Integrating knowledge tracing and item response theory: A tale of two frameworks

Traditionally, the assessment and learning science commu-nities rely on different paradigms to model student performance. The assessment community uses Item Response Theory which allows modeling different student abilities and problem difficulties, while the learning science community uses Knowledge Tracing, which captures skill acquisition. These two paradigms are complementary - IRT cannot be used to model student learning, while Knowledge Tracing assumes all students and problems are the same. Recently, two highly related models based on a principled synthesis of IRT and Knowledge Tracing were introduced. However, these two models were evaluated on different data sets, using different evaluation metrics and with different ways of splitting the data into training and testing sets. In this paper we reconcile the models' results by presenting a unified view of the two models, and by evaluating the models under a common evaluation metric. We find that both models are equivalent and only differ in their training procedure. Our results show that the combined IRT and Knowledge Tracing models offer the best of assessment and learning sciences - high prediction accuracy like the IRT model, and the ability to model student learning like Knowledge Tracing

LMS DESIGN INTERVENTIONS FORENHANCING THE INTENTION TO CONTINUE USE

Learners, according to the literature, believe that the use of a Learning Management System increases self-regulated behaviour, but even so, a significant number of them have no positive intention to use one. The goal of this thesis is to investigate this mismatch and to propose and test the use of Perceived Learning Self-regulation and Perceived Cognitive Absorption as predictors of the intention to use an LMS and to design and test interventions that improve the Continued Intention to Use an LMS that enhances Perceived Learning Self-Regulation and Perceived Cognitive Absorption. Three intervention tools were designed on a theoretical basis and then implemented: herd behaviour was the basis for Tracking Technology, goal setting was the basis for Visualised Competency, and social learning theory was the basis for Social Media. The intervention designs were based on data from interviews, focus group discussions and online collaboration with 10 teachers. They were implemented on a computer science module with 400 registered students. Two questionnaires were circulated to examine the effects of these interventions on the PLSR, PCA and CIU (151 students) and assess their opinions (149 students). All three interventions increased students' perceived cognitive absorption and perceived learning self-regulation and increased their continued intention to use a learning management system. Moreover, perceived cognitive absorption was found to be a critical antecedent to perceived learning self-regulation, which plays a mediating role between perceived cognitive absorption and their continued intention to use a learning management system. The survey analysis reported a positive perception overall among the students of the proposed interventions and the LMS with the given technology. Interaction analysis showed the continuous and consistent use of the intervention by the learners. The main contribution to knowledge here is a new framework for interventions that can improve students perceived cognitive absorption and thereby their continued intention to use an LMS. This research integrated the theories of experience flow, self-regulation, herd behaviour and goal setting to explain the potential effects of tracking technology, visualised competency, and social media on the perceived learning self-regulation and perceived cognitive absorption, which improved the continued intention to use a learning management system. According to the Information System Success Model, positive attitudes and the perception of benefits can be significant predictors of the intention to use a certain technology. Thus, Perceived Learning Self-Regulation and Perceived Cognitive Absorption were used to propose predictors of students’ continued intention to use a learning management system, instead of their perception of and attitude to possible benefits. For this reason, the present research aimed to develop a framework that introduced, evaluated, and examined the impact of interventions on improving learners perceived cognitive absorption and perceived learning self-regulation as well as affecting learners’ continued intention to use in LMS. To fulfil this aim, the main research question was, “How to improve students’ Continued Intention to Use (CIU) an LMS by improving their perceived learning self-regulation and perceived cognitive absorption?” The results suggest that all interventions had a significant effect on the perceived cognitive absorption, perceived learning self-regulation and continue intention to use the LMS. perceived cognitive absorption was found to be a critical antecedent to the perceived learning self-regulation, which plays the mediating role between perceived cognitive absorption and continue intention to use LMS. The survey analysis also reported overall positive perceptions among students of the use of these interventions and the LMS with the technology. By using interaction analysis, the intervention showed continuous and consistent use among learners. The main contribution to knowledge, as noted above, is a new framework to propose interventions that can improve the perceived cognitive absorption, and in turn, the continue intention to use can be improved. This research integrated experience flow, self-regulation, herd behaviour and goal-setting theories to explain the potential effects of the tracking tool, visualised competency, and social media on the perceived learning self-regulation and perceived cognitive absorption, which improved the learners continue intention to use learning management system

A Competence-based Service for Supporting Self-Regulated Learning in Virtual Environments

