Download Advances in Web-Based Learning -- ICWL 2015: 14th by Frederick W.B. Li, Ralf Klamma, Mart Laanpere, Jun Zhang, PDF
By Frederick W.B. Li, Ralf Klamma, Mart Laanpere, Jun Zhang, Baltasar Fernandez Manjon, Rynson W.H. Lau
This e-book constitutes the refereed court cases of the 14th foreign convention on Web-Based studying, ICWL 2015, held in Guangzhou, China, in Noavember 2015.
The 18 revised complete papers provided including 2 invited papers and seven brief papers have been conscientiously reviewed and chosen from approximately seventy nine submissions. The papers are geared up in topical sections on collaborative and peer studying; e-lerning platform and tolls; layout, version, and framework of e-learning platforms; clever tutoring and instruments; pedagogical matters; customized and adaptive studying; and net 2.0 and social studying environments.
Read Online or Download Advances in Web-Based Learning -- ICWL 2015: 14th International Conference, Guangzhou, China, November 5-8, 2015, Proceedings PDF
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Additional resources for Advances in Web-Based Learning -- ICWL 2015: 14th International Conference, Guangzhou, China, November 5-8, 2015, Proceedings
The reasons for the phenomenon may partly lie in the fact that it is diﬃcult to correct all the errors by learners themselves especially those with lower level of proﬁciency. However, providing the correct form directly to them may result in learners’ over-reliance on teachers. Just as Corder [1, p. 11] states, “making a learner try to discover the right form could often be more instructive to both learners and teachers”. That is to say, it is more eﬀective for learners to self-correct errors with the help of some reference resources.
001 Grad. 83 The reason for the “N/A”s in this table is that there was no non-true/false and veriﬁcation criteria used in any peer-assessment rubric in undergraduate assignments. 2 Grading Agreements on Each Criterion Type We used Student’s t-test to compare the averages of the independent samples of aggregated grading agreements on each assignment. Our hypotheses are: H0a: there is no signiﬁcant difference on the percentages of average adjacent grading agreement between true/false criteria and non-true/false criteria.
Second Lang. Writ. 18(1), 30–43 (2009) 3. : The importance of marking criteria in the use of peer assessment. Assess. Eval. High. Educ. 21(3), 239–250 (1996) 4. : A review of rubric use in higher education. Assess. Eval. High. Educ. 35(4), 435–448 (2009) 5. : An assessment of reliability and validity of a rubric for grading APA-style introductions. Teach. Psychol. 36(2), 102–107 (2009) 6. : Rubrics: tools for making learning goals and evaluation criteria explicit for both teachers and learners.