Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l017
S. Ryu
The present study explores how the visualization of an actor network enables researchers to understand mediating processes better by investigating relationships and effects among elements and entities other than human-actor accounts. In particular, the study presents how visualization may facilitate an understanding of the dynamics and structures of an ecological classroom and thus provide insightful reflections for analyzing data and for drawing conclusions. In doing so, the study explores the possibility that object-oriented thinking guided by actor–network theory (ANT) may allow researchers to understand what data means when the initial design/theoretical conjecture does not work. actor network may help researchers understand the mediating process better by them to expand different possibilities of relationships and effects among elements/entities beyond human actors. In particular, this study illustrates how object-oriented thinking for the mediating process helps researchers to understand what data mean.
{"title":"USING ACTOR NETWORK THEORY FOR DATA ANALYSIS","authors":"S. Ryu","doi":"10.33965/celda2019_201911l017","DOIUrl":"https://doi.org/10.33965/celda2019_201911l017","url":null,"abstract":"The present study explores how the visualization of an actor network enables researchers to understand mediating processes better by investigating relationships and effects among elements and entities other than human-actor accounts. In particular, the study presents how visualization may facilitate an understanding of the dynamics and structures of an ecological classroom and thus provide insightful reflections for analyzing data and for drawing conclusions. In doing so, the study explores the possibility that object-oriented thinking guided by actor–network theory (ANT) may allow researchers to understand what data means when the initial design/theoretical conjecture does not work. actor network may help researchers understand the mediating process better by them to expand different possibilities of relationships and effects among elements/entities beyond human actors. In particular, this study illustrates how object-oriented thinking for the mediating process helps researchers to understand what data mean.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128111129","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 : 2019-11-07DOI: 10.33965/celda2019_201911c049
A. Tuluk, Muhittin Şahin, Halil Yurdugül
In 1984 Benjamin Bloom stated that one-to-one tutorial support increased students' achievement by two standard deviations (two sigma problem). In the literature for solving two sigma problem (in order to increase student achievement), many systems were developed as intelligent tutoring systems, adaptive hypermedia systems, recommender systems and etc. In addition to this, it can be said that dynamic assessment increases the students’ achievement. Because one of the main objectives of the dynamic assessment is to improve the performance of learners by providing instructional aids with assessment tasks. Within the scope of this research, a web-based dynamic assessment system was designed and developed. Then, the effectiveness of the system tested with actual users. One group pretest-posttest design was used. A total of 322 secondary school 5 th -grade students participated in this study. The findings were discussed in the context of two sigma problems. According to the findings, it can be said that the web-based dynamic assessment system increases student achievement approximately two standard deviations.
{"title":"DESIGN OF WEB BASED DYNAMIC ASSESSMENT SYSTEM FOR SOLVING TWO SIGMA PROBLEM","authors":"A. Tuluk, Muhittin Şahin, Halil Yurdugül","doi":"10.33965/celda2019_201911c049","DOIUrl":"https://doi.org/10.33965/celda2019_201911c049","url":null,"abstract":"In 1984 Benjamin Bloom stated that one-to-one tutorial support increased students' achievement by two standard deviations (two sigma problem). In the literature for solving two sigma problem (in order to increase student achievement), many systems were developed as intelligent tutoring systems, adaptive hypermedia systems, recommender systems and etc. In addition to this, it can be said that dynamic assessment increases the students’ achievement. Because one of the main objectives of the dynamic assessment is to improve the performance of learners by providing instructional aids with assessment tasks. Within the scope of this research, a web-based dynamic assessment system was designed and developed. Then, the effectiveness of the system tested with actual users. One group pretest-posttest design was used. A total of 322 secondary school 5 th -grade students participated in this study. The findings were discussed in the context of two sigma problems. According to the findings, it can be said that the web-based dynamic assessment system increases student achievement approximately two standard deviations.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":" 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113947735","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 : 2019-11-07DOI: 10.33965/celda2019_201911c057
J. Hatcher
This study explored a process of mentoring African American males transitioning from high school to college. The researcher used Phinney and Ong’s (2007) conceptualization and measurement of ethnic identity development employing the Multi-Group Ethnic Identity Measure-Revised survey. This research is intended to provide insight into the potential impact of mentoring on a group of African American male students who are navigating their first year of college, while discovering who they are. The use of digital sources assisted in the communication and relationship building processes that helped to support the mentorship effort. This is the initial phase of an ongoing study.
