Beverly J. Irby, Roya Pashmforoosh, Donna M. Druery, N. Eljaouhari, Fuhui Tong, Rafael Lara-Alecio
As a major component of leadership development, professional development (PD) support needs more researchers to focus on possible ways to build school leaders’ instructional capacity. Despite the increasing use of virtual professional development (VPD) as venues for leadership development, little is known about the essential components of an effective VPD. With the advent of COVID-19, we pivoted to VPD focused on improving school principals’ abilities to help teachers increase their instructional capacity. More specifically, we provided a virtual Summer Leadership Institute (VSLI) on peer coaching via VPD. Since research on effective PD calls for school leaders to translate their learning into leadership practice, we addressed in our sequential explanatory mixed methods study how practicing school leaders in the United States perceived the effectiveness of VPD on school leaders’ professional knowledge and growth related to the VPD topic of peer coaching. We conclude with seven specific principles to consider when developing and providing such a VPD experience for school leaders.
{"title":"An Analysis of Virtual Professional Development for School Leaders During COVID-19","authors":"Beverly J. Irby, Roya Pashmforoosh, Donna M. Druery, N. Eljaouhari, Fuhui Tong, Rafael Lara-Alecio","doi":"10.4018/ijvple.302097","DOIUrl":"https://doi.org/10.4018/ijvple.302097","url":null,"abstract":"As a major component of leadership development, professional development (PD) support needs more researchers to focus on possible ways to build school leaders’ instructional capacity. Despite the increasing use of virtual professional development (VPD) as venues for leadership development, little is known about the essential components of an effective VPD. With the advent of COVID-19, we pivoted to VPD focused on improving school principals’ abilities to help teachers increase their instructional capacity. More specifically, we provided a virtual Summer Leadership Institute (VSLI) on peer coaching via VPD. Since research on effective PD calls for school leaders to translate their learning into leadership practice, we addressed in our sequential explanatory mixed methods study how practicing school leaders in the United States perceived the effectiveness of VPD on school leaders’ professional knowledge and growth related to the VPD topic of peer coaching. We conclude with seven specific principles to consider when developing and providing such a VPD experience for school leaders.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"15 1 1","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78404725","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}
Vicente Sancenon, Kharisma Wijaya, Xavier Yue Shu Wen, Diaz Adi Utama, Mark Ashworth, K. H. Ng, Alicia Cheong, Zhizhong Neo
Although there is increasing acceptance that personalization improves learning outcomes, there is still limited experimental evidence supporting this claim. The aim of this study was to implement and evaluate the effectiveness of an adaptive recommendation system for Singapore primary and secondary education. The system leverages users trace data and learning analytics to generate assessment worksheets customized to individual learner’s proficiency. Analysis of online data is used to measure students’ skill levels in specific knowledge domains and monitor their progress. Notably, online measurements correlate positively with offline academic outcomes. A randomized controlled trial conducted on forty-three primary school students revealed statistically significant improvement on academic performance of a group of students receiving personalized content over a control group using non-adaptive material. The authors conclude that the reported recommender system successfully helps students improve their academic achievements.
