基于Web的通用题库系统设计与实现

介绍了一种基于Web的通用题库系统。该系统为学习者提供在局域网远程网上实现对某一学科的主要知识点进行复习和测试的学习环境，为教师提供生成试卷、评价分析学生成绩的工具。并对实现基于Web技术的通用试题库设计中的问题进行了讨论，提出解决方案。     

改进遗传算法组卷系统的研究与实现

在学校教学工作中,考试是整个教学过程中的重要环节,它是对学生所学知识和能力的一种评价,也是衡量教师教学效果优劣的一种教育测量手段。基于Web技术的在线考试系统可以借助因特网,使得考试地点变的灵活,而且能大大地提高了工作效率,真正地实现了无纸化考试。     

基于Web的全程教学环节网上教学系统的设计与实现

介绍了一个基于Web的包含全部教学环节的网上自学型教学系统的设计与实现。该系统包括了教学课件、网上虚拟实验室、习题测验、答疑、考试等全部教学环节在内的功能模块。通过Internet平台并利用浏览器软件，学生可采用自由灵活的方式完成该门课程的全部学习任务，教师也可轻松地完成该门课程的全部教学工作。     

高等职业学校数学试题库考试系统的开发

本文针对职业技术学校的特点,设计了一个基于网络的数学试题库考试系统.实现了添加、修改和删除用户等用户管理功能,添加、维护等试题库管理功能,以及智能组卷、学生考试和自动判卷等考试功能,为学生、教师和管理员等使用者提供了一个通信和交流的平台.     

Neuro-fuzzy knowledge processing in intelligent learning environments for improved student diagnosis

In this paper, a neural network implementation for a fuzzy logic-based model of the diagnostic process is proposed as a means to achieve accurate student diagnosis and updates of the student model in Intelligent Learning Environments. The neuro-fuzzy synergy allows the diagnostic model to some extent “imitate” teachers in diagnosing students' characteristics, and equips the intelligent learning environment with reasoning capabilities that can be further used to drive pedagogical decisions depending on the student learning style. The neuro-fuzzy implementation helps to encode both structured and non-structured teachers' knowledge: when teachers' reasoning is available and well defined, it can be encoded in the form of fuzzy rules; when teachers' reasoning is not well defined but is available through practical examples illustrating their experience, then the networks can be trained to represent this experience. The proposed approach has been tested in diagnosing aspects of student's learning style in a discovery-learning environment that aims to help students to construct the concepts of vectors in physics and mathematics. The diagnosis outcomes of the model have been compared against the recommendations of a group of five experienced teachers, and the results produced by two alternative soft computing methods. The results of our pilot study show that the neuro-fuzzy model successfully manages the inherent uncertainty of the diagnostic process; especially for marginal cases, i.e. where it is very difficult, even for human tutors, to diagnose and accurately evaluate students by directly synthesizing subjective and, some times, conflicting judgments.     

Efficiency measurement and ranking of the tutorial system using IDEA

This paper considers how to conduct the efficiency measurement and ranking problem of the tutorial system of some higher education institutions (HEIs) in Taiwan more convincingly and persuasively. Measuring the efficiencies of tutors and rewarding the outstanding tutors are conducted once each academic year and have become an important part of the administration practices. The current performance evaluation methods consider only the output factors inhered in vagueness, while the input are neglected. In order to better reflect the actual situations that different tutors consume various amounts of input to produce various amounts of outputs, an IDEA (imprecise data envelopment analysis) model is proposed to measure the efficiencies of tutors under different possibility levels by incorporating the current methods to serve as output factors and additionally considering the input factor. The proposed evaluation approach, which contains efficiency measurement, ranking guide and ties broken rule, can be applied easily to obtain objective and fair results of the addressed problem. A numerical example is used to illustrate the implementation of the proposed approach.     

