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Vu, Dong Quan. "Models and solutions of strategic resource allocation problems : approximate equilibrium and online learning in Blotto games." Electronic Thesis or Diss., Sorbonne université, 2020. https://accesdistant.sorbonne-universite.fr/login?url=https://theses-intra.sorbonne-universite.fr/2020SORUS120.pdf.
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Les problèmes d'allocation des ressources sont définis comme les situations concernant les décisions sur la distribution d’un budget limité afin d’optimiser un objectif. Beaucoup d'entre eux impliquent des interactions entre des décideurs compétitifs ; ils peuvent être bien capturés par des modèles de théorie des jeux. Dans cette thèse, nous choisissons d'étudier les jeux d'allocation de ressources. Nous nous concentrons principalement sur le jeu de Colonel Blotto (CB). Dans le jeu CB, deux joueurs compétitifs, chacun ayant un budget fixe, distribuent simultanément leurs ressources vers n champs de bataille. Chaque joueur évalue chaque champ de bataille avec une certaine valeur. Dans chaque champ de bataille, le joueur qui a l'allocation la plus élevée gagne la valeur correspondante tandis que l'autre obtient zéro. Le gain de chaque joueur est à ses gains cumulés sur tous les champs de bataille. Tout d'abord, nous modélisons plusieurs variantes et extensions du jeu CB comme jeux d'informations complètes à un coup. Notre première contribution est une classe d'équilibres approximatifs dans ces jeux et nous prouvons que l'erreur d'approximation est bien contrôlée. Deuxièmement, nous modélisons les jeux d'allocation de ressources avec des structures combinatoires comme des problèmes d'apprentissage en ligne pour étudier des situations impliquant des jeux séquentiels et des informations incomplètes. Nous établissons une connexion entre ces jeux et les problèmes de chemin le plus court en ligne (OSP). Notre deuxième contribution est un ensemble de nouveaux algorithmes d’OSP sous plusieurs paramètres de feedback qui améliorent des garanties de regret et du temps d'exécutionResource allocation problems are broadly defined as situations involving decisions on distributing a limited budget of resources in order to optimize an objective. In particular, many of them involve interactions between competitive decision-makers which can be well captured by game-theoretic models. In this thesis, we choose to investigate resource allocation games. We primarily focus on the Colonel Blotto game (CB game). In the CB game, two competitive players, each having a fixed budget of resources, simultaneously distribute their resources toward n battlefields. Each player evaluates each battlefield with a certain value. In each battlefield, the player who has the higher allocation wins and gains the corresponding value while the other loses and gains zero. Each player's payoff is her aggregate gains from all the battlefields. First, we model several prominent variants of the CB game and their extensions as one-shot complete-information games and analyze players' strategic behaviors. Our first main contribution is a class of approximate (Nash) equilibria in these games for which we prove that the approximation error can be well-controlled. Second, we model resource allocation games with combinatorial structures as online learning problems to study situations involving sequential plays and incomplete information. We make a connection between these games and online shortest path problems (OSP). Our second main contribution is a set of novel regret-minimization algorithms for generic instances of OSP under several restricted feedback settings that provide significant improvements in regret guarantees and running time in comparison with existing solutions
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An, Yun-Jo. "Collaborative problem-based learning in online environments." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219913.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006."Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2121. Adviser: Charles Reigeluth.
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Parkhomenko, O. Ya, and O. V. Babenko. "For and against online and blended learning." Thesis, "Видавництво Людмила", 2021. https://er.knutd.edu.ua/handle/123456789/18986.
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Online learning is one of the biggest trends in the education around the world. Three years ago no one could even imagine that we can study from your home. Online learning is a great alternative to traditional universities because a lot of people live far away from their universities.
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Bradley, Teri A. "Middle School Students' Experiences in an Online Problem-Based Learning Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6175.
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The purpose of implementing educational reform is to improve the academic achievement and social skills of graduating students, but evaluating the benefits of a particular instructional method or curriculum design can be complicated. In an online and problem-based learning environment that allows students to choose content and assessment projects and self-pace, the motivation of students to learn and their engagement in the learning process significantly influences the success of the program. This generic qualitative study focused on the experiences of middle school students participating in an online and problem-based educational setting. The study included interview data and self-evaluation questionnaires about students' levels of motivation and engagement. Vygotsky's zone of proximal development (ZPD), Bandura's theory of self-efficacy, Dewey's experiential learning theory and other motivational theories provided the conceptual framework for this qualitative study of personalizing learning in constructivist environments. The data were analyzed through inductive thematic analysis with constant comparison. The findings highlighted the student perspective and identified factors that influenced students' buy-in to this type of personalized education. The results from this study may be used to help teachers plan and design curriculum and instructional strategies that encourage student motivation to learn and engagement in the learning process. Students who are motivated to learn and engaged in the learning process are more likely to graduate from school with the knowledge and skills required to enter the workforce and become productive knowledge workers in a knowledge economy.
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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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Gibbings, Peter. "Experience of problem-based learning (PBL) in virtual space : a phenomenographical study." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/26423/1/Peter_Gibbings_Thesis.pdf.
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This thesis reports the outcomes of an investigation into students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Research was therefore focussed on discovering the qualitatively different ways that students experience PBL in virtual space.
Data was collected in an electronic environment from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students in this course were asked to respond to open-ended questions designed to elicit their learning experience in the course. Data was analysed using the phenomenographical approach. This interpretative research method concentrated on mapping the qualitative differences in students’ interpretations of their experience in the course. Five qualitatively different ways of experiencing were discovered: Conception 1: ‘A necessary evil for program progression’; Conception 2: ‘Developing skills to understand, evaluate, and solve technical Engineering and Surveying problems’; Conception 3: ‘Developing skills to work effectively in teams in virtual space’; Conception 4: ‘A unique approach to learning how to learn’; Conception 5: ‘Enhancing personal growth’.
Each conception reveals variation in how students attend to learning by PBL in virtual space. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. Results also suggest that the quality and quantity of interaction with the team facilitator may have a significant impact on the student experience in virtual PBL courses. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in the virtual PBL experience to effectively manage the student learning experience and thereby ensure that they gain maximum benefit.
The results from this research hold important ramifications for graduates with respect to their ease of transition into professional work as well as their later professional competence in terms of problem solving, ability to transfer basic knowledge to real-life engineering scenarios, ability to adapt to changes and apply knowledge in unusual situations, ability to think critically and creatively, and a commitment to continuous life-long learning and self-improvement.
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Gibbings, Peter. "Experience of problem-based learning (PBL) in virtual space : a phenomenographical study." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26423/.
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This thesis reports the outcomes of an investigation into students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Research was therefore focussed on discovering the qualitatively different ways that students experience PBL in virtual space.
Data was collected in an electronic environment from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students in this course were asked to respond to open-ended questions designed to elicit their learning experience in the course. Data was analysed using the phenomenographical approach. This interpretative research method concentrated on mapping the qualitative differences in students’ interpretations of their experience in the course. Five qualitatively different ways of experiencing were discovered: Conception 1: ‘A necessary evil for program progression’; Conception 2: ‘Developing skills to understand, evaluate, and solve technical Engineering and Surveying problems’; Conception 3: ‘Developing skills to work effectively in teams in virtual space’; Conception 4: ‘A unique approach to learning how to learn’; Conception 5: ‘Enhancing personal growth’.
Each conception reveals variation in how students attend to learning by PBL in virtual space. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. Results also suggest that the quality and quantity of interaction with the team facilitator may have a significant impact on the student experience in virtual PBL courses. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in the virtual PBL experience to effectively manage the student learning experience and thereby ensure that they gain maximum benefit.
