How to Improve Learning Quality?
Learning path shows students what to learn and how to learn, but we still need to evaluate student learning performance and check their learning quality.
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How to Improve Learning Quality? Method for Fuzzy Cognitive Map-based Student Progress Indicators
Learning path shows students what to learn and how to learn, but we still need to evaluate student learning performance and check their learning quality. This learning progress information can help teachers to improve their teaching approaches and let students know whether they are on the right track of progress. As there are a lot of attributes that can affect student learning quality, we have developed a method to identify the attributes that may affect a certain type of students a lot or a little and present students how their learning progress changes with these attributes. Student learning progress is critical for determining proper learning materials and their dissemination schedules in an e-learning system. However, the existing work usually identifies student learning progress by scoring subject-specific attributes or by determining status about task completion, which is too simple to suggest how teaching and learning approaches can be adjusted for improving student learning performance. To address this, we propose a set of student learning progress indicators based on the Fuzzy Cognitive Map to comprehensively describe student learning progress on various aspects together with their causal relationships. These indicators are built on top of a student attribute matrix that models both performance and non-performance-based student attributes, and a progress potentiality function that evaluates student achievement and development of such attributes. We have illustrated our method by using real academic performance data collected from 60 high-school students. Experimental results show that our work can offer both teachers and students a better understanding on student learning progress.
7.1 Introduction Both teaching and learning become flexible and adaptive. Teachers often need to provide students various feedbacks, including scores and breakdowns, description on what went good/wrong, and suggestions for further improvement. Most © Springer Science+Business Media Singapore 2017 F. Yang and Z. Dong, Learning Path Construction in e-Learning, Lecture Notes in Educational Technology, DOI 10.1007/978-981-10-1944-9_7
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7 How to Improve Learning Quality?
of this information can be expressed numerically and consolidated to form inputs to the e-learning systems [Li08] for generating adaptive courses. They may also form meaningful feedbacks to help teachers and students to make various enhancements. However, the existing work has not been exploited such information well. This chapter addresses this issue. We present a student progress-monitoring model which forms a core component of e-learning systems. Our model aims to generate comprehensive feedback indicators which allow students to understand their learning performance and how they can be improved, allow teachers to adjust their teaching approaches based on student learning performance, and allow both parties to identify the main parameters to affect student
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