Download Advances in Web-Based Learning -- ICWL 2015: 14th by Frederick W.B. Li, Ralf Klamma, Mart Laanpere, Jun Zhang, PDF

By Frederick W.B. Li, Ralf Klamma, Mart Laanpere, Jun Zhang, Baltasar Fernandez Manjon, Rynson W.H. Lau

This e-book constitutes the refereed complaints of the 14th overseas convention on Web-Based studying, ICWL 2015, held in Guangzhou, China, in Noavember 2015.
The 18 revised complete papers offered including 2 invited papers and seven brief papers have been conscientiously 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 concerns; customized and adaptive studying; and net 2.0 and social studying environments.

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A group project in the form of a webpage demonstrating creativity. In each homework, students were asked to come up with their own creative effects. There was a lot of freedom in this task. Some students explored on their own to create 20 H. Leung and Y. Yang interesting media effects. Those students could not come up with novel ideas still could finish this part by putting together the effects that they had learnt in the class. For the project, each group was asked to include any innovative ideas or creative aspects that the group has put into this project.

1 Relationship Between Attendance Rate and Homework Grade Attendance is taken during each laboratory session. In this study we counted how many times the students were present during Week 4–11 since the laboratory tasks during these 8 weeks were highly related to the 2 homework. On the other hand, we added the grades of the 2 homework for each student. We would like to examine the relationship between these 2 factors in order to determine whether the design of our laboratory tasks could actually help students complete a higher percentage of the homework and thus achieve a better grade.

Oxford University Press, Oxford (1981) 2. : Should you be persuaded: two examples of data-driven learning. , King, P. ) Classroom Concordancing. ELR, Birmingham (1991) 3. : Can learners use concordance feedback for writing errors? System 32(3), 301–319 (2004) 4. : Using online corpora to develop students’ writing skills. ELT J. 11, 1–10 (2009) 46 Q. Luo et al. 5. : Corpus consultation and advanced learners’ writing skills in French. ReCALL 16(1), 158–172 (2004) 6. : Learners’ writing skills in French: corpus consultation and learner evaluation.

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