Academic literature on the topic 'Online feedback platforms'
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Journal articles on the topic "Online feedback platforms"
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Munoz, Isabel, Michael Dunn, Steve Sawyer, and Emily Michaels. "Platform-mediated Markets, Online Freelance Workers and Deconstructed Identities." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–24. http://dx.doi.org/10.1145/3555092.
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We advance the concept of deconstructed identity to explain how online workers' identities are being reshaped, diminished and controlled by digital labor platforms. We focus on online freelance workers and contribute to contemporary conceptualizations regarding worker's self-presentation. The empirical basis for our analysis and theorizing build from two rounds of a longitudinal panel study of online freelance workers and their interactions with online labor platforms. Findings illuminate how online freelancer's identity presentation is constrained by the structuring of their profile, the ratings and client feedback, the algorithms used by the digital platform, and platform's terms of use. Data demonstrate that workers' profiles are focused on skills, reflecting the realities of competing for work in under-regulated labor markets. Study participants report the centrality of client and platform ratings of their work, and the need to manage client feedback and ratings as a core part of their online identity presentation. These findings suggest that, far from a subjective and personal story, a freelancer's identity on a digital labor platform is better understood as a standardized depiction of skills, ratings, and metrics controlled by platform algorithms. Coupled with use policies and evolving platform designs, this platform control creates what seems to be a form of indentured servitude. We further note online freelancers both recognize this control and resist their deconstructed identity.
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Waterson, Aimee Peta, Lebogang Mototo, and Tinashe Chuchu. "Does online ideal self-matter? Consumer perceptions of online brand advertisement." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 5 (August 8, 2021): 11–21. http://dx.doi.org/10.20525/ijrbs.v10i5.1258.
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The internet and online space have created numerous platforms for users to communicate and interact, where each platform provides access to different sources of information. The purpose of the study was to investigate the online ideal self and its influence on brand attitude and attachment towards consumer purchase intention. A unique conceptual model was developed to test the proposed hypotheses of the study. Social media is one of the leading communication platforms that have emerged in the online space. Social media allows consumers and brands to interact in an informal manner from anywhere in the world. The study adopted a quantitative approach utilizing the survey method. Data was collected from 300 consumers. The data was then processed in SPSS 24 for descriptive statistics and AMOS 24 for hypotheses testing. A key finding suggests that social media consumers’ attachment is considerably dependent on their attitudes towards those brands. Brands can use social media to receive real-time feedback from customers as well as track this feedback. Implications emerged from the findings and further research direction is proposed.
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Uong, Tran Gia Tri, Duy Khoi Nguyen, and Huu Nhon Nguyen. "Teachers’ Feedback on Using Discord as an Online Learning Platform." International Journal of TESOL & Education 2, no. 4 (July 20, 2022): 84–104. http://dx.doi.org/10.54855/ijte.22246.
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The COVID-19 pandemic has called for a shift in the teaching and learning landscape from conventional classes to e-learning. This propels the use of a range of online learning and distance learning platforms massively, notably MS Teams, Zoom US, and Google Classroom. However, the fact that the aforementioned require a monetary subscription to unlock their full potential proves detrimental to the accessibility to education during the pandemic, i.e., not all students and/ or educational institutions have the available means. This paper thus seeks to affirm the capability of Discord as an alternative online learning platform that is not only efficient in its own right but also comes at no expense. To this end, a handful of English teachers who had been teaching online via either of the three platforms above were offered to switch to Discord for a fixed amount of time. They received instructions and support from the research team concerning the platform along the way and were asked to participate in a survey afterward. With the use of SPSS for statistical data analysis, the paper pointed out that Discord achieved a high compatibility level for both parties in use, namely the teachers and the students.
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Li, Jie. "Design, Implementation, and Evaluation of Online English Learning Platforms." Wireless Communications and Mobile Computing 2021 (May 12, 2021): 1–11. http://dx.doi.org/10.1155/2021/5549782.
