By Dickson K.W. Chiu, Ivana Marenzi, Umberto Nanni, Marc Spaniol, Marco Temperini
This e-book constitutes the refereed lawsuits of the fifteenth foreign convention on Web-Based studying, ICWL 2016, held in Rome, Italy, in October 2016.
The 19 revised complete papers provided including 10 brief papers and four poster papers have been rigorously reviewed and chosen from a hundred and ten submissions. The papers are geared up in topical sections on layout for studying; schooling and instructing; large open on-line classes; cellular studying; modeling for studying; severe video games; social-collaborative studying; and aid for learning.
Read Online or Download Advances in Web-Based Learning – ICWL 2016: 15th International Conference, Rome, Italy, October 26–29, 2016, Proceedings PDF
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Additional info for Advances in Web-Based Learning – ICWL 2016: 15th International Conference, Rome, Italy, October 26–29, 2016, Proceedings
That is why we decided to implement CAT, which is closely connected with learning style models and involves personalized adaptive education. It is obvious that one-size-ﬁts-all teaching strategy does not work for online education; same content does not appeal to everyone and the same is true about assessments. Meaningful assessment, which improves students ‘competency should not turn into a punishment mechanism. In the academic environment CATs have a number of advantages for example, test management is flexible, scores are immediately available, and it may motivate examinees  because items are appropriate for their own level and their test anxiety may be reduced.
Questions were delivered via the 36 D. El-Hmoudova and E. Milkova Table 1. Nominal question levels Question level Very easy Easy Middle Hard Very hard Numerical value −1 −0,5 0 0,5 1 Table 2. 90 −1 Blackboard LMS to the students using separate computers. Questions delivered during the midterm and ﬁnal tests were taken into consideration for classiﬁcation purpose. In both tests all items in item pools ranged in nominal question levels (see Table 1) and in difﬁculty values (p-value), see Table 2.
Finally, learners were able to earn one of the six advanced knowledge badges for writing a literature review. There was a separate advanced knowledge badge for each of the main topics of the course. All the badges were awarded based on the course facilitator’s assessment of the assignments. For grading it was decided to introduce the concept of badge points. Each of the basic knowledge badges was worth 10 points, while advanced badges for developing a learning resource and writing a literature review were worth 20 points.