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Integrating Constructive Feedback in Personalised E-learning.

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dc.contributor.author Lubega, J.T
dc.contributor.author Williams, S.
dc.date.accessioned 2021-12-21T12:50:18Z
dc.date.available 2021-12-21T12:50:18Z
dc.date.issued 2009
dc.identifier.citation Integrating Constructive Feedback in Personalised E-learning. (2009). In Wang, F.L.; Fong, J.; Zhang, L.; Lee, V.K.S. (Eds.): Theoretical Computer Science and General Issues. en_US
dc.identifier.issn 978-3-642-03696-5
dc.identifier.uri https://pub.nkumbauniversity.ac.ug/xmlui/handle/123456789/274
dc.description.abstract When using e-learning material some students progress readily, others have difficulties. In a traditional classroom the teacher would identify those with difficulties and direct them to additional resources. This support is not easily available within e-learning. A new approach to providing constructive feedback is developed that will enable an elearning system to identify areas of weakness and provide guidance on further study. The approach is based on the tagging of learning material with appropriate keywords that indicate the contents. Thus if a student performs poorly on an assessment on topic X, there is a need to suggest further study of X and participation in activities related to X such as forums. As well as supporting the learner this type of constructive feedback can also inform other stakeholders. For example a tutor can monitor the progress of a cohort; an instructional designer can monitor the quality of learning objects in facilitating the appropriate knowledge across many learners. en_US
dc.language.iso en en_US
dc.subject E-Learning en_US
dc.subject Constructive Feedback en_US
dc.title Integrating Constructive Feedback in Personalised E-learning. en_US
dc.type Article en_US

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