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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