Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462319
D. C. Peixoto, Rodrigo M. Possa, R. F. Resende, C. Pádua
Simulation games can help teaching and learning in several areas of Software Engineering. One important research issue is providing support for simulation games development, making the results of their adoption successful in Software Engineering courses. In this work, we identify a set of requirements focusing on some of the Constructivist learning theories. These requirements were used to evaluate Software Engineering simulation games. Based on these requirements, we created FASENG, a framework for development of Software Engineering simulation games. FASENG has three main components: simulation model, simulator, and simulation engine. Since there is a clear structural and conceptual separation among them, they can be reused in other development environments. In order to check the framework flexibility, we developed two distinct Software Engineering simulation games. The two main results of this research are a better understanding of Software Engineering simulation games requirements and the development of FASENG.
{"title":"FASENG: A framework for development of Software Engineering simulation games","authors":"D. C. Peixoto, Rodrigo M. Possa, R. F. Resende, C. Pádua","doi":"10.1109/FIE.2012.6462319","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462319","url":null,"abstract":"Simulation games can help teaching and learning in several areas of Software Engineering. One important research issue is providing support for simulation games development, making the results of their adoption successful in Software Engineering courses. In this work, we identify a set of requirements focusing on some of the Constructivist learning theories. These requirements were used to evaluate Software Engineering simulation games. Based on these requirements, we created FASENG, a framework for development of Software Engineering simulation games. FASENG has three main components: simulation model, simulator, and simulation engine. Since there is a clear structural and conceptual separation among them, they can be reused in other development environments. In order to check the framework flexibility, we developed two distinct Software Engineering simulation games. The two main results of this research are a better understanding of Software Engineering simulation games requirements and the development of FASENG.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131519508","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462475
L. Benson, Michelle Cook, Catherine McGough, Sarah J. Grigg
Creating instructional materials that facilitate students' metacognition (activities such as planning, monitoring, and evaluating) and critical thinking is challenging for instructors of first year engineering students. Students come into these programs at various levels of academic preparation, and students may experience cognitive overload when asked to simultaneously use mathematical skills and higher-order thinking skills. In order to demonstrate the effectiveness of new approaches to introducing complex, relevant contexts and skills, methods must be developed that can provide evidence of metacognition and critical thinking skills. These methods can also facilitate research into problem-solving strategies. The overall goal of this project is to design problems for first year students that introduce complex real world topics that are effective for building problem-solving skills for students at all levels of academic preparation. The study presented here is the preliminary qualitative analysis of students' audio commentary in which they reflect on their written problem solutions in a first year engineering course. These reflections were performed within 24 hours of completing written work. Our analysis provides evidence of metacognition retrospectively, as well as during the post-hoc think-aloud commentary. This research methodology effectively identifies student problem-solving strategies, including cognitive, metacognitive and procedural information, and provides evidence that think-aloud protocols are useful in eliciting metacognition and critical thinking.
{"title":"Work in progress: Audio reflections provide evidence of metacognition during students' problem solving attempts","authors":"L. Benson, Michelle Cook, Catherine McGough, Sarah J. Grigg","doi":"10.1109/FIE.2012.6462475","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462475","url":null,"abstract":"Creating instructional materials that facilitate students' metacognition (activities such as planning, monitoring, and evaluating) and critical thinking is challenging for instructors of first year engineering students. Students come into these programs at various levels of academic preparation, and students may experience cognitive overload when asked to simultaneously use mathematical skills and higher-order thinking skills. In order to demonstrate the effectiveness of new approaches to introducing complex, relevant contexts and skills, methods must be developed that can provide evidence of metacognition and critical thinking skills. These methods can also facilitate research into problem-solving strategies. The overall goal of this project is to design problems for first year students that introduce complex real world topics that are effective for building problem-solving skills for students at all levels of academic preparation. The study presented here is the preliminary qualitative analysis of students' audio commentary in which they reflect on their written problem solutions in a first year engineering course. These reflections were performed within 24 hours of completing written work. Our analysis provides evidence of metacognition retrospectively, as well as during the post-hoc think-aloud commentary. This research methodology effectively identifies student problem-solving strategies, including cognitive, metacognitive and procedural information, and provides evidence that think-aloud protocols are useful in eliciting metacognition and critical thinking.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128939982","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462241
L. Hirsch, A. Perna, J. Carpinelli, H. Kimmel
Graduate work, especially the Ph.D., requires extensive research, a skill not often emphasized in undergraduate programs. Although not much is known about all the factors that influence undergraduate students' decision to pursue or not pursue graduate studies, particularly in science, technology, engineering and mathematics, recent research indicates that many undergraduates feel unprepared for graduate studies and view the research requirement as a deterrent. Opportunities for undergraduates to engage in research have increased recently as a result of federally funded programs including Research Experiences for Undergraduates (REUs), McNair Achievement Programs and Bioengineering and Bioinformatics Summer Institutes (BBSI). Students work in research laboratories during the summer, interact with faculty and graduate students, learning hands-on how to do research. The Attitudes toward Graduate Studies Survey was developed to help evaluate the effectiveness of these programs at New Jersey Institute of Technology. Students who participate in these programs show increases in their attitudes toward graduate studies and have significantly higher attitudes than students who do not participate. Often students indicate confidence in their ability to pursue graduate studies but only a small percentage think that they will have the skills necessary to begin a Ph.D. program when they complete their undergraduate degree. A possible conclusion is that even though students feel confident in their academic abilities they do not feel confident enough about their research skills to complete a Ph.D. program, making research programs such as REU's, BBSI and McNair, necessary. A follow-up study of students who attended these programs at NJIT over the last decade has found that participation in these programs increases attendance in graduate programs.