{"title":"MENTORING: A FOCUS ON ETHNIC IDENTITY DEVELOPMENT AMONG AFRICAN AMERICAN MALE COLLEGE FRESHMEN IN THE DIGITAL AGE","authors":"J. Hatcher","doi":"10.33965/celda2019_201911c057","DOIUrl":"https://doi.org/10.33965/celda2019_201911c057","url":null,"abstract":"This study explored a process of mentoring African American males transitioning from high school to college. The researcher used Phinney and Ong’s (2007) conceptualization and measurement of ethnic identity development employing the Multi-Group Ethnic Identity Measure-Revised survey. This research is intended to provide insight into the potential impact of mentoring on a group of African American male students who are navigating their first year of college, while discovering who they are. The use of digital sources assisted in the communication and relationship building processes that helped to support the mentorship effort. This is the initial phase of an ongoing study.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"66 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115656044","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 : 2019-11-07DOI: 10.33965/celda2019_201911l015
Rei Saito, Yoshiki Sato, Miki Hagiwara, Koichi Ota, A. Kashihara
Web allows learners to investigate any question to learn with a large number of Web resources. In such investigative learning, leaners are expected to investigate the question by navigating Web resources/pages to construct their knowledge and decomposing the question into sub-questions. In acquiring skills in such investigative learning, learners need to practice with exercise questions. However, it is hard to define correct knowledge to be constructed for the questions since Web-based investigative learning could result in diverse knowledge as correct one for the same question. Towards this issue, this paper proposes the method with Linked Open Data (LOD) for generating exercise questions, which includes an initial question and sub-questions to be decomposed from an initial question. These sub-questions are extracted and selected as keywords with LOD and Word2vec. This paper also reports a case study with the generation method. The results suggest that it is effective as scaffolding particularly for novice learners.
{"title":"TOWARDS GENERATING EXERCISE QUESTIONS WITH LOD FOR WEB-BASED INVESTIGATIVE LEARNING","authors":"Rei Saito, Yoshiki Sato, Miki Hagiwara, Koichi Ota, A. Kashihara","doi":"10.33965/celda2019_201911l015","DOIUrl":"https://doi.org/10.33965/celda2019_201911l015","url":null,"abstract":"Web allows learners to investigate any question to learn with a large number of Web resources. In such investigative learning, leaners are expected to investigate the question by navigating Web resources/pages to construct their knowledge and decomposing the question into sub-questions. In acquiring skills in such investigative learning, learners need to practice with exercise questions. However, it is hard to define correct knowledge to be constructed for the questions since Web-based investigative learning could result in diverse knowledge as correct one for the same question. Towards this issue, this paper proposes the method with Linked Open Data (LOD) for generating exercise questions, which includes an initial question and sub-questions to be decomposed from an initial question. These sub-questions are extracted and selected as keywords with LOD and Word2vec. This paper also reports a case study with the generation method. The results suggest that it is effective as scaffolding particularly for novice learners.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125341265","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 : 2019-11-07DOI: 10.33965/celda2019_201911l026
P. Brockmann, Heidi Schuhbauer, A. Hinze
Due to increasing digitization in all aspects of life, the demand for qualified software development professionals continues to increase. Students from underrepresented groups, such as first generation students from non-academic families, minorities, single parents and women represent an underutilized pool of untapped potential talent. The question arises as to which unique perspectives computer science graduates from underrepresented groups can bring to software development companies. In addition to programming skills, non-technical competencies, such as foreign language abilities, intercultural communication, creativity, conflict management, team-building and organizational skills are vital for success in diverse, international project teams. A large job market database for new graduates, developed for a consortium of universities in Bavaria, Germany, is analyzed using machine learning tools. Career competencies desired by recruiting companies are compared to potential advantages offered by computer science graduates from underrepresented groups.
