Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l032
Dirk T. Tempelaar, B. Rienties, Quan Nguyen
Learning analytic models are built upon traces students leave in technology-enhanced learning platforms as the digital footprints of their learning processes. Learning analytics uses these traces of learning engagement to predict performance and provide learning feedback to students and teachers when these predictions signal the risk of failing a course, or even dropping-out. But not all of these trace variables act as stable and reliable predictors of course performance. In previous research, the authors concluded that trace variables of product type, such as mastery, do a better job than trace variables of process type, such as clicks or time-on-task, in predicting performance. In this study, we extend this analysis by focusing on learning gains rather than learning outcomes as the most important performance dimension. Distinguishing two different levels of initial proficiency, our empirical analysis into the learning of mathematics by first-year university students indicates that the lack of stability of the engagement types of process type is mainly explained by learning pattern found in students of high initial proficiency. For these students, high levels of engagement lead to lower, rather than higher, predicted learning outcomes. Amongst students with lower initial proficiency, higher levels of engagement play a different role.
{"title":"LEARNING ENGAGEMENT, LEARNING OUTCOMES AND LEARNING GAINS: LESSONS FROM LA","authors":"Dirk T. Tempelaar, B. Rienties, Quan Nguyen","doi":"10.33965/celda2019_201911l032","DOIUrl":"https://doi.org/10.33965/celda2019_201911l032","url":null,"abstract":"Learning analytic models are built upon traces students leave in technology-enhanced learning platforms as the digital footprints of their learning processes. Learning analytics uses these traces of learning engagement to predict performance and provide learning feedback to students and teachers when these predictions signal the risk of failing a course, or even dropping-out. But not all of these trace variables act as stable and reliable predictors of course performance. In previous research, the authors concluded that trace variables of product type, such as mastery, do a better job than trace variables of process type, such as clicks or time-on-task, in predicting performance. In this study, we extend this analysis by focusing on learning gains rather than learning outcomes as the most important performance dimension. Distinguishing two different levels of initial proficiency, our empirical analysis into the learning of mathematics by first-year university students indicates that the lack of stability of the engagement types of process type is mainly explained by learning pattern found in students of high initial proficiency. For these students, high levels of engagement lead to lower, rather than higher, predicted learning outcomes. Amongst students with lower initial proficiency, higher levels of engagement play a different role.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"317 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":"115807680","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_201911r064
Merja Drake
Nearly every third present occupation will disappear by the year 2030. While today’s workplaces play a significant role in competence recognition, a degree is only one part of developing skills and competences (Ministry of Education and Culture 2019). Therefore, we need to shape the politics of lifelong learning’s core, which is expertise instead of degrees. Virtual reality (VR) can offer both educators and businesses an exciting possibility for optimising competences and learning processes (Melo, Bentley, McAllister & Cortez 2019). The use of VR has been studied to some extent, but mainly in school and university contexts. Its use has been limited in terms of employment training and competence recognition (Huang, Rauch & Liaw 2010); therefore, this area requires further study. The aim of this research is to develop and test the use of VR in identifying needed competences in working life and in supporting employment training so that language skills are a minimum constraint. The main target group is immigrants in Finland. This ongoing research will be conducted in a Living Lab.
