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We introduce an implementation of this approach in the context-based caching (CbC) technique in which knowledge items are swapped based on precompiled relations between knowledge items.
Outcome measures included critical thinking knowledge items and a Web-based Learning Environment Inventory (WEBLEI).
A total of 139 representatives from five groups of key stakeholders responded to ten knowledge items.
The Pre-test included 30 knowledge items and 14 attitude statements with student's response through a 5-point Likert scale.
Nutrition knowledge items showed relatively weaker reliability: agreements ranged from 47%to92%2%, with κ statistics between 0.30 and 0.56.
Also, the total summed scores of accurate answers to 12 knowledge items increased (3.3 7.0; p<0.001).
QSIA – Questions Sharing and Interactive Assignments – offers a unified infrastructure for developing, collecting, managing and sharing of knowledge items.
The perceived level of preparedness for pedagogical knowledge items is influenced by the type of classroom (p = .007, η2 = 1%), similarly to the judged importance of those knowledge items (p = .011, η2 = .9%).
According to Table 3, all the listed knowledge items were judged positively with respect to their importance.
Nevertheless, the judged importance of the knowledge items indicated that career level exercised a small effect (η2 = 1.5%).
Particularly, we propose a semantic role substitution strategy to prune knowledge items that have a high probability of erroneously parsed semantic roles.
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