scholarly journals Does Time-on-task Estimation Matter? Implications on Validity of Learning Analytics Findings

2016 ◽  
Vol 2 (3) ◽  
pp. 81-110 ◽  
Author(s):  
Vitomir Kovanovic ◽  
Dragan Gašević ◽  
Shane Dawson ◽  
Srećko Joksimovic ◽  
Ryan Baker
Keyword(s):  
Student Performance ◽  
Learning Analytics ◽  
Estimation Methods ◽  
Learning Technology ◽  
Time On Task ◽  
Trace Data ◽  
Research Fields ◽  
Final Study ◽  
Study Results ◽  
Research Findings

With the widespread adoption of Learning Management Systems (LMS) and other learning technology, large amounts of data – commonly known as trace data – are being recorded and are readily accessible to educational researchers. Among different uses of trace data, it has been extensively used to calculate time that students spent on different learning activities – commonly referred to as student time-on-task. Extracted time-on-task measures are then used to build predictive models of student learning in order to understand and improve learning processes. While time-on-task measures have been extensively used in Learning Analytics research, the details of their estimation are rarely described and the consequences that this process entails are not fully examined.This paper presents findings from two experiments that looked at the different time-on-task estimation methods and how they influence the final research findings. Based on modeling different student performance measures with popular statistical methods in two datasets (one online and one blended), our findings indicate that time-on-task estimation methods play an important role in shaping the final study results. This is particularly true for online setting where the amount of interaction with LMS is typically higher. The primary goal of this paper is to raise awareness and initiate a debate on the important issue of time-on-task estimation within a broader learning analytics community. Finally, the paper provides an overview of commonly adopted time-on-task estimation methods in educational and related research fields.

scholarly journals Can Facebook pages be a mode of blended learning to supplement in-class teaching in Saudi Arabia?

2017 ◽  
Vol 41 (3) ◽  
pp. 472-477 ◽  
Author(s):  
Khurshid Anwar ◽  
Muhammad Raihan Sajid ◽  
Peter Cahusac ◽  
Abdul Ahad Shaikh ◽  
Ahmad Elgammal ◽  
...  
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
General Interest ◽  
Multiple Choice Questions ◽  
Student Responses ◽  
Subject Knowledge ◽  
Exam Preparation ◽  
Summative Assessments ◽  
Study Results ◽  
Facebook Pages

The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, and lecture notes and PowerPoint presentations. The study was divided into three distinct phases: before, during, and after the Neuroscience block. Student responses were evaluated via a self-developed questionnaire. Grades achieved by students undertaking the block in 2015 and 2014 were recorded, as were the grades achieved by the same cohort in concurrent blocks in the same year of study. Results showed that ~80% of students reported that use of the page enhanced their overall subject knowledge and exam preparation. Highest page activity occurred during the Neuroscience block. Peak activity occurred directly before summative assessments, with MCQ posts having the highest impact. The cohort of students with access to the Facebook page achieved better grades in the block compared with the previous cohort, despite similar average performance in other subjects. We demonstrate the utility of Facebook as a powerful tool for undergraduate education, supplementing in-class teaching, and assisting in exam preparation, potentially increasing average student performance.

scholarly journals Appraising clinical applicability of studies: mapping and synthesis of current frameworks, and proposal of the FrACAS framework and VICORT checklist

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Quoc Dinh Nguyen ◽  
Erica M. Moodie ◽  
Philippe Desmarais ◽  
Robert Goulden ◽  
Marie-France Forget ◽  
...  
Keyword(s):  
Literature Search ◽  
Internal Validity ◽  
Specific Area ◽  
Clinical Perspective ◽  
General Applicability ◽  
Clinical Applicability ◽  
Study Results ◽  
Target User ◽  
Research Findings ◽  
Framework Development

