Using Student and Group Models to Support Teachers in WebBased Distance Education

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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
UM'2005 - Edinburgh
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Agenda

• Introduction
• Objectives
• Overview of TADV
• Modelling students in TADV
• Generating Advice in TADV
• TADV Prototype
• TADV Evaluation
• Conclusion

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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Introduction
Many ADVANTAGES are reported for Web-based
distance Education, however,
PROBLEMS STILL REMAIN
Increased communication overload
Difficulty to address students needs
Students feeling of isolation
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Introduction
Facilitators should be advised what is happening
in their classes and what help to offer to their
distant students.
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Objectives
Develop a computer-based advice generation
framework in WCMS environments.
Student-Model Builder use the WCMS tracking data
to build student, group, and class models.
Advice Generator investigate the constructed
models and generate advice to facilitators.
Increase the Effectiveness of WBDE
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Overview of TADV
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Modelling Students in TADV
Individual Student Model
Overlay student modelling approach is used.
Certainty factor and Fuzzy set theories are used
to judge student cognitive status.
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Modelling Students in TADV
Domain Concept
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Modelling Students in TADV
Group or Class Knowledge Model is the aggregation
of the individual knowledge models of the group
or class members respectively.
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Modelling Students in TADV
Student Model Builder
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Generating Advice in TADV
A set of predefined conditions is used to define
advising situations.
For each situation, a predefined advice template
with variable parameters is described.
When appropriate, advice is generated together
with a recommendation of what can be sent to the
student.
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Generating Advice in TADV
ADVICE TYPES
THE WHOLE CLASS (TYPE-3)
INDIVIDUAL STUDENTS (TYPE-1)
GROUP OF STUDENTS (TYPE-2)

• Student knowledge state
• Students delays
• Weak students
• Excellent students
• Students who did not start the course

• Group knowledge state
• Weak groups
• Excellent groups
• Group members did not start the course

• Class knowledge state
• Excellent/weak students
• Communicative students
• Active/inactive students
• Class members did not start the course

Advice Taxonomy
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Generating Advice in TADV
Advice Generating Criteria
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
TADV Prototype
Generated advice to facilitator
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
TADV Prototype
CENTRA My Learning screen
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
TADV Prototype
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
TADV Evaluation
Experimental study approach with Control and
Experimental groups was used.
Quantitative (pre-test, post-test, advice
ratings) and Qualitative (questionnaires and
interviews) data were collected and analysed.
Location Arab Academy of Science and Technology
Alexandria Egypt.
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Suitability of Advice Types
Facilitators were satisfied with the advice
regarding its types, contents, and the situations
addressed.
Students found that advice was good and guided
them especially when they were delayed.
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Suitability of Advice Types
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Suitability of Advice Types
The study showed the importance of the advice
related to students behaviour and the automatic
evaluation mechanisms.
The facilitators stressed the issue of reducing
the amount of advice in some situations which
showed the need for advice filtering and
aggregation mechanisms.
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Benefits for Facilitators
Facilitators acknowledged that they were aware of
the students understanding and behaviour and the
problems with individual students, groups, and
whole class.
Advising sessions did not consume much of the
facilitators' time.
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Benefits for Students
The study points to the students need to receive
feedback from teachers which in turn shows the
importance of providing support to teachers.
The availability of the advice reduced the
students need to contact their teachers.
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Benefits for Students
The students in the experimental group were
Continuously guided and supervised by the
facilitators.
Satisfied with the level of contact they had with
the facilitator which indicate less feeling of
isolation.
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Benefits for Students
The overall satisfaction of Class-2 appear more
positive than of Class-1 regarding issues like
enjoyment while working with the system, self
esteem, and recommending the course to other
students.
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
Conclusion
This work contributes to a recently emerging
trend for incorporating intelligent techniques in
Web-Based learning management systems.
Student tracking data is used to build student,
group and class models which used mainly to
advise teachers.
The empirical study has shown that TADV provides
practical and effective advice to instructors and
students as well.
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Using Student and Group Models to Support
Teachers in Web-Based Distance Education
THANK YOU
UM'2005 - Edinburgh