Cognitive Learning Assessment Based on FAHP and RSM: A Case Study of Introduction to Network Course

Autor/inn/en	Lin, Chin-Tsai; Chang, Shih-Jui; Chen, Yung-Hui
Titel	Cognitive Learning Assessment Based on FAHP and RSM: A Case Study of Introduction to Network Course
Quelle	In: Journal of Educational Computing Research, 59 (2022) 8, S.1543-1578 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Yung-Hui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211012685
Schlagwörter	Introductory Courses; Computer Science Education; Computer Uses in Education; Educational Technology; Decision Support Systems; Foreign Countries; College Students; Concept Mapping; Taiwan + Suchen Sie Ihr Suchwort? Einführungskurs; Computer science lessons; Informatikunterricht; Computernutzung; Unterrichtsmedien; Entscheidungshilfe; Ausland; Collegestudent; Concept Map
Abstract	With the progress and innovation of digital technology, people's knowledge acquisition, information exchange, and communication modes have changed significantly. The universality of emerging technology media enables instructional designers to use digital media to provide different teaching materials and teaching methods to meet the needs of individual learners according to their differences. Accordingly, this study takes the Introduction to Network course as an example, proposes a Fuzzy Analytic Hierarchy Process combined with Rule-Space Model to guide and analyze students' learning status, and imports Microsoft Technology Association international certification as empirical analysis. The study revealed that, the experts believe that "understanding protocols and services" is the most important part of the basic knowledge of the Internet, followed by "understanding network infrastructure" and "understanding network hardware." In the section on learning performance, the average progress rates of two class were 69.44% and 62.20%, respectively, the students' scores were significantly improved. In the section on obtaining Microsoft Technology Association certification, the passing rates were 93.44% and 93.10%, which were significant improvements in certification passing rate. In the future, this study can be applied to other fields to improve the relative learning effect and make it broader and more diversified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01