The Experts below are selected from a list of 5910 Experts worldwide ranked by ideXlab platform
Chien-pen Chuang - One of the best experts on this subject based on the ideXlab platform.
-
a dynamic real time and non interference quantitative measurement technique on diagnosing Instructional Condition for adaptive e learning
Asia-Pacific Services Computing Conference, 2008Co-Authors: Pishan Hsu, Te-jeng Chang, Chien-pen ChuangAbstract:Cognitive load theory concludes that the level of learnerspsila expertise influences mental effort directly. The recent developments of evaluating learner expertise by quantitative measurement techniques are discussed in this research. Cognitive efficiency, an optimal measurement technique of expertise, was developed by Kalyuga and Sweller to replace Instructional efficiency in e-learning environment for dynamically adapting instruction. But mental effort, a factor of cognitive efficiency, is assessed by a node mode measurement technique which discontinues instruction and causes interference. This research suggests a new measurement technique of assessing and measuring learnerspsila learning effort in dynamic, real-time and non-interference approach for adaptive e-learning. The learning effort curve, a friendly interface in graphic format, is developed by this technique to enhance effective interaction between instructors and learners and navigate adaptive learning.
-
A Dynamic User-Friendly Interactive Interface for Adaptive e-Learning: A Real-Time and Non-interference Diagnostic Technique
2008 International Symposium on Knowledge Acquisition and Modeling, 2008Co-Authors: Te-jeng Chang, Ming-hsiung Wu, Chien-pen ChuangAbstract:This research suggests a new diagnostic technique of assessing and measuring learners' learning effort in dynamic, real-time and non-interference approach in Instructional process for adaptive e-learning. The learning effort curve, a user-friendly interface in dual graphic and numerical format, is developed by this technique to enhance effective interaction between instructors and learners and navigate adaptive e-learning. Both learners and instructors are able to perceive the Instructional Condition continuously through the Instructional process at real-time base without interference.
-
APSCC - A Dynamic, Real Time and Non-interference Quantitative Measurement Technique on Diagnosing Instructional Condition for Adaptive E-learning
2008 IEEE Asia-Pacific Services Computing Conference, 2008Co-Authors: Pishan Hsu, Te-jeng Chang, Chien-pen ChuangAbstract:Cognitive load theory concludes that the level of learnerspsila expertise influences mental effort directly. The recent developments of evaluating learner expertise by quantitative measurement techniques are discussed in this research. Cognitive efficiency, an optimal measurement technique of expertise, was developed by Kalyuga and Sweller to replace Instructional efficiency in e-learning environment for dynamically adapting instruction. But mental effort, a factor of cognitive efficiency, is assessed by a node mode measurement technique which discontinues instruction and causes interference. This research suggests a new measurement technique of assessing and measuring learnerspsila learning effort in dynamic, real-time and non-interference approach for adaptive e-learning. The learning effort curve, a friendly interface in graphic format, is developed by this technique to enhance effective interaction between instructors and learners and navigate adaptive learning.
Taylor Martin - One of the best experts on this subject based on the ideXlab platform.
-
inventing to prepare for future learning the hidden efficiency of encouraging original student production in statistics instruction
Cognition and Instruction, 2004Co-Authors: Daniel L Schwartz, Taylor MartinAbstract:Activities that promote student invention can appear inefficient, because students do not generate canonical solutions, and therefore the students may perform badly on standard assessments. Two studies on teaching descriptive statistics to 9th-grade students examined whether invention activities may prepare students to learn. Study 1 found that invention activities, when coupled with subsequent learning resources like lectures, led to strong gains in procedural skills, insight into formulas, and abilities to evaluate data from an argument. Additionally, an embedded assessment experiment crossed the factors of Instructional method by type of transfer test, with 1 test including resources for learning and 1 not. A "tell-and-practice" Instructional Condition led to the same transfer results as an invention Condition when there was no learning resource, but the invention Condition did better than the tell-and-practice Condition when there was a learning resource. This demonstrates the value of invention activ...
Lorna Porter - One of the best experts on this subject based on the ideXlab platform.
-
Teaching for Conceptual Change in a Density Unit Provided to Seventh Graders: A Comparison of Teacher- and Student-Centered Approaches
Research in Science Education, 2019Co-Authors: Keith Zvoch, Susan Holveck, Lorna PorterAbstract:This mixed-methods study was designed to compare the learning gains of seventh-grade students ( N = 417) taught a 4-week conceptual change unit on density using either a student-centered, guided inquiry-based approach or a more direct, teacher-centered Instructional strategy. Application of a multilevel model to data obtained from the administration of pre-/post-assessments demonstrated that while students in both Conditions made statistically significant learning gains across the study period, average performance gains did not vary by Instructional Condition. A cross-level interaction between Instructional method and students’ prior mathematics performance and subsequent learning gains was identified however. Within the guided inquiry Condition, students with the lowest initial math scores had the largest learning gains, while the reverse was true in the teacher-centered, direct instruction Condition, where initially higher-performing students demonstrated the strongest learning gains. Results associated with an authentic task assessment and systematic interviews of student participants provided additional context for understanding the nature of the performance outcomes. Implications for middle school science instruction are discussed.
Daniel L Schwartz - One of the best experts on this subject based on the ideXlab platform.
-
inventing to prepare for future learning the hidden efficiency of encouraging original student production in statistics instruction
Cognition and Instruction, 2004Co-Authors: Daniel L Schwartz, Taylor MartinAbstract:Activities that promote student invention can appear inefficient, because students do not generate canonical solutions, and therefore the students may perform badly on standard assessments. Two studies on teaching descriptive statistics to 9th-grade students examined whether invention activities may prepare students to learn. Study 1 found that invention activities, when coupled with subsequent learning resources like lectures, led to strong gains in procedural skills, insight into formulas, and abilities to evaluate data from an argument. Additionally, an embedded assessment experiment crossed the factors of Instructional method by type of transfer test, with 1 test including resources for learning and 1 not. A "tell-and-practice" Instructional Condition led to the same transfer results as an invention Condition when there was no learning resource, but the invention Condition did better than the tell-and-practice Condition when there was a learning resource. This demonstrates the value of invention activ...
Lindsay M. Nist - One of the best experts on this subject based on the ideXlab platform.
-
Comparing the Effects of Unknown-Known Ratios on Word Reading Learning Versus Learning Rates
Journal of Behavioral Education, 2006Co-Authors: Laurice M. Joseph, Lindsay M. NistAbstract:An extension of G. L. Cates et al. (2003) investigation was conducted to determine if students’ cumulative learning rates would be superior for words read under a traditional drill and practice Condition (as they were for spelling in the previous study) than under interspersal Conditions of varying ratios of unknown to known words. Participants consisted of three intermediate grade students who were delayed readers. They received a less challenging ratio of unknown to known word (High-P sequencing) interspersal procedure, a more challenging ratio of unknown to known word interspersal training procedure, and a traditional drill and practice procedure in an alternating fashion across several tutoring sessions. Cumulative words read with mastery and cumulative rates of words read with mastery were measured across sessions for each participant under each Instructional Condition. Findings were consistent with the Cates et al., study revealing that children learn more words per minute of Instructional time under the traditional drill and practice Condition. These results further support examining Instructional efficiency as well as effectiveness when making decisions about selecting and implementing interventions.