Dynamic measuring tools for online discourse

When evaluating participation within an Asynchronous Learning Network (ALN), current best practices include counting messages and reviewing participant surveys. To understand the impact of more advanced dynamic measurement tools for use within an ALN, a web-based tool, known as iPET (the integrated Participation Evaluation Tool), was created. iPET, which leverages Social Network Analysis and Information Visualization techniques, was then evaluated via an empirical study. This research demonstrates that using a tool such as iPET increases participation within an ALN without increasing facilitator workload. Due to the fact that active online discussion is a key factor in the success of an ALN, this research demonstrates that dynamic measuring tools for online participation can help ensure a positive outcome within an online learning environment

2022-2023 Graduate School Catalog

Graduate students from more than 67 counties are providing outstanding leadership during the pandemic, as they conduct vital research to inform public health, contribute to the greater good, and stimulate the economy. Their scholarship spans 140 programs - from biomedical engineering to business administration, from history to horticulture, and from marine sciences to music performance

VIRTUAL TOUR: A MEDIA TO TEACH ENGLISH FOR TOURISM

This study aims at explaining the use of virtual tours in learning English for tourism in the English for Tourism course at the Department of English Education, Sultan Ageng Tirtayasa University. Technology is an alternative that is used as a human response. In the field of education, innovation was born through technological developments, namely virtual tour services which became a learning platform equipped with visual, audiovisual and interactive learning resources. Studying at home can be boring for both students and teachers due to the confined environment in the room. It is hoped that the visual service organized by the virtual tour application in Indonesia can provide educational, inspirational and recreational value as well as in learning English for tourism which is carried out onlin

Integrating algorithm visualization video into a first-year algorithm and data structure course

In this paper we describe the results that we have obtained while integrating algorithm visualization (AV) movies (strongly tightened with the other teaching material), within a first-year undergraduate course on algorithms and data structures. Our experimental results seem to support the hypothesis that making these movies available significantly improved students' performances. Moreover, the movies were highly appreciated by the students (both from a comprehensibility point of view and from a usefulness point of view), even though with a low attitude towards the emerging video pod-cast technology. Finally, our results indicate the necessity of integrating the AV movies with audio comment, which seems to be one of the most interesting research question left open by our study. © International Forum of Educational Technology & Society (IFETS)

Experiences gained from the Deployment of an E-Learning Java Arrays Prototype for Novice Java Programmers in the Institute of Technology Tallaght, 2002/2003

This paper describes recent experiences gained from the deployment of an E-learning Java Arrays prototype for novice first year students within the Computing department at the Institute of Technology, Tallaght. It attempts to determine what contributions, if any, the E-Learning prototype made to novice students learning to declare, create, initialise and manipulate one-dimensional and two-dimensional arrays within the Java Programming language. Tentative conclusions from this process are presented and a charter for progressing this research further is outlined

Student Performance Predictive Model Mitigating Students' Performance Gap In Outcome-Based Education Systems Using Mathematical Model A Case Study

Outcomc-Based Education (OBE) model is a recurring modern means for education reforrn - a process of improving public education. It embodies the idea that best educational practice is to determine the end goals, or "outcomes", before the strategies, processes, techniques, and other nreans can be put into place to achieve them. While applications of OBE model have been continuously expanding and improving, "performanoe gap" - the gap between what students can do and what they are expected to do - still hinders its potential benefits. Mitigating this gap is among priority tasks of educators to achieve long-term goals of educational reform; and developing student performance predictive models is one way to approach this problem. Most previous studies had targeted big scope of a long-term prediction and most had used various range of educational settings as their inputs, including students' demographic profiles and behavioral contents. They had applied diff[erent techniques in order to predict students' academic performance; however, due to the nattrre of these inputs, all had adopted complex data mining models. This project, instead, was purposely narrowed down to short-term programming cowses at Universiti Teknologi PETRONAS (UTP), Malaysia Main purpose was to design a finctioning short-term predictive model which continuously assised lecturers to analpe patterns and to accurately predict students' upcoming perforrnance and final rezuh in order to provide timely intervention and adjustment. The writer introduced a unique approach by focusing on a simplified set of rnputs including (1) students' courtework breakdown and (2) users' dynamically subjective inputs. Instead of conplex data mining modcls, a straightforward mathematical model was developed and y65 highly customized to best utilize those inputs, which resulted in a high level of accuracy for predictive outputs. A fully developed system from the testrng protot)?e promises to s€rve as a relatively convenient tool for UTP lecturers to rnilize simple yet richly inforrnative coursework data into predicting students' performance, then mitigating the performalrce gap and ultimately achieving set objectives of UTP's OBE systenr

Learning transfer of geospatial technologies in secondary science and mathematics core areas

The purpose of this study was to investigate the transfer of geospatial technology knowledge and skill presented in a social sciences course context to other core areas of the curriculum. Specifically, this study explored the transfer of geospatial technology knowledge and skill to the STEM-related core areas of science and mathematics among ninth-grade students. Haskell\u27s (2001) research on levels of transfer provided the theoretical framework for this study, which sought to demonstrate the experimental group\u27s higher ability to transfer geospatial skills, higher mean assignment scores, higher post-test scores, higher geospatial skill application and deeper levels of transfer application than the control group. The participants of the study consisted of thirty ninth-graders enrolled in U.S. History, Earth Science and Integrated Mathematics 1 courses. The primary investigator of this study had no previous classroom experiences with this group of students. The participants who were enrolled in the school\u27s existing two-section class configuration were assigned to experimental and control groups. The experimental group had ready access to Macintosh MacBook laptop computers, and the control group had ready access to Macintosh iPads. All participants in U.S. History received instruction with and were required to use ArcGIS Explorer Online during a Westward Expansion project. All participants were given the ArcGIS Explorer Online content assessment following the completion of the U.S. History project. Once the project in U.S. History was completed, Earth Science and Integrated Mathematics 1 began units of instruction beginning with a multiple-choice content pre-test created by the classroom teachers. Experimental participants received instruction with ArcGIS Explorer Online and were required to use ArcGIS Explorer Online with the class project. Control group participants received the same unit of instruction without the use or influence of ArcGIS Explorer Online. At the end of the Earth Science and Integrated Math 1 units, the same multiple-choice test was administered as the content post-test. Following the completion of Earth Science and Integrated Math 1 post-tests, both the experimental and control groups were given geospatial technologies questionnaires. The experimental group\u27s questionnaire asked participants how they used points, the measure tool, and base maps of ArcGIS Explorer Online, while the control group\u27s questionnaire asked participants how they could have used points, the measure tool, and base maps of ArcGIS Explorer Online. The ordinal data gleaned from the questionnaire rubric was analyzed by using the Chi-square statistic. The results showed no statistically significant difference between the experimental and control groups. However, the modest gain in transfer ability among experimental participants is encouraging. Future research using bigger samples and conducted over longer periods of time in more than one school would contribute greatly to the new and important field of geospatial technology and transfer skills

Suffolk University Academic Catalog, College of Arts and Sciences and Sawyer Business School, 2022-2023

This catalog contains information for both the undergraduate and graduate programs in the College of Arts and Sciences and the Sawyer Business School.https://dc.suffolk.edu/cassbs-catalogs/1184/thumbnail.jp