{"title":"A New Web-Based Personalized Learning System Improves Student Learning Outcomes","authors":"Vicente Sancenon, Kharisma Wijaya, Xavier Yue Shu Wen, Diaz Adi Utama, Mark Ashworth, K. H. Ng, Alicia Cheong, Zhizhong Neo","doi":"10.4018/ijvple.295306","DOIUrl":"https://doi.org/10.4018/ijvple.295306","url":null,"abstract":"Although there is increasing acceptance that personalization improves learning outcomes, there is still limited experimental evidence supporting this claim. The aim of this study was to implement and evaluate the effectiveness of an adaptive recommendation system for Singapore primary and secondary education. The system leverages users trace data and learning analytics to generate assessment worksheets customized to individual learner’s proficiency. Analysis of online data is used to measure students’ skill levels in specific knowledge domains and monitor their progress. Notably, online measurements correlate positively with offline academic outcomes. A randomized controlled trial conducted on forty-three primary school students revealed statistically significant improvement on academic performance of a group of students receiving personalized content over a control group using non-adaptive material. The authors conclude that the reported recommender system successfully helps students improve their academic achievements.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"1 1","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82111915","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}
Aims: To determine the perception of nursing students on their satisfaction and self-confidence with simulation learning experience. Methods: A descriptive cross-sectional research design utilized in this study. A convenient sample comprised all third-year nursing students (n=60) who were available at the time of data collection. The Simulation Design, Student Satisfaction and Self Confidence in Learning scale that developed by the National League for Nursing was used for data collection. Results: The study participants were satisfied with the teaching methods that used with the simulation. In addition, the study participants perceived simulation design elements named objectives and information, support, feedback / guided reflection as present and important. Conclusions: This study provides promising evidence that main elements regarding simulation design include objectives, information, support, and problem solving is an effective way to enhance students’ self-confidence and satisfaction in learning.
{"title":"Satisfaction and Self-Confidence With Simulation Learning Experience as Perceived by Nursing Students","authors":"A. Abdelkader, Nermine M. Elcokany","doi":"10.4018/ijvple.285603","DOIUrl":"https://doi.org/10.4018/ijvple.285603","url":null,"abstract":"Aims: To determine the perception of nursing students on their satisfaction and self-confidence with simulation learning experience. Methods: A descriptive cross-sectional research design utilized in this study. A convenient sample comprised all third-year nursing students (n=60) who were available at the time of data collection. The Simulation Design, Student Satisfaction and Self Confidence in Learning scale that developed by the National League for Nursing was used for data collection. Results: The study participants were satisfied with the teaching methods that used with the simulation. In addition, the study participants perceived simulation design elements named objectives and information, support, feedback / guided reflection as present and important. Conclusions: This study provides promising evidence that main elements regarding simulation design include objectives, information, support, and problem solving is an effective way to enhance students’ self-confidence and satisfaction in learning.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"29 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81979249","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}
Virtual Reality (VR) has proven to be a flexible tool used to simulate unusual scenarios, with the purpose of improving the training of future engineering professionals. Currently, a large number of articles referring to VR in education are published, so this review is necessary to give guidance to those researchers interested in the subject. In this review, 3 unknowns were resolved: 1) focusing areas of VR in engineering education 2) leading nations and 3) funding importance. 74 articles downloaded from the Web of Science database were reviewed using the PRISMA guide. It was found that VR is applied in a wide range of subjects focused on engineering in general. Taking a deeper look, Computer Science is the area that is receiving the most attention from VR. In addition, the United States is the country leading these investigations and the importance of financing is also seen in the present research. Finally, the lack of a common evaluative methodology was analyzed, as well as the problems of massification of VR and the impact of this technology on student´s motivation
虚拟现实(VR)已被证明是一种灵活的工具，用于模拟不寻常的场景，目的是改善对未来工程专业人员的培训。目前，关于VR在教育中的应用已经发表了大量的文章，所以这篇综述很有必要给那些对这一课题感兴趣的研究者提供指导。在本综述中，解决了3个未知问题:1)工程教育中VR的重点领域;2)领先国家;3)资金重要性。使用PRISMA指南对从Web of Science数据库下载的74篇文章进行了审查。研究发现，虚拟现实技术的应用范围广泛，主要集中在工程领域。更深入地看，计算机科学是最受VR关注的领域。此外，美国是主导这些调查的国家，从目前的研究中也可以看出融资的重要性。最后，分析了缺乏通用的评估方法，以及虚拟现实大众化的问题和这项技术对学生动机的影响
