Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic

Engeness, Irina; Mørch, Anders I.

doi:10.18261/issn.1891-943x-2016-02-03

Cited by 8 publications

(5 citation statements)

References 34 publications

(46 reference statements)

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“…National and international scientists and practitioners continue to carry out work in a number of areas. ere are special requirements for human mental activity, the formation of which involves an increasingly large-scale deployment of the digital economy (Engeness & Morch, 2016), and a new stage of large-scale deployment of the Instructional Design movement, which has by no means lost its relevance, and quite favorably reacted to the connection of the Galperin direction to its developments (Seel, N. et al, 2017). An interesting challenge is to use the fundamental and concrete possibilities of Galperin's approach to such a movement as the Partnership for 21st Century Skills (Partnership…, 2018).…”

Section: Discussionmentioning

confidence: 99%

On Several Problems with the Application of P.Ya. Galperin’s Classical theory

Podolskiy¹

2022

Psych. Rus.

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Background. ! e theoretical and applied works of Piotr Ya. Galperin have attracted the attention of scholars for more than 70 years. But what about the contemporary situation? Does the Galperin’s “System of Psychology” have only historical signi" cance, or does it deal with crucial problems of contemporary psychology? Objective. ! is article explores several opportunities for applying Galperin’s System of Psychology and his theory of planned stage-by-stage formation of mental actions (PSFMA) as part of the System, in current conditions. Design. ! ere are three main areas where the concepts of P.Ya. Galperin’s System of Psychology can be applied. ! e " rst is the application of the method of planned stage-by-stage formation to studying the formation and development of human mental activity. ! e second is the study of the theoretical and actual process of planned stage-by-stage formation as a psychological reality. ! e third area is the use of the provisions of the theory in the practice of teaching. Results. We argue that the e# cacy of the provisions of the main components of Galperin’s System, and especially the PSFMA, is closely related to the solution of a number of purely theoretical issues today. Conclusion. ! e condition for the successful application of PSFMA principles is a harmonious combination of the basic psychological foundations of this,process, taking into account the speci" cs of both the activity being formed, and of those socio-economic and technological parameters that create the space where such formation is carried out.

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Section: Discussionmentioning

confidence: 99%

On Several Problems with the Application of P.Ya. Galperin’s Classical theory

Podolskiy¹

2022

Psych. Rus.

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“…In this sense, if the learning activities have been designed for the student to generate information about their learning process, which can then be captured, analyzed, and interpreted, then the entire educational process can be powered by the LA techniques. According to Engeness and Mørch (2016), the data generated through learning activities are the main data sources for adaptive feedback systems.…”

Section: Self-regulated Learningmentioning

confidence: 99%

Learning analytics and personalization of learning: a review

del Pilar Gonzalez,

Chiappe

2024

Ensaio: aval.pol.públ.Educ.

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Education in the 21 st century is increasingly mediated by digital technologies in a context in which enormous amounts of information are daily generated. Regarding this and considering the imminent application of emerging trends such as “Internet of Things” (IoT), the study of its educational effects becomes a matter of great relevance for both educational researchers and practitioners. In this context, “Learning Analytics” takes on special importance as a perspective to approach the aforementioned issue, especially from a very relevant topic: the personalization of learning. In this sense, a systematic review of literature about learning analytics published in the last two decades was carried out to identify its potential as a factor in strengthening the personalization of learning. The results show a set of key factors that include aspects related to assessment, the use of dashboards, social learning networks, and intelligent tutoring, and the importance of monitoring, feedback, and support.

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“…Since the mid-1990s, however, the social dimensions of computer use have become a major research focus (Engeness & Edwards, 2017;Engeness & Mørch, 2016). Computer-supported collaborative learning (CSCL) researchers have explored how computers bring students together to learn collaboratively in small groups and in learning communities (Ludvigsen & Mørch, 2010;Noroozi et al, 2011;Stahl, 2013).…”

Section: Digital Tools To Assist Learningmentioning

confidence: 99%

Tools and Signs in Massive Open Online Courses: Implications for Learning and Design

Engeness¹

2021

Human Development

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Understanding learning as a psychological process has been downplayed in the design of massive open online courses (MOOCs). This study draws on the cultural-historical perspectives of Vygotsky and Galperin to offer the design principles for MOOCs to enhance the learning and development of learners. The study argues that the suggested design principles emphasize the interplay between digital tools and the design of MOOCs to facilitate learners’ move from interacting with digital tools to developing their conceptual grasp and understanding of how to engage in online learning. During this process, digital tools acquire psychological significance to become <i>signs</i>, while the digital environment (MOOC) becomes a tool for studying the essence of online learning and positions learners as conscious agents who possess the capacity to learn.

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Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic

Cited by 8 publications

References 34 publications

On Several Problems with the Application of P.Ya. Galperin’s Classical theory

On Several Problems with the Application of P.Ya. Galperin’s Classical theory

Learning analytics and personalization of learning: a review

Tools and Signs in Massive Open Online Courses: Implications for Learning and Design

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