Modelling Student Knowledge in Blended Learning

Author:

Hamzah Almed1ORCID,Sosnovsky Sergey2ORCID

Affiliation:

1. Department of Information and Computing Sciences, Utrecht University, Netherlands and Informatika, Universitas Islam Indonesia, Indonesia

2. Department of Information and Computing Sciences, Utrecht University, Netherlands

Funder

Universitas Islam Indonesia

Publisher

ACM

Reference14 articles.

1. Matthieu  JS Brinkhuis , Alexander  O Savi , Abe  D Hofman , Frederik Coomans , Han  LJ van Der Maas , and Gunter Maris . 2018. Learning as It Happens: A Decade of Analyzing and Shaping a Large-Scale Online Learning System.Journal of Learning Analytics 5, 2 ( 2018 ), 29–46. Matthieu JS Brinkhuis, Alexander O Savi, Abe D Hofman, Frederik Coomans, Han LJ van Der Maas, and Gunter Maris. 2018. Learning as It Happens: A Decade of Analyzing and Shaping a Large-Scale Online Learning System.Journal of Learning Analytics 5, 2 (2018), 29–46.

2. Increasing interactivity in lectures using an electronic voting system

3. James Fogarty , Ryan  S Baker , and Scott  E Hudson . 2005 . Case studies in the use of ROC curve analysis for sensor-based estimates in human computer interaction . In Proceedings of Graphics Interface 2005. Citeseer, 129–136. James Fogarty, Ryan S Baker, and Scott E Hudson. 2005. Case studies in the use of ROC curve analysis for sensor-based estimates in human computer interaction. In Proceedings of Graphics Interface 2005. Citeseer, 129–136.

4. Natasa Hoic-Bozic , Vedran Mornar , and Ivica Boticki . 2008. A blended learning approach to course design and implementation . IEEE transactions on education 52, 1 ( 2008 ), 19–30. Natasa Hoic-Bozic, Vedran Mornar, and Ivica Boticki. 2008. A blended learning approach to course design and implementation. IEEE transactions on education 52, 1 (2008), 19–30.

5. David  R Krathwohl . 2002. A revision of Bloom’s taxonomy: An overview. Theory into practice 41, 4 ( 2002 ), 212–218. David R Krathwohl. 2002. A revision of Bloom’s taxonomy: An overview. Theory into practice 41, 4 (2002), 212–218.

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