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<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="xudKvln0F1dg1CtXr1qp3dWx8J1R3Qo0kgCEbJLHv9NpUYdQvWZMvWuksJ2aCEy6KsaoH8SclACPsU/rLAsx2Q==" /> <meta name="citation_title" content="Evaluation and co-evaluation of learning in blended learning in higher education" /> <meta name="citation_author" content="Alteridad: Revista de Educación" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/43731430/Evaluation_and_co_evaluation_of_learning_in_blended_learning_in_higher_education" /> <meta name="twitter:title" content="Evaluation and co-evaluation of learning in blended learning in higher education" /> <meta name="twitter:description" content="The study examines the use of technological tools to implement self and peer-assessment based on students´ autonomous learning and formal evaluation carried out by the teacher, taking advantage of the potential of instant feedback from the tools" /> <meta name="twitter:image" content="https://0.academia-photos.com/64179311/16670713/27439794/s200_alteridad_.revista_de_educaci_n.png" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/43731430/Evaluation_and_co_evaluation_of_learning_in_blended_learning_in_higher_education" /> <meta property="og:title" content="Evaluation and co-evaluation of learning in blended learning in higher education" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="The study examines the use of technological tools to implement self and peer-assessment based on students´ autonomous learning and formal evaluation carried out by the teacher, taking advantage of the potential of instant feedback from the tools" /> <meta property="article:author" content="https://upsq.academia.edu/RevAlteridad" /> <meta name="description" content="The study examines the use of technological tools to implement self and peer-assessment based on students´ autonomous learning and formal evaluation carried out by the teacher, taking advantage of the potential of instant feedback from the tools" /> <title>(PDF) Evaluation and co-evaluation of learning in blended learning in higher education | Alteridad: Revista de Educación - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/43731430/Evaluation_and_co_evaluation_of_learning_in_blended_learning_in_higher_education" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '90022c3fe27cb89122c9303fed524c4bc69eaedb'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732725146000); window.Aedu.timeDifference = new Date().getTime() - 1732725146000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"The study examines the use of technological tools to implement self and peer-assessment based on students´ autonomous learning and formal evaluation carried out by the teacher, taking advantage of the potential of instant feedback from the tools available in Virtual Learning Environments (VLE). The extensive implementation of VLE in higher education makes blended learning an emergent modality, automating and facilitating the monitoring of learning progress, through the pedagogical management of effective practices. The innovation proposal aims at fostering students’ autonomy and their central role in the achievement of their learning. The methodological design is correlational seeking to establish the association between the preparation of questions and online test resolution by the students and their level in performance tests administered by the teacher. It was carried out in six groups of the 2016 and 2017 cohorts in the Educational Research subject within initial teacher training programs at a Chilean university. The main results show a significant correlation between the use of the virtual environment in the construction and application of a self and peer assessment instruments in a test- typed format and their results in performance tests. It is concluded that student learning is enhanced by integrating assessment as part of the teacher training process with an active and autonomous role of students supported by educational technologies.","author":[{"@context":"https://schema.org","@type":"Person","name":"Alteridad: Revista de Educación"}],"contributor":[],"dateCreated":"2020-07-28","dateModified":"2020-07-28","datePublished":null,"headline":"Evaluation and co-evaluation of learning in blended learning in higher education","inLanguage":"en","keywords":["Higher Education","Autonomy","Blended Learning","Learning","Online Evaluation","coevaluation"],"locationCreated":null,"publication":null,"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/43731430/Evaluation_and_co_evaluation_of_learning_in_blended_learning_in_higher_education","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"upsq"}]}</script><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/single_work_page/loswp-102fa537001ba4d8dcd921ad9bd56c474abc201906ea4843e7e7efe9dfbf561d.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-8d679e925718b5e8e4b18e9a4fab37f7eaa99e43386459376559080ac8f2856a.