UNISA CSET ODL Conference, 5-6 September 2013, Mount Grace Country House & Space, Magaliesburg, South Africa (unpublished), 2013
The role of academics has changed over the years from face-to-face teaching towards Open Distance... more The role of academics has changed over the years from face-to-face teaching towards Open Distance Learning (ODL). Teaching, assessment and moderation platforms have evolved to support virtual learning environments (VLE) platforms and moderating frameworks that support teaching and learning outcomes (Salmon 2003). The manual moderation process is still widely used despite being tedious, time-consuming and cost-ineffective; it relies on paperwork and presents problems regarding feedback on the assessment of answer script of students (Van Staden, 2010). Online-moderation is an essential emerging technology in the era of online teaching but the application is still novel (Morgan, 2008), and the factors that determine the user experience in using eModeration have not been theorized in any depth.
The purpose of this paper is to investigate the user-experience aspect of eModeration by considering the fundamental realities and challenges faced by users with regard to eModeration information technologies. The research is guided by the following question: How can the electronic moderation of examination scripts provide a better user experience in terms of functionality, usability, flow, interactivity, accessibility, effectiveness, efficiency, safety, learnability, memorability and user satisfaction for moderators and deans when this is compared to the paper-based moderation process? In presenting this argument, different perspectives will be explored with a specific focus on the implementation of an eModeration system that is usable and ensures user experience. Finally, the paper addresses the challenges faced by a Private Higher Education Institution (PHEI) named Midrand Graduate Institute (MGI), in successfully implementing online moderation and how this research can contribute to ensuring satisfactory user experiences from a managerial perspective.
Case studies on eAssessment and how Information Communication Technology (ICT) can support the formative assessment processes have been carried out, e.g. with reference to the submission of assignments online and regarding feedback between the lecturer as the eModerator and students (Bridge and Appleyard, 2008; Morgan, 2008; Vlachopoulos, 2008; Nicol, 2007; Salmon, 2003). According to Bridge and Appleyard (2008) the online submission of assignments and the ability to provide feedback to the student enhanced the learning experience and assisted the lecturer with record keeping of assignments. The focus of this particular study, however, is not automated marking but rather eModeration. Furthermore the relationship between the eModerator and the dean of the faculty and not between the student and lecturer are investigated.
The context is a Private Higher Education Institution in South Africa, named Midrand Graduate Institute (MGI). MGI decided to investigate the possibility of moving towards an online-moderation system to replace the manual paper-based moderation system. Initially the online moderation system was rolled out only in the Information Technology faculty. MGI used its eLearn virtual learning environments (VLE) platform as a basis for eModeration and the principals of an eModerating framework as suggested by Salmon (2003). The eModerate system is supposed to provide a user interface through which examination answer books can be submitted and graded electronically. For the purpose of the researcher’s study the online moderation system was rolled out across five faculties at the institute to all moderators over a period of two examination sessions.
Creswell (2009) identified four different worldviews: post positivism, constructivism, advocacy participatory and pragmatism. Social constructivism is often combined with interpretivism (Myers, 2009; Creswell, 2009) and is seen as an approach to qualitative research. Social constructivists assume that individuals seek to understand the world in which they live and work (Creswell, 2009). The philosophical worldview proposed in this study will be interpretivism.
The research strategy according to Oates (2006) is the overall approach to answering the research question. Case study is one of the strategies that can be used (Myers, 2009; Olivier, 2009; Creswell, 2008;Oates, 2006). Interpretive case studies generally attempt to understand phenomena through the meanings that people assign to them (Myers, 2009). Therefore the research strategy will involve a case study.
The data generation method is the means by which empirical (field) data or evidence are produced (Oates, 2006). Data can be qualitative or quantitative (Myers, 2009; Olivier, 2009; Creswell, 2008 Oates, 2006). By using more than one data generation method, the researcher will be able to look at the phenomenon of interest in different ways (Oates, 2009). The reason for combining both quantitative and qualitative data is to bring about a better understanding of a research problem (Lazar et al., 2010) by converging both quantitative numeric trends and qualitative detailed views of data and to advocate change (Creswell, 2008; Oates, 2006). The user experience of the electronic moderation process is explored using interviews (qualitative instrument) with three deans from the three faculties at MGI. For the purpose of this paper, however, only the interviews with deans are used as data sources. In these situations, closed-ended quantitative data and open-ended qualitative data have been collected. The results indicated that the proposed change in moderation has a positive impact on the turnaround time of moderators’ feedback and afforded moderators more flexibility according to the “I can moderate anywhere and at any time” principle. The paper provides some guidelines towards the development of best practices to ensure a positive user experience of eModeration at an organizational level in an ODL environment. The paper further contributes to the first quadrant of ODL research at UNISA called: research into ODL praxis with a focus on VLE, assessment and changing roles of academics and students.
