A systematic review on machine learning models for online learning and examination systems

Examinations or assessments play a vital role in every student’s life; they determine their future and career paths. The COVID pandemic has left adverse impacts in all areas, including the academic field. The regularized classroom learning and face-to-face real-time examinations were not feasible to avoid widespread infection and ensure safety. During these desperate times, technological advancements stepped in to aid students in continuing their education without any academic breaks. Machine learning is a key to this digital transformation of schools or colleges from real-time to online mode. Online learning and examination during lockdown were made possible by Machine learning methods. In this article, a systematic review of the role of Machine learning in Lockdown Exam Management Systems was conducted by evaluating 135 studies over the last five years. The significance of Machine learning in the entire exam cycle from pre-exam preparation, conduction of examination, and evaluation were studied and discussed. The unsupervised or supervised Machine learning algorithms were identified and categorized in each process. The primary aspects of examinations, such as authentication, scheduling, proctoring, and cheat or fraud detection, are investigated in detail with Machine learning perspectives. The main attributes, such as prediction of at-risk students, adaptive learning, and monitoring of students, are integrated for more understanding of the role of machine learning in exam preparation, followed by its management of the post-examination process. Finally, this review concludes with issues and challenges that machine learning imposes on the examination system, and these issues are discussed with solutions

Crowdsourcing the Curriculum: Redefining E-Learning Practices Through Peer-Generated Approaches

Inclusion of open resources that employ a peer-generated approach is changing who learns what, from whom, and via what means. With these changes, there is a shift in responsibilities from the course designer to motivated and self-directed learner-participants. While much research on e-learning has addressed challenges of creating and sustaining participatory environments, the development of massive open online courses calls for new approaches that go beyond the existing research on participatory environments in institutionally defined classes. We decenter institutionally defined classes and broaden the discussion to the literature on the creation of open virtual communities and the operation of open online crowds. We draw on literatures on online organizing, learning science, and emerging educational practice to discuss how collaboration and peer production shape learning and enable “crowdsourcing the curriculum.

The Virtual Tutor: Tasks for conversational agents in Online Collaborative Learning Environments

Online collaborative learning environments are becoming increasingly popular in higher education. E-tutors need to supervise, guide students and look out for conflicts within the online environment to ensure a successful learning experience. Web-based platforms allow for interactive elements such as conversational agents to disencumber the e-tutor. Repeatable tasks, which do not require a human response, can be automatized by these systems. The aim of this study is to identify and synthesize the tasks an e-tutor has and to investigate the automatisation potential with conversational agents. Using a design science research approach a literature review is conducted, identifying 13 tasks. Subsequently, a matrix is established, contrasting the tasks with requirements for the use of conversational agents. Furthermore, a virtual tutor framework is developed, clarifying the agent type selection, the technical structure and components for a prototype development in an online collaborative learning environment

Systematic review of research on artificial intelligence applications in higher education – where are the educators?

According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education

Design and implementation of a software agent platform applied in E-learning and course management

Text in English; Abstract: English and TurkishIncludes bibliographical references (leaves 86-89)xi, 115 leavesIn this thesis, we report an experience on constructing a software agent platform for development and implementation of software agent systems running with integrated e-learning and course management applications which are developed and running under different technologies. The proposed platform consists of an agent development framework namely JADE (Java Agent Development Environmet), a common database infrastructure serving to many different applications and the applications infrastructure running on different platforms. An example e-university application module which is an integrated course management software running on the proposed platform namely Course ON-LINE and an agent application running as an add-on utility to this application namely GAIA is explained in detail to demonstrate the use of the proposed application.Bu çalışmada farklı teknolojiler kullanılarak geliştirilen ve farklı platformlarda çalıştırılmakta olan ve tümleşik yapıdaki uzaktan eğtim ve ders yönetimi araçları uygulamalarla birlikte çalışabilecek yazılım etmen sistemlerinin geliştirilebilmesini sağlayan bir yazılım geliştirme ve çalıştırma ortamı inşa etme deneyimi aktarılmıştır. Önerilen ortam JADE (Java Agent Development Environmet), isimli bir etmen geliştirme aracı, etmen sistemleri dahil tüm uygulamaların ortak kullandıkları bir veritabanı altyapısı, ve farklı ortamlarda çalışan ve farklı teknolojilerle geliştirilmiş uygulamaların altyapısından oluşmaktadır. Önerilen ortamın kullanılışını göstermek için tümleşik ders web sayfaları yönetim aracı olan ve e-üniversite uygulamalarının bir parçası olan Course ON-LINE ve onunla birlikte çalışan bir yazılım etmeni uygulaması olan GAIA uygulamaları detaylıca sunulmuştur

