Showing papers in "International Journal of Distance Education Technologies in 2015"
TL;DR: Some of the technological challenges which developers may encounter in creating authoring tools for personalised e-learning and some of the pedagogical challenges which authors may encounter when creating personalised E-learning activities to enhance the learning experience of their students are reviewed.
Abstract: The realisation of personalised e-learning to suit an individual learner's diverse learning needs is a concept which has been explored for decades, at great expense, but is still not achievable by non-technical authors. This research reviews the area of personalised e-learning and notes some of the technological challenges which developers may encounter in creating authoring tools for personalised e-learning and some of the pedagogical challenges which authors may encounter when creating personalised e-learning activities to enhance the learning experience of their students. At present educators who wish to create personalised e-learning activities require the assistance of technical experts who are knowledgeable in the area. Even with the help of an expert the creation of personalised e-learning activities still remains a complex process to authors who are new to the concept of tailoring e-learning to suit learner diversity. Before the successful utilisation of adaptive authoring tools can be realised, academic authors need to learn how to effectively use these tools. All learners come to education with a diverse set of characteristics; educators need to decide which learner characteristic(s) they wish to focus on addressing through the use of personalised e-learning activities. Further investigation, evaluation and analyses of authoring tools is required before personalised e-learning to support learner diversity can be achieved by many academics. Research members of the AMAS (2013) project team are currently involved in developing an authoring tool for adaptive activities for e-learning.
63 citations
TL;DR: From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students’ problem-solving skills, however, theStudents’ learning achievement and motivations were quite different from expectations.
Abstract: In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students’ problem-solving skills. However, the students’ learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made. Effects of the Digital GameDevelopment Approach on Elementary School Students’ Learning Motivation, Problem Solving, and Learning Achievement
29 citations
TL;DR: There is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self- efficacy, the better use of self- regulated learning strategies.
Abstract: Massive Open Online Courses MOOCs are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated learning. Currently MOOCs are primarily offered in English, but many students are non-native English speakers. For these learners, English serves as a cross-language and cross-cultural communication medium, and English self-efficacy is a defining element affecting this language application. To further examine the impact of English self-efficacy on self-regulated learning, this study uses non-native English learners in MOOCs as test subjects. It is evident that there is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self-efficacy, the better use of self-regulated learning strategies. This study aims to offer some insight into self-regulated learning strategies of non-native English speakers taking MOOCs, so relevant instructors can subsequently provide more suitable and effective learning methods.
27 citations
TL;DR: The goal of this paper is to present the systematic mapping on LA and after it is presented, analyze its findings in the MOOCs context and provide an overview of LA and identify perspectives and challenges in themoocs context.
Abstract: Learning Analytics LA is a field that aims to optimize learning through the study of dynamical processes occurring in the students' context. It covers the measurement, collection, analysis and reporting of data about students and their contexts. This study aims at surveying existing research on LA to identify approaches, topics, and needs for future research. A systematic mapping study is launched to find as much literature as possible. The 127 papers found resulting in 116 works are classified with respect to goals, data types, techniques, stakeholders and interventions. Despite the increasing interest in field, there are no studies relating it to the Massive Open Online Courses MOOCs context. The goal of this paper is twofold, first we present the systematic mapping on LA and after we analyze its findings in the MOOCs context. As results we provide an overview of LA and identify perspectives and challenges in the MOOCs context.
26 citations
TL;DR: An interactive framework is designed using Microsoft Kinect sensor for virtual learning environment with new gesture-based questions supporting QTI-based assessment, and further a rich set of gesture commands are also introduced for practical usage in the classroom.
Abstract: With the advancements of the human computer interaction field, nowadays it is possible for the users to use their body motions, such as swiping, pushing and moving, to interact with the content of computers or smart phones without traditional input devices like mouse and keyboard. With the introduction of gesture-based interface Kinect from Microsoft it creates promising opportunities for educators to offer students easier and intuitive ways to interact with the learning systems. The integration of Kinect based applications into classroom make students' learning experience very active and joyful. In this context, this paper proposes a system for assessment in a smart classroom environment. An interactive framework is designed using Microsoft Kinect sensor for virtual learning environment with new gesture-based questions supporting QTI-based assessment, and further a rich set of gesture commands are also introduced for practical usage in the classroom. Proposed system was experimented with teachers and students then collected feedback of the users using a usability questionnaire. The results show that the participants are satisfied with the system and it demonstrates that the proposed system is simple to use, provides better functionality and motivates student learning by assessment.
