Learner-Centered Assessment and Facilitation Techniques

Learner-Centered Assessment and Facilitation Techniques

Kim E. Dooley (Texas A&M University, USA), James R. Linder (Texas A&M University, USA), Larry M. Dooley (Texas A&M University, USA), Barry Boyd (Texas A&M University, USA), Kathleen Kelsey (Oklahoma State University, USA) and Atsusi Hirumi (University of Central Florida, USA)
DOI: 10.4018/978-1-59140-485-9.ch009
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Abstract

You have just finished grading the first exam and the results are in. What does the grade really mean? Did the participants of the course or program learn? How do you know? How will you assess learning at a distance? A fundamental step in systematic instructional design and delivery is deciding how to assess learning outcomes. A well-written instructional objective includes outcome measures. Making certain that the assessment strategies match the objectives is an important first step, a step that must not be overlooked. A frequent concern raised by distance educators is that online delivery takes more time to facilitate and assess than traditional classrooms. In this chapter, we will discuss the use of formative evaluation and authentic assessment techniques to determine instructional effectiveness and learning outcomes. To establish viable online programs, we need to optimize the amount of time educators spend online. Tactics for optimizing time spent facilitating online learning will conclude the chapter.

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Dedication
Table of Contents
Foreword
Janet Poley
Acknowledgments
Chapter 1
Kim E. Dooley, James R. Linder, Larry M. Dooley, James Buford Jr.
Meeting the needs of today’s learners requires instructors and administrators to rethink delivery strategies and instructional methods. Many... Sample PDF
An Introduction to Designing and Delivering Courses and Programs at a Distance
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Chapter 2
Kim E. Dooley, James R. Linder, Larry M. Dooley
In our last chapter, we explored the competencies and best practices needed to be successful in distance education. This chapter will continue to... Sample PDF
Critical Issues for Educators and Trainers: Developing a Philosophy of Education
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Chapter 3
Learning Theories  (pages 31-55)
Kim E. Dooley, James R. Linder, Larry M. Dooley, Tim Murphy
In the last chapter, we discussed critical issues that impact the design and delivery of distance education programs. You were asked to write your... Sample PDF
Learning Theories
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Chapter 4
Kim E. Dooley, James R. Linder, Larry M. Dooley, Susan Wilson
A clear ideology for instructing and learning at a distance does not exist. An emerging belief by researchers and practitioners is that the use of... Sample PDF
Adult Learning Principles and Learner Differences
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Chapter 5
Kim E. Dooley, James R. Linder, Larry M. Dooley
It is clear that educators rely on a variety of instructional methods to change learners’ behaviors. What is less clear is how distance learning... Sample PDF
Engaging Adult Learners and Fostering Self-Directedness
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Chapter 6
Kim E. Dooley, James R. Linder, Larry M. Dooley, Atsusi Hirumi
In Part II, we explored adult learning principles, learner differences, and engaging learners to promote self-directed learning. Now, in Part III... Sample PDF
Systematic Instructional Design
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Chapter 7
Kim E. Dooley, James R. Linder, Larry M. Dooley
In the last chapter we discussed learner-centered instruction and gave you an overview of systematic instructional design. One of the first... Sample PDF
Writing Instructional Objectives
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Chapter 8
Kim E. Dooley, James R. Linder, Larry M. Dooley
In previous chapters, we explored systematic instructional design, learner-centered instruction, and objective writing. Now we will give you some... Sample PDF
Events of Instruction: Gaining Attention and Stimulating Motivation
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Chapter 9
Kim E. Dooley, James R. Linder, Larry M. Dooley, Barry Boyd, Kathleen Kelsey, Atsusi Hirumi
You have just finished grading the first exam and the results are in. What does the grade really mean? Did the participants of the course or program... Sample PDF
Learner-Centered Assessment and Facilitation Techniques
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Chapter 10
Delivery Technology  (pages 162-181)
Kim E. Dooley, James R. Linder, Larry M. Dooley, Walt Magnussen
It is our belief that everyone should understand the basic technical lingo of the profession, so this chapter will give you an overview of the tools... Sample PDF
Delivery Technology
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Chapter 11
Multimedia Design  (pages 182-202)
K.E. Dooley, Yakut Gazi
As you consider developing a course or training program online, a major question is about what multimedia to use, multimedia that will help you... Sample PDF
Multimedia Design
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Chapter 12
Kim E. Dooley, James R. Linder, Larry M. Dooley
Now that we have covered technology knowledge and skills, it is time to review other issues that can impact success in a distance course or program.... Sample PDF
Course and Program Management
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Chapter 13
Kim E. Dooley, James R. Linder, Larry M. Dooley, Kathleen Kelsey
In the previous chapter, we explored a variety of administrative issues relevant to distance education. One important component is to determine if... Sample PDF
Evaluating Distance Education Programs Using Best Practices
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Chapter 14
Future Trends  (pages 253-268)
Kim E. Dooley, James R. Linder, Larry M. Dooley, Chehrazade Aboukinane
In this book, so far, we have covered five major sections: Foundations of Instruction and Learning at a Distance, Adult Learning Theory, Systematic... Sample PDF
Future Trends
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About the Authors