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Int. J. Distance Educ. Technol.最新文献

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A Framework for Large-Scale Automatic Fluency Assessment 一个大规模自动流利度评估框架
Int. J. Distance Educ. Technol. Pub Date : 2021-07-01 DOI: 10.4018/IJDET.2021070105
Warley Almeida Silva, Luiz Carlos Carchedi, Jorão Gomes, João Victor de Souza, E. Barrére, J. Souza
{"title":"A Framework for Large-Scale Automatic Fluency Assessment","authors":"Warley Almeida Silva, Luiz Carlos Carchedi, Jorão Gomes, João Victor de Souza, E. Barrére, J. Souza","doi":"10.4018/IJDET.2021070105","DOIUrl":"https://doi.org/10.4018/IJDET.2021070105","url":null,"abstract":"Learning assessments are important to monitor the progress of students throughout the teaching process. In the digital era, many local and large-scale learning assessments are conducted through technological tools. In this view, a large-scale learning assessment can be designed to tackle one or multiple parts of the teaching process. Oral reading fluency assessments evaluate the ability to read reference texts. However, even though the use of applications to collect the reading of the students avoids logistics costs and speeds up the process, the evaluation of recordings has become a challenging task. Therefore, this work presents a computational solution for large-scale precision-critical fluency assessment. The goal is to build an approach based on automatic speech recognition (ASR) for the automatic evaluation of the oral reading fluency of children and reduce hiring costs as much as possible.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133859338","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}
引用次数: 1
Students' Perceived Difficulty and Satisfaction in Face-to-Face vs. Online Sections of a Technology-Intensive Course 学生在面对面与在线技术密集课程中的感知难度和满意度
Int. J. Distance Educ. Technol. Pub Date : 2021-07-01 DOI: 10.4018/IJDET.2021070101
Sang Joon Lee, Jeremiah N. Nuatomue
{"title":"Students' Perceived Difficulty and Satisfaction in Face-to-Face vs. Online Sections of a Technology-Intensive Course","authors":"Sang Joon Lee, Jeremiah N. Nuatomue","doi":"10.4018/IJDET.2021070101","DOIUrl":"https://doi.org/10.4018/IJDET.2021070101","url":null,"abstract":"One of the major concerns about online learning has been the low level of student satisfaction and retention rates. Using the community of inquiry (CoI) framework, this study examined course delivery modes and students' perceived ratings of course difficulty in online and face-to-face sections of a technology-intensive course and how the delivery modes and perceived difficulty were related to the essential elements of the CoI framework and course satisfaction. The findings revealed that more students in the online section found it difficult to learn in a technology-intensive course. Also, while different delivery modes were closely related to social presence, students' perceived course difficulty was significantly related to teaching and cognitive presences of the CoI framework. Additionally, there was a correlation between students' perceived difficulty ratings and student satisfaction in online learning.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126656979","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}
引用次数: 4
Exploring the Relationship Between MOOC Resource Management and Students' Perceived Benefits and Satisfaction via SEM 基于SEM的MOOC资源管理与学生感知利益和满意度的关系研究
Int. J. Distance Educ. Technol. Pub Date : 2021-07-01 DOI: 10.4018/IJDET.2021070104
W. S. Yue, Simin Ghavifekr
{"title":"Exploring the Relationship Between MOOC Resource Management and Students' Perceived Benefits and Satisfaction via SEM","authors":"W. S. Yue, Simin Ghavifekr","doi":"10.4018/IJDET.2021070104","DOIUrl":"https://doi.org/10.4018/IJDET.2021070104","url":null,"abstract":"Student satisfaction has become a crucial measure in massive open online course (MOOC) learning experience. Students with high satisfaction not only bring the long-term benefits to higher education, but also help to sustain MOOCs as a source of revenue. Thus, this study is aimed to examine the contributing factors of sustainability implementation model of MOOCs from the students' perceptions. A total of 763 undergraduate students in Malaysia participated MOOCs in this study. The proposed research model was evaluated via survey analysis and followed by the structural equation modelling analysis. The findings indicated that pedagogy and enrolment of MOOC are significant antecedents to predict students' perceived benefits and satisfaction. Moreover, students' perceived benefit is a vital mediator to their satisfaction on MOOC implementation. The implications of this study on MOOC implementation and its sustainability in higher education institutions are also discussed.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125447455","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}
引用次数: 1
A Meta-Analysis of Online Learning Outcomes and Their Gender Differences 网络学习成果及其性别差异的元分析
Int. J. Distance Educ. Technol. Pub Date : 2021-07-01 DOI: 10.4018/IJDET.2021070103
Zhonggen Yu, Liheng Yu
