Synchronous online learning environment is becoming increasingly popular because of its ability to promote emergent interactions through real-time feedback. This study examined the role of co-regulation in synchronous online learning environment to capture the dynamics of social interaction in learning. A study was conducted to examine the relationships between co-regulation strategies and group performance. Results indicated that the use of orientation, executing, and planning strategies were positively related to group performance, but only the orientation strategy predicted group performance. The high performance groups adopted more orientation and executing strategies than low performance groups. Implications for teachers, students, and educational technologists are discussed.
{"title":"The Role of Co-regulation in Synchronous Online Learning Environment","authors":"Lanqin Zheng, Vivekanandan Kumar, Kinshuk","doi":"10.1109/T4E.2014.49","DOIUrl":"https://doi.org/10.1109/T4E.2014.49","url":null,"abstract":"Synchronous online learning environment is becoming increasingly popular because of its ability to promote emergent interactions through real-time feedback. This study examined the role of co-regulation in synchronous online learning environment to capture the dynamics of social interaction in learning. A study was conducted to examine the relationships between co-regulation strategies and group performance. Results indicated that the use of orientation, executing, and planning strategies were positively related to group performance, but only the orientation strategy predicted group performance. The high performance groups adopted more orientation and executing strategies than low performance groups. Implications for teachers, students, and educational technologists are discussed.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129639009","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}
The importance of learning the C programming language in the engineering curriculum is a well-known fact among engineering students, faculty, programming language instructors and also software companies involved in campus placements. A strong conceptual awareness of C concepts provides a good foundation for learning other programming languages and also a better understanding of hardware since most of the system software has been written using C. Although C is taught in the curriculum, it is difficult to make all the students interested to continue practice writing programs in order to sharpen their C programming skills. This paper proposes software called as C Glance which is basically an educational software, which can be used to learn the C programming language in an efficient and progressive way.
{"title":"C GLANCE: An Interactive Way to Learn C","authors":"Vishal Kumar, A. S. Kumar, S. Kalaimagal","doi":"10.1109/T4E.2014.48","DOIUrl":"https://doi.org/10.1109/T4E.2014.48","url":null,"abstract":"The importance of learning the C programming language in the engineering curriculum is a well-known fact among engineering students, faculty, programming language instructors and also software companies involved in campus placements. A strong conceptual awareness of C concepts provides a good foundation for learning other programming languages and also a better understanding of hardware since most of the system software has been written using C. Although C is taught in the curriculum, it is difficult to make all the students interested to continue practice writing programs in order to sharpen their C programming skills. This paper proposes software called as C Glance which is basically an educational software, which can be used to learn the C programming language in an efficient and progressive way.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126532494","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}
R. Radhamani, Hemalatha Sasidharakurup, D. Kumar, Nijin Nizar, B. Nair, K. Achuthan, Shyam Diwakar
Virtual laboratories are ICT tools that are becoming more prevalent in classroom education complementing the lack of resources or tutors while enabling anytime-anywhere student participation scenarios. Specifically disciplines such as biotechnology, which are interaction rich, have seen several types of virtual labs. In this paper, we explore an analysis of student feedback post virtual labs sessions suggesting virtual labs improve teaching and learning experiences via user-interactions. Feedback was collected from undergraduate and postgraduate level students belonging to biotechnology programs. We look at two objectives namely perceived usefulness and the role of interactions on the virtual platform and simulators, in addition to animations. Most data were collected using direct approach via organized workshops. This approach allowed us to extract useful information without concerns of sparseness and unsolicited data compared to remote feedback. Our studies on feedback analysis indicate that student users interpret results in animation based virtual labs. However, a larger percentage of users suggest student usage and performance improved only with interactive simulators rather than animations. Although further tests are being performed, our preliminary studies on 200 participants suggest novel virtual labs models must include a simulation or emulations of lab environment in order to enhance student laboratory skills.
