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Assessing Teaching and Students' Meaningful Learning Processes in an E-Learning Course

Assessing Teaching and Students' Meaningful Learning Processes in an E-Learning Course

Päivi Hakkarainen, Tarja Saarelainen, Heli Ruokamo
Copyright: © 2009 |Pages: 17
ISBN13: 9781605664101|ISBN10: 1605664103|ISBN13 Softcover: 9781616925796|EISBN13: 9781605664118
DOI: 10.4018/978-1-60566-410-1.ch002
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MLA

Hakkarainen, Päivi, et al. "Assessing Teaching and Students' Meaningful Learning Processes in an E-Learning Course." E-Learning Technologies and Evidence-Based Assessment Approaches, edited by Christine Spratt and Paul Lajbcygier, IGI Global, 2009, pp. 20-36. https://doi.org/10.4018/978-1-60566-410-1.ch002

APA

Hakkarainen, P., Saarelainen, T., & Ruokamo, H. (2009). Assessing Teaching and Students' Meaningful Learning Processes in an E-Learning Course. In C. Spratt & P. Lajbcygier (Eds.), E-Learning Technologies and Evidence-Based Assessment Approaches (pp. 20-36). IGI Global. https://doi.org/10.4018/978-1-60566-410-1.ch002

Chicago

Hakkarainen, Päivi, Tarja Saarelainen, and Heli Ruokamo. "Assessing Teaching and Students' Meaningful Learning Processes in an E-Learning Course." In E-Learning Technologies and Evidence-Based Assessment Approaches, edited by Christine Spratt and Paul Lajbcygier, 20-36. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-410-1.ch002

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Abstract

In this chapter the authors report on the assessment framework and practices that they applied to the e-learning version of the Network Management course at the University of Lapland’s Faculty of Social Sciences. The objective of the assessment was to examine students’ perspective regarding how a digital video-supported, case-based teaching approach supported students’ meaningful learning. The model for teaching and meaningful learning (TML) was used as the theoretical assessment framework. To answer the research questions, the authors gathered data through questionnaires completed by the students. The assessment provided them with evidence concerning the student perspective on teaching and learning processes during the e-learning course. The authors will describe and discuss this evidence in this chapter. In addition, they discuss the strengths and limitations of the assessment framework, and practices that they applied to the Network Management course.

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