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With the rapid development of internet technology, various online learning platforms have emerged. The combination of the internet and education is an inevitable trend, and smart online learning platforms based on neural network become popular. This paper introduces how to design online English learning platforms through a neural network. It proposes the construction of a universally designed online English learning platform and the design of an online English learning platform server development architecture. Then, the implementation of online English learning platforms is discussed. Evaluation of the platforms is also very important, which is conducted through two questionnaire surveys. The first survey is general and the second one is more specific. Results of both surveys show that the learners’ demand for online English learning platforms is still growing, especially among the young learners. In addition, this paper reports the results of the feasibility analysis and performance test of online English learning platforms: (1) The well-designed online English learning platform has relatively complete functions and meets the needs of both students and teachers. It includes a series of functional modules such as students’ registration, analysis of students’ profile, courseware and learning resources management, test management, test score analysis, interactive discussion, online monitor and feedback. (2) There are no major defects in the implementation of the online English learning platform in this experiment. (3) The reliability and security of the online English learning platform are relatively high.
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Rihl, Alexander, and Claudia Wegener. "YouTube celebrities and parasocial interaction: Using feedback channels in mediatized relationships." Convergence: The International Journal of Research into New Media Technologies 25, no. 3 (October 31, 2017): 554–66. http://dx.doi.org/10.1177/1354856517736976.
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Young media consumers are increasingly using online video platforms, as YouTube in particular registers extremely high numbers of viewers and subscribers. These numbers then increase the popularity of the celebrities who present themselves in the videos on the platform. With their far-reaching influence, through involvement in the public sphere as well as broad marketing concepts, they draw in viewers and gain attention worldwide. It can thus be understood that YouTube users also form a bond with the celebrities featured online, as formulated theoretically in the concept of parasocial relationships. In this study, an exploratory online survey examines quantitatively whether these parasocial relationships are predominantly formed with YouTubers via the platform’s feedback channels. As the results show, however, the strength of these parasocial relationships is not influenced to any great extent by use of the feedback functions.
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Ramadhani, Irma, and Gusti Nur Hafifah. "Teachers’ Feedback in Writing Class through Online Platforms in Higher Education." Borneo Educational Journal (Borju) 4, no. 2 (August 1, 2022): 42–57. http://dx.doi.org/10.24903/bej.v4i2.1012.
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The purpose of this study is to explore the types and implementation of online feedback that the teacher use during online writing class. It also investigates the students’ responses to the teacher’s feedback. This research was conducted using a qualitative descriptive method. The participants of this study were 4th-semester students in writing class. The results of the study show that the teacher uses three online platforms in teaching writing, namely: What’s App Group, Zoom, and the university e-learning program Moodle. It is found that the teacher applied verbal and written feedback during the teaching-learning process. The feedback was given that are given directly and indirectly in synchronous and asynchronous class activities via Zoom meeting and assignments features via Moodle. However, what’s app group was only used for daily class communication. the study found that the WhatsApp application is not suitable for giving feedback in writing class, because writing feedback needs longer sentences and it is not practical for the teacher to give feedback via What’s app. Additionally, Students show positive perceptions toward the types and techniques of the feedback given by the teacher. Students generally agree that teachers' feedback motivates and give a positive impact on writing learning activities and improves their writing ability.
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AbuSa'aleek, Atef O., and Abdullah N. Alotaibi. "Distance Education: An Investigation of Tutors’ Electronic Feedback Practices during Coronavirus Pandemic." International Journal of Emerging Technologies in Learning (iJET) 17, no. 04 (February 28, 2022): 251–67. http://dx.doi.org/10.3991/ijet.v17i04.22563.
