Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/34224

Full metadata record
DC FieldValueLanguage
dc.contributor.authorGonçalves, Sérgiopor
dc.contributor.authorCarneiro, Davide Ruapor
dc.contributor.authorAlfonso-Cedón, Javierpor
dc.contributor.authorFdez-Riverola, Florentinopor
dc.contributor.authorNovais, Paulopor
dc.date.accessioned2015-03-05T16:24:51Z-
dc.date.available2015-03-05T16:24:51Z-
dc.date.issued2014-
dc.identifier.citationGonçalves S., Carneiro D., Alfonso-Cedón J., Fdez-Riverola F., Novais P., Analysis of Student’s Context in e-Learning, 2014 International Symposium on Computers in Education (SIIE) IEEE Catalog Number CFP1486T-ART, ISBN: 978-1-4799-4428-6, pp 179-182, 2014por
dc.identifier.isbn978-1-4799-4428-6-
dc.identifier.urihttp://hdl.handle.net/1822/34224-
dc.description.abstractTraditionally, the Teacher-Student relationship is a close one. The student spends several hours of a day in the presence of the teacher and can talk, express doubts and pose questions. These doubts, or the general feeling towards the object of learning, are not only expressed explicitly but also implicitly. Indeed, the teacher is constantly, even if in an unconscious way, reading the state of the student in search for sings of doubt, frustration, stress or fatigue. This information is then used by the teacher to adapt their methods or to personalize their approach in function of each student. These aspects, intuitively central in education, become less efficient when learning takes place in a Virtual Environment. Indeed, the growth of online courses, in which the student and the teacher often never even meet, make learning more difficult for a number of reasons. In this paper we analyse these reasons and put forward an approach for inferring the student’s state that aims to minimize the effects of the absence of the teacher.por
dc.description.sponsorshipThis work is part-funded by ERDF - European Regional Development Fund through the COMPETE Programme (operational programme for competitiveness) and by National Funds through the FCT - Fundação para a Ciência e a Tecnologia (Portuguese Foundation for Science and Technology) within project FCOMP-01-0124-FEDER-028980 (PTDC/EEISII/ 1386/2012). This work is part-funded by National Funds through the FCT - Fundação para a Ciência e a Tecnologia (Portuguese Foundation for Science and Technology) within projects PEst-OE/EEI/UI0752/2014.por
dc.language.isoengpor
dc.publisherIEEEpor
dc.rightsopenAccesspor
dc.subjectContext-awarenesspor
dc.subjecte-Learningpor
dc.subjectStresspor
dc.subjectFatiguepor
dc.titleAnalysis of student’s context in e-Learningpor
dc.typeconferencePaperpor
dc.peerreviewedyespor
sdum.publicationstatuspublishedpor
oaire.citationStartPage179por
oaire.citationEndPage182por
oaire.citationTitle2014 International Symposium on Computers in Education (SIIE)por
dc.identifier.doi10.1109/SIIE.2014.7017726por
dc.subject.fosCiências Naturais::Ciências da Computação e da Informaçãopor
dc.subject.wosScience & Technologypor
sdum.conferencePublication2014 International Symposium on Computers in Education (SIIE)por
sdum.bookTitle2014 International Symposium on Computers in Education (SIIE)por
Appears in Collections:CCTC - Artigos em atas de conferências internacionais (texto completo)

Files in This Item:
File Description SizeFormat 
2014 - IEEE SIIE.pdf399,59 kBAdobe PDFView/Open

Partilhe no FacebookPartilhe no TwitterPartilhe no DeliciousPartilhe no LinkedInPartilhe no DiggAdicionar ao Google BookmarksPartilhe no MySpacePartilhe no Orkut
Exporte no formato BibTex mendeley Exporte no formato Endnote Adicione ao seu ORCID