IMPLEMENTATION OF QUASI-AUTONOMOUS PEER-ASSESSMENT ACTIVITIES USING A SAKAI-BASED E-LEARNING PLATFORM

2021 ◽  
Author(s):  
Jaime García-Rupérez ◽  
María José Muñoz Portero ◽  
María Amparo Bes Piá ◽  
María Encarnación Blasco Tamarit ◽  
Luis Antonio Tortajada Genaro ◽  
...  
Keyword(s):  
Peer Assessment ◽  
Learning Platform ◽  
E Learning ◽  
Assessment Activities

Peer-assessment using test exams in a Sakai-based e-learning platform

2021 ◽  
Author(s):  
Jaime Garcia-Ruperez ◽  
Maria Jose Munoz Portero ◽  
Maria Amparo Bes Pia ◽  
Maria Encarnacion Blasco Tamarit ◽  
Luis Antonio Tortajada Genaro ◽  
...  
Keyword(s):  
Peer Assessment ◽  
Learning Platform ◽  
E Learning

Auto Grouping and Peer Grading System in Massive Open Online Course (MOOC)

2015 ◽  
Vol 13 (3) ◽  
pp. 25-43 ◽  
Author(s):  
Yi Chiou ◽  
Timothy K. Shih
Keyword(s):  
Flipped Classroom ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Course Materials ◽  
Massive Open Online Course ◽  
Learning Platform ◽  
E Learning

E-learning is a progressive way of learning through online courses. Instructors pass information to learners via context and videos embedded in active webpages, so that learners intake knowledge of what they need. Now e-learning is not simply providing course materials, while the trend of Massive Open Online Courses (MOOCs) is recently applied widely, the concept of flipped classroom is well deployed everywhere. Courses are designed more practical, suitable, and problem-solving inclined. By this way, learners' learning effectiveness and learning motivation are triggered. In this research, the authors will develop an online learning platform and improve the existing methods of peer grouping and peer assessment, to promote the concept of MOOCs.

Cloud-Based E-Learning Platform

2016 ◽  
Vol 15 (5) ◽  
pp. 109-130 ◽  
Author(s):  
Mohsen El-Shawarby
Keyword(s):  
Learning Platform ◽  
E Learning

scholarly journals Validation of a TAM Extension in Agriculture: Exploring the Determinants of Acceptance of an e-Learning Platform

2021 ◽  
Vol 11 (10) ◽  
pp. 4672
Author(s):  
Ivonne Angelica Castiblanco Jimenez ◽  
Laura Cristina Cepeda García ◽  
Federica Marcolin ◽  
Maria Grazia Violante ◽  
Enrico Vezzetti
Keyword(s):  
Technology Acceptance ◽  
Time Management ◽  
Agricultural Sector ◽  
Geographical Location ◽  
Ease Of Use ◽  
Content Quality ◽  
Learning Platform ◽  
Primary Determinant ◽  
E Learning ◽  
Acceptance Model

Supporting education and training initiatives has been identified as an effective way to address Sustainable Development Challenges. In this sense, e-learning stands out as one of the most viable alternatives considering its advantages in terms of resources, time management, and geographical location. Understanding the reasons that move users to adopt these technologies is critical for achieving the desired social objectives. The Technology Acceptance Model (TAM) provides valuable guidelines to identify the variables shaping users’ acceptance of innovations. The present study aims to validate a TAM extension designed for FARMER 4.0, an e-learning application in the agricultural sector. Findings suggest that content quality (CQ) is the primary determinant of farmers’ and agricultural entrepreneurs’ perception of the tool’s usefulness (PU). Furthermore, experience (EXP) and self-efficacy (SE) shape potential users’ perceptions about ease of use (PEOU). This study offers helpful insight into the design and development of e-learning applications in the farming sector and provides empirical evidence of TAM’s validity to assess technology acceptance.

scholarly journals Multi-Agent System Observer: Intelligent Support for Engaged E-Learning

Electronics ◽  
2021 ◽  
Vol 10 (12) ◽  
pp. 1370
Author(s):  
Igor Vuković ◽  
Kristijan Kuk ◽  
Petar Čisar ◽  
Miloš Banđur ◽  
Đoko Banđur ◽  
...  
Keyword(s):  
Machine Learning ◽  
Machine Learning Algorithms ◽  
Intelligent Support ◽  
Course Success ◽  
States Of Emergency ◽  
Learning Platform ◽  
Rapid Spread ◽  
E Learning ◽  
Multi Agent ◽  
Observer System

