Zobrazeno 1 - 10
of 232
pro vyhledávání: '"Mark Warschauer"'
Autor:
Tamara P. Tate, Jacob Steiss, Drew Bailey, Steve Graham, Youngsun Moon, Daniel Ritchie, Waverly Tseng, Mark Warschauer
Publikováno v:
Computers and Education: Artificial Intelligence, Vol 7, Iss , Pp 100255- (2024)
Researchers have sought for decades to automate holistic essay scoring. Over the years, these programs have improved significantly. However, accuracy requires significant amounts of training on human-scored texts—reducing the expediency and usefuln
Externí odkaz:
https://doaj.org/article/b9740b2f8a7544f88e4e523afe5e7e0b
Autor:
Tim Fütterer, Christian Fischer, Anastasiia Alekseeva, Xiaobin Chen, Tamara Tate, Mark Warschauer, Peter Gerjets
Publikováno v:
Scientific Reports, Vol 13, Iss 1, Pp 1-14 (2023)
Abstract The release and rapid diffusion of ChatGPT have caught the attention of educators worldwide. Some educators are enthusiastic about its potential to support learning. Others are concerned about how it might circumvent learning opportunities o
Externí odkaz:
https://doaj.org/article/135738b926b9435596a8be00bc3767cc
Autor:
Sharin Rawhiya Jacob, Mark Warschauer
Publikováno v:
Prometheus, Vol 39, Iss 2, Pp 137-142 (2023)
Externí odkaz:
https://doaj.org/article/ecb1512dbdab47b9abb2a3a8eb584969
Autor:
Rachel Baker, Di Xu, Jihyun Park, Renzhe Yu, Qiujie Li, Bianca Cung, Christian Fischer, Fernando Rodriguez, Mark Warschauer, Padhraic Smyth
Publikováno v:
International Journal of Educational Technology in Higher Education, Vol 17, Iss 1, Pp 1-24 (2020)
Abstract Student clickstream data—time-stamped records of click events in online courses—can provide fine-grained information about student learning. Such data enable researchers and instructors to collect information at scale about how each stud
Externí odkaz:
https://doaj.org/article/e0dbb8073ef948fe896bf9be9adddd3b
Publikováno v:
PLoS ONE, Vol 17, Iss 11 (2022)
The importance of online learning in higher education settings is growing, not only in wake of the Covid-19 pandemic. Therefore, metrics to evaluate and increase the quality of online instruction are crucial for improving student learning. Whereas in
Externí odkaz:
https://doaj.org/article/29e4c9d460354ca3aabb21828b2b3af4
Autor:
Teomara Rutherford, Sarah Karamarkovich, Di Xu, Tamara Tate, Brian Sato, Rachel Baker, Mark Warschauer
Publikováno v:
Online Learning, Vol 25, Iss 1 (2021)
To understand instruction during the spring 2020 transition to emergency distance learning (EDL), we surveyed a sample of instructors teaching undergraduate EDL courses at a large university in the southwest. We asked them how frequently they used an
Externí odkaz:
https://doaj.org/article/4f561925a5f74cd8940d10d927e5f8e0
Publikováno v:
Data in Brief, Vol 29, Iss , Pp - (2020)
This data article includes information on institutional data at a large public research university in Southern California. In particular, data on undergraduate student enrollments in online and face-to-face courses during summer terms from 2014 to 20
Externí odkaz:
https://doaj.org/article/43a8075a211e4e21bd32435817a01210
Publikováno v:
Data in Brief, Vol 8, Iss , Pp 978-989 (2016)
This data article contains information based on the 2011 National Assessment of Educational Progress in Writing Restricted-Use Data, available from the National Center for Education Statistics (NCES Pub. No. 2014476). https://nces.ed.gov/nationsrepor
Externí odkaz:
https://doaj.org/article/1a4c0697e21b43728ba77d60725198f2
Autor:
Lynn C. Reimer, Katerina Schenke, Tutrang Nguyen, Diane K. O'Dowd, Thurston Domina, Mark Warschauer
Publikováno v:
RSF: The Russell Sage Foundation Journal of the Social Sciences, Vol 2, Iss 1, Pp 212-233 (2016)
Over the course of one year, we systematically observed instruction in nearly all large gateway STEM courses at the University of California, Irvine to assess the prevalence of promising instructional practices and their implications for student succ
Externí odkaz:
https://doaj.org/article/32ef1e3d1b874c379de188a9c210425f
Publikováno v:
PLoS ONE, Vol 13, Iss 9, p e0202463 (2018)
Massive Open Online Courses (MOOCs) have the potential to democratize education by providing learners with access to high-quality free online courses. However, evidence supporting this democratization across countries is limited. We explored the ques
Externí odkaz:
https://doaj.org/article/76ecbf36660f48e09b4f2442defda9dc