{"title":"Explicit Interactions by Users Form a Critical Element in Virtual Labs Aiding Enhanced Education -- A Case Study from Biotechnology Virtual Labs","authors":"R. Radhamani, Hemalatha Sasidharakurup, D. Kumar, Nijin Nizar, B. Nair, K. Achuthan, Shyam Diwakar","doi":"10.1109/T4E.2014.37","DOIUrl":"https://doi.org/10.1109/T4E.2014.37","url":null,"abstract":"Virtual laboratories are ICT tools that are becoming more prevalent in classroom education complementing the lack of resources or tutors while enabling anytime-anywhere student participation scenarios. Specifically disciplines such as biotechnology, which are interaction rich, have seen several types of virtual labs. In this paper, we explore an analysis of student feedback post virtual labs sessions suggesting virtual labs improve teaching and learning experiences via user-interactions. Feedback was collected from undergraduate and postgraduate level students belonging to biotechnology programs. We look at two objectives namely perceived usefulness and the role of interactions on the virtual platform and simulators, in addition to animations. Most data were collected using direct approach via organized workshops. This approach allowed us to extract useful information without concerns of sparseness and unsolicited data compared to remote feedback. Our studies on feedback analysis indicate that student users interpret results in animation based virtual labs. However, a larger percentage of users suggest student usage and performance improved only with interactive simulators rather than animations. Although further tests are being performed, our preliminary studies on 200 participants suggest novel virtual labs models must include a simulation or emulations of lab environment in order to enhance student laboratory skills.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129127300","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}
Multiple choice questions (MCQs) are widely used as an efficient means to grade large batches of students. With technology enabling extremely large classes (MOOCs), the use of MCQs has increased rapidly, leading to an increased scrutiny of their pedagogical utility. In this paper, we present a variant of MCQs that requires students to justify their answer by choosing one or more supporting statements from an instructor-defined list. Thus we retain the ability to automate the grading process, while addressing some (but not all) of the known weaknesses of such assessment. To help the educational research community evaluate the pedagogical utility of this approach, we have created an open-source plug in for creating and evaluating such questions on a widely used e-learning platform (Moodle).
{"title":"Multiple Choice Questions with Justifications","authors":"Anusha Hegde, Nayanika Ghosh, Viraj Kumar","doi":"10.1109/T4E.2014.30","DOIUrl":"https://doi.org/10.1109/T4E.2014.30","url":null,"abstract":"Multiple choice questions (MCQs) are widely used as an efficient means to grade large batches of students. With technology enabling extremely large classes (MOOCs), the use of MCQs has increased rapidly, leading to an increased scrutiny of their pedagogical utility. In this paper, we present a variant of MCQs that requires students to justify their answer by choosing one or more supporting statements from an instructor-defined list. Thus we retain the ability to automate the grading process, while addressing some (but not all) of the known weaknesses of such assessment. To help the educational research community evaluate the pedagogical utility of this approach, we have created an open-source plug in for creating and evaluating such questions on a widely used e-learning platform (Moodle).","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131808570","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}
Semantic Web facilitated e-learning, where Computer-Assisted Assessment-CAA has vitally contributed for effective use of computers to evaluate Open-ended questions for free-text response. Domain Ontology as an aid to CAA, plays a very pivotal role by preserving domain-specific conceptual knowledge that not only endorse the semantic capability of Information Retrieval as Question Answering, but is also used to evaluate the response. OntoBAeval is Ontology based tool for automatic evaluation of free-text short responses submitted by users in Learning Management Systems-LMS based discussion forums or Community-based Question Answer (Q & A) forums. In this paper we propose architecture based on simple Natural Language Processing-NLP techniques, Word net and hand-coded logic to make sense of user Questions and submitted responses using the Semantic Web Ontology Language-OWL. The experimental results show that the proposed approach, which is tested on Computer Science subject Operating Systems, can be effectively used to evaluate the response by providing score that a learner uses to satisfy the learner's objective.
{"title":"OntoBAeval: Ontology Based Automatic Evaluation of Free-Text Response","authors":"Pratik Thanawala, J. Pareek, Manan Shah","doi":"10.1109/T4E.2014.6","DOIUrl":"https://doi.org/10.1109/T4E.2014.6","url":null,"abstract":"Semantic Web facilitated e-learning, where Computer-Assisted Assessment-CAA has vitally contributed for effective use of computers to evaluate Open-ended questions for free-text response. Domain Ontology as an aid to CAA, plays a very pivotal role by preserving domain-specific conceptual knowledge that not only endorse the semantic capability of Information Retrieval as Question Answering, but is also used to evaluate the response. OntoBAeval is Ontology based tool for automatic evaluation of free-text short responses submitted by users in Learning Management Systems-LMS based discussion forums or Community-based Question Answer (Q & A) forums. In this paper we propose architecture based on simple Natural Language Processing-NLP techniques, Word net and hand-coded logic to make sense of user Questions and submitted responses using the Semantic Web Ontology Language-OWL. The experimental results show that the proposed approach, which is tested on Computer Science subject Operating Systems, can be effectively used to evaluate the response by providing score that a learner uses to satisfy the learner's objective.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127669695","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}
The paper presents the effects of dynamic mathematics software GeoGebra on student achievement in teaching of geometry at secondary stage. The sample has been taken on 40 students of control group and 40 students of experimental groups. The control group was received teaching by traditional way, i.e. Without using any software while experimental group was received teaching by dynamic learning software Geogebra. The data has been collected. On analysis, it found that there are some meaningful differences between the score of control and experimental groups. The study shows that experimental group has better achievement which had received instruction by geogebra in comparison to control group in which lesson was taken without software technology.