到2030年，几乎三分之一的现有职业将消失。虽然今天的工作场所在能力识别方面发挥着重要作用，但学位只是培养技能和能力的一部分(Ministry of Education and Culture, 2019)。因此，我们需要塑造终身学习的核心政治，这是专业知识而不是学位。虚拟现实(VR)可以为教育工作者和企业提供优化能力和学习过程的令人兴奋的可能性(Melo, Bentley, McAllister & Cortez 2019)。VR的使用已经在一定程度上进行了研究，但主要是在学校和大学环境中。它的使用在就业培训和能力识别方面受到限制(Huang, Rauch & Liaw 2010);因此，这一领域需要进一步研究。这项研究的目的是开发和测试虚拟现实在识别工作生活所需能力和支持就业培训方面的应用，从而使语言技能成为最低限度的限制。主要目标群体是芬兰的移民。这项正在进行的研究将在一个生活实验室进行。
{"title":"EMBEDDING VIRTUAL REALITY INTO COMPETENCE RECOGNITION","authors":"Merja Drake","doi":"10.33965/celda2019_201911r064","DOIUrl":"https://doi.org/10.33965/celda2019_201911r064","url":null,"abstract":"Nearly every third present occupation will disappear by the year 2030. While today’s workplaces play a significant role in competence recognition, a degree is only one part of developing skills and competences (Ministry of Education and Culture 2019). Therefore, we need to shape the politics of lifelong learning’s core, which is expertise instead of degrees. Virtual reality (VR) can offer both educators and businesses an exciting possibility for optimising competences and learning processes (Melo, Bentley, McAllister & Cortez 2019). The use of VR has been studied to some extent, but mainly in school and university contexts. Its use has been limited in terms of employment training and competence recognition (Huang, Rauch & Liaw 2010); therefore, this area requires further study. The aim of this research is to develop and test the use of VR in identifying needed competences in working life and in supporting employment training so that language skills are a minimum constraint. The main target group is immigrants in Finland. This ongoing research will be conducted in a Living Lab.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"14 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":"115395511","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_201911c061
A. Takemura
This paper proposes a novel education system for learning electronic circuit construction involving soldering on a universal circuit-board. This system enables a student to efficiently design the layout of circuit components on a circuit board and helps the student securely construct the circuit by soldering the circuit components in accordance with the designed layout. Web-based instructions are utilized for wiring and soldering the circuit components on the lower surface of the circuit-board based on automated recognition of circuit images during the circuit construction. The effectiveness of the proposed system was verified by 40 undergraduate students at Tokyo University of Agriculture and Technology. The comparison tests between two groups that comprised students that used or did not use the proposed system demonstrated the effectiveness of the system.
{"title":"EDUCATION SYSTEM FOR ELECTRONIC CIRCUIT CONSTRUCTION INVOLVING SOLDERING ON A CIRCUIT BOARD","authors":"A. Takemura","doi":"10.33965/celda2019_201911c061","DOIUrl":"https://doi.org/10.33965/celda2019_201911c061","url":null,"abstract":"This paper proposes a novel education system for learning electronic circuit construction involving soldering on a universal circuit-board. This system enables a student to efficiently design the layout of circuit components on a circuit board and helps the student securely construct the circuit by soldering the circuit components in accordance with the designed layout. Web-based instructions are utilized for wiring and soldering the circuit components on the lower surface of the circuit-board based on automated recognition of circuit images during the circuit construction. The effectiveness of the proposed system was verified by 40 undergraduate students at Tokyo University of Agriculture and Technology. The comparison tests between two groups that comprised students that used or did not use the proposed system demonstrated the effectiveness of the system.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"6 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":"117241028","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_201911l028
Hana Mohelská, Vaclav Zubr
This article is focused on the financial literacy of elementary students as a part of a lifelong education. The introduction covers the concept of financial literacy and the development of financial education in EU countries and in the Czech Republic. It also presents the strategic documents that have been gradually published. It turns out that there is a gap for research in the field of financial education strategy for elementary and school students and its coherence with lifelong education. The national strategic plan focuses mainly on the high school students, but the practice show that it should start with students that are in the compulsory education. The results of the OECD’s research called Program for International Student Assessment (PISA) show educators and policy makers the quality and equity of learning outcomes achieved elsewhere and allow them to learn from the policies and practices applied in other countries. The goal of this article is to evaluate the project of financial education and analyze the current situation in the financial literacy of the elementary school students in Czech Republic in comparison with foreign countries. The article searches for the strengths, opportunities and threats using the method of SWOT analysis. Based on the obtained results it formulates conclusions and recommendations.
