Recommender system for learning SQL using hints     

Dejan Lavbič  Tadej Matek  Aljaž Zrnec 《Interactive Learning Environments》2017,25(8):1048-1064

Today’s software industry requires individuals who are proficient in as many programming languages as possible. Structured query language (SQL), as an adopted standard, is no exception, as it is the most widely used query language to retrieve and manipulate data. However, the process of learning SQL turns out to be challenging. The need for a computer-aided solution to help users learn SQL and improve their proficiency is vital. In this study, we present a new approach to help users conceptualize basic building blocks of the language faster and more efficiently. The adaptive design of the proposed approach aids users in learning SQL by supporting their own path to the solution and employing successful previous attempts, while not enforcing the ideal solution provided by the instructor. Furthermore, we perform an empirical evaluation with 93 participants and demonstrate that the employment of hints is successful, being especially beneficial for users with lower prior knowledge.  相似文献   

How to Analyze Interpersonal and Individual Effects in Peer-Tutored Reading Intervention     

Bettina Müller  Tobias Richter  Ana Križan  Teresa Hecht  Marco Ennemoser 《Journal of Experimental Education》2016,84(4):744-763

Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer tutoring is commonly analyzed separately for tutees and tutors or with aggregated data. The present study illustrates how interpersonal and individual effects of a peer-tutored reading strategy intervention can be estimated using dyads as units of analysis in structural equation modeling. To demonstrate the application of the model, data from an experimental intervention study comparing the effects of a peer-tutored reading strategy training and a control condition in Grade 4 (N = 68 dyads) were analyzed.  相似文献   

Dimensionality of the Turkish Version of the Self-Stigma of Seeking Help Scale: Results from Exploratory and Confirmatory Factor Analyses     

Cahit Kaya  Timothy Tansey  Fong Chan  Jill Bezyak  Macid Ayhan Melekoğlu  Orhan Çakıroğlu  Samet Köse 《International journal for the advancement of counseling》2015,37(2):105-116

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Utilitarian and experiential aspects in acceptance models for learning technology     

Dimitrijević  Sonja  Devedžić  Vladan 《Educational technology research and development : ETR & D》2021,69(2):627-654

Educational technology research and development - Identifying and understanding factors influencing the adoption of a specific technology in various educational settings is critical for maximizing...  相似文献   

An exploration of the examination script features that most influence expert judgements in three methods of evaluating script quality     

Irenka Suto  Nadežda Novaković 《Assessment in Education: Principles, Policy & Practice》2012,19(3):301-320

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Variability analysis for effectiveness and improvement in classrooms and schools in upper secondary education in Slovenia: Assessment of/for Learning Analytic Tool     

Darko Zupanc  Matjaž Urank 《School Effectiveness & School Improvement》2013,24(1):89-122

From 1995, data on students' achievement in schools (i.e., teacher's grades) and all data on achievement in the 5-subject group certificate – the Matura exam – have been systematically gathered for the entire yearly cohort of students in upper secondary education in Slovenia. This paper describes an on-line data selection system and data analysis tool designed for national subject testing committees, schools, and teachers as feedback for analyses of effectiveness, for the improvement of teaching in the classroom and for better learning. The use of data to influence teacher planning of future instructional activities for new groups of students (or for adjustment of policies) can in the long run lead to systematic improvement. This might be considered a secondary level of formative assessment – a key step in a continuous PDCA (Plan, Do, Check, Act) process to establish and assure the quality of education.  相似文献   

The Influence of 16‐year‐old Students’ Gender,Mental Abilities,and Motivation on their Reading and Drawing Submicrorepresentations Achievements     

Iztok Devetak  Saša Aleksij Glažar 《International Journal of Science Education》2013,35(12):1561-1593

Submicrorepresentations (SMRs) are a powerful tool for identifying misconceptions of chemical concepts and for generating proper mental models of chemical phenomena in students’ long‐term memory during chemical education. The main purpose of the study was to determine which independent variables (gender, formal reasoning abilities, visualization abilities, and intrinsic motivation for learning chemistry) have the maximum influence on students’ reading and drawing SMRs. A total of 386 secondary school students (aged 16.3 years) participated in the study. The instruments used in the study were: test of Chemical Knowledge, Test of Logical Thinking, two tests of visualization abilities Patterns and Rotations, and questionnaire on Intrinsic Motivation for Learning Science. The results show moderate, but statistically significant correlations between students’ intrinsic motivation, formal reasoning abilities and chemical knowledge at submicroscopic level based on reading and drawing SMRs. Visualization abilities are not statistically significantly correlated with students’ success on items that comprise reading or drawing SMRs. It can be also concluded that there is a statistically significant difference between male and female students in solving problems that include reading or drawing SMRs. Based on these statistical results and content analysis of the sample problems, several educational strategies can be implemented for students to develop adequate mental models of chemical concepts on all three levels of representations.  相似文献   

Teachers’ views on the effectiveness of in‐service courses on the new curriculum in Turkey   总被引：1，自引：1，他引：0  

Sabiha Odabasi Cimer  İlknur Çakır  Atilla Çimer 《欧洲师范教育杂志》2010,33(1):31-41

This study aims to evaluate the effectiveness of in‐service courses conducted by the Ministry of National Education in order to inform teachers about the changes introduced by the new primary and secondary school curricula. The study also aims to reveal whether these changes have entered the classrooms based on the teachers’ views of the INSET courses they attended. For this purpose, semi‐structured interviews were conducted with both primary and secondary school teachers during the 2007–2008 academic year. Data were analysed based on the effective INSET criteria identified from the literature. According to the findings, the INSET courses were found to be ineffective, mainly in terms of the quality of the instructors, teaching methods employed, duration of the courses and support after training. Suggestions to conduct effective INSET courses, especially when change is afoot, are included at the end of this paper.  相似文献   

Sliding manifold design for linear systems with unmatched disturbances     

Boban Veselić  Branislava Draženović  Čedomir Milosavljević 《Journal of The Franklin Institute》2014

This paper offers an efficient sliding manifold design method that minimizes the impact of unmatched disturbances onto SM dynamics and system accuracy. System sensitivity upon unmatched constant or slowly varying external disturbance vector is evaluated by the steady-state dependent criterion function. An infinite set of sliding manifolds that minimize the chosen optimization criterion is determined and a way of selecting a manifold out of that set that provides adopted SM dynamics is suggested. The proposed approach has been demonstrated on numerical examples and verified by simulations.  相似文献   

A conceptual framework for analysing the impact of influences on student engagement and learning     

Ines Dužević 《Tertiary Education and Management》2013,19(1):66-79

The notion that ‘customer satisfaction’ should be the ultimate measure of quality provision of any service organization is often accepted in the higher education context. However, measuring the quality of an educational institution based on students’ satisfaction is insufficient as it diverts the focus from student development, advancement and growth to an affective evaluation of the service. More appropriate measures of quality of higher education institutions are student engagement and learning. This study describes the likely impact of perceived overall quality of higher education institutions on student engagement. The contribution of this study is twofold. First, it draws attention to the importance of higher education institution quality as the main institutional-level determinant of student engagement and, second, it suggests a comprehensive multilevel conceptual framework for its empirical testing.  相似文献