{"title":"A Systematic Literature Review of Virtual Reality in Engineering Education: The Lack of a Common Evaluative Methodology","authors":"Mauricio Vásquez-Carbonell","doi":"10.4018/ijvple.307021","DOIUrl":"https://doi.org/10.4018/ijvple.307021","url":null,"abstract":"Virtual Reality (VR) has proven to be a flexible tool used to simulate unusual scenarios, with the purpose of improving the training of future engineering professionals. Currently, a large number of articles referring to VR in education are published, so this review is necessary to give guidance to those researchers interested in the subject. In this review, 3 unknowns were resolved: 1) focusing areas of VR in engineering education 2) leading nations and 3) funding importance. 74 articles downloaded from the Web of Science database were reviewed using the PRISMA guide. It was found that VR is applied in a wide range of subjects focused on engineering in general. Taking a deeper look, Computer Science is the area that is receiving the most attention from VR. In addition, the United States is the country leading these investigations and the importance of financing is also seen in the present research. Finally, the lack of a common evaluative methodology was analyzed, as well as the problems of massification of VR and the impact of this technology on student´s motivation","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"1 1","pages":"1-18"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81999998","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}
Globally, the COVID-19 pandemic has compelled educational institutions to explore alternatives to face-to-face instruction. The primary objective of this study is to identify the teacher’s role in the English argumentative writing performance of low proficiency university students via WhatsApp. In this case study, data were collected from multiple resources including WhatsApp discussions, interviews and students’ argumentative writing on thirteen undergraduate students from Universiti Sains Malaysia, chosen based on their Malaysian University English Test (MUET) results. The argumentative writing essays that the students sent every week for eight weeks after three days of discussion in WhatsApp with the teachers based on eight topics. The students' writing scores revealed that teacher’s role helped students’ improved in their writing skills and the students’ attitudes. The findings suggest that WhatsApp is recommended to support the students in writing, highlight the importance of teacher’s role in the students’ motivation, engagement and effective learning.
{"title":"The Role of Teachers in Assisting Low-Proficiency Students' Writing Performance via WhatsApp","authors":"Haeza Haron, S. Kasuma","doi":"10.4018/ijvple.302098","DOIUrl":"https://doi.org/10.4018/ijvple.302098","url":null,"abstract":"Globally, the COVID-19 pandemic has compelled educational institutions to explore alternatives to face-to-face instruction. The primary objective of this study is to identify the teacher’s role in the English argumentative writing performance of low proficiency university students via WhatsApp. In this case study, data were collected from multiple resources including WhatsApp discussions, interviews and students’ argumentative writing on thirteen undergraduate students from Universiti Sains Malaysia, chosen based on their Malaysian University English Test (MUET) results. The argumentative writing essays that the students sent every week for eight weeks after three days of discussion in WhatsApp with the teachers based on eight topics. The students' writing scores revealed that teacher’s role helped students’ improved in their writing skills and the students’ attitudes. The findings suggest that WhatsApp is recommended to support the students in writing, highlight the importance of teacher’s role in the students’ motivation, engagement and effective learning.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"625 1","pages":"1-18"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78982172","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 purpose of this paper is to evaluate the levels of awareness, degree of familiarity, willingness of educators to embrace the Artificial Intelligence (AI) environment and to evaluate the potential benefits that they can have from AI in their teaching activities. Exploratory research was conducted at 14 business schools and to achieve the goals of the study, factor analysis was carried out. Four factors were identified from factor analysis which was given names based on the mean and standard deviation of factor scores. This can act as a reference for those business schools that have begun offering management education using AI or are planning to use AI in the future.
{"title":"Tech Transition: An Exploratory Study on Educators' AI Awareness","authors":"Jasdeep Singh Walia, Pawan Kumar","doi":"10.4018/ijvple.295310","DOIUrl":"https://doi.org/10.4018/ijvple.295310","url":null,"abstract":"The purpose of this paper is to evaluate the levels of awareness, degree of familiarity, willingness of educators to embrace the Artificial Intelligence (AI) environment and to evaluate the potential benefits that they can have from AI in their teaching activities. Exploratory research was conducted at 14 business schools and to achieve the goals of the study, factor analysis was carried out. Four factors were identified from factor analysis which was given names based on the mean and standard deviation of factor scores. This can act as a reference for those business schools that have begun offering management education using AI or are planning to use AI in the future.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"30 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86272809","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}
This study aimed to predict the medical students' attitudes toward e-learning concerning their sensation-seeking traits during the COVID-19 pandemic lockdown. For this purpose, through a cross-sectional study, the required data was collected using two questionnaires from 921 students at a University of Medical Sciences. The findings showed that there is a significant negative correlation between the participants' attitudes toward e-learning regarding the four investigated personality traits, thrill and adventure seeking (TSA), experience seeking (ES), disinhibition (DIS), and boredom susceptibility (BS), r= -0.38, -0.20, -0.07, and -0.09, respectively (p < 0.05). In addition, the three traits of ES, TAS, and Dis could significantly predict 15.9% of the participants' attitudes toward e-learning. The findings imply that higher sensation seekers may not welcome e-learning programs.
