Developing Student Model for Intelligent Tutoring System

The effectiveness of an e-learning environment mainly encompasses on how efficiently the tutor presents the learning content to the candidate based on their learning capability. It is therefore inevitable for the teaching community to understand the learning style of their students and to cater for the needs of their students. One such system that can cater to the needs of the students is the Intelligent Tutoring System (ITS). To overcome the challenges faced by the teachers and to cater to the needs of their students, e-learning experts in recent times have focused in Intelligent Tutoring System (ITS). There is sufficient literature that suggested that meaningful, constructive and adaptive feedback is the essential feature of ITSs, and it is such feedback that helps students achieve strong learning gains. At the same time, in an ITS, it is the student model that plays a main role in planning the training path, supplying feedback information to the pedagogical module of the system. Added to it, the student model is the preliminary component, which stores the information to the specific individual learner. In this study, Multiple-choice questions (MCQs) was administered to capture the student ability with respect to three levels of difficulty, namely, low, medium and high in Physics domain to train the neural network. Further, neural network and psychometric analysis were used for understanding the student characteristic and determining the student’s classification with respect to their ability. Thus, this study focused on developing a student model by using the Multiple-Choice Questions (MCQ) for integrating it with an ITS by applying the neural network and psychometric analysis. The findings of this research showed that even though the linear regression between real test scores and that of the Final exam scores were marginally weak (37%), still the success of the student classification to the extent of 80 percent (79.8%) makes this student model a good fit for clustering students in groups according to their common characteristics. This finding is in line with that of the findings discussed in the literature review of this study. Further, the outcome of this research is most likely to generate a new dimension for cluster based student modelling approaches for an online learning environment that uses aptitude tests (MCQ’s) for learners using ITS. The use of psychometric analysis and neural network for student classification makes this study unique towards the development of a new student model for ITS in supporting online learning. Therefore, the student model developed in this study seems to be a good model fit for all those who wish to infuse aptitude test based student modelling approach in an ITS system for an online learning environment. (Abstract by Author

Multiple intelligences and network affordances: can videos enhance students' perceptions of their learning experience, learning outcomes and subject engagement?

In conjunction with the arrival of emerging technologies, many universities are encouraging their educators to rethink and reframe their teaching approaches and delivery methods. Integrating different types of media to enhance delivery of subject materials to higher education students is growing in national and international importance. As a response to the technology-enhanced approach, a more student-centered experience that actively engages students is promoted. This mixed-methods research focuses on students' and lecturers' perceptions of the value of online videos in relation to student's learning experiences and engagement with respect to the effect of multiple intelligences. This helps to clarify whether there is a relationship between students' multiple intelligences scores and their age, gender, learning experience and motivation. This study also reports on interviews conducted with both lecturers and students. It seeks to answer how and why students use online videos, and how this might influence engagement in their subjects. It provides a clear voice on their views concerning the benefits, and challenges of online video use, along with any positive or negative suggestions regarding their experience of the technology. It also reports whether employing various types of videos within a subject could increase and support learning needs and intelligences of students. Furthermore, lecturers' perceptions of different modes and purposes for online videos and their views, understanding, and challenges of the learning and teaching environment in a flipped classroom approach are investigated. Analysing the quantitative data, a number of important insights were obtained. For example, it was revealed that students are higher on Intrapersonal intelligence and lower in Existential intelligence. Bodily-Kinesthetic and Musical-Rhythmic intelligences were other highly developed intelligences of students. Based on the lecturers' responses, there seems to be distinctive similarities and differences between two disciplines in the extent of video integration and types of videos that they use. The most visible similarity between these participants is in terms of incorporating different kinds of short YouTube videos. As for Tech-literacy, unlike participants from Behavioural Sciences who relied on videos from YouTube and other online resources, all Educational Science participants could create their own videos by using Camtasia, and not having a reliance on the available online sources. Moreover, there seems to be certain tech-literacy differences between baby boomers and Generation Xers. Considering lecturers' perception on the flipped classroom approach, the study revealed some challenges in their teaching. According to the data gathered from interviews, it seems that the challenges are around the use of Camtasia, rigidity (clunky platforms), technology access and funding, technology mastery, upskilling in latest technological change and innovation, the structure and the pedagogy and the types of activities that they implement. The findings also revealed many advantages in successfully implementing the flipped model. For instance, the participants claimed that offering subjects in this approach provides students the opportunity to view lectures at home; thus freeing class time for demonstrating problem solving and deeper discussion-based face-to-face learning and understanding of the material. Students' interview findings revealed that the videos were perceived to be beneficial for students' engagement and motivation. The results also revealed that interest plays a major role for students who are keen to watch the topics that intrigue them. Based on their responses, it seems that they were dissatisfied with monotonous video lectures that failed to make their learning interesting. It seems that students are no longer interested in too much reading, and prefer easier and less demanding modes of learning, i.e. watching videos which denote a change in their desired mode of internalizing knowledge to an easier one. Desire for brevity, conciseness, and to the point videos with no additional materials were also found more attractive and engaging for them. They enjoy the flexibility to be able to watch videos with no time and place restrictions. Variety is perceived to be important to Net-Geners in particular, and music and visual aids seem to be their preference and a significant motivational stimulus. Animation and simulation make their learning easier. They like cognition forming and cognition sharing as a team work strategy and have the higher stimulus of interactive communication. Lastly, it seems that videos could be used as new modalities for changing the life for people with various learning disabilities. Based on students' responses, it seems that they were mostly satisfied with the video integration as they reported positive experiences from the videos uploaded and shared by lecturers. The results revealed the interactivity of videos and students' preference toward games and pleasure and interest sparked by video integration. The results indicated that visually attentive students would be more intrigued and motivated if the lecturer had incorporated a visual modality. Video integration has made them free from the burden of note taking and paying attention to the lecture at the same time. Videos have provided them the opportunity and flexibility to refer back to what is being said by the lecturer with no time and place restriction and with the benefit of documentation once it is downloaded. The findings also revealed that videos cannot stand entirely by themselves and need supplementary material or tutoring on the part of the teacher. The students addressed the necessity of their lecturers' need for familiarity with the latest Apps, as well as the lecturers' need to overcome a lack of technology literacy, in particular, in the psychology discipline. In conclusion, this study found that, with regard to online video materials, students also reported that videos could address their various intelligence types and abilities. Because students have different combinations of abilities and intelligences, they are attracted to various video activities based on different reasons, such as note taking, auditory and music, visuals, playing games, interactive discussions and questions, entertainment, and practical examples of real life experiences. Therefore, the existing video materials are sufficient to supplement the lesson curriculum and to address their intelligences

