87,170 research outputs found
Modelling and Using Response Times in Online Courses
Each time a learner in a self-paced online course seeks to answer an
assessment question, it takes some time for the student to read the question
and arrive at an answer to submit. If multiple attempts are allowed, and the
first answer is incorrect, it takes some time to provide a second answer. Here
we study the distribution of such "response times." We find that the log-normal
statistical model for such times, previously suggested in the literature, holds
for online courses. Users who, according to this model, tend to take longer on
submits are more likely to complete the course, have a higher level of
engagement, and achieve a higher grade. This finding can be the basis for
designing interventions in online courses, such as MOOCs, which would encourage
"fast" users to slow down
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Modeling and managing student satisfaction: use of student feedback to enhance learning experience
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Face-to-face and online interactions - is a task a task?
This study contrasts two different ways of analysing interaction and participation in language learning tutorials: Social network analysis of frequency and QSR analysis of type of interaction. One task from three German beginners' language tutorials (one delivered face-to-face, the other two online) is analysed. A description of the background and method of the study is provided together with some examples of the findings. As this is work in progress, only tentative conclusions can be provided at this stage
Lecturer--student views on successful online learning environments.
While many are enthusiastic about the promises of online learning as a flexible form of learning, others are cautious and concerned with the quality of teaching and learning rendered in such environments. In response, this article reports on the findings of a study conducted to better understand the issues related to the nature of learning in online environments and how learning in such environments can be successfully facilitated. Ten online lecturers and their students were surveyed at the Faculty of Education, University of Waikato. Successful online teaching and learning was characterised as a social interactive process such as that embodied within learning communities. Teaching practices and responsibilities associated with four lecturer roles were crucial to this process-pedagogical, managerial, social and technological. Considering these multiple roles is argued to be a productive framework in enabling online lecturers to understand and act on each role's required responsibility, tasks and practices and adapt them to their particular teaching context
Acute care nurses' perceptions of barriers to using research information in clinical decision-making
Aim. To examine the barriers that nurses feel prevent them from using research in the decisions they make. Background. A sizeable research literature focusing on research utilization in nursing has developed over the past 20 years. However, this literature is characterized by a number of weaknesses: self-reported utilization behaviour; poor response rates and small, nonrandom sampling strategies. Design. Cross-case analysis involving anonymised qualitative interviews, observation, documentary audit and Q methodological modelling of shared subjectivities amongst nurses. The case sites were three large acute hospitals in the north of England. One hundred and eight nurses were interviewed, 61 of whom were also observed for a total of 180 h, and 122 nurses were involved in the Q modelling exercise (response rate of 64%). Results. Four perspectives were isolated that encompassed the characteristics associated with barriers to research use. These related to the individual, organization, nature of research information itself and environment. Nurses clustered around four main perspectives on the barriers to research use: (1) Problems in interpreting and using research products, which were seen as too complex, 'academic' and overly statistical; (2) Nurses who felt confident with research-based information perceived a lack of organizational support as a significant block; (3) Many nurses felt that researchers and research products lack clinical credibility and that they fail to offer the desired level of clinical direction; (4) Some nurses lacked the skills and, to a lesser degree, the motivation to use research themselves. These individuals liked research messages passed on to them by a third party and sought to foster others' involvement in research-based practice, rather than becoming directly involved themselves. Conclusions. Rejection of research knowledge is not a barrier to its application. Rather, the presentation and management of research knowledge in the workplace represent significant challenges for clinicians, policy-makers and the research community
BIMing the architectural curricula: integrating Building Information Modelling (BIM) in architectural education
Building Information Modelling (BIM) reflects the current heightened transformation within the Architectural, Engineering and Construction (AEC) Industry and the Facilities and Management (FM) sector, offering a host of benefits from increased efficiency, accuracy, speed, co-ordination, consistency, energy analysis, project cost reduction etc to various stake holders from owners to architects, engineers, contractors and other built environment professionals. Many countries around the world are responding to this paradigm shift including the United Kingdom (UK). The Cabinet office took the decision in 2011 to make the use of collaborative 3D BIM technology mandatory for all public sector construction contracts by 2016 (Cabinet Office, 2011). According to Smith and Tardif, despite certain myths and misconceptions surrounding BIM, its rate of implementation has been much faster in comparison to the availability of professionals skilled in use of BIM, thus creating a skill gap in the design and construction industry (Smith and Tardif, cited in Barison and Santos, 2010a).
This article aims at bridging the gap between the graduate skill sets and the changing needs of the profession. The research methodology adopted consists of thoroughly reviewing the existing literature in this subject area coupled with carrying out a survey of accredited Schools of Architecture in the UK. The analysis of the survey questionnaire results shows the extent to which BIM is currently being taught and identifies the barriers where its implementation has either been slow or not yet started. The paper highlights the fact that there has been considerable delay in the successful integration of BIM in the Schools of Architecture in the UK, thus emphasising the need for expeditiously training and preparing students in the use of BIM making them ready to effectively perform in a BIM enabled work arena
Trend Analysis of Las Vegas Land Cover and Temperature Using Remote Sensing
The Las Vegas urban area expanded rapidly during the last two decades. In order to understand the impacts on the environment, it is imperative that the rate and type of urban expansion is determined. Remote sensing is an efficient and effective way to study spatial change in urban areas and Spectral Mixture Analysis (SMA) is a valuable technique to retrieve subpixel landcover information from remote sensing images. In this research, urban growth trends in Las Vegas are studied over the 1990 to 2010 period using images from Landsat 5 Thematic Mapper (TM) and National Agricultural Imagery Program (NAIP). The SMA model of TM pixels is calibrated using high resolution NAIP classified image. The trends of land cover change are related to the land surface temperature trends derived from TM thermal infrared images. The results show that the rate of change of various land covers followed a linear trend in Las Vegas. The largest increase occurred in residential buildings followed by roads and commercial buildings. Some increase in vegetation cover in the form of tree cover and open spaces (grass) is also seen and there is a gradual decrease in barren land and bladed ground. Trend analysis of temperature shows a reduction over the new development areas with increased vegetation cover especially, in the form of golf courses and parks. This research provides a useful insight about the role of vegetation in ameliorating temperature rise in arid urban areas
Understanding Communication Patterns in MOOCs: Combining Data Mining and qualitative methods
Massive Open Online Courses (MOOCs) offer unprecedented opportunities to
learn at scale. Within a few years, the phenomenon of crowd-based learning has
gained enormous popularity with millions of learners across the globe
participating in courses ranging from Popular Music to Astrophysics. They have
captured the imaginations of many, attracting significant media attention -
with The New York Times naming 2012 "The Year of the MOOC." For those engaged
in learning analytics and educational data mining, MOOCs have provided an
exciting opportunity to develop innovative methodologies that harness big data
in education.Comment: Preprint of a chapter to appear in "Data Mining and Learning
Analytics: Applications in Educational Research
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