|Year : 2013 | Volume
| Issue : 1 | Page : 61-66
Perception of medical students on e-assessment conducted through Yengage portal
Latha Rajendra Kumar1, Aafiya Bedra2, Rajesh Karkera3
1 Department of Physiology and Fulbrighter, FAIMER fellow, Yenepoya Medical College, Mangalore, Karnataka, India
2 Year 2 Medical Student, Yenepoya Medical College, Mangalore, Karnataka, India
3 Information Technology, Yenepoya Medical College, Mangalore, Karnataka, India
|Date of Web Publication||21-Jun-2013|
Latha Rajendra Kumar
Department of Physiology and Fulbrighter, FAIMER fellow, Yenepoya Medical College, Deralakatte, Mangalore
Source of Support: None, Conflict of Interest: None
Introduction: E-learning includes various categories of media that distribute text, audio, images, animation, and streaming video, and includes technology applications and processes, computer-based learning, as well as local intranet/extranet learning. Information and communication systems motivate many e-learning processes. E-learning can occur in or out of the classroom. ILIAS (Integriertes Lern-, Informations- und Arbeitskooperations-System [German for "Integrated Learning, Information and Work Cooperation System"]) is an open source web-based learning management system (LMS). It supports learning content management and tools for collaboration, communication, evaluation, and assessment for University students. Materials and Methods: First year medical students were requested to register in Yengage, and the date of the assessment was announced. Twenty MCQ from cardiovascular system was preloaded in the Yengage portal, and the students used their personal laptop to answer the questions within the stipulated time. The results were automatically loaded at the end of the assessment. Pre- and post-test was conducted to investigate the usefulness of the E- assessment. Results: The students responded that the E-assessment was easy to assess, unique as they received immediate feedback, customized and flexible. There was significant difference in the post-test score when compared to the pre-test score. Discussion: Technology has created new methods of assessment for today's generation of students, and these advances are here to stay. Conclusion: It is possible to conduct online examinations in medical school regularly. The e-learning can enhance student interests and allows immediate feedback. Since e-learning is not well-established in India, we hope to create awareness and change the outlook of medical students in online teaching-learning and assessment program.
Keywords: E-learning, E- assessment, Yengage portal
|How to cite this article:|
Kumar LR, Bedra A, Karkera R. Perception of medical students on e-assessment conducted through Yengage portal. Arch Med Health Sci 2013;1:61-6
|How to cite this URL:|
Kumar LR, Bedra A, Karkera R. Perception of medical students on e-assessment conducted through Yengage portal. Arch Med Health Sci [serial online] 2013 [cited 2019 Jun 24];1:61-6. Available from: http://www.amhsjournal.org/text.asp?2013/1/1/61/113577
| Introduction|| |
E-learning comprises all forms of electronically supported learning and teaching. E-learning is essentially the computer and network-enabled transfer of skills and knowledge. E-learning is commonly referred to the intentional use of networked information and communications technology in teaching and learning. As the letter "e" in e-learning stands for the word "electronic," e-learning would incorporate all educational activities that are carried out by individuals or groups working online or offline, and synchronously or asynchronously via networked or standalone computers and other electronic devices. The term e-learning comprises a lot more than online learning, virtual learning, distributed learning, networked or web-based learning. Computer-based learning refers to the use of computers as a key component of the educational environment. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.
A Learning Management System (LMS) manages the process of learning. The marketplace offers hundreds of different LMS products priced from thousands to millions of US dollars. All LMS products manage learners, provide reports, and manage access to self-paced courses and/or instructor-led courses. Advantages like usefulness for visualizing complex processes, independent exploration of complex phenomenon, easy access, relatively low cost of production and disadvantages like limited physical interactivity, limited fidelity have been quoted in previous study.