This  paper  presents  a  conceptual  approach  and  a  Web-based  service  that  aim  at  supporting self-regulated learning in virtual environments. The conceptual approach consists of four  components:  1)  a  self-regulated  learning  model  for  supporting  a  learner-centred  learning  process, 2) a psychological model for facilitating competence-based personalization and knowledge assessment, 3) an open learner model approach for visual interaction and feedback, and 4) a learning analytics approach for capturing relevant learner information required by the other  components.  The  Web-based  service  provides  a  technical  implementation  of  the  conceptual approach, as well as a linkage to existing virtual environments used for learning purposes. The approach and service have been evaluated in user studies in university courses on computer  science  to  demonstrate  the  usefulness  of  the  overall  approach  and  to  get  an  understanding of some limitations

Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students

Educators’ Perspectives on the Main Challenges and Opportunities for Implementing Digital Solutions in Learning and Teaching

The gap between technological progress and education is one of the international issues that needs to be addressed. Further education of educators is considered one of the best solutions [1]. Nevertheless, schools struggle with the requirements set by national and international authorities, lacking guidance and support [2, 3, 4]. This research aims to identify the primary challenges and opportunities for implementing the use of digital solutions in learning and teaching. The research questions are as follows: (1) What are the primary challenges for educators when implementing digital solutions in learning and teaching? and (2) What are the key opportunities for educators when implementing digital solutions in learning and teaching? This study examines the reflections and evaluations of educators’ learning experiences in a two-year national-level further education programme aimed at enhancing and advancing their pedagogical digital competence. Throughout the course, educators regularly filled out surveys reflecting on the quality of collaboration in their support groups, their progress towards their professional development goals, their main challenges, and their greatest successes in learning and implementing digital solutions in practice. The study analysed 8,636 responses from educators using a mixed-methods design. Quantitative data analysis was used for the Likert scale questions, while deductive and inductive qualitative analysis was used for the open-ended questions. The results show that many of the factors’ educators mentioned as successes in their learning experience were also mentioned as significant challenges, such as learning to use new digital solutions, applying digital solutions in their work, collaborating with colleagues to learn and implement new digital solutions, and effectively managing time to achieve set goals. Educators need dedicated time to experiment with digital solutions, engage in practical and peer-oriented learning approaches, develop a shared vision, foster collaboration, and receive support to enhance their competence and confidence in utilising digital solutions

Beyond the language classroom: researching MOOCs and other innovations

With the rise of the internet and new communication technologies, language learning has moved beyond the classroom walls. This volume presents a range of important studies on innovative ways for learning languages outside the classroom. Chapters discuss MOOCs in the UK, Belgium, China, and Italy for studying a range of languages, research on new apps, flipped classroom modes, and approaches to informal learning in a range of international settings. In these ways, the volume offers a significant contribution to our understanding of how learning beyond the language classroom will transform language education in the decades to come

Learning from the learners' experience: e-Learning@greenwich post-conference reflections

This publication comprises papers from presenters who, having made a conference presentation, were invited to author an academic paper about their work

A design-based research approach to an educational challenge : developing independent learners using a blended learning environment

PhD ThesisA design-based research approach to an educational challenge: Developing independent learners using a blended learning environment. The transition from school to higher education in the UK has been highlighted as becoming challenging for a number of students. The contrast between the learning experience of students at school and in higher education has been seen as problematic, with supportive small group experiences at school and commonly large impersonal teaching structures at university. Upon entry to higher education, many students are perceived to have a ‘skills deficit’ in those areas important for success. These skills have been summarised in this study under the term ‘independent learning’. This study follows a design research approach into the course re-design of an A level (university entrance) science course. A ‘traditionally’ taught course was re-designed into a blended learning environment, using an open source virtual learning environment. The course design was informed by principles from a variety of sources and underlying theoretical concepts including the Conversational Framework and the Community of Inquiry, emphasising changes in pedagogical approach above technological issues. The research approach followed the main processes of educational design research, however rather than repeat iterations of the same course; the study was structured into developmental stages of progress towards the final blended learning environment. The study employed a mixed methods strategy, including a quantitative measure of self-regulation (MSLQ), a student course evaluation using Q methodology as well as observations, staff and student interviews and course data analysis. The results indicated a significant improvement in self-regulated behaviours according to the MSLQ survey against a non-intervention class. In the course evaluation of the blended learning environment, the students presented into three groups with contrasting attitudes to blending learning; the ‘pragmatists, the enthusiasts and the conservatives’. The study concludes with some principles to guide the design of blended learning courses in order to encourage independent learning, implications for educational policy, and recommendations for further research. These generic design principles emphasise the value of the educational design-research approach as a realistic and effective method for reflective researchers and practitioners