{"title":"DIVERSITY AS AN ADVANTAGE: AN ANALYSIS OF CAREER COMPETENCIES FOR IT STUDENTS","authors":"P. Brockmann, Heidi Schuhbauer, A. Hinze","doi":"10.33965/celda2019_201911l026","DOIUrl":"https://doi.org/10.33965/celda2019_201911l026","url":null,"abstract":"Due to increasing digitization in all aspects of life, the demand for qualified software development professionals continues to increase. Students from underrepresented groups, such as first generation students from non-academic families, minorities, single parents and women represent an underutilized pool of untapped potential talent. The question arises as to which unique perspectives computer science graduates from underrepresented groups can bring to software development companies. In addition to programming skills, non-technical competencies, such as foreign language abilities, intercultural communication, creativity, conflict management, team-building and organizational skills are vital for success in diverse, international project teams. A large job market database for new graduates, developed for a consortium of universities in Bavaria, Germany, is analyzed using machine learning tools. Career competencies desired by recruiting companies are compared to potential advantages offered by computer science graduates from underrepresented groups.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116738461","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 : 2019-11-07DOI: 10.33965/celda2019_201911l036
A. Moch, Bagus Hary Prakoso, Dian Rahdiani, J. Warsihna
One of non-cognitive factors which has not been optimally explored in supporting academic achievement was self-disclosure. To overcome that problem, the purpose of this study is to examine the relation between students' self-disclosure to their parents and the mathematics score achievement in the Computer-Based National Exam (UNBK) program. This study used descriptive analysis and correlation analysis as a research method. The study used the mathematics score of Junior High School (SMP) and Islamic Junior High School (MTs) students in 2018 UNBK in DKI Jakarta and DI Yogyakarta provinces as samples. The study shows that (1) there is a positive relation between students' self-disclosure to their parents and mathematics score achievement, and (2) students with low self-disclosure had a greater risk of achieving mathematics scores in the low category. The findings of this study are expected to extend the contribution of self-disclosure in enhancing academic achievement, and the development of a self-disclosure instrument for UNBK questionnaire.
{"title":"THE RELATION BETWEEN SELF-DISCLOSURE OF STUDENTS TO THEIR PARENTS AND MATHEMATICS SCORE IN COMPUTER-BASED NATIONAL EXAM (UNBK)","authors":"A. Moch, Bagus Hary Prakoso, Dian Rahdiani, J. Warsihna","doi":"10.33965/celda2019_201911l036","DOIUrl":"https://doi.org/10.33965/celda2019_201911l036","url":null,"abstract":"One of non-cognitive factors which has not been optimally explored in supporting academic achievement was self-disclosure. To overcome that problem, the purpose of this study is to examine the relation between students' self-disclosure to their parents and the mathematics score achievement in the Computer-Based National Exam (UNBK) program. This study used descriptive analysis and correlation analysis as a research method. The study used the mathematics score of Junior High School (SMP) and Islamic Junior High School (MTs) students in 2018 UNBK in DKI Jakarta and DI Yogyakarta provinces as samples. The study shows that (1) there is a positive relation between students' self-disclosure to their parents and mathematics score achievement, and (2) students with low self-disclosure had a greater risk of achieving mathematics scores in the low category. The findings of this study are expected to extend the contribution of self-disclosure in enhancing academic achievement, and the development of a self-disclosure instrument for UNBK questionnaire.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121361551","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 : 2019-11-07DOI: 10.33965/celda2019_201911l037
M. Ahmad, K. Liukkunen
Providing opportunities for students to work on real-world software development projects for real customers is critical to prepare students for the IT industry. Such projects help students to under ...
{"title":"SOFTWARE FACTORY PROJECT FOR ENHANCEMENT OF STUDENT EXPERIENTIAL LEARNING","authors":"M. Ahmad, K. Liukkunen","doi":"10.33965/celda2019_201911l037","DOIUrl":"https://doi.org/10.33965/celda2019_201911l037","url":null,"abstract":"Providing opportunities for students to work on real-world software development projects for real customers is critical to prepare students for the IT industry. Such projects help students to under ...","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133729204","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 : 2019-11-07DOI: 10.33965/celda2019_201911l003
Yuta Taniguchi, S. Konomi, Yoshiko Goda
This study discusses the automatic coding methods of the Community of Inquiry (CoI) framework for multilingual contexts, in particular. In universities, foreign students cannot be overlooked, and learning systems are also required to work in multilingual situations. However, none of the existing work has addressed the lack of language-agnostic and automatic coding algorithms for the CoI framework, even though the framework is widely used to assess student-generated texts. In this study, we investigate the performance of a data-driven text tokenization algorithm for automatic coding. Using a real-world dataset, we compare the prediction performance of the language-independent tokenizer with a language-dependent tokenizer. Our experiments show the data-driven tokenizer to be comparable to its competitor, and a classification algorithm with this tokenizer could achieve high prediction performance for many CoI indicators. We believe that our experimental results are informative and could provide a baseline for future research.