{"title":"FINANCIAL LITERACY AS A PART OF LIFELONG EDUCATION","authors":"Hana Mohelská, Vaclav Zubr","doi":"10.33965/celda2019_201911l028","DOIUrl":"https://doi.org/10.33965/celda2019_201911l028","url":null,"abstract":"This article is focused on the financial literacy of elementary students as a part of a lifelong education. The introduction covers the concept of financial literacy and the development of financial education in EU countries and in the Czech Republic. It also presents the strategic documents that have been gradually published. It turns out that there is a gap for research in the field of financial education strategy for elementary and school students and its coherence with lifelong education. The national strategic plan focuses mainly on the high school students, but the practice show that it should start with students that are in the compulsory education. The results of the OECD’s research called Program for International Student Assessment (PISA) show educators and policy makers the quality and equity of learning outcomes achieved elsewhere and allow them to learn from the policies and practices applied in other countries. The goal of this article is to evaluate the project of financial education and analyze the current situation in the financial literacy of the elementary school students in Czech Republic in comparison with foreign countries. The article searches for the strengths, opportunities and threats using the method of SWOT analysis. Based on the obtained results it formulates conclusions and recommendations.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"07 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":"130151439","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_201911l022
Li Chen, M. Lu, Yoshiko Goda, M. Yamada
Metacognition is an aspect in self-regulated learning and is necessary to achieve such learning in an effective and efficient manner. However, it is not always easy and accurate for learners to monitor or assess their own metacognition. In this study, we designed a learning analytics dashboard to improve self-regulated learning in online environments through the collection and analysis of learning log data. There are two separate dashboards used in our system: a knowledge monitoring dashboard and a strategy use dashboard. The knowledge monitoring dashboard is designed to support the knowledge monitoring skills of learners, allowing them to monitor their prior knowledge, whereas the strategy use dashboard is designed to help learners develop metacognitive skills of planning, monitoring, and regulation.
{"title":"DESIGN OF LEARNING ANALYTICS DASHBOARD SUPPORTING METACOGNITION","authors":"Li Chen, M. Lu, Yoshiko Goda, M. Yamada","doi":"10.33965/celda2019_201911l022","DOIUrl":"https://doi.org/10.33965/celda2019_201911l022","url":null,"abstract":"Metacognition is an aspect in self-regulated learning and is necessary to achieve such learning in an effective and efficient manner. However, it is not always easy and accurate for learners to monitor or assess their own metacognition. In this study, we designed a learning analytics dashboard to improve self-regulated learning in online environments through the collection and analysis of learning log data. There are two separate dashboards used in our system: a knowledge monitoring dashboard and a strategy use dashboard. The knowledge monitoring dashboard is designed to support the knowledge monitoring skills of learners, allowing them to monitor their prior knowledge, whereas the strategy use dashboard is designed to help learners develop metacognitive skills of planning, monitoring, and regulation.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"50 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":"126824008","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_201911l018
J. Warsihna, Z. Ramdani, Bagus Hary Prakoso
Kahoot is one of the most popular evaluation methods used as an effective instrument in the learning process. As a platform of digital-based media, there are many advantages that can be gotten by using it, such as making easier and faster for teacher and lecturer in getting assessment results, reducing of the cost in making and duplicating a couple of questions, and psychologically improving students’ attention in understanding material actively and openly. This is a preliminary study which is conducted using experimental design toward 60 of psychology students who attended the research methodology and psychometric courses. The purposes of this study are to explore the psychological factors that might happen during learning Kahoot media and to identify the effect of Kahoot learning in improving student achievement and creating a critical thinking character. The results of this study show that there is a significant difference between pretest and posttest score during the experimental period. Therefore, this preliminary study gives important information about the effectiveness of using Kahoot in the learning process.
