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10.3389/fpsyg.2017.00260 http://scihub22266oqcxt.onion/10.3389/fpsyg.2017.00260 C5329031!5329031!28293202     free     free     free Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Front+Psychol 2017 ; 8 (ä): ä Nephropedia Template TP {{tp|p=28293202|t=2017. Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph |pdf=|usr=}}{{28293202}} gab.com Text Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph JO: Front Psychol http://www.kidney.de/pget.php?&tw=1&pmid=28293202 #FOAvip Student learning outcomes within courses form the basis for course completion and time-to-graduation statistics, which are of great importance in education, particularly higher education. Budget pressures have led to large classes in which student-to-instructor interaction is very limited. Most of the current efforts to improve student progress in large classes, such as ?learning analytics,? (LA) focus on the aspects of student behavior that are found in the logs of Learning Management Systems (LMS), for example, frequency of signing in, time spent on each page, and grades. These are important, but are distant from providing help to the student making insufficient progress in a course. We describe a computer analytical methodology which includes a dissection of the concepts in the course, expressed as a directed graph, that are applied to test questions, and uses performance on these questions to provide formative feedback to each student in any course format: face-to-face, blended, flipped, or online. Each student receives individualized assistance in a scalable and affordable manner. It works with any class delivery technology, textbook, and learning management system. Twit Text FOAVip Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph ????Front Psychol http://www.kidney.de/pget.php?&tw=1&pmid=28293202 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=28293202 #FOAvip English Wikipedia <ref>{{Cite pmid|28293202}}</ref> Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph #MMPMID28293202 Schaffer HE; Young KR; Ligon EW; Chapman DD Front Psychol 2017[]; 8 (ä): ä PMID28293202show ga Student learning outcomes within courses form the basis for course completion and time-to-graduation statistics, which are of great importance in education, particularly higher education. Budget pressures have led to large classes in which student-to-instructor interaction is very limited. Most of the current efforts to improve student progress in large classes, such as ?learning analytics,? (LA) focus on the aspects of student behavior that are found in the logs of Learning Management Systems (LMS), for example, frequency of signing in, time spent on each page, and grades. These are important, but are distant from providing help to the student making insufficient progress in a course. We describe a computer analytical methodology which includes a dissection of the concepts in the course, expressed as a directed graph, that are applied to test questions, and uses performance on these questions to provide formative feedback to each student in any course format: face-to-face, blended, flipped, or online. Each student receives individualized assistance in a scalable and affordable manner. It works with any class delivery technology, textbook, and learning management system. äAutomating Individualized Formative Feedback in Large Classes Based on(epmc).pdf DeepDyve Pubget Overpricing