| dc.description.abstract | A phenomenon known as the learning-by-teaching effect may be observed in circumstances
where students offer explanations to an audience, either real or simulated, that is not capable of
interacting with them. The specific mechanisms that facilitate the acquisition of knowledge
through non-interactive teaching methods in the college setting remain ambiguous.
Additionally, it remains unclear why a number of recent investigations have failed to reproduce
this phenomenon. Furthermore, certain studies have reported insignificant results or even
negative consequences of non-collaborative teaching on particular aspects of students'
academic performance. The diverse outcomes can be attributed to varying aspects of the
research, suggesting that there may be certain limitations that determine the success of non interactive instruction. This thesis endeavors to introduce an advanced system that streamlines
the responsibility of instructors in monitoring the progress of individual students during
laboratory exercises and classifies participants based on their proficiency in a designated task
using event-driven architecture. The implementation of such an approach has the capability to
facilitate educators in efficiently organizing their syllabi and adapting their laboratory
provisions to accommodate the proficiencies of distinct student groups, together with the ability
of monitoring students' performance during laboratory sessions. Ongoing analyses regarding
the efficacy of the system are currently being conducted, with initial findings indicating the
system's potential to support instructors in the management of their students' activities.
Additionally, we will examine the challenges and limitations of using news feeds in laboratory
courses and identify strategies to overcome them | en_US |