15 citations
TL;DR: Two higher education efforts are presented that are designed to augment the core curriculum for undergraduate and graduate level courses associated with the field of Trauma-a field enhanced by virtual efforts due to its challenging subject matter.
Abstract: Though there is considerable research to support using Game-Based Learning GBL in higher education, its implementation is lagging behind K-12 education by an order of magnitude. By considering the current state of GBL from leadership, primary consumer, academic and technical perspectives, the authors frame the main issues involved with successfully implementing these efforts. These issues involve obtaining the resources required to make mature serious games that are similar in presentation, functionality and effectiveness to the commercial-based products so widely used today, while ensuring that they are imbued with academic content worthy of college curricula. After motivating a compelling case for GBL, despite a number of constraints and difficulties, the authors present two higher education efforts that are designed to augment the core curriculum for undergraduate and graduate level courses associated with the field of Trauma-a field enhanced by virtual efforts due to its challenging subject matter.
13 citations
TL;DR: In this research, the authors will develop an online learning platform and improve the existing methods of peer grouping and peer assessment, to promote the concept of MOOCs.
Abstract: E-learning is a progressive way of learning through online courses. Instructors pass information to learners via context and videos embedded in active webpages, so that learners intake knowledge of what they need. Now e-learning is not simply providing course materials, while the trend of Massive Open Online Courses MOOCs is recently applied widely, the concept of flipped classroom is well deployed everywhere. Courses are designed more practical, suitable, and problem-solving inclined. By this way, learners' learning effectiveness and learning motivation are triggered. In this research, the authors will develop an online learning platform and improve the existing methods of peer grouping and peer assessment, to promote the concept of MOOCs.
9 citations
TL;DR: The author designed an effective and complete method to detect source code plagiarizing according to the popular way of students' plagiarizing, and designed an improved Longest Common Subsequence algorithm for text matching, using statement as the unit for matching.
Abstract: Nowadays, computer programming is getting more necessary in the course of program design in college education. However, the trick of plagiarizing plus a little modification exists among some students' home works. It's not easy for teachers to judge if there's plagiarizing in source code or not. Traditional detection algorithms cannot fit this condition. The author designed an effective and complete method to detect source code plagiarizing according to the popular way of students' plagiarizing. There are two basic concepts of the algorithm. One is to standardize the source code via filtration against to remove the majority noises intentionally blended by plagiarists. The other one is an improved Longest Common Subsequence algorithm for text matching, using statement as the unit for matching. The authors also designed an appropriate HASH function to increase the efficiency of matching. Based on the algorithm, a system was designed and proved to be practical and sufficient, which runs well and meet the practical requirement in application.
9 citations
TL;DR: This paper’s objective was to develop an AITS, adapted for letting the learners work in several disciplinary fields of the University of the Annaba, to be able to support student guidance in her/his course by proposing her/him relevant support activities when she/he meets difficulties.
Abstract: The majority of adaptive and intelligent tutoring systems (AITS) are dedicated to a specific domain, allowing them to offer accurate models of the domain and the learner. The analysis produced from traces left by the users is didactically very precise and specific to the domain in question. It allows one to guide the learner in case of difficulty and to offer her/him some support. This paper’s objective was to develop an (AITS), adapted for letting the learners work in several disciplinary fields of the University of the Annaba. In this context, its constraint is threefold: to represent knowledge relative to several disciplinary domains, to propose interactive activities to the learners based on multiple intelligences, and finally, to be able to support student guidance in her/his course by proposing her/him relevant support activities when she/he meets difficulties. The proposed system covers all important properties such as hypertext component, adaptive sequencing, problem-solving support, intelligent solution analysis and adaptive presentation while available systems have only some of them. Architecture for an Adaptive and Intelligent Tutoring System that Considers the Learner’s Multiple Intelligences
8 citations
TL;DR: An innovative approach that combines a student concept model and the change mining mechanism is proposed to analyze the learning problems of students from their historical assessment data and results showed that those analysis results provided were helpful to the teachers in providing appropriate instructional assistance and remedial learning materials for improving the learning achievements of the students.