The results from this research hold important ramifications for graduates with respect to their ease of transition into professional work as well as their later professional competence in terms of problem solving, ability to transfer basic knowledge to real-life engineering scenarios, ability to adapt to changes and apply knowledge in unusual situations, ability to think critically and creatively, and a commitment to continuous life-long learning and self-improvement.
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Zhang, Yiding. "Exploring Problems in Water and Health by Text Mining of Online Information." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1561976152513536.
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Engelhard, Chalee R. "Advancing Clinical Instructor Best Practices: A Venture into Online Learning." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1352484966.
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Paternite, Judith. "The Effects of Problem-Based Learning Versus Structured Tutorials on Student Achievement in a Relational Database Design Activity During Online Concept Learning." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467648599.
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Richards, Karen A. "Development of an Instructional Design Model for Problem-Based Online Learning Environments in Continuing Medical Education." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/802.
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Traditional methods that emphasize didactics and rote learning seem deficient to some medical educators. These approaches typically emphasize knowledge acquisition and retention of little relevance to practice. To improve problem solving, knowledge retention, and transfer, the educational strategy and philosophy of problem-based learning (PBL) is being used in medical education on-ground, face-to-face settings. The information age and advances in information technology now provide exciting new online education alternatives for physicians wanting to use this method to meet lifelong learning needs. The challenge for the instructional designer is how to migrate established face-to-face instructional methods to the online environment.
The goal of this dissertation was to provide a unique instructional design model that details criteria to guide the development of online PBL environments in continuing medical education (CME). The work addresses the following research questions: What influence should learning theory have on the instructional architecture of online PBL used to educate professionals in medical practice? How can computer technologies used in online instruction delivery incorporate relevant learning theories and cognitive principles to deliver effective online learning environments (OLEs) using the PBL method? What are the necessary elements in the development and implementation of a validated instructional design model for delivering online PBL in CME? This developmental research project also described how an OLE could be developed for physician continuing education in pain management along framework guidelines in order to illustrate concepts in the model and how it could be adapted to accommodate the course content of a particular medical specialty. Lessons learned in the process and implications for instructional design practice were discussed.
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Sousa, Sidinei de Oliveira [UNESP]. "Blended Online POPBL: uma Abordagem Blended Learning para uma Aprendizagem Baseada em Problemas e Organizada em Projetos." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/136089.
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000851319.pdf: 4930560 bytes, checksum: 7aa5bab6dba767d04396a1c4b507542f (MD5)Este estudo está vinculado à linha de pesquisa Práticas e Processos Formativos em Educação do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da UNESP de Presidente Prudente. Dentro desse contexto, esta pesquisa tem como objetivo Planejar, implantar e avaliar a abordagem metodológica da Aprendizagem Baseada em Problemas e Organizada em Projetos em uma modalidade que combina atividades à distância e presenciais (Blended Learning). Para atender a esse objetivo, foi desenvolvido um estudo de caráter qualitativo por meio de uma pesquisa do tipo intervenção que analisou os fenômenos que ocorreram com a implantação da abordagem Blended Online POPBL (Project Organized and Problem Based Learning) como estratégia de ensino e aprendizagem em uma disciplina de Introdução à Computação no primeiro ano de um curso de licenciatura em Química. Os participantes da pesquisa foram os alunos e o professor da disciplina, que também atuou como pesquisador. Em princípio, foi desenvolvido um estudo bibliográfico abordando os seguintes assuntos: a metodologia PBL/POPBL, a modalidade Blended Learning e a Teoria do Conhecimento Tecnológico Pedagógico do Conteúdo. A pesquisa empírica teve início com a viabilização da intervenção no que se refere aos aspectos práticos como a escolha do modelo da metodologia ativa e problematizadora (POPBL utilizado na Universidade de Aalborg, na Dinamarca) e a construção de recursos didáticos necessários à sua implementação, inclusive a elaboração dos problemas. A abordagem Blended Online POPBL foi aplicada mediante a teoria construtivista com a intenção de desenvolver no aluno conhecimentos relacionados à computação, além de habilidades e atitudes...
This study is linked to the research line Practice and Formative Process in Education of Program Pos-Graduate in Education, Faculty of Science and Technology, UNESP, Presidente Prudente. Thus, this research aims to plan, implement and evaluate the methodological approach of Project Organized and Problem Based Learning in a modality that combines activities distance and face to face (Blended Learning). To meet this goal, was developed a qualitative study through a intervention research that analyzed the phenomena that occurred with the implementation of the approach Blended Online POPBL (Project Organized and Problem Based Learning) as a strategy for teaching and learning in a course Introduction to Computing in the first year of a degree in Chemistry, with students and the teacher as participants of research, the teacher also served as researcher. In principle was developed a bibliographic study about the PBL/POPBL methodology, the Blended Learning modality and the Theory of Technological Pedagogical Content Knowledge (TPACK). The empirical research started with the viability of the strategy with regard to the practical aspects such as the choice of the active model methodology and problem (POPBL used at Aalborg University, Denmark) and the development of educational resources required for its implementation, including elaboration of the problems. The Blended Online POPBL approach was implemented through a constructivist theory with the intent to develop in the student knowledge related to computing, as well as skills and attitudes. The activities of Blended Online POPBL approach focused on two levels: In the first, students interacted in a Virtual Learning Environment (VLE) and other online environments...
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Sousa, Sidinei de Oliveira. "Blended Online POPBL : uma Abordagem Blended Learning para uma Aprendizagem Baseada em Problemas e Organizada em Projetos /." Presidente Prudente, 2015. http://hdl.handle.net/11449/136089.
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Orientador: Klaus Schlünzen JuniorBanca: Jordi Quintana Albalat
Banca: Adriana Aparecida de Lima Terçariol
Banca: Claudia Maria de Lima
Banca: Ana Maria Osório Araya
Resumo: Este estudo está vinculado à linha de pesquisa "Práticas e Processos Formativos em Educação" do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da UNESP de Presidente Prudente. Dentro desse contexto, esta pesquisa tem como objetivo Planejar, implantar e avaliar a abordagem metodológica da Aprendizagem Baseada em Problemas e Organizada em Projetos em uma modalidade que combina atividades à distância e presenciais (Blended Learning). Para atender a esse objetivo, foi desenvolvido um estudo de caráter qualitativo por meio de uma pesquisa do tipo intervenção que analisou os fenômenos que ocorreram com a implantação da abordagem Blended Online POPBL (Project Organized and Problem Based Learning) como estratégia de ensino e aprendizagem em uma disciplina de Introdução à Computação no primeiro ano de um curso de licenciatura em Química. Os participantes da pesquisa foram os alunos e o professor da disciplina, que também atuou como pesquisador. Em princípio, foi desenvolvido um estudo bibliográfico abordando os seguintes assuntos: a metodologia PBL/POPBL, a modalidade Blended Learning e a Teoria do Conhecimento Tecnológico Pedagógico do Conteúdo. A pesquisa empírica teve início com a viabilização da intervenção no que se refere aos aspectos práticos como a escolha do modelo da metodologia ativa e problematizadora (POPBL utilizado na Universidade de Aalborg, na Dinamarca) e a construção de recursos didáticos necessários à sua implementação, inclusive a elaboração dos problemas. A abordagem Blended Online POPBL foi aplicada mediante a teoria construtivista com a intenção de desenvolver no aluno conhecimentos relacionados à computação, além de habilidades e atitudes...