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/button-3cea6e0ad4715ed965c49bfb15dedfc632787b32ff6d8c3a474182b231146ab7.css" /><link rel="stylesheet" media="all" 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window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":43731430,"created_at":"2020-07-28T11:29:16.168-07:00","from_world_paper_id":null,"updated_at":"2021-01-18T00:52:49.008-08:00","_data":{"abstract":"The study examines the use of technological\ntools to implement self and peer-assessment based\non students´ autonomous learning and formal evaluation\ncarried out by the teacher, taking advantage of\nthe potential of instant feedback from the tools\navailable in Virtual Learning Environments (VLE). The\nextensive implementation of VLE in higher education\nmakes blended learning an emergent modality,\nautomating and facilitating the monitoring of learning\nprogress, through the pedagogical management of\neffective practices. The innovation proposal aims at\nfostering students’ autonomy and their central role in\nthe achievement of their learning. The methodological\ndesign is correlational seeking to establish the association\nbetween the preparation of questions and online\ntest resolution by the students and their level in performance\ntests administered by the teacher. It was carried\nout in six groups of the 2016 and 2017 cohorts in\nthe Educational Research subject within initial teacher\ntraining programs at a Chilean university. The main\nresults show a significant correlation between the use\nof the virtual environment in the construction and\napplication of a self and peer assessment instruments\nin a test- typed format and their results in performance\ntests. It is concluded that student learning is enhanced\nby integrating assessment as part of the teacher training\nprocess with an active and autonomous role of\nstudents supported by educational technologies."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Evaluation and co-evaluation of learning in blended learning in higher education","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [64179311]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":64041199,"attachmentType":"pdf"}"><img alt="First page of “Evaluation and co-evaluation of learning in blended learning in higher education”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/64041199/mini_magick20200728-22371-9w11u6.png?1595960981" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Evaluation and co-evaluation of learning in blended learning in higher education</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="64179311" href="https://upsq.academia.edu/RevAlteridad"><img alt="Profile image of Alteridad: Revista de Educación" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/64179311/16670713/27439794/s65_alteridad_.revista_de_educaci_n.png" />Alteridad: Revista de Educación</a></div><div class="ds-work-card--detail"></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">The study examines the use of technological tools to implement self and peer-assessment based on students´ autonomous learning and formal evaluation carried out by the teacher, taking advantage of the potential of instant feedback from the tools available in Virtual Learning Environments (VLE). The extensive implementation of VLE in higher education makes blended learning an emergent modality, automating and facilitating the monitoring of learning progress, through the pedagogical management of effective practices. The innovation proposal aims at fostering students’ autonomy and their central role in the achievement of their learning. The methodological design is correlational seeking to establish the association between the preparation of questions and online test resolution by the students and their level in performance tests administered by the teacher. It was carried out in six groups of the 2016 and 2017 cohorts in the Educational Research subject within initial teacher training programs at a Chilean university. The main results show a significant correlation between the use of the virtual environment in the construction and application of a self and peer assessment instruments in a test- typed format and their results in performance tests. It is concluded that student learning is enhanced by integrating assessment as part of the teacher training process with an active and autonomous role of students supported by educational technologies.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":64041199,"attachmentType":"pdf","workUrl":"https://www.academia.edu/43731430/Evaluation_and_co_evaluation_of_learning_in_blended_learning_in_higher_education"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":64041199,"attachmentType":"pdf","workUrl":"https://www.academia.edu/43731430/Evaluation_and_co_evaluation_of_learning_in_blended_learning_in_higher_education"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="64041199" data-landing_url="https://www.academia.edu/43731430/Evaluation_and_co_evaluation_of_learning_in_blended_learning_in_higher_education" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="83811993" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/83811993/Co_assessment_and_self_assessment_as_types_of_evaluation_in_an_online_and_offline_blended_learning">Co-assessment and self-assessment as types of evaluation in an online and offline blended learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2554983" href="https://uab.academia.edu/Mar%C3%ADadelCarmenAlarc%C3%B3ndelAmo">María del Carmen Alarcón del Amo</a></div><p class="ds-related-work--metadata ds2-5-body-xs">8th International Conference on Higher Education Advances (HEAd'22)</p><p class="ds-related-work--abstract ds2-5-body-sm">The main objective of this research is to analyze the influence that co-assessment has on the students&#39; learning process and to analyze whether there are differences regarding the teacher&#39;s grades (hetero-assessment), the grades awarded by the students (co-assessment), and the grades that the students award themselves (self-assessment). In addition, the attitude of the students when using co-evaluation as a learning system want to find out. When analysing the data collected, it can be seen that the students are satisfied with the use of co-assessment, showing great involvement. Moreover, co-assessment, self-assessment and teacher&#39;s marks are positively correlated. Most of the self-assessment marks coincide with the teacher&#39;s marks, albeit there are 20% of students who do not coincide.