Abstract: Identifying learning problems of students has been recognized as an important issue for assisting teachers in improving their instructional skills or learning design strategies. The accumulated assessment data provide an excellent resource for achieving this objective. However, most of conventional testing systems only record students' test results, which are not helpful to teachers in realizing students' learning problems without further assistance. To cope with this problem, in this study, an innovative approach that combines a student concept model and the change mining mechanism is proposed to analyze the learning problems of students from their historical assessment data. The teachers received the analysis results and then used those suggestions to improve their instructional strategies. To evaluate the performance of the proposed approach, a web-based learning assessment system has been developed and an experiment has been conducted on an "Introduction to Computers" course in a university. The experimental results showed that, those analysis results provided by the innovative approach were helpful to the teachers in providing appropriate instructional assistance and remedial learning materials for improving the learning achievements of the students.
7 citations
TL;DR: The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.
Abstract: This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of “Introduction to Computer Science” as a study case to assess students’ learning effectiveness on the subject of “computer network”. The sample was 56 freshman students, who were randomly assigned to two groups, one of which used the game-based learning and the other one the Web-based video lectures. Furthermore, this study also conducted the System Usability Scale (SUS) to measure satisfaction, usability and learnability of the developed management system for instructors. Five instructors were invited to participate in the practical use and evaluation. The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.
TL;DR: Female students were found to have more critical thinking dispositions than male students and students in teacher training programs scored higher in independent and avoidant sub-scales, while students in arts and sciences programs scoredHigher in dependent, collaborative, competitive and participant sub- scales.
Abstract: This study aims to examine distance education students’ learning styles and critical thinking dispositions. This cross sectional survey was conducted on 114 Turkish distance education students from various departments in a state university. The data of the study were collected through Grasha-Riechmann Student Learning Style Scale (GRSLSS) and California Critical Thinking Disposition Inventory (CCTDI). Cronbach Alpha coefficiencies of the scales were .76 for GRSLSS and .79 for CCTDI. To analyze the data, descriptive statistics (frequencies, percentages, means and standard deviations), t-test and one-way analysis of variance tests were used. The results indicated that the dependent learning style was the most preferred style and the avoidant learning style was the least preferred style. The further analysis regarding learning style indicated that female students perceived themselves more dependent than male students. The results also indicated that students in teacher training programs scored higher in independent and avoidant sub-scales, while students in arts and sciences programs scored higher in dependent, collaborative, competitive and participant sub-scales. The results manifested that students’ critical thinking dispositions were at a low level, and they mostly had analyticity and open-mindedness dispositions. Female students were found to have more critical thinking dispositions than male students. Cross-Sectional Evaluation of Distance Education Students’ Learning Styles and Critical Thinking Dispositions in Turkey
TL;DR: This work develops a novel multimedia mobile classroom feedback system MMCFS that instantly displays students' responses, such as class-related questions or answers to questions on a quiz, on the instructor's computer.
Abstract: In the conventional classroom, many obstacles hinder interaction between an instructor and students, such as limited class hours, fixed seating, and inadequate time for meetings after class. This work develops a novel multimedia mobile classroom feedback system MMCFS that instantly displays students' responses, such as class-related questions or answers to questions on a quiz, on the instructor's computer. This system reinforces interaction between instructors and students and improves learning efficiency. Its features are as follows: 1 automatic attendance checking; 2 in-class real-time evaluation; 3 improved willingness of students to raise questions; 4 immediate grade enquiring; 5 cross-platform functionality; 6 a virtual mobile classroom; 7 data integrity; 8 low construction cost; 9 group learning; and 10 learning process recording. This system uses a client-server and three-tiered architecture models as its framework. When a class is in progress, the instructor only requires a notebook computer with a web browser, while students need a mobile phone or equivalent mobile devices with built-in Java Platform, Micro Edition J2ME and wireless support. A web server and the rear-end database can be located outside the classroom when network connections are available. Attendance checking, conducting quizzes, instant question inquiring, and grade inquiring are the four primary functions of the system. A questionnaire is applied to evaluate system's interactivity, mobility, and functionality. The 105 subjects comprised two classes of undergraduate students. The questionnaire addresses interactivity, mobility, and functionality. Its purpose was to compare the proposed system and the interactive response system IRS. Experimental results show that the proposed system has superior interactivity, mobility, and functionality.
