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| 2. |
- Bahati, Bernard, et al.
(författare)
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Exploring feedback practices in formative assessment in Rwandan higher education : a multifaceted approach is needed
- 2016
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Ingår i: International Journal of Teaching and Education. - 1993-3916. ; IV:2, s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- Inspired by the current scholarship that indicates that, if used well, formative assessment and feedback can advance student’s learning, this paper explores the practices of feedback in formative assessment in Rwandan higher education, specifically at the University of Rwanda. The study used aqualitative approach with the aim of gaining lecturers’ and students’ perspectives on formative assessment and feedback; and exploring different ways formative assessment and feedback were practiced. Using data collected through interviews, student focus group discussions, and document analysis; the paper shows that formative assessment and feedback were understood in the context of binding prescription within the boundaries of limited description in academic regulations. Feedback was in most cases reduced to marks, and lecturers – who portrayed themselves as information providers, mastery checkers, and performance appraisers - were in full charge of all formative assessment efforts. The paper also shows that lack of clarity and feed forward instructionsin too-much-delayed lecturers’ written feedback led students to just receive feedback and not use it to enhance their performance. Building on this study’s findings and on the existing literature, the paper suggests three important moves whereby a collaborative research-based approach that will bring together different stakeholders will help to move away from a single-sided approach to a multifaceted approach in both perception and practice of formative assessment and feedback at the University of Rwanda.
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| 3. |
- Bahati, Bernard, et al.
(författare)
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Measuring Learner Satisfaction with Formative e-Assessment Strategies
- 2019
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Ingår i: International Journal. - : International Association of Online Engineering (IAOE). - 1868-8799 .- 1863-0383. ; 14:7, s. 61-79
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Tidskriftsartikel (refereegranskat)abstract
- The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about student satisfaction regarding different possible formative e-assessment strategies the students are involved in. Using a 5-point Likert scale questionnaire, a web-based survey was developed to examine students’ satisfaction with the formative e-assessment strategies within an enriched virtual blended course. The results show that, in general, the students were satisfied with the quality of their engagement and the quality of feedback across all the formative e-assessment activities offered. The results also show that the student satisfaction varied between and within the formative e-assessment strategies. However, the gap between the student satisfaction mean ratings across all formative e-assessment strategies was marginal and could not help researchers decide upon which formative e-assessment strategy that stood out as the most preferred one. Learner satisfaction with different formative e-assessment strategies was positively correlated to each other at various levels but no relationship was found between students’ scores on the final course exam and learner satisfaction with formative e-assessment strategies. In the end, the study recommends a sustained and integrated use of the all three formative e-assessment strategies (online knowledge survey, online student-generated questions and peer-responses, and electronic reflective journals) in the context of hybrid courses. Further studies that would widen, diversify both the scope and the research instruments to investigate learner satisfaction with formative e-assessment strategies were also suggested.
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| 4. |
- Bahati, Bernard, 1973-
(författare)
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Technology-enhanced formative assessment in higher education : An intervention design of scaffolding student self-regulated learning
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- As online learning is increasingly adopted in higher education institutions, many instructors are faced with the challenges of devising and implementing effective pedagogical practices that advance student learning. One of the challenges points to the design and development of assessment activities that truly inform the teaching and learning process. Despite the fact that both formative and summative assessment are important in teaching and learning, summative assessment has been dominating instructional processes in higher education at the expense of formative assessment. In higher education, in many countries including Rwanda, efforts that are made to practice formative assessment are hampered by a variety of factors that lead to ill-practices. Using technology-enhanced instructional interventions, this study attempted to address these factors. The study aimed at developing technology-enhanced instructional interventions to support student-based formative assessment that promote self-regulated learning. Additionally, this study proposes the design guidelines for the development of such instructional interventions. The study was guided by the following general research question: What are the characteristics of technology-enhanced formative assessment activities that promote student self-regulated learning? This research question was addressed using three specific research questions: (1) How do lecturers and students understand and practice formative assessment and feedback? (2) How can technology-enhanced formative assessment activities help student develop self-regulated learning skills? (3) What design guidelines should be followed in order to develop technology-enhanced formative assessment activities that promote student self-regulated learning? This study used Educational Design Research approach. Technology-enhanced instructional interventions were formatively developed, iteratively tested and evaluated in order to help students develop their self-regulated learning skills. Based on the findings of this study, three improved formative e-assessment packages are proposed as a practical research contribution: online knowledge survey, online peer-scaffolding through student-generated questions and peer-responses, and electronic reflective journals. In addition, based on the findings, this dissertation suggests a set of design guidelines and lessons learned in order to inform other educational practitioners who would like to develop technology-enhanced formative assessment activities that promote student-regulated learning.
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| 5. |
- Mukama, Evode, 1968-, et al.