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Co-assessment and self-assessment as types of evaluation in an online and offline blended learning","attachmentId":89037128,"attachmentType":"pdf","work_url":"https://www.academia.edu/83811993/Co_assessment_and_self_assessment_as_types_of_evaluation_in_an_online_and_offline_blended_learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/83811993/Co_assessment_and_self_assessment_as_types_of_evaluation_in_an_online_and_offline_blended_learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="616866" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/616866/Pombo_L_Loureiro_M_J_and_Moreira_A_2009_Evaluating_Assessment_Strategies_for_Collaborative_Learning_in_Higher_Education_blended_Learning_context_In_G_Siemens_and_C_Fulford_Eds_Proceedings_of_World_Conference_on_Educational_Multimedia_Hypermedia_and_Telecommunications_2009_pp_1848_1857_Chesapeake_VA_AACE">Pombo, L., Loureiro, M.J. & Moreira, A. (2009). Evaluating Assessment Strategies for Collaborative Learning in Higher Education blended Learning context. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 1848-1857). Chesapeake, VA: AACE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="340179" href="https://aveiro.academia.edu/MariaJo%C3%A3oLoureiro">Maria João Loureiro</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Proceedings of World Conference on …, 2009</p><p class="ds-related-work--abstract ds2-5-body-sm">This study is based on a previous experiment developed in the context of a Higher Education blended learning module of a mid-west European university, the University of Aveiro, in Portugal. Following the evaluation of a first pilot study, applied in a masters module, the doctoral module were designed. This work aims at presenting (i) the strategies, tools, activities and assessment strategies that were proposed in the doctoral blended learning module following the first pilot study; (ii) the students’ opinions concerning the module, the proposed activities and their learning; their skills related to the assessment and collaborative work developed during the module, and how they think collaborative work should be assessed. Results show that some changes occurred from the previous module, such as the use of only one site for the whole class and peer assessment which increased the collaborative work among groups and not only within the groups.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Pombo, L., Loureiro, M.J. \u0026 Moreira, A. (2009). Evaluating Assessment Strategies for Collaborative Learning in Higher Education blended Learning context. In G. Siemens \u0026 C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 1848-1857). Chesapeake, VA: AACE","attachmentId":6141114,"attachmentType":"pdf","work_url":"https://www.academia.edu/616866/Pombo_L_Loureiro_M_J_and_Moreira_A_2009_Evaluating_Assessment_Strategies_for_Collaborative_Learning_in_Higher_Education_blended_Learning_context_In_G_Siemens_and_C_Fulford_Eds_Proceedings_of_World_Conference_on_Educational_Multimedia_Hypermedia_and_Telecommunications_2009_pp_1848_1857_Chesapeake_VA_AACE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/616866/Pombo_L_Loureiro_M_J_and_Moreira_A_2009_Evaluating_Assessment_Strategies_for_Collaborative_Learning_in_Higher_Education_blended_Learning_context_In_G_Siemens_and_C_Fulford_Eds_Proceedings_of_World_Conference_on_Educational_Multimedia_Hypermedia_and_Telecommunications_2009_pp_1848_1857_Chesapeake_VA_AACE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="20498344" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/20498344/E_assessment_in_collaborative_blended_learning_evolving_practices_and_students_perceptions">E-assessment in collaborative blended learning: evolving practices and students’ perceptions</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="340179" href="https://aveiro.academia.edu/MariaJo%C3%A3oLoureiro">Maria João Loureiro</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2011</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"E-assessment in collaborative blended learning: evolving practices and students’ perceptions","attachmentId":41404884,"attachmentType":"pdf","work_url":"https://www.academia.edu/20498344/E_assessment_in_collaborative_blended_learning_evolving_practices_and_students_perceptions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/20498344/E_assessment_in_collaborative_blended_learning_evolving_practices_and_students_perceptions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="23844741" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/23844741/Blended_Learning_Implementation_of_Online_Assessment">Blended Learning: Implementation of Online Assessment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="46093847" href="https://independent.academia.edu/HannashiiCreative">Hannashii