A hybrid method for the analysis of learner behaviour in active learning environments

Software-mediated learning requires adjustments in the teaching and learning process. In particular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom-based teaching. We present behaviour analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learning organisation and actual tool usage are aspects of behaviour that require different analysis techniques to be used. A hybrid method based on a combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials

Intelligent and adaptive tutoring for active learning and training environments

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this Web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used

Integration of Multimedia Interactive Web Tools with In-Class Active Learning

In this paper, we present our experience with an introduction to engineering course in which we used a combination of active and collaborative teaching methods, multimedia web-based material, and web-based interactive tools. The students were engaged in active learning in class with methods such as demonstrations, hands-on work, and group work. After class, the students used the web-based material that we developed, such as multiple choice quizzes, interactive applets, and animations. We have also developed a number of web-based course management tools that were used by the course instructors. We conclude that both the students and instructors had a very positive experience from using this combination of methods

A Machine Learning Based Analytical Framework for Semantic Annotation Requirements

The Semantic Web is an extension of the current web in which information is given well-defined meaning. The perspective of Semantic Web is to promote the quality and intelligence of the current web by changing its contents into machine understandable form. Therefore, semantic level information is one of the cornerstones of the Semantic Web. The process of adding semantic metadata to web resources is called Semantic Annotation. There are many obstacles against the Semantic Annotation, such as multilinguality, scalability, and issues which are related to diversity and inconsistency in content of different web pages. Due to the wide range of domains and the dynamic environments that the Semantic Annotation systems must be performed on, the problem of automating annotation process is one of the significant challenges in this domain. To overcome this problem, different machine learning approaches such as supervised learning, unsupervised learning and more recent ones like, semi-supervised learning and active learning have been utilized. In this paper we present an inclusive layered classification of Semantic Annotation challenges and discuss the most important issues in this field. Also, we review and analyze machine learning applications for solving semantic annotation problems. For this goal, the article tries to closely study and categorize related researches for better understanding and to reach a framework that can map machine learning techniques into the Semantic Annotation challenges and requirements

Developing downloadable TUIs for online pedagogic activities

The Web has changed how we interact with the World’s information and knowledge. As a result there have been several changes to the education sector, especially in online distance learning. Nevertheless, most of the e-Learning activities struggle to break the GUI paradigm. The HCI community has focused on the use of Tangible User Interfaces (TUI) for pedagogic purposes thus producing some evidence of the potential that embodied cognition might bring to constructivist learning. New education movements such as the Edupunk movement argue for an empowerment of independent learners, following the constructivist perspective where learners have to have a more active role by experimenting and discovering concepts on their own. However, we think that accessing TUI systems via Web can lead to pedagogic activities that break the GUI paradigm in education on the Web. This paper presents a case study: three prototypes of TUIs for online learning and exploration were developed and tested, investigating the usability and engagement provided by this kind of interactive tools. <br/

An active learning and training environment for database programming

Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used

INCORPORATING WEB TECHNOLOGY IN FACE TO FACE COOPERATIVE LEARNING IN AN ENGINEERING COURSE

Traditional and monologue type of teaching and learning environment has been at the saturated stage. The teachers and students have shown their indifferences toward teaching and learning process. New approach, which requires students’ involvement in learning process, was introduced. Peer based learning activities through face-to-face interaction have been introduced to students. Variety of learner centered learning activities was developed and it has contributed in developing new learning culture to the students, i.e. collaborative and shared out attitude towards each other. Applying the Web Technology to this cooperative learning environment promotes more active and personal learning experiences to each individual student. Through threaded discussion facility students are able to evaluate, comment, share and enrich other ideas, opinions and problems. Web technology supports the face-to-face cooperative learning, as students are able to keep their group and class learning activities on beyond their scheduled formal class meeting. Variety teaching-learning scenarios certainly play prominent role to this group activity

Assessing the benefits of Ajax in mobile learning systems design : a thesis submitted in partial fulfillment of the requirements for a Master of Information Studies at Massey University

Today, mobile technology is rapidly changing our life with increasing numbers of services supported by mobile phones, including mobile Internet access and Web-based mobile learning. The growth of the wireless Internet technology opens new path for people to study in anytime and any location. Using Web-based mobile application to present learning resources for mobile learners is a challenge for developers, because the mobile Internet access performance over GPRS networks is often unacceptably slow. A new Web development model, Ajax, may help to address this problem. Ajax (Asynchronous JavaScript and XML), is a new desktop approach to Web application development that uses client-side scripting to provide a seamless user application experience and reduce traffic between client and server. In this paper, we address the question of whether mobile Ajax provides measurable performance advantages over non-Ajax mobile learning applications. A real-life Web-based mobile learning application performance over a GPRS network study was done based on comparing an Ajax application and an Active Server Pages (ASP) application with identical functionality. Our results suggest that mobile Ajax can reduce the bandwidth requirement by 71%, and cut the server's response time in half. In addition, these performance improvements were noticed by users in our small group usability test

Using web-based peer assessment in fostering deep learning in computer programming

Active learning is considered by many academics as an important and effective learning strategy. Students can improve the quality of their work by developing their higher cognitive skills through reflection on their own ideas and practice of analytic and evaluative skills. Peer assessment is one of the successful approaches which can be used to enhance this deep learning. In this paper we discuss a novel web-based peer assessment system to support computer programming courses. We discuss the educational rational for the system, and the deep learning theory, report on its deployment on large programming modules. The preliminary results indicate that the system has successfully helped students to develop their higher cognitive skills in learning computer programming

A review on enhancing the teaching and learning of thermodynamics

Thermodynamics is a subject that deals with energy and is one of the most advanced tools for understanding our physical universe. Engineering students’ difficulties in learning thermodynamics occur globally as indicated by the literature. There are various studies reporting on efforts made to overcome the deficiencies and suggestions of teaching approaches to enhance students learning such as blended learning approach, active learning techniques, computer-based instruction, virtual lab – a web-based student learning tool for thermodynamic concept related to multi-staging in compressors and turbines, TESTTM software in design projects and laboratory and so on. This paper presents a review and analysis of the different approaches on supporting students learning of thermodynamics. The criteria for analysis are the characteristics of the learning system, the effectiveness based on students’ performance; the skill developed using the learning system, and students’ feedback