Risk-based test case prioritization using a fuzzy expert system

Context: The use of system requirements and their risks enables software testers to identify more important test cases that can reveal the faults associated with system components.Objective: The goal of this research is to make the requirements risk estimation process more systematic and precise by reducing subjectivity using a fuzzy expert system. Further, we provide empirical results that show that our proposed approach can improve the effectiveness of test case prioritization.Method: In this research, we used requirements modification status, complexity, security, and size of the software requirements as risk indicators and employed a fuzzy expert system to estimate the requirements risks. Further, we employed a semi-automated process to gather the required data for our approach and to make the risk estimation process less subjective.Results: The results of our study indicated that the prioritized tests based on our new approach can detect faults early, and also the approach can be effective at finding more faults earlier in the high-risk system components compared to the control techniques.Conclusion: We proposed an enhanced risk-based test case prioritization approach that estimates requirements risks systematically with a fuzzy expert system. With the proposed approach, testers can detect more faults earlier than with other control techniques. Further, the proposed semi-automated, systematic approach can easily be applied to industrial applications and can help improve regression testing effectiveness.     

Student modeling for a web-based self-assessment system

Detecting weaknesses in students’ knowledge may constitute an objective of testing. Computerized test systems, which can be tailored to students’ knowledge level, are appropriate to realize this objective. These systems are not only used to reveal the students’ knowledge, but also help tutors understand the problems in the educational process. This paper reviews the student modeling problem for computer-based test systems, and also proposes a novel method for the graphical representation of student knowledge. First, we present our test practice system ‘Intelligent’, which is followed by the evaluation of the system in real classroom conditions as well as the effect over students’ knowledge acquisition.     

Dynamic question generation system for web-based testing using particle swarm optimization

One aim of testing is to identify weaknesses in students’ knowledge. Computerized tests are now one of the most important ways to judge learning, and, selecting tailored questions for each learner is a significant part of such tests. Therefore, one current trend is that computerized adaptive tests (CATs) not only assist teachers in estimating the learning performance of students, but also facilitate understanding of problems in their learning process. These tests, must effectively and efficiently select questions from a large-scale item bank, and to cope with this problem we propose a dynamic question generation system for web-based tests using the novel approach of particle swarm optimization (PSO). The dynamic question generation system is built to select tailored questions for each learner from the item bank to satisfy multiple assessment requirements. Furthermore, the proposed approach is able to efficiently generate near-optimal questions that satisfy multiple assessment criteria. With a series of experiments, we compare the efficiency and efficacy of the PSO approach with other approaches. The experimental results show that the PSO approach is suitable for the selection of near-optimal questions from large-scale item banks.     

产生式规则在考试评分系统中的应用研究

文中着眼于解决计算机上机操作考试和语文、英语类非客观试题的智能化评分阅卷。首先介绍了使用产生式规则描述各种类型试题评分过程和方法,并通过定义产生式规则的分解和运算解决了产生式规则的简化和在关系数据库中的存储问题,建立了基于产生式规则的考试系统智能评分模型。应用该模型可以实现上机操作和客观试题评分过程的智能化、规范化,在此基础上开发的考试系统先后用于成人及中小学生信息技术考试和语文作文考试中。     

Workspaces: a Web-based workflow management system

Workspaces is a Web-based WFMS developed at the Technical University of Berlin that attempts to deal with various shortcomings of Web-based workflow management systems by employing XML. The proposed architecture combines concepts from workflow management and coordination technology and uses XML for representation and the Extensible Stylesheet Language (XSL) for processing. The author examines the system architecture and describes the prototype implementation developed with several diploma students for an experimental evaluation of the ideas.     

A Web-based automotive refrigeration troubleshooting system applying knowledge engineering approach

This study describes the generation of Web-based troubleshooting system for automotive refrigeration system using knowledge engineering approach over the Internet. The relevant technologies used in the system are discussed in detail. The aim of the proposed knowledge-based troubleshooting system (KBTS) is to integrate the troubleshooting process of automotive refrigeration system into a single architecture for retrieving knowledge and experience of technicians in automobile repairing field. The application of KBTS guides the novice or learner through different stages of the troubleshooting process enabling the creation of problem-solving list, its contents include the selection of hand tools and instrument, decision of detecting methods, procedure of disassembling/reassembling component, adjusting, and so on. Through the use of web and knowledge approach, the troubleshooting knowledge of automobile refrigeration system can be effectively incorporated into the procedure generation framework and a Web-based troubleshooting procedure generation system can also be implemented.     

