Research in Artificial Intelligent Tutoring

ASSISTments is a web-based tutoring program covering 4th to 10th grade mathematics, where students are given a problem and may request hints to guide them through the problem. Previous studies have shown the effectiveness of ASSISTments in improving student learning. In this study, we analyze whether the hints improve student learning significantly over immediate correctness feedback. We found that while both methods of feedback improved student learning, neither one improved learning significantly better than the other. Especially when given easier problems, students were able to complete the problem sets in less time with answer-only feedback. Since hints took longer to complete and did not significantly improve student test scores, answer-only feedback may be more useful than hints

Post-Learning Cycle, a Web-Based Formative Assessment Model on Physics Learning Temperature and Heat Matter

Web-based formative assessment model in the current study divided into three cycles of a pre-learning cycle, learning cycle, and post-learning cycle. Previous research in the pre-learning stage, web-based formative assessment models can provide feedback quickly and can improve students' understanding of concepts. The current study develops the post-learning cycle, a web-based formative assessment model in physics specifically for heat and temperature materials in vocational school students grade X. The present study is used in the research and development method. Post-learning cycle, a web-based formative assessment model developed with six stages: 1) the collection of information and drafting, 2) planning, 3) establish initial product, 4) validate the initial product, 5) revisions, and 6) trial in the field. As a result, the post-learning cycle, a Web-Based formative assessment model is divided into three stages: diagnostic test, recording, and feedback. Based on trial results, it was found that the post-learning cycle, a web-based formative assessment model can help teachers and students to get quick feedback. Rapid feedback can help students to gain an understanding of the concept quickly and can help teachers to find students so that problems can be solved promptly. This formative assessment model can be used as a tool for assessment and evaluation of the achievement of student learning outcomes. In the future, a post-learning cycle, a Web-Based formative assessment model, can be used for learning other than physics

Web assisted teaching: an undergraduate experience

The emergence of the Internet has created a number of claims as to the future of education and the possibility of dramatically changing the way in which education is delivered. Much of the attention has focussed on the adoption of teaching methods that are solely web-based. We set out to incorporate web-based teaching as support for more traditional teaching methods to improve the learning outcomes for students. This first step into web-based teaching was developed to harness the benefits of web-based teaching tools without supplanting traditional teaching methods. The aim of this paper is to report our experience with web-assisted teaching in two undergraduate courses, Accounting Information Systems and Management Accounting Services, during 2000. The paper evaluates the approach taken and proposes a tentative framework for developing future web-assisted teaching applications. We believe that web-assisted and web-based teaching are inevitable outcomes of the telecommunications and computer revolution and that academics cannot afford to become isolated from the on-line world. A considered approach is needed to ensure the integration of web-based features into the overall structure of a course. The components of the course material and the learning experiences students are exposed to need to be structured and delivered in a way that ensures they support student learning rather than replacing one form of learning with another. Therefore a careful consideration of the structure, content, level of detail and time of delivery needs to be integrated to create a course structure that provides a range of student learning experiences that are complimentary rather than competing. The feedback was positive from both extramural (distance) and internal students, demonstrating to us that web sites can be used as an effective teaching tool in support of more traditional teaching methods as well as a tool for distance education. The ability to harness the positives of the web in conjunction with more traditional teaching modes is one that should not be overlooked in the move to adopt web based instruction methods. Web-based teaching need not be seen as an all or nothing divide but can be used as a useful way of improving the range and type of learning experiences open to students. The Web challenges traditional methods and thinking but it also provides tools to develop innovative solutions to both distance and on campus learning. Further research is needed to determine how we can best meet the needs of our students while maintaining high quality learning outcomes

Incorporating Web-Based Homework Problems in Engineering Dynamics

We are involved in a project funded by the Department of Education (FIPSE) which focuses on developing interactive software to improve the teaching and learning of engineering statics, dynamics, and mechanics of materials. This paper presents an overview of this project, discusses its objectives, and focuses on one particular aspect of the project.the use of web-based homework problems as assessment tools to evaluate student learning. The overall project includes creating, for all three engineering mechanics courses, the following web-based learning tools: (a) Animated theory modules, using Macromedia.s Flash development software, which display basic theory and example problems in an engaging, clear, and concise way; (b) Conceptual quizzes to evaluate student understanding of the theory; (c) Web-based homework problems to assess students. quantitative skills; (d) Other media elements, including streaming video mini-lectures over key topics, and video of real mechanisms and examples. The paper will give examples of web-based homework used in dynamics, discuss aspects of creating and using these, and give some results of student feedback from using these problems

A virtual practice community for student learning and staff development in health and social work inter-professional education. Mini-project evaluation report.

