2017 International Conference of Educational Innovation through Technology (EITT)最新文献_第7页

Learning to Learn from MOOCs from Teachers' Perspective: Data Analysis Based on the Course "Micro-Class Design and Production" 从教师角度看MOOCs的学习——基于《微课设计与制作》课程的数据分析

2017 International Conference of Educational Innovation through Technology (EITT) Pub Date : 2017-12-01 DOI: 10.1109/EITT.2017.9

Yang Shangying, Shen Jing

引用次数: 5

Design and Development of the Platform for D&T D&T平台的设计与开发

2017 International Conference of Educational Innovation through Technology (EITT) Pub Date : 2017-12-01 DOI: 10.1109/EITT.2017.50

Zhijun Wang, Xue Wang, Xiao Liu, Hong Li, Zhe-yu Liu, Wei-yuan Wang

引用次数: 0

Does Learning Stickiness of Students on Network Educational Platform Affect Students' Academic Performance? 网络教育平台学生的学习粘性是否影响学生的学习成绩?

2017 International Conference of Educational Innovation through Technology (EITT) Pub Date : 2017-12-01 DOI: 10.1109/EITT.2017.37

Feiyang Xu, B. Jin, Yihua Xu, Bangqi Liu, Xin Li, Yafei Wang

{"title":"Does Learning Stickiness of Students on Network Educational Platform Affect Students' Academic Performance?","authors":"Feiyang Xu, B. Jin, Yihua Xu, Bangqi Liu, Xin Li, Yafei Wang","doi":"10.1109/EITT.2017.37","DOIUrl":"https://doi.org/10.1109/EITT.2017.37","url":null,"abstract":"This paper analyzes the relationship between online learning stickiness and academic performance of students. Based on the analysis of science students' online behavior data which is collected from a network educational platform called Smart Classroom. After the applicability test of data, we set up an indicator system which includes eight indicators on the basis of factor analysis and calculate the online learning stickiness index. Through the distribution fitting, we find out that the distribution of the online learning stickiness index is mixed normal distribution which consists of two normal distributions. According to the distribution of learning stickiness index, we divide the students into two groups and use the method of regression analysis to study the relationship between online learning stickiness and academic performance of the students of two groups respectively. The results show that there is a significant positive correlation between online learning stickiness and academic performance in the group of students with higher online learning stickiness index, while no significant correlation in those with lower online learning stickiness index.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132648017","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

Learning "B-Learning" through "B-Learning": A Practice Model for Teachers' Professional Development 通过 "B-Learning "学习 "B-Learning"：教师专业发展的实践模式

2017 International Conference of Educational Innovation through Technology (EITT) Pub Date : 2017-12-01 DOI: 10.1109/EITT.2017.18

Yue Huang, Xibin Han, Yuping Wang

{"title":"Learning \"B-Learning\" through \"B-Learning\": A Practice Model for Teachers' Professional Development","authors":"Yue Huang, Xibin Han, Yuping Wang","doi":"10.1109/EITT.2017.18","DOIUrl":"https://doi.org/10.1109/EITT.2017.18","url":null,"abstract":"Blended learning (B-learning) has been regarded as an effective instructional and learning mode in recent years. It has also been widely recognized that systematic training is urgently needed for in-service teachers to design, develop and deliver effective B-learning courses. As shown in the literature, in-service teacher training is usually carried out in three formats. The first is face-to-face conducted in a concentrated period of time. There are two constraints in this format: the time constraint on the part of the participants due to other commitments, and the resource constraint on the part of the institution for managing large-scale workshops. The second format is a purely online one, often featuring the lack of effective interaction between the instructor and the participants and among participants themselves. The third type is offered in blended mode. However, most programs do not offer ongoing support for participants or follow-up evaluations. Our research developed and evaluated a five-stage blended training model that caters for the needs of in-service teachers in their professional development for B-learning. It is a practice model enabling participants to learn B-learning in B-learning mode and through the design and implementation of a real blended learning course. This study evaluated 10 institutions across China, which adopted this training model with the participation of 952 teachers between October 2016 and January 2017. Our findings confirm the effectiveness of this model and direct our attention to more in-depth studies on teachers' professional development for B-learning in blended mode.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120924094","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: 0

Predicting the Performance Fluctuation of Students Based on the Long-Term and Short-Term Data 基于长期和短期数据的学生成绩波动预测

2017 International Conference of Educational Innovation through Technology (EITT) Pub Date : 2017-12-01 DOI: 10.1109/EITT.2017.38

