Zobrazeno 1 - 10
of 67
pro vyhledávání: '"Tommaso Minerva"'
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 20, Iss 1 (2024)
Multivariate analysis is a statistical solution effectively used to investigate educational phenomena. It operates simultaneously on many variables and data and allows the development of classifications and models by returning data-driven understandi
Externí odkaz:
https://doaj.org/article/c9531e5d2aab4607b547ccb365123dcc
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 19, Iss 4 (2024)
The advent, in 2004, of online universities in Italy followed the global trend of open and distance learning institutions. Within a brief span, the authorization of as many as 11 online universities was granted. Despite ongoing regulatory revisions a
Externí odkaz:
https://doaj.org/article/b25dd1f96a434f49b88f52f211727037
Publikováno v:
Frontiers in Education, Vol 7 (2022)
In recent years, due to technological advancement, research has been directed to the development and analysis of resources and tools related to educational robotics with particular attention to the field of special needs and training actions aimed at
Externí odkaz:
https://doaj.org/article/17dca54a1c2845288b262a0191967704
Autor:
Tommaso Minerva
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 16, Iss 3 (2020)
In this editorial I tell a story and indicate a point of view, a perspective. A story straddling the pandemic. A before and an after with extremely different scenarios but with identical actions on educational policies aimed at delegitimization of an
Externí odkaz:
https://doaj.org/article/3952d61033df4e65811a8fa1462ed21b
Autor:
Tommaso Minerva
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 16, Iss 2 (2020)
Externí odkaz:
https://doaj.org/article/d1ab662214034fb7857c5ed01e57bc56
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 15, Iss 3 (2019)
In this paper we introduce an approach for selecting a linear model to estimate, in a predictive way, the completion rate of massive open online courses (MOOCs). Data are derived from LMS analytics and nominal surveys. The sample comprises 723 obs
Externí odkaz:
https://doaj.org/article/7566dc9c531b45e1a6c3665f6408f08a
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 15, Iss 3 (2019)
The current EduOpen dashboard is not capable of monitoring performances and trends over the medium to long term both for the students as for the instructors; summarising and synthesising the adequate information; allowing implementation of any sort o
Externí odkaz:
https://doaj.org/article/6ef565e71c6c4158beaa2817f0cced1e
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 15, Iss 3 (2019)
On-line teaching environments acquire extremely high granularity data, both on users' personal profiles and on their behaviour and results. Learning Analytics open to a numerous possible research scenario, thanks to development of technology and the
Externí odkaz:
https://doaj.org/article/fbfbf758deec473a900caaa00acb137d
Autor:
Tommaso Minerva
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 12, Iss 3 (2016)
Externí odkaz:
https://doaj.org/article/a251d7e630d946ddade8ea1e4b2c4f62
Autor:
Tommaso Minerva
Publikováno v:
Formazione & Insegnamento, Vol 12, Iss 1 (2014)
Recentemente il MIUR ha introdotto i corsi di studio in modalità blended. L’occasione è utile per avviare un confronto sul rinnovamento della didattica universitaria in Italia e sull’introduzione di una misura di qualità basata sui risultati e
Externí odkaz:
https://doaj.org/article/e5558d7df8424dafb24d8c8b6ee1cce0