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Simulating The Entire Learning Environment, To Be Used

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simulating the entire learning environment, to be used for formative evaluation of new learning approaches and interventions designed to support doctoral learners [71].
Consequently, this proposed solution leads to a specific research challenge and opportunity: how can a system designer design, implement, and validate a simulation to be used in evaluating adaptive support systems for doctoral learners. My proposed research aims to address this gap by depicting the design process, implementation, validation, and use of a simulation model for em-pirical evaluation of various personalized support strategies for doctoral learners. While the long-term goal is to show how simulation can be used to evaluate the design process of advanced learning
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More specific research questions are:
Q1. How can a system designer build a valid and credible simulation model of a doctoral program to be used for exploring hypothetical questions concerning various personal-ization strategies?
a. Do the learning outcomes generated by SimGrad simulation model match those of UofS as measured by completion rates, attrition rates, and time to de-gree?
b. Can SimGrad predict the future past of learning outcomes of the UofS data-set?
Q2. How do different combinations of supervisor and learner characteristics affect learn-ing outcomes?
a. What if all supervisors within a doctoral program could adopt a single super-visory style, how effective would each of the four (4) supervisory styles iden-tified by Gatfield [50] be among the three (3) learner types identified based on writing strategies as identified by Torrance et al. [51]?
b. What if the ratio of the different learner types could be predetermined within a doctoral program, how would different ratios (percentage-wise) of the three (3) learner types identified based on writing strategies as identified by Tor-rance et al. [51] affect doctoral program?
c. What if the sizes of the labs (research groups) lead by supervisors could be predetermined within a doctoral program, how would the different sizes of the labs affect the learning outcomes of a doctoral program?
Q3. What if the department could
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