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The current study investigated the patterns of English language tutors’ e-feedback practices during the coronavirus pandemic, learners’ response to tutors’ e- feedback and the important issues that emerged from e-feedback practices. Quantitative and qualitative analysis of the online questionnaire and the semi-structured interviews were performed. The findings indicate that (1) English language tutors concentrate slightly more on local issues than global issues, provide eight main types of e-feedback; clarification requests, general explanations and clarification, questions and commands, repetition, explicit feedback, elicitation and recasts respectively. In addition, tutors employ more written and audio e-feedback compared with the screencast via various online platforms such as Blackboard collaborative tools, Zoom, Microsoft Teams, Email, and WhatsApp. (2) The findings indicate that the students ask for more clarifications, express their understanding of the e-feedback, engage in discussions, comprehend the e-feedback and make successful revisions, express their misunderstanding of the e-feedback and just a few students ignore the e-feedback they receive. (3) The qualitative analysis of the semi-structured interviews revealed some important issues such as the tutors' preferences to online learning, the appropriateness of online platform tools in providing e-feedback, ways and timing of providing e-feedback.
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Suliandari, Ris, Ahmad Zamzam, and Khusnul Khotimah. "Exploring the Teachers and Learners’ Perceptions of Online Corrective Feedback through Multiple Platforms." Research and Innovation in Language Learning 5, no. 1 (July 12, 2022): 61. http://dx.doi.org/10.33603/rill.v5i1.5855.
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The shift to online learning milieu due to the Covid-19 pandemic has brought some impact in the practices or teaching learning including the nature of writing corrective feedback (WCF) that should also be migrated to online platforms. Although much research has been conducted on the effectiveness of WCF, less has explored student and teacher preferences and perceptions of online corrective feedback through various platforms in student thesis writing in response to this abrupt learning transformation. Lensing from a case study, we recruited two English teachers and fifteen learners non-randomly with a purposive sampling technique. This study used closed-ended questionnaires and semi-structured interviews. In analyzing the data, the researchers used the formulation of Sudijono (2006) for a closed-ended questionnaire and adapted the steps formulated by Creswell (2003) to analysis the interview data. The result showed that there were differences in preferences and perceptions between teachers and learners regarding the use of different types of WCF: direct and indirect feedback. The teachers prefer to use both types of feedback: direct and indirect feedback. Meanwhile, learners preferred direct corrective feedback. Thus, some pedagogical contribution is also discussed, accordingly.
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Rusko, Rauno. "Interactive Online Learning." International Journal of Online Pedagogy and Course Design 7, no. 3 (July 2017): 54–69. http://dx.doi.org/10.4018/ijopcd.2017070104.
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This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.
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Shahad Saleh Al Asadi and Nasser Al-Issa. "Using Online Platforms to Improve Writing." Journal of the College of Education for Women 33, no. 2 (June 29, 2022): 43–54. http://dx.doi.org/10.36231/coedw.v33i2.1587.
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Due to the difficulties that Iraqi students face when writing in the English language, this preliminary study aimed to improve students' writing skills by using online platforms remotely. Sixty first-year students from Al-Furat Al–Awsat Technical University participated in this study. Through these platforms, the researchers relied on stimuli, such as images, icons, and short titles to allow for deeper and more accurate participations. Data were collected through corrections, observations, and feedback from the researchers and peers. In addition, two pre and post-tests were conducted. The quantitative data were analysed by SPSS statistical Editor, whereas the qualitative data were analyzed using the Piot table, an Excel sheet. The results have shown improvement of more than (0.5). This indicates that the study is effective and beneficial for the Iraqi students. Moreover, students were generally satisfied with the experience, as it allowed them to easily communicate, research and rely on themselves when learning to write in English as a foreign language. In addition, semiotic awareness and learning via e-learning platforms can be greatly adopted in teaching English in Iraq. The study has further concluded that there is an improvement in the performance of the Iraqi learners, and that their writing skills were enhanced after the improvement of their semiotic awareness. The is, the improvement of their semiotic awareness has deepened their understanding and enhanced their ability to analyze and criticize. It also developed their communication skills and motivate them to write better and search for details
Dissertations / Theses on the topic "Online feedback platforms"
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Ulpiano, Renato. "Adopting Physician-Rating Websites: Assessing the Influence of Practitioners’ Motivations and System Perceptions." Thesis, 2021. https://vuir.vu.edu.au/43687/.