Abstract: This study is linked to the research line "Practice and Formative Process in Education" of Program Pos-Graduate in Education, Faculty of Science and Technology, UNESP, Presidente Prudente. Thus, this research aims to plan, implement and evaluate the methodological approach of Project Organized and Problem Based Learning in a modality that combines activities distance and face to face (Blended Learning). To meet this goal, was developed a qualitative study through a intervention research that analyzed the phenomena that occurred with the implementation of the approach Blended Online POPBL (Project Organized and Problem Based Learning) as a strategy for teaching and learning in a course Introduction to Computing in the first year of a degree in Chemistry, with students and the teacher as participants of research, the teacher also served as researcher. In principle was developed a bibliographic study about the PBL/POPBL methodology, the Blended Learning modality and the Theory of Technological Pedagogical Content Knowledge (TPACK). The empirical research started with the viability of the strategy with regard to the practical aspects such as the choice of the active model methodology and problem (POPBL used at Aalborg University, Denmark) and the development of educational resources required for its implementation, including elaboration of the problems. The Blended Online POPBL approach was implemented through a constructivist theory with the intent to develop in the student knowledge related to computing, as well as skills and attitudes. The activities of Blended Online POPBL approach focused on two levels: In the first, students interacted in a Virtual Learning Environment (VLE) and other online environments...
Doutor
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Tsai, Hui-Hsien. "Learning styles and online participation of practicing teachers in an online support group a mixed method study of the influence of learning styles on online participation, conceptual change, and perceptions of problem solving and support /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6094.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 22, 2009) Vita. Includes bibliographical references.
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Lawanto, Kevin N. "Exploring Trends in Middle School Students' Computational Thinking in the Online Scratch Community: a Pilot Study." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5072.
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Teaching computational thinking has been a focus of recent efforts to broaden the reach of computer science (CS) education for today’s students who live and work in a world that is heavily influenced by computing principles. Computational thinking (CT) essentially means thinking like a computer scientist by using principles and concepts learned in CS as part of our daily lives. Not only is CT essential for the development of computer applications, but it can also be used to support problem solving across all disciplines. Computational thinking involves solving problems by drawing from skills fundamental to CS such as decomposition, pattern recognition, abstraction, and algorithm design.
The present study examined how Dr. Scratch, a CT assessment tool, functions as an assessment for computational thinking. This study compared strengths and weaknesses of the CT skills of 360 seventh- and eighth-grade students who were engaged in a Scratch programming environment through the use of Dr. Scratch. The data were collected from a publicly available dataset available on the Scratch website. The Mann-Whitney U analysis revealed that there were specific similarities and differences between the seventh- and eighth-grade CT skills. The findings also highlight affordances and constraints of Dr. Scratch as a CT tool and address the challenges of analyzing Scratch projects from young Scratch learners. Recommendations are offered to researchers and educators about how they might use Scratch data to help improve students’ CT skills.
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Saltan, Fatih. "Development And Implementation Of An Online Video Enhanced Case-based Learning Environment For Teacher Education." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614180/index.pdf.
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The main purpose of this study was to design and develop a suitable and authentic online case-based learning environment for the classroom management course and to investigate the preservice teachers&rsquolearning experience in this environment specifically in terms of problems solving skills, motivation, study habits and self-confidence. Having this purpose in mind, action research method in the form of qualitative research methodology was conducted. The main characteristic of the action research is its active and practical nature. Action research has a spiral structure and continues through action cycles. In present study, three action cycles were conducted in a spiral process. The participants of the study were 32 Elementary Science Education students (7 males and 25 females) who were third-year and enrolled classroom management course. Before the implementation, the researcher analyzed current case-based learning environments and methods in teacher education and developed the first version of the VOCABLE. During the implementation the researcher, as the assistant instructor of the course, led VOCABLE practices and made necessary revisions on VOCABLE. Through action cycles data were collected by group interviews, personal interviews, video records of the implementations, expectation and evaluation questionnaires, VOCABLE logs and, electronic posts. The data were analyzed by using descriptive and content v analysis techniques. Results showed that VOCABLE solved the preservice teachers practice problem in classroom management course. Specifically, VOCABLE contributed preservice teachers&rsquo
problem solving abilities, motivation and self-confidence. Also it helped them to be used to teaching profession. On the other hand VOCABLE did not affect their study habits.
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Eiteljorg, Eric W. "Teacher learning in the problem-solving cycle: A study of teacher use of online technologies and video records of practice." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273739.
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Titterington, Lynda Carol. "Case studies in pathophysiology the development and evaluation of an interactive online learning environment to develop higher order thinking and argumentation /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196183110.
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Alamro, Ahmad Saleh. "The development and evaluation of integration of inter-sessional facilitated online discussion in problem-based learning in undergraduate medical school curriculum." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7657/.
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Problem-based learning (PBL) has been used extensively in medical education but its educational potential may not be fully realised due to several factors, including the variable interaction between students and tutors. Qassim Medical School (QMS) in Saudi Arabia implemented PBL 10 years ago. Three previous studies evaluating the Qassim curriculum have been published, which together with this researcher’s experience as a student at the same school, identified some difficulties and challenges with the collaborative learning aspect of PBL. A previous pilot study was conducted at QMS in 2010 exploring the integration of facilitated inter-sessional online discussion forums with PBL. The evaluation showed that students and tutors liked the integrated forums, and that the forums helped students to achieve the learning objectives effectively, enhanced collaboration, and increased use of learning resources. Students wanted the forums to be implemented in the other courses. Understanding the challenges and difficulties existing at QMS, the findings of the pilot study of integrated online discussions, and the lack of literature on the integration of the two teaching and learning methodologies have led to the development of the research question: ‘Does use of an inter-sessional facilitated online discussion forum between PBL sessions improve student learning?’ To address the research question, a conceptual model was developed, a training program was conducted, and a mixed-methods approach was applied. Analysis of the posts showed that knowledge construction occurs when discussion fora (DFs) are integrated between PBL sessions; student perception reported in this study validated the pilot study’s findings. This study gives insight for QMS and similar institutions that integration of facilitated DF can enhance students’ knowledge construction, overcome current issues with PBL, and improve student skills such as English writing.
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Al, Kindi Salim Said Ali. "Online tools in teaching and learning and the problem of ‘Web 2.0’: a case study of an Information Studies Department, Oman." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/369.
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This study addresses the role of various online tools, collectively known as ‘Web 2.0’ tools, in university education within the Gulf Cooperation Council and investigation the problem of ‘Web 2.0’, using as a case study the ‘Web 2.0’ teaching and learning practices of Information Studies Department (ISD) in Oman. The data was collected using a mixed-method approach consisting of three steps: semi- structured face to face interviews, online survey and two case studies.
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Bermell, Måns. "Identification of Problem Gambling via Recurrent Neural Networks : Predicting self-exclusion due to problem gambling within the remote gambling sector by means of recurrent neural networks." Thesis, Umeå universitet, Institutionen för fysik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159125.
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Under recent years the gambling industry has been moving towards providing their customer the possibility to gamble online instead of visiting a physical location. Aggressive marketing, fast growth and a multitude of actors within the market have resulted in a spike of customers who have developed a gambling problem. Decision makers are trying to fight back by regulating markets in order to make the companies take responsibility and work towards preventing these problems. One method of working proactively in this regards is to identify vulnerable customers before they develop a destructive habit. In this work a novel method of predicting customers that have a higher risk in regards to gambling-related problems is explored. More concretely, a recurrent neural network with long short-term memory cells is created to process raw behaviour data that are aggregated on a daily basis to classify them as high-risk or not. Supervised training is used in order to learn from historical data, where the usage of permanent self-exclusions due to gambling related problems defines problem gamblers. The work consists of: obtain a local optimal configuration of the network which enhances the performance for identifying problem gam- blers who favour the casino section over sports section, and analyze the model to provide insights in the field. This project was carried out together with LeoVegas Mobile Gaming Group. The group offers both online casino games and sports booking in a number of countries in Europe. This collaboration made both data and expertise within the industry accessible to perform this work. The company currently have a model in production to perform these predictions, but want to explore other approaches. The model that has been developed showed a significant increase in performance compared to the one that is currently used at the company. Specifically, the precision and recall which are two metrics important for a two class classification model, increased by 37% and 21% respectively. Using raw time series data, instead of aggregated data increased the responsiveness regarding customers change in behaviour over time. The model also scaled better with more history compared to the current model, which could be a result of the nature of a recurrent network compared to the current model used.
