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Venugopal, Dr Daruri. „Learner’s Evaluation in Teaching Learning Process“. International Journal for Modern Trends in Science and Technology 6, Nr. 7 (31.07.2020): 175–80. http://dx.doi.org/10.46501/ijmtst060729.
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Learner’s Evaluation approach we understood the activities and experiences that the learners undergo in order to acquire the desired behavior. The faculty plays an important role in providing learning experiences. Learning experiences involve interaction of students and content with the help of faculty. Learning experience lead to behavior changes among learners. Learner Appraisal ascertaining the extent to which the teaching objectives have been met. The representation of the educational process shows the linking of each element with the other. In learner’s evaluation in teaching learning process desired direction and attainment of goals is guided by the educational objectives formulated by the educational Institution, University and the faculty.
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Kaiss, Wijdane, Khalifa Mansouri und Franck Poirier. „Pre-Evaluation with a Personalized Feedback Conversational Agent Integrated in Moodle“. International Journal of Emerging Technologies in Learning (iJET) 18, Nr. 06 (21.03.2023): 177–89. http://dx.doi.org/10.3991/ijet.v18i06.36783.
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Pre-evaluation of the learner's level is a common learning strategy designed to determine the prior knowledge and skills of learners. A pre-evaluation is carried out at the beginning of the course and based on the results obtained, personalized resources will be provided that respond to individual learner needs. This paper presents a pre-evaluation for a C programming language course by providing, at the end of the quiz, a personalized formative feedback and recommendation to the learners. We have developed our conversational chatbot named QuizCbot, which allows learners to go directly to the parts where they need the most help through the personalized feedback provided to them, including their final scores, the questions they answered correctly and the questions they answered incorrectly with the correct answer and explanation. Hence, the chatbot makes a recommendation on the concepts in which the learner did not obtain the average, identifying the concepts not mastered where the learner needs more (or less) support. Determining what learners know and don't know can help to improve the learning experience. We have integrated our QuizCbot chatbot, which is based on Natural Language Understanding (NLU), into the Moodle learning environment.
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Akyel, Ayse. „Evaluation of an ESP Program“. ITL - International Journal of Applied Linguistics 93-94 (01.01.1991): 1–23. http://dx.doi.org/10.1075/itl.93-94.01aky.
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According to recent arguments, a learning - centered ESP program should take into consideration both the learning needs - what the learner needs to do in order to learn and target needs - what the learner needs to do in the target situation. (Bowers 1980, Hutchinson and Waters 1984, 1987, McDonough 1984.) Hence in line with these arguments, the evaluation of a learning centered ESP program should include both learner assessment (testing) and teacher and learner responses to the program (course evaluation). This paper will present an evaluation of learner and teacher responses to an ESP course designed for a group of in-service Turkish policemen and an analysis of Pre and Post-tests administered both to target learners (experimental group) and control group learners.
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Hota, C. P. Pavan Kumar, und V. Leela Prasad. „A Study of Learners in Information Retrieval System in Relation to Learning Parameters“. International Journal of Emerging Research in Management and Technology 6, Nr. 6 (29.06.2018): 246. http://dx.doi.org/10.23956/ijermt.v6i6.277.
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For the last few years, education methodologies are drastically changing as per leaner’s needs. In the current competitive environment, if a learner wants to achieve a good grade in their course work the learner should focus on various parameters as per their learning style. In this paper, we focused mainly on learner-centric approach rather than teacher-centric approach. Learner -centric approach facilitates the leaner to involve in the teaching learning process. In this approach, educationist considers learning curricula, learning theories, learning styles, learning models, learning methods, and learning evaluation to understand learner’s effectively. Educationist can track the involvement of the learner and their progress by various approaches, but learning analytics is a modern approach to understand, focus and analyze learner’s easily with available tools and technologies. In this paper, we focused on learning analytics approach with a group of learners to understand their ability of learning based on cognitive theory and able to find slow and fast learners.
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Hull, Louise, Stephanie Russ, Maria Ahmed, Nick Sevdalis und David J. Birnbach. „Quality of interdisciplinary postsimulation debriefing: 360° evaluation“. BMJ Simulation and Technology Enhanced Learning 3, Nr. 1 (30.11.2016): 9–16. http://dx.doi.org/10.1136/bmjstel-2016-000125.
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IntroductionDebriefing is widely perceived to be the most important component of simulation-based training. This study aimed to explore the value of 360° evaluation of debriefing by examining expert debriefing evaluators, debriefers and learners’ perceptions of the quality of interdisciplinary debriefings.MethodThis was a cross-sectional observational study. 41 teams, consisting of 278 learners, underwent simulation-based team training. Immediately following the postsimulation debriefing session, debriefers and learners rated the quality of debriefing using the validated Objective Structured Assessment of Debriefing (OSAD) framework. All debriefing sessions were video-recorded and subsequently rated by evaluators trained to proficiency in assessing debriefing quality.ResultsExpert debriefing evaluators and debriefers’ perceptions of debriefing quality differed significantly; debriefers perceived the quality of debriefing they provided more favourably than expert debriefing evaluators (40.98% of OSAD ratings provided by debriefers were ≥+1 point greater than expert debriefing evaluators’ ratings). Further, learner perceptions of the quality of debriefing differed from both expert evaluators and debriefers’ perceptions: weak agreement between learner and expert evaluators’ perceptions was found on 2 of 8 OSAD elements (learner engagement and reflection); similarly weak agreement between learner and debriefer perceptions was found on just 1 OSAD element (application).ConclusionsDebriefers and learners’ perceptions of debriefing quality differ significantly. Both groups tend to perceive the quality of debriefing far more favourably than external evaluators. An overconfident debriefer may fail to identify elements of debriefing that require improvement. Feedback provided by learners to debriefers may be of limited value in facilitating improvements. We recommend periodic external evaluation of debriefing quality.
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Singh, Ninni, Vinit Kumar Gunjan, Ramana Kadiyala, Qin Xin und Thippa Reddy Gadekallu. „Performance Evaluation of SeisTutor Using Cognitive Intelligence‐Based “Kirkpatrick Model”“. Computational Intelligence and Neuroscience 2022 (16.04.2022): 1–14. http://dx.doi.org/10.1155/2022/5092962.
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The classroom learning environment facilitates human tutors to interact with every learner and get the opportunity to understand the learner’s psychology and then provide learning material (access learner prior knowledge and well align the learning material as per learner requirement) to them accordingly. Implementing this cognitive intelligence in intelligent tutoring system is quite tricky. This research has focused on mimicking human tutor cognitive intelligence in the computer-aided system of offering an exclusive curriculum to the learners. The prime focus of this research article is to evaluate the proposed SeisTutor using Kirkpatrick’s four-phase evaluation model. Experimental results depicting the enhanced learning gain through intelligence incorporated SeisTutor as against the intelligence absence are demonstrated.
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Anohina, Alla, Marks Vilkelis und Romans Lukasenko. „Incremental Improvement of the Evaluation Algorithm in the Concept Map Based Knowledge Assessment System“. International Journal of Computers Communications & Control 4, Nr. 1 (01.03.2009): 6. http://dx.doi.org/10.15837/ijccc.2009.1.2409.
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The paper is devoted to the knowledge assessment system that has been developed at the Department of Systems Theory and Design of Riga Technical University for the last four years. The system is based on concept maps that allow displaying the knowledge structure of a particular learner in the form of a graph. Teacher’s created concept maps serve as a standard against which learner’s concept maps are compared. However, it is not correct to compare teacher’s and learners’ concept maps by examining the exact equivalence of relationships in both maps, because people construct knowledge in different ways. Thus, an appropriate mechanism is needed for the flexible evaluation of learners’ concept maps. The paper describes the algorithm implemented in the concept map based knowledge assessment system and its evolution through four prototypes of the system.
