Editor-in-chief

Prof. Paul Sudnik

Munich University of Applied Sciences, Germany

As the Editor-in-Chief of IJSSH, I invite you to contribute your scholarly work to our esteemed publication. The journal publishes papers which focus on the advanced researches in the field of all aspects of social science and humanity. I'll endeavour to make this journal grow better and hopefully it will become a recognized journal among researchers and scholars in related fields.

Home > Archive > 2015 > Volume 5 Number 9 (Sep. 2015)
IJSSH 2015 Vol.5(9): 735-742 ISSN: 2010-3646
DOI: 10.7763/IJSSH.2015.V5.549

Course Development Based on a Model for the Classification of Learning Progress

U. Maier and A. Löffler

Abstract—Examinations at the end of a one semester course at a University of Applied Sciences give at best a snap shot of the learning results at a given point of time. Unfortunately, this information is far from sufficient to analyze and evaluate the learning progress during the duration of a particular course. If one intends to continuously improve the course with respect to an optimization of the learning progress, a more detailed analysis is necessary. For this reason, a model has been developed based on the hypothesis that learning progress is mainly governed by two effects: accumulation and segregation. A comparison of predicted examination results with actual ones permits to identify - by means of an optimization process - two parameters representing the respective strengths (weights) of these effects. The values of these two parameters then allow to classify the learning progress within the respective course and to represent a basis for such a continuous course improvement process.

Index Terms—Accumulation effect, course development, learning progress, segregation effect.

The authors are with the Study Support Center, Aalen University, Aalen, CO 73430 Germany (e-mail: Ulrike.Maier@htw-aalen.de, Axel.Loeffler@htw-aalen.de).

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Cite: U. Maier and A. Löffler, " Course Development Based on a Model for the Classification of Learning Progress," International Journal of Social Science and Humanity vol. 5, no. 9, pp. 735-742, 2015.

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