Development of a diagnostic system using a testing-based approach for strengthening student prior knowledge

Students learn new instructions well by building on relevant prior knowledge, as it affects how instructors and students interact with the learning materials. Moreover, studies have found that good prior knowledge can enable students to attain better learning motivation, comprehension, and performance. This suggests it is important to assist students in obtaining the relevant prior knowledge, as this can enable them to engage meaningfully with the learning materials. Tests are often used to help instructors assess students’ prior knowledge. Nevertheless, conventional testing approaches usually assign only a score to each student, and this may mean that students are unable to realize their own individual weaknesses. To address this problem, instructors can diagnose the test results to provide more detailed information to each student, but this is obviously a time-consuming process. Therefore, this study proposes a testing-based diagnosis system to assist instructors and students in diagnosing and strengthening prior knowledge before new instruction is undertaken. Furthermore, an experiment was conducted to evaluate the effectiveness of the proposed approach in an interdisciplinary course, since several studies have indicated that students learn more and better in such courses when applying relevant prior knowledge to what they are learning. The experimental results show that the developed system is able to effectively diagnose students’ prior knowledge and enhance their learning motivation and performance on an interdisciplinary course. In addition, two diagnostic evaluations were also conducted to assess whether the diagnoses given by the system were consistent with the decisions of experts. The results demonstrate that the proposed system can effectively assist instructors and students in diagnosing and strengthening prior knowledge before new instruction is undertaken, since the diagnoses produced by the system were broadly consistent with those of experts.     

The impact of organisational support,technical support,and self-efficacy on faculty perceived benefits of using learning management system

This paper examines how organisational support influences learning management system (LMS) self-efficacy, technical support, and faculty-perceived benefits. An empirical study based upon responses from 379 instructors at several universities is conducted. Structural equation modelling is applied to develop and assess the measurement model, and analyse the relationships among the factors in the structural model. The results support the hypotheses that organisational support plays a primary role in enhancing faculty’s LMS self-efficacy and technical support. In turn, improved LMS self-efficacy and technical support lead to faculty-perceived benefits from using LMS. Implications are that universities can increase the use of LMS and achieve more effective outcomes from faculty for web-based distance learning and web-assisted course curricula by structuring their organisations to better support faculty in both technical and self-efficacy areas.     

CourseVis: A graphical student monitoring tool for supporting instructors in web-based distance courses

This paper presents CourseVis, a system that takes a novel approach of using Web log data generated by course management systems (CMSs) to help instructors become aware of what is happening in distance learning classes. Specifically, techniques from information visualization (IV) are employed to graphically render complex, multidimensional student tracking data. Several graphical representations are generated to help distance learning instructors get a better understanding of social, behavioural, and cognitive aspects related to learners. The evaluation of CourseVis shows that it can help instructors to quickly identify tendencies in their classes and discover individuals that might need special attention. This suggests that the effectiveness of CMSs can be improved by integrating IV techniques to generate appropriate graphical representations, similar to those produced in CourseVis.     

提高网络教学效果的方法浅析

中国的网络远程教育目前也正处于蓬勃发展的阶段,各种远教机构如雨后春笋般涌现。但在远教课程向网络转型的过渡时期,难免会有各种不尽如人意的地方。设计不够贴近学生、缺乏师生互动和技术运用的片面与僵化等是很多网络课程常有的通病。如何在课程设计上进行改进,使网络课程更具人性化,真正实现以学生为中心,是中国网络教育更上一层楼的关键问题之一。     

提高网络教学效果的方法浅析

中国的网络远程教育目前也正处于蓬勃发展的阶段，各种远教机构如雨后喜笋般涌现。但在远教课程向网络转型的过渡时期，难免会有各种不尽如人意的地方。设计不够贴近学生、缺乏师生互动和技术运用的片面与僵化等是很多网络课程常有的通病。如何在课程设计上进行改进。使网络课程更具人性化，真正实现以学生为中心，是中国网络教育更上一层楼的关键问题之一。     

Comparison of teaching and learning outcomes between video-linked,web-based,and classroom tutorials: An innovative international study of profession education in physical therapy

