scholarly journals E-learning Platform and Pedagogical Monitoring in the Context of Digital Transformation

2021 ◽  
Vol 30 (4) ◽  
pp. 131-138
Author(s):  
A. V. Khaperskaya ◽  
М. G. Minin
Keyword(s):  
Template Matching ◽  
Online Courses ◽  
Assessment Method ◽  
Project Work ◽  
Expert Assessment ◽  
Diagnostic Systems ◽  
Face To Face ◽  
Learning Platform ◽  
Automated Tools ◽  
Traditional Pedagogy

Upholding the quality of education in the absence of face-to-face contact requires an environmental approach and the creation of the unified online space and eLearning platform. The article makes the case for the relevance of creating automated tools for assessing the existing competencies of a listener necessary to form an individual learning route. The authors have developed methods for providing an automated pedagogical monitoring, described the principles of work of the automated diagnostic systems, and also gave the examples of its implementation. The suggested method combining key words and Template matching enables to optimize the eLearning platform. The article considers the possibilities of the system of automated pedagogical monitoring application when using the case technologies and students’ project work remotely in an electronic environment. In particular, the implementation of an expert assessment method using image theory and machine learning is presented. The article argues that electronic didactics makes it possible to expand the functionalities of pedagogical monitoring in conditions of digitalization, while maintaining the principles of traditional pedagogy. Taking into account the fact that there is a huge variety of different foreign and domestic aggregators of online courses it is necessary to develop a technology providing a selection of on-demand courses to reduce the time expenditure.

Exploring the Relationship Between Student Behavioral Patterns and Learning Outcomes in a SPOC

2021 ◽  
Vol 19 (1) ◽  
pp. 35-49
Author(s):  
Changsheng Chen ◽  
Xiangzeng Meng
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Online Courses ◽  
Activity Levels ◽  
Behavioral Patterns ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Learning Platform ◽  
The University ◽  
Task Oriented

As a supplement to face-to-face teaching, small private online courses (SPOCs) have become increasingly popular in higher education. Nevertheless, there is a lack of research on behavioral patterns in the university SPOC. This empirical study investigates the behavioral patterns of 306 undergraduate students taking a degree course partially taught through a university learning platform. Results suggested that task-oriented behaviors accounted for most of the online learning processes. The login behavior was the most significantly correlated with learning outcomes, followed by student engagement with learning activities. The authors found that students' engagement levels had a statistically significant impact on their learning outcomes. Additionally, the high-achieving group demonstrated higher activity levels in performance- and objective-driven activities. The low-achieving group encountered some difficulties in self-regulated learning.

scholarly journals ACCURACY OF EXPERT FRAUD DETECTION TECHNOLOGY IN REMOTE TEST EXAMS (PROCTORING)

2020 ◽  
pp. 44-66
Author(s):  
Alexander G. Shmelev
Keyword(s):  
Video Recording ◽  
Assessment Method ◽  
Expert Assessment ◽  
Multiple Choice Questions ◽  
Face To Face ◽  
Online Test ◽  
Detection Technology ◽  
Task Conditions ◽  
Offline Testing ◽  
Chronometric Analysis

The purpose (objective) of the empirical study is the measurement of the accuracy of expert-proctors in detecting cheating in online testing. Sample of the study. 35 test takers passed an online test of general knowledge on the basis of 30 multiple choice questions. Half of the subjects (18 persons) were “artificial cheaters” — they used cheat sheets with correct answers. Methods. The video recording of the testing process included a “screen capture” so that expert-proctors could observe all cursor movements, see a recording of the subject’s facial expressions and a visual focus of attention in a separate window (recording from the front camera), and could listen to the subject pronouncing the task conditions and answers (“oral decision”). 14 experts took part in rating of video recordings, of which 8 experts showed satisfactory results in terms of the level of accuracy in detecting cheating (their accuracy that was measured using the Kappa coefficient was higher than 0.5). Conclusions. A high asymmetric validity of expert assessments is revealed. More accurate experts allowed a negligible (about 5 percent) number of errors of the “false alarm” type, but a relatively large number of errors of the “skip” type. Recommendations are made for the practical use of the expert assessment method in combination with automatic chronometric analysis of the degree of atypical protocols and subsequent control of face-to-face offline testing of all suspected subjects (examinees).

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

Improving the financial investment system as an object of business economics

2020 ◽  
Vol 26 (3) ◽  
pp. 508-526
Author(s):  
O.T. Astanakulov ◽  
E.G. Sheina
Keyword(s):  
Deductive Reasoning ◽  
Methodological Approach ◽  
Investment Project ◽  
Assessment Method ◽  
Expert Assessment ◽  
Business Economics ◽  
Financial Investment ◽  
Economic Relations ◽  
Investment Projects ◽  
Investment Control

Subject. This article explores the economic relations of economic entities concerning effective investment activities, combining elements of investment control and assessment of related risk. Objectives. The article aims to analyze and logically substantiate the stages and types of investment activities of enterprises and investment projects in-progress, as well as define a methodological approach to assessing project risks. Methods. For the study, we used a structural and logical analysis, and deductive reasoning. The methodological base of the study is based on the principles of the theory of finance, investment and risk management. Results. The article defines stages of assessing the financial condition of enterprises and proposes a methodological approach to assessing certain risks of an investment project based on the risk ranking by degree of probability and significance of an event through applying the expert assessment method. The article also presents a practice-oriented risk map for investment projects and clarifies the concept of Investment Control. Conclusions. The results of the study can help address the significant for the Russian economy issue of stimulating and developing investment activities at enterprises, as well as implementing and evaluating the effectiveness of investment projects at the micro-and macro-levels of the country's economy.

