<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Paweł Bernard</style></author><author><style face="normal" font="default" size="100%">Paweł Broś</style></author><author><style face="normal" font="default" size="100%">Anna  Migdał-Mikuli</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">E-ASSESSMENT OF STUDENTS BASED ON PERSONAL RESPONSE SYSTEM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">electronic assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">interactive learning environment</style></keyword><keyword><style  face="normal" font="default" size="100%">personal response system</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=968796</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">35</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Tools for electronic assessment are being developed mainly with growth of distance learning platforms. However, the possibility of electronic testing seems to be valuable also in the classroom, which is not usually equipped with computers. For this purpose, systems of remote controllers have been in development for over ten years. The first versions of controllers were operating in infrared technology which significantly limited the amount of data that could be transferred from remote controls to computers. That allowed only using simple multiple-choice and single number questions. Those limitations excluded those systems as an effective assessment tool. 
 In recent years new versions of systems were presented. Modern remote controls are operating in radio technology and possess their own memory that makes it possible to code and send more complex questions. Also, new controllers can operate in asynchronous mode which creates the opportunity for personalization of students’ work. Thanks to new functionality, modern response systems can potentially be used as assessment tools. This fact creates new opportunities and challenges for educators in developing a methodology of use of this tool during various types of courses. Presented results were obtained during the pilot implementation of the Personal Response System - PRS RF during laboratory classes for first year students of Biophysics in years 2009-2011 at Jagiellonian University.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">11-16</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anna  Migdał-Mikuli</style></author><author><style face="normal" font="default" size="100%">Paweł Broś</style></author><author><style face="normal" font="default" size="100%">Paweł Bernard</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PURPOSE AND FORM OF REALIZATION OF THE BLENDED LEARNING SYSTEM DURING CHEMISTRY ACADEMIC COURSES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">blended learning</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">general chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">learning system</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392224018.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the academic year 2003/2004, the Department of Chemistry Didactics began modification of courses: ‘General Chemistry with the Elements of Physical Chemistry’ for the first year of biophysics and ‘Phase transitions in a Solid State’, intended for fourth-year chemistry students. The main reasons for modification of these courses were the unsatisfactory final grades of students in both courses. Preliminary research shows that students have difficulties in understanding the above-mentioned lectures due to lack of elementary knowledge. There is also a great differentiation between the levels of the skills and knowledge of students. Considering the above-mentioned situation, we have proposed to use elements of distance learning for equalization of the level of knowledge, the so-called blended learning system (Bonk &amp; Graham, 2004). The full paper presents the methodology of preparing and the application of blended learning classes at an academic level, the findings of questionnaire surveys on how students find the blended learning system and statistical analyses of exams. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">98-104</style></section></record></records></xml>