Interprofessional education (IPE) has been widely advocated and developed as a means to encourage effective collaboration in order to improve public sector services. An IPE curriculum was introduced at Bournemouth University from 2005 for all nursing branches, midwifery, occupational therapy, physiotherapy, operating department practice and social work students (n=600). Challenges of this ambitious and large scale project included facilitating meaningful interprofessional learning while balancing structural complexities of professional body requirements and the logistics of large student numbers and multi-site teaching. A web-based simulated community was created, known as Wessex Bay, as a learning resource to facilitate interprofessional learning around case scenarios. An evaluation of student and staff experiences of IPE over two years, focusing principally on the use of technology in the education process was implemented. Student and staff data were collected via e-surveys, focus groups and open-ended questionnaires with additional feedback from external reviewers specifically on Wessex Bay. Qualitative data were subjected to thematic analysis. Whilst the findings are not claimed to be representative, they provide a rich insight into student and staff experiences of technology enhanced learning in IPE. The richness and complexity of data has led to a number of project outcomes with wide-ranging implications for interprofessional education. This research has led to the identification of three major territories of praxis in which individuals, both students and tutors, are operating in IPE, namely professional differences and identity, curriculum design and learning and teaching strategies, and technology enhanced learning. For the purposes of this report, we will discuss the findings related to student and staff experiences of technology enhanced learning in IPE. The evaluation of the findings highlighted three issues; the level of student and staff knowledge and skill in using learning technologies impacted significantly on learning; there was a need to capitalise on the use of web-based learning resources by increasing interactivity within the scenarios; and finally student and staff experiences of the learning resources was enhanced by a positive learning culture to facilitate creative use of materials. All project aims and objectives were met, and whilst more focused staff and student development in using learning technology is required, a culture of working interprofessionally among students and academic staff has begun to develop, leading to the sharing of ideas about content and learning processes. Recommendations resulting from the project include the introduction of assessed development of student and staff learning technology skills; development of more interactive web-based learning embedded within the case scenarios; and streamlining of the scenarios to provide fewer, but more developed, cases

Computer skills and student learning: The impact of feedback and on-line learning resources on student learning Performance

There is much interest in applying WWW and Internet technology to learning. This study addresses one important aspect of the web-base learning process: feedback. The way in which feedback is provided to a learner has been found to have a strong impact on learning performance (e.g., Bangert-Downs, et al., 1991). The primary research question in this study is “What impact will an automated feedback mechanism have on learning performance of computer skills?” Based on a review of the literature and theory, it is hypothesized that the feedback mechanism developed for this study will significantly improve learning performance. A longitudinal field experiment is presently being conducted to answer the research question. Research data is being collected from over three hundred students taking an introductory computer skills course. The learning tasks for the study will include a series of microcomputer skill assignments involving such skills as file management, word processing, and spreadsheet development. An automated feedback tool will provide feedback to students. The tool will use a computer program to evaluate student work and prepare a customized report to the student describing the aspects of each student’s work that were not performed correctly

Work-in-Progress: Enhancing Conceptual Understanding by Using a Real-Time Online Class Response System in Engineering Courses

To engage students, and assess students’ understanding in real-time, Classroom Response Systems (CRS), have been increasingly used in many engineering classrooms. Previous research has shown that CRS can enhance students’ participation, promote active learning, and develop their critical thinking skills. It can also generate either neutral or positive learning outcomes depending on whether it is combined with other cooperative learning strategies. This paper presents a collaborative study on how to combine the implementation of a web-based CRS with class discussion to clarify student misconceptions in a freshman-level engineering graphics course, a sophomore-level dynamics course, and a senior-level control systems course at a small private institution in the Southeast. The purpose of the study is to evaluate how web-based CRS combined with class discussion can be used to engage students in class, catch their misconceptions, promote their critical thinking skills, and improve their academic performance in different engineering courses. Anonymous surveys were implemented to collect student\u27s feedback on their attitude towards the use of web- based CRS. The test results from three courses were collected to assess the effectiveness of web- based CRS and class discussion on improving students’ academic performance

Active and reflective learning initiatives to improve web searching skills of business students

