scholarly journals College Student Motivation: An Interdisciplinary Approach to an Integrated Learning Systems Model

2005 ◽  
Author(s):  
Sukumar C. Debnath
Keyword(s):  
College Student ◽  
Student Motivation ◽  
Interdisciplinary Approach ◽  
Learning Systems ◽  
Integrated Learning ◽  
Integrated Learning Systems ◽  
Systems Model

Explaining Semantic Web Applications

2011 ◽  
pp. 2304-2327
Author(s):  
Deborah L. McGuinness ◽  
Vasco Furtado ◽  
Paulo Pinheiro da Silva ◽  
Li Ding ◽  
Alyssa Glass ◽  
...  
Keyword(s):  
Semantic Web ◽  
Information Extraction ◽  
Web Applications ◽  
Deductive Reasoning ◽  
Learning Systems ◽  
Full Potential ◽  
Integrated Learning ◽  
Integrated Learning Systems ◽  
The One

In this chapter, we introduce the concept of explanation for Semantic Web applications by providing motivation, description, and examples. We describe the Inference Web explanation toolkit that provides support for a broad range of explanation tasks ranging from explaining deductive reasoning, to information extraction, to hybrid integrated learning systems. We argue that an explanation solution such as the one we endorse is required if we are to realize the full potential of hybrid, distributed, intelligent Web agents that users can trust and use.

Computer-Based Integrated Learning Systems in the Elementary and Middle Grades: A Critical Review and Synthesis of Evaluation Reports

1992 ◽  
Vol 8 (1) ◽  
pp. 1-41 ◽  
Author(s):  
Henry Jay Becker
Keyword(s):  
Middle Grades ◽  
Poor Quality ◽  
Learning Systems ◽  
Integrated Learning ◽  
Purchasing Decisions ◽  
Integrated Learning Systems ◽  
Common Effect ◽  
Computer Based ◽  
Positive Effect

Currently, schools are investing substantial funds in integrated learning systems (I.L.S.'s)—networked comprehensive basic skills software from a single vendor. Although rational arguments can be made for the effectiveness of I.L.S.'s, districts want—and vendors are supplying—empirical evidence for decisionmaking. This article reanalyzes results reported in thirty evaluations of I.L.S.'s by using a common “effect size” statistic and correcting, where possible, for deficiencies in the original designs and reports. Some studies (including the most widely cited) substantially over-report I.L.S. effectiveness. On average, I.L.S.'s show a moderately positive effect on student achievement. However, the poor quality of most evaluations and the likely bias in what does get reported at all provide too weak a platform for district purchasing decisions.

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