Abstract Background Not all research findings are translated to clinical practice. Reasons for lack of applicability are varied, and multiple frameworks and criteria exist to appraise the general applicability of epidemiological and clinical research. In this two-part study, we identify, map, and synthesize frameworks and criteria; we develop a framework to assist clinicians to appraise applicability specifically from a clinical perspective. Methods We conducted a literature search in PubMed and Embase to identify frameworks appraising applicability of study results. Conceptual thematic analysis was used to synthesize frameworks and criteria. We carried out a framework development process integrating contemporary debates in epidemiology, findings from the literature search and synthesis, iterative pilot-testing, and brainstorming and consensus discussions to propose a concise framework to appraise clinical applicability. Results Of the 4622 references retrieved, we identified 26 unique frameworks featuring 21 criteria. Frameworks and criteria varied by scope and level of aggregation of the evidence appraised, target user, and specific area of applicability (internal validity, clinical applicability, external validity, and system applicability). Our proposed Framework Appraising the Clinical Applicability of Studies (FrACAS) classifies studies in three domains (research, practice informing, and practice changing) by examining six criteria sequentially: Validity, Indication-informativeness, Clinical relevance, Originality, Risk-benefit comprehensiveness, and Transposability (VICORT checklist). Conclusions Existing frameworks to applicability vary by scope, target user, and area of applicability. We introduce FrACAS to specifically assess applicability from a clinical perspective. Our framework can be used as a tool for the design, appraisal, and interpretation of epidemiological and clinical studies.

scholarly journals Bayesian Uncertainty Estimation for Gaussian Graphical Models and Centrality Indices

2021 ◽  
Author(s):  
Joran Jongerling ◽  
Sacha Epskamp ◽  
Donald Ray Williams
Keyword(s):  
Bayesian Estimation ◽  
Graphical Models ◽  
Estimation Methods ◽  
Centrality Measures ◽  
Gaussian Graphical Models ◽  
Graphical Lasso ◽  
Study Results ◽  
Partial Correlations ◽  
Good Coverage ◽  
Better Than

Gaussian Graphical Models (GGMs) are often estimated using regularized estimation and the graphical LASSO (GLASSO). However, the GLASSO has difficulty estimating(uncertainty in) centrality indices of nodes. Regularized Bayesian estimation might provide a solution, as it is better suited to deal with bias in the sampling distribution ofcentrality indices. This study therefore compares estimation of GGMs with a Bayesian GLASSO- and a Horseshoe prior to estimation using the frequentist GLASSO in an extensive simulation study. Results showed that out of the two Bayesian estimation methods, the Bayesian GLASSO performed best. In addition, the Bayesian GLASSOperformed better than the frequentist GLASSO with respect to bias in edge weights, centrality measures, correlation between estimated and true partial correlations, andspecificity. With respect to sensitivity the frequentist GLASSO performs better.However, sensitivity of the Bayesian GLASSO is close to that of the frequentist GLASSO (except for the smallest N used in the simulations) and tends to be favored over the frequentist GLASSO in terms of F1. With respect to uncertainty in the centrality measures, the Bayesian GLASSO shows good coverage for strength andcloseness centrality. Uncertainty in betweenness centrality is estimated less well, and typically overestimated by the Bayesian GLASSO.

Gamma Oscillations Index Sustained Attention in a Brief Vigilance Task

2021 ◽  
Vol 65 (1) ◽  
pp. 546-550
Author(s):  
Lorraine Borghetti ◽  
Megan B. Morris ◽  
L. Jack Rhodes ◽  
Ashley R. Haubert ◽  
Bella Z. Veksler
Keyword(s):  
Sustained Attention ◽  
Gamma Oscillations ◽  
Time On Task ◽  
Potential Candidate ◽  
Theta Power ◽  
High Performers ◽  
Beta Power ◽  
Study Results ◽  
Gamma Power ◽  
Compensatory Effort

