Thematische Bibliographien / Distance learning of biology

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  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Distance learning of biology“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "Distance learning of biology"

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Myakisheva, Yu V., O. Ya Skazkina, Yu A. Aleshina, R. A. Bogdanova und I. V. Fedoseykina. „TRADIIONAL AND MODERN EDUCATIONAL TECNOLOGIES IN THE PROCESS OF TEACHING BIOLOGY IN FULL-TIME AND DISTANCE LEARNING“. Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 22, Nr. 74 (2020): 63–69. http://dx.doi.org/10.37313/2413-9645-2020-22-74-63-69.

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The article describes the experience of personal teaching experience in the area of Biology, in the system in the conditions of full-time and distance learning. The authors considered the definitions of the concepts of "distance learning", developed by domestic researchers. The article showsthe essence of distance education, its state at the present level.The traditional and innovative approaches used by the staff of the department in the process of teaching Biology are described.The basic questions of teaching Biology are answered in the process of reading lectures, organizing recitations, organizing competitions and scientific works. A new aspect of the work of teachers is the use of distance learning. Analyzed by the results of the use session of distance learning Biology students. various aspects of the use of distance learning for future doctors are noted.The advantages and disadvantages of this knowledge system are discussed, the results of application are analyzing.
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Tolvanen, Martti, und Mauno Vihinen. „Virtual bioinformatics distance learning suite“. Biochemistry and Molecular Biology Education 32, Nr. 3 (Mai 2004): 156–60. http://dx.doi.org/10.1002/bmb.2004.494032030336.

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Štaupienė, Rita. „DISTANCE LEARNING COURSE „FROM THE CELL TO THE ORGANISM““. GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 5, Nr. 1 (01.04.2008): 43–50. http://dx.doi.org/10.48127/gu-nse/08.5.43.

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After analyzing the possibilities of Moodle surroundings, there was a biology course established for the students of the 9-12th classes, called „From the cell to the organism“. There was also prepared a theoretical material for studying, as well as illustrations, models and examples, individual tasks and tests based on the Lithuanian common programmes of secondary schools and educational standards. The distant course of biology in virtual surroundings is meant to cause an interest in learning process, understanding and enriching the knowledge, as well as self educating and achieving high results. It may be used by biology teachers, explaining the new material, revising and summarizing. Analyzing the course material students may choose the appropriate time and study individually enriching their knowledge and doing individual tasks consulting the teacher. Individual learning allows students to choose individual learning speed and time and be undependable from the other students in a group. Integrating and connecting the basics of several subjects, the possibility of enriching students’ abilities to learn and develop their skills gets higher and the learning process becomes more attractive with the possibility to use various methods of teaching and learning. The aim of distant learning course is to involve students into learning process, using different ways of understanding, improving their abilities to use their knowledge solving the given tasks, communicating and co-operating. The program is directed towards the sphere of problem solving and application of knowledge.
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Hanurani, Hikmawati. „INTEGRASI LITERASI INFORMASI PADA PENDIDIKAN DAN PELATIHAN JARAK JAUH PENDALAMAN MATERI BIOLOGI MADARASAH ALIYAH“. JPPS (Jurnal Penelitian Pendidikan Sains) 10, Nr. 1 (28.11.2020): 1874. http://dx.doi.org/10.26740/jpps.v10n1.p1874-1888.

