Controlled experiment replication in evaluation of e-learning system’s educational influence

Grubišić, Ani; Stankov, Slavomir; Rosić, Marko; itko, Branko

doi:10.1016/j.compedu.2009.03.014

Cited by 20 publications

(9 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Along with tests, the randomisation of the sample also represented a prerequisite of the design (Fraenkel et al, 2012;Kumar, 2010;Cohen et al, 2007;Perry, 2011;Grubišić et al, 2009). For the generalisation of the findings on the target population, probability sampling that encompassed simple random sampling was used for the selection of the informants.…”

Section: Methodsmentioning

confidence: 99%

Towards a Moodle-based assessment of Algerian EFL students’ writing performance

Ghouali

Cecilia

2021

PortaLin

View full text Add to dashboard Cite

The present study examines the effect of a technology-based assessment on the writing performance of Algerian English Foreign Language (EFL) students. Forty-two first-year EFL at the English Department at Tlemcen University (Algeria) took part in the experiment. They were divided into an experimental group (n = 21) and a control group (n = 21). A pre-test and a post-test were used as research instruments before and after the administration of the treatment, respectively. The data were analysed quantitatively using IBM SPSS (20.0). The results revealed that the Moodle-based e-assessment had a significant effect on the performance of the experimental group. We argue that the proposed type of assessment had some pedagogical, practical, and emotional attributes that explained students’ improved scores. We also believe that the e-assessment acted as pedagogical teaching support to traditional evaluation.

show abstract

Section: Methodsmentioning

confidence: 99%

Towards a Moodle-based assessment of Algerian EFL students’ writing performance

Ghouali

Cecilia

2021

PortaLin

View full text Add to dashboard Cite

show abstract

“…To ensure the statistical reliability of our initial experiment we conducted a factoral two-group experiment with two cycles with participation of 66 students in the 2013-2014 academic year (44 in Leuven campus and 22 in Brussels campus). In this factoral design, the inter circle learning effect and group composition influence are neutralized by the cycle rotation in two groups (Grubišić, Stankov, Rosić, & Žitko, 2009;Trochim, 2000). Between the cycles within each group the cases were altered.…”

Section: Replicated Experimentsmentioning

confidence: 99%

Assessing the effectiveness of feedback enabled simulation in teaching conceptual modeling

Sedrakyan

Snoeck

Poelmans

2014

Computers & Education

View full text Add to dashboard Cite

It is commonly accepted that simulation contributes to a better learning quality while also promoting successful transfer of the skills to real-world environments. However, the practical use of simulation is hampered by the difficulty of interpreting simulation results. This paper demonstrates the learning benefits in conceptual modeling of business requirements when using feedback-enabled simulation. The effects of feedback-enabled simulation on learning outcomes of novice learners were observed by means of experimental empirical studies. Three studies were conducted in the context of two master-level courses from two different study programs spanning two academic years. The findings show a significant improvement in students' conceptual model understanding and validation capabilities when using feedback-enabled simulation.

show abstract

“…However, for our summative evaluation, we took the route of controlled experiments, where the tasks, the systems used, and the order of completion of the tasks on the systems were designed and assigned by us, the experimenters, rather than developed and determined by the students. This level of control helped us to avoid factors that could affect the results but are irrelevant to the goal of the study, so that we could concentrate on the specific research questions to be answered (Grubišić et al, 2009). It also enabled us to collect rich data about the students and their interactions with the systems so that a deep analysis can be performed.…”

Section: A Summative Evaluation Of Dilightmentioning

confidence: 99%

Supporting information access in e‐learning by integrating digital libraries and ontology

Peng

Mao³

et al. 2010

Online Information Review

View full text Add to dashboard Cite

Purpose -The purpose of this paper is to examine the integration of digital library (DL) technologies with ontology-based knowledge representation in providing semantic rich information access (IA) in e-learning. DL technologies have powerful and flexible content management and access functionalities, whereas ontology helps teachers and students to link content materials to their learning objectives. This paper demonstrates that the integration provides a powerful and meaningful e-learning environment. Design/methodology/approach -DiLight is designed as an interactive e-learning system that integrates DL and ontology technologies. By conducting comparative experiments involving DiLight in students' actual learning process, the authors examined the advantages and limitations of DiLight in e-learning. Findings -Compared to a widely used e-learning environment, DiLight can provide significantly better support for students' complex IA tasks because DiLight is more useful for relationship discovery and problem solving. DiLight is also effective even when students were either less familiar with tasks or felt that they were more difficult. There is no single best access method for all learning situations. Therefore, multiple IA methods should be built into e-learning systems. Although most of time the search was the first choice of the students, ontology-based methods were useful in supporting them to complete their tasks too. Originality/value -This is a comparative empirical study using an interactive e-learning system called DiLight to explore the usage of integrated DL and ontology in e-learning. The experiment results demonstrate the value of the multiple IA methods provided by DL, and the usefulness of integrating DL with ontology.

show abstract

Controlled experiment replication in evaluation of e-learning system’s educational influence

Cited by 20 publications

References 8 publications

Towards a Moodle-based assessment of Algerian EFL students’ writing performance

Towards a Moodle-based assessment of Algerian EFL students’ writing performance

Assessing the effectiveness of feedback enabled simulation in teaching conceptual modeling

Supporting information access in e‐learning by integrating digital libraries and ontology

Contact Info

Product

Resources

About