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Physician-rating websites (PRWs) are internet-based platforms that allow users to read or contribute to reviews of service performance about healthcare practitioners (HCPs). Healthcare consumers use PRWs to rate healthcare services; however, PRWs are not commonly embraced by HCPs, nor by professional associations. Nonetheless, in a competitive environment, HCPs could benefit their practice by attending to what clients publicly communicate about their services to align with the patient centred care (PCC) movement. The systematic literature review (SLR) revealed a paucity of research in the area. This research sought to understand what influences a HCP’s intention to adopt a PRW. In doing so, this research explored the relationship between HCPs’ motivation to adopt such websites and the role of their perceptions of a PRW’s characteristics. The motivation and system elements were assessed in terms of their relative influence on HCPs’ PRW adoption. This research conducted a narrative and SLR to inform a conceptual model to theoretically explain the relationship between motivation, system characteristics, and intention to adopt a PRW that was tested in a cross-sectional study. The research method and methodology included participants, 249 Australian allied healthcare professionals, who were surveyed using validated scales. Structural equation modelling estimated the model and the relative contribution of motivation and system characteristics on the adoption of PRWs. The Results chapter showed that HCPs’ motivation type external regulation—social had a direct negative effect on their intention to adopt a PRW (r = −.21, p < 0.01). In discussing the findings, they contrasted with the perceived system characteristics of relative advantage and ease of use, which were found to have a direct positive effect on intention to adopt a PRW (r = .88, p < .00) and (r = .24, p < .00), respectively. In conclusion, the results from this study, first, increase current understanding of HCP behavioural intention to adopt a PRW. Second, theoretical contributions are made through the integration of self-determination theory and diffusion of innovation applied to this unique context. Third, this study is the first to apply the Multidimensional Work Motivation Scale in Australia. The findings have implications for healthcare businesses and HCPs’ strategic development of PCC measures. Furthermore, translation of the findings could assist in the design of HCPs’ professional development to use online feedback, to manage patient onboarding, and to identify pathways to innovation adoption by HCPs.
Book chapters on the topic "Online feedback platforms"
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Thomas, Bronwen. "“Stand Out from the Crowd!”: Literary Advice in Online Writing Communities." In New Directions in Book History, 153–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_6.
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AbstractThis chapter provides a detailed analysis of the different levels of advice online writing communities offer aspiring writers, from the overt provision of “writing tips” and guidelines, to the role of authoritative intermediaries such as moderators and beta readers, and the peer-to-peer feedback provided by way of ongoing informal comments. Case studies will be taken from bespoke writing platforms such as Wattpad, but will also consider the role of fan communities and the kinds of support structures they offer. Analysis will focus on the extent to which advice is predicated on the traditional formal features of the writing (dialogue, characterization) or on reader engagement and self-promotion. It will also explore whether such advice is prescriptive and reflective of practices and norms inherited from traditional cultural gatekeepers, and the degree to which the work produced within these communities can ever be described as experimental, playful, or subversive.
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Wang, Simon Ho. "Designing an Online Learning and Peer Feedback Platform for GRE Writing Test Preparation." In Current Developments in Web Based Learning, 151–58. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32865-2_17.
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Tan, Hao, Wei Li, and Jiahao Sun. "The Emotional Experience of Inquiry Feedback Delaying in Online e-Commerce Platform Service Design: A Case Study from Chinese Customers." In Cross-Cultural Design, 788–99. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40093-8_78.
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Comunello, Francesca, Fabrizio Martire, and Lorenzo Sabetta. "Toward a Sociology of Traces." In Frontiers in Sociology and Social Research, 1–18. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11756-5_1.
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AbstractThis introduction chapter provides context and background to the concept of trace in social sciences, also presenting an overview of key concepts discussed in the subsequent chapters of this volume. Information that was not meant to be informative and evidence that did not expect to possess evidential character, traces are construed as evidence only from the vantage point of the observer, inadvertently left behind by those who produced the trace in the first place (indeed, awareness might change footprints and make them fade out). Conceived as clues rather than statements, traces prove to be useful for studying current social facts and individuals who have not yet vanished. This holds to be true especially in our contemporary platform society, due to its datafication processes and the ensuing quantification of features never quantified before; digital footprints determine the selection of the most relevant content or services to offer, creating accordingly personalized feedback. Thus, individual and collective online behavior leading to traces production is shaped by digital environments’ affordances and constraints; at the same time, such socio-technically situated traces retroact over digital systems (by fueling algorithms and predictive models), thus reinforcing, or questioning, the power relations at stake. Conclusively, a brief remark is made on future research possibilities associated with the sociology of traces.
