—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
—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,
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.