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Abstract This study aims to find out how the integration of information literacy substnce in distance training on biological substance for Madrasah Aliyah (MA) in improving information literacy skills in MA biology teachers. In this study the teacher participated in Distance Training on MA biological material that was integrated with information literacy substance. The research sample consisted of 26 participants in Distance Training in Biology Substance for Biology Teacher Aliyah Madrasah in the Bandung Religious Education Training Center originating from the Ministry of Religion of West Java Province. The research design used was pre-experimental design with one group pretest-posttes design. The design procedure of this study was to take the 1st measurement on the subject (pretest) on the ability of mastery of information literacy, then the subject was treated for a certain period (exposure) through education and training in e-learning based distance training deepening of Biology Substance. The second measurement (posttest) was carried out after the treatment was given, and the prestest measurement results were compared with the results of the posttest measurements, using the t-test statistical test. Based on the t-test it can be concluded that "There is a significant difference in the results of self-assessment of information literacy between before and after doing Distance Learning Training".Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana integrasi materi literasi informasi pada kurikulum pendidikan dan pelatihan Diklat jarak jauh (DJJ) pendalaman materi biologi Madrasah Aliyah (MA) dalam meningkatkan keterampilan literasi informasi pada guru biologi MA. Dalam penelitian ini guru mengikuti Diklat Jarak Jauh Pendalaman materi biologi MA yang diintegrasikan dengan materi literasi informasi. Sampel penelitian berjumlah 26 orang peserta Diklat Jarak Jauh Teknis Substantif Pendalaman Materi Biologi Bagi Guru Biologi Madrasah Aliyah di Balai Diklat Keagamaan Bandung yang berasal dari Lingkungan Kementerian Agama Provinsi Jawa Barat. Desain penelitian yang digunakan adalah pre-eksperimental dengan desain One group pretest-posttes design. Prosedur desain penelitian ini adalah melakukan pengukuran ke-1 pada subyek (pretest) terhadap kemampuan penguasaan literasi informasi, kemudian subjek diberi perlakuan untuk jangka waktu tertentu (exposure) melalui pendidikan dan pelatihan diklat jarak jauh pendalaman materi biologi MA berbasis e-learning yang terdiri dari tiga kegiatan belajar. Pengukuran ke-2 (posttest) dilakukan setelah perlakuan diberikan, dan hasil pengukuran prestest dibandingan dengan hasil pengukuran posttest, menggunakan uji statistik Uji-t. Berdasarkan uji-t dapat disimpulkan bahwa “Terdapat perbedaan yang signifikan hasil penilaian diri penguasaan literasi informasi antara sebelum dan sesudah melakukan pembelajaran Diklat Jarak Jauh”
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Nawawi, Nawawi, Isra 'Indar Handayani und Sukardi Sukardi. „Pickles: Independent Biology Practicum Diffusion and Material Osmosis On the Concept of Substance Transport during the Pandemic Period“. JURNAL PENDIDIKAN SAINS (JPS) 9, Nr. 1 (20.04.2021): 61. http://dx.doi.org/10.26714/jps.9.1.2021.61-68.

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Teachers had difficulty developing Science Process Skills in biology subjects during the Pandemic at SMA Negeri 1 Sambit Ponorogo. This study aims to 1) analyze the Science Process Skills of class XI IPS 1 student at SMA Negeri 1 Sambit Ponorogo in Biology learning through pickle making practicum, 2) describe the involvement of parents in biology learning during distance learning. The research design used One-Shot Case Study. The research subjects were 27 people from class XI IPS 1 SMA Negeri 1 Sambit Ponorogo. The research instrument used a Science Process Skills observation sheet, an independent practicum assessment sheet, and an online questionnaire for parents & students. The analysis was carried out by descriptive quantitative. Based on the implementation results, it is known that Science Process Skills are categorized as good in independent practicum activities, where the ability to apply is 89.91%, concludes 78.70%, proposes 90.74% hypotheses, predicts 77.78%, and observes 92.59%. While 62.59% of parents are less involved in helping students while learning from home, this affects the success of distance learning. The conclusion of this research is; 1) Practicum making events can be used in applying Science Process skills of Class XI IPS 1 student at SMA Negeri 1 Sambit Ponorogo, 2) Parental involvement in biology learning during distance learning in Class XI IPS 1 SMA Negeri 1 Sambit Ponorogo needs to be improved, because of involvement parents are still very low during distance learning in class XI IPS 1 SMA Negeri 1 Sambit Ponorogo.
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Quinn, Frances Catherine. „Learning in First-Year Biology: Approaches of Distance and On-Campus Students“. Research in Science Education 41, Nr. 1 (10.12.2009): 99–121. http://dx.doi.org/10.1007/s11165-009-9148-7.

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Permana, Fendy Hardian, Ellisa Sukma und Poncojari Wahyono. „The use of distance learning through whatsapp and google meeting to identify differences in biology learning outcomes“. Biosfer 14, Nr. 1 (30.04.2021): 86–98. http://dx.doi.org/10.21009/biosferjpb.20094.