13th International Malaysian Educational Technology Convention (IMETC) 2019

For this year, a number of different organisations have come together to plan and execute this auspicious conference, with a hope that the conference will reach out to a greater audience from diverse backgrounds. Teams from Malaysian Educational Technology Association (META), Resource and Educational Technology Division (BSTP), Ministry of Education Malaysia and Centre for Instructional Technology and Multimedia (CITM), USM have banded together and planned this prestigious event, and this year, Universiti Sains Malaysia (USM), Penang, Malaysia agrees to be the host. This year’s theme entitled ‘Inclusivity in the 21st Century’s Technological Teaching and Learning Environment’ is seen as timely, necessary, and consequential, as it envisions educators’ vital role in the future of learning. Technology alone is not enough to enhance students’ learning. This little fact has been largely recognised by educators and in recent times, we have seen an influx of initiatives carried by educators and governments around the world, providing instructive trainings and workshops to foster creativity and innovation in using technology, to not just deliver knowledge, but to also democratise the process of delivering the knowledge to a whole new leve

Language in South Africa's higher education transformation : a study of language policies at four universities

The advancement of African languages following South Africa’s transition to a constitutional democracy was important not only for societal transformation but also to enable previously disadvantaged South Africans proper access to education. In order to achieve this end policies had to be developed by government and by the institutions involved. In this dissertation I provide an analysis of the language policies developed by four South African universities1 (the University of the Witwatersrand, the University of Cape Town, Rhodes University and North- West University) in order to provide insight into, and a critique of, how the role of African languages in education and in societal transformation is interpreted and implemented. The analysis of the language policies is preceded by an overview of the link between conflict and language in South Africa and a discussion on the manner in which the post-conflict South African state has attempted use language as a key player in transformation, particularly with regard to education. The dissertation draws on data collected from the policies to qualitatively determine a number of issues relating to transformation, being: the rationale for becoming a multilingual university; their choice for their languages of instruction; how universities try to achieve academic development through language interventions; how they attempt to develop their staff and students; and how actual implementation is achieved or projected

A professional agenda: An initial step toward enhancing the quality of teaching in University Malaysia Sarawak.