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Chalmers, Christina. "Primary students' group metacognitive processes in a computer supported collaborative learning environment." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/29819/1/Christina_Chalmers_Thesis.pdf.
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The current understanding of students’ group metacognition is limited. The research on metacognition has focused mainly on the individual student. The aim of this study was to address the void by developing a conceptual model to inform the use of scaffolds to facilitate group metacognition during mathematical problem solving in computer supported collaborative learning (CSCL) environments. An initial conceptual framework based on the literature from metacognition, cooperative learning, cooperative group metacognition, and computer supported collaborative learning was used to inform the study. In order to achieve the study aim, a design research methodology incorporating two cycles was used. The first cycle focused on the within-group metacognition for sixteen groups of primary school students working together around the computer; the second cycle included between-group metacognition for six groups of primary school students working together on the Knowledge Forum® CSCL environment. The study found that providing groups with group metacognitive scaffolds resulted in groups planning, monitoring, and evaluating the task and team aspects of their group work. The metacognitive scaffolds allowed students to focus on how their group was completing the problem-solving task and working together as a team. From these findings, a revised conceptual model to inform the use of scaffolds to facilitate group metacognition during mathematical problem solving in computer supported collaborative learning (CSCL) environments was generated.
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Chalmers, Christina. "Primary students' group metacognitive processes in a computer supported collaborative learning environment." Queensland University of Technology, 2009. http://eprints.qut.edu.au/29819/.
Full textAbstract:
The current understanding of students’ group metacognition is limited. The research on metacognition has focused mainly on the individual student. The aim of this study was to address the void by developing a conceptual model to inform the use of scaffolds to facilitate group metacognition during mathematical problem solving in computer supported collaborative learning (CSCL) environments. An initial conceptual framework based on the literature from metacognition, cooperative learning, cooperative group metacognition, and computer supported collaborative learning was used to inform the study. In order to achieve the study aim, a design research methodology incorporating two cycles was used. The first cycle focused on the within-group metacognition for sixteen groups of primary school students working together around the computer; the second cycle included between-group metacognition for six groups of primary school students working together on the Knowledge Forum® CSCL environment. The study found that providing groups with group metacognitive scaffolds resulted in groups planning, monitoring, and evaluating the task and team aspects of their group work. The metacognitive scaffolds allowed students to focus on how their group was completing the problem-solving task and working together as a team. From these findings, a revised conceptual model to inform the use of scaffolds to facilitate group metacognition during mathematical problem solving in computer supported collaborative learning (CSCL) environments was generated.
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Bolland, Craig. "Suicide girls : pedagogy and praxis in the on-line writing workshop." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16133/1/Craig_Bolland_-_Suicide_Girls.pdf.
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On-line writing workshops provide educational spaces within which aspiring writers can learn their craft. In order to understand the dialogic mechanisms behind that learning, this thesis examines ways in which one workshop, the Internet Writing Workshop (IWW), functions as a Freireian culture circle.
The exegesis identifies several key characteristics that defined Paulo Freire's concept of the culture circle. It compares these characteristics with the structure and practice of interaction within the IWW. It unpacks some of Freire's ideas about dialogue as a means of achieving critical consciousness, and compares them to current learning theory and the ways in which dialogue takes place within the IWW community.
The exegesis also examines some of the political axioms behind Freire's pedagogy, and examines ways in which the IWW community might be viewed as emancipatory or liberatory.
I examine these areas in light of the development of a novel, Suicide Girls. The second draft of this novel was influenced and informed by my participant-observation of the IWW. This working draft of the novel is provided as a process document to demonstrate findings made in the exegesis and is annotated to reflect relevant process and development issues.
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Bolland, Craig. "Suicide Girls: Pedagogy and Praxis in the On-Line Writing Workshop." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16133/.
Full textAbstract:
On-line writing workshops provide educational spaces within which aspiring writers can learn their craft. In order to understand the dialogic mechanisms behind that learning, this thesis examines ways in which one workshop, the Internet Writing Workshop (IWW), functions as a Freireian culture circle. The exegesis identifies several key characteristics that defined Paulo Freire's concept of the culture circle. It compares these characteristics with the structure and practice of interaction within the IWW. It unpacks some of Freire's ideas about dialogue as a means of achieving critical consciousness, and compares them to current learning theory and the ways in which dialogue takes place within the IWW community. The exegesis also examines some of the political axioms behind Freire's pedagogy, and examines ways in which the IWW community might be viewed as emancipatory or liberatory. I examine these areas in light of the development of a novel, Suicide Girls. The second draft of this novel was influenced and informed by my participant-observation of the IWW. This working draft of the novel is provided as a process document to demonstrate findings made in the exegesis and is annotated to reflect relevant process and development issues.
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Pompermayer, Eduardo Meliga. "Soluções de problemas matemáticos no Facebook : uma análise sob a perspectiva da teoria dos campos conceituais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/98605.
Full textAbstract:
Este trabalho apresenta a análise de uma atividade realizada através de um grupo na rede social Facebook, a qual foi realizada com alunos de um curso pré-vestibular popular de Porto Alegre. O Objetivo geral deste grupo era discutir e desenvolver conceitos matemáticos. A pesquisa realizada tem como objetivo principal responder a seguinte pergunta: Como o aluno organiza a resolução de problemas de matemática em termos de esquemas via rede social Facebook? As respostas se encontram ao longo das análises das discussões realizadas no grupo do Facebook. Essas análises foram realizadas sob o olhar da teoria dos campos conceituais. Também são apresentadas justificativas para a utilização de tecnologia de informática no ensino de matemática, baseando-se principalmente nas ideias de Seymour Papert. No fim do trabalho é apresentado um tutorial sobre como criar um grupo na rede social e algumas considerações importantes sobre cuidados que se deve ter ao se criar uma proposta semelhante.This paper presents the analysis of an activity performed by a group on the social network Facebook. The activity was carried out with students of a popular pre-university course of Porto Alegre. The overall goal of this group was to discuss and develop mathematical concepts. The research aims to answer the following question: How does the student to organize the resolution of math problems by schemes on social network? The answers lie along the analyzes of the discussions on the Facebook group. These analyzes were performed under the gaze of the Conceptual Fields Theory. Justifications for the use of computer technology in teaching mathematics, relying mainly on the ideas of Seymour Papert are also presented. After work a tutorial on how to create a group on the social network and some considerations it deems important to create a similar proposal is submitted.
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Cayuela, Rafols Marc. "Algorithmic Study on Prediction with Expert Advice : Study of 3 novel paradigms with Grouped Experts." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254344.
