1,720,964 research outputs found
Cooperative Student Modelling in a Hypermedial Web-based Environment
No full textThe present paper focuses on a web-based environment implementing our cooperative modeling system, COSMO. COSMO was presented in previous works and consists of a system, which carries out active cooperative student modeling, building up the student model as a result of a joint tutor-student assessment. To do this, it makes a calculation of the student's self-assessment ability and then attributes variable weights to the tutor and student's assessments according to the student's estimated self-assessment ability. The system is able to update and modify the student model continually during use. Herein we describe the architecture and the various components of a hypermedial web-based environment to be able to use the COSMO model
On the Usability Evaluation of E-Learning Applications
No full textDespite the advances of the electronic technologies in e-learning, a consolidated evaluation methodology for e-learning applications does not yet exist. The goal of e-learning is to offer the users the possibility to become skillful and acquire knowledge on a new domain. The evaluation of educational software must consider its pedagogic effectiveness as well as its usability. The design of its interface should take into account the way students learn and also provide good usability so that student's interactions with the software are as natural and intuitive as possible. In this paper, we present the results obtained from a first phase of observation and analysis of the interactions of people with e-learning applications. The aim is to provide a methodology for evaluating such applications
Web-based learning in academic context
No full textIn the emerging Information Society the goal of diffusing
Information and Communication Technology (ICT) skills
in the population is a priority for all governments, and a
focus in industry and commerce and the educational
system. As a result of the growing pressures to improve
the ICT skills of whole populations, within the
educational systems of all countries there have been
substantial moves to provide PCs and Internet access in
schools and universities, and to promote their use in the
curricula. Moreover, universities are experimenting with
effective methods for developing ICT skills and
knowledge in their graduates to make them better fitted
for employment, both at the start of their careers and in
the longer term.
The Italian response to this challenge in the
teaching/learning process at university level is represented
by the CampusOne project. This work aims to illustrate
the experience gained at the University of Bari of setting
up e-learning courses imparting the basic information
technology skills.
Even if the data reported are not yet definitive, since the
distance learning and certification activities are still
ongoing, preliminary analysis has demonstrated a
satisfactory response to this new learning method by the
students involved. Full participation in the classroom
lessons and frequent access to the on-line teaching
material were recorded, and assiduous study yielded good
results during the certification phase
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
- …