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Cotos, Elena, und Sarah Huffman. „Learner Fit in Scaling Up Automated Writing Evaluation“. International Journal of Computer-Assisted Language Learning and Teaching 3, Nr. 3 (Juli 2013): 77–98. http://dx.doi.org/10.4018/ijcallt.2013070105.
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Valid evaluations of automated writing evaluation (AWE) design, development, and implementation should integrate the learners’ perspective in order to ensure the attainment of desired outcomes. This paper explores the learner fit quality of the Research Writing Tutor (RWT), an emerging AWE tool tested with L2 writers at an early stage of its development. Employing a mixed-methods approach, the authors sought to answer questions regarding the nature of learners’ interactional modifications with RWT and their perceptions of appropriateness of its feedback about the communicative effectiveness of research article Introductions discourse. The findings reveal that RWT’s move, step, and sentence-level feedback provides various opportunities for learners to engage with the revision task at a useful level of difficulty and to stimulate interaction appropriate to their individual characteristics. The authors also discuss insights about usefulness, user-friendliness, and trust as important concepts inherent to appropriateness.
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Singh, Ninni, Vinit Kumar Gunjan, Amit Kumar Mishra, Ram Krishn Mishra und Nishad Nawaz. „SeisTutor: A Custom-Tailored Intelligent Tutoring System and Sustainable Education“. Sustainability 14, Nr. 7 (31.03.2022): 4167. http://dx.doi.org/10.3390/su14074167.
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Education is the cornerstone of improving people’s lives and achieving global sustainability. Intelligent systems assist sustainable education with various benefits, including recommending a personalized learning environment to learners. The classroom learning environment facilitates human tutors to interact with every learner and obtain the opportunity to understand the learner’s psychology and then provide learning material (access learner previous knowledge and well-align the learning material as per learner requirement) to them accordingly. Implementing this cognitive intelligence in Intelligent Tutoring System is quite tricky. This research focused on mimicking human tutor cognitive intelligence in the computer-aided system of offering an exclusive curriculum or quality education for sustainable learners. The prime focus of this research article was to evaluate the proposed SeisTutor using Kirkpatrick four-phase evaluation model. The experimental results depict the enhanced learning gained through intelligence incorporated SeisTutor against the intelligence absence, as demonstrated.
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Amira, Teimzit, Mahnane Lamia und Mohamed Hafidi. „Implementation and Evaluation of Flipped Algorithmic Class“. International Journal of Information and Communication Technology Education 15, Nr. 1 (Januar 2019): 1–12. http://dx.doi.org/10.4018/ijicte.2019010101.
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Recent years have brought the need for new pedagogical approaches that appeal to the involvement and participation of learners in the learning process. One of these approaches is the flipped classroom, which gives to learners the possibility to prepare for the next class, through pre-recorded video lectures and close-ended problems. Many studies merely replace in-class instructions by videos and use class time for group discussions. Nevertheless, what instructional design framework should we use in planning the overall flipped classroom approach? This article answers this question through exploratory studies conducted at Algeria University. In this work, the authors have used a flipped classroom concept for an algorithmic course like java programming, based on learner's learning style and learner's skill level.
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O'Sullivan, Íde, und Angela Chambers. „Learners’ writing skills in French: Corpus consultation and learner evaluation“. Journal of Second Language Writing 15, Nr. 1 (März 2006): 49–68. http://dx.doi.org/10.1016/j.jslw.2006.01.002.
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Mulyanto, Bowo Sri, Tri Sadono und Henny Dewi Koeswanti. „Evaluation of Critical Thinking Ability with Discovery Lerning Using Blended Learning Approach in Primary School“. Journal of Educational Research and Evaluation 9, Nr. 2 (23.08.2020): 78–84. http://dx.doi.org/10.15294/jere.v9i2.46135.
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2013 curriculum suggests an active learning model for the learners. During this COVID-19 pandemic, it should go in line with online learning so the learners’ skills would be upgraded. This research aims to analyze and evaluate the critical thinking skill improvement of the learners taught by e-learning integrated into the discovery learning model. This research is classroom action research. The subjects consisted of the fifth graders of SD Negeri 2 Wonodoyo. There were 36 learners. The applied materials in this research consisted of heat-content science learning. The data were taken by observation and critical thinking skill test of the learners. The technique of analyzing data was N-gain. The obtained results were the learners’ critical thinking skill improvement with the N-gain score, 0.485, categorized as moderate. The improvement occurred due to the discovery using blended learning approach made learners interact in a small group in online learning. Then, teachers could also interact during the learning.
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Mazhoud, Omar, Anis Kalboussi und Ahmed Hadj Kacem. „Educational Recommender System based on Learner’s Annotative Activity“. International Journal of Emerging Technologies in Learning (iJET) 16, Nr. 10 (25.05.2021): 108. http://dx.doi.org/10.3991/ijet.v16i10.19955.
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In recent years, Educational Recommender Systems (ERSs) have attracted great attention as a solution towards addressing the problem of information overload in e-learning environments and providing relevant recommendations to online learners. These systems play a key role in helping learners to find educational resources relevant and pertinent to their profiles and context. So, it is necessary to identify information that helps learner’s profile definition and in identifying requests and interests. In this context, we suggest to take advantage of the annotation activity used usually in the learning context for different purposes and which may reflect certain learner’s characteristics useful as input data for the recommendation process. Therefore, we propose an educational recommender system of web services based on learner’s annotative activity to assist him in his learning activity. This process of recommendation is founded on two preparatory phases: the phase of modelling learner’s personality profile through analysis of annotation digital traces in learning environment realized through a profile constructor module and the phase of discovery of web services which can meet the goals of annotations made by learner via the web service discovery module. The evaluation of the developed annotation based recommendation system through empirical studies realized on groups of learners based on the Student’s t-test showed significant results.
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Bin Mubayrik, Haifa F. „New Trends in Formative-Summative Evaluations for Adult Education“. SAGE Open 10, Nr. 3 (Juli 2020): 215824402094100. http://dx.doi.org/10.1177/2158244020941006.
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The aim of this article was to review the different evaluation approaches for adult learners and the effect on promoting the quality of teaching and learning. This study aimed to identify new trends in adult education formative-summative evaluations. Data were collected from multiple peer-reviewed sources in a comprehensive literature review covering the period from January 2014 to March 2019. A total of 22 peer-reviewed studies were included in this study. Results were systematically analyzed to answer three questions as follows: what are the new trends in the summative and formative evaluations of adult learners? What are the new trends in the summative and formative evaluations of adult learners engaged in distance learning? And what are the outcomes/drawbacks in the summative and formative evaluations of adult learners? An analysis of the existing literature indicated that those who instruct adults must use a wide variety of pre- and post-assessment tools to match students’ differences with their needs. It also highlighted the importance of “assessment for learning” rather than “assessment of learning” and “learning-oriented assessment” (LOA) for lifelong learning, thus preparing adult learners for future responsibilities and decision making. It also indicated the importance of reflection and immediate feedback for the adult learner. Assessment of mental phenomena such as creativity should have defined terms. The findings of this article supported the argument for more attention to be paid to new trends in evaluations used in adult education. One important result of this kind of evaluation is its facilitation of self-confidence within the adult learning setting.