{"title":"Impact on Students' Achievement in Teaching Mathematics Using Geogebra","authors":"R. Kushwaha, P. Chaurasia, A. Singhal","doi":"10.1109/T4E.2014.54","DOIUrl":"https://doi.org/10.1109/T4E.2014.54","url":null,"abstract":"The paper presents the effects of dynamic mathematics software GeoGebra on student achievement in teaching of geometry at secondary stage. The sample has been taken on 40 students of control group and 40 students of experimental groups. The control group was received teaching by traditional way, i.e. Without using any software while experimental group was received teaching by dynamic learning software Geogebra. The data has been collected. On analysis, it found that there are some meaningful differences between the score of control and experimental groups. The study shows that experimental group has better achievement which had received instruction by geogebra in comparison to control group in which lesson was taken without software technology.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130495474","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}
For Master of Computer Applications (MCA) course, number of colleges has grown drastically in terms of numbers and intake in past few years in India. An availability of qualified and motivated teachers and trainers is a common problem in most Indian MCA colleges. Additionally, a vast majority of the available teachers does not have any formal training in teaching (like B.Ed.), ultimately resulting in poor quality of teaching and the quality of examinations (paper and evaluation). Various workshops have been arranged to enhance teaching skills covering topics like designing lesson plans, incorporating Learner Styles, Bloom's taxonomy, Rubric design and Active teaching techniques etc. However, there is very little concern for evaluation of practical exams where wide variety of technologies is involved. The purpose of this paper is to consider the change in learning (understanding) approaches of a learner and reduce the randomness found in practical paper preparation and evaluation for programming languages. In this study, Rubrics (templates) are designed, implemented and used for practical question set and the faculty members were trained for evaluation using the same templates. These paper sets were used for External university examination of post graduate students (specially MCA). Questionnaire was prepared to get students and faculty feedback. It was observed that students evaluated with practical questions prepared using CCB showed better understanding, concept visualization and enhanced analytical ability of students. It also reduced randomness in the evaluation process. Our observations indicate that students' skill levels improved significantly.
{"title":"Effect of Conceptual Cue Based (CCB) Practical Exam Evaluation of Learning and Evaluation Approaches: A Case for Use in Process-Based Pedagogy","authors":"Jignesh C. Doshi, Maxwell Christian","doi":"10.1109/T4E.2014.46","DOIUrl":"https://doi.org/10.1109/T4E.2014.46","url":null,"abstract":"For Master of Computer Applications (MCA) course, number of colleges has grown drastically in terms of numbers and intake in past few years in India. An availability of qualified and motivated teachers and trainers is a common problem in most Indian MCA colleges. Additionally, a vast majority of the available teachers does not have any formal training in teaching (like B.Ed.), ultimately resulting in poor quality of teaching and the quality of examinations (paper and evaluation). Various workshops have been arranged to enhance teaching skills covering topics like designing lesson plans, incorporating Learner Styles, Bloom's taxonomy, Rubric design and Active teaching techniques etc. However, there is very little concern for evaluation of practical exams where wide variety of technologies is involved. The purpose of this paper is to consider the change in learning (understanding) approaches of a learner and reduce the randomness found in practical paper preparation and evaluation for programming languages. In this study, Rubrics (templates) are designed, implemented and used for practical question set and the faculty members were trained for evaluation using the same templates. These paper sets were used for External university examination of post graduate students (specially MCA). Questionnaire was prepared to get students and faculty feedback. It was observed that students evaluated with practical questions prepared using CCB showed better understanding, concept visualization and enhanced analytical ability of students. It also reduced randomness in the evaluation process. Our observations indicate that students' skill levels improved significantly.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124916848","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}
S. Anand, K. R. Jayahari, K. Bijlani, V. Vijayan, Shiffon Chatterjee
A major issue faced by the education system in highly populated countries like India is the shortage of experienced and trained teachers and trainers. In order to alleviate this issue, we describe how the e-Learning tool AVIEW is being used for large-scale online training and teaching. A-VIEW allows thousands of participants at various geographical locations to be trained and taught at the same time. In our years of research and development with large scale virtual classrooms, we have found that the basic online platform needs to be built with strong e-learning pedagogy considerations such as learner engagement, ease of use, various types of assessment and cost-effectiveness. To support these pedagogy principles, we have done research and built innovations in the form of several unique technical features which have been incorporated into the virtual classroom platform A-VIEW. In addition, the virtual classroom system needs to be operate in an environment with basic infrastructure requirements in order to be effective for large scale operations. Our current implementation with over 5000 colleges in higher education shows that large-scale training and teaching is working well in the field, the customized online platform A-VIEW has tremendous potential for India.
