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Early warning systems and targeted i...

Chang, Chi, (1982-)

Early warning systems and targeted interventions for student success in online courses

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Early warning systems and targeted interventions for student success in online coursesDanny Glick, Anat Cohen, and Chi Chang, editors.
其他作者:	Glick, Danny,
出版者:	Hershey, Pennsylvania :IGI Global,2020.
面頁冊數:	1 online resource (xxiii, 374 p.)
標題:	Web-based instruction.
電子資源:	http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-5074-8
ISBN:	9781799850755 (ebk.)

Early warning systems and targeted interventions for student success in online courses
Early warning systems and targeted interventions for student success in online courses[electronic resource] /Danny Glick, Anat Cohen, and Chi Chang, editors. - Hershey, Pennsylvania :IGI Global,2020. - 1 online resource (xxiii, 374 p.)

Includes bibliographical references and index.

Section 1. Cognitive domain. Chapter 1. Do student-written responses to reflection questions predict persistence and performance in online courses?: a text analysis approach ; Chapter 2. The peril and promise of pre-tests in informal massive open online courses ; Chapter 3. Use of Khan Academy and mathematics achievement: a correlational study with Long Beach Unified School District ; Chapter 4. Dashboard for the e-assessment and e-feedback system for aerospace engineering examination preparation in Singapore ; Chapter 5. Implementation of a personalized online learning system towards creating hybrid learning and teaching in chemistry classes -- Section 2. Affective domain. Chapter 6. The impact of a cohort model for online doctoral student retention and success ; Chapter 7. Cultivating teaching presence and social presence through multimedia intervention ; Chapter 8. Using motivational modelling with an app designed to increase student performance and retention ; Chapter 9. Online strategies for stimulating learner engagement -- Section 3. Behavioral domain. Chapter 10. Early predictors of persistence and performance in online language courses ; Chapter 11. From adaptive learning support to fading out support for effective self-regulated online learning ; Chapter 12. Shooting for the stars: micro-persistence of students in game-based learning environments -- Section 4. Holistic domain. Chapter 13. Non-cognitive signals and systems: the science and technology of connectedness ; Chapter 14. Capturing student affect: designing and deploying effective microsurveys ; Chapter 15. Best practices in dropout prediction: experience-based recommendations for institutional implementation.

"This book examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of early warning systems and targeted interventions and discusses their implications for policy and practice. Moreover, this book will review common challenges of early warning systems and dashboard design and will explore design principles and data visualization tools to make data more understandable and, therefore, more actionable"--

ISBN: 9781799850755 (ebk.)Subjects--Topical Terms:

243333
Web-based instruction.

LC Class. No.: LB1044.87 / .E27 2020

Dewey Class. No.: 371.33/44678

Early warning systems and targeted interventions for student success in online courses
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300 $a 1 online resource (xxiii, 374 p.)
504 $a Includes bibliographical references and index.
505 0 $a Section 1. Cognitive domain. Chapter 1. Do student-written responses to reflection questions predict persistence and performance in online courses?: a text analysis approach ; Chapter 2. The peril and promise of pre-tests in informal massive open online courses ; Chapter 3. Use of Khan Academy and mathematics achievement: a correlational study with Long Beach Unified School District ; Chapter 4. Dashboard for the e-assessment and e-feedback system for aerospace engineering examination preparation in Singapore ; Chapter 5. Implementation of a personalized online learning system towards creating hybrid learning and teaching in chemistry classes -- Section 2. Affective domain. Chapter 6. The impact of a cohort model for online doctoral student retention and success ; Chapter 7. Cultivating teaching presence and social presence through multimedia intervention ; Chapter 8. Using motivational modelling with an app designed to increase student performance and retention ; Chapter 9. Online strategies for stimulating learner engagement -- Section 3. Behavioral domain. Chapter 10. Early predictors of persistence and performance in online language courses ; Chapter 11. From adaptive learning support to fading out support for effective self-regulated online learning ; Chapter 12. Shooting for the stars: micro-persistence of students in game-based learning environments -- Section 4. Holistic domain. Chapter 13. Non-cognitive signals and systems: the science and technology of connectedness ; Chapter 14. Capturing student affect: designing and deploying effective microsurveys ; Chapter 15. Best practices in dropout prediction: experience-based recommendations for institutional implementation.
520 3 $a "This book examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of early warning systems and targeted interventions and discusses their implications for policy and practice. Moreover, this book will review common challenges of early warning systems and dashboard design and will explore design principles and data visualization tools to make data more understandable and, therefore, more actionable"-- $c Provided by publisher.
650 0 $a Web-based instruction. $3 243333
650 0 $a Nontraditional college students $x Services for. $3 760061
650 0 $a Student-centered learning. $3 289758
650 0 $a Academic achievement. $3 291871
700 1 $a Glick, Danny, $d 1975- $3 899984
700 1 $a Cohen, Anat, $d 1969- $3 899985
700 1 $a Chang, Chi, $d 1982- $3 899986
856 4 0 $u http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-5074-8