Pub Date : 2014-09-01DOI: 10.1109/ICETC.2014.6998911
Rodrigo Sandoval-Almazán, Araceli Romero-Romero, D. Cruz, Alejandra Guadarrama-Chavez
Social media for university marketing has become the new fad. Students, teachers and administrative personnel of different campuses use these new tools to promote their university achievements and to introduce communication within or outside campus. However, are social media tools improving communication among students and staff? Can the use of Twitter and Facebook effectively promote university activities? The purpose of this research is to explore some of these questions, based on the main research question: Is social media a trusted communication tool? Using the results from an online survey applied on a Mexican public university, we collected 80 cases of students, administrative staff and professors. Findings reveal that social media is not well understood and there is a lack of strategy to promote engagement, communication and useful content on the social media platforms used by this university.
{"title":"Social media effect inside university communication: a Mexican case","authors":"Rodrigo Sandoval-Almazán, Araceli Romero-Romero, D. Cruz, Alejandra Guadarrama-Chavez","doi":"10.1109/ICETC.2014.6998911","DOIUrl":"https://doi.org/10.1109/ICETC.2014.6998911","url":null,"abstract":"Social media for university marketing has become the new fad. Students, teachers and administrative personnel of different campuses use these new tools to promote their university achievements and to introduce communication within or outside campus. However, are social media tools improving communication among students and staff? Can the use of Twitter and Facebook effectively promote university activities? The purpose of this research is to explore some of these questions, based on the main research question: Is social media a trusted communication tool? Using the results from an online survey applied on a Mexican public university, we collected 80 cases of students, administrative staff and professors. Findings reveal that social media is not well understood and there is a lack of strategy to promote engagement, communication and useful content on the social media platforms used by this university.","PeriodicalId":102315,"journal":{"name":"2014 International Conference on Education Technologies and Computers (ICETC)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115841839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-09-01DOI: 10.1109/ICETC.2014.6998898
José Sergio Magdaleno-Palencia, M. Castañón-Puga, J. R. Castro, J. Valdez, Bogart Yail Márquez
This work compares an artificial neural net and computational intelligence hybrid method to describe the learning preferences of students from survey data. The final purpose is to give learning objects to students according to their learning style. We used a database form survey with answers from 1042 computational engineers students from two public Universities in Tijuana, Mexico. We also used the Fuzzy Inference System (FIS); the FIS is configured from survey data using the ANFIS method to discover the set up and fuzzy if-then rules of the system. The FIS describe learning objects preferences for learning styles; then we compared the results from ANN versus ANFIS, in order to retrieve the highest results to build learning objects.
{"title":"Comparing regression using artificial neural nets and intelligent hybrid method to achieve the higher learning preferences of students","authors":"José Sergio Magdaleno-Palencia, M. Castañón-Puga, J. R. Castro, J. Valdez, Bogart Yail Márquez","doi":"10.1109/ICETC.2014.6998898","DOIUrl":"https://doi.org/10.1109/ICETC.2014.6998898","url":null,"abstract":"This work compares an artificial neural net and computational intelligence hybrid method to describe the learning preferences of students from survey data. The final purpose is to give learning objects to students according to their learning style. We used a database form survey with answers from 1042 computational engineers students from two public Universities in Tijuana, Mexico. We also used the Fuzzy Inference System (FIS); the FIS is configured from survey data using the ANFIS method to discover the set up and fuzzy if-then rules of the system. The FIS describe learning objects preferences for learning styles; then we compared the results from ANN versus ANFIS, in order to retrieve the highest results to build learning objects.","PeriodicalId":102315,"journal":{"name":"2014 International Conference on Education Technologies and Computers (ICETC)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121908970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-09-01DOI: 10.1109/ICETC.2014.6998908
Melvin A. Ballera, I. A. Lukandu, Abdalla Radwan
E-learning poses a challenge in a pedagogical perspective such as finding ways on how to motivate the students to learn in spite of the absence of a human instructor. Many researchers in the field have proposed and implemented various mechanisms to improve the learning process such as individualization and personalization. The main objectives is to maximize learning by dynamically selecting the closest teaching operation in order to achieve the learning goals. In this paper, a revolutionary technique has been proposed and implemented to perform individualization and personalization using reversed roulette wheel selection algorithm that runs at O(n). The technique is simpler to implement and is algorithmically less expensive compared to other revolutionary algorithms since it collects the dynamic real time performance such as examinations, reviews and study matrices. Results show that the implemented system is capable of recommending new learning sequences that lessens time of study based on their prior knowledge and real performance matrix.