{"title":"The effectiveness of undergraduate research programs: A follow-up study","authors":"L. Hirsch, A. Perna, J. Carpinelli, H. Kimmel","doi":"10.1109/FIE.2012.6462241","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462241","url":null,"abstract":"Graduate work, especially the Ph.D., requires extensive research, a skill not often emphasized in undergraduate programs. Although not much is known about all the factors that influence undergraduate students' decision to pursue or not pursue graduate studies, particularly in science, technology, engineering and mathematics, recent research indicates that many undergraduates feel unprepared for graduate studies and view the research requirement as a deterrent. Opportunities for undergraduates to engage in research have increased recently as a result of federally funded programs including Research Experiences for Undergraduates (REUs), McNair Achievement Programs and Bioengineering and Bioinformatics Summer Institutes (BBSI). Students work in research laboratories during the summer, interact with faculty and graduate students, learning hands-on how to do research. The Attitudes toward Graduate Studies Survey was developed to help evaluate the effectiveness of these programs at New Jersey Institute of Technology. Students who participate in these programs show increases in their attitudes toward graduate studies and have significantly higher attitudes than students who do not participate. Often students indicate confidence in their ability to pursue graduate studies but only a small percentage think that they will have the skills necessary to begin a Ph.D. program when they complete their undergraduate degree. A possible conclusion is that even though students feel confident in their academic abilities they do not feel confident enough about their research skills to complete a Ph.D. program, making research programs such as REU's, BBSI and McNair, necessary. A follow-up study of students who attended these programs at NJIT over the last decade has found that participation in these programs increases attendance in graduate programs.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130775382","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462271
Anthony Ellertson
Autism and related communicative disorders in children are major issues facing parents, school districts, and government institutions. Autism now affects one in eighty-eight children in the United States, and treatment requires significant resources - time, expertise, and financial. This project seeks to enhance the reach of therapeutic efforts through a family of smart mobile tools created to assist therapists working with autism and communicative disorders. The system uses cloud services and a knowledge automation expert (artificial intelligence) engine to track patterns in treatment and visually display those patterns for clinicians, schools, and parents, thereby creating a space for cross-communication between parties that is tailored to the treatment needs of each child.
{"title":"Work in progress: Using smart mobile tools to enhance autism therapy for children","authors":"Anthony Ellertson","doi":"10.1109/FIE.2012.6462271","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462271","url":null,"abstract":"Autism and related communicative disorders in children are major issues facing parents, school districts, and government institutions. Autism now affects one in eighty-eight children in the United States, and treatment requires significant resources - time, expertise, and financial. This project seeks to enhance the reach of therapeutic efforts through a family of smart mobile tools created to assist therapists working with autism and communicative disorders. The system uses cloud services and a knowledge automation expert (artificial intelligence) engine to track patterns in treatment and visually display those patterns for clinicians, schools, and parents, thereby creating a space for cross-communication between parties that is tailored to the treatment needs of each child.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132829996","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462217
Mohammed Basheri, E. Burd
Encouraging collaborative software design through the use of multi-touch interfaces has become increasingly important, because such surfaces can accommodate more than one user concurrently, which is particularly useful for collaborative software design. In this paper, the potential of using multi-touch MT-CollabUML application for collaborative software design is explored. This exploration is done by looking at how students' collaboration might be enhanced in collaborative software design using Unified Modeling Language (UML) comparing the traditional paper-based environment with the contemporary multi-touch table environment.