The influence of interactive videoconferencing (IVC) on health professional educational outcomes between Canada and Hong Kong students was examined. Three formats were compared with respect to the instruction of two circumscribed intensive care topics. The formats included international video-linked (VL) tutorials in combination with web-based tutorials (VL + WB), web-based tutorials only (WB), and conventional classroom tutorials (C). Physical therapy students were assigned to one of the three groups at each site. The learning outcomes included grades and evaluation of the learning experience. The instructors provided written feedback on their experience with the instructional formats. Grades were comparable across instructional groups at both sites with the exception of one question for the HK group. The VL + WB groups valued learning from international peers. VL learning outcomes appeared to be comparable to conventional formats and may augment students’ learning satisfaction. Modifications are recommended to accommodate differences in the language proficiency of students. The instructors acknowledged that preparation for VL tutorials was unique and challenging. Further research targeted at cross cultural interaction via IVC is needed to determine whether quality of learning outcomes are topic dependent. Cross cultural IVC appears to be both a distinct teaching as well as learning experience for health professional students.     

Personalized E-learning system with self-regulated learning assisted mechanisms for promoting learning performance

With the rapid development of Internet technologies, the conventional computer-assisted learning (CAL) is gradually moving toward to web-based learning. Additionally, instructors typically base their teaching methods to simultaneously interact with all learners in a class based on their professional disciplines in the traditional classroom learning. However, the requirements of individual learners are frequently ignored in the traditional classroom learning. Compared to the conventional classroom learning, individual learners are the focus in web-based learning environments and many web-based learning systems provide personalized learning mechanisms for individual learners. One key problem is that learners have to frequently interact with web-based learning systems even though they lack instructors to monitor their learning attitudes and behavior during learning processes. Hence, a learner’s ability to self-regulated learning is clearly an important factor affecting learning performance in a web-based learning environment. Self-regulated learning is a goal-oriented learning strategy that is very suited to self-managed learning to promote learning performance of individual learners in a web-based learning environment. However, how to assist learners in cultivating self-regulated learning abilities efficiently is an important research issue in the self-regulated learning field. This study presents a novel personalized e-learning system with self-regulated learning assisted mechanisms that help learners enhance their self-regulated learning abilities. The proposed self-regulated learning mechanisms assist learners in becoming lifelong learners who have autonomous self-regulated learning abilities. Additionally, four self-regulated learning types, based on a self-regulated learning competence index and self-regulated learning performance index, are also proposed. Experimental results demonstrate that the proposed self-regulated learning assisted mechanisms aid learners by speeding up their acquisition of self-regulated learning abilities in a personalized e-learning system, and help their learning performance.     

The efficacy of a World-Wide Web mediated formative assessment

Abstract  Two studies evaluated the effectiveness of a WWW-based formative assessment package used in undergraduate psychology courses. Students taking on-line multiple-choice tests received instant feedback on areas of weakness and how to address them. In Study 1, students used the package as an integral part of their course syllabus. Level of use correlated with performance in the end-of-course summative assessment. In Study 2, the package was used as an 'optional extra'. Both studies found that students who used the package performed better than those who did not. Such systems may be useful learning tools which students may use to enhance performance.     

Mobile formative assessment tool based on data mining techniques for supporting web-based learning

Current trends clearly indicate that online learning has become an important learning mode. However, no effective assessment mechanism for learning performance yet exists for e-learning systems. Learning performance assessment aims to evaluate what learners learned during the learning process. Traditional summative evaluation only considers final learning outcomes, without concerning the learning processes of learners. With the evolution of learning technology, the use of learning portfolios in a web-based learning environment can be beneficially adopted to record the procedure of the learning, which evaluates the learning performances of learners and produces feedback information to learners in ways that enhance their learning. Accordingly, this study presents a mobile formative assessment tool using data mining, which involves six computational intelligence theories, i.e. statistic correlation analysis, fuzzy clustering analysis, grey relational analysis, K-means clustering, fuzzy association rule mining and fuzzy inference, in order to identify the key formative assessment rules according to the web-based learning portfolios of an individual learner for the performance promotion of web-based learning. Restated, the proposed method can help teachers to precisely assess the learning performance of individual learner utilizing only the learning portfolios in a web-based learning environment. Hence, teachers can devote themselves to teaching and designing courseware, since they save a lot of time in measuring learning performance. More importantly, teachers can understand the main factors influencing learning performance in a web-based learning environment based on the interpretable learning performance assessment rules obtained. Experimental results indicate that the evaluation results of the proposed scheme are very close to those of summative assessment results and the factor analysis provides simple and clear learning performance assessment rules. Furthermore, the proposed learning feedback with formative assessment can clearly promote the learning performances and interests of learners.     

Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning course

The use of educational technology increased rapidly in higher education. Learning Management System (LMS) is the most popular educational technology system used in distance learning. There are only a few studies have been carried out to measure instructors satisfaction in distance learning courses, although instructors satisfaction is considered as very important for the course involvement and increasing the students interactions with the course content. Hence, this study proposed a detailed framework to measure instructors’ satisfaction of using LMS. The findings prove that perceived usefulness and service quality are taking the highest share on affecting the instructor satisfactions. This study limited to higher education’s instructors and used a questionnaire survey to collect the data. Hence, the LMS should be designed based on the needs of the instructors as well as the students, by adopting the latest technologies. In the contrary, building LMS without taking the instructors’ satisfaction into account will affect negatively the distance learning course outcomes.     

Attitudes towards the use of information and communication technology in management education

Information and communication technology (ICT) tools are being increasingly used to facilitate teaching in educational institutions. This study examined the attitudes of students and instructors towards using ICT tools in management education. Immediately after conducting workshops that introduced 11 ICT tools used in classroom settings, questionnaires were administered to students and instructors from three public universities in Taiwan. Responses of 242 students and 46 instructors regarding 5 domains of ICT tools – feedback, classroom mobility, publishing, collaboration, and social media – were analysed to investigate their attitude towards the use of ICT. The results revealed that students perceived the ICT tools of collaboration and social media to be helpful in learning and in increasing their future employment; in addition, the teachers found these ICT tools to be useful. Therefore, by integrating collaboration and social media in teaching and course design, teachers can enhance student participation and link students’ learning to their future employment.     

Saving time or innovating practice: Investigating perceptions and uses of Learning Management Systems

Learning Management Systems (LMS) are web-based systems that allow instructors and/or students to share materials, submit and return assignments, and communicate online. In this study, we explored the uses and perceived benefits of using a LMS to support traditional classroom teaching as reported by instructors and students at a large American Midwestern university. We examined two years of survey data focusing on specific uses of the LMS that emphasized either efficient communication or interactive teaching and learning practices. We matched aggregate user log data with corresponding survey items to see if system use was consistent with patterns seen in the survey results. Findings suggest that instructors and students value tools and activities for efficient communication more than interactive tools for innovating existing practices. However, survey item analysis reveals that instructors and students also highly value the teaching and learning tools within the LMS.     

网络探究学习模式在远程教学中的探索

介绍了网络探究学习理论,提出一种网络探究学习模式,并以＂程序设计基础＂课程为例,将这一学习模式应用到现代远程教育的具体教学过程中。教学实践表明,网络探究学习模式对于培养学生的自主学习能力有较好的效果。     

The effect of reflective learning e-journals on reading comprehension and communication in language learning

This study focused on the use of reflective learning e-journals in a university web-based English as a foreign language (EFL) course. In the study, a multimedia-based English programme comprising fifteen different units was delivered online as a one-semester instructional course. Ninety-eight undergraduate students participated, and they were divided into two groups: the treatment group used reflective learning e-journals, while the control group completed content-related exercises. The study investigated the effects of reflective learning e-journals and how students used them to aid learning. Results show that when learning from web-based instruction, students who used reflective learning e-journals outperformed students who did not do so in terms of reading comprehension. Using reflective e-journals improved the academic performance of learners in the online course. In addition, journal writing students claimed that they also improved their organisational skills and writing abilities through their reflective learning e-journal writing and found the journal writing to be a very helpful tool in reviewing the course and preparing for the exam.     

Computer support of effective peer assessment in an undergraduate programming class

Abstract Active learning is considered by many academics as an important and effective learning strategy. Assessment is integrated in learning as a tool for learning, but traditional assessment methods often encourage surface learning (passive learning) rather than deep learning (active learning). Peer assessment is a method of motivating students, involving students discussing, marking and providing feedback on other students' work, and is one of the successful approaches which can be used to enhance deep learning. Students are required to think critically about what they are learning during the peer assessment process. Tutors' marking is usually accepted as reliable, but student peers' marking in a peer assessment process is suspect. As part of a study investigating whether peer assessment can be an accurate assessment method in a computer programming course, a novel web-based peer assessment tool has been developed. In this paper, we describe the tool and report the results of evaluating the tool through experiments involving large programming classes. The results suggest that computer-mediated peer assessment is a valuable assessment approach which promotes active learning and is an accurate assessment method in a programming course.     