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Samarakou, Maria, Emmanouil D. Fylladitakis, Wolf Gerrit Früh, Antonios Hatziapostolou und John J. Gelegenis. „An Advanced eLearning Environment Developed for Engineering Learners“. International Journal of Emerging Technologies in Learning (iJET) 10, Nr. 3 (26.06.2015): 22. http://dx.doi.org/10.3991/ijet.v10i3.4484.
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Monitoring and evaluating engineering learners through computer-based laboratory exercises is a difficult task, especially under classroom conditions. A complete diagnosis requires the capability to assess both the competence of the learner to use the scientific software and the understanding of the theoretical principles. This monitoring and evaluation needs to be continuous, unobtrusive and personalized in order to be effective. This study presents the results of the pilot application of an eLearning environment developed specifically with engineering learners in mind. As its name suggests, the Learner Diagnosis, Assistance, and Evaluation System based on Artificial Intelligence (StuDiAsE) is an Open Learning Environment that can perform unattended diagnostic, evaluation and feedback tasks based on both quantitative and qualitative parameters. The base architecture of the system, the user interface and its effect on the performance of postgraduate engineering learners are being presented.
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Suzukida, Yui. „Delving into L2 Learners’ Perspective: Exploring the Role of Individual Differences in Self-Evaluation of L2 Speech Learning“. Languages 9, Nr. 3 (19.03.2024): 109. http://dx.doi.org/10.3390/languages9030109.
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Misalignment between second language (L2) self-perception and actual ability is often observed among L2 learners. In order to further understand this phenomenon, the current study investigated how the roles of individual differences (IDs; especially experiential and cognitive IDs) influence the learners’ self-assessment accuracy. To this end, L2 speech samples elicited from 97 Japanese learners of English were analyzed via self-evaluation and expert evaluations. Subsequently, learners’ IDs profiles, including working memory, phonological memory, implicit learning and auditory processing, were linked to (a) the gap between self- and expert evaluation scores and (b) the type of inaccurate self-evaluation (i.e., overconfident vs. underconfident evaluations). The study illustrates the complex relationships between L2 learners’ linguistic knowledge, cognitive abilities, experiential profiles and self-perception.
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Yang, Xia, und Leping Tan. „The Construction of Accurate Recommendation Model of Learning Resources of Knowledge Graph under Deep Learning“. Scientific Programming 2022 (25.01.2022): 1–11. http://dx.doi.org/10.1155/2022/1010122.
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With the rapid development of science and technology and the continuous progress of teaching, it is now flooded with rich learning resources. Massive learning resources provide learners with a good learning foundation. At the same time, learners want to be precise from many learning resources. Second, it becomes more and more difficult to quickly obtain the learning resources you want. Therefore, it is very important to accurately and quickly recommend learning resources to learners. During the last two decades, a large number of different types of recommendation systems were adopted that present the users with contents of their choice, such as videos, products, and educational content recommendation systems. The knowledge graph has been fully applied in this process. The application of deep learning in the recommendation systems has further enhanced their performance. This article proposes a learning resource accurate recommendation model based on the knowledge graph under deep learning. We build a recommendation system based on deep learning that is comprised of a learner knowledge representation (KR) model and a learning resource KR model. Information such as learner’s basic information, learning resource information, and other data is used by the recommendation engine to calculate the target learner’s score based on the learner KR and the learning resource KR and generate a recommendation list for the target learner. We use mean absolute error (MAE) as the evaluation indicator. The experimental results show that the proposed recommendation system achieves better results as compared to the traditional systems.
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Woldemariam, Adanech Zemede. „Selection and Evaluation of Podcasts in Teaching Listening Comprehension“. Journal of the faculty of Education 1, Nr. 17 (23.01.2023): 122–32. http://dx.doi.org/10.60037/edu.v1i17.1186.
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Listening is a core skill for the learners in English as a second/foreign language (EFL/ESL) contexts, and that needs to be improved through practice. However, EFL/ESL learners listen to their English teachers’ voices only. Consequently, learners have difficulty while they listen to English native speakers; reasons may vary from learner to another. Learners have difficulty in listening either on the speakers’ accent, speed, topic, the length of the texts, or other problems. Thus, listening to audio podcasts through repetition help the learners solve such problems and make the learners listen to the texts leisurely in their pace and to improve listening skills independently. There are numerous English podcasts published on the internet and designed for both teachers and learners. For example, BBC learn English, VoA learn English, British council learn English, EFL podcasts, Podcasts in English (Pie), and English Listening Lesson Library Online (ELLLO). All these resources offer an opportunity to practice and develop the listening skills. However, selecting listening materials for class use will be crucial. Therefore, to select and evaluate an effective text from internet, some criteria are needed. Thus, the current paper intends to present three intermediate level audio podcasts as a sample from each of the three online podcasts (ELLLO, BBC: six minutes learn English, and British council: Learn English) based on the selection and evaluation criteria adapted from experts in the field. Accordingly, ELLLO has very good audio podcasts for teaching and learning English at EFL/ESL contexts than BBC and British council audio podcasts. Moreover, teachers can use them directly without adapting the listening texts, and they are good resources to enhance learners’ language proficiency, communication, and listening micro-skills.
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Wan Mahzan, Mohd Syazwan, Nor Aziah Alias und Izaham Shah Ismail. „Unboxing the Design of English as a Second Language (ESL) Learning Video Game for Indigenous Learners: An Empathic Designbased Approach“. Asia Pacific Journal of Educators and Education 35, Nr. 2 (23.12.2020): 39–56. http://dx.doi.org/10.21315/apjee2020.35.2.3.
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A learning application that can conjure meaningful learner experiences has always been the ultimate aim for any design and development initiative. Instructional designer longs for not only considerably rich inputs from expert members in design stage but those inputs ought to be sensitive to cognitive and emotional learner experiences, illuminating the core concept of empathic design which is deep reflection on how targeted learners impacted by the design would react when engaging with the proposed design solutions. This exploratory qualitative method study examined how subject matter experts empathised the cognitive and emotional experiences of the indigenous learners when they were designing a learning video game that aimed to heighten learning engagement in ESL classroom. A semi-structured interview with six experts was conducted. Once the proposed technology was ready for formative evaluation, one-to-one evaluation was conducted on three targeted learners to assess their usability experience. Thematic analysis was employed to analyse the interview verbatim transcriptions and one-to-one evaluation qualitative notes. The design findings indicate that the experts transformed the learner cognitive and emotional experiences for the learning video game design in the form of seven design principles and the evaluation findings show that there is a congruence between the effectiveness of those principles and the learner usability experience.
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Choi, Younyoung, und Jigeun Kim. „Learning Analytics for Diagnosing Cognitive Load in E-Learning Using Bayesian Network Analysis“. Sustainability 13, Nr. 18 (10.09.2021): 10149. http://dx.doi.org/10.3390/su131810149.
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A learner’s cognitive load is highly associated with their academic achievement within learning systems. Diagnostic information about a learner’s cognitive load is useful for achieving optimal learning, by enabling the learner to manage and control their cognitive load in the e-learning environment. However, little empirical research has been conducted to obtain diagnostic information about the cognitive load in e-learning systems. The purpose of this study was to analyze a personalized diagnostic evaluation for a learner’s cognitive load in an e-learning system, using the Bayesian Network (BN) as a learning analytic method. Data from 700 learners were collected from Cyber University. A learner’s cognitive load level was measured in terms of three components: extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. The BN was built by representing the relationship among the extraneous cognitive load, intrinsic cognitive load, germane cognitive load, and academic achievement. The conditional and marginal probabilities in the BN were estimated. This study found that the BN provided diagnostic information about a learner’s level of cognitive load in the e-learning system. In addition, the BN predicted the learner’s academic achievement in terms of their different cognitive load patterns. This study’s results imply that diagnostic information related to cognitive load helps learners to improve academic achievement by managing and controlling their cognitive loads in the e-learning environment. In addition, instructional designers are able to offer more appropriately customized instructional methods by considering learners’ cognitive loads in online learning.