{"title":"Prediction of the Learners' Attitudes Toward E-Learning Regarding Their Sensation-Seeking Traits in Iran: The Case of Students From Medical Sciences","authors":"A. Atashpanjeh, Mehdi Sargazi","doi":"10.4018/ijvple.309981","DOIUrl":"https://doi.org/10.4018/ijvple.309981","url":null,"abstract":"This study aimed to predict the medical students' attitudes toward e-learning concerning their sensation-seeking traits during the COVID-19 pandemic lockdown. For this purpose, through a cross-sectional study, the required data was collected using two questionnaires from 921 students at a University of Medical Sciences. The findings showed that there is a significant negative correlation between the participants' attitudes toward e-learning regarding the four investigated personality traits, thrill and adventure seeking (TSA), experience seeking (ES), disinhibition (DIS), and boredom susceptibility (BS), r= -0.38, -0.20, -0.07, and -0.09, respectively (p < 0.05). In addition, the three traits of ES, TAS, and Dis could significantly predict 15.9% of the participants' attitudes toward e-learning. The findings imply that higher sensation seekers may not welcome e-learning programs.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"21 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73865947","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}
Several researchers studied the impact of collaboration between the learners, but few studies have been carried out on the impact of collaboration between teachers. In the previous work, the authors have studied the impact of the collaboration among the learners with a specific collaborative CEHL(K. Boussaha et al.,2015). In this work, the authors focused on the impact of collaboration on both teachers and learners. This paper aims to present a Computer-Supported Collaborative Coaching System called C.S. C.C.S. This system aims to create a virtual space based on the exchange of information and experiences between pre-experienced teachers to help new recruits or those who have difficulties and try to encourage, motivate, and provide them with needed experiences to help them escape isolation and use their solid information to guide their learners. To achieve the main task of our theme which is collaboration, we adopted the concept of groups. To demonstrate the effectiveness of the developed system an experiment was conducted. The results were highly satisfying and very encouraging.
一些研究者研究了学习者之间合作的影响，但对教师之间合作的影响的研究很少。在以往的工作中，作者研究了具有特定协作性CEHL的学习者之间协作的影响。Boussaha et al.，2015)。在这项工作中，作者关注了合作对教师和学习者的影响。本文的目的是提出一个计算机支持的协作辅导系统，称为C.S. C.C.S.这个系统的目的是创建一个虚拟的空间，基于信息和经验的交流，以帮助新入学者或有困难的人，并试图鼓励，激励和提供他们所需要的经验，帮助他们摆脱孤立，用他们的坚实的信息来指导他们的学习者。为了实现我们主题的主要任务是协作，我们采用了小组的概念。为了验证所开发系统的有效性，进行了实验。结果非常令人满意，令人鼓舞。
{"title":"A Computer-Supported Collaborative Coaching System With Novel Algorithm for Forming Groups","authors":"Karima Boussaha, Raouf Amir Boussouf","doi":"10.4018/ijvple.285598","DOIUrl":"https://doi.org/10.4018/ijvple.285598","url":null,"abstract":"Several researchers studied the impact of collaboration between the learners, but few studies have been carried out on the impact of collaboration between teachers. In the previous work, the authors have studied the impact of the collaboration among the learners with a specific collaborative CEHL(K. Boussaha et al.,2015). In this work, the authors focused on the impact of collaboration on both teachers and learners. This paper aims to present a Computer-Supported Collaborative Coaching System called C.S. C.C.S. This system aims to create a virtual space based on the exchange of information and experiences between pre-experienced teachers to help new recruits or those who have difficulties and try to encourage, motivate, and provide them with needed experiences to help them escape isolation and use their solid information to guide their learners. To achieve the main task of our theme which is collaboration, we adopted the concept of groups. To demonstrate the effectiveness of the developed system an experiment was conducted. The results were highly satisfying and very encouraging.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"28 1","pages":"1-27"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72678739","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}