Yengage: The Yengage Online program uses ILIAS module, University of Cologne, Germany, for online teaching. The test and assignment are uploaded, and the timing for the Yengage is a unique online program for students of Yenepoya University. Yenepoya University's Yengage program is based on open source software called ILIAS. ILIAS is basically an e-learning system designed by University of Cologne Germany. It is a powerful system for web-based teaching and learning. It is a multi-purpose tool that can be used as a flexible course player, as an authoring tool, but also as a communication and collaboration platform. ILIAS is open source software that is published under the General Public License and is free of charge for every institution and organization. ILIAS is a secure LMS that has been certified by NATO and is allowed to be used in NATO's high security intranet.
Computer-based trainings (CBTs) are self-paced learning activities accessible via a computer or handheld device. Assessing learning in a CBT usually comes in form of multiple choice questions, or other assessments that can be easily scored by a computer such as drag-and-drop, radio button, simulation or other interactive means. Assessments are easily scored and recorded via online software, providing immediate end-user feedback and completion status. Users are often able to print completion records in the form of certificates. Instead of limiting students to attending courses or reading printed manuals, students are able to acquire knowledge and skills through methods that are much more conducive to individual learning preferences.,,
The main barriers are of E-learning: Requirement for change, costs, poorly designed packages, inadequate technology, lack of skills, need for a component of face-to-face teaching, time intensive nature of e-learning, computer anxiety. A range of solutions can solve these barriers. The main solutions are: Standardization, strategies, funding, integration of e-learning into the curriculum, blended teaching, user friendly packages, access to technology, skills training, support, employers paying e-learning costs, dedicated work time for e-learning.
Use of internet skill to improve knowledge and performance is termed as E-learning. It deals with various learner opportunities like content, sequential learning, setting own pace of learning, adjusting personal experiences to learning objectives. Comparison between tradition teacher-led lectures and e-learning reveal equal effectiveness. In fact, both complement each other and are described as blended-learning strategy. Medical education which would have backing of e-learning would include digital libraries; have access to e-learning material and provision for peer review of resources. Not only does e-learning provide research opportunities but also documents scholarship.
We can look forward towards a revolution in education as individualized learning (adaptive learning), interaction with other learners (collaborative learning) and transformation role of teacher can be expected.
In the changing era of medical education and growing needs of health care delivery system, medical educators face the uphill task of teaching the medical students and future doctors. The increasing claim on educators and academicians leads to less available time for teaching than before. Adaptations in education also involve catering to community-based settings than acute care treatment previously. Genetics, palliative care treatment are subjects which can be covered by E-learning. Previously, the process of education was the focus. But now, the trend is more towards learning outcome using competency-based curricula.
Medical educators use e-learning to improve the efficiency and effectiveness of educational interventions and is gaining popularity in the last decade. Advantages of e-learning are many, and some include quick updating of content and knowledge, fast accessibility, personalized instruction, accountability and standardization of content.,, More important outcome-based assessment and assignments can be conducted online to a large group of students at different locations in the world at the same time. Active learning can also be promoted in a well-designed e-learning module, and this can enhance learners' efficiency, motivation, and flexibility of time.,,
Research has revealed increased retention rates, better utilization of contents, and better achievement of knowledge, skill, and attitudes. Diverse learning styles can be accommodated by a large list of options.
A recent development is Massive Online Open Course (MOOC) where online courses are aimed at large scale population and by distance education. There is no academic credit, but it helps learners to explore interests, gain exposure, and gives opportunity for those who lack access to college courses.,
Earlier, medical student were normally exposed to traditional methods of teaching and assessment. As a unique initiative, medical students are being exposed to e-learning and e-assessment. Online lecture notes, assignments, and formative assessment are being conducted. By being on familiar terms with the students' perception and feedback of the e-learning environment conducted, it is possible to improve the e-learning environment in our medical school.
Therefore, the objective of the study was to look into the perception of advantages and disadvantages of the e-assessment in 1st year medical students.
| Materials and Methods|| |
Online registration: As first, the students were given an extensive training on how to register for Yengage through an orientation program conducted by Yenepoya University's IT department.
