#MOODLE MNU PROFESSIONAL#

Furthermore, the Decolonial Project is being interrogated by all faculties, to develop a unique approach which could enlarge and diversify the knowledge sources of the various disciplines. The approach of Teaching and Learning has been to engage in interdisciplinary curriculum conversations, which provide guidance and inspiration for the decolonisation and Africanisation of the curriculum. Our Education Faculty has been one of the key contributors to curriculum transformation and the decolonisation of higher education through its academic and intellectual project. In particular, in curriculum renewal, pedagogy, assessment, and the creation of a learning environment that is conducive to teaching and learning, and which supports and enables student success 'for life and work'. (2004) Teachers developing assessment for learning: impact on student achievement.To realise Our Vision 2030 goal to be a dynamic African university that responds to local, national and global requirements, we must continue focusing on transformation within the University. Designing a web-based assessment environment for improving pre-service teacher assessment literacy. Journal of Reserch on Technology in Education, 39(3),309-328. Asynchronous Discussions and Assessment in Online Learning. Wellington, New Zealand: Ministry of Education.

#MOODLE MNU PROFESSIONAL#

Teacher Professional Learning and Development: Best Evidence Synthesis Iteration. Review of Educational Research., 81 (3), 4–28. What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Interactive Educational Multimedia, 10, 50–60. A collaborative learning endeavor across cultures. Investigating knowledge building dialogues in networked communities of practice. National Center for Education Statistics, Institute of Education Sciences, U.S. The Condition of Education 2009 in Brief (NCES 2009-082). Formative e-assessment: Practitioner cases. Pachler, N., Daly, C., Mor, Y., & Mellar, H.Oosterhof, Albert & Conrad, Rita & Ely, Donald.Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Shaw and Xiaoming Liu (2006) REVIEW OF EDUCATIONAL RESEARCH 2006 76 93 Google Scholar International Review of Research in Open & Distance Learning, 4(1), 1–15. Learner support services for online students: scaffolding for success. Review of Educational Research, 76(4), 567–605. Going the distance with online education. Larreamendy-Joerns, J., & Leinhardt, G.Being online: social presence as subjectivity in online learning. Review of Educational Research, 75(1), 27–61. Effects of problem-based learning: a meta-analysis from the angle of assessment. How people learn: Mind, brain, experience and school.Washington DC: National Academy Press. International Review of Research in Open and Distance Learning, 10(6), 65–83. Online and blended communities of inquiry: exploring the developmental and perceptional differences. With regard to a specific formative assessment technique, weekly tutorials have a stronger relationship with students’ self-regulatory learning skills. As a result of the research, it was determined that the students who attempted the formative assessments given on Moodle on a regular basis were better at self-regulatory learning skills. Pearson correlation was used to see if there was a specific formative assessment technique that has a stronger relationship with students’ self-regulatory learning skills for the second hypothesis. Pearson correlation analysis was done to analyze the relationship between formative assessments and students’ self-regulatory learning skills for the first hypothesis. An online self-regulatory learning questionnaire was used as a data collection instrument. The study was carried out for a period of two semesters of the academic year 2019. The sample of this research consisted of 70 blended learning students. A quantitative method of research was used to conduct the study. The purpose of this research was to examine the relationship between formative assessment practices given on Moodle and self-regulatory learning skills among blended learning students at The Maldives National University.

Moodle mnu