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Author |
Imran, H.; Ballance, K.; Da Silva, J.M.C.; Kinshuk; Graf, S. |
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Title |
VAT-RUBARS: A Visualization and Analytical Tool for a Rule-Based Recommender System to Support Teachers in a Learner-Centered Learning Approach |
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CPAPER |
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2015 |
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31-38 |
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Springer Singapore |
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State-of-the-Art and Future Directions of Smart Learning |
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http://id.crossref.org/isbn/978-981-287-868-7 |
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AU @ kstauff @ |
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830 |
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Author |
Kurcz, J.M.; Chang, T.-W.; Graf, S. |
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Title |
Improving Communication and Project Management through an Adaptive Collaborative Learning System |
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CPAPER |
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2015 |
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61-63 |
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Ieee |
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2015 IEEE 15th International Conference on Advanced Learning Technologies |
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http://id.crossref.org/isbn/978-1-4673-7334-0 |
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no |
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AU @ kstauff @ |
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831 |
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Author |
Bernard, J.; Chang, T.-W.; Popescu, E.; Graf, S. |
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Title |
Using Artificial Neural Networks to Identify Learning Styles |
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CPAPER |
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2015 |
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541-544 |
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Springer International Publishing |
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Lecture Notes in Computer Science |
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http://id.crossref.org/isbn/978-3-319-19773-9 |
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no |
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AU @ kstauff @ |
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832 |
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Author |
Chang, M. |
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Title |
Data Analytics for Education and Healthcare |
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Book Chapter |
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2015 |
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7 |
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2 |
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Athabasca University |
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2304-070x |
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no |
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AU @ kstauff @ |
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857 |
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Author |
Anderson, T.; Upton, L.; Dron, J.; Malone, J.; Poelhuber, B. |
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Title |
Social Interaction in Self-paced Distance Education |
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Journal Article |
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Year |
2015 |
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Abbreviated Journal |
Open Praxis; Vol 7, No 1 (2015) |
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Keywords |
Social Networks; blogs; self-paced study; online education; web 2.0; enhanced learning |
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Abstract |
In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these independent students to contribute archived content to enhance the course, to engage in discussions with other students and to share as little or as much personal information with each other as they wished. We describe the learning design for the intervention and present survey data of student and tutor perception of value and content analysis of the archived contributions. The results indicate that the intervention was positively received by tutors and by the majority (but not all) students and that the archive created by the students'Äô contributions was adding value to the course. We conclude that the intervention was a modest, yet manageable example of a learning enhancement to a traditional cognitive-behavioral, course that has positive impact and potential with little negative impact on workload. |
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Call Number |
AU @ jond @ |
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738 |
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