{"title":"Exploring the significance of multi-touch tables in enhancing collaborative software design using UML","authors":"Mohammed Basheri, E. Burd","doi":"10.1109/FIE.2012.6462217","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462217","url":null,"abstract":"Encouraging collaborative software design through the use of multi-touch interfaces has become increasingly important, because such surfaces can accommodate more than one user concurrently, which is particularly useful for collaborative software design. In this paper, the potential of using multi-touch MT-CollabUML application for collaborative software design is explored. This exploration is done by looking at how students' collaboration might be enhanced in collaborative software design using Unified Modeling Language (UML) comparing the traditional paper-based environment with the contemporary multi-touch table environment.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133364486","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462474
S. Donohue, Whitney G. S. Hunter, L. Richards
As a design-based profession, advances in engineering rely, in part, on the creativity of its practitioners. Therefore, it is important to explore means by which creativity, along with other critical skills, can be nurtured. As part of our research on the teachable nature of creativity, we are investigating the relationship between a person's belief that intelligence and talent are either fixed or can be developed and his/her assessment of changes in his/her creative skills. Preliminary findings indicate that, as may be expected, students with a fixed mindset report no changes. Possible pedagogical implications are discussed.
{"title":"Work in progress: Creativity, mindset, and implications for engineering design instruction","authors":"S. Donohue, Whitney G. S. Hunter, L. Richards","doi":"10.1109/FIE.2012.6462474","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462474","url":null,"abstract":"As a design-based profession, advances in engineering rely, in part, on the creativity of its practitioners. Therefore, it is important to explore means by which creativity, along with other critical skills, can be nurtured. As part of our research on the teachable nature of creativity, we are investigating the relationship between a person's belief that intelligence and talent are either fixed or can be developed and his/her assessment of changes in his/her creative skills. Preliminary findings indicate that, as may be expected, students with a fixed mindset report no changes. Possible pedagogical implications are discussed.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132744299","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462359
T. Utschig, D. Schaefer, D. Visco
We propose an introductory level teaching and learning curriculum for the ASEE COMPLEETE program (COMPetencies in Learning for Engineering and Engineering Technology Educators). COMPLEETE is an initiative for a national program to build and recognize educator excellence in engineering and engineering technology at three levels. The proposed curriculum for the introductory level is compared with curricula from nine well-established existing programs. The content is specifically targeted to benefit engineering and engineering technology instructors in higher education, integrate with the values and programs already offered within ASEE, serve as a foundation for further development at higher levels, and be flexible to suit the needs of a diverse instructional community. The nine existing programs were coded under the overarching COMPLEETE criteria and then analyzed for commonalities and alignment. The proposed core competency areas were found to comprehensively represent existing programs. They are: learning theory, student development, instructional design, instructional facilitation methods, assessing and providing feedback to learners, instructional technology, and reflective practice. The proposed curriculum lays a foundation for those offering faculty development services to compare against, and challenges the engineering and engineering technology community of educators to address key competency areas all faculty should develop within 3-5 years of beginning teaching.
{"title":"A proposed teaching and learning curriculum for COMPLEETE based on current national trends","authors":"T. Utschig, D. Schaefer, D. Visco","doi":"10.1109/FIE.2012.6462359","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462359","url":null,"abstract":"We propose an introductory level teaching and learning curriculum for the ASEE COMPLEETE program (COMPetencies in Learning for Engineering and Engineering Technology Educators). COMPLEETE is an initiative for a national program to build and recognize educator excellence in engineering and engineering technology at three levels. The proposed curriculum for the introductory level is compared with curricula from nine well-established existing programs. The content is specifically targeted to benefit engineering and engineering technology instructors in higher education, integrate with the values and programs already offered within ASEE, serve as a foundation for further development at higher levels, and be flexible to suit the needs of a diverse instructional community. The nine existing programs were coded under the overarching COMPLEETE criteria and then analyzed for commonalities and alignment. The proposed core competency areas were found to comprehensively represent existing programs. They are: learning theory, student development, instructional design, instructional facilitation methods, assessing and providing feedback to learners, instructional technology, and reflective practice. The proposed curriculum lays a foundation for those offering faculty development services to compare against, and challenges the engineering and engineering technology community of educators to address key competency areas all faculty should develop within 3-5 years of beginning teaching.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116893847","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462350
Elizabeth Burpee, C. Allendoerfer, Denise M. Wilson, Mee Joo Kim
This paper looks at undergraduate engineering students who have solitary study habits and do not frequently engage with classmates. These students, referred to as `academic solitaries,' explicitly state that they do not interact or study much with their academic peers and may find a sense of belonging elsewhere. Using a mixed methods approach (including interviews with students and surveys), our data show that while some students are happy studying alone and do so by choice (`preferred solitaires'), others universally express feeling like an outsider and study alone as a result (`outsider solitaries'). We argue that many of these outsider solitaries may be at risk of dropping out or changing fields over short, moderate, or long-term time scales. As part of our mixed methods study, we have identified a unifying set of indicators that can be obtained by survey at much lower self-select bias than recruiting students for interviews. We found that this approach allows greater success in identifying outsider solitaries at potential risk of dropping out. In this pilot study, we show that using these affective indicators in survey form can potentially allow practitioners to identify students at risk of dropping out long before they reach the point of leaving.
