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University students enrolled in the first year of the Computer Science degree may have problems approaching programming, negatively affecting their study during the course. Tutoring programming projects are very important in helping students with difficulty in learning by providing the right approach to study, improving their knowledge and skills in computing. The aim of this work is to realize a new Java Programming tutoring online course that allows students to have an effective online tool to achieve the learning goals of the course and this will enhance the programming exam pass rate. The course we have designed consists of tools to help students with video tutorials, self-assessment quizzes, code evaluations and exercises to solve using an online Java editor. Because the Moodle platform lacks tools to check the quality of the code syntax, a new software was created. It performs a syntax analysis of the Java code and, as a tutor, automatically provides feedbacks and tips to the students to improve the quality. For each online tool the immediate feedback technique is used to amplify students' engagement. A Clustering Machine Learning technique is performed to identify different students' behaviors. A correlation between them and the final performance showed the most influential features of the completed activities. Quantitative analysis highlighted the effectiveness of the tutoring system and the online course designed in this work to enhance the final exam pass rate. At the end, students filled a questionnaire to report their perception and satisfaction about the course. [ABSTRACT FROM AUTHOR]

Three academic years have been considered for the evaluation of the impact of an online tutoring course of general and inorganic chemistry for freshmen students of the University of Camerino (Italy). The online material mainly consists of video tutorials, other open source web tools and multi-choice self-assessment exercises. During the academic year 2016-2017, the e-Learning course was not available yet, but then the online course was first implemented (2017/18) and fully adopted (2018/2019).The online tutoring support was activated alongside a traditional general chemistry course, adopting a blended mode, with the aims of: (i) homogenizing freshmen's chemistry knowledge; (ii) fostering the most appropriate method of study in a multi access modality; (iii) implementing the Johnstone's three levels' knowledge and (iv) increasing students' self-confidence, by the means of a self-evaluation training process. Differently from previous studies, the online course herein aimed mainly to develop a correct method of study of chemistry topics, with a punctual description of what-and-how to do. The results, i.e. the exam's scores, the time spent in the platform, and the successful percentage of students per year, have been collected and analysed through qualitative and quantitative methods. Apart a general satisfaction of the students perceived by the answers to a survey questionnaire, the analysis of the data shows an increase of 11 % of students passing the final exam within three exam sessions together with an improvement and a positive correlation between the time spent on the platform and the mid-term scores achieved. [ABSTRACT FROM AUTHOR]

E-learning and video technologies provide new tools to learn the laws and phenomena of experimental sciences. This novel approach complements the theoretical classes not having practical sessions. The online Physics laboratory is our first project. It consists in video-mediated experiments on the elastic force and harmonic oscillations. The online video experiments allow the students to investigate the elastic phenomena by extracting, collecting and elaborating experimental data. The aim is to give to the students a practical example on how a real physics experiment is conducted. High-resolution videos permit to record a physical phenomenon in a digital form and the video elaboration allows to collect the data. This kind of experiments are “real”: videos become a real scientific instrument of measure. Finally, to reproduce the collaborative environment of a laboratory, we organize an online collaborative experience, by a peer assessment of a work-task done by the students at the end of their work. At the same time, we intend to analyse the learning process of the students through their behaviour and their perception in using the online tools of the platform and during the peer assessment experience. This is to identify the optimal tools and the most effective e-learning for the online laboratories. Our results are quantified by the data extracted from the Moodle platform, by analysing the reports of the students, and by a survey done on the collaborative activities. [ABSTRACT FROM AUTHOR]