How we Think

Thank you very much for downloading the new meaning of educational change. Maybe you have knowledge that, people have search hundreds times for their chosen novels like this the new meaning of educational change, but end up in infectious downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they juggled with some malicious virus inside their desktop computer. the new meaning of educational change is available in our digital library an online access to it is set as public so you can get it instantly. Our books collection hosts in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the new meaning of educational change is universally compatible with any devices to read.

The New Meaning Of Educational Change

脳卒中の回復期から慢性期治療 2. 危険因子の管理と再発予防

Reflective Teaching in Second Language Classrooms

/pdf/piecing-together-the-student-success-puzzle-research-4ojs1mt6ey.pdf

Piecing together the student success puzzle: research, propositions, and recommendations

Evaluating E-learning systems success : an empirical study

Massive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness. One of the major recurring issues raised in both academic literature and the popular press is the consistently high dropout rate of MOOC learners. Although many thousands of participants enrolled on these courses, the completion rate for most courses is below 13%. This paper investigates MOOC attrition from several different perspectives. Firstly, we review existing literature relating to MOOC dropout rates, bringing together existing findings on completion rates and analyses of specific courses which identify factors that correlate to likelihood of dropout. We provide a meta-analysis of the basic figures on overall dropout rates previously collected to identify relationships between course factors and dropout rates. In addition, the literature is reviewed from a qualitative perspective drawing together perspectives on reasons for dropout and methods suggested for resolving or reducing the dropout rate. Secondly, using themes emerging from the initial investigation, we provide a preliminary analysis of data gathered from a Computing MOOC run by the University of Warwick, UK and presented using a Moodle platform. Different aspects of students’ demographic data are examined to see if relationships to persistence exist. An important feature of this course is that it has been run in two different parallel modes (“traditional” MOOC mode with peer support, and “supported” mode with real time, tutored programming labs). This allows direct comparison between the dropout figures for the two different modes. Qualitative information from student evaluations is also considered. Finally, we discuss our findings relating MOOC dropout rates, considering what factors are within the control of a MOOC provider and suggesting the most promising avenues for improvement. Our results indicate that many participants who may be classed as dropouts (for example, because they do not complete the necessary components to gain a certificate) are still participating in the course in their own preferred way (either at a slower pace or with selective engagement). This suggests that the structure of “a course” may not be helpful to all participants and supporting different patterns of engagement and presentation of material may be beneficial.

Dropout rates of massive open online courses : behavioural patterns

This paper considers the problem of source code plagiarism by students within the computing disciplines and reports the results of a survey of students in Computing departments in 18 institutions in the U.K. This survey was designed to investigate how well students understand the concept of source code plagiarism and to discover what, if any, specific aspects might cause particular confusion. An analysis of the results was carried out to assess understanding by topic and to discover whether various demographic factors may have an influence on that understanding. Within the survey sample, it appeared that the demographic factors tested did not generally affect students' understanding of source code plagiarism. However, analysis of the data for specific topics revealed that there are several areas of activity where the boundary between acceptable and unacceptable behavior is not clearly understood. These findings have implications for plagiarism education programs.

/pdf/source-code-plagiarism-a-student-perspective-3lr4q5hs5r.pdf

Source Code Plagiarism—A Student Perspective

Discussion forums in massive open online courses (MOOCs) are a primary means of interaction among learners and instructors. Despite their widespread use there is concern that forums are not an effective means of promoting engagement and learning. This paper examines issues relating to forums through a brief literature review and by drawing on data from a specific MOOC run by the University of Warwick. Two parallel delivery modes allow comparison of forum participation. Results indicate that forum use overall is low and that tutor-moderation may close down participants’ discussion, while peer-support forums fail to offer adequate support.

Exploring the use of MOOC discussion forums

Academic integrity in computing education is a source of much confusion and disagreement. Studies of student and academic approaches to academic integrity in computing indicate considerable variation in practice along with confusion as to what practices are acceptable. The difficulty appears to arise in part from perceived differences between academic practice in computing education and professional practice in the computing industry, which lead to challenges in devising a consistent and meaningful approach to academic integrity. Coding practices in industry rely heavily on teamwork and use of external resources, but when computing educators seek to model industry practice in the classroom these techniques tend to conflict with standard academic integrity policies, which focus on assessing individual achievement.We have surveyed both industry professionals and computing academics about practices relating to academic integrity, and can confirm the uncertainty and variability that permeates the field. We find clear divergence in the views of these two groups, and also a broad range of practices considered acceptable by the academics.Our findings establish a clear need to clarify academic integrity issues in the context of computing education. Educators must carefully consider how academic integrity issues relate to their learning objectives, teaching approaches, and the industry practice for which they are preparing students. To this end we propose a process that fulfils two purposes: to guide academics in the consideration of academic integrity issues when designing assessment items, and to effectively communicate the resulting guidelines to students so as to reduce confusion and improve educational practice.

/pdf/negotiating-the-maze-of-academic-integrity-in-computing-4zik7un62z.pdf

Jane Sinclair

Papers

Evaluating E-learning systems success : an empirical study

Dropout rates of massive open online courses : behavioural patterns

Source Code Plagiarism—A Student Perspective

Exploring the use of MOOC discussion forums

Negotiating the Maze of Academic Integrity in Computing Education