By Frederick W.B. Li, Ralf Klamma, Mart Laanpere, Jun Zhang, Baltasar Fernandez Manjon, Rynson W.H. Lau
This publication constitutes the refereed lawsuits of the 14th overseas convention on Web-Based studying, ICWL 2015, held in Guangzhou, China, in Noavember 2015.
The 18 revised complete papers provided including 2 invited papers and seven brief papers have been rigorously reviewed and chosen from approximately seventy nine submissions. The papers are geared up in topical sections on collaborative and peer studying; e-lerning platform and tolls; layout, version, and framework of e-learning structures; clever tutoring and instruments; pedagogical matters; custom-made and adaptive studying; and internet 2.0 and social studying environments.
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Extra resources for Advances in Web-Based Learning -- ICWL 2015: 14th International Conference, Guangzhou, China, November 5-8, 2015, Proceedings
001 We further separated the assignments by student levels (graduate or undergraduate) and assignment types (writing or programming). Table 3 shows the statistical results. From the left part of Table 3 we found that for most of the criterion types, the undergraduate students tended to give more comment than graduate students in most cases, which indicates that in this sample, the undergraduate students tended to give more formative feedback. From the right side of Table 3 we found that artifacts in writing and programming assignments received longer comments on different criterion types.
Veriﬁcation Ugrd. Grad. Appraisal Ugrd. Grad. P Assgt. Avg. exactagrmt value type % Avg. 977 Prgmg. Writing N/A Prgmg. 131 Prgmg. 317 Prgmg. Writing N/A Prgmg. 31 Prgmg. Writing Avg. adjacentagrmt % P value Avg. 001 The reason for the “N/A” in this table is that there was no non-true/false and veriﬁcation criteria used in any peer-assessment rubric in undergraduate assignments. From Table 5 we found that the grading agreement (both adjacent and exact) between undergraduates and graduates was not signiﬁcantly different for most criterion types.
Finally, the teacher examined the revised essays and gave a comment in the class based on their correction work. 5 Data Collection and Analysis In order to examine whether the use of corpora have positive eﬀects on learners’ linguistic competence in writing, the study employed pre- and post-writing test design. And the topic of the writing tests were both about the internet that the participants were familiar with. Both tests included measures of learners’ linguistic accuracy, complexity, and the use of cohesion devices without considering the contents of the essay.
Advances in Web-Based Learning -- ICWL 2015: 14th International Conference, Guangzhou, China, November 5-8, 2015, Proceedings by Frederick W.B. Li, Ralf Klamma, Mart Laanpere, Jun Zhang, Baltasar Fernandez Manjon, Rynson W.H. Lau