Zhang Tao, Yihua Xu, Peng Qi, Xin Li, Guoping Hu

引用次数: 1

Application and Thinking of Blended Teaching Mode in Modern Chinese 现代汉语混合式教学模式的应用与思考

2017 International Conference of Educational Innovation through Technology (EITT) Pub Date : 2017-12-01 DOI: 10.1109/eitt.2017.64

Guoxiang Zhou, Guihua Wang

引用次数: 0

An Eye-Movement Study on Text Font Size Design Rules in the Digital Learning Resources 数字学习资源中文本字体大小设计规则的眼动研究

2017 International Conference of Educational Innovation through Technology (EITT) Pub Date : 2017-12-01 DOI: 10.1109/EITT.2017.53

Xue Wang, Zhijun Wang, Hong Li, Wei Zhou

引用次数: 2

Acceptance of Mobile Learning in Classroom Instruction among College English Teachers in China Using an Extended TAM 基于扩展TAM的中国大学英语教师对移动学习课堂教学的接受程度

2017 International Conference of Educational Innovation through Technology (EITT) Pub Date : 2017-12-01 DOI: 10.1109/eitt.2017.75

Luhuan Huang

引用次数: 17

Learners' Self-Regulation in an Interactive Response System-Aided Flipped Classroom 互动回应系统辅助翻转课堂中学习者的自我调节

2017 International Conference of Educational Innovation through Technology (EITT) Pub Date : 2017-12-01 DOI: 10.1109/eitt.2017.21

Pei-Ying Chen, Gwo-jen Hwang

{"title":"Learners' Self-Regulation in an Interactive Response System-Aided Flipped Classroom","authors":"Pei-Ying Chen, Gwo-jen Hwang","doi":"10.1109/eitt.2017.21","DOIUrl":"https://doi.org/10.1109/eitt.2017.21","url":null,"abstract":"The flipped classroom approach is one of the prominent pedagogical methods that have drawn much attention from educators and researchers. More and more educational institutions are integrating new technologies into this learning approach to help students get better learning achievements. However, without proper educational tools to support students' engagement during the flipped learning process, the learning outcomes might not be as good as expected. Therefore, the purpose of this study was to investigate the effectiveness of interactive response system with mobile clickers (i.e., IRS's on mobile devices) on students' online self-regulation in the flipped classroom approach. A quasi-experimental design was conducted in a college Internet marketing course in north Taiwan. The study applied the quantitative method by using a survey of online self-regulation. From the experimental result, it was found that among the six subscales of self-regulation, the experimental group who learned with clickers had significant higher ratings in three subscales, that is, environment, task strategies, and help seeking. With the clicker-aided flipped classroom learning approach, the experimental group showed higher concerned on their learning environment, task strategies and help seeking in terms of self-regulation. Based on the finding, the benefits of applying mobile clickers in the flipped classroom as well as the conception of how clicker-aided flipped classroom approach influences on students' online self-regulation are highlighted.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127623376","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: 0

Development and Assessment of Robot Teaching Assistant in Facilitating Learning 机器人辅助教学的开发与评价

2017 International Conference of Educational Innovation through Technology (EITT) Pub Date : 2017-12-01 DOI: 10.1109/EITT.2017.47

Zhi Sun, Z. Li, Toshihisa NishimoriI

{"title":"Development and Assessment of Robot Teaching Assistant in Facilitating Learning","authors":"Zhi Sun, Z. Li, Toshihisa NishimoriI","doi":"10.1109/EITT.2017.47","DOIUrl":"https://doi.org/10.1109/EITT.2017.47","url":null,"abstract":"The drive to tackle teachers' support needs in the classroom has led to a great increase in the demand for teaching assistant who can work in a variety of assignments, especially when it is difficult to do only by the teacher himself/herself. This study developed a humanoid robot as a teaching assistant to provide teachers with the necessary support, and applied the robot teaching assistant to support teacher to particularly explain and demonstrate two icebreaker games. To examine the impact of the robot teaching assistant on learning, we carried out a series of experiments in which students were organized to learn the rules of games in two conditions: with or without robot teaching assistant. A questionnaire survey was designed to confirm whether the use of robot teaching assistant enhanced the students understanding. The comparison of the scores obtained from the questionnaires for two conditions indicates that the instruction supported by a robot teaching assistant is more effective to promote students' understanding and help students create more positive perceptions towards the learning activities in the class","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115264567","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: 11