{"title":"Pedagogy-Based Design of Live Virtual Classroom for Large-Scale Training","authors":"S. Anand, K. R. Jayahari, K. Bijlani, V. Vijayan, Shiffon Chatterjee","doi":"10.1109/T4E.2014.42","DOIUrl":"https://doi.org/10.1109/T4E.2014.42","url":null,"abstract":"A major issue faced by the education system in highly populated countries like India is the shortage of experienced and trained teachers and trainers. In order to alleviate this issue, we describe how the e-Learning tool AVIEW is being used for large-scale online training and teaching. A-VIEW allows thousands of participants at various geographical locations to be trained and taught at the same time. In our years of research and development with large scale virtual classrooms, we have found that the basic online platform needs to be built with strong e-learning pedagogy considerations such as learner engagement, ease of use, various types of assessment and cost-effectiveness. To support these pedagogy principles, we have done research and built innovations in the form of several unique technical features which have been incorporated into the virtual classroom platform A-VIEW. In addition, the virtual classroom system needs to be operate in an environment with basic infrastructure requirements in order to be effective for large scale operations. Our current implementation with over 5000 colleges in higher education shows that large-scale training and teaching is working well in the field, the customized online platform A-VIEW has tremendous potential for India.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122565972","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}
Abhinav Anand, Aditi Kothiyal, Anita S. Diwakar, Anura Kenkre, Anurag Deep, Patil Deepti Reddy, J. Warriem, Kapil Kadam, Kavya Alse, K. Eranki, R. Ramesh, Rwitajit Majumdar, Shitanshu Mishra, Vasanta Akondy, Yogendra Pal
Engineering education research generates many insightful findings on learning and teaching of engineering concepts. These research findings need to be translated into practical implementations in the classroom to help students to achieve better learning outcomes. This paper describes a project by research scholars specializing in educational technologies. The aim of the project was to use the analyses of three phenomenographic studies to plan teaching and learning activities in engineering classrooms. The phenomenographic studies focused on the practice of engineering design across disciplines, sustainable design, and cross-disciplinary practice. The teaching-learning plans draw on curriculum, instructional, and technological innovations to facilitate understandings of engineering design identified in the phenomenographic studies. The paper contributes by relating theory to practice and demonstrates ways of utilizing research findings in the design of teaching-learning activities for engineering students.
{"title":"Designing Engineering Curricula Based on Phenomenographic Results: Relating Theory to Practice","authors":"Abhinav Anand, Aditi Kothiyal, Anita S. Diwakar, Anura Kenkre, Anurag Deep, Patil Deepti Reddy, J. Warriem, Kapil Kadam, Kavya Alse, K. Eranki, R. Ramesh, Rwitajit Majumdar, Shitanshu Mishra, Vasanta Akondy, Yogendra Pal","doi":"10.1109/T4E.2014.18","DOIUrl":"https://doi.org/10.1109/T4E.2014.18","url":null,"abstract":"Engineering education research generates many insightful findings on learning and teaching of engineering concepts. These research findings need to be translated into practical implementations in the classroom to help students to achieve better learning outcomes. This paper describes a project by research scholars specializing in educational technologies. The aim of the project was to use the analyses of three phenomenographic studies to plan teaching and learning activities in engineering classrooms. The phenomenographic studies focused on the practice of engineering design across disciplines, sustainable design, and cross-disciplinary practice. The teaching-learning plans draw on curriculum, instructional, and technological innovations to facilitate understandings of engineering design identified in the phenomenographic studies. The paper contributes by relating theory to practice and demonstrates ways of utilizing research findings in the design of teaching-learning activities for engineering students.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125400236","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}
Shilpi Banerjee, N. J. Rao, Chandrashekar Ramanathan, V. M. Ramesh
Good assessment helps in good learning. Good assessment should be valid and reliable. This paper proposes that a valid summative assessment instrument can be created through course design in formal higher education programs as per the Instructional System Design Model ADDIE, and the reliability of the same can be ensured by avoiding systematic and random errors in evaluation. The validity of a summative assessment instrument designed following the process proposed is verified with respect to a course on Marketing and Strategy.
{"title":"Design of Valid Summative Assessment Instruments in Formal Higher Education Programs","authors":"Shilpi Banerjee, N. J. Rao, Chandrashekar Ramanathan, V. M. Ramesh","doi":"10.1109/T4E.2014.52","DOIUrl":"https://doi.org/10.1109/T4E.2014.52","url":null,"abstract":"Good assessment helps in good learning. Good assessment should be valid and reliable. This paper proposes that a valid summative assessment instrument can be created through course design in formal higher education programs as per the Instructional System Design Model ADDIE, and the reliability of the same can be ensured by avoiding systematic and random errors in evaluation. The validity of a summative assessment instrument designed following the process proposed is verified with respect to a course on Marketing and Strategy.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129361785","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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