This article discusses the development and impact of an information literacy (IL) collaborative initiative undertaken by a module leader and library staff at Sheffield Business School (at Sheffield Hallam University) to improve business students' web searching skills, in order to support their academic work and develop the IL skills required by future employers.  It considers the use of a range of interactive learning activities in a lecture setting - not the preferred setting for information skills - coupled with a web-based research assessment and student reflection on the development of their web searching skills. Student feedback and reflective practice is reviewed and ways of further developing activities to address student feedback and promote further student engagement are suggested

A Comparative Examination of Two Online Programs

With increased enrollment of non-traditional students and concerns about student retention and degree progression, the Seven Principles for Good Practice in Undergraduate Education could serve as a tool for improving course design and delivery within the online learning environment. The participants in this concurrent mixed methods study included 40 education and 68 nursing students. The results of the web-based survey data indicated group differences with the Cooperation among Students and Prompt Feedback subscales. Given professional development, the Seven Principles could be implemented into online courses at little to no cost for an institution to improve student satisfaction, which could lead to increased retention, progression, and graduation

DESAIN ULANG ASESMEN KINERJA BERBASIS WEB SEBAGAI ASSESSMENT FOR LEARNING UNTUK MENINGKATKAN LITERASI KESEHATAN SISWA ABAD KE-21 PADA PEMBELAJARAN BIOLOGI

Penelitian ini bertujuan untuk mendesain ulang asesmen kinerja berbasis web sebagai assessment for learning untuk meningkatkan literasi kesehatan siswa abad ke-21 pada pembelajaran biologi dengan konten sistem pencernaan pada manusia. Subjek penelitian dalam penelitian adalah kelas IX SMA di Purwakarta, 2 kelas sebagai kelas uji coba dan 1 kelas sebagai kelas penelitian. Metode penelitian yang digunakan adalah research and development (RND) yang disederhanakan dengan model ADDIE yang terdiri dari tahap analisis, desain, pengembangan, implementasi dan evaluasi. Desain ulang meliputi perangkat asesmen kinerja yaitu task dan rubrik, prosedur asesmen kinerja sebagai assessment for learning dan pemberian umpan balik, prosedur pemanfaatan fitur-fitur yang disediakan website dan penafsiran hasil asesmen yang dapat meningkatkan literasi kesehatan siswa abad 21 berdasarkan framework Partnership US-Based 21st century skill (P-21). Hasil penelitian menunjukkan permasalahan yang dihadapi dalam penggunaan asesmen kinerja berbasis web untuk literasi kesehatan siswa abad ke-21 antara lain literasi kesehatan siswa yang masih rendah akibat asesmen yang kurang tepat sehingga siswa tidak mendapatkan umpan balik yang sesuai, alat ukur literasi kesehatan yang kurang relevan dengan pembelajaran dan kesulitan guru mengelola asesmen kinerja sebagai assessment for learning. Setelah dilakukan desain ulang, pada tahap implementasi diategorikan cukup efektif dengan jumlah siswa pada kategori N-gain tinggi (48,6%) dan kategori sedang (51,4%). Efektifitas desain ulang asesmen kinerja berdasarkan standar mastery leraning berada pada kategori sedang (68%). Kesimpulan penelitian ini adalah hasil desain ulang asesmen kinerja berbasis web sebagai assessment for learning efektif untuk meningatkan literasi kesehatan siswa abad ke-21; This research aims was to redesign web based performance assessment as assessment for learning to improve 21st students health literacy. The study was conducted on digestive system content. The research involved three classes of grade XI in Purwakarta, two classes as trial class and one class as research class. Research and development (RND) method was applied which is simplified with the ADDIE model which consists of the stages of analysis, design, development, implementation and evaluation. Redesign includes task and rubric, performance assessment procedures as assessment for learning and providing feedback, procedures for utilizing features provided by the website and interpretation of assessment results that can improve the health literacy of 21st century students based on the Partnership US-Based 21st century skill framework (P-21). The results showed the problems faced in the use of web-based performance assessment for 21st century student health literacy include student health literacy which is still low due to inappropriate assessment so that students do not get appropriate feedback, a measure of health literacy that not relevant with learning and the difficulty of the teacher managing the performance assessment as assessment for learning. After being redesigned, the implementation stage was quite effective with N-gain students with high categories (48.6%) and moderate categories (51.4%). The effectiveness of redesign performance assessment based on standard mastery learning performance is in the medium category (68%). The result showed redesign web based performance assessment as assessment for learning effective to improve 21st century students health literacy