Where's the proof? A review of literature on effectiveness of information technology in education

Kadiyala, M.; Crynes, B.L.

doi:10.1109/fie.1998.736797

Cited by 21 publications

(11 citation statements)

References 20 publications

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“…As pointed out in [8], research strongly supports the user of technology as a catalyst for improving the learning environment. Educational technology has been shown to stimulate more interactive teaching, effective grouping of students, and cooperative learning.…”

Section: Introductionmentioning

confidence: 86%

Agent-based cooperative learning

Soh

Jiang

Ansorge

2004

Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education

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This paper presents an innovative multiagent system to support cooperative learning among students both in the real classrooms and in distance education. The system, called I-MINDS, consists of a group of intelligent agents. A teacher agent monitors the student activities and helps the teacher manage and better adapt to the class. A student agent, on the other hand, interacts with the teacher agent and other student agents to support cooperative learning activities behind-the-scene for a student. Two I-MINDS innovations are (a) agent-federated "buddy group" formation and (b) automated ranking of questions and responses. We have tested our I-MINDS prototype with experiment and control groups to evaluate the impact of I-MINDS in learning. The results are encouraging.

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Section: Introductionmentioning

confidence: 86%

Agent-based cooperative learning

Soh

Jiang

Ansorge

2004

Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education

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“…Existing research demonstrate that, individualized instruction is superior to the uniform approach of more traditional and one-size-fits-all teaching approaches [9]. The strong empirical support for the superiority of the individualized instruction has led to firm confirmation of the mere value of adapting the learning environment to the specific needs of the learner.…”

Section: Research Domainsmentioning

confidence: 99%

Ontology-Driven Adaptive and Pervasive Learning Environments – APLEs: An Interdisciplinary Approach

Soylu

Vandewaetere

Wauters

et al. 2011

Communications in Computer and Information Science

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Abstract. This paper reports an interdisciplinary research project on adaptive and pervasive learning environments. Its interdisciplinary nature is built on a firm collaboration between three main research domains, namely, instructional science, methodology, and computer science. In this paper, we first present and discuss mutual, as well as distinctive, vision and goals of each domain from a computer science perspective. Thereafter, we argue for an ontology-driven approach employing ontologies at run-time and development-time where formalized ontologies and rules are considered as main medium of adaptivity, user involvement, and automatic application development. Finally, we introduce a prototype domain context ontology for item-based learning environments and demonstrate its run-time and development-time uses.

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“…-Opportunities for serendipitous meetings, a study space We ax building this environment using the experience of others [5][6][7][8][9][10][13][14][15][16][17][18][19][20][21][22], and are structuring it for continuous improvement through participatory design, i.e., the students who take the course will be contributing to the continual evolution of it.…”

Section: Electronic Bulletin Boards) Interactionsmentioning

confidence: 99%

Design of a guided-asynchronous graduate course in multimedia signal processing

Stonick

Kolodziej

Gygax

1999

1999 IEEE International Conference on Acoustics, Speech, and Signal Processing. Proceedings. ICASSP99 (Cat. No.99CH36258)

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This paper describes the design of a new guided-asynchronous graduate course in Multi-Media Signal Processing (MMSP). MMSP expertise is increasingly critical for many working engineers from diverse disciplines. Targeted students have some prior DSP-related experience, but need an introduction to MMSP fundamentals before participating in more specialized courses. A modular structure, asynchronous design and application focus are used to meet the educational and logistical needs of working engineers. Industry and University partners use MMSP technologies to provide remote access to pre-configured laboratory experiments and educational resources, and support for distributed collaboration and guided learning. Thus hands-on experience with MMSP technologies is integrated with learning about underlying MMSP concepts. A central element of the course design are on-line, multi-media topical learning modules which provide evaluation of student level of expertise, guidance in choosing course activities to effectively meet learning goals, student practice and projects, and feedback and evaluation of student performance

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Where's the proof? A review of literature on effectiveness of information technology in education

Cited by 21 publications

References 20 publications

Agent-based cooperative learning

Agent-based cooperative learning

Ontology-Driven Adaptive and Pervasive Learning Environments – APLEs: An Interdisciplinary Approach

Design of a guided-asynchronous graduate course in multimedia signal processing

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