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

ISBN-10: 3319255142

ISBN-13: 9783319255149

ISBN-10: 3319255150

ISBN-13: 9783319255156

This publication constitutes the refereed court cases of the 14th overseas 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 conscientiously 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 concerns; customized and adaptive studying; and internet 2.0 and social studying environments.

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

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Sixty-one assignments were used in this research. All of them were from the past 3 academic years (fall 2012–spring 2015) in the NC State University College of Engineering. There were 2 main types of assignments: 10 programming assignments and 51 writing assignments. The programming assignments required students to submit their code; peer assessment focused mainly on functional testing, code review and design patterns. The writing assignments required students to submit their own writings, which could be wiki textbook chapters, case analysis essays or design documentations.

The current study reports on an experiment with 60 Chinese college students, aiming to explore the effects of using online corpora BFSU CQP web for revision tasks in EFL writing. Quantitative data about the 60 lower level EFL learners’ scores in the post writing test show that there is a significant difference between the experimental group and the control group in terms of the lexical accuracy and the use of cohesion devices, which prove that corpora as reference resources are more useful than the online dictionary in helping learners improve their linguistic competence in writing.

Our hypotheses are: H0a: there is no significant difference on the percentages of average adjacent grading agreement between true/false criteria and non-true/false criteria. H1a: there is significant difference on the percentages of average adjacent grading agreement between true/false criteria and non-true/false criteria. H0b: there is no significant difference on the percentages of average exact grading agreement between true/false criteria and non-true/false criteria. H1b: there is significant difference on the percentages of average exact grading agreement between true/false criteria and non-true/false criteria.

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Advances in Web-Based Learning -- ICWL 2015: 14th International Conference, Guangzhou, China, November 5-8, 2015, Proceedings by Frederick W.B. Li, Ralf Klamma, Mart Laanpere, Jun Zhang, Baltasar Fernandez Manjon, Rynson W.H. Lau


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