Auflistung nach Autor:in "Diwanji, Prajakta"

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A dialog-based tutoring system for project-based learning in information systems education
(Springer, 2020) Witschel, Hans Friedrich; Diwanji, Prajakta; Hinkelmann, Knut; Dornberger, Rolf
04A - Beitrag Sammelband
Ein dialogbasiertes Tutorsystem für projektbasiertes Lernen in der Wirtschaftsinformatikausbildung
(Springer, 2023) Witschel, Hans Friedrich; Diwanji, Prajakta; Hinkelmann, Knut; Dornberger, Rolf
04A - Beitrag Sammelband
Enhance classroom preparation for flipped classroom using AI and analytics
(SciTePress, 2018) Diwanji, Prajakta; Hinkelmann, Knut; Witschel, Hans Friedrich; Hammoudi, Slimane; Smialek, Michal; Camp, Olivier; Filipe, Joaquim
In a flipped classroom setting, it is important for students to come prepared for the classroom. Being prepared in advance helps students to grasp the concepts taught during classroom sessions. A recent student survey at Fachhochschule Nordwestschweiz (FHNW), Business School, Switzerland, revealed that only 27.7% students often prepared before a class and only 7% always prepared before a class. The main reason for not preparing for classes was lack of time and workload. A literature review study revealed that there is a growth of the use of Artificial Intelligence (AI), for example, chatbots and teaching assistants, which support both teachers and students for classroom preparation. There is also a rise in the use of data analytics to support tutor decision making in real time. However, many of these tools are based on external motivation factors like grading and assessment. Intrinsic motivation among students is more rewarding in the long term. This paper proposes an application based on AI and data analysis that focuses on intrinsically motivating and preparing students in a flipped classroom approach.
04B - Beitrag Konferenzschrift
Success Factors of Online Learning Videos
(14.11.2014) Diwanji, Prajakta; Puthur Simon, Bindu; Märki, Michael; Korkut, Safak; Dornberger, Rolf
Abstract Videos have emerged as a dominant medium for educational purposes in many Massive Open Online Course (MOOC) platforms. Online learning videos are visual components of the online learning platforms. They are particularly interesting for students who are visual learners and who learn best by watching the short format engaging videos rather than by just reading or listening to course materials. The paper focuses on the categorization of factors that are responsible for the success/popularity of online learning videos. The research is based on the literature review and video observations of the MOOC platforms, in particular of the Khan Academy and Coursera. In this paper, we propose a tabular and a spider graph as a condensed overview of categories that should commonly be utilized by the online learning video production to make them successful.
06 - Präsentation