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Journal of E-Learning and Knowledge Society最新文献

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Online Learning Environments enriched with audiovisual technologies and its impact on the construction of virtual communities in Higher Education in prison context 视听技术丰富的在线学习环境及其对监狱环境下高等教育虚拟社区建设的影响
IF 1.1
Journal of E-Learning and Knowledge Society Pub Date : 2020-05-01 DOI: 10.20368/1971-8829/1135039
Sara Dias-Trindade, J. Moreira
{"title":"Online Learning Environments enriched with audiovisual technologies and its impact on the construction of virtual communities in Higher Education in prison context","authors":"Sara Dias-Trindade, J. Moreira","doi":"10.20368/1971-8829/1135039","DOIUrl":"https://doi.org/10.20368/1971-8829/1135039","url":null,"abstract":"Access to education and training has been a growing concern to different international organizations, and the concern for socially vulnerable groups at risk of exclusion, such as the prison population, in particular, has been increasingly evident. In this context, and assuming that education and training in prisons must have a similar degree of demand as regular educational institutions, Online Education, mediated by digital platforms, is an opportunity for inmates to acquire knowledge and skills. In fact, the integration of digital platforms in the context of imprisonment can be a very appropriate tool to revitalize the educational experience. It is precisely the creation of learning environments enriched with audiovisual technologies that we intend to analyse, describing their impact on the creation and development of a virtual learning community, based on the qualitative analysis of the perceptions and narratives of seventeen students attending Higher Education in prisons and having as reference the pedagogical models developed by Garrison et al. (2000) and Moreira (2017). The results show that the design of the online environment anchored in these models and in the use of audiovisual technologies can have very positive effects in the creation and development of virtual learning communities in higher education in prison context.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46345448","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: 6
Making the school Smart: the interactive whiteboard against disparities in children stemming from low metacognitive skills 让学校变得聪明:互动白板对抗因低元认知技能而导致的儿童差异
IF 1.1
Journal of E-Learning and Knowledge Society Pub Date : 2020-05-01 DOI: 10.20368/1971-8829/1135191
A. Cadamuro, E. Bisagno, G. Bernardo, L. Vezzali, A. Versari
{"title":"Making the school Smart: the interactive whiteboard against disparities in children stemming from low metacognitive skills","authors":"A. Cadamuro, E. Bisagno, G. Bernardo, L. Vezzali, A. Versari","doi":"10.20368/1971-8829/1135191","DOIUrl":"https://doi.org/10.20368/1971-8829/1135191","url":null,"abstract":"","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45267303","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
A blended learning approach for general chemistry modules using a Moodle platform for first year academic students 使用Moodle平台为一年级学生提供通用化学模块的混合学习方法
IF 1.1
Journal of E-Learning and Knowledge Society Pub Date : 2020-05-01 DOI: 10.20368/1971-8829/1135197
D. Amendola, R. Galassi, Chiara Schettini, Ido Borsini
{"title":"A blended learning approach for general chemistry modules using a Moodle platform for first year academic students","authors":"D. Amendola, R. Galassi, Chiara Schettini, Ido Borsini","doi":"10.20368/1971-8829/1135197","DOIUrl":"https://doi.org/10.20368/1971-8829/1135197","url":null,"abstract":"Three academic years have been considered for the evaluation of the impact of an online tutoring course of general and inorganic chemistry for freshmen students of the University of Camerino (Italy). The online material mainly consists of video tutorials, other open source web tools and multi-choice self-assessment exercises. During the academic year 2016-2017, the e-Learning course was not available yet, but then the online course was first implemented (2017/18) and fully adopted (2018/2019).The online tutoring support was activated alongside a traditional general chemistry course, adopting a blended mode, with the aims of: (i) homogenizing freshmen’s chemistry knowledge; (ii) fostering the most appropriate method of study in a multi access modality; (iii) implementing the Johnstone’s three levels’ knowledge and (iv) increasing students’ self-confidence, by the means of a self-evaluation training process. Differently from previous studies, the online course herein aimed mainly to develop a correct method of study of chemistry topics, with a punctual description of what-and-how to do. The results, i.e. the exam's scores, the time spent in the platform, and the successful percentage of students per year, have been collected and analysed through qualitative and quantitative methods. Apart a general satisfaction of the students perceived by the answers to a survey questionnaire, the analysis of the data shows an increase of 11 % of students passing the final exam within three exam sessions together with an improvement and a positive correlation between the time spent on the platform and the mid-term scores achieved.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47090332","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: 6