TL;DR: Findings are consistent with previous findings that suggest that instructors can offer students an advantage by using thoughtfully planned and well-designed podcasting activities, which help their students hone the skills necessary for success in the second language L2 teaching and learning environment.
Abstract: Podcasts used as supplemental material PSM and podcasts integrated into the curriculum PIC are complementing, extending, and transforming the traditional face-to-face classroom as well as blended and online courses. This paper examines podcast download frequency among students in foreign language and literature courses over a four-year period by using both students' digital literacy skills and the instructional use of the podcasts whether PSM or PIC as predictors. As it analyses four years of trend data between the Fall semester of 2007 and the Fall semester of 2011, the authors; study reveals that the download frequency among the PIC group was relatively higher than that of the PSM group. What's more, it shows that students' digital literacy moderated their frequency of download. This is consistent with previous findings that suggest that instructors can offer students an advantage by using thoughtfully planned and well-designed podcasting activities, which help their students hone the skills necessary for success in the second language L2 teaching and learning environment.
TL;DR: This paper proposes collaborative teachers' training model with analysis and argumentation on theory, performance and learning support both inside and outside the classroom, aiming for a reference for every education trainers.
Abstract: In consideration of shortcomings of general teachers' training module, such as less chance, inefficiency, theory-practice gap and short duration, we expounds the concept and process of teachers' training module based on MOOC, discusses how MOOC platform promote collaborative teachers' training development and improve teachers' training methods and other issues in this paper. This paper proposes collaborative teachers' training model with analysis and argumentation on theory, performance and learning support both inside and outside the classroom, aiming for a reference for every education trainers.
TL;DR: The findings of the study suggest that participants were highly satisfied with the activity theme content, learning effects, and the environment and equipment, and preferred hands-on types of activities.
Abstract: This study employed Kolb's experiential learning model-specific experiences, observations of reflections, abstract conceptualization, and experiment-action in activities to serve as the theoretical basis for popular science education planning. It designed the six activity themes of "Knowledge of the Ocean, Easy to Know, See the Large from the Small, Challenge of Vessel Knowledge, Do It Yourself, and Small Book", with the National Science and Technology Museum NSTM as the research site. A questionnaire survey was distributed to 660 visitors who participated in "Large Ship! Formosa! Popular Science Education" to understand their satisfaction and preferences of the activities. The findings of the study suggest that participants were highly satisfied with the activity theme content, learning effects, and the environment and equipment. They also preferred hands-on types of activities. Particularly, "fun and interesting" and "broadening knowledge" are important factors influencing participants' willingness of participation. Finally, the results can be provided to educators, practitioners, and administrators for future promotion of popular science education.
TL;DR: Results indicate the Training Partner Program was a success in improving self-efficacy, engagement, and collaboration among trainers.
Abstract: The purpose of the study was to determine if the Training Partner Program was successful in preparing trainers to use a new distance learning platform. Results indicate the program was a success in improving self-efficacy, engagement, and collaboration among trainers. Additionally, characteristics of online trainers are identified. Online learning in higher education, business training, and elementary/secondary schools is increasing exponentially and developing effective professional development programs to prepare instructors is of paramount importance. The current study provides valuable insight for any training managers or educators developing activities and exercises to train their faculty on distance learning software and systems.
TL;DR: Investigation of beliefs about distance education held by the faculty members of Sultan Qaboos Uuniversity at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc indicated statistically significant difference in terms of gender.
Abstract: This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a questionnaire as a method of data collection. Findings of the study indicated statistically significant difference in terms of gender. Results show that female faculty members hold positive beliefs (perceptions) about the use of DE in learning and teaching whereas compared to their male colleagues. With regards to nationality, the study found statistically slight differences, wherein the Omani faculty members yielded higher scores on the positive statements and lower at the negative statements.
TL;DR: This paper tries to fill the gap by proposing an educational environment for iDTV, supported by an adequate standard for classification of learning objects for t-learning, in order to deliver educational contents for i DTV, according to users' knowledge level and suitability of contents to ongoing course.