Sustained attention is an essential behavior in life, but often leads to performance decrements with time. Computational accounts of sustained attention suggest this is due to brief disruptions in goal-directed processing, or microlapses. Decreases in gamma spectral power are a potential candidate for indexing microlapses and discriminating between low and high performers in sustained attention tasks, while increases in beta, alpha, and theta power are expected to exhibit compensatory effort to offset fatigue. The current study tests these hypotheses in a 10-minute Psychomotor Vigilance Test, a context that eliminates confounds with measuring gamma frequencies. 34 participants ( Mage = 22.60; SDage = 4.08) volunteered in the study. Results suggested frontal gamma power declined with time-on-task, indicating reduction in central cognition. Beta power increased with time-on-task, suggesting compensatory effort; however, alpha and theta power did not increase. Additionally, gamma power discriminated between low and high performers, potentially suggesting motivational differences between the groups.

Teachers' Attitudes Towards Technology Integration

TPACK ◽  
2019 ◽  
pp. 32-67
Author(s):  
Zineb Djoub
Keyword(s):  
Technology Integration ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Learning Technology ◽  
Education Programs ◽  
Attitudes Towards Technology ◽  
Research Findings ◽  
Young Teacher ◽  
Teachers Attitudes ◽  
Pre Service Teacher

As education and teaching have become intrinsically entwined, teachers need to develop the necessary knowledge and skills to integrate effectively technology into their teaching. Teacher educators are thus required to infuse technology throughout their programs and support trainees connect between technology and pedagogy within a given context. Yet, the question that can be raised is: How can teacher education programs prepare young teacher entering the profession to teach with learning technology and digital content? To elaborate on this issue, a study was conducted on a sample of teachers, using a survey questionnaire distributed online. This study seeks to address what teachers must know, understand and be able to do with regard to instructional technology. The research findings are meant to inform both teacher educators and program designers about the kind of training required to assist teachers with technology integration. Based on the data obtained, a set of suggestions for teacher educators are recommended for pre-service teacher training contexts.

Retail Customer Engagement

2019 ◽  
pp. 1-26
Author(s):  
Andrea Moretta Tartaglione ◽  
Giuseppe Granata
Keyword(s):  
Literature Review ◽  
Bibliometric Analysis ◽  
Scientific Community ◽  
State Of The Art ◽  
Customer Engagement ◽  
Future Research ◽  
Research Directions ◽  
Study Results ◽  
Research Findings ◽  
Future Research Directions

Customer engagement is one of the most debated topics in marketing literature. The great interest of the scientific community resulted in a large amount of research on this topic making it difficult for scholars to understand how to really contribute to advance the research. Based on these considerations, this chapter aims to provide an overview of the research findings and trends of previous studies to guide the researcher to the most influential works, results, and issues that need more insights. In particular, this chapter offers a literature review on customer engagement and retail customer engagement using bibliometric analysis and scientific mapping study. Results show the most productive authors, most cited publications, most frequent words, and clusters of related words. The analysis provides a description of the state of the art of retail customer engagement and suggests future research directions.

An Open Innovation Lens on the Digital Transformation Frontiers

2020 ◽  
pp. 83-104
Author(s):  
Maryia Zaitsava ◽  
Elona Marku ◽  
Manuel Castriotta
Keyword(s):  
Open Innovation ◽  
Digital Technologies ◽  
Research Area ◽  
Digital Transformation ◽  
Intellectual Structure ◽  
Comprehensive Overview ◽  
Main Research ◽  
Research Fields ◽  
Digital Era ◽  
Research Findings

The aim of the present study is to explore Digital Transformation frontiers using the lens of Open Innovation. By implementing bibliographic coupling method, the authors bring together segmental publications from different research fields and provide a comprehensive overview of the combined Open Innovation and Digital Transformation field's intellectual structure, revealing the different groups of thoughts, influential authors, and pressing topics. The research findings illustrate, the research area has polycentric composition with absence of overlaps between articles. Five main research groups are identified: Co-evolution of Digital Technologies and Open Innovation; Digital Peer-communities; Digital Ecosystems; Knowledge Management in the Open and Digital Era; and Open Innovation, Digital Technologies, and Businesses Performance. The current research contributes both Open Innovation and Digital Transformation fields by cross-exploring each phenomenon and revealing how Digital Transformation shapes the nature of innovation as a collaborative activity as part of an independent research area.