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Rusko, Rauno. "Interactive Online Learning." In Online Course Management, 1692–709. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch088.
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This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.
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Albano, Giovannina. "Mathematics Education." In Teaching Mathematics Online, 60–89. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-875-0.ch004.
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This chapter is concerned with the integration of research in mathematics education and e-learning. Its main aim is to provide a perspective on the teaching/learning opportunities offered by e-learning platforms in a blended learning setting, as experienced at the Universities of Salerno and of Piemonte Orientale. Two types of teaching actions have been set above all: a) tailored units of learning, which have required the design/implementation of a huge pool of learning objects, according to domain-specific guidelines from mathematics education research and to various educational parameters from e-learning research; b) cooperative or individual teacher-driven learning activities together with various practice for self or peer assessment, which have been designed according both to e-learning and mathematics pedagogies based on the active role of the learner, the interaction with tutors and peers, and the importance of critical thinking and communication skills. Finally some feedback from students is reported, and some opportunities for future research are outlined.
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Railean, Elena. "Affordances in Digital Textbook Use and Development." In Online Course Management, 2189–211. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch111.
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The affordances of digital textbooks go beyond using textbooks in the four walls of a traditional classroom. With digital textbooks, users can swipe the text to scroll; increase/decrease size of text and images and change brightness options; view and read downloaded information; interact with 3D models and images; make notes, search topics, follow hyperlinks, take quizzes, self-regulate learning and “synthesize” own textbooks and library, etc. However, there are some constraints such as overload of working memory, depending on digital devices' functionality, etc. The correlation between affordances and constraints is analyzed through identification and description of eight didactic systems with platforms maintaining learner-centered environment, interactive feedback, social media, user interface design, and desired results. In this chapter, the concept of “affordances” as a way of strengthening eight possible models explored, called “didactic systems”. The used methods are “thematic evaluation” and “comparative analysis”. The conclusion and future research is provided at the end.
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Saveliev, Igor I., Marina Y. Sheresheva, Vera A. Rebiazina, and Natalia A. Naumova. "Users of Sharing Economy Platforms in Russia." In Advances in Business Strategy and Competitive Advantage, 50–64. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-0361-4.ch004.
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The sharing economy phenomenon has become one of the main trends that influence customer behavior in many markets. The emergence of online service platforms allows individuals and businesses to share their unused or underutilized resources efficiently and expand the locus of value creation through platform ecosystems. The analysis shows that Russian users of the sharing economy platforms for the short-term rental housing find it necessary to have relevant price offers, diversity of hosting proposals, reasonable fees, the web-site quality including booking convenience, availability of feedback and reviews, quick application processing, and contact with the owners of rental property. Aside from the economic, social, and ecological factors mentioned above, the individual factors are proposed to be added to the analysis which will have a substantial impact on specifying target groups of Russian users of the sharing economy platforms.
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Mak, Vanessa. "The Platform Economy." In Legal Pluralism in European Contract Law, 127–52. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198854487.003.0006.
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This chapter charts which rules concerning contracts and consumer protection have until now emerged in public and private regulation. These contain a mix of public regulation, co-regulation, codes of conduct, soft law projects to develop model rules, and reputational feedback systems. Also, online dispute resolution can in practice be a source of norms, as norms developed in this context are often through a feedback loop used to improve the quality of services offered by platform operators. Here, the chapter places the focus on the platform economy. Platforms themselves are actively working to provide mechanisms that can, at least partly, overcome the problems of enforcing consumer rights. They have an interest in securing trust between users who, even more than consumers in the offline world, are at a disadvantage in establishing the quality of goods and services and the reliability of their counterparty. Platforms therefore use mechanisms that can fill in a ‘regulatory void’.