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Kim, Eunjeong. „A Study on ‘Writing Criticism After Presentation’ Using Constructivist Strategies: Focusing on the Movie <Inside Out>“. Korean Society of Culture and Convergence 44, Nr. 9 (30.09.2022): 49–61. http://dx.doi.org/10.33645/cnc.2022.9.44.9.49.
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The purpose of this paper is to discuss ‘learning to write critical texts after presentation using constructivist strategies’ for the movie <Inside Out>. The learning component is pre-instructional activity-learning guide-learner-directed learning-assessment. According to the course, learning objectives, learner analysis, learning content mini-lecture, guided feedback, presentation, writing, peer evaluation, and professor evaluation were performed. Through this, the following was suggested. ‘In constructivist learning, the instructor must provide a learning environment so that learners can have various experiences about the knowledge construction process.’ ‘In constructivist learning, the instructor must provide a learning environment so that learners can have a correct understanding from various perspectives.’ ‘Constructivist learning should focus on knowledge construction, not knowledge reproduction.’ ‘Constructivist learning must present a practical task to the learner.’ ‘Constructivist learning requires the cooperative construction of knowledge among learners, and the instructor must support this.’
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Almohammadi, Khalid, Hani Hagras, Daniyal Alghazzawi und Ghadah Aldabbagh. „Users-Centric Adaptive Learning System Based on Interval Type-2 Fuzzy Logic for Massively Crowded E-Learning Platforms“. Journal of Artificial Intelligence and Soft Computing Research 6, Nr. 2 (01.04.2016): 81–101. http://dx.doi.org/10.1515/jaiscr-2016-0008.
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Abstract Technological advancements within the educational sector and online learning promoted portable data-based adaptive techniques to influence the developments within transformative learning and enhancing the learning experience. However, many common adaptive educational systems tend to focus on adopting learning content that revolves around pre-black box learner modelling and teaching models that depend on the ideas of a few experts. Such views might be characterized by various sources of uncertainty about the learner response evaluation with adaptive educational system, linked to learner reception of instruction. High linguistic uncertainty levels in e-learning settings result in different user interpretations and responses to the same techniques, words, or terms according to their plans, cognition, pre-knowledge, and motivation levels. Hence, adaptive teaching models must be targeted to individual learners’ needs. Thus, developing a teaching model based on the knowledge of how learners interact with the learning environment in readable and interpretable white box models is critical in the guidance of the adaptation approach for learners’ needs as well as understanding the way learning is achieved. This paper presents a novel interval type-2 fuzzy logic-based system which is capable of identifying learners’ preferred learning strategies and knowledge delivery needs that revolves around characteristics of learners and the existing knowledge level in generating an adaptive learning environment. We have conducted a large scale evaluation of the proposed system via real-word experiments on 1458 students within a massively crowded e-learning platform. Such evaluations have shown the proposed interval type-2 fuzzy logic system’s capability of handling the encountered uncertainties which enabled to achieve superior performance with regard to better completion and success rates as well as enhanced learning compared to the non-adaptive systems, adaptive system versions led by the teacher, and type-1-based fuzzy based counterparts.
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Srijono, Djoko. „LANGUAGE COURSE MANAGEMENT“. Kajian Linguistik dan Sastra 18, Nr. 2 (25.03.2015): 121–26. http://dx.doi.org/10.23917/kls.v18i2.5056.
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Effective and successful language course needs careful management. Language course management includes four main steps: course design, course promotion, course implementation, and course evaluation. Language course design is a dy- namic and negotiated process between the course manager and the learner. After the negotiation, the objective of the course based on the learners’ needs can be formulated, the suitable approach is adopted, the course materials, the methods and media, and the course tuition are determined. The role of course promotion is essential to achieve the success of the language course. The course promotion should be interesting, promisisng to attract the learners’ motivation to join the course. The course designer, the tutor, and administrator sould do their best in serving the learners. To make the bettrment of the language course conducted the course de- signer should conduct learner assessment and course evaluation. Key words: course management, course design, course promotion, course imple- mentation, and course evaluation.
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Samuel, Anita, Beth King, Ronald M. Cervero, Steven J. Durning und John Melton. „Evaluating a Competency-Based Blended Health Professions Education Program: A Programmatic Approach“. Military Medicine 188, Supplement_2 (01.05.2023): 69–74. http://dx.doi.org/10.1093/milmed/usac353.
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ABSTRACT Introduction Competency-based education (CBE) programs usually evaluate student learning outcomes at a course level. However, a more comprehensive evaluation of student achievement of competencies requires evaluation at a programmatic level across all courses. There is currently insufficient literature on accomplishing this type of evaluation. In this article, we present an evaluation strategy adopted by the competency-based master’s degree program at the Center for Health Professions Education at the Uniformed Services University of Health Sciences to assess student achievement of competencies. We hypothesized that (1) learners would grow in the competencies through their time in the program and (2) learners would exhibit a behavioristic change as a result of their participation in the program. Materials and Methods The degree program at the Center for Health Professions Education conducts an annual student self-assessment of competencies using a competency survey. The competency survey data from graduated master’s students were collected, providing data from three time points: initial (pre-program survey), middle, and final (end-of-program survey). Open-ended responses from these three surveys were also analyzed. A general linear model for repeated measures was conducted. Significant effects were followed by post hoc tests across time. We also conducted post hoc analysis across domains to better understand the comparative levels of the domains at each time point. The responses to the open-ended prompt were thematically analyzed. Results Analysis of the quantitative data revealed that (1) learners reported significant growth across time, (2) learners had different perceptions of their competencies in each of the domains, and (3) not all domains experienced similar changes over time. Analysis of the free responses highlighted the impact of coursework on competency attainment and the behavioristic change in learners. Conclusions This study presents a strategic evaluation tool for course-based CBE programs that follow a traditional credit hour model. Programmatic evaluation of CBE programs should enable the inclusion of the learner’s voice and provide evaluation data that go beyond individual course evaluations.
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C. Daniel, Mayra. „Evaluation of English Language Learners“. International Journal of Learning: Annual Review 12, Nr. 7 (2007): 129–36. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45393.
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Rokhaniyah, Hesti, und Oddy Virgantara Putra. „DEVELOPING WEB-BASED ONLINE TEST SYSTEM TO BOOST IELTS ACADEMIC READING SCORE“. English Review: Journal of English Education 9, Nr. 2 (25.06.2021): 235–44. http://dx.doi.org/10.25134/erjee.v9i2.4348.
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Abstract: Web technology provides rich resources for both educators and learners in English teaching and learning process. In this context, the study aims at developing web-based online test for IELTS academic reading test on the users need for learners and educator of Universitas Darussalam Gontor. Addressing the issue of online test developing, this study utilized Alessi and Trollip instructional system design model. The formative evaluation and the increase in the average score at the pre-test and post-test of the learning motivation included alpha testing validated by two material and media experts and beta testing on learners’ attitude toward the online test, while summative evaluation covered learning outcomes. Upon analysis, the finding demonstrated that: (1) the resulting website: https://gets.unida.gontor.ac.id/pertanyaan/quiz was able to provide online evaluation for assessing reading performance among learners; (2) the increase in the average score on the pre-test and post-test of the learning outcomes of all learners was 0.43 (moderate category) and learner motivation scale was 0.38 (Medium-g courses). Hence, web-based online test could optimize learners’ excitement to assess their IELTS proficiency.