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The COVID-19 pandemic has turned face-to-face learning into distance learning using online media. Educational institutions strive to provide a system to meet students' needs in conducting distance learning using online media. Educational institutions also try to familiarize teachers and students with using online media in the learning process. Educators and students can utilize distance learning media in Whatsapp groups and google meetings to carry out the learning process. This study aims to determine whether there are differences in student biology learning outcomes between the experimental class I learning using WhatsApp group and the practical class II learning using google meetings. This type of research is a quasi-experimental design with a posttest-only control design. The study population was all class X MIPA (mathematics and science) Public Senior High School 02 Batu (There are five classes). The sampling technique used purposive sampling. The experimental class I was class X MIPA 4 with 28 students and the practical class II was class X MIPA 5 with 28 students. Descriptive and inferential statistical data analysis techniques using Ms. Excell and the Independent Sample T-Test (SPSS Statistics 17.0). This study indicates that there is a difference in the average learning outcomes of students between experimental class I (74.75) who carry out learning using WhatsApp group and experimental class II (64.75) who carry out learning using google meetings. In conclusion, learning using the WhatsApp group is better.
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Jørgensen, Sven. „Announcement — Ecological Modeling, a Distance Learning Course“. Scientific World JOURNAL 3 (2003): 867–69. http://dx.doi.org/10.1100/tsw.2003.86.

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Lozovskaya, Marina V., und Yuri V. , Nesterov. „JUSTIFICATION OF THE ADDITIONAL EDUCATION PROGRAM OF BIOLOGY TEACHERS USING INNOVATIVE ENVIRONMENT OF DISTANCE LEARNING“. HUMANITARIAN RESEARCHES 61, Nr. 1 (2017): 106–9. http://dx.doi.org/10.21672/1818-4936-2017-61-1-106-109.

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Vaughan, Martin A., und Richard L. Doolittle. „LECTURE/LAB COURSE IN SPORTS BIOLOGY AND LIFE FITNESS THROUGH MULTIMEDIA/DISTANCE LEARNING FORMAT 663“. Medicine &amp Science in Sports &amp Exercise 29, Supplement (Mai 1997): 116. http://dx.doi.org/10.1097/00005768-199705001-00662.

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Dissertationen zum Thema "Distance learning of biology"

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Wesolowski, Meredith C. „Facilitating problem based learning in an online biology laboratory course“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 150 p, 2008. http://proquest.umi.com/pqdweb?did=1601519971&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Ford, William. „Online Learning in Biology: An Investigation into Designing Online Learning Resources“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3330.

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As technology continues to advance, many instructors are incorporating online activities into their courses. While online learning has several benefits, there is still debate on how instructors can best develop and utilize these resources in their classroom. This study is split into two smaller projects that both aim to provide further insights on how to develop online activities that target undergraduate biology students. The first project revealed that elaborative feedback in a phylogenetic activity was more useful for students who had some exposure to phylogenetics prior to completing the activity. The results of the second project revealed that the appearance of two simulations’ user interfaces does not have a significant effect on learning outcomes. However, many students responded that these simulations did increase their understanding of the concepts, indicating simulations can play an important role in the biology classroom.
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Jayatilleke, Buddhini Gayathri. „An investigation of teaching and learning biology at a distance : with special reference to Sri Lanka“. Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393203.

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Barbosa, Pércia Paiva. „Formação continuada, motivação e educação a distância: um estudo com professores de biologia e seus tutores“. Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-04052015-163946/.