Abstract: The support of technological resources in teaching and learning has contributed to make them more efficient and enjoyable. Through this support has become quite common to use media resources before explored only for entertainment for educational purposes, among them the TV. The interactive Digital TV iDTV provides resources that make possible the development of a plethora of educational applications. However, since TV is a mass distribution device, an aggravating factor in the use of this media for education is the presentation of contents learning objects inadequate according to both the users' previous knowledge and the subject of courses in which they are enrolled. This paper tries to fill this gap by proposing an educational environment for iDTV, supported by an adequate standard for classification of learning objects for t-learning, in order to deliver educational contents for iDTV, according to users' knowledge level and suitability of contents to ongoing course.
TL;DR: This study developed 4 weeks of subunits for the course, which includes digital learning-assisted instruction through a video clip of simulation-based training to enhance students' understanding of counter operations practice.
Abstract: The aim of this study was to develop a store service operations practice course based on simulation-based training of video clip instruction. The action research of problem-solving strategies employed for teaching are by simulated store operations. The counter operations course unit used as an example, this study developed 4 weeks of subunits for the course, which includes digital learning-assisted instruction through a video clip of simulation-based training to enhance students' understanding of counter operations practice. Finally, solutions for the problems encountered during the 4 weeks of teaching are proposed, and suggestions based on reflection about teaching methods are provided.
TL;DR: A new approach to massive open online course: project based case learning, that is, students learn knowledge by playing as different roles and doing and concluding different tasks themselves and all tasks form a whole project.
Abstract: In this article, the authors provide a new approach to massive open online course: project based case learning. Although there are many online teaching websites, such as Coursera and Edx, most of the courses are video based. That is, students learn knowledge through watching lecture videos. This method may apply to theoretical subjects, but for engineering courses-since they have strong practical background-watching videos is not an effective way for these courses. In order to solve this problem, the authors offer this new approach: that is, students learn knowledge by playing as different roles and doing and concluding different tasks themselves. And all tasks form a whole project. This project based case learning method uses "learning-by-doing" as a central theme and E-learning as a carrier. Compared with video based learning, this new method is a combination of theory and practical operation that enable the students to master the knowledge in engineering subjects more thoroughly and profoundly.
TL;DR: The results from the study show that information recall significantly varied based on age group and Web-based module content, and provide empirical evidence to suggest a general preference for placing the video in the left-upper corner of a Web module screen.
Abstract: Research in design of Web-based modules should incorporate aging as an important factor given the diversity of the current workforce. This work aims to understand how Web-Based Learning modules can be designed to accommodate young 25-35 years as well as older 55-65 years users by: 1 identifying how information sources instructor video, banners, and PowerPoint slides within a Web-based module impact user information recall; and 2 distinguishing if there are any module layout preferences based on module content, participant gender, and age group. The results from the study show that information recall significantly varied based on age group and Web-based module content, and provide empirical evidence to suggest a general preference for placing the video in the left-upper corner of a Web module screen.
TL;DR: This paper proposes a Context-aware Self-Adaptive Fractal Component based Generalized Pedagogical Agent CASA FBGPA framework for Mobile Learning that allows for the construction of PA that self-reconfigures its structure, the functional part, to conform to the unpredictable changing runtime context.
Abstract: The Pedagogical Agents PAs for Mobile Learning m-learning must be able not only to adapt the teaching to the learner knowledge level and profile but also to ensure the pedagogical efficiency within unpredictable changing runtime contexts. Therefore, to deal with this issue, this paper proposes a Context-aware Self-Adaptive Fractal Component based Generalized Pedagogical Agent CASA FBGPA framework for Mobile Learning. The proposed framework allows for the construction of PA that self-reconfigures its structure, the functional part, to conform to the unpredictable changing runtime context. To carry out the context-awareness, the PA embeds a distinct Search based Adapting Engine that dynamically monitors and assembles the appropriate linear combination of Fractal components. In addition, to avoid the rules associated conceptual holes, to deal with the conflicting objectives and to reduce the substantial overhead, the components selection is formulated as a multiobjective problem and it is tackled using a metaheuristic search method. Furthermore, to evaluate the design and the feasibility of the proposed framework, a use case and a discussion are provided.