scholarly journals Stock returns, illiquidity and feedback trading

2020 ◽  
Vol 19 (2) ◽  
pp. 135-145
Author(s):  
Jing Chen ◽  
David G. McMillan
Keyword(s):  
Stock Returns ◽  
Positive Feedback ◽  
Stock Prices ◽  
Sovereign Debt ◽  
Negative Impact ◽  
Estimation Methods ◽  
Content Type ◽  
Study Results ◽  
European Markets ◽  
Feedback Trading

Purpose This study aims to examine the relation between illiquidity, feedback trading and stock returns for several European markets, using panel regression methods, during the financial and the sovereign debt crises. The authors’ interest here lies twofold. First, the authors seek to compare the results obtained here under crisis conditions with those in the existing literature. Second, and of greater importance, the authors wish to examine the interaction between liquidity and feedback trading and their effect on stock returns. Design/methodology/approach The authors jointly model both feedback trading and illiquidity, which are typically considered in isolation. The authors use panel estimation methods to examine the relations across the European markets as a whole. Findings The key results suggest that in common with the literature, illiquidity has a negative impact upon contemporaneous stock returns, while supportive evidence of positive feedback trading is reported. However, in contrast to the existing literature, lagged illiquidity is not a priced risk, while negative shocks do not lead to greater feedback trading behaviour. Regarding the interaction between illiquidity and feedback trading, the study results support the view that greater illiquidity is associated with stronger positive feedback. Originality/value The study results suggest that when price changes are more observable, due to low liquidity, then feedback trading increases. Therefore, during the crisis periods that afflicted European markets, the lower levels of liquidity prevalent led to an increase in feedback trading. Thus, negative liquidity shocks that led to a fall in stock prices were exacerbated by feedback trading.

scholarly journals Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Sanghoon Park
Keyword(s):  
Student Performance ◽  
Online Courses ◽  
Learning Activities ◽  
Time On Task ◽  
Design Development ◽  
Behavioral Interactions ◽  
Learning Tasks ◽  
And Performance ◽  
Authentic Discussion ◽  
Interactions With Peers

<p class="3">This paper reports the findings of a comparative analysis of online learner behavioral interactions, time-on-task, attendance, and performance at different points throughout a semester (beginning, during, and end) based on two online courses: one course offering authentic discussion-based learning activities and the other course offering authentic design/development-based learning activities. Web log data were collected to determine the number of learner behavioral interactions with the Moodle learning management system (LMS), the number of behavioral interactions with peers, the time-on-task for weekly tasks, and the recorded attendance. Student performance on weekly tasks was also collected from the course data. Behavioral interactions with the Moodle LMS included resource viewing activities and uploading/downloading file activities. Behavioral interactions with peers included discussion postings, discussion responses, and discussion viewing activities. A series of Mann-Whitney tests were conducted to compare the two types of behavioral interactions between the two courses. Additionally, each student's behavioral interactions were visually presented to show the pattern of their interactions. The results indicated that, at the beginning of the semester, students who were involved in authentic design/development-based learning activities showed a significantly higher number of behavioral interactions with the Moodle LMS than did students involved in authentic discussion-based learning activities. However, in the middle of the semester, students engaged in authentic discussion-based learning activities showed a significantly higher number of behavioral interactions with peers than did students involved in authentic design/development-based learning activities. Additionally, students who were given authentic design/development-based learning activities received higher performance scores both during the semester and at the end of the semester and they showed overall higher performance scores than students who were given authentic discussion-based learning activities. No differences were found between the two groups with respect to time-on-task or attendance.</p>

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