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Meidasari, Venny Eka. „THE ASSESSMENT AND EVALUATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE“. Indonesian EFL Journal 1, Nr. 2 (12.09.2017): 224. http://dx.doi.org/10.25134/ieflj.v1i2.629.
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This article is focusing on assessment and evaluation of English as a foreign language learning (EFL). These are essential components teaching and learning in English language arts. Both assessment and evaluation are the critical parts of effective literacy development; therefore, it is important for classroom teachers to know how to evaluate English language learners� progress. Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs. The overall goal of assessment is to improve student learning. Assessment should always be viewed as information to improve student achievement. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). The assessment and evaluation literacy needs from the learner�s perspective is also an important part of an instructional program. The needs of assessment and evaluation process can be used as the basis for developing curricula and classroom practice that are responsive to learners� needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners need opportunities to evaluate their progress toward meeting goals they have set for themselves in learning English.Keywords: assessment, evaluation, foreign language learning, teaching, curriculum
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Choi, Younyoung, und Cayce McClenen. „Development of Adaptive Formative Assessment System Using Computerized Adaptive Testing and Dynamic Bayesian Networks“. Applied Sciences 10, Nr. 22 (19.11.2020): 8196. http://dx.doi.org/10.3390/app10228196.
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Online formative assessments in e-learning systems are increasingly of interest in the field of education. While substantial research into the model and item design aspects of formative assessment has been conducted, few software systems embodied with a psychometric model have been proposed to allow us to adaptively implement formative assessments. This study aimed to develop an adaptive formative assessment system, called computerized formative adaptive testing (CAFT) by using artificial intelligence methods based on computerized adaptive testing (CAT) and Bayesian networks as learning analytics. CAFT can adaptively administer personalized formative assessment to a learner by dynamically selecting appropriate items and tests aligned with the learner’s ability. Forty items in an item bank were evaluated by 410 learners, moreover, 1000 learners were recruited for a simulation study and 120 learners were enrolled to evaluate the efficiency, validity, and reliability of CAFT in an application study. The results showed that, through CAFT, learners can adaptively take item s and tests in order to receive personalized diagnostic feedback about their learning progression. Consequently, this study highlights that a learning management system which integrates CAT as an artificially intelligent component is an efficient educational evaluation tool for a remote personalized learning service.
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Han, Xiaolu. „Recommendation Algorithm of Web-Based Learning Resources considering Timeliness and Popularity“. Advances in Multimedia 2022 (07.10.2022): 1–6. http://dx.doi.org/10.1155/2022/2584890.
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The optimized learner evaluation matrix and similarity model are essential methods to deal with the challenges of “data sparsity” and “cold start” in the process of learning resource recommendation on the online learning platform. Accordingly, an improved collaborative filtering algorithm (TRCP) is proposed to improve the accuracy of learning resource recommendation. The TRCP algorithm generates the learner evaluation matrix for recommended projects by classifying learning resources. It comprehensively considers the influence of learners’ online learning behavior, learning time, and popularity of learning resources on learners’ interest and optimizes the sample data in the evaluation matrix. The experimental results on the school online teaching platform verified that this method has achieved obvious and effective results in both the accuracy and satisfaction rate of learning resource recommendation.
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Jinjing Zeng, Kailing Luo, Yu Lu und Mingfen Wang. „An Evaluation Framework for Online Courses Based on Sentiment Analysis Using Machine Learning“. International Journal of Emerging Technologies in Learning (iJET) 18, Nr. 18 (25.09.2023): 4–22. http://dx.doi.org/10.3991/ijet.v18i18.42521.
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Online course evaluation is critical to both course selection and teaching effectiveness for students and teachers. However, the current online course evaluation methods have been criticized for neglecting learners’ needs and their inefficiency. Therefore, a course evaluation framework based on sentiment analysis using machine learning is proposed in this study to analyze a large number of online course review comments from learners. Initially, massive open online course review comments were collected through web crawling. Then, sentence- and aspect-based sentiment analyses were performed. Finally, a list of aspect terms that reflected the learners’ requirements was compiled based on the model-generated outcomes. The model was utilized to evaluate an online intellectual property law online course. Results demonstrate that the training models built in this study achieve over 90% accuracy and that 90%–95% of learners are satisfied with the intellectual property law online course. The learners are particularly satisfied with the teacher’s teaching style and course schedule. However, the models also highlight the insufficient interactivity in the class and the scarcity of novel course cases. The proposed framework provides a learner-centric approach to evaluating online courses, thereby enhancing the credibility of online course evaluation. This framework also serves as a practical reference for online course recommendation and construction.
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Hafidi, Mohamed, und Tahar Bensebaa. „Developing Adaptive and Intelligent Tutoring Systems (AITS)“. International Journal of Information and Communication Technology Education 10, Nr. 4 (Oktober 2014): 70–85. http://dx.doi.org/10.4018/ijicte.2014100106.
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Several adaptive and intelligent tutoring systems (AITS) have been developed with different variables. These variables were the cognitive traits, cognitive styles, and learning behavior. However, these systems neglect the importance of learner's multiple intelligences, learner's skill level and learner's feedback when implementing personalized mechanisms. In this paper, the authors propose AITS based not only on the learner's multiple intelligences, but also the changing learning performance of the individual learner during the learning process. Therefore, considering learner's skill level and learner's multiple intelligences can promote personalized learning performance. Learner's skill level is obtained from pre-test result analysis, while learner's multiple intelligences are obtained from the analysis of questionnaire. After computing learning success rate of an activity, the system then modifies the difficulty level or the presentation of the corresponding activity to update courseware material sequencing. Learning process in this system is as follows. First, the system determines learning style and characteristics of the learner by an MI-Test and then makes the model. After that it plans a pre-evaluation and then calculates the score. If the learner gets the required score, the activities will be trained. Then the learner will be evaluated by a post-evaluation. Finally the system offers guidance in learning other activities. The proposed system covers all important properties such as hypertext component, adaptive sequencing, problem- solving support, intelligent solution analysis and adaptive presentation while available systems have only some of them. It can significantly improve the learning result. In other words, it helps learners to study in “the best way.”
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Min, Youn-A., und Dong-Kyun Lim. „Research for smart contract-based problem recommendation algorithm“. International Journal of ADVANCED AND APPLIED SCIENCES 9, Nr. 5 (Mai 2022): 75–80. http://dx.doi.org/10.21833/ijaas.2022.05.009.
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As a method for learners to learn independently in distance education, the need for a problem recommendation learning guide that effectively reflects a learning pattern based on learner data is increasing. In this paper, based on blockchain Ethereum smart contract technology, we analyze and present problem recommendation patterns for individual learners by filtering, collecting, and transparently managing multiple learner data that can occur in a distance education environment. In this study, various weighting factors were assigned to each learning situation. The optimal problem recommendation path is presented so that learners can solve problems based on weight-based learning factors in various learning situations. For the performance evaluation of this study, a similar learning environment was set up, and learning satisfaction, usefulness of problem recommendation guides, and learner data processing speed were analyzed. As a result of the performance evaluation, it was confirmed that the learning satisfaction improved by more than 15% compared to the existing learning environment in the proposed environment. In addition, it was confirmed that the learning data processing speed was improved by more than 17%.