{"title":"Personalizing E-learning curriculum using: reversed roulette wheel selection algorithm","authors":"Melvin A. Ballera, I. A. Lukandu, Abdalla Radwan","doi":"10.1109/ICETC.2014.6998908","DOIUrl":"https://doi.org/10.1109/ICETC.2014.6998908","url":null,"abstract":"E-learning poses a challenge in a pedagogical perspective such as finding ways on how to motivate the students to learn in spite of the absence of a human instructor. Many researchers in the field have proposed and implemented various mechanisms to improve the learning process such as individualization and personalization. The main objectives is to maximize learning by dynamically selecting the closest teaching operation in order to achieve the learning goals. In this paper, a revolutionary technique has been proposed and implemented to perform individualization and personalization using reversed roulette wheel selection algorithm that runs at O(n). The technique is simpler to implement and is algorithmically less expensive compared to other revolutionary algorithms since it collects the dynamic real time performance such as examinations, reviews and study matrices. Results show that the implemented system is capable of recommending new learning sequences that lessens time of study based on their prior knowledge and real performance matrix.","PeriodicalId":102315,"journal":{"name":"2014 International Conference on Education Technologies and Computers (ICETC)","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131691655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-09-01DOI: 10.1109/ICETC.2014.6998905
Hadeel J. Abdellatif
This research highlights the potential for implementing Enterprise Resource Planning (ERP) system in higher education institutions, recommends some best practices from Oracle solutions for universities, and discusses the situation of ERP in developing countries accompanied with a case study from a university in a developing country. The analysis indicates that ERP is beneficial for higher education institutions as a mean of replacing legacy administration and management systems. However, ERP could be a risky and challenging project when implemented in developing countries.
{"title":"ERP in higher education: a deeper look on developing countries","authors":"Hadeel J. Abdellatif","doi":"10.1109/ICETC.2014.6998905","DOIUrl":"https://doi.org/10.1109/ICETC.2014.6998905","url":null,"abstract":"This research highlights the potential for implementing Enterprise Resource Planning (ERP) system in higher education institutions, recommends some best practices from Oracle solutions for universities, and discusses the situation of ERP in developing countries accompanied with a case study from a university in a developing country. The analysis indicates that ERP is beneficial for higher education institutions as a mean of replacing legacy administration and management systems. However, ERP could be a risky and challenging project when implemented in developing countries.","PeriodicalId":102315,"journal":{"name":"2014 International Conference on Education Technologies and Computers (ICETC)","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115911499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-09-01DOI: 10.1109/ICETC.2014.6998895
Grazia Messineo, S. Vassallo
We present the M.In.E.R.Va. project, an online tool to help students (both attending Secondary Schools and Universities) recovering their deficiencies in Mathematics. We also present an analysis of the answers given by the students, performed using the Rasch model, which allows to investigate both students' results and the validity of the items.
{"title":"A Rasch analysis of Math tests using M.In.E.R.Va. platform","authors":"Grazia Messineo, S. Vassallo","doi":"10.1109/ICETC.2014.6998895","DOIUrl":"https://doi.org/10.1109/ICETC.2014.6998895","url":null,"abstract":"We present the M.In.E.R.Va. project, an online tool to help students (both attending Secondary Schools and Universities) recovering their deficiencies in Mathematics. We also present an analysis of the answers given by the students, performed using the Rasch model, which allows to investigate both students' results and the validity of the items.","PeriodicalId":102315,"journal":{"name":"2014 International Conference on Education Technologies and Computers (ICETC)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117043477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-09-01DOI: 10.1109/ICETC.2014.6998897
A. Ullah, Hannan Xiao, M. Lilley, T. Barker
In many online examinations, physical invigilation is often replaced with traditional authentication approaches for student identification. Secure and usable authentication approaches are important for high stake online examinations. A Profile Based Authentication Framework (PBAF) was developed and implemented in a real online learning course embedded with summative online examination. Based on users' experience of using the PBAF in an online course, online questionnaires were used to collect participants' feedback on effectiveness, layout and appearance, user satisfaction, distraction and privacy concerns. Based on overall findings of the quantitative analysis, there was a positive feedback on the use of a hybrid approach utilizing image and text based challenge questions for better usability. However, the number of questions presented during learning and examination processes were reported to be too many and caused distraction. Participants expressed a degree of concern on sharing personal and academic information with little or no privacy concern on using favorite questions (p <; 0.01).