The effect of motivational scaffolding on procrastinators’ distance learning outcomes

The purpose of the research was to determine experimentally whether the addition of features to enhance learner motivation and collaboration, termed motivational scaffolding, to the “traditional” distance learning design improved engagement, and performance, particularly among procrastinators. Two versions of a web-based five-credit study skills course, both covering the same content and sharing all features save for the scaffolding, were compared: traditional-distance, and motivationally-scaffolded distance, during each of two terms. Motivational scaffolding consisted of using chat to run study skills support groups, where students were helped to stay on task, and instructor office hours. Students were classified as either high or low procrastinators, and randomly assigned to each version, and two instructors alternated between versions taught from one term to the other. Results showed that procrastinating students, for whom the lack of structure of distance learning may be problematic, performed better in the motivationally-scaffolded version than the traditional, while non-procrastinating students performed equally in both.     

A language learning support system using course-centered ontology and its evaluation

This paper presents a course-centered ontology for assisting learning support systems to embody the relations among knowledge points and also among the learning materials for those knowledge points. An “individual-class-individual” ontology design (first an individual-class design, then an innovative design about relations among bottom individuals), was applied to the construction of a course-centered ontology for an existing Japanese grammar course. Furthermore, a customizable language learning support system was built to manipulate the course-centered ontology to provide an interface for the learning objects arrangement which displays the visual representation of knowledge points and their relations. The intention underlying the development of the system is to encourage instructors to orient their teaching materials to specific knowledge points and even directly to relations between knowledge points. With these orientations, the learning support system is able to provide an environment in which learners can readily distinguish between related knowledge points. Finally, based on the result of a preliminary evaluation, a study to explore the impact of learning styles and learning habits on learning performance was conducted to further evaluate our ontology-based learning support system. The results of the study suggest three main points: (a) the experimental students who learned with our system achieved significantly better learning achievement than those who just did self-study with textbooks after studying the same target contents for 60 mins; (b) the learning achievement of experimental group was not related to either their learning style in Sequential/Global dimension or their habit of “learning from comparison”; (c) in terms of the learning perception of experimental group, compared to “Sequential learners”, most “Global learners” had a stronger feeling that the comparison function is useful in improving their learning performance, and the learners who don't habitually “learning from comparison” were more likely to suffer from lack of the attention and feel more pressure than those who do habitually “learning from comparison”.     

A cloud-based learning environment for developing student reflection abilities

Students learn new knowledge effectively through relevant reflection. Reflection affects how students interact with learning materials. Studies have found that good reflection abilities allow students to attain better learning motivation, comprehension, and performance. Thus, it is important to help students develop and strengthen their reflection abilities as this can enable them to engage learning materials in a meaningful manner. Face-to-face dialectical conversations are often used by instructors to facilitate student reflection. However, such conventional reflection methods are usually only usable in classroom environments, and could not be adopted for distance learning or after class. Cloud computing could be used to solve this issue. Instructor guidance and prompting for initiating reflection could be seamlessly delivered to the students’ digital devices via cloud services. Thus, instructors would be able to facilitate student reflective activities even when outside the classroom. To achieve this objective, this study proposed a cloud-based reflective learning environment to assist instructors and students in developing and strengthening reflection ability during and after actual class sessions. An additional experiment was conducted to evaluate the effectiveness of the proposed approach in an industrial course. Results show that the learning environment developed by this study is able to effectively facilitate student reflection abilities and enhance their learning motivation.     

Reflection prompts and tutor feedback in a web-based learning environment: effects on students' self-regulated learning competence

This study investigated the effects of reflection prompts and tutor feedback on the development of students' self-regulated learning competence (i.e. SRLC). In a web-based learning environment forty-two students completed a study task with embedded prompts eliciting reflection. The reflection prompts could either deal with aspects of self-regulated learning or not. In addition, the students could either receive electronic feedback from a tutor on their reflection expressions or not. The inventory of learning styles that was used to register development of the SRLC revealed a significant progress on the regulation subscales as a function of tutor feedback. An interaction between the students' evaluations of reflection prompts and tutor feedback indicated that the prompts that were related to aspects of self-regulated learning were perceived as less disturbing than the non-SRLC related prompts, especially when combined with tutor feedback. This study offers indications for the practical value of the combination of reflection prompts and tutor feedback as a promising means to develop students' SRLC in distance education applying a web-based learning environment.