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The main work for this thesis has been a thorough study of the novel Prediction with Partially Monitored Grouped Expert Advice and Side Information paradigm. This is newly proposed in this thesis, and it extends the widely studied Prediction with Expert Advice paradigm. The extension is based on two assumptions and one restriction that modify the original problem. The first assumption, Grouped, presumes that the experts are structured into groups. The second assumption, Side Information, introduces additional information that can be used to timely relate predictions with groups. Finally, the restriction, Partially Monitored, imposes that the groups’ predictions are only known for one group at a time. The study of this paradigm includes the design of a complete prediction algorithm, the proof of a theoretical bound of the worse-case cumulative regret for such algorithm, and an experimental evaluation of the algorithm (proving the existence of cases where this paradigm outperforms Prediction with Expert Advice). Furthermore, since the development of the algorithm is constructive, it allows to easily build two additional prediction algorithms for the Prediction with Grouped Expert Advice and Prediction with Grouped Expert Advice and Side Information paradigms. Therefore, this thesis presents three novel prediction algorithms, with corresponding regret bounds, and a comparative experimental evaluation including the original Prediction with Expert Advice paradigm.Huvudarbetet för den här avhandlingen har varit en grundlig studie av den nya Prediction with Partially Monitored Grouped Expert Advice and Side Information paradigmet. Detta är nyligen föreslagit i denna avhandling, och det utökar det brett studerade Prediction with Expert Advice paradigmet. Förlängningen baseras på två antaganden och en begränsning som ändrar det ursprungliga problemet. Det första antagandet, Grouped, förutsätter att experterna är inbyggda i grupper. Det andra antagandet, Side Information, introducerar ytterligare information som kan användas för att i tid relatera förutsägelser med grupper. Slutligen innebär begränsningen, Partially Monitored, att gruppens förutsägelser endast är kända för en grupp i taget. Studien av detta paradigm innefattar utformningen av en komplett förutsägelsesalgoritm, beviset på en teoretisk bindning till det sämre fallet kumulativa ånger för en sådan algoritm och en experimentell utvärdering av algoritmen (bevisar förekomsten av fall där detta paradigm överträffar Prediction with Expert Advice). Eftersom algoritmens utveckling är konstruktiv tillåter den dessutom att enkelt bygga två ytterligare prediksionsalgoritmer för Prediction with Grouped Expert Advice och Prediction with Grouped Expert Advice and Side Information paradigmer. Därför presenterar denna avhandling tre nya prediktionsalgoritmer med motsvarande ångergränser och en jämförande experimentell utvärdering inklusive det ursprungliga Prediction with Expert Advice paradigmet.
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Li, Rui Liu Min. "The effects of databases as cognitive tools in a multimedia problem-based learning environment." 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1616/lir85180.pdf.
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Ball, Kendall C. "A CASE STUDY ON USING GIS AS A TOOL TO ENABLE LEARNING OF SPATIAL PROBLEM SOLVING ABILITIES IN AN ONLINE ENVIRONMENT." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-265.
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JUNIFER, CLARA, and 潘宜媛. "EVALUATING LEARNING EFFECTIVENESS OF OFFLINE, ONLINE, AND BLENDED LEARNING: A COMPARATIVE STUDY OF A CREATIVITY & PROBLEM SOLVING COURSE." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2mv2y7.
Full textAbstract:
碩士國立交通大學
企業管理碩士學程
107
The purpose of this study was to conduct a comparative evaluation of Offline, Online, and Blended learning modalities in a Creativity and Problem Solving course to determine if there were differences in the degree of effectiveness across modalities. Also, this study is conducted to find out the facilitating or inhibiting reasons of learners’ perceived learning effectiveness in offline, online, and blended course group. Learning effectiveness was measured by administering questionnaire using Kirkpatrick’s learning evaluation model combined with SERVQUAL model. Interview and qualitative analysis is conducted after the survey stage to find the reasons facilitating or inhibiting learners’ perceived learning effectiveness in three different learning modalities. Results indicated that there is a significant difference in the degree of effectiveness across three learning modalities with ten themes extracted from qualitative analysis as the reasons that facilitating or inhibiting the learning effectiveness presented. Implications and limitations, were discussed.
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Chen, Meng-Jun, and 陳孟君. "The impact of online collaborative problem solving with 3D simulated experiment on 8th graders’ electrochemistry learning." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/87d453.
Full textAbstract:
碩士國立交通大學
教育研究所
107
This study developed electrochemistry online collaborative problem which specifically focus on providing students with opportunity to experience the collaborative problem solving experience with their peers and also actually doing experiment with 3D animation experiments. The main purpose of this study was to examine the effectiveness of online collaborative problem solving integrate with/without scaffolding on 8th graders’ problem solving performance. A total of 105 eight grade students were randomly assigned into two different groups which one of the group received online collaborative problem solving program (N=52) and the other group received scaffolding embedded online collaborative problem solving program (N=53). All of the students have received problem solving test and affective questionnaires before and after learning. Students’ online collaborative problem solving process were also collected as well during their online collaborative problem solving. Results indicated that the both groups all made progress on their problem solving performance after learning and only scaffolding embedded collaborative problem solving group made significant progress on their problem solving performance after learning. For the students’ questionnaires, it showed that only the dimensions of epistemic beliefs and enjoyment of science significantly correlated with their problem solving performance. Regression results further indicated that the enjoyment of science is the most predictive factor to predict students’ problem solving performance. Besides, the regression results also indicated that the most predictive factor of online learning process can predict students’ problem solving performance is the performance of battery concept extension problem score following by the performance of electrolysis concept extension problem score. The qualitative analysis of online problem solving process showed that scaffolding embedded collaborative problem solving group made progress as time went on and close up the difference with collaborative problem solving group. Both of the quantitative and qualitative results indicated that both types of collaborative problem solving program do foster students’ problem solving performance without any significant difference between groups. It implies both types of collaborative problem solving do have their own merits and do enhance students’ problem solving learning.
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Bixler, Brett A. "The effects of scaffolding student's problem-solving process via question prompts on problem solving and intrinsic motivation in an online learning environment." 2007. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2059/index.html.
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CHEN, MEI-CHUN, and 陳美均. "The Design and Evaluation of an Online Collaborative Problem-Posing System of Problem Solving Activity for Mathematics Learning in Junior High School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3vsbxa.
Full textAbstract:
碩士國立臺北教育大學
數學暨資訊教育學系碩士班
107
The problem-solving strategy is a way to test the effectiveness of students' learning and cultivate the ability to think and solve problems. However, there are often some omissions in the way of personal construction and thinking. Therefore, in recent years, many studies have integrated cooperative learning into the teaching activities of the proposed problem, with the benefits of small-scale workers and discussions, and expect students to effectively improve learning through social interaction. With the advent of the digital learning era, the traditional paper-based activities have gradually turned into online form-based questions, so that students can discuss and modify online, teachers can also give timely feedback and suggestions; in recent years, there are many online plans. The research on the topic of teaching, the main results of the problem, the teacher or expert's comments and scoring part, rarely let students participate in the work of other students or discuss each other, however, the ultimate goal of teacher teaching is still hope that students can have problems in solving problems More strategies and organized thinking to solve problems, so the researcher wants to combine the problem-solving activities in the online collaborative problem-solving learning system, so that after the learners work together to develop the questions, they can appreciate the similar works and solve the problems. Students develop cognitive conflicts in the process of correcting and discussing topics, correcting their misconceptions, and promoting The effectiveness of learning and training problem-solving ability. This research develops an online collaborative problem-solving learning model based on problem-solving activities. It conducts teaching experiments for 52 students in the seventh grade of a city in Taipei. It compares the "online collaborative problem-solving learning model combined with problem-solving activities" and "general online collaborative problem-solving learning." Models are two different kinds of teachings that explore their impact on learning achievement, learning attitude, group self-efficacy, cognitive load, and proficiency. The experimental results show that the online collaborative problem-posing learning model combined with the problem-solving activity is significantly better than the general online collaborative problem-posing learning model in terms of learning effectiveness and learning attitude; combining problem-solving activities will not reduce students' self-efficacy and will not increase students' cognition. Load, and can significantly reduce the cognitive load of low-achievement students, indicating that the experimental students help the students to learn more easily through the assistance of problem-solving activities; from the experimental problem-posing score and problem-solving score analysis, we also found there is a significant positive correlation between the ability to pose problems and the ability to solve problems. Therefore, the online collaborative study model combined with problem-solving activities is a potential and effective way to help students learn.