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Ao longo da história brasileira, a área da Educação esteve presente em diversas discussões políticas. Sabe-se que, ainda hoje, são necessárias muitas mudanças a fim de se promover sua almejada melhoria. Dessa forma, a formação de professores bem qualificados tem sido uma das principais medidas adotadas para alcançar o aprimoramento da Educação no país, sendo que, nos últimos 20 anos, a Educação a Distância (EAD) tem sido uma das preferências dos programas de governo para proporcionar tal formação. Nesse novo e conturbado cenário, a reflexão sobre a qualidade dos cursos de formação docente torna-se essencial, além do fato de que tais cursos devem estar adequados às especificidades do grupo que se deseja formar. Sendo assim, acredita-se ser necessário conhecer quem são os professores envolvidos nesses processos de formação, assim como suas motivações ao ingressarem em tais cursos. A partir dessas questões, como objetivo geral, a presente pesquisa pretendeu contribuir para a ampliação dos conhecimentos sobre a motivação de professores de Biologia em cursos de formação docente continuada na modalidade à distância. Como objetivos específicos, pretendeu-se: 1. Identificar as principais motivações dos professores (cursistas) para participarem do Curso de Especialização para Docentes de Biologia (EspBio) do programa Rede São Paulo de Formação Docente (RedeFor) e; 2. Investigar as concepções dos tutores sobre a motivação de tais cursistas, assim como estabelecer quais critérios esses tutores utilizaram para identificar tal motivação. Foram elaborados dois questionários, sendo que um deles foi respondido por 53 cursistas e o outro foi respondido por um grupo de 9 tutores. Como principais resultados, encontrou-se que as principais motivações para ingresso dos professores no EspBio estavam relacionadas à ampliação de conhecimentos e atualização na área de Biologia, além da ampliação de metodologias de ensino. Os docentes também consideraram a aprendizagem na modalidade à distância mais motivadora que a presencial devido à flexibilidade de tempo que a primeira oferece. Os tutores, por sua vez, elencaram como critérios para identificação de docentes motivados ao aprendizado o comportamento ativo dos mesmos (quando participam intensamente do que é solicitado), a busca de informações complementares ao curso, a assiduidade no ambiente virtual de aprendizagem, a preocupação com a qualidade do que era produzido além da preocupação em prestarem esclarecimentos ao tutor quando eventuais contratempos ocorressem. A partir dessa pesquisa acredita-se ser necessário um olhar mais atento para cursos de formação docente, sejam presenciais ou à distância, para que os mesmos possam atender às expectativas dos professores envolvidos, tornando tais cursos mais adequados às especificidades do grupo em questão. Além disso, acredita-se na importância da permanente a capacitação do tutor, já que o mesmo tem grande contribuição para o sucesso da EAD. Por fim, acredita-se que, apesar de os resultados da presente investigação somarem-se aos diversos trabalhos realizados na área em questão, espera-se que maiores estudos sobre o tema sejam realizados, a fim de se contribuir, efetivamente, para a melhoria dos cursos de formação docente.
Throughout Brazilian History, Education was present in many political discussions. It is known that, even today, many changes are necessary in order to promote their desired improvement. Thus, the well-qualified teachers learning has been one of the main measures adopted to achieve the improvement of Education in Brazil, where in the last 20 years, Distance Learning (DL) has been one of the preferences of government programs to provide teachers learning. In this new and troubled scenario, the reflection about the quality of teachers learning courses becames essential, beyond the fact that such courses should be appropriate to the specific group it want to form. Thus, it was believed that is necessary to know who are the teachers involved in these formation processing and such as their motivations to enrolling these courses. From these questions, the general objective of the present research is contribute to the expansion of knowledge about the motivation of biology teachers in teacher training courses in distance mode. As specific objectives, we intend to: 1 Identify the motivation of teachers (also called \"cursistas\" in this work) to participate in a specialization course for teachers of biology (EspBio) e; 2. Try to identify the tutors\' conceptions about the motivations of his cursistas, as well as establishing the criteria they used to identify such motivation. Two questionnaires were developed: one was answered by 53 teachers from São Paulo and the other one was answered by a group of nine tutors. As a result it was found that the greatest motivation declared by teachers was related to their improvement and updating knowledge in Biology, beyond the possibility of expands their teaching methodologies in this area. Teachers also considered learning in distance mode more motivating than the classroom because of the flexibility of time that the first offer. The tutors, in their turn, listed as a criterias to identify motivated teachers to learn the active behavior the teachers had in the course (when they participate intensely than is required), the search for additional information, attendance in the virtual learning environment, concern about the quality of what they had produced , besides concern about the clarifications to the tutor when any misadventure happen. From this research, it is believed that a closer look at teacher education courses be necessary, either presencial or at a distance, so that they can meet the expectations of the teachers involved, making these courses more appropriate to the specific group concerned. Furthermore, we believe in the importance of permanent tutor training because they have a great contribution to the success of Distance Learning, even though their role sometimes were neglected. Finally, we believed that, despite the results of this research add up to the various works carried out in the area in question, it is expected that further studies be conducted on the subject, in order to contribute effectively to the improvement of teachers learning courses.
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Marques, Keiciane Canabarro Drehmer. „FORMAÇÃO CONTINUADA PARA PROFESSORES DE BIOLOGIA: AVANÇOS E DESAFIOS DE UM CURSO EAD“. Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/6708.

