Integrating Constructive Feedback in Personalised E-learning.

Lubega, J.T; Williams, S.

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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