Publication: Influence of an integrated learning diagnosis and formative assessment-based personalized web learning approach on students learning performances and perceptions
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Issued Date
2017-10-03
Resource Type
ISSN
17445191
10494820
10494820
Other identifier(s)
2-s2.0-84986207685
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Mahidol University
Rights Holder(s)
SCOPUS
Bibliographic Citation
Interactive Learning Environments. Vol.25, No.7 (2017), 889-903
Suggested Citation
Charoenchai Wongwatkit, Niwat Srisawasdi, Gwo Jen Hwang, Patcharin Panjaburee Influence of an integrated learning diagnosis and formative assessment-based personalized web learning approach on students learning performances and perceptions. Interactive Learning Environments. Vol.25, No.7 (2017), 889-903. doi:10.1080/10494820.2016.1224255 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/42317
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Title
Influence of an integrated learning diagnosis and formative assessment-based personalized web learning approach on students learning performances and perceptions
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Abstract
© 2016 Informa UK Limited, trading as Taylor & Francis Group. The advancement of computer and communication technologies has enabled students to learn across various real-world contexts with supports from the learning system. In the meantime, researchers have emphasized the necessity of providing personalized learning guidance or support by considering individual students’ status and needs in order to improve their learning performance. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning performance of students in a personalized learning environment. An integrated learning diagnosis and formative assessment-based personalized web learning system was developed based on this approach. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school mathematics course in Thailand. The experimental results showed that (1) the students learning with the proposed system revealed significantly better learning achievement and learning perceptions than those learning with the conventional learning system and (2) students’ learning perceptions of the system had significant relationships with their learning achievement.