Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)最新文献

{"title":"TRAINING PREFERENCES OF ADULT LEARNERS IN ONLINE LEARNING ENVIRONMENTS: DISTANCE LEARNING GATE","authors":"Muhittin Şahin, Cennet Terzi Müftüoglu, Savaş Ceylan, Salim Atay","doi":"10.33965/celda2022_202207c044","DOIUrl":"https://doi.org/10.33965/celda2022_202207c044","url":null,"abstract":"Adults are independent learners and are expected to direct their own learning. Nowadays, there are many MOOC platforms preferred by adult learners. Many states have adapted to these developments and established an online learning platform in order to carry out the training and development activities of civil servants. The Presidency of the Republic of Türkiye Human Resources Office has established the Distance Learning Gate (DLG) platform in order to carry out educational activities. In this study, learning preferences of adult learners were determined in order to improve the relevant online learning environment and to structure appropriate trainings for public personnel. For this purpose, the training preferences of adult learners were determined according to their title groups and education levels. The participants of the research consisted of 4864 civil servants who received training from the DLG platform. According to the results, it was determined that adult learners preferred personal development training the most and professional development training in the last place. It is seen that the servants in the service title group that watched the most training in all categories according to the title groups. It is seen that the groups that received the least education are the senior manager and manager title group. On the other hand, it has been determined that the number of adult learners' training and the education categories differ according to the education level. According to the findings, it is seen that those who watched the most education are adults at the compulsory primary education level, while those who watched the least education are those who are at the graduate level. This research includes the first phase of a series of research and a design-based research. As a first step, the training preferences of adult learners were determined. In the next stage, a recommendation system will be integrated into the DLG platform based on the determined profiles.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117187650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE EQUITY OF PEDAGOGICAL APPROACHES IN E-LEARNING INITIATIVES IN HIGHER EDUCATION INSTITUTIONS IN UNITED ARAB EMIRATES","authors":"","doi":"10.33965/celda2022_202207c043","DOIUrl":"https://doi.org/10.33965/celda2022_202207c043","url":null,"abstract":"","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128228398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE PATTERN OF TEST-TAKING EFFORT ACROSS ITEMS IN COGNITIVE ABILITY TEST: A LATENT CLASS ANALYSIS","authors":"Hanif Akhtar","doi":"10.33965/celda2022_202207l021","DOIUrl":"https://doi.org/10.33965/celda2022_202207l021","url":null,"abstract":"When examinees perceive a test as low stakes, it is logical to assume that some of them will not put out their maximum effort. This condition makes the validity of the test results more complicated. Although many studies have investigated motivational fluctuation across tests during a testing session, only a small number of studies have investigated motivational fluctuation across items within a single test. This study aims to examine the pattern of test-taking effort across items in cognitive ability tests when items are presented in a random order manner. Response Time Effort (RTE) was used as a measure of test-taking effort. This measure calculates the proportion of rapid responses in the test based on the response times for each item. Data from 213 university students completing the inductive reasoning test was examined using latent class analysis. The results suggested that examinees in low-stakes testing have different patterns of effort across items. Examinees who consistently provided a high level of effort across items had higher test performance, test-taking engagement, and RTE. Item position and item difficulty are also correlated negatively with test-taking effort. Implications of these results for researchers and practitioners are discussed.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"30 136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131498302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"FLIPPED LEARNING IN CORPORATE CONTEXTS: A CASE STUDY","authors":"E. Gentile, Paola Plantamura, T. Roselli, Veronica Rossano","doi":"10.33965/celda2022_202207l028","DOIUrl":"https://doi.org/10.33965/celda2022_202207l028","url":null,"abstract":"Flipped Learning is an active teaching methodology that consists of reversing learning times and spaces. It entails that the teacher prepares and provides in advance the content to be studied so that, during the lecture, there is more time to do exercises and practice the concepts learned during self-study. In this process, the feedback that the teacher provides to students on their level of understanding, as well as the learning outcomes and observations that students, in turn, provide to the teacher, play a key role to adapt the learning path to the learners’ actual needs. The paper aims to present a first case study of the application of Flipped Learning in the corporate setting. The case study involved a small company that is one of the partners in the national project L.I.F.T","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"11 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125011629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ON THE EFFECTIVENESS OF AN AI-DRIVEN EDUCATIONAL RESOURCE RECOMMENDATION SYSTEM FOR HIGHER EDUCATION","authors":"Johannes Schrumpf","doi":"10.33965/celda2022_202207c052","DOIUrl":"https://doi.org/10.33965/celda2022_202207c052","url":null,"abstract":"Digital resources offer a vast assortment of educational opportunities for students in higher education. From 2018 to 2022, a digital study assistant (DSA), named SIDDATA, was developed at three German universities and consequently field-tested. One of the DSA’s features is an AI-driven natural language interface for educational resource recommendation. This paper performs an analysis of the effectiveness of recommendations, by analyzing data generated over the course of two years of DSA usage. We find that although initial user interest is high, only a small percentage of users engage with the recommendation feature. Furthermore, we find that quality of recommendations was perceived as mixed to negative.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129554216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}