[CITAMS] Abstract Announcement for International Journal of Distance Education Technologies (IJDET) 15(4)

Maiga Chang maiga.chang at gmail.com
Thu Sep 21 17:45:32 EDT 2017


The contents of the latest issue of:
International Journal of Distance Education Technologies (IJDET)
Volume 15, Issue 4, October - December 2017
Indexed by: Compendex (Elsevier Engineering Index), INSPEC, PsycINFO®, SCOPUS, Web of Science Emerging Sources Citation Index (ESCI)
For a complete list of indexing and abstracting services that include this journal, please reference the bottom of this announcement.
Published: Quarterly in Print and Electronically
ISSN: 1539-3100; EISSN: 1539-3119; 
Published by IGI Global Publishing, Hershey, USA
www.igi-global.com/ijdet
Editor-in-Chief: Maiga Chang (Athabasca University, Canada)

Note: The International Journal of Distance Education Technologies (IJDET) has an Open Access option, which allows individuals and institutions unrestricted access to its published content. Unlike traditional subscription-based publishing models, open access content is available without having to purchase or subscribe to the journal in which the content is published. All IGI Global manuscripts are accepted based on a double-blind peer review editorial process.

ARTICLE 1

Adaptation with Four Dimensional Personalization Criteria Based on Felder Silverman Model

Drissi Samia (Faculty of Science and Technology, University of Souk-Ahras, Souk Ahras, Algeria), Abdelkrim Amirat (Faculty of Science and Technology, University of Souk-Ahras, Souk Ahras, Algeria)

In the past decades, various systems have been proposed to provide students with a better learning environment by taking personal factors into account. Learning styles have been one of the widely adopted factors in the previous studies as a reference for adapting learning content or organizing the content. However, very few researchers give an idea of matching e-media with appropriate teaching and learning styles and very few studies give an idea of which appropriate combinations of electronic media and learning styles are more effective than other. In this paper, the authors aim to prototype an AFDPC-FS system (Adaptation with Four Dimensional Personalization Criteria based on Felder Silverman model). Their system presents a general framework for combining and adapting teaching strategies, learning styles and electronic media according to Felder-Silverman's learning style model. An experiment was designed to explore the effect of adaptation to different learning styles when learning materials were matched with learning styles. In particular it was set up to see whether there are significant differences in learning achievement and cognitive load between two groups, an experimental group who studied with learning style-fit version and a control group who studied with non-fit version of the system without adaptation to learning styles. The experimental results showed that the proposed system could improve the learning achievements of the students. Moreover, it was found that the students' cognitive load was significantly decreased.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/adaptation-with-four-dimensional-personalization-criteria-based-on-felder-silverman-model/187244

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=187244

ARTICLE 2

Toward Modeling the Learner's Personality Using Educational Games

Fathi Essalmi (Research Laboratory of Technologies of Information and Communication & Electrical Engineering (LaTICE), Tunis Higher School of Engineering (ENSIT), University of TUNIS, Tunis, Tunisia), Ahmed Tlili (Research Laboratory of Technologies of Information and Communication & Electrical Engineering (LaTICE), Tunis Higher School of Engineering (ENSIT), University of TUNIS, Tunis, Tunisia), Leila Jemni Ben Ayed (Research Laboratory of Technologies of Information and Communication & Electrical Engineering (LaTICE), Tunis Higher School of Engineering (ENSIT), University of TUNIS, Tunis, Tunisia), Mohamed Jemni (Research Laboratory of Technologies of Information and Communication & Electrical Engineering (LaTICE), Tunis Higher School of Engineering (ENSIT), University of TUNIS, Tunis, Tunisia)

Learner modeling is a crucial step in the learning personalization process. It allows taking into consideration the learner's profile to make the learning process more efficient. Most studies refer to an explicit method, namely questionnaire, to model learners. Questionnaires are time consuming and may not be motivating for learners. Thus, this paper presents a new approach for Modeling the learner's Personality, introvert/extrovert, using Educational Games (MoPEG). The proposed approach includes three phases, namely design of the educational game, collection of traces and personality prediction. To evaluate the efficiency of MoPEG, an experiment was conducted with thirty learners where their personality modeling results using MoPEG are compared to the Big Five Inventory (BFI) questionnaire. The obtained results showed that the accuracy level of MoPEG is significant with an 80% of similarity. Besides, based on the Kappa method, used by psychologists to measure the similarity of two instruments. The obtained results highlighted an agreement degree of MoPEG with the level “good”.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/toward-modeling-the-learners-personality-using-educational-games/187245