{"title":"Privacy and usability of image and text based challenge questions authentication in online examination","authors":"A. Ullah, Hannan Xiao, M. Lilley, T. Barker","doi":"10.1109/ICETC.2014.6998897","DOIUrl":"https://doi.org/10.1109/ICETC.2014.6998897","url":null,"abstract":"In many online examinations, physical invigilation is often replaced with traditional authentication approaches for student identification. Secure and usable authentication approaches are important for high stake online examinations. A Profile Based Authentication Framework (PBAF) was developed and implemented in a real online learning course embedded with summative online examination. Based on users' experience of using the PBAF in an online course, online questionnaires were used to collect participants' feedback on effectiveness, layout and appearance, user satisfaction, distraction and privacy concerns. Based on overall findings of the quantitative analysis, there was a positive feedback on the use of a hybrid approach utilizing image and text based challenge questions for better usability. However, the number of questions presented during learning and examination processes were reported to be too many and caused distraction. Participants expressed a degree of concern on sharing personal and academic information with little or no privacy concern on using favorite questions (p <; 0.01).","PeriodicalId":102315,"journal":{"name":"2014 International Conference on Education Technologies and Computers (ICETC)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131376898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-09-01DOI: 10.1109/ICETC.2014.6998894
L. Alvarez-Gonzalez, Alicia Campos, Maria E. De la Maza, Daniel Ojeda
This paper shows a prototype software to ask and answer question in an interactive learning environment. The set of software is composed by an interactive web editor based on IMS-QTI specifications, an interactions player, and a web repository. The interactive web editor and the interaction player were designed to be used in smartphones, tablet or laptop. To build questions, the AquRate authoring tool also can be used. The repository verifies the IMS-QTI specification, when the question is storing. Any user can ask or store question on repository; however, the user needs the authoring tool to build questions under the specifications and then the player can display the question on Mobile QTI. The interactive learning system gives detailed information about the answer each student and also a summary of the class. This way, the teacher knows whether the students understand the topic. The set of prototype software is available for free on web, and can be used to test the students or to hold interactive classes.
{"title":"Interactive assessment learning environment system under IMS-QTI specification","authors":"L. Alvarez-Gonzalez, Alicia Campos, Maria E. De la Maza, Daniel Ojeda","doi":"10.1109/ICETC.2014.6998894","DOIUrl":"https://doi.org/10.1109/ICETC.2014.6998894","url":null,"abstract":"This paper shows a prototype software to ask and answer question in an interactive learning environment. The set of software is composed by an interactive web editor based on IMS-QTI specifications, an interactions player, and a web repository. The interactive web editor and the interaction player were designed to be used in smartphones, tablet or laptop. To build questions, the AquRate authoring tool also can be used. The repository verifies the IMS-QTI specification, when the question is storing. Any user can ask or store question on repository; however, the user needs the authoring tool to build questions under the specifications and then the player can display the question on Mobile QTI. The interactive learning system gives detailed information about the answer each student and also a summary of the class. This way, the teacher knows whether the students understand the topic. The set of prototype software is available for free on web, and can be used to test the students or to hold interactive classes.","PeriodicalId":102315,"journal":{"name":"2014 International Conference on Education Technologies and Computers (ICETC)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115891371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-09-01DOI: 10.1109/ICETC.2014.6998909
Sean B. Eom
We have reviewed several e-learning empirical research studies that have investigated the effects of interaction on satisfaction and outcomes of e-learning, published between 2001 and 2010. Their conclusions seemed inconclusive, ranging from no relationships between interactions and two dependent variables (satisfaction and learning outcomes) to positive relationships. In-depth analyses of these empirical papers were conducted by examining dependent and independent constructs and their indicators, research methods, and participants' characteristics. We conclude that the conflicting results are due to primarily different definitions of the dependent and independent constructs and their indicator variables, different research methods employed, and participant's demographic characteristics. In order to build e-learning theories and a cumulative research tradition, it is necessary to (1) define the dependent/independent constructs and their indicators, (2) employ common research methodology, and (3) test commonly accepted causal models. Without fulfilling these, e-learning empirical research will continue to produce inconclusive findings.
