Both reading textbooks and answering quizzes lead to better recall of learning content and better learning outcomes, especially when both forms are combined interactively. Nevertheless, existing solutions in learning ...
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Developmental stages are a linguistic concept claiming that language learning, despite its large inter-individual variance, generally progresses in an ordered, step-like manner. At the core of research has been the ac...
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The recent surge in the use of learninganalytics in education has led to the development of more adaptive and personalized learning environments (APLE). A key feature of APLE is its capability to support learning tai...
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The recent surge in the use of learninganalytics in education has led to the development of more adaptive and personalized learning environments (APLE). A key feature of APLE is its capability to support learning tailored to various student needs and goals. Although educational studies emphasize goal setting as essential for effective student learning and self-regulation, current empirical research on APLE lacks clarity on how different learning activities (such as text reading and interacting with various task types) vary among students with different learning goals and outcomes, as well as what the specific thresholds and values for these activities are. To address this gap and support further research in APLE, this study aimed to examine how students with different learning outcomes (mastering, passing, and non-passing the course) differ in their learning behaviors and cognitive engagement with course materials, as indicated by their digital trace data obtained from APLE. Conducted within a formal asynchronous distance higher education program, the study grouped students based on their final exam scores and analyzed their digital traces. The findings highlight which aspects of digital trace data correlate effectively with student performance and identify parameters of various indicators that can be useful for guiding students’ behaviors towards desired academic goals. Additionally, the study offers valuable insights by challenging conventional assumptions about the uniform efficacy of different learning tasks (quiz tasks, self-assessment tasks and expert corrected tasks) in assessing student learning progress and outcome. It prompts a discussion about the role of student self-assessment, suggesting that while it is crucial for the self-regulation and learning process, it may not be the best indicator for students’ goal attainment.
A lot of NLP tools are not maintained anymore, but might still provide some unique functionality. We investigate whether such legacy tools could be replaced by a neural network that closely imitates the original behav...
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The rapid digital turn tested universities' resilience like never before. New modes of survival and creative actions were required to cope with the COVID-19 crisis and the extreme upheaval of established ways of t...
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The rapid digital turn tested universities' resilience like never before. New modes of survival and creative actions were required to cope with the COVID-19 crisis and the extreme upheaval of established ways of teaching. While prior research has explored organizational resilience and creativity separately, their interconnection remains underexamined. This study addresses this gap by analyzing 68 interviews with university staff members working at eight European universities (located in Germany, the UK, Austria, and Estonia), investigating the interlink between organizational resilience and creativity during the pandemic and the abrupt uptake of educational technology (EdTech). We identify three organizational practices which illustrate the resilience-creativity nexus: Accumulating, Engaging, and Reassembling. Accumulating refers to universities cultivating resources and support structures, which may fall outside of normal routines, including investing in technical training and didactic support for teachers. Whereas, Engaging includes practices universities undertake to foster institutional exchange to find creative solutions for carrying out emergency remote teaching. Lastly, Reassembling refers to processes in which universities reinvent existing routines and invent new ones, including rethinking time-honoured teaching practices in light of new technological discoveries. By illustrating how these practices shaped universities' responses to disruption, this study advances our understanding of how resilience and creativity are intertwined in organizational adaptation. This suggests that resilient universities must not only cultivate robust resource structures but also embrace collaborative innovation and flexible reinvention to incorporate creativity and navigate ongoing digital transformation.
Computer-generated feedback can be created manifold. This paper compares two approaches for generating feedback: rule-based and prediction-based. Both approaches have several advantages and disadvantages, which are di...
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ISBN:
(数字)9798350362053
ISBN:
(纸本)9798350362060
Computer-generated feedback can be created manifold. This paper compares two approaches for generating feedback: rule-based and prediction-based. Both approaches have several advantages and disadvantages, which are discussed in detail considering precision, recall, human effort for model creation, and explainability requirements.
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