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One of the aims of education is the academic improvement and the search for professional development. Some years after graduation, most of the teachers face the necessity of improvement in methodologies and in each curricular components. In this sense, the in-service education courses could help by supplying part of this deficiency, helping in the renewal about pedagogical practices taking them to restructure and deepen the knowledge developed during graduation. The present master dissertation focuses on developing and evaluating distance learning (EaD) for Biology teachers. The research was divided into three steps. In the first one (E1), we created and sent a virtual investigative questionnaire to Biology teachers asking them what are the areas of Biology they needed more courses and what would be the best way to apply the course. The thematic chosen by the teachers was genetics and the way was by distance learning. Facing the results from the step E1 we created and executed the first edition of a distance learning course for Biology teachers with the thematic Genetics nowadays (E2). In the third step, (E3), we did the restructuring and execution of a second edition of the course. Both editions used the Moodle (an online teaching and learning environment), with weekly activities, always looking for using different virtual tools in each new proposal. As results, we verified that the distance learning courses for Biology teachers is a benefit in the process of in-service education, once this modality helps in the issues of time flexibility, teachers routine organization and avoids commuting. Furthermore, according to the evaluation of the teachers who took the courses, it is possible to see a lack and a wish of participating in more courses with learning purposes, what takes the data obtained in this work to serve as a basis for the creation of new permanent education courses. It is essential that the teacher analyses critically how to use, improve and/or develop didactic materials adapted to their own reality, so that the innovation can be effectively incorporated to the teaching routine.
A educação tem como objetivo o aprimoramento acadêmico e a busca pelo desenvolvimento profissional. Após a formação inicial, os docentes deparam-se com a necessidade de aperfeiçoamento acerca de metodologias e de seus componentes curriculares. Desta forma, os cursos de formação continuada ajudam a suprir parte dessa carência auxiliando nas renovações sobre práticas pedagógicas, levando-os a reestruturar e aprofundar conhecimentos desenvolvidos na formação inicial. Neste texto, no presente trabalho, tem-se como foco desenvolver e avaliar cursos de formação continuada para professores de biologia por meio da Educação a Distância (EaD). A pesquisa foi divida em três etapas. Na primeira etapa (E1), elaboramos e enviamos um questionário virtual investigativo para os docentes de biologia responderem indicando as áreas da biologia que mais necessitavam de cursos de formação continuada e a modalidade desejada para realização. A temática escolhida pelos docentes foi da genética e a modalidade foi a Educação a Distância, diante dos resultados da etapa E1 realizamos a etapa seguinte, E2. Nessa, criamos e executamos a primeira edição do curso de formação continuada para professores de biologia por meio da EaD com a temática Genética na atualidade. Na terceira etapa (E3), realizamos a reestruturação e execução da segunda edição do curso. As duas edições do curso utilizaram o Ambiente Virtual de Ensino Aprendizagem (AVEA) Moodle, com atividades semanais ou a cada duas semanas e buscando diferenciar as ferramentas virtuais utilizadas a cada nova proposta. Com a obtenção dos resultados, verificamos que cursos de formação continuada para docentes de biologia por meio da EaD são facilitadores no processo de formação permanente, uma vez que essa modalidade auxilia na questão de flexibilidade do horário, organização da rotina docente e evita deslocamentos. Além disso, de acordo com as avaliações dos professores cursistas, percebe-se uma carência e um desejo por parte dos docentes em participar de mais cursos com finalidades formativas, o que leva os dados obtidos nesse trabalho a servirem de base para construção de novos cursos de formação permanente. Outro passo importante na formação do professor é o estímulo à renovação e adaptação das atividades. É fundamental que o professor analise de modo crítico como utilizar, aprimorar e/ou desenvolver materiais didáticos adaptados a sua própria realidade, para que as inovações possam ser incorporadas de forma efetiva á rotina de ensino.
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Garman, D. E., und Donald W. Good. „Student Success: A Comparison of Face-To-Face and Online Sections of Community College Biology Courses“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/251.

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Essington, Garman Deanna, und Donald W. Good. „Student Success: A Comparison of Face- to-face and Online Sections of Community College Biology Course Review of Higher Education & Self Learn“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/284.