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Papers by Jan Kroeze
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VAN DER POLL, A.E., VAN ZYL, I.J. and KROEZE, J.H. 2019. A systematic literature review of qualitative gamification studies in higher education. In: Rønningsbakk, L., Wu, T.T., Sandnes, F.E., Huang, Y.M. (eds.) Innovative Technologies and Learning (Second International Conference, ICITL 2019, Tromsø, Norway, December 2-5, 2019, Proceedings). Lecture Notes in Computer Science (LNCS), vol. 11937:487-497. Springer, Cham. ISSN: 1611-3349. https://doi.org/10.1007/978-3-030-35343-8_52
The purpose of this paper is to investigate the user-experience aspect of eModeration by considering the fundamental realities and challenges faced by users with regard to eModeration information technologies. The research is guided by the following question: How can the electronic moderation of examination scripts provide a better user experience in terms of functionality, usability, flow, interactivity, accessibility, effectiveness, efficiency, safety, learnability, memorability and user satisfaction for moderators and deans when this is compared to the paper-based moderation process? In presenting this argument, different perspectives will be explored with a specific focus on the implementation of an eModeration system that is usable and ensures user experience. Finally, the paper addresses the challenges faced by a Private Higher Education Institution (PHEI) named Midrand Graduate Institute (MGI), in successfully implementing online moderation and how this research can contribute to ensuring satisfactory user experiences from a managerial perspective.
Case studies on eAssessment and how Information Communication Technology (ICT) can support the formative assessment processes have been carried out, e.g. with reference to the submission of assignments online and regarding feedback between the lecturer as the eModerator and students (Bridge and Appleyard, 2008; Morgan, 2008; Vlachopoulos, 2008; Nicol, 2007; Salmon, 2003). According to Bridge and Appleyard (2008) the online submission of assignments and the ability to provide feedback to the student enhanced the learning experience and assisted the lecturer with record keeping of assignments. The focus of this particular study, however, is not automated marking but rather eModeration. Furthermore the relationship between the eModerator and the dean of the faculty and not between the student and lecturer are investigated.
The context is a Private Higher Education Institution in South Africa, named Midrand Graduate Institute (MGI). MGI decided to investigate the possibility of moving towards an online-moderation system to replace the manual paper-based moderation system. Initially the online moderation system was rolled out only in the Information Technology faculty. MGI used its eLearn virtual learning environments (VLE) platform as a basis for eModeration and the principals of an eModerating framework as suggested by Salmon (2003). The eModerate system is supposed to provide a user interface through which examination answer books can be submitted and graded electronically. For the purpose of the researcher’s study the online moderation system was rolled out across five faculties at the institute to all moderators over a period of two examination sessions.
Creswell (2009) identified four different worldviews: post positivism, constructivism, advocacy participatory and pragmatism. Social constructivism is often combined with interpretivism (Myers, 2009; Creswell, 2009) and is seen as an approach to qualitative research. Social constructivists assume that individuals seek to understand the world in which they live and work (Creswell, 2009). The philosophical worldview proposed in this study will be interpretivism.
The research strategy according to Oates (2006) is the overall approach to answering the research question. Case study is one of the strategies that can be used (Myers, 2009; Olivier, 2009; Creswell, 2008;Oates, 2006). Interpretive case studies generally attempt to understand phenomena through the meanings that people assign to them (Myers, 2009). Therefore the research strategy will involve a case study.
The data generation method is the means by which empirical (field) data or evidence are produced (Oates, 2006). Data can be qualitative or quantitative (Myers, 2009; Olivier, 2009; Creswell, 2008 Oates, 2006). By using more than one data generation method, the researcher will be able to look at the phenomenon of interest in different ways (Oates, 2009). The reason for combining both quantitative and qualitative data is to bring about a better understanding of a research problem (Lazar et al., 2010) by converging both quantitative numeric trends and qualitative detailed views of data and to advocate change (Creswell, 2008; Oates, 2006). The user experience of the electronic moderation process is explored using interviews (qualitative instrument) with three deans from the three faculties at MGI. For the purpose of this paper, however, only the interviews with deans are used as data sources. In these situations, closed-ended quantitative data and open-ended qualitative data have been collected. The results indicated that the proposed change in moderation has a positive impact on the turnaround time of moderators’ feedback and afforded moderators more flexibility according to the “I can moderate anywhere and at any time” principle. The paper provides some guidelines towards the development of best practices to ensure a positive user experience of eModeration at an organizational level in an ODL environment. The paper further contributes to the first quadrant of ODL research at UNISA called: research into ODL praxis with a focus on VLE, assessment and changing roles of academics and students.
"for I the Lord your God, am a jealous God, visiting the iniquity of the parents upon the children to the third and the fourth generation of those who hate me, but showing steadfast love to thousands of those who love me and keep my commandments".
