Using Learning Analytics and Student Perceptions to Explore Student Interactions in an Online Construction Management Course

West, Paige; Paige, Frederick; Lee, Walter; Watts, Natasha B.; Scales, Glenda

doi:10.1061/(asce)ei.2643-9115.0000066

Cited by 4 publications

(3 citation statements)

References 36 publications

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“…Similarly, [69] found that what pupils value most is interaction with the course material, followed by interaction with the teacher. These findings support the interpretation that in interactions initiated by pupils themselves, such as through the use of social media, the central focus is not on the virtual learning community but rather on belonging to the community itself [70].…”

Section: Discussion On Resultssupporting

confidence: 79%

Teachers' Perspectives on Using Technology to Facilitate Pupil Participation

Öberg,

Fors,

Zdravkovic

2024

Int. J. Emerg. Technol. Learn.

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In the current digital era, technology plays a crucial role in facilitating diverse interactions that are essential for pupil engagement in the learning process. This article delves into the perspectives of secondary school teachers regarding the active participation of pupils in school activities through the utilization of digital technologies. The concept of participation is approached from two dimensions: passive presence and active involvement, with a specific focus on the latter, emphasizing active engagement. The study centers on the application of digital resources in Swedish grades 7–9 to promote pupil participation and enhance the learning experience. We examine the use, effectiveness, and areas requiring improvement of existing digital resources. Drawing from prior workshops involving teachers, we aim to elucidate educators’ viewpoints on the role of technology in enhancing pupil participation. Grounded in the Garrison and Andersson’s theoretical framework, the study advances the comprehension of the interactions necessary to foster an effective learning environment, as perceived by educators. The results derived from the thematic analysis yield four themes: 1) Interaction between teacher and pupil, 2) Interaction between pupil and content, 3) Interaction between pupil and pupil and 4) Extended interaction. The study concludes by outlining a set of guidelines in how digital resources can support pupil participation as the response to identified challenges.

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Section: Discussion On Resultssupporting

confidence: 79%

Teachers' Perspectives on Using Technology to Facilitate Pupil Participation

Öberg,

Fors,

Zdravkovic

2024

Int. J. Emerg. Technol. Learn.

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“…Strengthen the counselor team construction, comprehensive, objective and fair assessment of counselor's work, so that the counselor assessment work is increasingly democratization, institutionalization and scientification [4]. Only by correctly assessing the moral performance and work performance of college counselors, and encouraging counselors to improve their ideological and political quality and business quality, can they give full play to their subjective initiative, enthusiasm and creativity, and improve the pertinence and timeliness of college students' management work in colleges and universities [5][6][7].…”

Section: Introductionmentioning

confidence: 99%

“…Junfei Li. Applied Mathematics and Nonlinear Sciences, 9(1) (2024)[1][2][3][4][5][6][7][8][9][10][11][12][13][14] …”

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confidence: 99%

An empirical study on the assessment of college students’ student work based on group decision-making model in colleges and universities

2024

Applied Mathematics and Nonlinear Sciences

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The assessment of college and university counselors and student management team has been one of the important issues that colleges and universities are concerned about. This paper applies the group decision-making model to the assessment of college counselors’ student work, and establishes the group decision-making model of college counselors’ assessment work according to the actual work of counselors. Attitude consensus threshold is set, and ACT is combined with individual feedback parameters to realize the balance between individual minimum correction and group consistency. And the method of mutual evaluation and scoring by five appraisal subjects is used to construct Markov matrix, and then the limit distribution of the matrix is found through linear weighting. Finally, the appraisal of 105 counselors was empirically analyzed, and the group decision-making model was used to give practical significance to the five appraisal items, namely, sense of efficacy, dedication, leadership, innovativeness, and executive power, one by one. The results show that for the 205 college counselors tested in the appraisal, the mean value of the student management work ability index is 30.55, and the maximum value is 90.95, and the results of this appraisal pass the test and have practical reference significance.

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