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The purpose of this quantitative study was to determine if there were significant differences in student success in terms of face-to-face and online biology courses as categorized by gender, major, and age; and as measured by lecture grades, lab grades, and final course grades. The data used for analyses included data from 170 face-to-face sections and 127 online sections from a biology course during the fall and spring semesters beginning fall 2008 through spring 2011. Researchers have reported mixed findings in previous studies juxtaposing online and face-to-face course delivery formats, from no significant differences to differences in grades, learning styles, and satisfaction levels. Four research questions guided this study with data analysis involving t-tests for independent groups and chi-square tests. The results of this study enabled this researcher to note significant differences between grades, success rates by gender, success rates by health and non-health majors, non-traditional age (at least 25 years of age) success rate, and attrition rate for students in the face-to-face course compared to the online students. There was no significant difference found in the success rate for traditional age (less than 25 years of age) students in the face-to-face sections compared to those in the online sections.
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Moraes, Marcelo Jorge de. „Aplicação de recursos de ambiente virtual de aprendizagem em curso de biologia do ensino médio“. Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-20072011-152717/.

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Este trabalho refere-se à utilização de um Ambiente Virtual de Aprendizagem (AVA) em um curso presencial de Biologia com alunos do terceiro ano do Ensino Médio. O estudo foi desenvolvido com três turmas distintas nos anos de 2008, 2009 e 2010, em escola particular de São Paulo. O estudo teve por objetivo testar a hipótese de que os estudantes desse contexto buscaram no AVA principalmente um repositório de materiais. Era objetivo, também, verificar a possibilidade de estabelecer interações efetivas através de participação em fóruns. Pelas características metodológicas, o trabalho se enquadrou na categoria de pesquisa-ação. Para seu desenvolvimento utilizaram-se, como fontes de informações, os dados de acessos do AVA, questionários de avaliação do ambiente postados pelos alunos e entrevistas. Para a análise da interação, utilizou-se uma adaptação do modelo de Henri (HENRI apud MCKENZIE e MURPHY, 2000). As análises feitas corroboraram a hipótese inicial de que os alunos buscam no ambiente principalmente os materiais pedagógicos. No tocante à utilização dos fóruns, poucos apresentaram uma interação efetiva, tendo sido testadas algumas possibilidades de atuação pedagógica para favorecer essa interação. São discutidos os fatores que respondem pela baixa adesão aos fóruns. Finalizando a dissertação, são comentadas algumas perspectivas decorrentes do trabalho.
This work refers to the use of a Virtual Learning Environment (VLE) for a biology course in attendance for senior high school students. This study was developed with three different groups in the years of 2008, 2009 and 2010, at a private school in São Paulo, Brazil. The objective of this study was to test the hypothesis that students within this context specially used the VLE as a source of studying documents. Another objective was to verify the possibilities of establishing effective interactions through forum participation This study can be classified as an action research due to its methodological characteristics. The sources of information were VLE log data, students evaluation questionnaires and interviews. For interaction analysis, a Henri models adaptation was used (HENRI apud MCKENZIE and MURPHY, 2000). The results endorse the initial hypothesis the students look for studying sources at the virtual environment. In relation to forum use, few students demonstrate effective interaction and some possible teacher mediations that could enrich this interaction were tested. The elements that are related to low forum participation are discussed. Some perspectives driven from this study are brought at the end of the work.
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Choy, Tze Leung. „Sparse distance metric learning“. Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:a98695a3-0a60-448f-9ec0-63da3c37f7fa.

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A good distance metric can improve the accuracy of a nearest neighbour classifier. Xing et al. (2002) proposed distance metric learning to find a linear transformation of the data so that observations of different classes are better separated. For high-dimensional problems where many un-informative variables are present, it is attractive to select a sparse distance metric, both to increase predictive accuracy but also to aid interpretation of the result. In this thesis, we investigate three different types of sparsity assumption for distance metric learning and show that sparse recovery is possible under each type of sparsity assumption with an appropriate choice of L1-type penalty. We show that a lasso penalty promotes learning a transformation matrix having lots of zero entries, a group lasso penalty recovers a transformation matrix having zero rows/columns and a trace norm penalty allows us to learn a low rank transformation matrix. The regularization allows us to consider a large number of covariates and we apply the technique to an expanded set of basis called rule ensemble to allow for a more flexible fit. Finally, we illustrate an application of the metric learning problem via a document retrieval example and discuss how similarity-based information can be applied to learn a classifier.
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Chang, Hong. „Semi-supervised distance metric learning /“. View abstract or full-text, 2006. http://library.ust.hk/cgi/db/thesis.pl?COMP%202006%20CHANG.