Moodle is a widely deployed distance learning platform that provides numerous opportunities to enhance the learning process. Moodle’s importance in maintaining the continuity of education in states of emergency and other circumstances has been particularly demonstrated in the context of the COVID-19 virus’ rapid spread. However, there is a problem with personalizing the learning and monitoring of students’ work. There is room for upgrading the system by applying data mining and different machine-learning methods. The multi-agent Observer system proposed in our paper supports students engaged in learning by monitoring their work and making suggestions based on the prediction of their final course success, using indicators of engagement and machine-learning algorithms. A novelty is that Observer collects data independently of the Moodle database, autonomously creates a training set, and learns from gathered data. Since the data are anonymized, researchers and lecturers can freely use them for purposes broader than that specified for Observer. The paper shows how the methodology, technologies, and techniques used in Observer provide an autonomous system of personalized assistance for students within Moodle platforms.

scholarly journals The Impact of Narrative Feedback, E-Learning Modules and Realistic Video and the Reduction of Misconception

2021 ◽  
Vol 11 (4) ◽  
pp. 158
Author(s):  
Abdul Halim ◽  
Elmi Mahzum ◽  
Muhammad Yacob ◽  
Irwandi Irwandi ◽  
Lilia Halim
Keyword(s):  
Biology Education ◽  
Free Fall ◽  
Percentage Reduction ◽  
Significant Treatment ◽  
Learning Modules ◽  
Physics Courses ◽  
Learning Platform ◽  
Quasi Experimental ◽  
E Learning ◽  
The Impact

Physics learning in universities utilized the Moodle-based e-learning media as an online learning platform. However, the effectiveness of remediating misconception using online media has not been widely researched. Therefore, this study was set to determine the level of misconception percentage reduction through the use of narrative feedback, the e-learning modules, and realistic video. The study was a quantitative approach with a quasi-experimental method involving 281 students who were taking basic physics courses in the Department of Physics, Chemistry, and Biology Education. The data collection used a three-tier diagnostic test based on e-learning at the beginning of the activity and after the treatment (posttest). The results of the data analysis with descriptive statistics show that the most significant treatment in reducing misconception percentage on the topic of free-fall motion was in the following order: narrative feedback, e-learning modules and realistic video. The misconception percentage reduction in the sub-concept of accelerated free- fall was effective for all types of the treatments.

scholarly journals Teaching Mathematics at Distance: A Challenge for Universities

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Rosalinda Cassibba ◽  
Daniela Ferrarello ◽  
Maria Flavia Mammana ◽  
Pasquale Musso ◽  
Mario Pennisi ◽  
...  
Keyword(s):  
Teaching Mathematics ◽  
State University ◽  
Distance Teaching ◽  
Face To Face ◽  
University Mathematics ◽  
Learning Platform ◽  
E Learning ◽  
University Level ◽  
Teaching Modality ◽  
The Way

The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using an e-learning platform that they had never used before, and for which they could not receive training due to the health emergency. In addition to the emotional aspects related to the particular situation of the pandemic, there are two aspects to consider when teaching mathematics at a distance. The first is related to the fact that at university level, lecturers generally teach mathematics in a formal way, using many symbols and formulas that they are used to writing. The second aspect is that the way mathematics is taught is also related to the students to whom the teaching is addressed. In fact, not only online, but also in face-to-face modality, the teaching of mathematics to students on the mathematics degree course involves a different approach to lessons (as well as to the choice of topics to explain) than teaching mathematics in another degree course. In order to investigate how the Sicilian State university mathematics professors taught mathematics at distance, a questionnaire was prepared and administered one month after the beginning of the lockdown in Italy. Both quantitative and qualitative analyses were made, which allowed us to observe the way that university professors have adapted to the new teaching modality: they started to appropriate new artifacts (writing tablets, mathematical software, e-learning platform) to replicate their face-to-face teaching modality, mostly maintaining their blackboard teacher status. Their answers also reveal their beliefs related to teaching mathematics at university level, noting what has been an advantageous or disadvantageous for them in distance teaching.

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