Data Mining for Studying the Impact of Reflection on Learning

Title: Data Mining for Studying the Impact of Reflection on Learning Keywords: educational data mining, Reflect, learning behaviour, impact Abstract On-line Web-based education learning systems generate a large amount of students' log data and profiles that could be useful for educators and students. Hence, data mining techniques that enable the extraction of hidden and potentially useful information in educational databases have been employed to explore educational data. A new promising area of research called educational data mining (EDM) has emerged. Reflect is a Web-based learning system that supports learning by reflection. Reflection is a process in which individuals explore their experiences in order to gain new understanding and appreciation, and research suggests that reflection improves learning. The Reflect system has been used at the University of Sydney’s School of Information Technology for several years as a source of learning and practice in addition to the classroom teaching. Using the data from a system that promotes reflection for learning (such as the Reflect system), this thesis focuses on the investigation of how reflection helps students in their learning. The main objective is to study students' learning behaviour associated with positive and negative outcomes (in exams) by utilising data mining techniques to search for previously unknown, potentially useful hidden information in the database. The approach in this study was, first, to explore the data by means of statistical analyses. Then, popular data mining algorithms such as the K-means and J48 algorithms were utilised to cluster and classify students according to their learning behaviours in using Reflect. The Apriori algorithm was also employed to find associations among the data attributes that lead to success. We were able to group and classify students according to their activities in the Reflect system, and identified some activities associated with student performance and learning outcomes (high, moderate or low exam marks). We concluded that the approach resulted in the identification of some learning behaviours that have important impacts on student performance

Volume 11, Number 02

Full text of Volume 11, Number 02 of Reaching Through Teaching.https://digitalcommons.kennesaw.edu/rtt/1029/thumbnail.jp

A Needs assessment & exploration for incorporating tablet PC technology to improve deaf and hard of hearing students cooperative learning experiences in the mainstream classroom

This project focuses on qualitative exploratory research that analyzes the possible inclusion of Tablet PC technology and teaching strategies to enhance cooperative learning in the mainstream classroom environment. After 3 observations, suggestions for use of Tablet PC technology and teaching strategies were shared and modeled for the classroom Teachers of the Deaf(TODs). Feedback via interview and survey were solicited from the TODs involved in the study and a final report written. The report showed the findings that the Tablet PC is perceived to have the ability to enhance deaf and hard of hearing student experiences, participation and communication during cooperative learning within mainstream environments

Teaching vocabulary through PBL and ICTs in seventh-grade students from the Emilio Cifuentes Institution in Facatativa, Colombia

No aplicaLos propósitos de este estudio de investigación tuvieron como objetivo describir una estrategia pedagógica basada en el ABP y las herramientas TIC para la enseñanza de vocabulario en el aula de inglés. Los principales objetivos fueron los siguientes: Diseñar la estrategia de la propuesta pedagógica basada en las herramientas PBL y TIC para facilitar la enseñanza del vocabulario en inglés, precisar a través de la observación directa la enseñanza del vocabulario en inglés en el séptimo grado de la Institución Educativa Municipal Emilio Cifuentes y la relación de aprendizaje con el entorno, y aplicar una prueba de habilidades de inglés como referencia para el grupo de investigación, grado 706 y grado 703 como grupo comparativo. La propuesta pedagógica está diseñada a través de talleres que estimulan el aprendizaje de vocabulario. Este estudio de investigación se amplió con la aplicación de las TIC, y se planteó como herramienta pedagógica la plataforma Google Classroom, todo enmarcado dentro de la legislación escolar. El estudio de investigación se basó en las categorías de actividades de instrucción de vocabulario y los resultados de aprendizaje de los estudiantes a través del proceso léxico y la competencia léxica. Los instrumentos seleccionados para la recolección de datos fueron la observación directa no estructurada y la prueba de inglés. Los instrumentos y sus técnicas de investigación fueron aplicados, analizados e interpretados como base para el desarrollo propuesto. Los resultados mostraron que el presente estudio de investigación fue satisfactorio, considerando que el 80% de los estudiantes alcanzaron los indicadores de las actividades de Instrucción de Vocabulario y Resultados de Aprendizaje de los Estudiantes a través de las subcategorías proceso léxico y competencia léxica, donde pudieron identificar, recuperar, elaborar y reproducir frases cortas con el nuevo vocabulario aprendido. Por otro lado, las producciones orales memorizadas por los estudiantes y el aprendizaje de nuevo vocabulario dieron paso a un aprendizaje significativo ya que recordaron con mayor eficiencia las nuevas palabras, apropiándose adecuadamente del idioma. Los hallazgos de este estudio de investigación mostraron que la descripción de las actividades de instrucción de vocabulario, como las actividades de notar, recuperar y elaborar, y los resultados de aprendizaje de los estudiantes estaban relacionados con las competencias lingüísticas y los resultados de las pruebas. La apropiación de conocimientos a través del aprendizaje significativo, el uso de la metodología PBL y el uso de la plataforma Google Classroom fueron muy valiosos para la enseñanza del vocabulario. Este estudio de investigación podría interrelacionarse con otras áreas del conocimiento si las instituciones contaran con laboratorios de computación. Palabras clave: Constructivismo, Aprendizaje significativo, Aprendizaje PBL, Tics, Aula de GoogleThe purpose of this research study was intended to describe a pedagogical strategy based on the PBL and ICT tools to teach vocabulary in the English classroom. The main objectives were the following: To design the pedagogical proposal strategy based on the PBL and ICT tools to facilitate teaching English vocabulary, to specify through direct observation the English vocabulary instruction in the seven grade of the Emilio Cifuentes Municipal Educational Institution and the relationship of learning with the environment, and to apply an-English skills test as a reference for the research group, grade 706 and grade 703 as a comparative group. The pedagogical proposal is designed through workshops that stimulate vocabulary learning. This research study was expanded with the application of ICT, and the Google classroom platform was proposed as a pedagogical tool, all framed within school legislation. The research study was based on the categories of vocabulary instruction activities and student learning outcomes through the linguistic process and lexical competence. The instruments selected for data collection were unstructured direct observation and the English test. The tools and their research techniques were applied, analyzed, and interpreted as a basis for the proposed development. The results showed that the present research study was satisfactory, considering that 80% of the students reached the indicators of the activities of Vocabulary Instruction and Student Learning Results through the subcategories lexical process and linguistic competence, where they could identify, recover, elaborate, and reproduce short sentences with the new vocabulary learned. On the other hand, the oral productions memorized by the students and learning new vocabulary gave way to significant learning since they remembered the new words more efficiently, appropriately appropriating the language. The findings of this research study showed the description of vocabulary instruction activities such as noticing, retrieving, and elaboration activities and students’ learning outcomes were related to linguistic competencies and test results. The appropriation of knowledge through meaningful learning, the use of the PBL methodology, and the use of the Google Classroom platform were very valuable for vocabulary teaching. This research study could be interrelated with other areas of knowledge if the institutions had computer laboratories. Keywords: Constructivism, Meaningful learning, PBL learning, Tics, Google classroo