Live-Online Examination System is an online examinationing program ran by qualified live examination online perfect for your children to enhance their education online. Online examinationing is an easy way to teach kids and to let them have fun while learning. Live-Online Examination System has advanced online examinationing techniques using an advanaced online classroom to examination children online. By using an online examinationing white board, both kids and examinations can write down their thoughts and communicate effectively over the internet. Your child's most valuable tool is his/her education and online examinationing is a great tool enhancer. By using Live-Online Examination System's online examinationing services you can create a fun online examinationing environment for your child. No more driving to a examination or waiting for your examination to come to you; by using online examinationing, you simply get online and examinations are waiting and ready to help you. Live-Online Examination System's certified online examinations help kids with their homework, studying, research and other aspects of; learning, schooling and education. Live-Online Examination System also has special live examinations online that work with learning impaired and learning disabled children. Use Live-Online Examination System for online homework help, online studying help or to help examination your kids with online quizzes, exams and educational preparation.
What is Online Examination Systeming?
Online examinationing is the use of the Internet for examinationing activities, or we can say, It is the process by which a student learns via the Internet with the help of a subject expert or a examination.
How it works?
This examinationing technique involves use of several web-based programs to achieve its goals. Some of these programs or applications are email, an instant messaging, online whiteboards, etc.
t is most effective when voice, video, graphics, and text can all be used at the same time. Through the help of these applications a examination can send questions, receive accomplished exams, provide results and recommendations, clarify the concepts, assist on assignments etc. The best thing about the program is that students can learn at their own pace and from the comfort of their forms due to which a lot of other activities can be possible.
It can be applied to all student levels ranging from 1st grade to college and further.Online examinationing Services and subject examination are just some of the websites where the students register and choose one of the several packages on offer. In some of the sites there is some defined schedule, whereas in some sites students can schedule classes according to their convenience.
- What are the institutional or departmental driving forces behind offering learning online?
- Do you share some of these objectives in developing your own teaching?
- What are the main issues and areas of need for you or your students?
- What is timely, achievable and likely to generate the most useful changes?
Online Examination Systeming can be defined as teaching, support, management and assessment of students on programmes of study that involve a significant use of online technologies (TechLearn, 2000). Thus, at first glance, Online Examination Systeming is only different to examinationing in terms of the involvement of technology. Herein, however, are contained vital differences in terms of time, distance and the specific technologies adopted, and these all have implications for teaching staff. The capabilities required can be quite different to face-to-face teaching both in terms of integrating appropriate forms of technology into learning activities and in managing and supporting students' learning online.
This guidance note is aimed at teaching staff involved in designing and delivering online learning. There are unfortunately few "quick tips and tricks" for being an effective Online Examination System. The purpose of this guide is to assist lecturers in identifying the main challenges of Online Examination Systeming and to consider the kinds of skills and capabilities that being an effective Online Examination System might require. Awareness of the distinctive considerations for Online Examination Systeming coupled with a reflective approach to one's own practice, should equip teaching staff with a useful set of principles for designing and delivering teaching online. Opportunities and support at Warwick for developing online learning and teaching are also outlined and further guidance resources provided.
The core skills of a good examination are unlikely to change with a different delivery method. The list below (expanded in the Effective Online Examinationing Guidelines, 2002) offers some of the broad skills for Online Examination Systeming:
- good organisation
- familiarity with the structure of the course
- subject expertise
- ability to deploy resources effectively
- good relationships with learners
- ability to communicate
- a flexible approach.
It is absolutely not the case that a good face-to-face examination will be a good online examination, even if the necessary technical abilities are added. The examination needs to make these core skills work equally well in an online environment. A list of Online Examination System competencies is offered below (adapted from the IT Training standards, see references) to assist in identifying the major factors involved in effective Online Examination Systeming. While an awareness of the full range of competencies is helpful, some aspects of support to online learners might be provided by central services (e.g. IT training, administrative and technical support). (Note: this list specifically excludes competencies relating to the overall design and development of an online learning programme, which are covered separately.
Planning and management
- Plan how Online Examination Systeming will be employed
- Establish the technical facilities necessary to support Online Examination Systeming
- Provide administrative support
- Provide learners with technical and subject matter expertise
- Initiate activities that will facilitate learning
Communicating with learners
- Establish relationships with new learners
- Communicate appropriately with learners
- Provide learners with support and encouragement
Integrating ICT tools
- Use Web pages for communication with and between learners
- Use email for communication with learners
- Use bulletin boards and discussion forums for communication with and between learners
- Use text, audio and video conferencing for communication with and between learners
Reflecting on student and examination experiences
- Assess learners' performance
- Evaluate and continuously improve Online Examination Systeming support
Distinguishing a good online examination from an excellent one may rely on an ability to deploy technologies effectively and imaginatively - a pedagogic skill rather than a technical skill. Choosing between communication technologies such as email, conferencing, chat or videoconferencing will depend on what is appropriate to a given learning situation, rather than a knowledge of the technologies per se. Information retrieval skills will determine whether the examination makes good use of the easy access to web resources as well as an ability to evaluate the quality of materials held on remote web sites.
About Online Examination System:
Managing students online
The impact of time and place may cause anxieties for some lecturers as well as some students. The remoteness of the online learning environment can generate concerns about plagiarism and assessment of collaborative work. If courses are to be offered internationally, there may be further issues relating to language, culture, pedagogical assumptions, as well as transferability and accreditation.
Online examination time is mostly front-loaded; getting collaborative group work established is usually more demanding than keeping it active and useful. For the new Online Examination System, examination overload can be an off-putting experience. However, overload is mostly an "early adopter" phenomenon and can be spotted by three basic problems (Mason, 2000):
- too many messages (probably also true of student overload),
- messages directed solely at the examination rather than amongst student groups
- ambiguities about examination responsibilities (which conferences, frequency of log-ons, pastoral and technical support expected)
At the start, it can often simply reflect a kind of suppressed interaction on the part of the student that is opened up by provision of an online outlet. The overwhelming demands can therefore settle down over time as students become more selective about what and when they communicate online.
A useful framework is to consider the learning management issues at various stages of the course, e.g. before, during and after the course or online activity, as appropriate.
The peer-to-examination and peer-to-peer interactions made possible in online learning can bring clear benefits in terms of overcoming isolation and enhancing learning. The Online Examination System must take responsibility for choosing the types of communications, for encouraging and facilitating social and educational interactions and for ensuring that participation is appropriate and balanced. Pedagogical input and guidance will be a key task for making sure the activities are initiated, steered, nurtured, monitored, summarised and concluded effectively, including considerations of the role of assessment.