It sounds rather unfair that God punishes the descendants of a person for his/her sins or that He shows mercy to the descendants of a person who loves Him. It is also contradictory to Deuteronomy 24:16 and Ezekiel 18, which stress personal responsibility:
"Parents shall not be put to death for their children, nor shall children be put to death for their parents; only for their own crimes may persons be put to death." (Deut. 24:16, NRSV.)
"It is only the person who sins, that shall die. If a man is righteous and does what is lawful and right .... such a one is righteous; he shall surely live .... If he has a son who is violent .... shall he then live? He shall not .... But if this man has a son who sees all the sins that his father has done, considers, and does not do likewise .... he shall not die for his father’s iniquity .... A child shall not suffer for the iniquity of a parent, nor a parent suffer for the iniquity of a child; the righteousness of the righteous shall be his own, and the wickedness of the wicked shall be his own." (Ezek. 18:4-20, NRSV.)
This paper proposes a solution for this apparent contradiction by proposing a different translation for the motivation in the second commandment. The translation of the Hebrew text of Ex. 20:4-6 is quite complicated, and there are more possibilities than the stereotype of those who hate me and of those who love me. Although the preposition :l could indeed be used to construct a genitive periphrastically (Gesenius, 1976: 419-420, §129), it can also be interpreted as a :l of regard, (dis)advantage, object or apposition (Waltke & O’Connor, 1990: 205-212). Therefore, the motivation could also be translated as follows:
* For I, the Lord, your God, am a jealous God, punishing the sin of the parents on the children, on the third and fourth generation, with regard to those who hate me, and showing loyalty to thousands, with regard to those who love Me and keep my commandments. (The reference could be to the parents or the descendants.)
* For I, the Lord, your God, am a jealous God, punishing the sin of the parents on the children, on the third and fourth generation, to the disadvantage of those who hate me, and showing loyalty to thousands, to the advantage of those who love Me and keep my commandments. (The reference could again be to the parents or the descendants).
* For I, the Lord, your God, am a jealous God, punishing the sin of the parents on the children, on the third and fourth generation, (punishing) those who hate me (direct object?), and showing loyalty to thousands, those who love Me and keep my commandments (direct object?).
* For I, the Lord, your God, am a jealous God, punishing the sin of the fathers on the children, on the third and fourth generation, i.e. on those who hate me (apposition), and showing loyalty to thousands, i.e. those who love Me and keep my commandments (apposition).
If the last possibilitiy is followed, these phrases almost get a conditional character, meaning that God will punish the descendants if they continue to hate Him, and He will show mercy to the descendants if they continue to love Him. This is parallel to the meaning of Ezek. 18. (Cf. also Hos. 4.) Another text which supports this view very strongly is Dan. 9:4 where it is said that God keeps his covenant and loyalty towards those who love Him and keep his commands, without even mentioning the generations!
When other parallel formulations of the second command are compared, it becomes clear that the whole idea of compensation or requital of the descendants is often qualified. The text of Deut. 5:9 is almost identical to Ex. 4:5-6 except for the waw before ‘l- šlšym. In Ex. 34:6-7 and Num. 14:18 the words "of those who hate Me" / "of those who love Me" are omitted (cf. also Lev. 19:4, Deut. 4:15-20, Ex. 34:14). This could be an abbreviated form which could have led to the misunderstanding of the second commandment, interpreting it as cold and rigid and apparently unfair, although Num. 14:18 is followed by vs. 20-25 where the descendants are excluded from the Lord’s punishment (cf. Num. 27:12-23). See also Jer. 32:18-19: - where the commandment is qualified by the words "rewarding all according to their ways and according to the fruit of their doings".
An interesting text is Deut. 7:10: God maintains his covenant loyalty ... to a thousand generations, but He punishes individually and personally! "Know therefore that the LORD your God is God, the faithful God who maintains covenant loyalty with those who love him and keep his commandments, to a thousand generations, and who repays in their own person those who reject him. He does not delay but repays in their own person those who reject Him." (NRSV).
In 1 Kings 21:29 we have an example of punishment on the second generation: "Have you seen how Ahab has humbled himself before me? Because he has humbled himself before Me, I will not bring the disaster in his days; but in his son’s days I will bring the disaster on his house." (NRSV.) (Cf. 2 Kings 9:24.) However, it must be noted that Joram, son of Ahab, also did what was evil in the sight of the Lord (2 Kings 3:1-3). This supports the hypothesis that God punishes the descendants if they continue in the evil ways of their ancestors. In Deut. 4:24-27 three generations sinning together are punished together.
‘n Taalsleutel by die Hebreeuse teks van Spreuke 1-9. (Th.B. research essay, PU for CHE.) 86 pp.
Die Hebreeuse genitief: ’n semanties-sintaktiese studie met besondere verwysing na die boek Spreuke. (MA mini-dissertation, PU for CHE.) 217 pp.