In this work, Web 2.0 technologies in higher education are evaluated using students' perceptions, satisfaction, performance and behaviour. The study evaluates the Web 2.0 tools as stand‐alone entities as well in terms of their cross‐operability and integration (confluence) to synergistic contributions towards the enhancement of student learning. Significant correlations and interdependencies on the students' behaviour over the used platform and their performance in various time points within the course time line have been revealed.
In this work, a semantic web framework is proposed. The aim of the framework is to semantically process and link data from different sources. The proposed framework embeds multiple entry channels for different target groups and motivations to re-use, report, comment and share content. The implementation is built on top of a Content Management System. In this approach we are using Drupal but any other CMS can be used alternatively. Even though in our paradigm the sources are mainly from an institution's data, namely National Technical University of Athens (NTUA) digital library, the utilization of the proposed architecture can be directly extended to additional fields.
The present study attempts to categorize the programming styles of sequential, parallel, and event-driven programming using as criterion, the level of adoption of the structured programming design techniques. These techniques are modularity, hierarchical design, shared code, and parametrization. Applying these techniques to the Scratch programming environment results in a two-dimensional table of representative code. In this table, one dimension is the types of the aforementioned programming styles and the other is the characteristics of structured programming. The calibration of each of the dimensions has been held with the help of the levels of the SOLO taxonomy. This table can develop criteria for evaluating the quality characteristics of codes produced by students in a broader grading system.
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