{"title":"A Meta-Analysis of Online Learning Outcomes and Their Gender Differences","authors":"Zhonggen Yu, Liheng Yu","doi":"10.4018/IJDET.2021070103","DOIUrl":"https://doi.org/10.4018/IJDET.2021070103","url":null,"abstract":"In this COVID-19 pandemic, learners across the world are encouraged to stay at home receiving online education, which has nearly caused various learning outcomes. It is thus necessary to analyze online learning outcomes, as well as their gender differences to provide constructive references for learners, teachers, and technology developers. This study obtained reliable data from various databases using searching techniques. The study also selected the research articles based on inclusion and exclusion criteria. After analyzing the forest and funnel plots drawn via Review Manager 5.3, the study arrived at the conclusion that online learning outcomes were significantly higher than the traditional learning outcomes with a large effect size (d = 1.24), while the gender differences in learning outcomes were not significant with a small effect size (d = -0.03). In the future, experts could make every effort to develop advanced emotion detection applications via interdisciplinary cooperation to improve online learning outcomes.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"407 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134154484","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}
引用次数: 3
Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19: Designing a Framework to Inform the Practice 在COVID-19期间让职前教师参与虚拟现场体验:设计一个框架，为实践提供信息
Int. J. Distance Educ. Technol. Pub Date : 2021-07-01 DOI: 10.4018/IJDET.2021070102
Z. Hojeij, S. Baroudi
{"title":"Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19: Designing a Framework to Inform the Practice","authors":"Z. Hojeij, S. Baroudi","doi":"10.4018/IJDET.2021070102","DOIUrl":"https://doi.org/10.4018/IJDET.2021070102","url":null,"abstract":"Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123198910","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}
引用次数: 8
The Determinants of Student Attitude Toward E-Learning Academic Achievement During the COVID-19 Pandemic COVID-19大流行期间学生对电子学习学业成绩态度的决定因素
Int. J. Distance Educ. Technol. Pub Date : 2021-05-20 DOI: 10.17632/CH5Z3GBXHS.1
Hui-cheng Zheng, Hongbo Jiang, Jin-Long Wang, Shih-Hao Liu
{"title":"The Determinants of Student Attitude Toward E-Learning Academic Achievement During the COVID-19 Pandemic","authors":"Hui-cheng Zheng, Hongbo Jiang, Jin-Long Wang, Shih-Hao Liu","doi":"10.17632/CH5Z3GBXHS.1","DOIUrl":"https://doi.org/10.17632/CH5Z3GBXHS.1","url":null,"abstract":"Many educational institutions have adopted e-learning methods during the COVID-19 pandemic to maintain school teaching activities. However, systematic research on e-learning effectiveness in such a crisis is quite insufficient. This study aims to explore the impact of e-learning quality on students’ satisfaction during the pandemic in regard to academic achievement and behavioral intention. Through a questionnaire and semester score database, the relevant data of 683 students were collected and then analyzed by PLS-SEM. The result shows that instructor teaching quality and e-learning system quality influence students’ academic achievement and behavioral intention through increasing students’ e-learning satisfaction. E-learning system quality moderated the impact of instructor teaching quality on students’ e-learning satisfaction. The findings of this study provide valuable insights into the comprehensive implementation of e-learning during a crisis.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121636084","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}
引用次数: 2
Investigation of the Physical Learning Environment of Distance Learning Under COVID-19 and Its Influence on Students' Health and Learning Satisfaction 新冠肺炎疫情下远程学习物理学习环境及其对学生健康和学习满意度的影响调查
Int. J. Distance Educ. Technol. Pub Date : 2021-04-01 DOI: 10.4018/IJDET.20210401.oa4
Lixinin Zhao, Wu-Yuin Hwang, T. Shih
{"title":"Investigation of the Physical Learning Environment of Distance Learning Under COVID-19 and Its Influence on Students' Health and Learning Satisfaction","authors":"Lixinin Zhao, Wu-Yuin Hwang, T. Shih","doi":"10.4018/IJDET.20210401.oa4","DOIUrl":"https://doi.org/10.4018/IJDET.20210401.oa4","url":null,"abstract":"Most undergraduates in Mainland China receive distance education from home because of the COVID-19 outbreak. The unique physical environment of distance learning may have effects not only on student learning but also on student physical and mental health. This study reviewed related studies of the physical learning environment and its influence on learners' physical and mental health. Using factor analysis, the authors developed a questionnaire to measure students' perceptions towards their physical learning environment and their physical and mental health and verified the reliability. Regression analysis was used to explore the influence of physical environment perception on physical health and mental health perception, as well as the predictive ability of these three factors on learning satisfaction. The results of this study provide researchers and educators with insight into learners' perceptions of the physical learning environment and their physical and mental health under COVID-19 and offer suggestions for improving distance-learning satisfaction.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"13 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123517619","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}
