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Full-Text Articles in Education
Characterizing And Predicting The Multi-Faceted Nature Of Quality In Educational Web Resources, Philipp Wetzler, Steve Bethard, Heather Leary, Kirsten Butcher, Soheil Danesh, Jin Zhao, James Martin, Tamara Sumner
Characterizing And Predicting The Multi-Faceted Nature Of Quality In Educational Web Resources, Philipp Wetzler, Steve Bethard, Heather Leary, Kirsten Butcher, Soheil Danesh, Jin Zhao, James Martin, Tamara Sumner
Heather Leary, Ph.D.
Efficient learning from web resources can depend on accurately assessing the quality of each resource. We present a methodology for developing computational models of quality that can assist users in assessing web resources. The methodology consists of four steps: 1) a meta-analysis of previous studies to decompose quality into high-level dimensions and low-level indicators, 2) an expert study to identify the key low-level indicators of quality in the target domain, 3) human annotation to provide a collection of example resources where the presence or absence of quality indicators has been tagged, and 4) training of a machine learning model to …
Self-Directed Learning In Problem-Based Learning Versus Traditional Lecture-Based Learning: A Meta-Analysis, Heather Leary
Self-Directed Learning In Problem-Based Learning Versus Traditional Lecture-Based Learning: A Meta-Analysis, Heather Leary
Heather Leary, Ph.D.
Problem-based learning is a student-centered, inquiry-based approach that builds problem-solving skills. Reviews of problem-based learning, as compared to traditional lecture-based learning, report modest positive gains in cognitive outcomes. Many metaanalyses have been conducted to analyze the effectiveness of problem-based learning, but none have examined self-directed learning in the context of problem-based learning. The purpose of this study was to conduct a meta-analysis across all disciplines examining the extent to which problem-based learning engenders self-directed learning compared to a lecture-based approach. This study used a random effects model meta-analysis using 75 outcomes from 38 studies. Results indicated a statistically significant, z(74) …
A Reliability Generalization Of The Overexcitability Questionnaire-Two (Oeqii), Russell Warne
A Reliability Generalization Of The Overexcitability Questionnaire-Two (Oeqii), Russell Warne
Russell T Warne
Reliability generalization (RG) is a meta-analysis that combines and synthesizes reliability coefficients from different studies to ascertain the average observed reliability across studies. An RG study was conducted on previously reported data from 16 samples of the Overexcitability Questionnaire–Two (OEQII) with a combined N of 5,275. Cronbach’s alpha was found to be consistently higher on all OEQII subscales when scale variance was high and the sample consisted of adults. Sample size, gender composition of the sample, number of items from the subscale used, and location of sample (United States or a different county) had varying effects on observed alpha levels …
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem-Based Learning, Heather Leary, Andrew Walker, M. Fitt, Brett Shelton
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem-Based Learning, Heather Leary, Andrew Walker, M. Fitt, Brett Shelton
Heather Leary, Ph.D.
The tutor is an essential part of problem based learning (PBL). However, tutor characteristics and role are inconsistent. Meta-analysis was used to investigate both the role and training of PBL tutors as moderators of student learning. Weighted effect sizes were calculated on student outcomes with a modest favorable overall effect size for PBL; a vote count shows favorable results as well. Results indicate a mixture of peers and instructors do best when compared to peers and instructors alone. Tutor training appears to make a difference by itself, but when considered with tutor background, tutor training does not appear to moderate …