Article Sidebar
Main Article Content
Abstract
This paper describes an implementation of a remote laboratory system for the practical works (PW) of electronics, this system make available to target and analysis the gaps, weaknesses and lack of scientific knowledge of students in the context of electric engineering through data mining algorithms and students’ study behavior. Experimental work has traditionally been developed in laboratories. However, the increase in the number of higher education students in the last decades has put pressure on the physical structures and resources of laboratories. To overcome this, computational simulations and remote laboratories have been developed enabling the expansion of educational boundaries. this paper provides new opportunities to enhance the student’s learning process. The results are presented and discussed according to two levels. The first is development a complete system of remote laboratory E@Slab and compare it with the related work. second level, we present an algorithms of Intelligence Artificial that automate evaluation and classify students in different groups attending to an assessment rubric. After this classification we compare the obtained results from algorithms of Intelligence Artificial with the levels obtained from interviews with the students and from the practical work review for to be a validation of sorts. Finally we compare the two results and we remark that algorithm classifies correctly the students with an accuracy of more than 90%.
Keywords
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.
The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.
For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code
References
- Barana, A., Bogino, A., Fioravera, M., Marchisio, M., Rabellino, S. (2017). Open Platform of self-paced MOOCs for the continual improvement of Academic Guidance and Knowledge Strengthening in Tertiary Education. Journal of E-Learning and Knowledge Society, 13(3). https://doi.org/10.20368/1971-8829/1383
- Baumgartner, P., Payr S. (1997). Erfinden lernen. In: Müller, K.H und Stadler F. (Hg.): Konstruktivismus und Kognitionswissenschaft. Kulturelle Wurzeln und Ergebnisse. In honour of Heinz von Foersters. Wien-New York: Springer, 89–106.
- Beetham, H., Falconer, I., McGill, L., Littlejohn, A. (2012). Open practices: Briefing paper. JISC. Retrieved from https://oersynth.pbworks.com/w/file/fetch/5844418 6/Open%20Practices%20briefing%20paper.pdf, last accessed August 23rd, 2020.
- Cronin, C., MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10 (2), 127-143.
- Ehlers, U.-D. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open, Flexible and Distance Learning, 15 (2), 1-10.
- Hodgkinson-Williams, C. (2014). Degrees of ease: adoption of OER, open textbooks and MOOCs in the Global South. Cape Town, University of Cape Town. http://hdl.handle.net/11427/1188
- Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J. (2016) Opening up Education: A Support Framework for Higher Education Institutions. JRC Science for Policy Report, EUR 27938 EN; https://doi.org/10.2791/293408
- Knox, J. (2013). The limitations of access alone: Moving towards open processes in education technology. Open Praxis, 5(1), 21-29. https://doi.org/10.5944/openpraxis.5.1.36
- Koseoglu, S., Bozkurt, A. (2018). An exploratory literature review on open educational practices, Distance Education, 39 (4), 441-461.
- Marchisio, M., Operti, L., Rabellino, S., Sacchet, M. (2019). Start@unito: Open Online Courses for Improving Access and for Enhancing Success in Higher Education. In: Proceedings of the 11th International Conference on Computer Supported Education (CSEDU), Volume 1, 639-646, Heraklion, Crete, Greece.
- Marchisio, M., Sacchet, M. (2020). Analysis Items to Assess the Quality of Open Online Courses for Higher Education. In: proceedings of the 14th International Conference on e-Learning 2020 (EL 2020), to appear.
- Mayer, R. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed., Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139547369
- Nascimbeni, F., Burgos, D., Campbell, L., Tabacco, A. (2018). Mapping Open Educational Practices within universities: a case study. Distance Education, 39 (4).
- Ouatik. F., Raoufi.M, Bouikhalen.B, Skouri. M, (2017). The EOLES project remote labs across the Mediterranean: an example of a successful experience. Proceedings of the 2017 International Conference on Smart Digital Environment doi>10.1145/3128128.3128152