(författare)
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Coping with change in ICT-based learning environments : newly qualified Rwandan teachers' reflections
- 2008
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Ingår i: Journal of Computer Assisted Learning. - Chichester, West Sussex, United Kingdom : Wiley-Blackwell. - 0266-4909 .- 1365-2729. ; 24:2, s. 156-166
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Tidskriftsartikel (refereegranskat)abstract
- The overarching aim of this study is to investigate how newly qualified Rwandan teachers can contribute to the creation of theoretical and practical knowledge for professional development with information and communication technology (ICT). Questionnaires, focus groups and interviews were used for data collection. The findings show that novice teachers are motivated to acquire ICT and that they succeed in situations where school administrators grant easy access to computers. The novice teachers expressed a strong desire to be trusted and be allowed time to use computers and related skills in their learning and teaching. These views are discussed in terms of learning conditions created in schools so that participants become active, responsible and committed practitioners. We assume that such attitudes can be a model for their future roles in fostering change in social practice. For example, this study shows that gender equity becomes an aspect of change in an ICT-learning environment, which creates new opportunities for continuous education. To achieve this, as revealed by the findings, there is a need to develop school-based curricula, appropriate pedagogy and teacher professional development in the area of ICT literacy, which allows the teachers to develop a critical mind to the new tools.
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| 6. |
- Mukama, Evode, 1968-
(författare)
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Information and Communication Technology in Teacher Education : Thinking and learning in computer‐supported social practice
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to investigate how new knowledge can be developed in computer-supported social practice. Participants were selected from newly qualified secondary school teachers and student teachers at a higher education institution in Rwanda. The thesis consists of four empirical case studies, the findings of which were analysed from a sociocultural perspective. In the first study, it has been shown that novice teachers are motivated to acquire information and communication technology (ICT) and to use it in their teaching and learning. The study also reveals that they succeed in situations where school administrators grant them easy access to computers. This implies a need to develop school-based curricula and appropriate pedagogy in the area of ICT literacy, which can allow teachers to develop critical reflection vis-à-vis the new technology and enable them to cope with change in social practice. In the second study, it has been shown that, while acquiring hands-on computer skills in small task-based groups, student teachers can adopt one of the three major learning patterns: individual-led, group-led, or individual-group hybrid-led. Moreover, the study shows that the group-led framework seems to create a supportive environment for knowledge building. This may require that students receive the right kind of teacher assistance and focus on criterion-referenced reflection to regulate their learning. The findings of the third article reveal that students coping with web-based literature face a twofold reality of learning discourse rooted in their sociocultural and educational contexts: the one conveyed through the foreign languages in which they are instructed, the other whose vehicle is their native language. The study suggests an alternative way of constructing a substantial learning discourse based on dissolution of language boundaries. The fourth article shows that appropriation of ICT use can stem from learning conditions including users’ motivation and their participation in social practice. Additionally, it can stem from collaboration between active users and other students. Given this, the study suggests that active ICT users can play a role as agents of change in the implementation of the new technology. Together, the four studies show that thinking and learning with ICT can develop through the interplay of mediation, learning conditions, collaboration and critical reflection.
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| 7. |
- Mukama, Evode, 1968-
(författare)
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Strategizing Computer-Supported Collaborative Learning toward Knowledge Building
- 2008
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Ingår i: International Journal of Educational Research. - : Elsevier. - 0883-0355 .- 1873-538X. ; 49:1, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to explore how university students can develop knowledge in small task-based groups while acquiring hands-on computer skills. Inspired by the sociocultural perspective, this study presents a theoretical framework on co-construction of knowledge and on computersupported collaborative learning. The participants were selected from university student teachers in Rwanda who attended a training programme on searching, retrieving and exploiting web-based research data. The findings show that university students working together in small groups to acquire hands-on computer skills can adopt one of three major learning patterns: individual-led, group-led or individual-group hybrid-led. Moreover, the results indicate that the group-led framework seems to create a supportive environment for knowledge building. Nevertheless, university students showed a need for teacher support to allow the development of working ground rules enabling them to focus on criterion-referenced reflection to regulate their learning.
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| 8. |
- Mukama, Evode, 1968-
(författare)
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The interplay between learning conditions and participation in ICT-based learning environments
- 2009
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Ingår i: Journal of Computer Assisted Learning. - : Wiley InterScience. - 0266-4909 .- 1365-2729. ; 25:6, s. 539-548
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this case study is to investigate how knowledge can be developed in computer-mediated social practice. The purpose is to explore variations in students’ participatory appropriation in the use of Information and Communication Technology (ICT) in their everyday lives. Empirical data were collected at a higher education institution in Rwanda through interviews and focus group discussions. The findings show that differences in experiences, related for example to electronic sources, techniques and thoughts, can be at the forefront of change in students’ learning with ICT through critical reflection and creativity. Moreover, the study suggests that coping with different experiences in social practice can enhance problemsolving skills through continuous inquiry among students. Furthermore, active ICT users can play a central role to bring about change in learning practices with the new technology. The point is that interaction between different categories of peers with various experiences can change in a positive and supportive way when ICT is utilized to enhance a new culture of creativity and problem solving. Moreover, ICT seems to be a necessary pedagogical tool, though insufficient prerequisite, for appropriation of its use.
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