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Bücher zum Thema "Distance learning of biology"

1

Bres, Mimi. Hands-on biology: Laboratories for distance learning. New York: W.H. Freeman, 2011.

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Miller, Inabeth. Distance learning. New York: Kaplan Educational Centers, 1997.

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Bork, Alfred, und Sigrun Gunnarsdottir. Tutorial Distance Learning. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0636-1.

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Clark, Richard E. Evaluating distance learning technology. [Washington, D.C.?: The Office, 1989.

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Flexible and distance learning. Chichester, England: Wiley, 1992.

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Brande, Lieve van den. Flexible and distance learning. Chichester: Wiley, 1993.

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Barker, Bruce O. Distance learning case studies. [Washington, D.C.?: Office of Technology Assessment, 1989.

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Ward, Watkins Brenda, Hrsg. Fluency in distance learning. Charlotte, NC: Information Age Pub., 2010.

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Distance learning and copyright. Chicago: American Bar Association, 2008.

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Fenton, Celeste. Fluency in distance learning. Charlotte, NC: Information Age Pub., 2010.

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Buchteile zum Thema "Distance learning of biology"

1

Crow, Jenny, und Jo-Anne Murray. „Online Distance Learning in Biomedical Sciences: Community, Belonging and Presence“. In Advances in Experimental Medicine and Biology, 165–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37639-0_10.

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Hou, Jie, Tianqi Wu, Zhiye Guo, Farhan Quadir und Jianlin Cheng. „The MULTICOM Protein Structure Prediction Server Empowered by Deep Learning and Contact Distance Prediction“. In Methods in Molecular Biology, 13–26. New York, NY: Springer US, 2020. http://dx.doi.org/10.1007/978-1-0716-0708-4_2.

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Weik, Martin H. „distance learning“. In Computer Science and Communications Dictionary, 439. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_5370.

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Bertel, Julie M., und Christina M. Pate. „Distance Learning“. In Encyclopedia of Cross-Cultural School Psychology, 385–86. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_137.

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Wheeler, Steve. „Distance Learning“. In Encyclopedia of the Sciences of Learning, 1018–20. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_432.

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Anderson, James H., und Andrew H. Bellenkes. „Distance learning“. In Leading Dynamic Seminars, 111–17. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-349-92615-2_9.

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Baker, Jill. „Distance Learning“. In What Next?, 95–107. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-09728-9_11.

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Mehlenbacher, Brad, und Ashley Rose Mehlenbacher. „Distance Learning“. In Encyclopedia of Education and Information Technologies, 1–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_66-1.

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Mehlenbacher, Brad, und Ashley Rose Mehlenbacher. „Distance Learning“. In Encyclopedia of Education and Information Technologies, 612–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_66.

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Webb, Geoffrey I., Johannes Fürnkranz, Johannes Fürnkranz, Johannes Fürnkranz, Geoffrey Hinton, Claude Sammut, Joerg Sander et al. „Distance“. In Encyclopedia of Machine Learning, 289. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_224.

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Konferenzberichte zum Thema "Distance learning of biology"

1

Abel, Eric, Jean Keighren und David Rowley. „Distance learning courses in orthopaedic and rehabilitation technology“. In 1992 14th Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1992. http://dx.doi.org/10.1109/iembs.1992.5761381.

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Bibo Shi, Zhewei Wang und Jundong Liu. „Distance-informed metric learning for Alzheimer's disease staging“. In 2014 36th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2014. http://dx.doi.org/10.1109/embc.2014.6943745.

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Abell, Keighren und Rowley. „Distance Learning Courses In Orthopedic And Rehabilitation Technology“. In Proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1992. http://dx.doi.org/10.1109/iembs.1992.594742.

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Vizioli, Jacopo, Pierre-Eric Sautière, Catherine Delbende, Bernard Deleplanque und Bernard Mikolajczyk. „Photo 3D technology applied to e-Learning tools production for animal biology“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9225.