Improving elementary school’s critical thinking skills through three different learning media viewed from learning styles 从学习方式看三种不同学习媒介对小学生批判性思维能力的培养
IF 1.1
Journal of E-Learning and Knowledge Society Pub Date : 2020-05-01 DOI: 10.20368/1971-8829/1135193
L. E. W. Fajari, Sarwanto, Chumdari
{"title":"Improving elementary school’s critical thinking skills through three different learning media viewed from learning styles","authors":"L. E. W. Fajari, Sarwanto, Chumdari","doi":"10.20368/1971-8829/1135193","DOIUrl":"https://doi.org/10.20368/1971-8829/1135193","url":null,"abstract":"","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47277428","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
Authentic Professional Learning: Creating Faculty Development Experiences through an Assessment Institute 真实的专业学习：通过评估机构创造教师发展经验
Journal of E-Learning and Knowledge Society Pub Date : 2020-01-01 DOI: 10.35099/aurora-597
Leslie Cordie, Lucas Adelino
{"title":"Authentic Professional Learning: Creating Faculty Development Experiences through an Assessment Institute","authors":"Leslie Cordie, Lucas Adelino","doi":"10.35099/aurora-597","DOIUrl":"https://doi.org/10.35099/aurora-597","url":null,"abstract":"This case study analyzes experiences of participants in an Assessment Institute (AI) for faculty development on ePortfolio. In earlier research on the AI, findings showed that focused faculty development increased instructor confidence in teaching and learning with ePortfolio. The present study expanded the initial research by including participant data from a second session of the AI, and exploring the research through a qualitative lens using transformative learning as the framework. Strong support for the use of dialogue and critical reflection in faculty development were found during the research. Our findings suggest that professional development environments that encourage transformative learning by means of discussion, sharing of different perspectives, and reflections on implementation and best practices yield positive results. These factors can inform researchers and practitioners interested in structuring similar faculty development initiatives in the higher education environment.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"7 2","pages":"19-33"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147902026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
User ratings as a predictor of linguistic feedback quality in Question and Answer portals 用户评分作为问答门户中语言反馈质量的预测因子
IF 1.1
Journal of E-Learning and Knowledge Society Pub Date : 2019-10-12 DOI: 10.20368/1971-8829/1135045
Simone Torsani
{"title":"User ratings as a predictor of linguistic feedback quality in Question and Answer portals","authors":"Simone Torsani","doi":"10.20368/1971-8829/1135045","DOIUrl":"https://doi.org/10.20368/1971-8829/1135045","url":null,"abstract":"","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"146 1","pages":"227-237"},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79949122","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
The Design of a Learning Analytics Dashboard: EduOpen Mooc platform redefinition procedures 学习分析仪表板的设计:EduOpen Mooc平台重新定义程序
IF 1.1
Journal of E-Learning and Knowledge Society Pub Date : 2019-10-12 DOI: 10.20368/1971-8829/1135044
Anna Dipace, Bojan Fazlagic, T. Minerva
{"title":"The Design of a Learning Analytics Dashboard: EduOpen Mooc platform redefinition procedures","authors":"Anna Dipace, Bojan Fazlagic, T. Minerva","doi":"10.20368/1971-8829/1135044","DOIUrl":"https://doi.org/10.20368/1971-8829/1135044","url":null,"abstract":"The current EduOpen dashboard is not capable of monitoring performances and trends over the medium to long term both for the students as for the instructors; summarising and synthesising the adequate information; allowing implementation of any sort of predictive actions and functions (learning prediction). The article aims to expose the process of innovation and redefinition of a learning analytics dashboard in the EduOpen MOOC platform in order to define a model to design it accurately in terms of productivity for all users (teachers and students above all). From the literature analysis, main MOOC platform comparisons and the insights from the round tables a time spent variable is identified as at the basis of the entire user experience in online training paths. A concrete experimentation, through the design of a learning timeline and a constructive feedback system of an upcoming course in the EduOpen catalogue, is designed and explained relaying on the hypothesis of the existence of a correlation between the “time spent” (time value) and the final performance of the student.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"22 1","pages":"29-47"},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80638306","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: 6
