Enhancing E-Learning Through Teacher Support: Two Experiences

• Published in: IEEE transactions on education Vol. 52; no. 1; pp. 109 - 115
• Main Authors: Gaudioso, E., Hernandez-del-Olmo, F., Montero, M.
• Format: Journal Article
• Language: English
• Published: New York IEEE 01.02.2009; Institute of Electrical and Electronics Engineers, Inc; The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
• Subjects: Artificial Intelligence; College Faculty; College Students; Computer Science Education; Computer Software; Computer Software Evaluation; Continuing education; Distance education; Distance learning; Education; educational technology; Electronic Learning; Facilitators (Individuals); Foreign Countries; Instructional Effectiveness; Integrated Learning Systems; Learning; Least squares approximation; Machine learning; Materials; Monitoring; Monitors; Physics; Questionnaires; Science Instruction; Science Teachers; Secondary School Science; Spain; Student Attitudes; Students; Tasks; Teacher Attitudes; Teacher Effectiveness; Teacher Role; Teachers; unsupervised learning; Web Based Instruction; Spain
• ISSN: 0018-9359; 1557-9638
• DOI: 10.1109/TE.2008.919810

Teachers in e-learning play a crucial role as facilitators of the students' learning experiences. To this end, a teacher needs to monitor, understand and evaluate the activity of the students in the course. What is more, e-learning can be enhanced if tools for supporting teachers in this task are provided. In this paper, two experiences are presented to show the convenience of providing teachers with such tools. These experiences proved that providing support to teachers allowed them to assess the students more closely. As a result, the students' dropout rate in a postgraduate course was reduced and the number of students who passed a physics course in secondary education was increased.