引用次数: 14
A New Learning Path Model for E-Learning Systems 一个新的电子学习系统学习路径模型
Int. J. Distance Educ. Technol. Pub Date : 2021-04-01 DOI: 10.4018/IJDET.20210401.oa2
D. B. Ramos, Ilmara Monteverde Martins Ramos, Isabela Gasparini, E. H. T. D. Oliveira
{"title":"A New Learning Path Model for E-Learning Systems","authors":"D. B. Ramos, Ilmara Monteverde Martins Ramos, Isabela Gasparini, E. H. T. D. Oliveira","doi":"10.4018/IJDET.20210401.oa2","DOIUrl":"https://doi.org/10.4018/IJDET.20210401.oa2","url":null,"abstract":"This work presents a new approach to the learning path model in e-learning systems. The model uses data from the database records from an e-learning system and uses graphs as representation. In this work, the authors show how the model can be used to represent visually the learning paths, behavior analysis, help to suggest group formation for collaborative activities, and thus assist the teacher in making decisions. To validate the practical utility of the model, the authors created two tools, one to visualize the learning paths and another to suggest groups of students for collaborative activities. Both tools were tested in a real environment, presenting useful results. The authors carried experiments with students from three programs: physics, electrical engineering, and computer science. Experiments show that it is possible to use the proposed learning path to analyze student behavior patterns and recommend group formation with positive results.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132307418","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}
引用次数: 10
State-of-the-Art of Commercial Proctoring Systems and Their Use in Academic Online Exams 最新的商业监考系统及其在学术在线考试中的应用
Int. J. Distance Educ. Technol. Pub Date : 2021-04-01 DOI: 10.4018/IJDET.20210401.oa3
Simone Arnò, Alessandra Galassi, M. Tommasi, A. Saggino, P. Vittorini
{"title":"State-of-the-Art of Commercial Proctoring Systems and Their Use in Academic Online Exams","authors":"Simone Arnò, Alessandra Galassi, M. Tommasi, A. Saggino, P. Vittorini","doi":"10.4018/IJDET.20210401.oa3","DOIUrl":"https://doi.org/10.4018/IJDET.20210401.oa3","url":null,"abstract":"Online proctoring generally refers to the practice of proctors monitoring an exam over the internet, usually through a webcam. This technology has gained relevance during the current COVID-19 pandemic, given that the social distance owing to health reasons has consequently led to the switching of all learning and assessment activities to online platforms. This paper summarises the available state-of-the-art of commercial proctoring systems by identifying the main features, describing them, and analysing the way in which different proctoring programs are grouped on the basis of the services they offer. Furthermore, the paper reports on two case studies concerning online exams taken with both automated and human proctoring approaches. The outcomes from state-of-the-art approaches and the experience gained by the two case studies are then summarised in the conclusion, where the need for an organisational effort in loading photographs that can be used to easily recognise student faces, and using an automated online proctoring program to support manual proctoring have been suggested.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121035009","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}
引用次数: 24
Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic 2019冠状病毒病大流行期间教师将课堂转为远程学习的经验
Int. J. Distance Educ. Technol. Pub Date : 2021-01-01 DOI: 10.4018/ijdet.20210101.oa3
M. Marek, Chiou Sheng Chew, W. Wu
{"title":"Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic","authors":"M. Marek, Chiou Sheng Chew, W. Wu","doi":"10.4018/ijdet.20210101.oa3","DOIUrl":"https://doi.org/10.4018/ijdet.20210101.oa3","url":null,"abstract":"The authors conducted a worldwide survey to explore the experiences of higher education faculty who converted classes to distance learning during the COVID-19 pandemic. Most respondents experienced much higher workloads and stress than in face-to-face classes. Previous experience with Online Distance Learning (ODL) predicted positive faculty response. Less than half used a school-provided LMS, instead using a wide range of other technologies. Respondents said they learned the need for adaptability and good planning, emphasizing doing what it takes to serve their students. There was high variability in most answers, indicating that the experiences of individual teachers ranged widely between positive and negative. The researchers provide recommendations based on the findings, including the need for better ODL instructional design training as part of long-term professional development for faculty and remembering the importance of all student higher education experiences, many of which are beyond the scope of the actual classes.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"2006 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127635104","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}
引用次数: 116
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