Creative</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Background: Blended learning initiative has been implemented in all Malaysian polytechnics and is mainly influenced by high amount of hands-on or practical requirements. In response to this initiative, CIDOS has been introduced to facilitate lecturers to upload their teaching modules, supplementary resources and also to conduct assessments online. There has been some pressure on the lecturers of Malaysian Polytechnics to utilize CIDOS as part of their key performance indicator. Objective: This particular research aimed to study the perceptions of students on online assessments. Results: A total of 69 students participated in the survey which is qualitative in nature, whereby students were required to express their emotions on the benefits and limitations of online assessments. The benefits of online assessment were classified into 4 general elements i.e. time management, technology usage, easy access to information and comfortability of doing the assessment. On the other hand, the limitations of online assessment as perceived by students were classified into 3 general elements i.e. time management, internet or technology problems and reliability of the assessment. All students expressed their preference towards online assessment over in-classroom assessment. Conclusion: The implementation of blended learning in Malaysian Polytechnics has put some pressure on the lecturers particularly in the utilization of CIDOS as a platform to upload teaching and learning materials as well as conducting assessments online. Online assessments may not be favoured by lecturers due to their skepticism towards the reliability of such assessments. Among the challenges in implementation of online assessment are inadequate facilities, expertise in IT, lack of awareness and attitude as well as support from management. Although online assessment may be perceived as time consuming and poorly managed due to limited access to internet by students, students perceived online assessment as beneficial in their learning endevour especially in providing comfort during assessment and facilitating peer discussion.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Blended Learning: Implementation of Online Assessment","attachmentId":44240014,"attachmentType":"pdf","work_url":"https://www.academia.edu/23844741/Blended_Learning_Implementation_of_Online_Assessment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23844741/Blended_Learning_Implementation_of_Online_Assessment"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="15670256" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15670256/Towards_Social_Regulation_and_Feedback_as_Mediators_of_Assessment_for_Learning_in_Blended_Learning">Towards Social Regulation and Feedback as Mediators of Assessment for Learning in Blended Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="264444" href="https://ufpe.academia.edu/AlexGomes">Alex S Gomes</a></div><p class="ds-related-work--metadata ds2-5-body-xs">DOI: 10.13140/2.1.3772.9289</p><p class="ds-related-work--abstract ds2-5-body-sm">This research in progress aims to present the results derived from the literature concerning the evidences, limitations and difficulties on monitoring students individually when computer technologies are introduced in their training. From the results obtained, Student's Individual Monitoring Model, here called Social Regulation, is introduced, and from its operating cycle, it is possible to understand its relevance. Moreover, the results achieved at this stage direct this research to the development of a computational tool able to assist the teachers in individual monitoring and evaluation process of the student, towards the full training, in blended learning modality. It is hoped that the tool created assists teachers in reflection of their practice, in the search for integral formation and in the overcoming of students’ difficulties. As for students, contribute to making them autonomous, actives, and responsible for their own learning and encourage them to pursuit of knowledge.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Towards Social Regulation and Feedback as Mediators of Assessment for Learning in Blended Learning","attachmentId":38760285,"attachmentType":"pdf","work_url":"https://www.academia.edu/15670256/Towards_Social_Regulation_and_Feedback_as_Mediators_of_Assessment_for_Learning_in_Blended_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15670256/Towards_Social_Regulation_and_Feedback_as_Mediators_of_Assessment_for_Learning_in_Blended_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="10516760" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/10516760/Self_assessment_via_a_blended_learning_strategy_to_improve_performance_in_an_accounting_subject">Self-assessment via a blended-learning strategy to improve performance in an accounting subject</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="25780556" href="https://granada.academia.edu/VanesaG%C3%A1mizS%C3%A1nchez">Vanesa Gámiz Sánchez</a></div><p class="ds-related-work--metadata ds2-5-body-xs">RUSC. Universities and Knowledge Society Journal, 2014</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Self-assessment via a blended-learning strategy to improve performance in an accounting