scholarly journals Testing the effects of adaptive learning courseware on student performance: An experimental approach

2021 ◽  
Author(s):  
Grace Eau ◽  
Derek Hoodin ◽  
Tareena Musaddiq
Keyword(s):  
Student Performance ◽  
Adaptive Learning ◽  
Experimental Approach

scholarly journals Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes

2019 ◽  
Vol 18 (4) ◽  
pp. ar52
Author(s):  
Elena P. Kolpikova ◽  
Derek C. Chen ◽  
Jennifer H. Doherty
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Adaptive Learning ◽  
Exam Performance ◽  
Evidence Based ◽  
Positive Perception ◽  
Adaptive Treatment ◽  
Adaptive Technologies ◽  
The Impact

Preclass reading quizzes (RQs) have been shown to enhance student performance. Many instructors implementing evidence-based teaching assign preclass RQs to ensure their students are prepared to engage in class activities. Textbook companies now offer a gamified, adaptive-learning RQ format. In these RQs, students answer point-valued questions until they reach a threshold. If students answer incorrectly, the question decreases in point value on the next attempt. These RQs also give students who answer questions incorrectly more questions on that topic and direct students to sections of a textbook they need to review. We assessed the impact of gamified, adaptive preclass RQs compared with more traditional preclass RQs on in-class RQs and course exam performance as well as students’ perceptions of RQs. Students in the gamified, adaptive treatment performed equally compared with students in the traditional, static treatment on in-class RQs and course exams. While students in the gamified, adaptive treatment did have a more positive perception of preclass RQs, this factor explained less than 3% of the variation in RQ perception. Our findings suggest that instructors should verify that gamified, adaptive technologies impact student learning in their course before integrating them into their course and asking students to pay for them.

scholarly journals A Neural Network-Based Approach to A Priori Assessment of the Student Academic Performance in the Mirera Digital Learning Platform

2021 ◽  
pp. 49-59
Author(s):  
А. Г. Леонов ◽  
М. А. Матюшин ◽  
М. С. Дьяченко
Keyword(s):  
Student Performance ◽  
Adaptive Learning ◽  
Student Behavior ◽  
A Priori ◽  
A Priori Estimate ◽  
Learning Technologies ◽  
Digital Learning ◽  
High Performing ◽  
Learning Platform ◽  
Underperforming Students

В статье рассматривается опыт авторов по построению априорной оценки финальных результатов успеваемости студентов в цифровой образовательной платформе Мирера. Оценка строится по результатам промежуточной проверки успеваемости, полученным из промежуточных проверок на семинарах, при выполнении домашних заданий и проверочных работ. При этом учитываются как непосредственные результаты проверок, так и поведение студента при их выполнении. В предлагаемом подходе студенты условно разделены на три категории: отстающие студенты с неудовлетворительным финальным результатом, удовлетворительно успевающие студенты со средним результатом и студенты с высоким результатом. Для каждой категории студентов можно определить характер и целесообразность автоматизации корректирующих действий преподавателя для «подтягивания» отстающих. Оценка строится с использованием искусственных нейронных сетей. Полученная априорная оценка может быть использована для раннего обнаружения студентов, которые могут быть отчислены за неуспеваемость и которым необходима помощь преподавателя, а также для построения адаптивных треков обучения средне и хорошо успевающих студентов. Предлагаемый подход может быть применен только при условии цифровой трансформации учебного процесса. The paper presents our approach to an a priori assessment of the final student performance in the Mirera digital learning platform. The assessment is based on interim tests at seminars, homework evaluations, and individual tests. In this case, both the test results and the student behavior during the tests are considered. In the proposed approach, students are conditionally divided into three categories: underperforming students with unsatisfactory final results, satisfactory performing students with average results, and high performing students. For each category, the type and feasibility of automating the teacher’s corrective actions to improve the student’s final scores can be identified. The score is generated using artificial neural networks. The a priori estimate can be used for early detection of underperforming students who need help, as well as for building adaptive learning tracks for average and high performing students. The proposed approach can be applied only to digitally transformed academic process. The authors are implementing adaptive learning technologies in the Mirera digital learning platform.  

scholarly journals Learning Analytics in Flipped Classrooms: A Scoping Review

2020 ◽  
Vol 18 (5) ◽  
Author(s):  
Muriel Algayres ◽  
Evangelia Triantafyllou
Keyword(s):  
Student Performance ◽  
Scoping Review ◽  
Adaptive Learning ◽  
Learning Analytics ◽  
Flipped Classroom ◽  
Technological Development ◽  
Learning Experience ◽  
Self Directed Learning ◽  
Flipped Classrooms ◽  
To Come

The Flipped Classroom (FC) is an instruction method, where the traditional lecture and homework sessions are inverted. Online material is given to students in order to gain necessary knowledge before class, while class time is devoted to application of this knowledge and reflection. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet, which has known a significant surge of popularity in the past decade. A marked recent trend in the FC is the increased use of Learning Analytics (LA) to support the development of the FC and students’ reflexive learning. The aim of this paper is to investigate the literature on applications of LA in FCs, and to determine the best practices and needs for technological development supporting LA in the FC by means of a scoping review. This literature review revealed that there is potential in using LA in the FC, especially as a means to predict students’ learning outcome and to support adaptive learning and improvement on the curriculum. However, further long‑term studies and development is necessary to encourage self‑directed learning in students and to develop the whole of the FC for a more diverse population of students. We anticipate an increased and expanded use of LA to come, with focus on predictive and prescriptive analytics providing more adaptive learning experience. We also anticipate that LA will expand beyond data mining to correlate student performance and online engagement with the aim to include a wider range of possibilities of interventions and adaptation of the learning experience.

Completion deadlines, adaptive learning assignments, and student performance

2019 ◽  
Vol 94 (3) ◽  
pp. 185-194 ◽  
Author(s):  
Laurie A. Miller ◽  
Carlos J. Asarta ◽  
James R. Schmidt
Keyword(s):  
Student Performance ◽  
Adaptive Learning

Experimental Determination of the Effective Resolution Limit in Thick Specimens at High Voltages

1975 ◽  
Vol 33 ◽  
pp. 664-665
Author(s):  
Mircea Fotino
Keyword(s):  
Experimental Approach ◽  
Chromatic Aberration ◽  
Resolving Power ◽  
Biological Research ◽  
Specimen Thickness ◽  
Resolution Limit ◽  
High Voltage Electron Microscopy ◽  
Voltage Electron ◽  
Resolution Level

The use of thick specimens (0.5 μm to 5.0 μm or more) is one of the most resourceful applications of high-voltage electron microscopy in biological research. However, the energy loss experienced by the electron beam in the specimen results in chromatic aberration and thus in a deterioration of the effective resolving power. This sets a limit to the maximum usable specimen thickness when investigating structures requiring a certain resolution level.An experimental approach is here described in which the deterioration of the resolving power as a function of specimen thickness is determined. In a manner similar to the Rayleigh criterion in which two image points are considered resolved at the resolution limit when their profiles overlap such that the minimum of one coincides with the maximum of the other, the resolution attainable in thick sections can be measured by the distance from minimum to maximum (or, equivalently, from 10% to 90% maximum) of the broadened profile of a well-defined step-like object placed on the specimen.

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

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