This paper was originally written as a proposal to the management of the Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak (UNIMAS) in the bid to enhance the quality of teaching on a university-wide basis. The recent quality assurance movement on teaching in UNIMAS is an important step to foster excellence in teaching and to eventually meet one of Malaysia’s visions of being a center for quality education by year 2020. Although teaching is one of the core businesses in institutions of higher learning, it is ironic that academics in many universities are not required to possess preparatory training in teaching, unlike schoolteachers. As a forwardlooking university, one of the initial mechanisms suggested in this paper is to conduct a workshop series to all UNIMAS academics. The workshop series comprise topics such as Introduction to University Teaching, How Humans Learn? Assessment, Instructional Design, Instructional Technology, and Learning from the Teaching Practice. The aims of the workshop series are to train the UNIMAS academics in teaching on a short-term basis, to initiate a long-term commitment toward excellence in teaching, and to develop a collaborative academic community that places special commitment to excellence in teaching. The required institutional commitment, the success factors, and the long-term plans for enhancing teaching at UNIMAS are also discussed in this paper

Malaysian learners' conceptions of their learning processes and their perceptions of their English as a second language (ESL) courses in a tertiary distance learning context

There is an ever-increasing demand for higher education in Malaysia. In order to fulfil this demand, the government has introduced numerous measures to expand higher education opportunities. These plans have included the expansion and development of distance education. Prior to the mid-1992, only one public university, i.e., University Sains Malaysia, offered distance learning courses. Presently, six out of the eight public universities are participating in off-campus/distance education schemes. The distance learning courses offered by these universities can be divided into two categories: content courses and language courses. Research into the effectiveness of the distance learning content courses has been undertaken, but so far, no research has been carried out on the distance learning language courses. The purpose of this thesis is to investigate the effectiveness of the distance learning English Proficiency Programme of one of these universities, i.e., Universiti Kebangsaan Malaysia, in meeting the learning needs of the distance learners. This thesis undertakes three studies that investigate the distance learners' conception of their learning styles in learning English, their approaches to studying in general and their perceptions of their English Proficiency Courses. On-campus learners are included to enable a comparison to be made. The thesis adopts an integrated approach comprising both qualitative and quantitative methodologies. The instruments used are questionnaires and interviews. The questionnaires are adapted from those of Willing's (1988) and Entwistle and Ramsden's studies (1983). The semi- structured interviews are used to elicit information regarding distance learners' views of their English Proficiency Courses. The data are analysed statistically (with the used of SPSS 9.0) as well as qualitatively. The purpose of this research is to devise a strategy for developing a distance learning English as a Second Language programme suitable for university learners in Malaysia and, possibly, to provide insights which might be applicable to other similar contexts

The effects of the process approach on writing apprehension and writing quality among ESL students at university level in Malaysia

This study was designed to investigate the effects of two methods of teaching written composition (i.e. traditional and process approach) on writing apprehension among ESL students, and also the effect of the process approach on the overall quality and length of their writing. Students enrolled in Written Communication 1 course at the National University of Malaysia were chosen as the subjects of this study. The students had been placed in three groups based on the results of previous courses and for the purpose of this study the top and the bottom groups were selected as the experimental groups and the middle one as the control. From the findings, it was concluded that both methods were successful in reducing writing apprehension, but that the process approach was considerably more effective in achieving this than the traditional approach. Moreover, the subjects in the process/experimental group were found to write better and longer essays than the subjects in the control group taught in the usual way

Multilingual Information Access: Practices and Perceptions of Bi/multilingual Academic Users

The research reported in this dissertation explored linguistic determinants in online information searching, and examined to what extent bi/multilingual academic users utilize Multilingual Information Access (MLIA) tools and what impact these have on their information searching behavior. The aim of the study was three-pronged: to provide tangible data that can support recommendations for the effective user-centered design of Multilingual Information Retrieval (MLIR) systems; to provide a user-centered evaluation of existing MLIA tools, and to offer the basis of a framework for Library & Information Science (LIS) professionals in teaching information literacy and library skills for bi/multilingual academic users. In the first phase of the study, 250 bi/multilingual students participated in a web survey that investigated their language choices while searching for information on the internet and electronic databases. 31 of these participants took part in the second phase which involved a controlled lab-based user experiment and post experiment questionnaire that investigated their use of MLIA tools on Google and WorldCat and their opinions of these tools. In the third phase, 19 students participated in focus groups discussions and 6 librarians were interviewed to find out their perspectives on multilingual information literacy. Results showed that though machine translation has alleviated some of the linguistic related challenges in online information searching, language barriers do still exist for some users especially at the query formulation stage. Captures from the experiment revealed great diversity in the way MLIA tools were utilized while the focus group discussions and interviews revealed a general lack of awareness by both librarians and students of the tools that could help enhance and promote multilingual information literacy. The study highlights the roles of both IR system designers as well as LIS professionals in enhancing and promoting multilingual information access and literacy: User- centered design, user-modeling were found to be key aspects in the development of more effective multilingual information retrieval (MLIR) systems. The study also highlights the distinction between being multilingually information literate and being multilingual information literate. Suitable models for instruction for bi/multilingual academic users point towards Specialized Information Literacy Instruction (SILI) and Personalized Information Literacy Instruction (PILI)