Monitoring Online Tests through Data Visualization

We present an approach and a system to let tutors monitor several important aspects related to online tests, such as learner behavior and test quality. The approach includes the logging of important data related to learner interaction with the system during the execution of online tests and exploits data visualization to highlight information useful to let tutors review and improve the whole assessment process. We have focused on the discovery of behavioral patterns of learners and conceptual relationships among test items. Furthermore, we have led several experiments in our faculty in order to assess the whole approach. In particular, by analyzing the data visualization charts, we have detected several previously unknown test strategies used by the learners. Last, we have detected several correlations among questions, which gave us useful feedbacks on the test quality.     

Weathering wikis: Net-based learning meets political science in a South African university

Wikis represent flexible tools functioning as open-ended environments for collaboration while also offering process and group writing support. Here we focus on a project to innovate the use of wikis for collaborative writing within student groups in a final-year undergraduate political science course. The primary questions guiding our research were in what ways could wikis assist collaborative learning in an undergraduate course in political science and how we could support educators’ in the effective use of wikis? Curiously, wikis may serve as a mediating artifact for collaborative writing even among students who are reluctant to post online drafts. The paper raises questions concerning the nature and limits of lecturer and tutor power to deliver transformative educational innovations in relation to the capacity of students to embrace, comply with, or resist such innovation. In analysing the negotiation of the use of wikis in the course by and among the lecturer, tutors, and students, we draw on two principles in activity theory, which Yrjö Engeström argued are central to his model of expansive learning: multi-voicedness and contradictions [Engeström, Yrjö. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; Engeström, Yrjö. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work14(1), 133-156.]. We add a third principle, transparency, to more fully capture what we observed.     

以软件项目为课外实践导向的导师制在计算机类专业中的探索

本科生导师制支持和鼓励优秀教师参与本科生的学业指导工作,导师和本科生建立新型的师生关系,导师需要提高学生的学习主动性和积极性,同时引导学生树立正确的人生观和价值观。文章以计算机相关专业的本科生为目标群体,讨论了以软件项目为课外实践导向的导师制的任务和目标,设计导师制框架和实施路线,给出导师学生混合式考评机制,对本科生导师制的建设模式提出了建议,以期提高学生的计算机实践能力和沟通交流能力等。     

An enhanced Bayesian model to detect students' learning styles in Web-based courses

Abstract   Students acquire and process information in different ways depending on their learning styles. To be effective, Web-based courses should guarantee that all the students learn despite their different learning styles. To achieve this goal, we have to detect how students learn: reflecting or acting; steadily or in fits and starts; intuitively or sensitively. In a previous work, we have presented an approach that uses Bayesian networks to detect a student's learning style in Web-based courses. In this work, we present an enhanced Bayesian model designed after the analysis of the results obtained when evaluating the approach in the context of an Artificial Intelligence course. We evaluated the precision of our Bayesian approach to infer students' learning styles from the observation of their actions with a Web-based education system during three semesters. We show how the results from one semester enabled us to adjust our initial model and helped teachers improve the content of the course for the following semester, enhancing in this way students' learning process. We obtained higher precision values when inferring the learning styles with the enhanced model.     

A programmed instruction tutoring system for Java™: consideration of learning performance and software self-efficacy

