Journal article 684 views
Temporal support in the identification of e-learning efficacy: an example of object classification in the presence of ignorance
Paul Jones 
,
Malcolm J. Beynon
,
Malcolm J. Beynon
Expert Systems, Volume: 24, Issue: 1, Pages: 1 - 16
Swansea University Author:
Paul Jones
Full text not available from this repository: check for access using links below.
DOI (Published version): 10.1111/j.1468-0394.2007.00417.x
Abstract
This study investigates the efficacy of an in‐place e‐learning facility, towards the performance of students on a university module, through the utilization of an information system based on CaRBS (Classification and Ranking Belief Simplex). It attempts to discern the final indifferent and good perf...
| Published in: | Expert Systems |
|---|---|
| ISSN: | 0266-4720 1468-0394 |
| Published: |
Wiley
2007
|
| Online Access: |
Check full text
|
| URI: | https://cronfa.swan.ac.uk/Record/cronfa44672 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Abstract: |
This study investigates the efficacy of an in‐place e‐learning facility, towards the performance of students on a university module, through the utilization of an information system based on CaRBS (Classification and Ranking Belief Simplex). It attempts to discern the final indifferent and good performance classifications of students based on their activity during the module (online page views). The ongoing assessment of the students every two weeks during the module is modelled with separate classification results reported as the number of two‐week periods builds up. Students who completed the course as well as those who withdrew are considered. The CaRBS system has its emphasis on the visual representation of results (using simplex plots), as well as its operations in the presence of ignorance (using the Dempster–Shafer theory of evidence). In the analysis of the module considered, the activity over certain weeks is consistently shown to be important to discern student performance. This study is of interest to practitioners and theorists, with the results shown offering a benchmark to the type of findings pertinent to expositing e‐learning efficacy. |
|---|---|
| Keywords: |
e-learning; CARBS; efficacy; student perforamce; assessment |
| College: |
Faculty of Humanities and Social Sciences |
| Issue: |
1 |
| Start Page: |
1 |
| End Page: |
16 |