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Yang, Linwei. „Mining and visualizing large-scale course reviews of LMOOCs learners through structural topic model“. PLOS ONE 18, Nr. 5 (03.05.2023): e0284463. http://dx.doi.org/10.1371/journal.pone.0284463.
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Understanding Language Massive Online Open Courses (LMOOCs) learners’ subjective evaluation is essential for language teachers to improve their instructional design, examine the teaching and learning effects, and promote course quality. The present research uses word frequency and co-occurrence analysis, comparative keyword analysis, and structural topic modeling to analyze 69,232 reviews from one Massive Online Open Courses (MOOCs) platform in China. Learners hold a strongly positive overall perception of LMOOCs. Four negative topics appear more commonly in negative reviews as compared to positive ones. Additionally, variations in negative reviews across course types are examined, indicating that learners’ main concerns about high-level LMOOCs include teaching/learning problems, learner expectation, and learner attitude, whereas learners of low-level courses are more critical in the topic of scholarship ability. Our study contributes to the LMOOCs study by providing a better understanding of learners’ perceptions using rigorous statistical techniques.
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Chanaa, Abdessamad, und Nour-eddine El Faddouli. „A cognitive level evaluation method based on machine learning approach and Bloom of taxonomy for online assessments“. Journal of Education and Learning (EduLearn) 18, Nr. 2 (01.05.2024): 553–660. http://dx.doi.org/10.11591/edulearn.v18i2.20948.
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Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
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Nola Bacha, Nahla, und Victor Khachan. „A Corpus-Based Lexical Evaluation of L1 Arabic Learners’ English Literary Essays“. International Journal of Arabic-English Studies 23, Nr. 2 (20.06.2023): 415–42. http://dx.doi.org/10.33806/ijaes.v23i2.470.
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Evaluating learners’ writing quality has been quite challenging. One important indicator of writing quality is the use of lexis in texts. However, more efficient evaluative guidelines should be explored. Although corpus-based lexical studies have provided analyses of various text genres for word frequencies and keywords indicative of lexical density, and thus writing quality for teaching/learning purposes, learner literary texts remain under researched. This study explores the word frequencies in a corpus of N=206 L1 Arabic learners’ literary essays written in English in one literature course at an English medium university in Lebanon. Lextutor platform was used to analyze the word frequency profiles which indicate the lexical density level and Voyant Tools platform to analyze the content keyword profiles, which preview thematic representations and character features. Main findings indicated a dichotomy between literary knowledge and language proficiency. The content keywords previewed themes and character features adequately which showed the learners’ knowledge of the literary text. The word frequency profiles, however, indicated a low lexical density and, thus, a low language proficiency level. Implications for pedagogy and recommendations are made for further researching this “controversial dichotomy” in learners’ literary essays in developing the literary edge for well-rounded learners versus improving their language proficiency level.
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Masuda, Mitsumi, Naomi Kimura und Akemi Nakagaki. „Real-time feedback in basic nursing education: Evaluation of basic life support training programs“. Asia Pacific Scholar 9, Nr. 1 (02.01.2024): 20–27. http://dx.doi.org/10.29060/taps.2024-9-1/oa2999.
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Introduction: The level of BLS achievement at the end of basic education is not clear, so to develop a BLS training program using QCPR LearnerⓇ and to verify its effectiveness. Methods: A quantitative descriptive study design was used. The developed BLS program was implemented for 81 fourth-year students at the school of nursing. The program consisted of 2 minutes of training per student and real-time feedback by QCPR LearnerⓇ as well as feedback among students and from faculty members and was conducted twice for each student. Evaluation was conducted from three aspects: learner response and program evaluation both using questionnaires, learning achievement of QCPR score. Results: The mean values of learners' responses before and after the program were: attention, 4.32 before and 4.59 after; relevance, 4.48 before and 4.75 after; confidence, 2.32 before and 3.78 after; and satisfaction, 2.12 before and 3.41 after, which increased significantly after the program. The QCPR LearnerⓇ scores increased significantly from 74.08 for the first time to 86.76 for the second time. In the free response, some respondents stated that "visualisation of the procedure by the application improved my skills." Conclusion: The results of the evaluation from three aspects showed that this program was effective in improving students' motivation to learn and skills. Keywords: Basic Life Support, Real-Time Feedback, Basic Nursing Education, Simulation Training, QCPR Learner
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Karthika R. und Jegatha Deborah L. „Enhanced Learning Experiences Based on Regulatory Fit Theory Using Affective State Detection“. International Journal on Semantic Web and Information Systems 17, Nr. 4 (Oktober 2021): 37–55. http://dx.doi.org/10.4018/ijswis.2021100103.
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Predicting learners' affective states through the internet has great impact on their learning experiences. Hence, it is important for an intelligent tutoring system (ITS) to consider the learners' affective state in their learning models. This research work focuses on finding learners' frustration levels during learning. Motivating the learners appropriately can enhance their learning experiences. Therefore, the authors also bring in a strategy to respond to learners' affective states in order to motivate them. This work uses Behavioral theory for goal generation, and frustration index is calculated. Based on the frustration level of the learner, motivational messages are displayed to the learners using Regulatory fit theory. The authors evaluated the model using t-test by collecting learners' data from MoodleCloud. The results of the evaluation demonstrate that 80% of the learners' performance significantly increases statistically as an impact of motivational messages provided in response to the learners' frustration.
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Jeffrey, David M., und Renee M. Clark. „Supplementing Western Perspectives of Learner-Centered Instruction With a Daoist Approach Towards Authentic Power Sharing in the Classroom“. International Journal of Contemporary Education 2, Nr. 1 (31.01.2019): 9. http://dx.doi.org/10.11114/ijce.v2i1.4016.
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Learner-centered teaching (LCT) has one main focus – learners and learning! With learner-centered teaching, the traditional roles of the instructor and learners change. In this paper, we draw various parallels between learner-centered instruction and ancient Chinese wisdom based on Daoist perspectives to further promote and support learner-centered teaching among instructors, in particular college instructors. Daoist wisdom is a philosophy based on living in peace and harmony with the way everything is in nature, and it encourages sharing of power with students, which ultimately engenders trust. This paper will present and discuss the key characteristics of learner-centered instruction alongside ancient Daoist perspectives that align with and promote and support this type of instruction. These learner-centered characteristics include 1) the instructor as a facilitator of learning, 2) sharing of power and control with learners, 3) student participation and responsibility for learning, 4) collaboration among learners, 5) higher-order skills instruction and development, and 6) evaluation for learning purposes. This paper is organized based on these interrelated and interdependent characteristics of LCT and their relationship to ancient Daoist perspectives, which can support instructors in applying learner-centered instructional methods.
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Ajiye, Olakunle Titus. „Measuring The Performance of Adult Literacy Facilitators“. Edumania-An International Multidisciplinary Journal 01, Nr. 03 (01.10.2023): 66–79. http://dx.doi.org/10.59231/edumania/8996.