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The teachers from the Biology Department of the University of Lille have been developing for the last two years, a digitalization program of naturalist collections. This project aims to preserve this scientific heritage and to use it for animal and plant biology teaching. Specimens are digitalized by a photo 3D capture system, that produces a 360° and/or hemispheric images of the objects starting from high-resolution pictures. Based on the use of this particular imaging technology, teachers realized multimedia eBooks and a series of files “at the glance“ for practical works in animal biology for Bachelor students in Life Sciences. These supports, enriched by graphic complements, texts, legends and interactive animations, are available on the pedagogic platform Moodle. These digital tools are viewable on computers and can be handled on smartphones and tablets for a nomad utilisation. Students generally consider these supports useful for learning and they consult these resources before, during and after the practical sessions. This distance-learning approach gives the students a complete autonomy for practical session preparation and reviews. The innovative tools here presented constitute a useful learning complement to classical academic lectures in animal biology.
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Pouyan, M. Baran, J. Birjandtalab und M. Nourani. „Distance metric learning using random forest for cytometry data“. In 2016 38th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2016. http://dx.doi.org/10.1109/embc.2016.7591260.

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Fitarahmawati und Suhartini. „Empowering Critical Thinking and Problem-Solving Skills During Pandemic Through Contextual Distance-Learning in Biology“. In 6th International Seminar on Science Education (ISSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210326.006.

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Tsymbal, A., S. K. Zhou und M. Huber. „Neighborhood graph and learning discriminative distance functions for clinical decision support“. In 2009 Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 2009. http://dx.doi.org/10.1109/iembs.2009.5333784.

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Bamdadian, A., Cuntai Guan, Kai Keng Ang und Jianxin Xu. „Online semi-supervised learning with KL distance weighting for Motor Imagery-based BCI“. In 2012 34th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2012. http://dx.doi.org/10.1109/embc.2012.6346529.

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Cheng, Jianlin. „Protein Tertiary Structure Modeling Driven by Deep Learning and Contact Distance Prediction in CASP13“. In BCB '19: 10th ACM International Conference on Bioinformatics, Computational Biology and Health Informatics. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3307339.3342622.

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Surahman, Ence, und Dessy Alfindasari. „Developing Adaptive Mobile Learning with the Principle of Coherence Mayer on Biology Subjects of High School to Support the Open and Distance Education“. In 3rd International Conference on Education and Training (ICET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.31.

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Berichte der Organisationen zum Thema "Distance learning of biology"

1

Braddock, Joseph, Sue E. Berryman, Philip C. Dickinson, Edward T. Gerry und Richard L. Hartman. Distance Learning. Fort Belvoir, VA: Defense Technical Information Center, Dezember 1997. http://dx.doi.org/10.21236/ada358004.

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BOOZ-ALLEN AND HAMILTON INC MCLEAN VA. Distance Learning. Volume I: Distance Learning Analysis Study. Fort Belvoir, VA: Defense Technical Information Center, September 1998. http://dx.doi.org/10.21236/ada359950.

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Howard, Fay S. Distance Learning Annotated Bibliography. Fort Belvoir, VA: Defense Technical Information Center, Juni 1997. http://dx.doi.org/10.21236/ada330045.

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Alexander, J., A. Andrews, N. Hamer, J. Keller und M. Trainor. Distance learning conference proceedings. Office of Scientific and Technical Information (OSTI), Juni 1990. http://dx.doi.org/10.2172/6934420.

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BOOZ-ALLEN AND HAMILTON INC MCLEAN VA. Distance Learning. Volume II: Course Analysis Manual for Conversion to Distance Learning. Fort Belvoir, VA: Defense Technical Information Center, September 1998. http://dx.doi.org/10.21236/ada359949.

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Wisher, Robert A., Mark A. Sabol, Franklin L. Moses und Peter F. Ramsberger. Distance Learning: The Soldiers's Perspective. Fort Belvoir, VA: Defense Technical Information Center, Mai 2002. http://dx.doi.org/10.21236/ada407336.

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Silverman, Howard. Integrative Medicine Distance-Learning Program. Fort Belvoir, VA: Defense Technical Information Center, Oktober 2005. http://dx.doi.org/10.21236/ada451755.

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Capell, Peter. Report on Distance Learning Technologies. Fort Belvoir, VA: Defense Technical Information Center, September 1995. http://dx.doi.org/10.21236/ada300233.

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Main, Robert G. Designing Instruction for Distance Learning. Fort Belvoir, VA: Defense Technical Information Center, Mai 1998. http://dx.doi.org/10.21236/ada372159.

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Beddow, James B. National Wind Distance Learning Collaborative. Office of Scientific and Technical Information (OSTI), März 2013. http://dx.doi.org/10.2172/1072034.

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