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=187245

ARTICLE 3

Cloud Applications in Language Teaching: Examining Pre-Service Teachers' Expertise, Perceptions and Integration

Ibtehal Mahmoud Aburezeq (Al Ain University of Science and Technology, Al Ain, United Arab Emirates), Fawzi Fayez Ishtaiwa Dweikat (Office of Educational Effectiveness, Zayed University, Dubai, United Arab Emirates)

This study examined pre-service teachers' expertise, perceptions and integration of cloud applications in teaching of Arabic and English. Questionnaires and semi-structured interviews were used as data collection methods. The findings of the study specified that pre-service teachers did not own sufficient expertise for effective integration of cloud applications. The findings also revealed that participants perceived cloud applications as a valuable tool to improve many aspects of language education. Nonetheless, participants concentrated on integrating limited features of cloud applications. While the study revealed that there was no significant difference in participants' expertise in integrating cloud applications based on the language they teach, it found that pre-service English teachers had significantly higher levels of positive perceptions and integration of cloud applications than pre-service Arabic teachers. Finally, a positive significant correlation was found between expertise, perceptions, and integration of cloud applications.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/cloud-applications-in-language-teaching/187246

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=187246

ARTICLE 4

Persistence in Distance Education: A Study Case Using Bayesian Network to Understand Retention

Marianne Kogut Eliasquevici (Federal University of Pará, Belém, Brazil), Marcos César da Rocha Seruffo (Federal University of Pará, Belém, Brazil), Sônia Nazaré Fernandes Resque (Federal University of Pará, Belém, Brazil)

This article presents a study on the variables promoting student retention in distance undergraduate courses at Federal University of Pará, aiming to help school managers minimize student attrition and maximize retention until graduation. The theoretical background is based on Rovai's Composite Model and the methodological approach is conditional probability analysis using the Bayesian Networks graphical model. Network modeling has shown that among internal factors after admission to the course (as defined in the Composite Model) face-to-face tutorial sessions need to be better planned and executed, learning materials are still not adequate to online course specificities and the support structure needs to be remodeled.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/persistence-in-distance-education-a-study-case-using-bayesian-network-to-understand-retention/187247

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=187247

ARTICLE 5

Using Learning Analytics to Support Engagement in Collaborative Writing

Ming Liu (School of Computer and Information Science, Southwest University, Chongqing, China), Abelardo Pardo (School of Electrical and Information Engineering, The University of Sydney, Sydney, Australia), Li Liu (School of Software Engineering, Chongqing University, Chongqing, China)

Online collaborative writing tools provide an efficient way to complete a writing task. However, existing tools only focus on technological affordances and ignore the importance of social affordances in a collaborative learning environment. This article describes a learning analytic system that analyzes writing behaviors, and creates visualizations incorporating individual engagement awareness and group ranking awareness (social affordance), and review writing behaviour history (technological affordance), to support student engagement. Studies examined the performance of the system used by university students in two collaborative writing activities: collaboratively writing a project proposal (N = 41) and writing tutorial discussion answers (N = 25). Results show that students agreed with what the visualization conveys and visualizations enhance their engagement in a collaborative writing activity. In addition, students stated that the visualizations were useful to help them reflect on the writing process and support the assessment of individual contributions.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/using-learning-analytics-to-support-engagement-in-collaborative-writing/187248

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=187248

ARTICLE 6

Impact of Online Discussions on Web Based Assessments

Loreen M. Powell (Bloomsburg University of Pennsylvania, Bloomsburg, PA, USA), Hayden Wimmer (Department Information Technology, Georgia Southern University, Statesboro, GA, USA), Lawrence Kilgus (Bloomsburg University of Pennsylvania, Bloomsburg, PA, USA), Christina M. Force (Bloomsburg University of Pennsylvania, Bloomsburg, PA, USA)

The practice of including online discussion posts to traditional courses is increasing. Online discussions allow for active learning to occur as students express their ideas and respond to others. The time and thought provided by online discussion posts allows students to utilize higher level cognitive skills. Web-based assessments are another technology tool that instructors are including in their courses. This study examined the impact of online discussion posts on achievement of web-based assessments for an upper level undergraduate business and technology writing intensive course. Using a treatment group and a control group, student achievement scores for the online assessments were measured. Results indicate that assessed grades of the treatment groups were higher than the control group, however statistical significance was mixed among the web assessments. The results further illustrate the need for additional research into online discussions applied to web-based assessments.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/impact-of-online-discussions-on-web-based-assessments/187249

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=187249
-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://list.citams.org/pipermail/citams_list.citams.org/attachments/20170921/907549ff/attachment-0002.html>


More information about the CITAMS mailing list