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Dos Santos, Luis Miguel. "Completing Student-Teaching Internships Online." In Advances in Educational Marketing, Administration, and Leadership, 106–27. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8279-4.ch007.
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Distance-based learning has become one of the common alternative learning options. Currently, due to the COVID-19 pandemic, many academic programmes, including programmes with internship requirements, have switched their teaching and learning strategies from on-campus learning to online platforms. This study aims to understand the experiences and sense-making processes of student-teachers who have completed their student-teaching internships online during the COVID-19 pandemic. To understand the feedback, experiences, and sense-making processes of this group of student-teachers, it is important to collect first-hand sharing. More importantly, the trend of distance learning-based student-teaching internships will be developed during and after the COVID-19 pandemic. The results of this study will serve as one of the first reports about student-teachers' experiences.
Conference papers on the topic "Online feedback platforms"
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Turculeţ, Alina. "From Pedagogy to Politeness: Aspects Regarding Feedback in Online Learning Context." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/69.
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The online learning environment has challenged the educational relationships over the last years. The medical safety has hidden us behind some monitors, devices or platforms that allowed us to continue our studies and our professional activities. From faces with or without associated names, we turned into names that accompany empty icons on the wall. Most often, we had to keep our cameras off. When we turned them on and shared our faces with the audience, we offered and received feedback much easier. The feedback has an important role in any human communication. More than that, in the educational field, the feedback contributes to the adjustments of the teaching – learning – evaluating process. On the positive side, the teacher gives feedback in order to reinforce the appropriate learning behaviour of the student and the student offers feedback to ensure the proper adjustment of the teaching behaviour. The pattern of giving and receiving feedback is simple and visible in all face-to-face communication that develops an educational activity. What happens in the online mediated education? What happens when faces see no faces? Our study investigates the feedback from the perspective of the online mediated educational relationships. Thus, we analyzed the responses of the students to some seminar tasks regarding the use of educational platforms and the role of feedback in the learning process. The target population consisted in 135 students enrolled in the certification program for teaching career. Our findings show that feedback as reinforcement communicative behaviour upgrades the politeness strategy and feedback as a pedagogical principle helps to replace the missing face-to-face interaction in online mediated learning.
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Huber, Bernd, Katharina Reinecke, and Krzysztof Z. Gajos. "The Effect of Performance Feedback on Social Media Sharing at Volunteer-Based Online Experiment Platforms." In CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3025453.3025553.
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Zhou, Xiao, Danyang Liu, Jianxun Lian, and Xing Xie. "Collaborative Metric Learning with Memory Network for Multi-Relational Recommender Systems." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/619.
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The success of recommender systems in modern online platforms is inseparable from the accurate capture of users' personal tastes. In everyday life, large amounts of user feedback data are created along with user-item online interactions in a variety of ways, such as browsing, purchasing, and sharing. These multiple types of user feedback provide us with tremendous opportunities to detect individuals' fine-grained preferences. Different from most existing recommender systems that rely on a single type of feedback, we advocate incorporating multiple types of user-item interactions for better recommendations. Based on the observation that the underlying spectrum of user preferences is reflected in various types of interactions with items and can be uncovered by latent relational learning in metric space, we propose a unified neural learning framework, named Multi-Relational Memory Network (MRMN). It can not only model fine-grained user-item relations but also enable us to discriminate between feedback types in terms of the strength and diversity of user preferences. Extensive experiments show that the proposed MRMN model outperforms competitive state-of-the-art algorithms in a wide range of scenarios, including e-commerce, local services, and job recommendations.
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Nyangara, Karen. "Engendering Digital Learning to Enhance Online Interaction in Continuing Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8694.
