Session 4: eLearning Practices in Higher Education

This session explores eLearning Practices in Higher Education including Microteaching and eLearning case study. The session meets two of the ED403’s important CLOs which are critically evaluate and write a synthesis of eLearning practices in Higher Education (CLO3) and design, develop and deliver a lesson in an eLearning format (CLO1)

Microteaching and MicroLED

Prior to engaging in micro-teaching (Bell, 2007), we were required to focus on the construction of a micro learning environment, also known as MicroLED (Chen et al., 2021). I have chosen the course and topic for my micro-teaching session, in which I will provide a 15-minute lecture. For this assessment, I examined my second-year course, CS230: Requirement Engineering. The session will cover the subject of "UML Use Case and Activity Diagram". This is in accordance with the CLO: model software requirements using use-case diagrams. I have used the same topic into my Open Educational Resources (OER) assignment. To create my lecture, I carefully considered the following five essential design attributes:

  1. Knowing our audience is crucial. This helps in language and content selection. Activity diagram is covered for the first time in second year, thus I must use proper terminology. I need to use visual aids to help student understand the subject for the first time.
  2. Students must understand objectives/learning outcomes. Students may see how their learning fits within the course. This links their current and future locations.
  3. Prepare content. Content must be current and relatable to students and course.
  4. Delivery Method/technique to how the lecture will be presented. Using powerpoint and lecture recording were kept in mind for this. Students like visual aids so MS visio will be used for creating actual use case in software.
  5. Time limit for 15 minutes. The content and delivery must be timed. Students have limited attention spans, so teach in chunks. Pause every 10 minutes. This restores and prepares the mind to learn.

Resources on Microteaching and MicroLED

A case Study: An analysis of challenges and plagiarism in eAssessments

The chosen eLearning case study addresses the issue of problems in eAssessments, with a special emphasis on the occurrence of plagiarism in eAssessments (Kocdar et al., 2018; Marais et al., 2006). I have selected this subject after closely observing instances of plagiarism in the eAssessments I conducted in my courses. The Pacific is increasingly adopting online and blended educational approaches because they can effectively cater to people that are spread out across different locations. Nevertheless, while incorporating online learning, it is crucial to tackle the difficulties and devise remedies for issues with plagiarism in eAssessments (Francke and Bennett, 2019; Lukac and Lazareva, 2023). The precise focus of this case is to analyze the difficulties and instances of plagiarism that arise in eAssessments.

During face-to-face assessments, there are test examiners who oversee the detection of plagiarism. In addition, the use of electronic devices is not allowed, which restricts the access to internet resources during the examinations. There are two notable issues with eAssessments. Plagiarism in e-assessment is a significant issue in education, especially in the realm of online learning. Efficient strategies for dealing with plagiarism involve the utilization of plagiarism detection tools like Turnitin and Grammarly, the creation of unique assessments, the provision of education to students regarding the concept of plagiarism, the utilization of secure testing locations, the regular updating of assessment materials, and the fostering of a culture that values academic integrity. The research article will analyze the difficulties associated with eAssessments, with a particular focus on plagiarism in eAssessments, as well as provide several methods to tackle this problem.

Resources on eAssessments

Reference:

Bell, N. D. (2007). Microteaching: What is it that is going on here?. Linguistics and education, 18(1), 24-40.

Chen, Z., Yan, S., & Danesh, C. (2021). MicroLED technologies and applications: characteristics, fabrication, progress, and challenges. Journal of Physics D: Applied Physics, 54(12), 123001.

Francke, E., & Bennett, A. (2019, October). The potential influence of artificial intelligence on plagiarism: A higher education perspective. In European Conference on the Impact of Artificial Intelligence and Robotics (ECIAIR 2019) (Vol. 31, pp. 131-140).

Kocdar, S., Karadeniz, A., Peytcheva-Forsyth, R., & Stoeva, V. (2018). Cheating and plagiarism in e-assessment: Students' perspectives. Open Praxis, 10(3), 221-235.

Lukac, D., & Lazareva, A. (2023). ARTIFICIAL INTELLIGENCE AND EDUCATIONAL ASSESSMENT SYSTEM LANDSCAPE, CHALLENGES AND WAYS TO TACKLE AI BASED PLAGIARISM. In EDULEARN23 Proceedings (pp. 953-962). IATED. Konstantinou, D., Parmaxi, A., & Zaphiris, P. (2021). Mapping research directions on makerspaces in education. Educational Media International, 58(3), 223-247.

Marais, E., von Solms, B., & Argles, D. (2006). Identifying and protecting elearning systems from corrupt use and plagiarism. In 3rd International conference on e-learning for knowledge-based society, Bangkok.

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