Computer aided learning for entry level accountancy students

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E-Learning Research Report 2017. Analysis of the main topics in research indexed articles

The E-learning Research Report 2017 was written by the Universitat Oberta de Catalunya's eLearn Center. Its primary goal is to report on the e-learning subject areas that have been most researched in impact publications during 2017. The information should be useful for researchers, research groups and educational institutions interested in e-learning and digital education.L'informe E-learning Research 2017 està elaborat per l'eLearn Center de la Universitat Oberta de Catalunya. La finalitat principal de l'informe és donar a conèixer quines són les temàtiques sobre l'e-learning que més s'han investigat en les publicacions d'impacte durant l'any 2017. És una informació que vol ser rellevant per a investigadors/es, grups de recerca i institucions d'educació interessades en l'e-learning i l'educació digital.El informe E-learning Research 2017 está elaborado por el eLearn Center de la UOC. La finalidad principal del informe es dar a conocer las temáticas sobre e-learning que más se han investigado en las publicaciones de impacto durante el año 2017. Es una información que quiere ser relevante para investigadores/es, grupos de investigación e instituciones de educación interesadas en el e-learning y la educación digital

E-Learning

Technology development, mainly for telecommunications and computer systems, was a key factor for the interactivity and, thus, for the expansion of e-learning. This book is divided into two parts, presenting some proposals to deal with e-learning challenges, opening up a way of learning about and discussing new methodologies to increase the interaction level of classes and implementing technical tools for helping students to make better use of e-learning resources. In the first part, the reader may find chapters mentioning the required infrastructure for e-learning models and processes, organizational practices, suggestions, implementation of methods for assessing results, and case studies focused on pedagogical aspects that can be applied generically in different environments. The second part is related to tools that can be adopted by users such as graphical tools for engineering, mobile phone networks, and techniques to build robots, among others. Moreover, part two includes some chapters dedicated specifically to e-learning areas like engineering and architecture

Self-Efficacy and Instruction in Mathematics

According to the National Mathematics Advisory Panel (2008) differences in students\u27 mathematical achievement were attributed to differences in teacher characteristics, including the use of instructional methods and their self-efficacy beliefs. Concurrently, today\u27s mathematics teachers face challenges arising from Federal and State mandates requiring students\u27 proficiency to improve on standardized tests. This study considered the relationship between two characteristics, mathematics teachers\u27 self-efficacy and their choice of instructional strategies. Further, the relationship between teachers\u27 self-efficacy and their demographic characteristics as measured by a researcher-developed questionnaire was explored. The researcher utilized the Teacher Self-Efficacy Scale (TSES) and the Teachers\u27 Instructional Practices Survey (TIPS), which were integrated onto the Survey Monkey website. Members of the Florida Council of Teachers of Mathematics (FCTM) were invited to participate in this study through the FCTM Newsletter, as well as through an email which included a hyperlink to the surveys. Additional access was made available to teachers via a link posted in the FCTM website. The link was kept active and data collected from April 24 through May 28,2009. A total of 101 middle school mathematics teachers completed all the questions in the surveys. Results indicated that instructional strategies chosen by teachers with higher self-efficacy differed by frequency of use from those employed by teachers with lower self-efficacy. Teachers with higher TSES scores demonstrated a significantly higher use of problem-based learning, direct instruction, and communication and study skills. Although not significant, it was notable that teachers with higher self-efficacy scores (TSES scores) used manipulatives and multiple representations, and collaborative learning, more often than teachers with lower TSES scores during self- reported five period days. Nevertheless, teachers with lower self-efficacy tended to use technology aided instruction more often than teachers with higher self-efficacy

The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel

The guiding process in discovery hypertext learning environments for the Internet

Hypertext is the dominant method to navigate the Internet, providing user freedom and control over navigational behaviour. There has been an increase in converting existing educational material into Internet web pages but weaknesses have been identified in current WWW learning systems. There is a lack of conceptual support for learning from hypertext, navigational disorientation and cognitive overload. This implies the need for an established pedagogical approach to developing the web as a teaching and learning medium. Guided Discovery Learning is proposed as an educational pedagogy suitable for supporting WWW learning. The hypothesis is that a guided discovery environment will produce greater gains in learning and satisfaction, than a non-adaptive hypertext environment. A second hypothesis is that combining concept maps with this specific educational paradigm will provide cognitive support. The third hypothesis is that student learning styles will not influence learning outcome or user satisfaction. Thus, providing evidence that the guided discovery learning paradigm can be used for many types of learning styles. This was investigated by the building of a guided discovery system and a framework devised for assessing teaching styles. The system provided varying discovery steps, guided advice, individualistic system instruction and navigational control. An 84 subject experiment compared a Guided discovery condition, a Map-only condition and an Unguided condition. Subjects were subdivided according to learning styles, with measures for learning outcome and user satisfaction. The results indicate that providing guidance will result in a significant increase in level of learning. Guided discovery condition subjects, regardless of learning styles, experienced levels of satisfaction comparable to those in the other conditions. The concept mapping tool did not appear to affect learning outcome or user satisfaction. The conclusion was that using a particular approach to guidance would result in a more supportive environment for learning. This research contributes to the need for a better understanding of the pedagogic design that should be incorporated into WWW learning environments, with a recommendation for a guided discovery approach to alleviate major hypertext and WWW issues for distance learning

State of the art and practice in AI in education

Recent developments in Artificial Intelligence (AI) have generated great expectations for the future impact of AI in education and learning (AIED). Often these expectations have been based on misunderstanding current technical possibilities, lack of knowledge about state-of-the-art AI in education, and exceedingly narrow views on the functions of education in society. In this article, we provide a review of existing AI systems in education and their pedagogic and educational assumptions. We develop a typology of AIED systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could be, and discuss some potential roadblocks on the AIED highway

The Effectiveness of READ 180 with Fourth-Grade African American Male Students

Fourth grade African American male students have the lowest rate of reading proficiency in the nation and are more likely to require remedial reading programs. Prior research suggested reading interventions that considered student ability, instructional practices, and curriculum rigor improved reading ability. The purpose of this quantitative study was to examine the influence of a remedial reading program, READ180, on 4th grade African American male students\u27 reading comprehension as measured by 2 different standardized reading tests, TerraNova (TN) and Scholastic Reading Inventory (SRI) that are administered annually to all students. The theoretical framework was Vygotsky\u27s theory of cognitive development. Research questions examined the differences in TN scores between students who received READ180 instruction compared to students who received traditional instruction as well as the effect on SRI scores of 7 students before and after participating in READ180. For data analysis, archival data were available for 2 years of SRI scores, but only a year of TN scores. An independent t-test for the TN scores between TN scores of READ180 students (n = 7) and traditionally instructed students (n = 19) showed no statistical difference (p = .092). A paired t-test indicated a significant (p \u3c .009) increase in SRI posttest scores of READ180 students. The small number of subjects were under-powered and a result of available archival data, but the data met test assumptions. Implications for social change are that academically disenfranchised students may achieve reading proficiency when reading programs provide direct instruction that target, monitor, and intentionally support individualized learning needs