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Temporal support in the identification of e-learning efficacy: an example of object classification in the presence of ignorance
Expert Systems, Volume: 24, Issue: 1, Pages: 1 - 16
Swansea University Author: Paul Jones
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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 |
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ISSN: | 0266-4720 1468-0394 |
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Wiley
2007
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URI: | https://cronfa.swan.ac.uk/Record/cronfa44672 |
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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 Faculty of Humanities and Social Sciences School of Management - Business 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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Journal article |
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Expert Systems |
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24 |
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1 |
publishDate |
2007 |
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Swansea University |
issn |
0266-4720 1468-0394 |
doi_str_mv |
10.1111/j.1468-0394.2007.00417.x |
publisher |
Wiley |
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Faculty of Humanities and Social Sciences |
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facultyofhumanitiesandsocialsciences |
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Faculty of Humanities and Social Sciences |
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Faculty of Humanities and Social Sciences |
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School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management |
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 |
2007-01-18T03:56:00Z |
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1763752815016017920 |
score |
10.99342 |