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The accurate measurement of students’ learning in e-learning environments

Title
The accurate measurement of students’ learning in e-learning environments
Authors
Lee S.Choi Y.-J.Kim H.-S.
Ewha Authors
이선복최윤정
SCOPUS Author ID
이선복scopus; 최윤정scopus
Issue Date
2021
Journal Title
Applied Sciences (Switzerland)
ISSN
2076-3417JCR Link
Citation
Applied Sciences (Switzerland) vol. 11, no. 21
Keywords
Common metricEquatingFixed-parameter calibrationItem response theoryMassive open online courses
Publisher
MDPI
Indexed
SCIE; SCOPUS scopus
Document Type
Article
Abstract
The ultimate goal of E-learning environments is to improve students’ learning. To achieve that goal, it is crucial to accurately measure students’ learning. In the field of educational measure-ment, it is well known that the key issue in the measurement of learning is to place test scores on a common metric. Despite the crucial role of a common metric in the measurement of learning, however, less attention has been paid to this important issue in E-learning studies. In this study, we propose to use fixed-parameter calibration (FPC) in an item response theory (IRT) framework to set up a common metric in E-learning environments. To demonstrate FPC, we used the data from the MOOC “Introduction to Psychology as a Science” offered through Coursera collaboratively by Georgia Institute of Technology (GIT) and Carnegie Mellon University (CMU) in 2013. Our analysis showed that the students’ learning gains were substantially different with and without FPC. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
DOI
10.3390/app11219946
Appears in Collections:
사범대학 > 교육학과 > Journal papers
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