Literaturnachweis - Detailanzeige
| Autor/inn/en | Olsen, Jennifer; Aleven, Vincent; Rummel, Nikol |
|---|---|
| Titel | Statistically Modeling Individual Students' Learning over Successive Collaborative Practice Opportunities |
| Quelle | In: Journal of Educational Measurement, 54 (2017) 1, S.123-138 (16 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0655 |
| DOI | 10.1111/jedm.12137 |
| Schlagwörter | Mathematical Models; Information Retrieval; Data Analysis; Educational Research; Cooperative Learning; Learning Processes; Goodness of Fit; Educational Benefits; Outcomes of Education |
| Abstract | Within educational data mining, many statistical models capture the learning of students working individually. However, not much work has been done to extend these statistical models of individual learning to a collaborative setting, despite the effectiveness of collaborative learning activities. We extend a widely used model (the additive factors model) to account for the effect of collaboration on individual learning, including having the help of a partner and getting to observe/help a partner. We find evidence that models that include these collaborative features have a better fit than the original models for performance data and that learning rates estimated using the extended models provide insights into how collaboration benefits individual students' learning outcomes. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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