Content uploaded by Chiu-Pin Lin
Author content
All content in this area was uploaded by Chiu-Pin Lin on Feb 10, 2016
Content may be subject to copyright.
A preview of the PDF is not available
A LIVE FEEDBACK PLATFORM FOR STUDENTS TO INTERACT WITH THE MULTIMEDIA CONTENT
Abstract and Figures
To the classroom, it is different from other general education software; GS was somehow naturally positioned into a rather generic platform. It works as a "stage" for the classroom to interact and empower teachers to facilitate communications among the students. As a global cooperation between NHCUE and LSL researchers from Taiwan proposed the research designs for the synchronized video display and the drag-enabled picture object on the GS system. While the teacher can use this platform to dynamically teach and receive feedbacks from the students without being interrupted by the feedback themselves.
Figures - uploaded by Chiu-Pin Lin
Author content
All figure content in this area was uploaded by Chiu-Pin Lin
Content may be subject to copyright.
ResearchGate has not been able to resolve any citations for this publication.
Feedback provided by a learning system to its users plays an important role in web-based education. This paper presents an overview of feedback studies and then concentrates on the problem of feedback adaptation in web-based learning systems. We introduce our taxonomy of feedback concept with regard to its functions, complexity, intention, time of occurrence, way of presentation, and level and way of its adaptation. We consider what can be adapted in feedback and how to facilitate feedback adaptation in web-based learning systems.. She holds a Diploma of Master of Science (2001) from St. Petersburg State Electrotechnical University, Russia. Before moving to Finland in 2004 she had been working as a Researcher and developer at HyperMethod Company and Intelligent Systems Lab, the Institute for High Performance Computing and Databases, St. Petersburg, Russia. Her main scientific interests are in the areas of adaptive web-based systems, user interface adaptation, user modelling and human-computer interaction. She is a co-author of several publications in these areas.
Discusses and defines immediate and delayed feedback as they apply to computer-assisted instruction and testing. A research classification matrix is presented to provide a framework for classifying existing feedback studies and to guide future research, and a sample bibliography classified according to the matrix is given. (31 references) (LRW)
Coordinating Student Learning in the Collaborative Classroom with Interactive Technologies
- S R Chaudhury
- J Roschelle
- P Schank
- J Brecht
- D Tatar
Chaudhury, S. R., Roschelle, J., Schank, P., Brecht, J., & Tatar, D. (2006). Coordinating Student Learning
in the Collaborative Classroom with Interactive Technologies. ISSOTL 2006, Washington D.C. USA.
Feedback in programmed instruction: Historical context and implications for practice
- R W Kulhavy
- W Wager
Kulhavy, R. W., & Wager, W. (1993). Feedback in programmed instruction: Historical context and
implications for practice. In J. V. Dempsey & G. C. Sales (Eds.), Interactive instruction and feedback
(pp. 3-20). Englewood Cliffs, NJ: Educational Technology.
The Effects of Level of Interactivity on e-Learners' It Skill Achievement and Attitude toward e-Learning
- C H Yu
Yu, C. H. (2006). The Effects of Level of Interactivity on e-Learners' It Skill Achievement and Attitude
toward e-Learning, Institute of Information and Computer Education National Taiwan Normal
University, Taiwan.