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A review of the use of portable technologies as observational aids in the classroom
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Joint modeling of users, questions and answers for answer selection in CQA
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Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes
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Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning
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Learning factorized representations for open-set domain adaptation
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Multilevel topic dependency models for assessment design and delivery: A hypergraph based approach
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Detecting and visualizing context and stress via a fuzzy rule-based system during commuter driving
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Discovering correlations between sparse features in distant supervision for relation extraction
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Engagement and performance in a first year natural resource science course
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Abstract:
Quantifying student engagement with online learning resources on virtual learning environments such as BlackBoard is important in understanding how these technologies enhance the student learning. In the present study, it was examined when, and how often, first-year students accessed lecture recordings, lecture slides, and lecture notes via BlackBoard, in an introductory natural resource course taken by both on campus students and remote students. The findings demonstrated that lecture recordings were not well utilized by studentsalthough only 58% of on campus students attended face-to-face lectures, less than 15% of absent students downloaded the missed lecture. Overall, more students downloaded lecture slides (an average of 63% per week) than notes (38%) or recordings (16%). Indeed, the average student downloaded only 1.1 types of the 3 online resources (recordings, slides, and notes) that were available each week, with 5.7% of students downloading all 3 types of resources, 23% downloading 2 types of resources, 42% downloading only 1 type of resource, and 29% downloading none of the 3 types of resources. Finally, remote students were more likely to download lecture notes and recordings than were on campus students. The information presented here is important in understanding student behaviour and engagement.
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Keyword:
1706 Computer Science Applications; 3304 Education; Absenteeism; Attendance; Exam performance; Higher-education; Impact; Online lecture recordings; Preferences; Students; Technologies
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URL: https://espace.library.uq.edu.au/view/UQ:36e1b9b
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Deep context of citations using machine-learning models in scholarly full-text articles
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Using an online social media space to engage parents in student learning in the early-years: enablers and impediments
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Willis, Linda-Dianne; Exley, Beryl. - : Universitat de Barcelona * Grup de Recerca Ensenyament i Aprenentatge Virtual, Observatorio de la Educacion Digital (OED), 2018
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Measuring communication difficulty through effortful speech production during conversation
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An investigation of Chinese postgraduate students' experiences on a data-visualized English writing feedback platform
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Dai, Kun. - : Institute of Electrical and Electronics Engineers, 2017
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Social moments: A perspective on interaction for social robotics
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Retesting the limits of data-driven learning: feedback and error correction
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Searching for My Lady’s Bonnet: discovering poetry in the National Library of Australia’s newspapers database
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An investigation of differences and changes in L2 writing anxiety between blended and conventional english language learning context
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