By Frederick W.B. Li, Ralf Klamma, Mart Laanpere, Jun Zhang, Baltasar Fernandez Manjon, Rynson W.H. Lau

This publication constitutes the refereed lawsuits of the 14th foreign convention on Web-Based studying, ICWL 2015, held in Guangzhou, China, in Noavember 2015.
The 18 revised complete papers awarded including 2 invited papers and seven brief papers have been rigorously reviewed and chosen from approximately seventy nine submissions. The papers are prepared in topical sections on collaborative and peer studying; e-lerning platform and tolls; layout, version, and framework of e-learning structures; clever tutoring and instruments; pedagogical matters; customized and adaptive studying; and internet 2.0 and social studying environments.

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Additional info for Advances in Web-Based Learning -- ICWL 2015: 14th International Conference, Guangzhou, China, November 5-8, 2015, Proceedings

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5 mark thus the maximum grade of the quiz is 30 marks. The relationship between the homework grade and the quiz grade is examined to determine if the homework tasks helped students understand the concepts covered by this course. The relationship between these 2 factors is shown in Fig. 6. In Fig. 6, the x-axis is the same as the one in Fig. , the 4 homework grade categories. Under each homework grade category, the quiz grade for those students is averaged and shown in the y-axis. It can be observed in Fig.

A possible explanation of this trend is that our labora‐ tory task design was effective that it was guiding students to accomplish their homework. One may also argue that better students may attend the classes more often and they may do well in the homework simply because they are better students. We agree that this is true for some students who were already good, on the other hand, we also observed that many students who attended the classes had weak technical background thus it is still Strategies in Designing a Media Computing Course 21 beneficial for students to attend the laboratory and get better grade.

181 Sig. 493 Table 6 shows that the number of criteria has a negative influence on peer-grading reliability. The unstandardized beta is more than 1 %, which means that, in our data set, with one more criterion added to the rubric, the expected drop in reliability was more than 1 %. 2 % on Pearson correlation coefficient). However, we did not have data to validate this, as there were at least 5 rubric criteria in all our Closing the Circle: Use of Students’ Responses 35 rubrics. Another observation is that the percentage of verification criteria may hinder the reliability.

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