Course registration: Later on, an intensive training was given to all students through a 2nd orientation program on how to register for the course, through which they were registered to the 3 main subjects namely the anatomy, physiology, and biochemistry.
Test Date: On the intended day of the e- assessment , the students were asked to bring their laptops and connect to the www. http://yengage.yenepoya.edu.in/.
From here they navigated into the Educational portal with their password. Then they were asked to select the " Medical College" and "Physiology" sections. They now could access the 20 multiple choice questions which were previously uploaded by the faculty of physiology and faculty of the computer division. The E- assessment was set to start at 11 am. A pre-determined time was set for the test to begin and close. Marks were automatically generated at the end of the test, and students could view the correct and wrong answers.
Online assignment: Two problem-based learning was conducted online with case study on shock and another case study on hypertension. Within a stipulated time, the medical students were asked to submit the answers online. These assignments were made available for one month in Yengage Since this is the first instance, when online e-learning was conducted at Yenepoya University, a survey on the students' perception on the advantages and disadvantages of the e-learning program was planned to be conducted.
Steps followed in conducting the E-Assessment through Yengage Portal
- Preparing a questionnaire [Additional file 1] on the usefulness of the e-learning Yengage Program: A questionnaire was prepared by the authors and pre-validated in 10 paramedical students. The reliability of the questionnaire was tested, and cronbach's alpha value was 0.76. The questionnaire contained questions, which were to be answered using Likerts scale and 2 Open-ended questions. This questionnaire was used in pre-test and post-test
- Yengage Program: In Yengage, the e-learning program was started in the month of November in Yenepoya medical college. As an initiative for the program, laptops with Wi-Fi facility were provided to all the 150 students of 1st year medical students.
- The student's were given an orientation of Yengage and its usage. In the lecture class, the authors encourage all students of first year medical college to register in Yengage. The navigation in Yengage was briefed by the third author and his team. Students were requested to write their password carefully and bring it for the examination
- Cardiovascular system was taken in lecture by the first author LRK, and it was briefed on how MCQ will be set up with examples. One month notice was given before the online assessment was to be conducted through Yengage. Pre-test was conducted by the second author, and all information was collected and filed
- The questions in physiology were prepared one month in advance, and the multiple choice questions were chosen from knowledge, skill, and application. The topic chosen was cardiovascular physiology. Each question was uploaded one by one into Yengage portal. The questions were saved. Some special effects were chosen wherein a student has to click on the diagram to choose an answer (regarding blood flow in the heart and closure of AV valves). The time for the exam was set at 10 am on the D day. Using the special software ILIAS, the first author LRK and third author RK added the question from word document to the Yengage site and kept in "save mode."
- One day before the online assessment, the first author LRK and third author RK met the students in the lecture hall and repeated instruction on navigation through Yengage, reminded them to bring their lap fully charged and the password. They were told to come 30 minute before time and open the webpage and keep it ready so that, exactly at 10 am, the exam could start.
- On the day of the exam, the students were seated according to their roll number in three different halls, and each hall had a physiology lecturer and computer expert with the students. Students who faced problems for logging-in were helped by the faculty from the computer section. The assessment started on time and ended in 30 minutes. Twenty-five MCQ were asked.
| Results|| |
Statistical analysis: Using percentage of agree and disagree in Likerts scale.
[Table 1] depicts the pre intervention and post interventional scores. Here the intervention is considered as the E- assessment conducted. Before the online assessment the students had some perceptions on the usefulness of E-learning through Yengage portal. The perceptions changed significantly after the online assessment
|Table 1: Student's perception about usefulness of the e-learning (n = 126)|
Click here to view
[Table 2] using Likert's scale the individual student's perception was collected on the online assessment through Yengage . Ten items which were pre-validated were asked to be answered and the table depicts the average of likert scale scores
|Table 2: Students response to online assessment through Yengage (n = 126)|
Click here to view
| Discussion|| |
The usefulness of the online Yengage system introduced for e-learning was tested in the medical students. Utility of online programs for medical education have been published previously.