{"title":"Why do some engineering students study alone?","authors":"Elizabeth Burpee, C. Allendoerfer, Denise M. Wilson, Mee Joo Kim","doi":"10.1109/FIE.2012.6462350","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462350","url":null,"abstract":"This paper looks at undergraduate engineering students who have solitary study habits and do not frequently engage with classmates. These students, referred to as `academic solitaries,' explicitly state that they do not interact or study much with their academic peers and may find a sense of belonging elsewhere. Using a mixed methods approach (including interviews with students and surveys), our data show that while some students are happy studying alone and do so by choice (`preferred solitaires'), others universally express feeling like an outsider and study alone as a result (`outsider solitaries'). We argue that many of these outsider solitaries may be at risk of dropping out or changing fields over short, moderate, or long-term time scales. As part of our mixed methods study, we have identified a unifying set of indicators that can be obtained by survey at much lower self-select bias than recruiting students for interviews. We found that this approach allows greater success in identifying outsider solitaries at potential risk of dropping out. In this pilot study, we show that using these affective indicators in survey form can potentially allow practitioners to identify students at risk of dropping out long before they reach the point of leaving.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116907513","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462394
H. Matusovich, Rachel E. McCord
This Work in Progress paper describes a five-year study where we apply a hot cognition framework to analyze the perspectives, experiences, and practices of faculty and students with regard to conceptual learning. Although this project focuses specifically on thermal sciences, the results are expected to be generalizable across engineering conceptual domains. The project involves three sequential phases, each guided by research questions and leading to five measurable outcomes that contribute to the understanding of intentionality and conceptual change.
{"title":"Work in progress: Does motivation matter for conceptual change? exploring the implications of “hot cognition” on conceptual learning","authors":"H. Matusovich, Rachel E. McCord","doi":"10.1109/FIE.2012.6462394","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462394","url":null,"abstract":"This Work in Progress paper describes a five-year study where we apply a hot cognition framework to analyze the perspectives, experiences, and practices of faculty and students with regard to conceptual learning. Although this project focuses specifically on thermal sciences, the results are expected to be generalizable across engineering conceptual domains. The project involves three sequential phases, each guided by research questions and leading to five measurable outcomes that contribute to the understanding of intentionality and conceptual change.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116916429","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462488
Andrew D. Maxwell
Whilst online Learning Management Systems (LMS) environments are rapidly becoming commonplace and a justified means for supporting learning and teaching, courses are often unable to be entirely taught online due to the necessity for traditional paper-based examinations, usually of significant percentage weighting of the total course grade. In this paper, the author describes the preliminary development of procedures and workflows for managing online assessments as a replacement for these traditional examination conditions, seeking to reduce examination stress and increase assessment validity. An indevelopment software suite, based on a LMS log-file pre-filter mechanism and behavior identification heuristic engine, is introduced to assist with identifying online compliance and collusion.
{"title":"Work in progress: Management of online assessments as a replacement for exams","authors":"Andrew D. Maxwell","doi":"10.1109/FIE.2012.6462488","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462488","url":null,"abstract":"Whilst online Learning Management Systems (LMS) environments are rapidly becoming commonplace and a justified means for supporting learning and teaching, courses are often unable to be entirely taught online due to the necessity for traditional paper-based examinations, usually of significant percentage weighting of the total course grade. In this paper, the author describes the preliminary development of procedures and workflows for managing online assessments as a replacement for these traditional examination conditions, seeking to reduce examination stress and increase assessment validity. An indevelopment software suite, based on a LMS log-file pre-filter mechanism and behavior identification heuristic engine, is introduced to assist with identifying online compliance and collusion.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117067012","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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