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Measuring the performance of adult literacy facilitators is necessary to ensure the desired quality of literacy delivery and help them perform better. In the areas of attendance, enrollment, drop-out rates, facilitation effectiveness, level of involvement, conversation quality, time management, teaching aids content and quality of primer, other literacy materials/tools, and the overall output of the literacy programme are all factors to take into consideration in measuring the performance of adult literacy facilitators. More so, strategies such as the capacity to ask focused and related questions and the ability to repeat what has been heard, are among the skills to utilize. Also, the ability to determine the learners’ level of happiness and whether or not some learners are dominating the class. More still, focus, attentive listening, recording, and capacity to draw attention to important issues, identify differences, and emphases are all required to accurately assess the facilitator’s work. In addition to the aforementioned, this paper offered insight into the key duties of adult facilitators, such as fostering trust and safety among learners, appreciating and valuing each learner’s contributions, assisting learners in directing their interactions, learning, and teamwork, aiding learners in fine-tuning learning objectives, encouraging and involving all learners in the learning process, and helping learners overcome internal barriers or challenges, demonstration of instructional competency, motivating abilities, communication abilities, attitude toward learners and impartiality in grading being key factors of measuring the performance of literacy facilitators through adult literacy classroom observation by the center organizer(s), Learner’s evaluation of their tutor, gathering data from other facilitators at the center, surveys from well-known local leaders and self-evaluation of the individual facilitators.
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Liu, Xinru, und Yongjie Chu. „Evaluation of online courses from the perspectives of both learners and administrators“. SHS Web of Conferences 179 (2023): 03018. http://dx.doi.org/10.1051/shsconf/202317903018.
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The user reviews of online courses reflect the learners' evaluation of the courses, and the teaching rating standards reflect the administrators' evaluation of the courses. To evaluate courses more comprehensively, this paper proposes an online course evaluation method based on both learner and administrator perspectives. Firstly, based on the user-generated content of online courses, the affective dictionary and LDA topic model are used to determine the focus and weight of learners' attention to the courses. Secondly, according to the scoring criteria of several teaching competitions, the emphasis and weight of administrators' attention to curriculum evaluation are determined. Finally, the paper analyzes the similarities and differences of curriculum evaluation from dual perspectives and puts forward some suggestions for curriculum development and construction.
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Rasin, Ezer, und Roni Katzir. „On Evaluation Metrics in Optimality Theory“. Linguistic Inquiry 47, Nr. 2 (April 2016): 235–82. http://dx.doi.org/10.1162/ling_a_00210.
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We develop an evaluation metric for Optimality Theory that allows a learner to induce a lexicon and a phonological grammar from unanalyzed surface forms. We wish to model aspects of knowledge such as the English-speaking child’s knowledge that the aspiration of the first segment of khæt is predictable and the French-speaking child’s knowledge that the final l of table ‘table’ is optional and can be deleted while that of parle ‘speak’ cannot. We show that the learner we present succeeds in obtaining this kind of knowledge and is better equipped to do so than other existing learners in the literature.
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Morton, Hazel, Nancie Gunson und Mervyn Jack. „Interactive Language Learning through Speech-Enabled Virtual Scenarios“. Advances in Human-Computer Interaction 2012 (2012): 1–14. http://dx.doi.org/10.1155/2012/389523.
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This paper describes the evaluation of an educational game designed to give learners of foreign languages the opportunity to practice their spoken language skills. Within the speech interactive Computer-Assisted Language Learning (CALL) program, scenarios are presented in which learners interact with virtual characters in the target language using speech recognition technology. Two types of interactive scenarios with virtual characters are presented as part of the game: the one-to-one scenarios which take the form of practice question and answer scenarios where the learner interacts with one virtual character and the interactive scenario which is an immersive contextualised scenario where the learner interacts with two or more virtual characters within the scene to complete a (task-based) communicative goal. The study presented here compares learners’ subjective attitudes towards the different scenarios. In addition, the study investigates the performance of the speech recognition component in this game. Forty-eight students of English as a Foreign Language (EFL) took part in the evaluation. Results indicate that learners’ subjective ratings for the contextualised interactive scenario are higher than for the one-to-one, practice scenarios. In addition, recognition performance was better for these interactive scenarios.
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Fynn, Angelo. „APPRECIATIVE INQUIRY OF A MENTORING PROGRAMME IN SOWETO“. New Voices in Psychology 10, Nr. 1 (15.11.2017): 84–95. http://dx.doi.org/10.25159/1812-6371/3418.
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Education support services are aimed at addressing learner well-being holistically. Learner performance is linked to sufficient psychological, medical and social support. This study was an evaluation of a non-governmental organisation aimed at providing learners with psycho-social support and used the application of an Appreciative Inquiry approach. An Appreciative Inquiry approach is a method for generating change within an organisation by looking at what works in the organisation and facilitating active participation. The main findings from this study were that the programme seems to have positively affected learners’ performance both academically and behaviourally; the programme was perceived to have raised the general standard of academic performance at the school.
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Atawneh, Samer, Mousa Al-Akhras, Iman AlMomani, Anas Liswi und Mohammed Alawairdhi. „Collaborative Mobile-Learning Architecture Based on Mobile Agents“. Electronics 9, Nr. 1 (15.01.2020): 162. http://dx.doi.org/10.3390/electronics9010162.
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The connection between collaborative learning and the new mobile technology has become tighter. Mobile learning enhances collaborative learning as learners can access information and learning materials from anywhere and at any time. However, supporting efficient mobile learning in education is a critical challenge. In addition, incorporating technological and educational components becomes a new, complex dimension. In this paper, an efficient collaborative mobile-learning architecture based on mobile agents is proposed to enhance learning activity and to allow teachers and students to collaborate in knowledge and information transfer. A mobile agent can control its own actions, is able to communicate with other agents, and adapts in accordance with previous experience. The proposed model consists of four components: the learner agent, the teacher agent, the device agent and the social agent. The social agent plays the main role in the collaborative tasks since it is responsible for evaluating the collaborative interactions among different learners. Additionally, it offers an evaluation indicator for the learners’ collaboration and supplies the teacher with learner’s collaboration reports. The proposed model is evaluated by introducing a collaborative mobile-learning case study applied to two full classes of undergraduate students. To conduct the model experiments, students were asked to complete a questionnaire after they used the proposed model. The questionnaire results statistically revealed that the proposed architecture is easy to use and access, well-organized, convenient, and facilitates the learning process. The students thought the proposed m-learning application should complement rather than replace the traditional lectures. Moreover, the experimental results show that the proposed collaborative mobile learning model enhances the learner’s skills in problem solving, increases the learner’s knowledge in comparison with individual learning, and social agent encourages learners for more participation in the learning tasks. Based on the experiments conducted, the authors found that the proposed model can improve the quality of the learning process by assessing learners’ and groups’ collaboration, and it can help teachers make learners improve how they work in groups. This also provides various ways of assessing learners abilities and skills in groups. It is also possible to integrate the collaborative e-learning with the proposed collaborative m-learning.
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Grabow Moore, Kristen, Andrew Ketterer, Natasha Wheaton, Paul Logan Weygandt, Holly A. Caretta-Weyer, Jeremy Berberian und Jaime Jordan. „Development, Implementation, and Evaluation of an Open Access, Level-Specific, Core Content Curriculum for Emergency Medicine Residents“. Journal of Graduate Medical Education 13, Nr. 5 (01.10.2021): 699–710. http://dx.doi.org/10.4300/jgme-d-21-00067.1.
