Personalized learning and assessment

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F14%3A50002424" target="_blank" >RIV/62690094:18450/14:50002424 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1007/978-3-319-09635-3_17" target="_blank" >http://dx.doi.org/10.1007/978-3-319-09635-3_17</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-319-09635-3_17" target="_blank" >10.1007/978-3-319-09635-3_17</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Personalized learning and assessment

Popis výsledku v původním jazyce

The paper deals with the research in the field of learning styles and assessment held on the Faculty of Informatics and Management (FIM), University of Hradec Kralove (UHK), Czech Republic. The main research objective was to discover whether tailoring the ICT-supported process of instruction to learner´s preferences results in the increase in learner´s knowledge. The method of pedagogical experiment was applied comparing learners´ performance before and after the process of instruction. The process of instruction was held in three versions of online course reflecting (1) individual student´s style of learning, (2) teacher´s style of instruction and (3) providing learners with all types of study materials allowing them to choose the most appropriate ones. The results did not prove statistically significant differences in learner´s knowledge. Then, the research focus shifted on the field of assessment. The theoretical background having been defined, a proposal of research design is provi

Název v anglickém jazyce

Personalized learning and assessment

Popis výsledku anglicky

The paper deals with the research in the field of learning styles and assessment held on the Faculty of Informatics and Management (FIM), University of Hradec Kralove (UHK), Czech Republic. The main research objective was to discover whether tailoring the ICT-supported process of instruction to learner´s preferences results in the increase in learner´s knowledge. The method of pedagogical experiment was applied comparing learners´ performance before and after the process of instruction. The process of instruction was held in three versions of online course reflecting (1) individual student´s style of learning, (2) teacher´s style of instruction and (3) providing learners with all types of study materials allowing them to choose the most appropriate ones. The results did not prove statistically significant differences in learner´s knowledge. Then, the research focus shifted on the field of assessment. The theoretical background having been defined, a proposal of research design is provi

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Advances in web-based learning - ICWL 2014 : 13th international conference

ISBN

978-3-319-09634-6

ISSN

0302-9743

e-ISSN

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Počet stran výsledku

7

Strana od-do

159 - 165

Název nakladatele

Springer

Místo vydání

Berlin

Místo konání akce

Tallinn

Datum konání akce

14. 8. 2014

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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