This investigation aimed to determine the best pedagogical approach to sustain mathematics curiosity among elementary students. It reports a comparative pedagogy of three popular modes of course delivery— face-to-face, online, and blended— in terms of their potential to excite students' curiosity. A design study was conducted in a government-run Indian elementary school among 200 fifth-grade students randomly divided into three groups taught in three different modes. Students' levels of curiosity were tested before and after the experimentation. The pre- and post-test data were analyzed quantitatively using one-way ANOVA. Findings revealed that students who taught in the blended mode exhibited the highest level of curiosity compared to the rest of the two modes. The difference in curiosity level between the blended and the face-to-face mode was intense while the difference between the blended and the online mode was weak. Therefrom, the authors conclude that the blended mode could be the most effective pedagogical approach for elementary mathematics to keep students curious.
{"title":"Elementary Students' Mathematics Curiosity: A Comparative Pedagogy of Face-to-Face, Online, and Blended Modes","authors":"A. Kundu, Tripti Bej","doi":"10.4018/ijvple.313413","DOIUrl":"https://doi.org/10.4018/ijvple.313413","url":null,"abstract":"This investigation aimed to determine the best pedagogical approach to sustain mathematics curiosity among elementary students. It reports a comparative pedagogy of three popular modes of course delivery— face-to-face, online, and blended— in terms of their potential to excite students' curiosity. A design study was conducted in a government-run Indian elementary school among 200 fifth-grade students randomly divided into three groups taught in three different modes. Students' levels of curiosity were tested before and after the experimentation. The pre- and post-test data were analyzed quantitatively using one-way ANOVA. Findings revealed that students who taught in the blended mode exhibited the highest level of curiosity compared to the rest of the two modes. The difference in curiosity level between the blended and the face-to-face mode was intense while the difference between the blended and the online mode was weak. Therefrom, the authors conclude that the blended mode could be the most effective pedagogical approach for elementary mathematics to keep students curious.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"5 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87852630","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}
Cognitive diagnostic assessment (CDA) is an essential classroom assessment that could provide high-specific diagnostic information. To support teachers' practical implementation of CDA in the mathematics classrooms, this study sought to develop an online CDA for assessing students' skills mastery of ‘relationship of time'. The study involved 90 grade four students in Penang state, Malaysia. With the excellent model-data fit, the inferences drawn about students' mastery attribute tested in the online CDA were valid. Therefore, the online CDA could be a useful tool for mathematics teachers to pinpoint students' cognitive strengths and weaknesses on ‘relationship of time'.
{"title":"Online Cognitive Diagnostic Assessment for Relationship of Time","authors":"Huan Chin, C. Chew","doi":"10.4018/ijvple.313937","DOIUrl":"https://doi.org/10.4018/ijvple.313937","url":null,"abstract":"Cognitive diagnostic assessment (CDA) is an essential classroom assessment that could provide high-specific diagnostic information. To support teachers' practical implementation of CDA in the mathematics classrooms, this study sought to develop an online CDA for assessing students' skills mastery of ‘relationship of time'. The study involved 90 grade four students in Penang state, Malaysia. With the excellent model-data fit, the inferences drawn about students' mastery attribute tested in the online CDA were valid. Therefore, the online CDA could be a useful tool for mathematics teachers to pinpoint students' cognitive strengths and weaknesses on ‘relationship of time'.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"9 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86569768","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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