COLLES Scales as Assessment Constructs for a Robust and Inclusive Learning for University Teacher Trainees
| dc.contributor.author | Igyu, Clement | |
| dc.contributor.author | Ada, Joan | |
| dc.contributor.author | Avchor, Emmanuel | |
| dc.contributor.author | Ada, Nicholas | |
| dc.coverage.placeName | Nigeria | |
| dc.coverage.spatial | Africa | |
| dc.date.accessioned | 2022-08-16T03:54:51Z | |
| dc.date.available | 2022-08-16T03:54:51Z | |
| dc.date.issued | 2022-09 | |
| dc.description.abstract | PCF10 Sub-theme: Building Resilience // This study investigated Constructivist On-Line Learning Environment Survey (COLLES) scales as assessment constructs for a robust and inclusive learning for university teacher trainees in the Faculty of Education, Benue State University, Makurdi. Benue Sate, Nigeria. In addition, the study examined access and ability level between male and female respondents to the online survey. The COLLES comprised an economical 24 statements grouped into six scales: relevance, reflection, interactivity, tutor support, peer support and interpretation. Each of which helped the assessors address key questions about the quality of the on-line learning environment – Modular object-oriented dynamic learning environment (Moodle). The survey received responses from a convenience sample of 341 out of a possible 429 teacher trainees over a period of 7 days who were students who enrolled online for EDU 205: Application of ICT in Education in the Faculty of Education, Benue State University, Makurdi. The study found that there was no significant difference in the mean access variable between the male and female teacher trainees; F(1, 339) = 0.049 and p = 0.826 > 0.05. Also, there was no significant difference in the mean ability level between the male and female teacher trainees; F(1, 338) = 4.950 and p = 0.027 > 0.05. The result showed that there was a significant relationship among the six subscales at 0.05 level of significance, with the strongest correlations existing between reflection and tutor support (0.617), interactivity and peer support (0.602), peer support and interpretation (0.601) and between interactivity and interpretation (0.605). The study concluded that male and female teacher trainees have similar access and ability levels to web-based learning and that there were significant correlations between their online learning activities. It was recommended among other things that e-learning and virtual education for teacher trainees should be supported by the necessary facilities and equipment to increase effectiveness. // Paper ID 3885 | |
| dc.identifier.doi | https://doi.org/10.56059/pcf10.3885 | |
| dc.identifier.uri | http://hdl.handle.net/11599/4213 | |
| dc.language.iso | en | |
| dc.publisher | Commonwealth of Learning (COL) | |
| dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
| dc.subject | Assessment | |
| dc.subject | Teacher Education | |
| dc.subject | Inclusive Education | |
| dc.subject | Gender | |
| dc.subject | Online Learning | |
| dc.title | COLLES Scales as Assessment Constructs for a Robust and Inclusive Learning for University Teacher Trainees | |
| dc.type | Working Paper | |
| dspace.entity.type |