{"title":"Empirical research on effects of interaction on elearning satisfaction and outcome: a review and future research direction","authors":"Sean B. Eom","doi":"10.1109/ICETC.2014.6998909","DOIUrl":"https://doi.org/10.1109/ICETC.2014.6998909","url":null,"abstract":"We have reviewed several e-learning empirical research studies that have investigated the effects of interaction on satisfaction and outcomes of e-learning, published between 2001 and 2010. Their conclusions seemed inconclusive, ranging from no relationships between interactions and two dependent variables (satisfaction and learning outcomes) to positive relationships. In-depth analyses of these empirical papers were conducted by examining dependent and independent constructs and their indicators, research methods, and participants' characteristics. We conclude that the conflicting results are due to primarily different definitions of the dependent and independent constructs and their indicator variables, different research methods employed, and participant's demographic characteristics. In order to build e-learning theories and a cumulative research tradition, it is necessary to (1) define the dependent/independent constructs and their indicators, (2) employ common research methodology, and (3) test commonly accepted causal models. Without fulfilling these, e-learning empirical research will continue to produce inconclusive findings.","PeriodicalId":102315,"journal":{"name":"2014 International Conference on Education Technologies and Computers (ICETC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130763726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1109/ICETC.2014.6998896
T. Polic, J. Tomljanovic, N. Anic
The aim of this work, which is a case study, is to present the way eAssessment could be applied in assessing the student knowledge of ESP (English for Specific Purposes) at institutions of higher education (HEI) using Drupal, a free software package that allows anyone to easily publish, manage and organize a wide variety of content on a website, allowing tight control over who can create, view, manage, publish and otherwise interact with the content on the website. The work is based on the example of the Polytechnic of Rijeka, Croatia, Transport Department (Road and Rail Transport and Postal Services), second year part-time students, course The English Language 3, a questionnaire the students have filled out regarding the students' opinion on online knowledge summative assessment, and the statistical analyses on various aspects of their accomplishment both in partial and final written exams. It results that both from the students' and teacher's point of view the online assessment is satisfactory, welcome and recommendable not just in ESP but in other courses as well.
{"title":"eAssessment in English for specific purposes","authors":"T. Polic, J. Tomljanovic, N. Anic","doi":"10.1109/ICETC.2014.6998896","DOIUrl":"https://doi.org/10.1109/ICETC.2014.6998896","url":null,"abstract":"The aim of this work, which is a case study, is to present the way eAssessment could be applied in assessing the student knowledge of ESP (English for Specific Purposes) at institutions of higher education (HEI) using Drupal, a free software package that allows anyone to easily publish, manage and organize a wide variety of content on a website, allowing tight control over who can create, view, manage, publish and otherwise interact with the content on the website. The work is based on the example of the Polytechnic of Rijeka, Croatia, Transport Department (Road and Rail Transport and Postal Services), second year part-time students, course The English Language 3, a questionnaire the students have filled out regarding the students' opinion on online knowledge summative assessment, and the statistical analyses on various aspects of their accomplishment both in partial and final written exams. It results that both from the students' and teacher's point of view the online assessment is satisfactory, welcome and recommendable not just in ESP but in other courses as well.","PeriodicalId":102315,"journal":{"name":"2014 International Conference on Education Technologies and Computers (ICETC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131008296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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