{"title":"USING KAHOOT TO IMPROVE STUDENTS' ACHIEVEMENT AND CRITICAL THINKING IN UNDERGRADUATE OF PSYCHOLOGY STUDENTS","authors":"J. Warsihna, Z. Ramdani, Bagus Hary Prakoso","doi":"10.33965/celda2019_201911l018","DOIUrl":"https://doi.org/10.33965/celda2019_201911l018","url":null,"abstract":"Kahoot is one of the most popular evaluation methods used as an effective instrument in the learning process. As a platform of digital-based media, there are many advantages that can be gotten by using it, such as making easier and faster for teacher and lecturer in getting assessment results, reducing of the cost in making and duplicating a couple of questions, and psychologically improving students’ attention in understanding material actively and openly. This is a preliminary study which is conducted using experimental design toward 60 of psychology students who attended the research methodology and psychometric courses. The purposes of this study are to explore the psychological factors that might happen during learning Kahoot media and to identify the effect of Kahoot learning in improving student achievement and creating a critical thinking character. The results of this study show that there is a significant difference between pretest and posttest score during the experimental period. Therefore, this preliminary study gives important information about the effectiveness of using Kahoot in the learning process.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"29 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":"132373251","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_201911l019
Carlos Capelo, Ana Lorga
Simulation-based learning environments are used extensively to support learning on complex business systems. Nevertheless, there exist studies that identify problems and limitations due to cognitive processing difficulties. Particularly, previous research addressed some aspects of model transparency and instructional strategy and produced inconclusive results about their impact on learning effectiveness. This study investigates the learning effects of using transparent simulations (that is, showing users the internal structure of models), and exploratory guidance (that is, guiding learners so they are able to explore the simulation by themselves, supported by specific cognitive aids). We present a set of hypotheses about the influence of the degree of simulator transparency and the degree of exploratory guidance on participants’ model comprehension which is assessed in terms of mental model structure and behaviour similarities. A test based on a simulation experiment with a system dynamics model, representing a supply chain system, was performed. Participants are required to use the simulator to investigate on some issues related to the bullwhip effect and other supply chain coordination concepts. Participants provided with the more transparent strategy and offered the more exploratory guidance demonstrated better understanding of the structure and behaviour of the underlying model. However, our results suggest that while exploratory guidance is a beneficial method for both model structure and behaviour understanding, making solely the model transparent is more limited in its effect.
{"title":"EXPLORING THE EFFECTS OF STRUCTURAL TRANSPARENCY AND EXPLORATORY GUIDANCE IN SIMULATION-BASED LEARNING ENVIRONMENTS","authors":"Carlos Capelo, Ana Lorga","doi":"10.33965/celda2019_201911l019","DOIUrl":"https://doi.org/10.33965/celda2019_201911l019","url":null,"abstract":"Simulation-based learning environments are used extensively to support learning on complex business systems. Nevertheless, there exist studies that identify problems and limitations due to cognitive processing difficulties. Particularly, previous research addressed some aspects of model transparency and instructional strategy and produced inconclusive results about their impact on learning effectiveness. This study investigates the learning effects of using transparent simulations (that is, showing users the internal structure of models), and exploratory guidance (that is, guiding learners so they are able to explore the simulation by themselves, supported by specific cognitive aids). We present a set of hypotheses about the influence of the degree of simulator transparency and the degree of exploratory guidance on participants’ model comprehension which is assessed in terms of mental model structure and behaviour similarities. A test based on a simulation experiment with a system dynamics model, representing a supply chain system, was performed. Participants are required to use the simulator to investigate on some issues related to the bullwhip effect and other supply chain coordination concepts. Participants provided with the more transparent strategy and offered the more exploratory guidance demonstrated better understanding of the structure and behaviour of the underlying model. However, our results suggest that while exploratory guidance is a beneficial method for both model structure and behaviour understanding, making solely the model transparent is more limited in its effect.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"59 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":"130744079","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_201911l011
C. Angeli, Eftychia Xerou, M. Nicolaou
The main purpose of the study was to investigate K-2 children’s development of computational thinking skills through an activity with Blue-Bot, a floor programmable robot. Twenty children between six and seven years old participated in the study. Children were engaged in problem-solving activities with the Blue-Bot to learn how to program it and about the water cycle. The results of the study reported statistically significant learning gains between the initial and final assessment of children’s computational thinking skills as they were measured holistically with a rubric that was developed for the purposes of this study. In addition, the results showed that learning with robotics activities was an effective way to teach children about the water cycle.
