BACKGROUND In medical education, feedback from students is helpful in course evaluation. However, the impact of medical students' feedback on long-term course development is seldom reported. In this project we studied the correspondence between medical students' descriptive evaluations and key features of course development over five years. METHODS Qualitative content analysis was used. The c...

0360-1315/$ see front matter 2010 Elsevier Ltd. A doi:10.1016/j.compedu.2010.01.017 * Corresponding author. Tel.: +1 416 287 7469; fax E-mail addresses: [email protected] (A. Le), joo (R. Grinnell). At the University of Toronto at Scarborough, we provide enhanced flexibility to our students using a blended-learning approach (i.e., the webOption) whereby students can attend lectures live, watch...

We present results from an analysis of students’ shallow behaviors, i.e., gaming, during their interaction with an Intelligent Tutoring System (ITS). The analysis is based on six college classes using the Andes ITS for homework and test preparation. Our findings show that student features are a better predictor of gaming than problem features, and that individual differences between students im...

In analytical writing in response to text, students read a complex text and adopt an analytic stance in their writing about it. To evaluate this type of writing at scale, an automated approach for Response to Text Assessment (RTA) is needed. With the long-term goal of producing informative feedback for students and teachers, we design a new set of interpretable features that operationalize the ...

This study expands upon an existing model of students’ reading comprehension ability within an intelligent tutoring system. The current system evaluates students’ natural language input using a local student model. We examine the potential to expand this model by assessing the linguistic features of self-explanations aggregated across entire passages. We assessed the relationship between 126 st...

Media players allow students to pause lectures and to replay portions at will, two capabilities with potentially important pedagogical value that are not available in face-to-face lectures. The first study showed that many students use and value these media player features when watching online introductory psychology lectures. The second study showed that use of the features was correlated with...

This article presents a social and collaborative model for content enrichment in Ubiquitous Learning Environments. Designed as a loosely coupled software architecture, the proposed model was implemented and integrated into the Classroom eXperience, a multimedia capture platform for educational environments. After automatically recording a lecture in instrumented classrooms, students and instruc...