1,721,140 research outputs found
AUTOMATED ASSESSMENT OF ESSAYS AND SHORT-TEXT ANSWERS
No full textMaster'sMASTER OF SCIENCE IN COMPUTER SCIENCE1. Dr. Looi Chee Kit, Institute of System Science. 2. Dr. Ng Teck Khim, SMA Fellow, NU
Group metacognition in a computer-supported collaborative learning environment
No full textThis study investigated within-group metacognition during group problem solving conducted within the context of a Knowledge Forum© CSCL learning environment. Three malfunctioning groups of students from a middle-grade primary school in an inner-city school in eastern Australia participated in this study. Prior to the study, the majority of the groups' time at the computer was spent on non-productive conflict. During the study, the three groups were provided with group strategies and metacognitive scaffolds to facilitate group metacognition. The scaffolds and strategies used were derived from the literature on metacognition, co-operative learning, problem solving, and computer-supported collaborative learning. The study found that providing students with metacognitive scaffolds and group strategies resulted in positive changes in the students' group work at the computer. The students developed an understanding of how to contribute effectively to their group which enhanced the groups' problem solving and knowledge-building
Process and output: relation between transactivity, temporal synchronicity, and quality of group work during CSCL
Full text linkDo the simultaneous alignment of student activities (temporal synchronicity) and students successively building on each other's reasoning (transactivity) predict the quality of collaborative learning products ? A mixed method approach was used to study 74 first year university students who were randomly assigned to work in dyads on an ill- defined problem of biodiversity collapse in tropical forests within a CSCL setting . The st udy results revealed that neither temporal synchronicity nor transactivity correlated with the quality of group products. The qualitative analysis of chat transcripts showed the variability between the groups can be explained by group dynamic s, students’ prior knowledge, confidence in managing the learning task, collaborative strategy, and communication skills
Exploring the value of drawing in learning and assessment
No full textDrawing is increasingly recognized as a literacy of science. It is claimed that when learners draw they engage in ways that help them evaluate and transform their understanding, practice fundamental disciplinary practices and provides the basis for formative or summative assessment. This symposium draws together research on student drawing across different disciplines (e.g. Chemistry, Biology, and Anatomy) to explore the value that drawing can have in learning science and medicine. Importantly, the papers take a nuanced view of the value of drawing; attempting to avoid the sometimes overblown claims that accompany calls for particular approaches to education by addressing situations when drawing has been found to be ineffective as well as helpful. They will also focus on analysis of process data (e.g. drawings) to provide insight into when particular representational practices are helpful and how they must be executed and supported to gain these benefits
A Synergic Neuro-Fuzzy Evaluation System in Cultural Intelligence
No full textIn today’s age of globalization, cultural awareness has become a challenge for designers of tutoring systems to include the cultural dimension in the tutoring strategy and in the learning environment. Nevertheless, cultural awareness is also a domain to be learned by a student, and a competency that can be assessed. Research on cultural intelligence has provided a new perspective and presented a new way to alleviate issues arising from cross-cultural education. To date, no research on cultural intelligence has been empirically computerized with soft-computing technology. This research aims to invent a cultural intelligence computational model and to implement the model in an expert system through the use of artificial intelligence technology. The purpose of this study is to provide intercultural training for individuals to solve the intercultural adaptation problems they may be faced with in a variety of authentic crosscultural situations
Proposing an EPSS framework for the semiconductor industry
No full textTo study and proposed an EPSS framework for the semiconductor industry.Master of Arts (Instructional Design & Technology
Evaluating a Mixed-Initiative Authoring Environment:Is REDEEM for Real?
No full textThe REDEEM authoring tool allows teachers to create adapted learning environments for their students from existing material. Previous evaluations have shown that under experimental conditions REDEEM can significantly improve learning. The goals of this study were twofold: to explore if REDEEM could improve students' learning in real world situations and to examine if learners can share in the authoring decisions. REDEEM was used to create 10 courses from existing lectures that taught undergraduate statistics. An experimenter performed the content authoring and then created student categories and tutorial strategies that learners chose for themselves. All first-year psychology students were offered the opportunity to learn with REDEEM: 90 used REDEEM at least once but 77 did not. Students also completed a pre-test, 3 attitude questionnaires and their final exam was used as a post-test. Learning with REDEEM was associated with significantly better exam scores, and this remains true even when attempting to control for increased effort or ability of REDEEM users. Students explored a variety of categories and strategies, rating their option to choose this as moderately important. Consequently, whilst there is no direct evidence that allowing students this control enhanced performance, it seems likely that it increased uptake of the system
What did you do at school today? Using tablet technology to link parents to their children and teachers
No full textNo description supplie
Fostering university freshmen’s mathematical argumentation skills with collaboration scripts
Full text linkStudents often have problems formulating und using arguments in mathematical contexts. Therefore, we investigated to what extent a collaboration script helps students overcome their problems and acquire mathematical argumentation skills. In two previous studies, we showed that collaboration scripts can have positive effects on learning cross-domain argumentation skills in the mathematical context. Yet, the effectiveness of the script depended on individual prerequisites such as final high school grade (GPA) and self-regulation skills. In this study, N = 96 participants learned in one of three script conditions. We found that a high-structured domain-general collaboration script for argumentation was more effective for acquiring domain-specific mathematical argumentation skills than a low-structured or an adaptable one. Furthermore, only in the condition with the low-structured script, learners’ self-regulated learning skills played an important role for the learning outcomes
- …