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Skill building for increased employability, relevance at work or for promotion drives continuing education through flexible learning modes such as digital learning. However, digital learning research continues to focus on formal learning institution, where technologies and learners are more sophisticated than in continuing education. Participants demonstrate gendered differences in ability to access and use online tools and platforms, exacerbating marginalization and lack of inclusiveness. In our training sessions, men dominated: the triple roles of women and girls, access to technology and perception of social position resulted in lower levels of participation during plenary, and in ranking of overall. training experience. Subsequent training utilized synchronous and asynchronous innovations- including heavy use of chat, spider web discussion, pairing of participants to brainstorm before joining breakaway groups, integration of WhatsApp and group email for mobile-based assignments and to preview learning material. Assessment of difference in access and participation was based on length of attendance in sessions, use of feedback streams, and post training evaluation. Results indicate that use of multiple approaches positively impacts on attendance and interaction, and leading to higher attainment of learning goals. These findings show that engendering digital learning technologies facilitates inclusion of technologically disadvantaged learners in informal, low-support settings.
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Zhang, Shijie, Hongzhi Yin, Qinyong Wang, Tong Chen, Hongxu Chen, and Quoc Viet Hung Nguyen. "Inferring Substitutable Products with Deep Network Embedding." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/598.
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On E-commerce platforms, understanding the relationships (e.g., substitute and complement) among products from user's explicit feedback, such as users' online transactions, is of great importance to boost extra sales. However, the significance of such relationships is usually neglected by existing recommender systems. In this paper, we propose a semisupervised deep embedding model, namely, Substitute Products Embedding Model (SPEM), which models the substitutable relationships between products by preserving the second-order proximity, negative first-order proximity and semantic similarity in a product co-purchasing graph based on user's purchasing behaviours. With SPEM, the learned representations of two substitutable products align closely in the latent embedding space. Extensive experiments on real-world datasets are conducted, and the results verify that our model outperforms state-of-the-art baselines.
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Uukkivi, Anne, and Oksana Labanova. "How we have motivated students in sciences." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8082.
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For improving academic performance teachers must search for possibilities to increase students’ motivation. Teachers must understand that what motivates teachers may not motivate students (Wiesman 2012). The aim of the article is to present what has helped to motivate students in learning sciences. The article is based on the results of qualitative feedback questionnaires. Although the studies took place mostly in face-to-face classes, students liked to have all the materials in e-learning environments. The most preferred were tutorial videos made with software applications that have the ability to turn a digital device into a virtual board using screen zoom and annotation tools in parallel. These encouraged learners to solve their tasks independently. Online calculators helped to solve more difficult exercises as they offer step-by-step solutions. The choice of bonus tests which were made using interactive videos also received a very positive feedback. Full-time students considered game-based learning platforms to be the most effective revision technique. Using some learners as tutors in teaching was also highly appreciated. Most of the above-mentioned methods support self-studying, therefore, learners need effective learning tools and materials, particularly for independent learning.
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Evrim Tunca, Ozan. "Using Distant Learning Platform for Musical Instrument Instructor Training." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.797.
Full textAbstract:
The purpose of this study is to examine the productivity of distant instructor training program for musical instrument education. Music education, especially on playing musical instruments, has been one of the major topics of general education. Today, formal musical instrument education is available in conservatories and music departments of fine arts and education colleges, and informal or non-formal musical instrument education is available in private music schools and courses in Turkey. Recorder or melodica is taught in public schools as part of the general music education. There are number of different platforms to teach musical instruments where there is need to train teachers to do that in the needed quality. There are various applications of online teacher training for instrument education. For example, Northwestern University and University of North Carolina have been offering courses over Coursera (a major MOOCs provider), such as Teaching Violin and Viola, Fundamentals of Rehearsing Music Ensembles. Different from our program they do not provide direct contact with the instructor for feedback. A group of well-experienced instructor trainers of the Anadolu University including myself established a distant instructor-training program for musical instruments. This paper will explain and explore the stages of the program’s creation and its effectiveness.
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Morik, Marco, Ashudeep Singh, Jessica Hong, and Thorsten Joachims. "Controlling Fairness and Bias in Dynamic Learning-to-Rank (Extended Abstract)." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/655.
