Strategies and mechanisms for electronic peer review

This journal article published at the October 2000 Frontiers in Education Conference discusses strategies and mechanisms for electronic peer review. It outlines a peer-grading system for review of student assignments over the World-Wide Web called Peer Grader. The system allows authors and reviewers to communicate and authors to update their submissions. This system facilitates collaborative learning and makes it possible to break up a large project into smaller portions. The article summarizes a unique and innovative method of peer-review. Educational levels: Graduate or professional

Digital Dissemination Platform of Transportation Engineering Education Materials Founded in Adoption Research

INE/AUTC 14.0

Teaching with Technology to Engage Students and Enhance Learning

Teaching technology effects on student learning in a large lecture introductory statistics course were tested. Findings show in-class personal response systems and on-line homework/quizzes significantly improve student exam scores. We infer proven small class techniques, participating in class and doing homework via technologies, can restore sound pedagogy in larger classes. The experiment was conducted using just one class, but factors usually unaccounted for in assessment research were controlled, especially the instructor and other materials. The technologies investigated here can provide learning benefits to students even in larger courses often criticized for their inability to provide students quality learning experiences.Teaching, technology, statistics, active learning.

To enhance collaborative learning and practice network knowledge with a virtualization laboratory and online synchronous discussion

This work is licensed under a Creative Commons Attribution 4.0 Internatinal License.Recently, various computer networking courses have included additional laboratory classes in order to enhance students' learning achievement. However, these classes need to establish a suitable laboratory where each student can connect network devices to configure and test functions within different network topologies. In this case, the Linux operating system can be used to operate network devices and the virtualization technique can include multiple OSs for supporting a significant number of students. In previous research, the virtualization application was successfully applied in a laboratory, but focused only on individual assignments. The present study extends previous research by designing the Networking Virtualization-Based Laboratory (NVBLab), which requires collaborative learning among the experimental students. The students were divided into an experimental group and a control group for the experiment. The experimental group performed their laboratory assignments using NVBLab, whereas the control group completed them on virtual machines (VMs) that were installed on their personal computers. Moreover, students using NVBLab were provided with an online synchronous discussion (OSD) feature that enabled them to communicate with others. The laboratory assignments were divided into two parts: Basic Labs and Advanced Labs. The results show that the experimental group significantly outperformed the control group in two Advanced Labs and the post-test after Advanced Labs. Furthermore, the experimental group's activities were better than those of the control group based on the total average of the command count per laboratory. Finally, the findings of the interviews and questionnaires with the experimental group reveal that NVBLab was helpful during and after laboratory class

QuizPower: a mobile app with app inventor and XAMPP service integration

This paper details the development of a mobile app for the Android operating system using MIT App Inventor language and development platform. The app, Quiz Power, provides students a way to study course material in an engaging and effective manner. At its current stage the app is intended strictly for use in a mobile app with App Inventor course, although it provides the facility to be adapted for other courses by simply changing the web data store. Development occurred during the spring semester of 2013. Students in the course played a vital role in providing feedback on course material, which would be the basis for the structure of the quiz as well as the questions. The significance of the project is the integration of the MIT App Inventor service with a web service implemented and managed by the department

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

Pilot Open Case Series of Voice over Internet Protocol-Delivered Assessment and Behavior Therapy for Chronic Tic Disorders

Comprehensive Behavioral Intervention for Tics (CBIT) is an efficacious treatment for children with chronic tic disorders (CTDs). Nevertheless, many families of children with CTDs are unable to access CBIT due to a lack of adequately trained treatment providers, time commitment, and travel distance. This study established the interrater reliability between in-person and Voice over Internet Protocol (VoIP) administrations of the Yale Global Tic Severity Scale (YGTSS), and examined the preliminary efficacy, feasibility, and acceptability of VoIP-delivered CBIT for reducing tics in children with CTDs in an open case series. Across in-person and VoIP administrations of the YGTSS, results showed mean agreement of 91%, 96%, and 95% for motor, phonic, and total tic severity subscales. In the pilot feasibility study, 4 children received 8 weekly sessions of CBIT via VoIP and were assessed at pre- and posttreatment by an independent evaluator. Results showed a 29.44% decrease in clinician-rated tic severity from pre- to posttreatment on the YGTSS. Two of the 4 patients were considered treatment responders at posttreatment, using Clinical Global Impressions–Improvement ratings. Therapeutic alliance, parent and child treatment satisfaction, and videoconferencing satisfaction ratings were high. CBIT was considered feasible to implement via VoIP, although further testing is recommended