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Li, Rui. "The effects of databases as cognitive tools in a multimedia problem-based learning environment." Thesis, 2005. http://hdl.handle.net/2152/1616.
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Ynag, Meng-Tai, and 楊孟泰. "A Research on Application of Online Cooperative Learning System of Big Six Model on Problem Solving Abilities." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/49525882083566675417.
Full textAbstract:
碩士國立嘉義大學
教育科技研究所
92
Through the usage of own-designed Online Cooperative Learning System of Big Six Model and the designing of teaching activities, this research is dedicated to the inquiry of problem solving abilities of elementary school students. After six weeks of twenty-two classes of experimental teaching the result revealed: after the experiment of Online Cooperative Learning System of Big Six Model the students showed significant difference in test scores of problem solving abilities. It indicated that through the experimental teaching of Online Cooperative Learning System of Big Six Model, students had significantly improved their problem solving abilities. On the students’ application abilities of Big Six Skills, it showed the abilities students had in the 6 steps of Big Six Skills. It revealed they have better skills on “Information Seeking Strategies” and “Location and Access”, but require further improvement on “Task Definition”, “Use of Information”, “Synthesis of Information” and “Evaluation”. On the students’ web-based learning attitudes, it revealed there were high level of liking and approval and low level of web-based learning anxiety which both had shown with significant difference. Different gender did not make any difference in the web-based learning attitudes and problem solving abilities. Students had confidence in web-based learning but did not reveal any significant difference. In the discussion of the learning situation of students in online cooperative learning system revealed students in the first stage of experiment, the students in the “lower ability group” had fewer participation in the group discussion and students in the “higher ability group” had more participation in the group discussion. Moreover, there was a significant difference in participation in discussion between the “lower-middle ability group” and the “lower-higher ability group”. After the second stage of the experiment, it showed a significant improvement of all groups in group discussion and interaction, and participation by the “lower ability group” also showed concrete result.
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Chen, Szu-chuang, and 陳思莊. "Investigation of Integrating Cognitive Apprenticeship into Online Inquiry-based Learning Activities on Problem-Solving Ability of Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/20320749125834769576.
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碩士國立臺南大學
數位學習科技學系碩士在職專班
98
The study attempts to investigate the effects and attitude on students’ ability of problem solving when online cooperative inquiry-oriented learning strategy integrated into social science. Eighty eight sixth graders were assigned to three groups randomly, one experiment group and two control groups respectively. The difference among three groups is the experiment group adopted the strategy of cooperative learning and cognitive apprenticeship. The first control group adopted the strategy of personal learning and cognitive apprenticeship, and the second one employed the strategy of personal learning and traditional instruction. Meanwhile, these groups are required to adopt training courses for problem-solving ability via Meta-Analyzer. Twenty sessions of online learning activities were conducted during seven weeks and students’ online searching portfolio were recorded with Meta-Analyzer system simultaneously. The result findings show that middle- and low-level achievement students in experiment group have significantly higher problem-solving ability than those in two control groups. As to the aspect of cognitive styles, the field-dependent students in experiment group have significantly better problem solving performance than those in other two groups; besides, the result finding shows that the interaction effect exists between two independent variables, cognitive styles and cooperative learning. In terms of the aspect of keywords adopting skill, students in experiment group show greater improvement than those in two control groups. Moreover, students in experiment group also consent that online cooperative inquiry-oriented learning strategy can increase their attitude toward social science. Thus, to sum up, online cooperative inquiry-oriented learning strategy not only can increase students’ problem-solving ability, but also motivate them in social science.
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Lo, Hui-Chung, and 駱惠中. "The Impact of the Adolescent Health Education Achievement with Online Problem-Based Learning in the Elementary School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/72320845034701555883.
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碩士中原大學
教育研究所
101
Abstract The study aims at exploring the “Adolescent Health Education” learning and teaching at the fifth graders at an Elementary School in their application and differences between students in the experimental group who take network of Problem-Based Learning model and students in the control group who take traditional Problem-Based Learning model in the “Health and Physical Learning Achievement”, “Menstrual Attitude” and “Menstrual Caring Behavior” . Furthermore, we offer our viewpoints and make proposals as references for the researchers who intend to conduct network of Problem-Based Learning teaching and learning. In this study, we apply quasi-experimental design and we also take fifth graders in two classes of Taoyuan County Elementary School as objects. We then have assigned a class to be an experimental group (31 students) and the other class to be a control group (30 students) to conduct teaching. The experimental group would receive the network of Problem-Based Learning and teaching. The control group would receive the traditional Problem-Based Learning and teaching. In this study, we have a period of ten weeks, in which one class per week, a total of ten classes. " Health and Physical Learning Achievement Test" ," Menstrual Attitude Questionnaire "," Menstrual Caring Behavior Questionnaire "are used to conduct a quantitative analysis. The experimental findings are stated as follows: 1. Students who take network of Problem-Based Learning model and traditional Problem-Based Learning model showed significant differences in the " Health and Physical Learning Achievement Test ". Students in experimental group and control group at the post-test average score of " Health and Physical Learning Achievement Test " showed significant differences. It can be seen that students have the network of Problem-Based Learning model can have a positive impact on Health and Physical learning achievement. 2. Students who take network of Problem-Based Learning model and traditional Problem-Based Learning model showed significant differences in the " Menstrual Attitude Questionnaire ". Students in experimental group and control group at the post-test average score of " Menstrual Attitude Questionnaire " showed significant differences. It can be seen that students have the network of Problem-Based Learning model can improve their menstrual attitude. 3. Students who take network of Problem-Based Learning model and traditional Problem-Based Learning model showed significant differences in the " Menstrual Caring Behavior Questionnaire ". Students in experimental group and control group at the post-test average score of " Menstrual Caring Behavior Questionnaire " showed significant differences. It can be seen that students have the network of Problem-Based Learning model can improve their menstrual caring behavior . Based on the findings, the network of Problem-Based Learning model suitable for the elementary stage. Finally summarize findings and make recommendations for research for future scholars as a reference for other educational. Keywords:Problem-Based Learning, adolescent, Health and Physical learning achievement, menstrual attitude and menstrual caring behavior
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Lian, Ying-You, and 連英佑. "Developing a Computer-Mediated Communication Competence Forecasting Model Based on Learning Behavior Features: A Case Study of Online Collaborative Problem-Based Learning." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/83dwnn.
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碩士國立政治大學
圖書資訊與檔案學研究所
106
This study aims to develop a Computer-Mediated Communication (CMC) competence forecasting model based on several considered well-known machine learning schemes and learning behavior features collected by a micro-behavior recorder from the learners while using an online collaborative problem-based learning system to perform a problem-solving learning activity. To summarize the big data generated from a huge amount of micro behaviors into the useful behavior features for constructing a good CMC competence forecasting model, this study developed the learning micro-behavior classification structure according to the collected data features and the concept of CMC. An effective method for constructing a high correctness and stableness CMC competence forecasting model was proposed and examined. In addition, the effects of learning situations and learners’ personal trait on the accuracy of CMC competence forecasting model were also discussed. The results show that the CMC competence forecasting models developed by the linear regression algorithm, M5P algorithm, sequence minimum optimization regression algorithm, convolutional neural network algorithm and multi-layer perceptron algorithm all have good prediction performance. Among the five machine learning schemes, this study found that the sequence minimum optimization regression algorithm has the highest prediction accuracy and stability of prediction accuracy. The key features that influence the forecasting accuracy most are “communication behavior” and “communication purpose.” Moreover, the development of the forecasting model must consider the relationship between learning situations and learners’ personal trait such as discussion trait and familiar degree with the problem-solving subject because those would affect the accuracy of the developed forecasting model.