Learning Analytics to support learners and teachers: the navigation among contents as a model to adopt 支持学习者和教师的学习分析:将内容之间的导航作为可采用的模型
IF 1.1
Journal of E-Learning and Knowledge Society Pub Date : 2019-10-12 DOI: 10.20368/1971-8829/1135065
Sergio Miranda, Rosa Vegliante
{"title":"Learning Analytics to support learners and teachers: the navigation among contents as a model to adopt","authors":"Sergio Miranda, Rosa Vegliante","doi":"10.20368/1971-8829/1135065","DOIUrl":"https://doi.org/10.20368/1971-8829/1135065","url":null,"abstract":"Learners have different needs and abilities; teachers have the ambition to intervene before it is too late. How may e-learning systems support this? Learning Analytics may be the answer but there is not a general-purpose model to adopt. Many learning analytics tools examine data related to the activities of learners in on-line systems. Research efforts in learning analytics tried to examine data coming from LMS tracks in order to define predictive model of students’ performances and failure risks and to intervene to improve the learning outcomes. The analytical methods are widely used but no theoretical references are clear. In this paper, we tried to define a prediction model for learning analytics. In particular, we adopted a Moodle-based LMS in a blended course and collected all data of more than 400 undergraduate students in terms of resource accesses and exam performances. The model we defined was able to identify the learners at risk during their learning processes only by analysing their navigation paths among the contents.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"32 1","pages":"101-116"},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83170487","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
How to use assessment data collected through writing activities to identify participants’ critical thinking levels 如何使用通过写作活动收集的评估数据来识别参与者的批判性思维水平
IF 1.1
Journal of E-Learning and Knowledge Society Pub Date : 2019-10-12 DOI: 10.20368/1971-8829/1135051
Maria Rosaria Re, F. Amenduni, C. D. Medio, Mara Valente
{"title":"How to use assessment data collected through writing activities to identify participants’ critical thinking levels","authors":"Maria Rosaria Re, F. Amenduni, C. D. Medio, Mara Valente","doi":"10.20368/1971-8829/1135051","DOIUrl":"https://doi.org/10.20368/1971-8829/1135051","url":null,"abstract":"The present paper aims at presenting the Critical Thinking (CT) Skills assessment results in teachers participating in the Erasmus+ KA203 CRITHINKEDU summit (Critical Thinking Across the European Higher Education Curricula), organised in Leuven in June 2019. Within the summit, a workshop was organized to promote in participants’ CT skills knowledge, especially in terms of CT assessment methods through open-ended questions. Based on our theoretical assumptions, description and interpretation activities of written text promote skills such as Analysis, Argumentation, Inference and Critical evaluation, which can also be defined in terms of improvement of language skills. Teachers participating in the workshop were assessed through a test composed by literary text paraphrase and commentary exercises; a prototype for the automatic assessment of CT in open-ended answers was used to evaluate the open-answers. Also three human raters evaluated the answers’ texts. The goal of the present research","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"65 1","pages":"117-132"},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81131907","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
The Presence and Role of Assessment in UniMoRe MOOCs UniMoRe mooc中评估的存在与作用
IF 1.1
Journal of E-Learning and Knowledge Society Pub Date : 2019-10-12 DOI: 10.20368/1971-8829/1135028
L. Cecconi, Bojan Fazlagic
{"title":"The Presence and Role of Assessment in UniMoRe MOOCs","authors":"L. Cecconi, Bojan Fazlagic","doi":"10.20368/1971-8829/1135028","DOIUrl":"https://doi.org/10.20368/1971-8829/1135028","url":null,"abstract":"This contribution presents a reflection on the relationship between the use of assessment tools and the two-sided phenomenon of the completion rate and dropout rate in MOOCs. In support of this reflection, the experience of the MOOCs proposed by the University of Modena and Reggio Emilia (UNIMORE) within the EduOpen network is described. In particular, data relating to the quantity and quality of the assessment tools used in the MOOCs UNIMORE and data on the completion rates of the five pathways currently active in the training offer on EduOpen, specifically of an MOOC with a complex evaluation system and high completion rates, are reported.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"46 1","pages":"61-74"},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86404032","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
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