Development and Evaluation of Across-Unit Diagnostic Feedback Mechanism for Online Learning

Autor/inn/en	Lin, Jian-Wei; Lai, Yuan-Cheng; Szu, Yu-Chin; Lai, Ching-Neng; Chuang, Yuh-Shy; Chen, Yen-Hung
Titel	Development and Evaluation of Across-Unit Diagnostic Feedback Mechanism for Online Learning
Quelle	In: Educational Technology & Society, 17 (2014) 3, S.138-153 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Electronic Learning; Evaluation Methods; Diagnostic Tests; Feedback (Response); Remedial Instruction; Student Evaluation; Diagnostic Teaching; Learning Processes; Retention (Psychology); Student Surveys; Likert Scales; Student Attitudes; Correlation; Pretests Posttests; Scores; Experiments; Problem Solving; Quasiexperimental Design; Questionnaires; Interviews + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Förderkurs; Schulnote; Studentische Bewertung; Diagnostic assessment; Diagnostisches Verfahren; Learning process; Lernprozess; Merkfähigkeit; Schülerbefragung; Likert-Skala; Schülerverhalten; Korrelation; Erprobung; Problemlösen; Fragebogen; Interviewing; Interviewtechnik
Abstract	Solving well-structured problems often requires using considerable related concepts which are usually scattered and introduced throughout different learning units of a subject. In addition, poor learning of related concepts of preceding units may block the learning of subsequent units, and eventually leads to the inability to solve well-structured problems of a subject. Thus, this work proposes using across-unit diagnostic feedback, which can identify weak concepts not only within a unit but also in different units. Furthermore, the provided feedback can be used to recommend remedial learning paths for students, and inform the students the priority of the paths to understand which weak unit should be remedied first and which weak concepts within a unit should be remedied first. Students can refer to the instructions and use the provided corresponding remedial materials to conduct remedial learning in a systematic way. To discriminate the learning effect among various feedback types, this project will compare the proposed system, the Across-Unit Diagnostic Feedback System (AUDFS), with two other systems, the Single-Unit Diagnostic Feedback System (SUDFS) and the Traditional Feedback System (TFS). Experiment results show that the proposed system significantly enhanced learning achievement and the ability to solve well-structured problems for students. The mean student retention time of the proposed system is significantly higher than that of other systems, indicating that the proposed system enables sustained connection between students and the system. Additionally, positive correlations exist between student retention time of the proposed system and student post-test scores. Through a questionnaire and interviews, most students expressed positive attitudes to the proposed system. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10