By Elvira Popescu, Rynson W. H. Lau, Kai Pata, Howard Leung, Mart Laanpere
This booklet constitutes the refereed lawsuits of the thirteenth foreign convention on Web-Based studying, ICWL 2014, held in Tallinn, Estonia, in August 2014. The 18 revised complete papers provided including nine brief papers have been conscientiously reviewed and chosen from approximately seventy eight submissions. The papers are equipped in topical sections on machine supported collaborative studying, net 2.0 and social studying environments; own studying environments; game-based studying; learner modeling and studying analytics; custom-made and adaptive studying; layout, version and implementation of e-learning systems and instruments; and pedagogical concerns, perform and adventure sharing.
Read or Download Advances in Web-Based Learning – ICWL 2014: 13th International Conference, Tallinn, Estonia, August 14-17, 2014. Proceedings PDF
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Additional info for Advances in Web-Based Learning – ICWL 2014: 13th International Conference, Tallinn, Estonia, August 14-17, 2014. Proceedings
Principles and Products, Part I, pp. 3–19. Springer (2009) 3. : Wiki as a Collaborative Writing Tool in Teacher Education: Evaluation and Suggestions for Effective Use. Computers in Human Behavior 32, 301–312 (2014) 4. : Trends in Connecting Learners. First Research & Technology Scouting Report. net/1820/2824 5. : Using Wikis for Collaborative Learning: Assessing Collaboration through Contribution. Australasian Journal of Educational Technology 6(3), 341–354 (2010) 6. : ClassroomWiki: A Collaborative Wiki for Instructional Use with Multiagent Group Formation.
Rev. Res. Open Distance Learn. 13(1), 124–143 (2012) 22. : Motivating participation in social computing applications: a user modeling perspective. User Model. User-Adapt. Interact. 22(1-2), 177–201 (2012) What Psychological Factors Enhance a Language Learning Community? jp Abstract. The current study investigated the relationship between psychological factors and learning behaviors related to the application of a community of inquiry (CoI) framework for learning English as a foreign language (EFL).
User interface on tablet: a user profile page Multifaceted Open Social Learner Modelling 35 Fig. 1 shows a learner’s profile page presenting her model. , topics learnt, questions asked and answered. ’ she can compare her learner model to the profile owner’s learner model. In Fig. 2, (1) and (2) illustrate a course page and a resource page, respectively. Learner models can be visualised in pop-up views by clicking buttons such as “Learning Path” and “My Performance” (see section 4 for details). Fig.