An Automated Support System in a Remote Laboratory in the Context of Online Learning
Fragment książki (Rozdział monografii pokonferencyjnej)
MNiSW
20
Poziom I
| Status: | |
| Autorzy: | Considine Hugh, Nafalski Andrzej, Miłosz Marek |
| Dyscypliny: | |
| Aby zobaczyć szczegóły należy się zalogować. | |
| Wersja dokumentu: | Drukowana | Elektroniczna |
| Język: | angielski |
| Strony: | 657 - 665 |
| Web of Science® Times Cited: | 2 |
| Scopus® Cytowania: | 6 |
| Bazy: | Web of Science | Scopus | DBLP | EI Compendex | INSPEC | WTI Frankfurt eG | zbMATH | Japanese Science and Technology Agency (JST) | SCImago |
| Efekt badań statutowych | NIE |
| Materiał konferencyjny: | TAK |
| Nazwa konferencji: | 23rd International Conference on Interactive Collaborative Learning (ICL2020) |
| Skrócona nazwa konferencji: | ICL2020 |
| URL serii konferencji: | LINK |
| Termin konferencji: | 23 września 2020 do 25 września 2020 |
| Miasto konferencji: | Tallinn |
| Państwo konferencji: | ESTONIA |
| Publikacja OA: | NIE |
| Abstrakty: | angielski |
| Remote engineering and science laboratories are gaining an increased prominence due to its versatility, ease of use 24/7, most likely open and shared access to any components, setups and instruments, in reconfigurable circuits, and laboratory establishments, including quite unique and expensive ones. The remote laboratories are increasingly shared nationally and internationally mainly with a free access or less so in a pay-for-fee use. Due to the universal time-wise access, human tutoring in remote laboratories, especially synchronous is not realistic. Therefore, an automated support for the students practicing the remote experiments, missing a human tutor is being developed. The system analyses common students’ mistakes in the remote laboratory and identifies remedial actions. Students are informed about their mistakes, extracted from learning analytics of the remote laboratory, in order to correct and revoke their actions. The paper reports on learning habits of the students, their backgrounds and their perception of online learning preceding and following the use of the automated tutoring system. |