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Tsai, Pei-Wei, and 蔡培瑋. "Comparing the Social Knowledge Construction Behavioral Patterns of Problem-based Online Asynchronous Discussion in E/M-learning Environments." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/7xd75g.
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碩士國立虎尾科技大學
資訊管理研究所
99
In recent years, researchers have conducted various studies on applying wireless networking technology and mobile devices in education settings. However, research on behavioral patterns in learners’ online asynchronous discussions with mobile devices is limited. The purpose of this study was to investigate the patterns and the knowledge construction of online discussions during problem-based learning. This study investigated four weeks of online discussions in an “Introduction to Computer Science” course involving forty freshman students. The control group (online asynchronous discussion without mobile devices) and the experimental group (online asynchronous discussion with mobile devices) in the group discussions were explored. The major contribution of this study is the introduction of mobile devices into the online asynchronous discussion. By using content analysis and sequential analysis for the problem-based online asynchronous discussion of the behavioral patterns and differences between students in control and experimental group, it may be possible to understand the limitations of knowledge construction in online asynchronous discussions with mobile devices. The results of this study show that using mobile devices in online asynchronous discussion influenced students’ learning performance. Besides, some interesting results were found that firstly, when students used mobile devices in discussion situations, they could more engage in reflecting thinking, sharing more information, and further facilitating social knowledge construction among group members, and secondly, the experimental group performed better than the control group in terms of participation and diversity in knowledge construction behavioral patterns. Finally, based upon the findings, some implications are proposed for further research.
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CHANG, KAI-HAO, and 張凱皓. "The Impact of the Online Problem-Based Learning Model on the Elementary Students’ Self-Directed Learning and Achievement of Learning in the Domain of Science and Technology." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/11640366584212370029.
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碩士中原大學
教育研究所
100
The study aims at exploring the “Natural and Life Technology” learning and teaching at the sixth graders at an Elementary School in their application and differences between students in the experimental group who take online PBL model and students in the control group who take the “Self-directed Learning” and “ Natural and Life Technology Learning Achievement”. Furthermore, we offer our viewpoints and make proposals as references for the researchers who intend to conduct online PBL teaching and learning. In this study, we apply quasi-experimental design of ranging groups to do pretest and posttest and we also take sixth graders in two classes of Taoyuan County Elementary School as objects. We then have randomly assigned a class to be an experimental group (31 students) and the other class to be a control group (30 students) to conduct teaching. The experimental group would receive the information technology combined with problem-based learning and teaching. The control group would receive the information technology combined with narrative teaching. In this study, we have a period of five weeks, in which four classes per week, a total of twenty classes. "Student Self-Regulated Learning Scale", "Science and Technological Achievement Test" are used to conduct a quantitative analysis; meanwhile, we also apply teachers' notes, Learning Outcomes Self Assessment Form and semi-structured interviews to carry out a qualitative analysis. The experimental findings are stated as follows: 1. Students who take online PBL model and online narrative model showed significant differences in the "Student Self-Regulated Learning Scale". Students in experimental group and control group at the post-test average score of "Student Self-Regulated Learning Scale" showed significant differences. It can be seen that students have the online PBL model can have a positive impact on self-directed learning. 2. Students who take online PBL model and online narrative model showed significant differences in the "Science and Technological Achievement Test". Students in experimental group and control group at the post-test average score of "Science and Technological Achievement Test" showed significant differences. It can be seen that students have the online PBL model can improve their learning achievement on science and life technology. 3. After the implementation of the online PBL learning teaching process, students in the experimental group students have their views on online PBL learning (1) it can increase their motivation to learn. Comparably allow them to have more courage to speak, to have a better attitude towards learning, and understand at many sides to achieve the status of independent learning. (2) Through an online group discussion and learning, students can absorb more knowledge and increase their interest in learning, making it possible for them to learn how to love science and life technology so as to improve learning achievements. (3) Through the Internet, students can be very fast to collect huge quantity of information and apply them to online chat rooms to communicate and discuss with other students or teachers. It can also enhance their abilities in application of computers.
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Chia-Jung, Wu, and 吳佳蓉. "An action research of implementing the constructivistic teaching methods in art museum online courses—An example of problem-based learning." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/ygc5yp.
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博士國立臺灣師範大學
美術學系
101
Abstract This study explored the online courses of domestic art galleries and the phenomenon of the courses focusing on instructional teaching. It is an action research generated by the confusion of this phenomenon. Constructivist teaching is feasible in the art museum’s educational theories and courses; Internet has the advantage to implement a constructivist teaching. Hence, the problem-based learning was taken as an example. It attempted to implement constructivist teaching in the online courses of art galleries. Basically, it is an action research based on theories. In the beginning, leading and formal action teaching were performed, and then personnel at National Palace Museum were interviewed in order to find out the feasible and practical option for art museum. It is expected to change the phenomenon of art museum’s online courses which focuses on instructional teaching. Results of this study: 1. The online courses of foreign art galleries seldom adopt constructivist teaching either. The online courses of domestic art museum can hardly refer to them. 2. If the online courses of art museums implement constructivist teaching, it will provide different teaching strategies and viewpoints of learning, which also can be further explored. 3. “An action research of implementing the constructivist teaching methods in art museum online courses—a problem-based learning example” found out problems in leading action teaching and modified them to result in more practical formal action teaching. 4. Effects of Action Teaching (1) The community website Facebook is suitable for implementing the online courses of art museum’s constructivist teaching (taking example of problem-based learning). But the information should be collected regularly for studies. (2) The methods include: A. Encourage the students to learn actively and initially; B. Guide the students to discuss with others; C. Delay the work progress, to guide the students to ask questions and enable the students to acquire the problem-based learning ability. (3) Utilize the strategy of problem-based learning and pay attention to the training of students’ self-oriented learning ability, which can also reduce the pressure of teachers to teach cross-disciplinary knowledge and skills. (4) It was proved that it is possible to adopt constructivist teaching in the online courses of art museum. Also good effects are achieved in the three aspects of knowledge, skills and attitude. (5) The dominant power of learning was handed over to the students. Different groups had different results. Their learning achievements laid particular stress on the display of information technology. However the introduction of the art galleries’ articles and the depth were not enough. (6) It was proved that students can learn related knowledge and skills from the online courses, but it lays particular stress on those in which the students are responsible and it is difficult to understand the knowledge and skills necessary for completing all the tasks. (7) This study performed online courses through typing. This can be used for long distance learning, but it can’t replace face to face teaching. 5. The study results were shared and the people involving in the field were interviewed. The modified option for practical business of art museum was proposed. Suggestions of this study: 1. Suggestions for art galleries (1) Constructivist teaching can provide viewpoints of learning which is different from that of instructional teaching. It is a teaching strategy worthy for the online courses of art museum. (2) With advanced technology, it is easier to implement the constructivist online courses of art galleries and it is a perfect time to do it now. (3) The modified option of next circle can be adopted to implement the constructivist online courses of art galleries. (4) Online teacher training classes, online education activities can be hold at art galleries. The cooperation between art galleries and schools can also be carried out to execute the modified option of next circle. 2. Suggestions for the teachers (1) From action teaching, the leading method in the teaching process is induced as concrete references for teachers. (2) The learning method of cross disciplinary indicated that it is impossible to possess all specialties. Admit your disadvantages and learn from teaching. (3) Pay attention to the design of problem-based learning task. Give the students more time so that they can understand more completely and learn all necessary knowledge and skills for completing the tasks. 3. Suggestions for future studies (1) Learners from farther places can be investigated to indicate the features of online courses. (2) More studies involving in video communication can be performed.