Preliminary peer assessment results revealed that the networked peer-assessment model and Vee heuristic facilitated pre-service science teachers to continuously progress when designing science activities. In this paper, a networked peer assessment system was evolved where the students submit their homework via the underlying network facility. They then assess each other's homework by offering suggestions. Students then modify their original designs based on the suggestions that they receive. This procedure is repeated for two or three consecutive rounds. In this process, each student functions as an author, a reviewer, and an adapter, and helps to improve critical thinking.
Scholars commonly find many negative impacts of traditional paper-and-pencil assessment methods in research. Examination-oriented instruction and the inability to assess high-order cognitive abilities and affective attributes are some examples.,
Chang discussed the design and development of a web-based learning portfolio (WBLP) system for authentic assessment, to help record, display, and monitor student learning process. The functions of the WBLP system include portfolio creation, portfolio browse, portfolio guide, portfolio discussion board, portfolio class bulletin, suggestion board, student data maintenance, and system management.
A study in Taiwan constructed and evaluated a web-based learning portfolio (WBLP) of authentic assessment, in order to help record, display, search, and analyze student learning process data. The WBLP system was implemented in a course for summative evaluation of the system, which includes user-based and expert-based evaluations in terms of system functions, overall design and interface operation, implementation and uses, and impacts on learning. Most students consider the system to be helpful with respect to improving learning and accomplishing quality.
E-learning methods are increasingly being used in medical schools due to their unique values in teaching-learning and assessment. Medical students of Yenepoya University were engaged in online learning and assessment, and their parents were informed of the same.
In their response, the medical students felt that there were many advantages and many disadvantages. Among the advantages, they said they were exposed to new ways of learning, they got immediate result, reduced malpractices, ability to cope up with the contemporary world by use of advanced technology, depth testing of knowledge by click of a mouse on the diagrams given online, could avoid writing with a pen, option to select and deselect the answer was great, were able to learn time management, unique and different from conventional assessments.
The disadvantages mentioned by the students were: Internet access was not good, power and electricity breakdown slows the process, some students misused the opportunity to copy from friends, some had problems in registering and log-in into the Yengage, and there was a delay in the start of the exam.
While most students found this an innovate way to conduct assessment and reported that this was the first time that the 150 students brought their laptop to the college. They were enthusiastic and seated well before the examination was to begin. The teams from the computer section were very helpful and arrived 30 minutes earlier. The students were helped to register with their unique password. Two students forgot the password and had to get help to reset the password.
Ninety-five percent of the students could access the examination and do it in the stipulated time. Those who had problems in connectivity were given a second chance. Once the exam was complete, the students were able to see the correct answers and get their scores immediately. This caused great excitation in the students as they could correct their mistakes and learn from the errors they had committed.
E-learning is now being routinely used for systems in physiology and also done by anatomy and biochemistry. In order to enhance the utility, this study has led to curriculum changes and 5% on internal assessment is now being given to the Yengage-run online assessments.
Internet connectivity poses a major problem in e-learning. Internet is slow many times, and connections are disrupted. Some server does not hold the major load, and this forces the e- assessment to be done in 4 sittings of smaller groups. Only 126 out of 150 participated in answering the post-test questionnaire.
