Early warning systems and targeted interventions for student success in online courses:
"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...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) :
IGI Global,
2020.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "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"-- |
| Beschreibung: | 27 PDFs (374 pages) Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781799850755 |
| Zugangseinschränkungen: | Restricted to subscribers or individual electronic text purchasers. |
Internformat
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| 245 | 0 | 0 | |a Early warning systems and targeted interventions for student success in online courses |c Danny Glick, Anat Cohen, and Chi Chang, editors. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : |b IGI Global, |c 2020. | |
| 300 | |a 27 PDFs (374 pages) | ||
| 336 | |a text |2 rdacontent | ||
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| 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. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 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. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 06/27/2020). | ||
| 650 | 0 | |a Academic achievement. | |
| 650 | 0 | |a Nontraditional college students |x Services for. | |
| 650 | 0 | |a Student-centered learning. | |
| 650 | 0 | |a Web-based instruction. | |
| 650 | 7 | |a Academic achievement. |2 fast | |
| 650 | 7 | |a Student-centered learning. |2 fast | |
| 650 | 7 | |a Web-based instruction. |2 fast | |
| 700 | 1 | |a Chang, Chi |d 1982- |e editor. | |
| 700 | 1 | |a Cohen, Anat |d 1969- |e editor. | |
| 700 | 1 | |a Glick, Danny |d 1975- |e editor. | |
| 710 | 2 | |a IGI Global, |e publisher. | |
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| 776 | 0 | 8 | |i Print version: |z 1799850749 |z 9781799850748 |w (DLC) 2019059587 |
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| 912 | |a ZDB-98-IGB | ||
| 049 | |a DE-863 | ||
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| contents | 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. |
| ctrlnum | (CaBNVSL)slc00000614 (OCoLC)1163579812 |
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| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.33/44678 |
| dewey-search | 371.33/44678 |
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| discipline | Pädagogik |
| format | Electronic eBook |
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| indexdate | 2024-11-26T14:51:57Z |
| institution | BVB |
| isbn | 9781799850755 |
| language | English |
| oclc_num | 1163579812 |
| open_access_boolean | |
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| physical | 27 PDFs (374 pages) Also available in print. |
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| spelling | Early warning systems and targeted interventions for student success in online courses Danny Glick, Anat Cohen, and Chi Chang, editors. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : IGI Global, 2020. 27 PDFs (374 pages) text rdacontent electronic isbdmedia online resource rdacarrier 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. Restricted to subscribers or individual electronic text purchasers. "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"-- Provided by publisher. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 06/27/2020). Academic achievement. Nontraditional college students Services for. Student-centered learning. Web-based instruction. Academic achievement. fast Student-centered learning. fast Web-based instruction. fast Chang, Chi 1982- editor. Cohen, Anat 1969- editor. Glick, Danny 1975- editor. IGI Global, publisher. (Original) (DLC)2019059587 Print version: 1799850749 9781799850748 (DLC) 2019059587 FWS01 ZDB-98-IGB FWS_PDA_IGB http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-5074-8 Volltext |
| spellingShingle | Early warning systems and targeted interventions for student success in online courses 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. Academic achievement. Nontraditional college students Services for. Student-centered learning. Web-based instruction. Academic achievement. fast Student-centered learning. fast Web-based instruction. fast |
| title | Early warning systems and targeted interventions for student success in online courses |
| title_auth | Early warning systems and targeted interventions for student success in online courses |
| title_exact_search | Early warning systems and targeted interventions for student success in online courses |
| title_full | Early warning systems and targeted interventions for student success in online courses Danny Glick, Anat Cohen, and Chi Chang, editors. |
| title_fullStr | Early warning systems and targeted interventions for student success in online courses Danny Glick, Anat Cohen, and Chi Chang, editors. |
| title_full_unstemmed | Early warning systems and targeted interventions for student success in online courses Danny Glick, Anat Cohen, and Chi Chang, editors. |
| title_short | Early warning systems and targeted interventions for student success in online courses |
| title_sort | early warning systems and targeted interventions for student success in online courses |
| topic | Academic achievement. Nontraditional college students Services for. Student-centered learning. Web-based instruction. Academic achievement. fast Student-centered learning. fast Web-based instruction. fast |
| topic_facet | Academic achievement. Nontraditional college students Services for. Student-centered learning. Web-based instruction. |
| url | http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-5074-8 |
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