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Zheng, Lanqin; Niu, Jiayu; Zhong, Lu – British Journal of Educational Technology, 2022
Learning analytics (LA) has been widely adopted in research on education. However, most studies in the area have conducted LA after computer-supported collaborative learning (CSCL) activities rather than during CSCL. To address this problem, this study proposed a LA-based real-time feedback approach based on a deep neural network model to improve…
Descriptors: Learning Analytics, Feedback (Response), Outcomes of Education, Cooperative Learning
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Kim, Hodam; Chae, Younsoo; Kim, Suhye; Im, Chang-Hwan – IEEE Transactions on Learning Technologies, 2023
Owing to the rapid development of information and communication technologies, online or mobile learning content is widely available on the Internet. Unlike traditional face-to-face learning, online learning exhibits a critical limitation: real-time interactions between learners and teachers are generally not feasible in online learning. To…
Descriptors: College Students, Control Groups, Attention, Comprehension
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Er, Erkan; Dimitriadis, Yannis; Gaševic, Dragan – Assessment & Evaluation in Higher Education, 2021
Although dialogue can augment the impact of feedback on student learning, dialogic feedback is unaffordable by instructors teaching large classes. In this regard, peer feedback can offer a scalable and effective solution. However, the existing practices optimistically rely on students' discussion about feedback and lack a systematic design…
Descriptors: Cooperative Learning, Peer Evaluation, Feedback (Response), Learning Analytics
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Wang, Dongqing; Han, Hou – Journal of Computer Assisted Learning, 2021
With the development of a technology-supported environment, it is plausible to provide rich process-oriented feedback in a timely manner. In this paper, we developed a learning analytics dashboard (LAD) based on process-oriented feedback in iTutor to offer learners their final scores, sub-scale reports, and corresponding suggestions on further…
Descriptors: Learning Analytics, Educational Technology, Feedback (Response), Intelligent Tutoring Systems
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Sridharan, Shwetha; Saravanan, Deepti; Srinivasan, Akshaya Kesarimangalam; Murugan, Brindha – Education and Information Technologies, 2021
There exist numerous resources online to gain the desired level of knowledge on any topic. However, this complicates the process of selecting the most appropriate resources. Every learner differs in terms of their learning speed, proficiency, and preferred mode of learning. This paper develops an adaptive learning management system to tackle this…
Descriptors: Integrated Learning Systems, Computer Assisted Instruction, Individualized Instruction, Learning Analytics
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Bronson Hui; Björn Rudzewitz; Detmar Meurers – Language Learning & Technology, 2023
Interactive digital tools increasingly used for language learning can provide detailed system logs (e.g., number of attempts, responses submitted), and thereby a window into the user's learning processes. To date, SLA researchers have made little use of such data to understand the relationships between learning conditions, processes, and outcomes.…
Descriptors: Computer Assisted Instruction, Second Language Learning, Second Language Instruction, Learning Processes
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Knoop-van Campen, Carolien; Molenaar, Inge – Frontline Learning Research, 2020
In technology empowered classrooms teachers receive real-time data about students' performance and progress on teacher dashboards. Dashboards have the potential to enhance teachers' feedback practices and complement human-prompted feedback that is initiated by teachers themselves or students asking questions. However, such enhancement requires…
Descriptors: Feedback (Response), Technology Integration, Teacher Student Relationship, Behavior Patterns
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Gaillat, Thomas; Lafontaine, Antoine; Knefati, Anas – CALICO Journal, 2023
In this article, we focus on the design of a second language (L2) formative feedback system that provides linguistic complexity graph reports on the writings of English for special purposes students at the university level. The system is evaluated in light of formative instruction features pointed out in the literature. The significance of…
Descriptors: Language Proficiency, English (Second Language), Second Language Learning, Second Language Instruction