Advantages and challenges of using capture-the-flag games in cyber security education

Abstract. The world around us is digitalising fast and internet is almost everywhere, which makes cyber security an inevitable part of our lives. This thesis explored if capture-the-flag (CTF) games are viable solution to teaching cyber security. Research method used was a narrative literature review. 16 academic sources were reviewed, nine of which used quantitative research methods. Prior research showed that capture-the-flag games had a positive impact on participants’ motivation and engagement levels. In some studies, capture-the-flag games were found to lead to statistically better learning results and better understanding of computer security. Other resulting advantages were better practical knowledge in cyber security, increased grades and increased confidence in cyber security skills. Organising such games was found to be a challenging job and consequently, knowledge is required from both organisers and participants of capture-the-flag games. Capture-the-flag game environments are complex and support staff is needed in organising such games. Designing the challenges to be appropriately challenging was found to be a difficult task and a related problem was challenge avoidance. Quality assurance was found to be an important, but often overlooked part of the design process. In some papers, plagiarism was mentioned being a trouble. Automated approval of flag submissions in the games could lead to students illicitly sharing flags. Besides plagiarism, other ethical implications of teaching offensive computer security methods were a concern to many authors, but no quantitative research on this topic has so far been conducted

Role of Artificial Intelligence in Indian Education System

Computer is being used in the field of education for many years and we have got mixed results from it. Although new discoveries in the field of Artificial Intelligence (AI) have shown very positive results in the field of education. AI technology has a very old history which is changing with the times and continuously advancing. This technology is completely based on intelligent agents who learn from the environment around them and take action based on that to maximize their chances of success. AI is a technology made up of machine and computer program that tries to solve problems independently like humans, draws conclusions and takes the right decision based on that. Most artificial intelligence systems have learning capabilities that allow people to improve their performance over time. Recent research on AI tools, including machine learning, deep learning and predictive analysis, aims to enhance the ability to plan, learn, reason, think and take action. In this paper, I will try to explain modern AI techniques and the use of AI in various fields of education

One Professor\u27s Approach to Increasing Technology Use in Legal Education

Legal educators must increase the use of technology in legal education today Although some legal educators may disagree vehemently with this statement, most have accepted the fact that technology has and will become an even greater part of the fabric of our learning institutions. Students in kindergarten spend some portion of their week in the computer lab. By the time kids reach their middle- and high-school years, many are well-versed in word processing programs, e-mail, and surfing the Internet. Elementary school teachers are trained and encouraged to use multi-media software, the Internet, and other technology in their classrooms because not all students learn effectively using only auditory skills, nor do all students respond to a chalk and talk teaching style. Undergraduate professors in business, science, religion, and other subjects commonly use presentation software to illustrate substantive concepts with formulas, maps, and text. Students are encouraged and trained to utilize technology in class projects and presentations. Most law schools, however, are far behind the educational systems that send us our students in terms of integrating technology into the learning process. Certainly, legal educators have had WESTLAW and LEXIS/NEXIS at their disposal for years, but these tools do not demonstrate a commitment to technology. Even these automated legal databases have at times been viewed with scorn or caution by law professors and legal professionals. Law professors are rightfully concerned that students may rely on automated search techniques without understanding how to research a case or statute in the bound books. Similarly, some law firms would rather bill associate hours than bill clients for LEXIS or WESTLAW search charges. Law students, however, need to recognize the important role that technology plays in our society, and academicians should be the ones to guide them