ID)-model or whether they can be substantiated through sound ID principles. This study presents a systematic courseware design-validation procedure; giving preliminarily empirical results from learners' cognitive performance outcomes. A series of 2x3 factorial quasi-experiments were conducted to validate the performance instrumentation and to substantiate the effectiveness of the proposed courseware-design model. A total of 167-participants, from four higher education institutions took part in this research project. Participants' cognitive preferences were identified using the cognitive style analysis (CSA) test. Initial observations suggest that testing instruments were able to make reliable probabilistic inferences of the cognitive performance outcomes.
Subjects Curriculum and Pedagogy Theory and Development
Education Assessment and Evaluation
Higher Education
Keyword(s) eLearning
Instructional design
Rasch measurement
Courseware evaluation
Learners' cognitive preferences
Cognitive style analysis
Copyright notice © 2016
ISBN 9789898533586
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