{"title":"EXAMINING LANGUAGE-AGNOSTIC METHODS OF AUTOMATIC CODING IN THE COMMUNITY OF INQUIRY FRAMEWORK","authors":"Yuta Taniguchi, S. Konomi, Yoshiko Goda","doi":"10.33965/celda2019_201911l003","DOIUrl":"https://doi.org/10.33965/celda2019_201911l003","url":null,"abstract":"This study discusses the automatic coding methods of the Community of Inquiry (CoI) framework for multilingual contexts, in particular. In universities, foreign students cannot be overlooked, and learning systems are also required to work in multilingual situations. However, none of the existing work has addressed the lack of language-agnostic and automatic coding algorithms for the CoI framework, even though the framework is widely used to assess student-generated texts. In this study, we investigate the performance of a data-driven text tokenization algorithm for automatic coding. Using a real-world dataset, we compare the prediction performance of the language-independent tokenizer with a language-dependent tokenizer. Our experiments show the data-driven tokenizer to be comparable to its competitor, and a classification algorithm with this tokenizer could achieve high prediction performance for many CoI indicators. We believe that our experimental results are informative and could provide a baseline for future research.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130820896","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 : 2019-11-07DOI: 10.33965/celda2019_201911c050
Wakako Fushikida
The purpose of this study is to investigate the solutions that faculty members resort to by trial and error in certain challenges presented to them in undergraduate seminars for second, third, and fourth year students. The research questions used were as follows: (1) What kind of problems do faculty members face, and (2) How faculty members try to improve their undergraduate seminars in order to provide an effective learning environment for students. Using a questionnaire, we conducted a survey on 157 faculty members and constructed the variables by factor analysis. The results indicated that faculty members usually try to set goals and activities with respect to the students’ current situation or interests because they believe that the students do not have the basic knowledge and skills needed in specialized fields.
{"title":"AN EXPLORATORY STUDY OF TRIAL AND ERROR IN THE DESIGN AND PRACTICE OF UNDERGRADUATE SEMINARS IN JAPAN","authors":"Wakako Fushikida","doi":"10.33965/celda2019_201911c050","DOIUrl":"https://doi.org/10.33965/celda2019_201911c050","url":null,"abstract":"The purpose of this study is to investigate the solutions that faculty members resort to by trial and error in certain challenges presented to them in undergraduate seminars for second, third, and fourth year students. The research questions used were as follows: (1) What kind of problems do faculty members face, and (2) How faculty members try to improve their undergraduate seminars in order to provide an effective learning environment for students. Using a questionnaire, we conducted a survey on 157 faculty members and constructed the variables by factor analysis. The results indicated that faculty members usually try to set goals and activities with respect to the students’ current situation or interests because they believe that the students do not have the basic knowledge and skills needed in specialized fields.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124872491","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 : 2019-11-07DOI: 10.33965/celda2019_201911c062
Y. Maruyama
This paper presents the results of an attempt to analyze the benefits and risks of information and communication technologies (ICTs) and their applications, as perceived by university students. A survey was conducted using questionnaire with a free descriptive answering format. Responses were analyzed via text mining and correspondence analysis; in this manner, explanations of students’ perceptions could be deduced. As the survey conducted here was preliminary, the sample size was small; further analysis with a larger number of participants is necessary.
{"title":"BENEFITS AND RISKS OF ICTS AND THEIR APPLICATIONS: AN ATTEMPT TO ANALYZE FREE DESCRIPTIVE ANSWERS","authors":"Y. Maruyama","doi":"10.33965/celda2019_201911c062","DOIUrl":"https://doi.org/10.33965/celda2019_201911c062","url":null,"abstract":"This paper presents the results of an attempt to analyze the benefits and risks of information and communication technologies (ICTs) and their applications, as perceived by university students. A survey was conducted using questionnaire with a free descriptive answering format. Responses were analyzed via text mining and correspondence analysis; in this manner, explanations of students’ perceptions could be deduced. As the survey conducted here was preliminary, the sample size was small; further analysis with a larger number of participants is necessary.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127395895","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：