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ABSTRACT Background Leaders in graduate medical education must provide robust clinical and didactic experiences to prepare residents for independent practice. Programs traditionally create didactic experiences individually, requiring tremendous resources with variable content exposure and quality. Objective We sought to create and implement a free, open access, learner-centric, level-specific, emergency medicine (EM) residency curriculum. Methods We developed Foundations of Emergency Medicine (FoEM) Foundations I and II courses using Kern's model of curriculum development. Fundamental topics were identified through content guidelines from the American Board of Emergency Medicine. We incorporated learner-centric strategies into 2 flipped classroom, case-based courses targeting postgraduate year (PGY) 1 and PGY-2 residents. The curriculum was made freely available online in 2016. Faculty and resident users were surveyed annually for feedback, which informed iterative refinement of the curriculum. Results Between 2016 and 2020, registration for FoEM expanded from 2 sites with 36 learners to 154 sites and 4453 learners. In 2019, 98 of 102 (96%) site leaders and 1618 of 2996 (54%) learners completed the evaluative survey. One hundred percent of responding leaders and 93% of learners were “satisfied” or “very satisfied” with FoEM content. Faculty and residents valued FoEM's usability, large volume of content, quality, adaptability, organization, resident-faculty interaction, and resident-as-teacher opportunities. Challenges to implementation included resident attendance, conference structure, technology limitations, and faculty engagement. Conclusions We developed and implemented a learner-centric, level-specific, national EM curriculum that has been widely adopted in the United States.
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Hung, Luu Nguyen Quoc. „Enhancing Young Learner Engagement in English Classes in Post-Pandemic Times: Current Practices at a Center of Foreign Languages in Vietnam“. World Journal of Educational Research 9, Nr. 5 (29.10.2022): p118. http://dx.doi.org/10.22158/wjer.v9n5p118.
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Getting learners engaged in the classroom is the desirable goal of most teachers yet it is usually the most challenging task, especially with young learners after the pandemic period as these learners responded differently to changes in course delivery and other stresses posed by the crisis. To keep young learners engaged in their learning, teachers need to implement various engaging strategies to increase learner engagement. This study aims to explore EFL teachers’ evaluation of young learner engagement in the new normal compared with that before the Covid-19 pandemic. The descriptive method was employed with a group of 23 EFL teachers of young learners at a center for foreign languages in the South of Vietnam. The results revealed that the learning environment in post pandemic times is much safe and positive, and learning engagement of young learners is still much emphasized in the behavioral, affective and cognitive development. However, it is important to note that the Covid-19 pandemic has created a new opportunity for appropriate adaptations of engagement practices in classrooms. These adaptations can redefine engagement in the new normal in which teachers and learners can have more flexibility in learning modes, in interactions and in learning materials. The study can provide important information for both educators and teachers to identify and implement more engaging and interactive methods to enhance the level of learner engagement.
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Lokesh Kumar, T. N., und Bhaskarjyoti Das. „An evaluation of approaches for enhancing inductive learning with a transductive view“. Journal of Physics: Conference Series 2161, Nr. 1 (01.01.2022): 012048. http://dx.doi.org/10.1088/1742-6596/2161/1/012048.
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Abstract Availability of enough labeled data is a challenge for most inductive learners who try to generalize based on limited labeled dataset. A traditional semi-supervised approach for the same problem attempts to approach it by methods such as wrapping multiple inductive learners on derived pseudo-labels, unsupervised feature extraction or suitable modification of the objective function. In this work, a simple approach is adopted whereby an inductive learner is enhanced by suitably enabling it with a transductive view of the data. The experiments, though conducted on a small dataset, successfully provide few insights i.e. transductive view benefits an inductive learner, a transductive view that considers both attribute and relations is more effective than one that considers either attributes or relations and graph convolution based embedding algorithms effectively captures the information from transductive views compared to popular knowledge embedding approaches.
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El-Sourady, Maie, Heidi Chen, Sara F. Martin, Joseph Ritchie, Katreece Ellis, Ashley Richeson, Don Moore, Mohana Karlekar und Sumi Misra. „Effects of a Primary Palliative Care Educational System for Teaching Learners at Different Levels of Training“. American Journal of Hospice and Palliative Medicine® 36, Nr. 8 (07.03.2019): 675–81. http://dx.doi.org/10.1177/1049909119834854.
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Interest and appreciation for palliative care (PC) has resulted in increased demand for both PC services and education. The PC rotation has been shown to improve PC knowledge in medical students (MS) and internal medicine (IM) residents, and PC specialists stand poised to direct the primary PC education of learners at different levels of training. To concurrently teach learners of different levels of training on a busy PC service, we created an educational system that emphasizes management of learner schedules, organization of teaching activities, faculty development to improve teaching skills, and learner self-evaluation. Both MS and IM residents showed an improvement in self-assessed competence as well as increased comfort level with seriously ill patients after PC rotation. Careful adjustment of learner schedules has accommodated an increasing number of learners, while maintaining a low learner to faculty ratio. The PC educators face an exciting and daunting challenge as the number of patients with PC needs and the number of learners requesting PC experience grow. We continue to improve milestone-based PC assessment tools, to invest in faculty development, and to explore innovative ways to support PC educators as they strive to provide consistent PC education that is both useful for learners and can be incorporated into busy PC clinical practice.
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ZHANG, Xiaojing. „Principles of designing second foreign language teaching material“. Region - Educational Research and Reviews 5, Nr. 5 (15.12.2023): 39. http://dx.doi.org/10.32629/rerr.v5i5.1444.
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The improvement of second language learners' linguistic performance seems a tortuous process especially for the advanced English learners in China. Although native speakers give their witty sayings and sparkling comments, the majority of Chinese students could only rigidly apply English phrases they have learned from the textbooks very passively. Guided by foreign monographs in English language acquisition, a learner-centred second language teaching material is designed, underpinning the principles of providing authentic input for learners, drawing learners' attention to the linguistic features of input, providing opportunities for learners to communicate in target language, fostering learners' autonomy and offering guidance for autonomic learning. The activities designed in this teaching material have especially catered to the needs of advanced English learners, by providing them with more input resources, more feedback as well as more guidance in self-evaluation and self-learning after class for their further improvement. The material design would enlighten modern textbook compilers in guiding advanced second language learners' autonomic learning.
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Ko, Myong-Hee, und Seunmin Eun. „A Review of a University Course Evaluation Research in Korea: Focusing on the Learner Variable (1994-2022)“. Korean Association For Learner-Centered Curriculum And Instruction 23, Nr. 4 (28.02.2023): 443–65. http://dx.doi.org/10.22251/jlcci.2023.23.4.443.
Der volle Inhalt der QuelleAnnotation:
Objectives The current study aims to generalize what sub-categories of learner variable have an influence on university course evaluation by analyzing 30 years of related studies in Korea.
Methods Among course evaluation research between 1994 and 2022, studies related to the learner variable were collected first based on titles of articles, second by abstracts of articles, and third by reading through main sections of articles. It was found that the learner variable can be divided into eight sub-categories: (a) university year; (b) gender; (c) grade; (d) responding attitude; (e) college of study(major) and subject; (f) class participation; (g) motivation; (h) learner’s willingness to evaluate.
Results It was discovered that the more senior the student, the higher the mark they gave on their class evaluations, e.g., sophomores gave higher marks than freshmen, and juniors gave higher marks than sophomores. Male students tended to give higher marks on the course evaluation than their female counterparts. The better their real/expected grades, the more willing students were to participate in the course evaluation and the better the marks they gave. Regarding responding attitude, a high percentage of students(20%-62%) gave the same mark for all of the evaluation questions. Marks also varied depending on whether the subject was related to students’ majors or college of study. Major-related courses received higher marks than general education courses, and within the general education courses, dance and sports received better marks than the humanities, social sciences, and natural sciences. The more students participated in the course, the more satisfied they were and the higher the marks they gave in their course evaluations. Students were more likely to give better marks when they had interest, or motivated to do well, in the course. Students’ willingness to evaluate showed a positive correlation with the accuracy of their course evaluation.
Conclusions These findings will enhance the understanding of our learners and offer a valuable insight into course evaluation use and the development/improvement of this measurement tool.