| Conclusion|| |
It is possible to conduct online examinations in medical school regularly. The e-learning can enhance student interests and allows immediate feedback. Since e-learning is not well-established in India, we hope to create awareness and change the outlook of medical students in online teaching-learning and assessment program. This can lead to development of innovative curriculum. Higher education in India is undergoing rapid progress, and this project can contribute in providing structure to the undergraduate curriculum
| References|| |
|1.||Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Acad Med 2006;81:207-12. |
|2.||Masiello I, Ramberg R, Lonka K. Learning in a web based system in medical education. Med Teach 2005;27:561-3. |
|3.||Anderson N. Applicant and recruiter reactions to new technology in selection: A critical review and agenda for future research. Int J Sel Assess 2003;11:121-36. |
|4.||Tavangarian D., Leypold M., Nölting K., Röser M., Is e-Learning the Solution for Individual Learning? Journal of e-Learning, 2004. |
|5.||Allen IE, Seaman J. Sizing the Opportunity: The Quality and Extent of Online Education in the United States, 2002 and 2003 Wellesley, MA: The Sloan Consortium; 2003. |
|6.||Childs S, Blenkinsopp E, Hall A, Walton G. Effective e-learning for health professionals and students--barriers and their solutions. A systematic review of the literature-findings from the HeXL project. Health Info Libr J 2005;22(Suppl 2):20-32. |
|7.||Ozuah PO. Undergraduate medical education: thoughts on future challenges. BMC Med Educ 2002;2:8-10. |
|8.||Nair BR, Finucane PM. Reforming medical education to enhance the management of chronic disease. Med J Aust 2003;179:257-9. |
|9.||Leung WC. Competency based medical training: Review. BMJ 2002;325:693-6. |
|10.||Rosenberg M. E-Learning: Strategies for Delivering Knowledge in the Digital Age. New York: McGraw-Hill; 2001. |
|11.||Wentling T, Waight C, Gallaher J, La Fleur J, Wang C, Kanfer A. E-Learning: A Review of Literature 2000. Available from: http://learning.ncsa.uiuc.edu/papers/elearnlit.pdf*#. [Last accessed on 2005 Nov 22]. Urbana-Champaign, IL: University of Illinois National Center for Supercomputer Applications; 2000. |
|12.||Moberg TF, Whitcomb ME. Educational technology to facilitate medical students' learning: Background paper 2 of the medical school objectives project. Acad Med 1999;74:1146-50. |
|13.||Ward JP, Gordon J, Field MJ, Lehmann HP. Communication and information technology in medical education. Lancet 2001;357:792-6. |
|14.||Masie E. Blended learning: The magic is in the mix. In: Rossett A, editor. The ASTD E-Learning Handbook. New York: McGraw-Hill; 2002. p. 58-63. |
|15.||Chu LF, Chan BK. Evolution of web site design: Implications for medical education on the Internet. Comput Biol Med 1998;28:459-72. |
|16.||Chodorow S. Educators must take the electronic revolution seriously. Acad Med 1996;71:221-6. |
|17.||Gibbons A, Fairweather P. Computer-based instruction. In: Tobias S, Fletcher J, editors. Training and Retraining: A Handbook for Business, Industry, Government, and the Military. New York: Macmillan Reference USA; 2000. p. 410-42. |
|18.||Clark D. Psychological myths in e-learning. Med Teach 2002;24:598-604. |
|19.||Benefits and Challenges of a MOOC". MoocGuide. Jul 7, 2011, Retrieved May 20, 2013. Available at http://moocguide.wikispaces.com/2.+Benefits+and+challenges+of+a+MOOC. |
|20.||Pappano L. The Year of the MOOC. New York: The New York Times; 2012. |
|21.||Kumar L R and Sarbadhikari S N, Perceptions of medical educational research activity among medical educators undergoing educational leadership programs, National Journal of Integrated Research in Medicine. 2010;1:33-43. |
|22.||Tsai CC, Liu EZ, Lin SJ, Yuan SM. A Networked Peer Assessment System Based on a Vee Heuristic. Innov Educ Teach Int 2001;38:220-30. |
|23.||Glaser R, Silver E. Assessment, testing, and instruction: Retrospect and prospect. Rev Res Educ 1994;20:393-419. |
|24.||Herman JL. What research tells us about good assessment. Educ Leadersh 1992;49:74-8. |
|25.||Chang Chi-Cheng Building A Web-Based Learning Portfolio for Authentic Assessment., Institute of Technological and Vocational , Proceedings of the International Conference on Computers in Education (ICCE'02). |
|26.||Chang CC. Construction and evaluation of a Web-Based learning portfolio system: An electronic assessment tool, web based portfolio, IETI 38, 2, page 144. |
[Table 1], [Table 2]