Developing the basis of the matrix model of the regional innovation subsystem

2020 ◽  
Vol 18 (11) ◽  
pp. 2183-2204
Author(s):  
E.I. Moskvitina
Keyword(s):  
Russian Federation ◽  
Matrix Model ◽  
Federal District ◽  
Assessment Method ◽  
Expert Assessment ◽  
Regional Innovation ◽  
Regional Strategies ◽  
Analysis And Synthesis ◽  
The Matrix ◽  
The Russian Federation

Subject. This article deals with the issues related to the formation and implementation of the innovation capacity of the Russian Federation subjects. Objectives. The article aims to develop the organizational and methodological foundations for the formation of a model of the regional innovation subsystem. Methods. For the study, I used the methods of analysis and synthesis, economics and statistics analysis, and the expert assessment method. Results. The article presents a developed basis of the regional innovation subsystem matrix model. It helps determine the relationship between the subjects and the parameters of the regional innovation subsystem. To evaluate the indicators characterizing the selected parameters, the Volga Federal District regions are considered as a case study. The article defines the process of reconciliation of interests between the subjects of regional innovation. Conclusions. The results obtained can be used by regional executive bodies when developing regional strategies for the socio-economic advancement of the Russian Federation subjects.

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.

scholarly journals Maintaining Academic Standards and Integrity in Online Business Courses

2020 ◽  
Vol 9 (2) ◽  
pp. 248
Author(s):  
Delbert Goff ◽  
Jarrod Johnston ◽  
Bryan Bouboulis
Keyword(s):  
Online Courses ◽  
University Education ◽  
University Graduates ◽  
Online Classes ◽  
Business Courses ◽  
Face To Face ◽  
Business Colleges ◽  
Online Business ◽  
Online Cheating ◽  
High Level

As the number of online courses being offered at universities has increased dramatically over the past several years, the level of oversight has lagged and created an environment ripe for cheating. We find that students admit to higher levels of cheating in online classes and believe other students also cheat more relative to face-to-face classes. This is likely due to the lack of tools to combat online cheating and the lack of policy from universities. We know from previous studies that business colleges have a comparatively high level of cheating and the amount of cheating at universities has been rising. These trends threaten to create an unfair system where cheaters are rewarded with higher grades than non-cheaters, thereby encouraging otherwise honest students to cheat. This may result in declining and erratic knowledge among university graduates, diminishing the value of a university education.

Evaluation software for effects produced by MOOC in mediums with different linguistically levels

2018 ◽  
Vol 34 (3) ◽  
pp. 633-645
Author(s):  
Cornel Samoilă ◽  
Doru Ursuţiu ◽  
Vlad Jinga
Keyword(s):  
Statistical Analysis ◽  
Statistical Methods ◽  
Rapid Assessment ◽  
Assessment Method ◽  
Behavioral Changes ◽  
Strong Negation ◽  
Face To Face ◽  
Made In ◽  
The Way

Abstract MOOC appearance has produced, in a first phase, more discussions than contributions. Despite pessimistic opinions or those catastrophic foreseeing the end of the classic education by accepting MOOC, the authors consider that, as it is happening in all situations when a field is reformed, instead of criticism or catastrophic predictions, an assessment should be simply made. MOOC will not be better or worse if it is discussed and dissected but can be tested in action, perfected by results, or abandoned if it has no prospects. Without testing, no decision is valid. A similarity between the MOOC appearance and the appearance of the idea of flying machines heavier than air can be made. In the flight case, the first reaction was a strong negation (including at Academies level) and only performing the first independent flight with an apparatus heavier than air has shifted orientation from denial to contributions. So, practical tests clarified the battle between ideas. The authors of this article encourage the idea of testing–assessment and, therefore, imagined and proposed one software for quickly assess whether MOOC produces changes in knowledge, by simply transferring courses from ‘face-to-face’ environment into the virtual one. Among the methods of statistical analysis for student behavioral changes was chosen the Keppel method. It underpins the assessment method of this work being approached using both the version with one variable and also with three variables. It is intended that this attempts to pave the way for other series of rapid assessment regarding MOOC effects (using other statistical methods). We believe, that this is the only approach that can lead either to improve the system or to renunciation.

Digital tools to promote remote lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joanna C. Weaver ◽  
Gabriel Matney ◽  
Allison M. Goedde ◽  
Jeremy R. Nadler ◽  
Nancy Patterson
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Online Courses ◽  
Digital Tools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Isolation ◽  
Content Type ◽  
Face To Face ◽  
Using Data

PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.

Expert methods of developing of innovative technologies for the production of cast tools. Part 1. Formation of a complex of functional indicators of technology

2021 ◽  
pp. 57-61
Author(s):  
Keyword(s):  
High Speed ◽  
High Reliability ◽  
Assessment Method ◽  
Innovative Technology ◽  
Expert Assessment ◽  
Innovative Technologies ◽  
Design Expert ◽  
Effective Technology ◽  
Casting Design

A method for the development an effective technology for casting of billets of insert cutters with specified properties from high-speed steels for milling cutters of rotors of mining combines is proposed, including the identification of a set of goals, the choice of priority technology and the determination of the specified characteristics of the technology. An alternative method of expert assessment is proposed, which ensures high reliability of the results. Keywords: innovative technology, casting, design, expert assessment method. [email protected], [email protected]

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