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Rampho, Gaotsiwe Joel. "Teaching problem-solving skills in a distance education programme using a blended-learning approach." Diss., 2014. http://hdl.handle.net/10500/19986.
Full textAbstract:
This study investigated the effect of a blended-learning approach in the learning
of problem-solving skills in a first-level distance education physics module.
A problem-solving type of instruction with explicit teaching of a problem-solving
strategy was implemented in the module, which was presented through correspondence,
online using an in-house learning management system as well as two face-to-
face discussion classes. The study used the ex post facto research design with
stratified sampling to investigate the possible cause-effect relationship between the
blended-learning approach and the problem-solving performance. The number of
problems attempted, the mean frequency of using strategy in problem solving and
the achievement marks of the three strata were compared using inferential statistics.
The finding of the study indicated that the blended-learning approach had no
statistically significant effect in the learning of problem-solving skills in a distance
education module.Educational Studies
M. Ed. (Open and Distance Learning)
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Noble, Michael-Anne. "Characterization of critical thinking indicators in problem-based learning online discussions of blended and distance undergraduate environmental science students using the community of inquiry model." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8516.
Full textAbstract:
This mixed methods study compared distance and blended undergraduate environmental students at Royal Roads University (RRU) as they participated in online asynchronous PBL case discussion forums as part of an Ecotoxicology course. This study examined the differences between distance and blended teams in their activity, approaches, and levels of critical thinking in an online PBL activity. Critical thinking was evaluated using the cognitive presence indicators of the community of inquiry framework developed by Garrison, Anderson and Archer (2001). An organization indicator was added to the framework to capture posts that organized the discussion forum layout or the team and the distribution of work. The use of the organization indicator in the thread map analysis revealed that teams adopted one of two approaches to the online PBL activity, either an organic approach or an organizational scaffold approach. An open coding approach to content analysis of the posts was used to develop two coding schemes to capture the use of learning scaffolds and degree of online collaboration respectively. These coding schemes were used to compare scaffolding and collaboration behaviours of distance and blended students during the online PBL activity. The study found that whether teams used the online discussion forums or face-to-face discussion as their primary communication method influenced both the timing and the critical thinking content of the online discussion forums. Student moderators’ choices influenced the structure and approach to the PBL activity, as well as the form of document assembly that was observed in the online discussion forums. The learning scaffolds coding scheme demonstrated that both distance and blended students were reading beyond the assigned reading list. Both distance and blended students appeared to develop skills in identifying information gaps over the progression of the PBL case problems as their observable level of critical thinking remained consistent as the problem scaffolding was faded. Although both environmental and non-environmental work experience may be used to scaffold team learning, they are used differently. Online PBL is a good fit for the Royal Roads University Learning and Teaching Model and may be used to provide some consistency across blended and online course content.Graduate
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Fernandes, Guilherme Jesus Sousa. "A decision support system for the management of smart mobility services." Master's thesis, 2019. http://hdl.handle.net/1822/65266.
Full textAbstract:
Master Dissertation (Master Degree in Engineering and Management of Information Systems)Nos dias que correm, a mobilidade assume especial importância no quotidiano das áreas metropolitanas em crescimento no país. . Com o notório crescimento das cidades, torna-se necessária e urgente uma transformação dos costumes e formas de mobilidade dentro das áreas urbanas, alterando as realidades aparentes que hoje conhecemos. Inseridos numa sociedade cada vez mais consciencializada e alerta para as questões ambientais, é essencial transportar esta mentalidade renovada para a resolução das problemáticas citadinas. Assim, o conceito de “Cidade Verde” levanta uma série de questões que exigem uma resposta eficaz para o bem-estar dos seus habitantes. Por entre as várias soluções apresentadas para estas patologias, uma das mais promissoras é, sem dúvida, o sistema de mobilidade partilhada. Pela sua dimensão, é pertinente expor o caso prático da cidade de Barcelona, em Espanha, explorando o seu sistema de partilha de scooters, um meio que adquire especial importância como meio de transporte urbano. Como qualquer sistema em constante aprimoramento, procura-se uma solução para a problemática da variação de procura, que apresenta oscilações constantes, tanto a nível temporal como geográfico, resultando na falta de veículos em algumas áreas e excesso noutras. Assim sendo, o rebalanceamento do sistema torna-se crucial para uma possível maximização na utilização de veículos, satisfazendo a procura e potenciando um aumento da sua utilização. No correr desta dissertação, foram estudados e utilizados vários métodos de otimização moderna (metaheurísticas) para a procura de soluções (sub)ótimas para o(s) percurso(s) a percorrer pelo(s) veículo(s) que executam a redistribuição das scooter/bicicletas pelas diversas áreas abrangidas pelo sistema de partilha. Deste modo, foi desenvolvido um sistema de apoio à decisão para satisfazer estas necessidades, garantindo ao utilizador toda a informação relevante para um trabalho mais eficiente e preciso.
Nowadays, mobility is especially important in the daily life of the country growing metropolitan areas. With the increasing influx of people and development of these large cities, the reality of mobility that we know becomes increasingly unsustainable. Along with mobility, the environmental concerns are one of the main topics of discussion worldwide and the population is starting to act and change the way they live to find a more “green” and sustainable way of doing it. Several proposals have been put forward, trying to mitigate this issue and, one of the most promising is, undoubtedly, shared mobility systems. In this case study will be addressed the Barcelona scooter sharing system, characterized by its great size and importance as a mean of urban transport. One of the problems presented by these sharing services is that demand varies widely, both temporal and geographical. Thus, there are several cases where there is a lack of vehicles in some areas and an excess in others. The rebalancing of the system is crucial to maximize vehicle utilization and meet customer demand. In this thesis, several modern optimization methods (metaheuristics) were used to search for (sub)optimal solutions for the redistribution route(s). A decision support system was developed to meet this end, giving the end user relevant information for a more efficient and precise work.
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Wilkerson, David A. "Integrating individual and social learning strategies in a small-group model for online psychoeducational intervention : a mixed methods study of a parent-management training program." Thesis, 2014. http://hdl.handle.net/1805/6182.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)In the fields of formal and informal online adult education, the absence of a social context for instruction has been found to present significant limitations for learner persistence and retention. In the field of online psychoeducational intervention, self-administered and self-paced individualized prevention programs have been developed for delivery to large populations of anonymous users. These delivery models provide limited social context for instructional activities, due in part to the anonymity of their participants. When social interaction is included in their prevention programs through voluntary, asynchronous self-help/mutual aid discussion forums, anonymity may still limit social interaction, in favor of observational learning advantages for self-efficacy appraisals derived from "lurking". When these large-group models have been applied to online psychoeducation intervention programs for the purposes of encouraging mutual aid, interactive participation has been limited. This mixed methods study focused on a model for the design of an online small group psychoeducational intervention that integrated individual and social learning in a parent management training program. Self-paced participation was replaced with facilitator-led participation in an asynchronous discussion forum where topics were prioritized and sequenced with learning content from individual web-based training modules. Social interaction was facilitated through online problem-based learning discussion group. Despite assertions that interactive participation in online psychoeducational discussion forums may only be accomplished once a subscriber threshold of several hundred participants has been reached, this study found that small group participation through the program's integrated design resulted large effects for increases in parent self-agency and reduction of over-reactive, coercive parenting behaviors. Participation in the online problem-based group discussion forum was found to have contributed to participant outcomes when posting characteristics revealed the presence of both mutual aid processes and the application of individual learning module content.