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Temporal support in the identification of e-learning efficacy: an example of object classification in the presence of ignorance / Paul Jones, Malcolm J. Beynon

Expert Systems, Volume: 24, Issue: 1, Pages: 1 - 16

Swansea University Author: Paul Jones

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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...

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Published in: Expert Systems
ISSN: 0266-4720 1468-0394
Published: Wiley 2007
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URI: https://cronfa.swan.ac.uk/Record/cronfa44672
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spelling 2018-10-02T09:31:23.4241493 v2 44672 2018-10-02 Temporal support in the identification of e-learning efficacy: an example of object classification in the presence of ignorance 21e2660aaa102fe36fc981880dd9e082 0000-0003-0417-9143 Paul Jones Paul Jones true false 2018-10-02 BBU 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. Journal Article Expert Systems 24 1 1 16 Wiley 0266-4720 1468-0394 e-learning; CARBS; efficacy; student perforamce; assessment 18 1 2007 2007-01-18 10.1111/j.1468-0394.2007.00417.x https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-0394.2007.00417.x COLLEGE NANME Business COLLEGE CODE BBU Swansea University 2018-10-02T09:31:23.4241493 2018-10-02T09:31:23.4241493 School of Management School of Management Paul Jones 0000-0003-0417-9143 1 Malcolm J. Beynon 2
title Temporal support in the identification of e-learning efficacy: an example of object classification in the presence of ignorance
spellingShingle Temporal support in the identification of e-learning efficacy: an example of object classification in the presence of ignorance
Paul, Jones
title_short Temporal support in the identification of e-learning efficacy: an example of object classification in the presence of ignorance
title_full Temporal support in the identification of e-learning efficacy: an example of object classification in the presence of ignorance
title_fullStr Temporal support in the identification of e-learning efficacy: an example of object classification in the presence of ignorance
title_full_unstemmed Temporal support in the identification of e-learning efficacy: an example of object classification in the presence of ignorance
title_sort Temporal support in the identification of e-learning efficacy: an example of object classification in the presence of ignorance
author_id_str_mv 21e2660aaa102fe36fc981880dd9e082
author_id_fullname_str_mv 21e2660aaa102fe36fc981880dd9e082_***_Paul, Jones
author Paul, Jones
author2 Paul Jones
Malcolm J. Beynon
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container_title Expert Systems
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publishDate 2007
institution Swansea University
issn 0266-4720
1468-0394
doi_str_mv 10.1111/j.1468-0394.2007.00417.x
publisher Wiley
college_str School of Management
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hierarchy_parent_title School of Management
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url https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-0394.2007.00417.x
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description 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.
published_date 2007-01-18T04:07:55Z
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