{"title":"INVESTIGATING K-2 STUDENTS COMPUTATIONAL THINKING SKILLS DURING A PROBLEM-SOLVING ACTIVITY ABOUT THE WATER CYCLE USING EDUCATIONAL ROBOTICS","authors":"C. Angeli, Eftychia Xerou, M. Nicolaou","doi":"10.33965/celda2019_201911l011","DOIUrl":"https://doi.org/10.33965/celda2019_201911l011","url":null,"abstract":"The main purpose of the study was to investigate K-2 children’s development of computational thinking skills through an activity with Blue-Bot, a floor programmable robot. Twenty children between six and seven years old participated in the study. Children were engaged in problem-solving activities with the Blue-Bot to learn how to program it and about the water cycle. The results of the study reported statistically significant learning gains between the initial and final assessment of children’s computational thinking skills as they were measured holistically with a rubric that was developed for the purposes of this study. In addition, the results showed that learning with robotics activities was an effective way to teach children about the water cycle.","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":"130790876","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_201911c063
S. Downes
We introduce Content Addressable Resources for Education (CARE) as a method for addressing issues of scale, access, management and distribution that currently exist for open educational resources (OER) as they are currently developed in higher education. CARE is based on the concept of the distributed web (dweb) and, using (for example) the Interplanetary File System (IPFS) provides a means to distributed OER in such a way that they cannot be blocked or paywalled, can be associated with each other (for example, as links in a single site, or as newer versions of existing resources) creating what is essentially an open resource graph (ORG), and when accessed through applications such as Beaker Browser, can be cloned and edited by any user to create and share new resources.
{"title":"A DISTRIBUTED CONTENT ADDRESSABLE NETWORK FOR OPEN EDUCATIONAL RESOURCES","authors":"S. Downes","doi":"10.33965/celda2019_201911c063","DOIUrl":"https://doi.org/10.33965/celda2019_201911c063","url":null,"abstract":"We introduce Content Addressable Resources for Education (CARE) as a method for addressing issues of scale, access, management and distribution that currently exist for open educational resources (OER) as they are currently developed in higher education. CARE is based on the concept of the distributed web (dweb) and, using (for example) the Interplanetary File System (IPFS) provides a means to distributed OER in such a way that they cannot be blocked or paywalled, can be associated with each other (for example, as links in a single site, or as newer versions of existing resources) creating what is essentially an open resource graph (ORG), and when accessed through applications such as Beaker Browser, can be cloned and edited by any user to create and share new resources.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"72 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":"124441435","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_201911l004
Y. Eshet, Y. Peled, K. Grinautski, C. Barczyk
Many researchers have dwelled on the phenomenon of academic dishonesty (AD) or unethical behaviors within the academic environment. While this phenomenon can be explained by various factors, the current study investigates and presents a new structural model for determinants of AD. The predictors of AD that were found in the context of traditional and distance-learning courses in higher education are types of motivation, students' attitudes, personality traits, and cultural backgrounds (presented by country according to Hofstede's cultural dimensions theory). This study was conducted using a survey method of 2,357 students studying in six different academic institutes. Using structural equation modeling (SEM) the results indicate that the surveyed students tend to engage less in AD in online courses than in face-to-face courses. This notion is contrary to the traditional views and the research literature, therefore, having important practical implications for educators, institution and researchers dealing with course design development and institutional policy concerning pedagogical uses of digital technology.
{"title":"WHAT PREDICTS CHEATING AMONG STUDENTS? A CROSS CULTURAL COMPARISON BETWEEN ONLINE AND FACE-TO-FACE COURSES","authors":"Y. Eshet, Y. Peled, K. Grinautski, C. Barczyk","doi":"10.33965/celda2019_201911l004","DOIUrl":"https://doi.org/10.33965/celda2019_201911l004","url":null,"abstract":"Many researchers have dwelled on the phenomenon of academic dishonesty (AD) or unethical behaviors within the academic environment. While this phenomenon can be explained by various factors, the current study investigates and presents a new structural model for determinants of AD. The predictors of AD that were found in the context of traditional and distance-learning courses in higher education are types of motivation, students' attitudes, personality traits, and cultural backgrounds (presented by country according to Hofstede's cultural dimensions theory). This study was conducted using a survey method of 2,357 students studying in six different academic institutes. Using structural equation modeling (SEM) the results indicate that the surveyed students tend to engage less in AD in online courses than in face-to-face courses. This notion is contrary to the traditional views and the research literature, therefore, having important practical implications for educators, institution and researchers dealing with course design development and institutional policy concerning pedagogical uses of digital technology.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"63 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":"127387337","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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