An undergraduate (n=23) and a graduate (n=23) class of information systems majors used a Web-based tutoring system during the first 3-h session of a 14-week course in interface design and implementation. The tutoring system taught a simple Java™ applet as the first technical training exercise, and the instructional design was based upon programmed instruction, which is a competency-based tutoring system. Software self-efficacy was assessed prior to using the tutor and at the end of the 3-h period. Students’ interactive performances (errors and help selections) were recorded for all interfaces in the tutor. The results showed that the undergraduate students made more input and test errors than did the graduate students, but the number of students in each class who completed all eight tutor stages (18 undergraduates and 17 graduates) was almost equivalent. Forty-four of the 46 students completed the fourth tutor stage, which presented frames of information explaining the items in the program. Students who did not complete all eight stages showed more errors on the initial four stages, in comparison to students who did complete all stages. Software self-efficacy increased from pre-tutor to post-tutor occasions for both classes and for both completers and non-completers. No significant relationship was found between software self-efficacy changes and tutor learning performance. Neither was gender related to software self-efficacy changes or learning performance. Evaluations of the tutor were favorable by almost all learners. A competency-based tutoring system may produce both skill and earned self-efficacy at the level of the individual learner, without regard to variations in the learning process leading to mastery.     

WebMapMedia: a map-based Web application for facilitating participation in spatial planning

In this paper, a new map-based Web application developed for facilitating citizen participation in spatial planning is studied. Two planning experiments testing the map-based application called WebMapMedia are featured. The literature review of the paper describes attempts to utilize geographic information systems (GIS) in participation, pointing out severe weaknesses of these systems in acquiring and processing qualitative local knowledge. The results of the experiments show that the Web-based technology supports regular but short-term “lunch break participation” that occurs in the week during the office hours. The other results reveal a symbiotic relationship between conventional and Web-based means of participation and the potential of the Web-based technology to broaden participation. It is also found that if the technology can be adapted to the stages of the planning process, it may facilitate knowledge creation in the process. The Google Maps mashup based on Web 2.0 approach exhibits certain advantages over GIS-based solutions. Based on the results, it is argued that a prerequisite for the full utilization of the Web-based technology in participation is the evolution of the planning process and the attitudes of the planners.     

Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment

This research refers to the self-regulated learning strategies proposed by Pintrich (1999) in developing a multiple-choice Web-based assessment system, the Peer-Driven Assessment Module of the Web-based Assessment and Test Analysis system (PDA-WATA). The major purpose of PDA-WATA is to facilitate learner use of self-regulatory learning behaviors to perform self-regulated learning and in turn improve e-Learning effectiveness. PDA-WATA includes five main strategies: ‘Adding Answer Notes,’ ‘Stating Confidence,’ ‘Reading Peer Answer Notes,’ ‘Recommending Peer Answer Notes’ and ‘Querying Peers’ Recommendation on Personal Answer Notes’. Using these strategies, examinees are allowed to add answer notes to explain why they chose a certain option as the correct answer and state their confidence in their own answer and answer notes, for peers’ reference. In addition to reading peer answer notes, examinees can also recommend peer answer notes as valuable references. The recommendation information can also be queried by all examinees. Quasi-experimental design was adopted to understand the effectiveness of PDA-WATA in facilitating learner use of self-regulatory learning behaviors to perform self-regulated learning and in improving learner e-Learning effectiveness. Participants were 123 seventh-grade junior high school students from four classes. These four classes were randomly divided into the PDA-WATA group (n = 63) and the N-WBT group (n = 60). Before e-Learning instruction, all students took the pre-test of the Learning Process Inventory (LPI), used to understand how often learners use self-regulatory learning behaviors in the learning process, and the pre-test of the summative assessment. After a two-week e-Learning instruction, the students all took the post-test of the LPI and the summative assessment. Results indicate that students in the PDA-WATA group appear to be more willing to take the Web-based formative assessment than students in the N-WBT group. In addition, PDA-WATA appears to be significantly more effective than N-WBT in facilitating learner use of self-regulatory learning behaviors to perform self-regulated learning and in improving their e-Learning effectiveness. Moreover, this research also finds that in the PDA-WATA group, there is no significant difference between the learning effectiveness of students with a low level of self-regulated learning and students with a high level of self-regulated learning, but similar result cannot be found in the N-WBT group.     

基于网络教学平台的网络课程设计

基于网络教学平台的网络课程是便于教师管理的网络教学系统,在教学的准备、实施和反思阶段都发挥重要作用。它具备电子学档功能,为开展合作学习提供强有力的支撑环境,便于师生关注学习过程,有利于学生开展自主学习。