subject","attachmentId":47333471,"attachmentType":"pdf","work_url":"https://www.academia.edu/10516760/Self_assessment_via_a_blended_learning_strategy_to_improve_performance_in_an_accounting_subject","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/10516760/Self_assessment_via_a_blended_learning_strategy_to_improve_performance_in_an_accounting_subject"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="96859652" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/96859652/The_Models_of_Assessment_to_Accommodate_Instructional_Domain_in_Blended_Blended_Learning">The Models of Assessment to Accommodate Instructional Domain in Blended Blended Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="166427835" href="https://independent.academia.edu/AbnaHidayatiUNP">Abna Hidayati UNP</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018), 2019</p><div class="ds-related-work--ctas"><button 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class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="107835165" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/107835165/Students_Active_Role_on_the_Assessment_of_Learning_Results_in_Blended_Learning_Environments_in_Engineering_in_Spain">Students’ Active Role on the Assessment of Learning Results in Blended-Learning Environments in Engineering in Spain</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="949346" href="https://usal.academia.edu/SusanaOlmosMiguel%C3%A1%C3%B1ez">Susana Olmos Migueláñez</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Communications in Computer and Information Science, 2013</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Students’ Active Role on the Assessment of Learning Results in Blended-Learning Environments in Engineering in Spain","attachmentId":106388286,"attachmentType":"pdf","work_url":"https://www.academia.edu/107835165/Students_Active_Role_on_the_Assessment_of_Learning_Results_in_Blended_Learning_Environments_in_Engineering_in_Spain","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/107835165/Students_Active_Role_on_the_Assessment_of_Learning_Results_in_Blended_Learning_Environments_in_Engineering_in_Spain"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="72550981" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/72550981/Promoting_Learning_and_Achievement_Through_Self_Assessment">Promoting Learning and Achievement Through Self-Assessment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="212229382" href="https://independent.academia.edu/HeidiAndrade5">Heidi Andrade</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Theory Into Practice, 2009</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Promoting Learning and Achievement Through Self-Assessment","attachmentId":81435675,"attachmentType":"pdf","work_url":"https://www.academia.edu/72550981/Promoting_Learning_and_Achievement_Through_Self_Assessment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/72550981/Promoting_Learning_and_Achievement_Through_Self_Assessment"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="114448021" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/114448021/The_Impact_of_Blended_Learning_Assisted_with_Self_Assessment_toward_Learner_Autonomy_and_Creative_Thinking_Skills">The Impact of Blended Learning Assisted with Self-Assessment toward Learner Autonomy and Creative Thinking Skills</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="194557894" href="https://independent.academia.edu/SukertiNiWayan">Ni Wayan Sukerti</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Emerging Technologies in Learning (iJET), 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">In response to the demands of the twenty-first century to educate human resources to compete in a global environment, learner autonomy and the ability to think creatively are two crucial aspects for students in vocational education. It is in response to the fact that teachers change their teaching methods to be more creative. It became one of the main reasons for conducting research on the effect of blended learning in online learning with self-assessment on learner autonomy and creative thinking skill. This study used a quasi-experimental design in the form of a pretest-posttest control group design. The total number of students in this study was 70, with 36 in the experimental group and 34 in the control group. Data collection was achieved by the use of tests and questionnaires. A test instrument in the form of a description of 10 questions was used to assess critical thinking skills, and a questionnaire instrument with 30 statements was utilized to assess learner autonomy. Quanti...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Impact of Blended Learning Assisted with Self-Assessment toward Learner Autonomy and Creative Thinking Skills","attachmentId":111143625,"attachmentType":"pdf","work_url":"https://www.academia.edu/114448021/The_Impact_of_Blended_Learning_Assisted_with_Self_Assessment_toward_Learner_Autonomy_and_Creative_Thinking_Skills","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/114448021/The_Impact_of_Blended_Learning_Assisted_with_Self_Assessment_toward_Learner_Autonomy_and_Creative_Thinking_Skills"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":64041199,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":64041199,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_64041199" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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