ERIC Number: EJ1071713
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 25
Use of Animation in Engaging Teachers and Students in Assessment in Hong Kong Higher Education
Chan, Cecilia K. Y.
Innovations in Education and Teaching International, v52 n5 p474-484 2015
Animations have long been perceived as an effective tool in teaching and learning. While students' reception towards animations has often been studied, there is also literature covering how teachers perceive and incorporate animations into their classes. At a research intensive university in Hong Kong, animations on the topic of university assessment policy, such as rubrics and grade descriptors, have been produced so that teachers can understand the latest policy quickly without attending lengthy workshops. It was found that a striking 95% of teachers reported gaining better understanding of assessment rubrics after watching the animation. This paper will present the findings from a small study on how teachers perceive the use of animations for their own professional development, and how they perceive the incorporation of animations into their own disciplines to engage students. Despite positive attitude towards the use of animation for teaching and learning, academics expressed practical and technical concerns.
Descriptors: Foreign Countries, Animation, Educational Assessment, Higher Education, Research Universities, Teaching Methods, Evaluation Methods, Scoring Rubrics, College Faculty, Teacher Attitudes, Professional Development, Positive Attitudes, Educational Technology, Electronic Learning, Educational Benefits, Instructional Effectiveness, Likert Scales, Teacher Surveys, Feasibility Studies, Use Studies
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Hong Kong