scholarly journals A Framework for Keyword Based Query and Response System for Web Based Expert Search

2017 ◽  
Vol 6 (7) ◽  
pp. 867-871
2014 ◽  
Vol 48 (11) ◽  
pp. 1128-1128 ◽  
Author(s):  
Adrian Gooi ◽  
Michael Gousseau ◽  
Serena Nelko ◽  
Bryan Janzen

Author(s):  
Christoforos V. Karachristos ◽  
Elias C. Stavropoulos ◽  
Vassilios S. Verykios ◽  
Fotis Lazarinis ◽  
Evangelos Sakkopoulos ◽  
...  

2018 ◽  
Vol 17 (1) ◽  
pp. 25
Author(s):  
Kristian Paul Evans

Obtaining interaction and engagement in large group teaching can be challenging, in particular in STEM subjects where it is essential to be able to efficiently present symbols, equations and formulae. Pingo is a free, web-based system that provides an excellent way of introducing interaction in large group teaching, as there are no restrictions on the number of participants. It is particularly useful in Mathematics-based subjects as it is TeX compatible. Such interaction also provides feedback to students and lecturers and it is a straightforward, but creative way to enhance student engagement. The author has tried and tested Pingo weekly in Mathematics and Statistics modules. This article provides all the information and resources required to start using Pingo along with some reflections on its use in the Mathematics Department at Swansea University.


1999 ◽  
Author(s):  
Jeffrey Fox ◽  
Julie Breed ◽  
Mick Baitinger ◽  
Cindy Starr ◽  
Kai-Dee Chu ◽  
...  

2021 ◽  
Vol 9 (1) ◽  
pp. 134-151
Author(s):  
Vitor Hideo Nasu ◽  
Luís Eduardo Afonso ◽  
Daniel Ramos Nogueira

Objective: Investigate the accounting students’ perception on the use of a web-based student response system (SRS), called Kahoot!, in a public higher education institution in Brazil. The web-based SRS is a relatively recent technology tool that can contribute to provide an active learning environment. Background: The paper reviews the SRS literature and highlights its usage benefits and challenges. Also, the study presents empirical studies carried on SRS thus far that offered theoretical support for the discussion of the findings. Method: Data were collected from 77 students through survey. The survey was designed based on prior SRS literature, containing two parts. The first one asked for the students’ demographics; and the second one comprised 22 questions to capture two constructs: “Perception of Use” (18 questions) and “Overall Satisfaction” (6 questions). Surveys were applied in loco. Results: The Cronbach's Alpha coefficient indicated high internal consistency among the items that measured both constructs. We also found that the SRS assists in classroom interactivity, promote greater involvement, and was adequate as a didactic tool. Students also thought that the SRS may have the potential to improve their learning and were generally satisfied with it. Contribution: The study contributes to teaching methods in accounting education by bringing evidence of efficacy of a web-based SRS from accounting students’ perspective. It also shows promising results when using SRS in accounting classes, especially when interactivity and active learning are considered educational goals.


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