Full textAbstract:
Rankings are the primary interface through which many online platforms match users to items (e.g. news, products, music, video). In these two-sided markets, not only do the users draw utility from the rankings, but the rankings also determine the utility (e.g. exposure, revenue) for the item providers (e.g. publishers, sellers, artists, studios). It has already been noted that myopically optimizing utility to the users -- as done by virtually all learning-to-rank algorithms -- can be unfair to the item providers. We, therefore, present a learning-to-rank approach for explicitly enforcing merit-based fairness guarantees to groups of items (e.g. articles by the same publisher, tracks by the same artist). In particular, we propose a learning algorithm that ensures notions of amortized group fairness, while simultaneously learning the ranking function from implicit feedback data. The algorithm takes the form of a controller that integrates unbiased estimators for both fairness and utility, dynamically adapting both as more data becomes available. In addition to its rigorous theoretical foundation and convergence guarantees, we find empirically that the algorithm is highly practical and robust.
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Panagiotis, Anagnostou, and Nikolina Nikolova. "ASSESSMENT OF THE PROBLEMS THAT AROSE IN THE DISTANCE EDUCATION DURING THE PANDEMIC FOR THE STUDENTS AT THE GREEK PUBLIC VOCATIONAL TRAINING INSTITUTES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end086.
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"The rapid spread of coronavirus (COVID-19) in early 2020 was an unexpected situation that affected all areas of human life, especially education and training. Distance education soon replaced classic, during the COVID-19 pandemic, due to the necessary social distancing to maintain global health. Distance education is not an unknown form of education, as it is often used as educational tool at all levels of education. However, the sudden and exclusive use of distance education during the pandemic created concerns in members of the academic community and brought about radical changes at both, educational and psychosocial levels. The purpose of this research is to record the degree of acceptance of distance teaching and learning methods in vocational education and training in Greece, especially in students studying at Public Vocational Training Institutes (PVTIs) and to identify potential obstacles or benefits of online learning during COVID-19. Distance education in combination with distance e-learning is a form of distance education in which participants of the educational process, i.e., teacher and students, are in a different physical space and communicate with synchronous and/or asynchronous internet platforms. Due to the nature of e-learning and its rapid spread in the educational community during the current pandemic, there is insufficient research examining its effectiveness in vocational education. The rapid development of mobile devices and wireless networks does not automatically mean the successful utilization and sustainability of e-learning systems. In order to study the experience and problems of distance learning platforms, quantitative research took place among the PVTI students through questionnaire. The sample of the quantitative research consisted of 768 Greek PVTI students that have responded, and a pilot statistical processing of the received data has been done. To track the experience with the distance learning platforms, the sample has been asked to mention the potential issues faced with the platforms. Most of the respondents mentioned technical and accessibility issues. A variety of issues have been mentioned, either difficulties of the users or problems of the system. In parallel, they pointed out the advantages of personal contact and feedback from their professors. It is interesting that only a small part of the sample reported no problems at all. The research shows moderate percentages of satisfaction from the enhancement of students' skills and from the coverage of their educational needs, while highlighting the upgraded role of asynchronous education platforms e-class, Moodle and e-classroom and of synchronous platforms Webex and Zoom."
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Hall, Simin, Clint Dancey, Catherine T. Amelink, and Samuel Conn. "Our First Online Offering of Introduction to Thermal-Fluid Engineering." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63746.
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In this paper the researchers reflect on the use of various communication technologies from the first online offering of our introductory thermodynamics course. The asynchronous (i.e., forums) and synchronous communication technologies such as Centra™ were employed for instruction and explication of useful feedback and self-explanation to promote students’ collaboration. The instructors outline the types of questions used in these guided activities that challenged students to search for multiple ways to demonstrate their conceptual understanding of very fundamental physical notions. The discussion in this paper outlines ways to improve forum questions, instructor’ feedback, and the frequency of the feedback to improve students’ metacognitive strategies in learning and the application of the course material. The observational data are also examined to note if there were any differences in forum contributions online versus students’ contributions in a face-to-face class. This paper provides a platform for research about learning and evaluation of instruction in abstract engineering courses in an online environment. The study is significant and of interest to faculty and administrators who have taught courses in traditional classrooms and who are now considering online teaching to increase access to engineering education.