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Model of measurement of meaningful learning in distance learning environments

机译：远程学习环境中有意义学习的度量模型

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摘要

The assessment methods used in the vast majority of virtual learning environments are not satisfactory for measuring student learning, many of which provide only tools that allow for summative assessment, thus providing incorrect information about learning. Many of these environments are not able to provide responses about student learning and do not provide activities that can be monitored by verifying learning performance. Provide students with activities that can be assessed by process-based instruments, how the conceptual framework is more advantageous and effective than punctuating assessment tools based on multiple-choice, test, or project questions. This article presents a model to assess learning in virtual learning environments through the use of individual and collaborative conceptual maps, student's conceptual organization indexes and previous knowledge index. In this model the conceptual maps are evaluated qualitatively and the results are useful to, among others, define the division of the groups for development of the collaborative conceptual map and to inform the index of the conceptual structure of the student. In addition, the model provides information for students and teachers about learning performance.
机译：绝大多数虚拟学习环境中使用的评估方法不能令人满意地衡量学生的学习情况，其中许多方法仅提供允许进行汇总评估的工具，从而提供有关学习的错误信息。这些环境中的许多环境无法提供有关学生学习的响应，也无法提供可以通过验证学习成绩来监控的活动。向学生提供可以通过基于过程的工具进行评估的活动，与基于多项选择，测试或项目问题的标点评估工具相比，概念框架如何更加有利和有效。本文提出了一个模型，用于通过使用个人和协作概念图，学生的概念组织索引和以前的知识索引来评估虚拟学习环境中的学习。在此模型中，对概念图进行定性评估，结果对于定义协作概念图的组划分和告知学生概念结构的索引尤其有用。此外，该模型还为学生和教师提供有关学习成绩的信息。

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