| Records |
| Author |
Imran, H.; Ballance, K.; Da Silva, J.M.C.; Kinshuk; Graf, S. |
| Title |
VAT-RUBARS: A Visualization and Analytical Tool for a Rule-Based Recommender System to Support Teachers in a Learner-Centered Learning Approach |
Type |
CPAPER |
| Year |
2015 |
Publication |
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Abbreviated Journal |
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| Volume |
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Issue |
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Pages |
31-38 |
| Keywords |
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| Abstract |
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| Address |
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Thesis |
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| Publisher |
Springer Singapore |
Place of Publication |
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Summary Language |
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Original Title |
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| Series Editor |
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Series Title |
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Abbreviated Series Title |
State-of-the-Art and Future Directions of Smart Learning |
| Series Volume |
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Series Issue |
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Edition |
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| ISSN |
http://id.crossref.org/isbn/978-981-287-868-7 |
ISBN |
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| Area |
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Expedition |
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Conference |
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| Impact Factor |
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Approved |
no |
| Call Number |
AU @ kstauff @ |
Serial |
830 |
| Permanent link to this record |
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| Author |
Graf, S.; Lachance, P.; Mishra, B. |
| Title |
Integrating Motivational Techniques into Learning Management Systems |
Type |
CPAPER |
| Year |
2015 |
Publication |
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Abbreviated Journal |
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| Volume |
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Issue |
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Pages |
173-184 |
| Keywords |
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| Abstract |
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| Corporate Author |
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| Publisher |
Springer Singapore |
Place of Publication |
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Original Title |
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| Series Editor |
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Series Title |
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Abbreviated Series Title |
State-of-the-Art and Future Directions of Smart Learning |
| Series Volume |
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Series Issue |
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Edition |
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| ISSN |
http://id.crossref.org/isbn/978-981-287-868-7 |
ISBN |
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Medium |
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| Area |
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Expedition |
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Conference |
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| Impact Factor |
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Approved |
no |
| Call Number |
AU @ kstauff @ |
Serial |
828 |
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| Author |
Bernard, J.; Chang, T.-W.; Popescu, E.; Graf, S. |
| Title |
Improving Learning Style Identification by Considering Different Weights of Behavior Patterns Using Particle Swarm Optimization |
Type |
CPAPER |
| Year |
2015 |
Publication |
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Abbreviated Journal |
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| Volume |
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Issue |
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Pages |
39-49 |
| Keywords |
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| Abstract |
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| Address |
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| Corporate Author |
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Thesis |
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| Publisher |
Springer Singapore |
Place of Publication |
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Editor |
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| Language |
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Summary Language |
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Original Title |
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| Series Editor |
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Series Title |
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Abbreviated Series Title |
State-of-the-Art and Future Directions of Smart Learning |
| Series Volume |
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Series Issue |
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Edition |
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| ISSN |
http://id.crossref.org/isbn/978-981-287-868-7 |
ISBN |
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Medium |
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| Area |
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Expedition |
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Conference |
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| Impact Factor |
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Approved |
no |
| Call Number |
AU @ kstauff @ |
Serial |
829 |
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| Author |
Bernard, J.; Chang, T.-W.; Popescu, E.; Graf, S. |
| Title |
Using Artificial Neural Networks to Identify Learning Styles |
Type |
CPAPER |
| Year |
2015 |
Publication |
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Abbreviated Journal |
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| Volume |
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Issue |
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Pages |
541-544 |
| Keywords |
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| Abstract |
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| Address |
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Thesis |
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| Publisher |
Springer International Publishing |
Place of Publication |
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Editor |
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Summary Language |
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Original Title |
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Series Title |
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Abbreviated Series Title |
Lecture Notes in Computer Science |
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Series Issue |
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Edition |
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| ISSN |
http://id.crossref.org/isbn/978-3-319-19773-9 |
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Expedition |
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Conference |
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Approved |
no |
| Call Number |
AU @ kstauff @ |
Serial |
832 |
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| Author |
Anderson, T.; Upton, L.; Dron, J.; Malone, J.; Poelhuber, B. |
| Title |
Social Interaction in Self-paced Distance Education |
Type |
Journal Article |
| Year |
2015 |
Publication |
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Abbreviated Journal |
Open Praxis; Vol 7, No 1 (2015) |
| Volume |
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Issue |
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Pages |
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| Keywords |
Social Networks; blogs; self-paced study; online education; web 2.0; enhanced learning |
| 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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no |
| Call Number |
AU @ jond @ |
Serial |
738 |
| Permanent link to this record |
