Siga este enlace para ver otros tipos de publicaciones sobre el tema: Learners.
Artículos de revistas sobre el tema "Learners"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores artículos de revistas para su investigación sobre el tema "Learners".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore artículos de revistas sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
Jabbour, Khayrazad Kari. "Presents Spoken Texts in Multimedia Instructions as an Alternative to Printed Texts". Journal of Education and Vocational Research 3, n.º 9 (15 de septiembre de 2012): 297–302. http://dx.doi.org/10.22610/jevr.v3i9.81.
Texto completoResumen
Multimedia instructions refer to presentations that contain graphics and texts information. The graphics can include pictures, drawings, diagram, chart, animation, video, or simulations. In addition, texts can include printed texts or spoken texts. Multimedia education occurs when learners create mental representations caused by combining texts and relevant graphics simultaneously in lessons. Research evidence shows that not all multimedia instructions are equally useful. How can we use multimedia instructional to help learners to grasp knowledge? Do learners learn better when multimedia instructions present spoken text in multimedia instructions as an alternative to printed text principle? This article examines whether there is any benefit on supplementing spoken text with multimedia. Specifically, do learners learn more from spoken text and graphics, rather than from printed text and graphics? Meaningful learning engages the learner into excessive cognitive load processing during learning; on the other hand, the learner’s cognitive capacity is limited. For that, reasons multimedia instructional designers must take into account the learner's cognitive load processing. One of the obstacles of multimedia instructions is the possibility of overloading the learners’ cognitive capacity. Multimedia instructional designers must design multimedia instruction in ways that minimize the possibility of overloading the learners’ cognitive capacity. Also will examines the limitations of presenting spoken rather than printed texts; Reasons for presenting spoken rather than printed texts; Evidence for Using Spoken Rather Than Printed Text; And when this principle applies.
2
Crafford, Gerrie y Benjamin Rosman. "Improving Reinforcement Learning with Ensembles of Different Learners". MATEC Web of Conferences 370 (2022): 07008. http://dx.doi.org/10.1051/matecconf/202237007008.
Texto completoResumen
Different reinforcement learning (RL) methods exist to address the problem of combining multiple different learners to generate a superior learner. These existing methods usually assume that each learner uses the same algorithm and/or state representation. We propose an ensemble learner that combines a set of base learners and leverages the strengths of the different base learners online. We demonstrate the proposed ensemble learner’s ability to combine the strengths of multiple base learners and adapt to changes in base learner performance on various domains, including the Atari Breakout domain.
3
Park, Kinam, Hyesung Ji y Heuiseok Lim. "Development of a Learner Profiling System Using Multidimensional Characteristics Analysis". Mathematical Problems in Engineering 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/652623.
Texto completoResumen
We propose a learner profiling system that uses the multidimensional characteristic analysis of learners. For this purpose, a real-time monitoring system for learners was developed and then used to extract information of the characteristics of learners that appear in learning environments. The extracted information on the characteristics of learners is automatically constructed into personalized learner profiles through the learner profiling system. The contents of learner profiles consist of the cognitive ability of learners, the learning condition, and teacher assessment. To verify the effectiveness of the proposed study method, profiles of actual learners were constructed, with 210 elementary school students as subjects. As a result, the group that learned using the learner profiling showed a significant level of satisfaction in comparison to the group that did not use learner profiling. From this, it was demonstrated that the learner profiling system proposed in this paper could enhance learning effectiveness.
4
Bourkoukou, Outmane y Essaid El Bachari. "Toward a Hybrid Recommender System for E-learning Personnalization Based on Data Mining Techniques". JOIV : International Journal on Informatics Visualization 2, n.º 4 (7 de agosto de 2018): 271. http://dx.doi.org/10.30630/joiv.2.4.158.
Texto completoResumen
Personalized courseware authoring based on recommender system, which is the process of automatic learning objects selecting and sequencing, is recognized as one of the most interesting research field in intelligent web-based education. Since the learner’s profile of each learner is different from one to another, we must fit learning to the different needs of learners. In fact from the knowledge of the learner’s profile, it is easier to recommend a suitable set of learning objects to enhance the learning process. In this paper we describe a new adaptive learning system-LearnFitII, which can automatically adapt to the dynamic preferences of learners. This system recognizes different patterns of learning style and learners’ habits through testing the psychological model of learners and mining their server logs. Firstly, the device proposed a personalized learning scenario to deal with the cold start problem by using the Felder and Silverman’s model. Next, it analyzes the habits and the preferences of the learners through mining the information about learners’ actions and interactions. Finally, the learning scenario is revisited and updated using hybrid recommender system based on K-Nearest Neighbors and association rule mining algorithms. The results of the system tested in real environments show that considering the learner’s preferences increases learning quality and satisfies the learner.
5
Ho, Kevin K. W. "The Role Of Learners' Academic Background On E-Learning". International Journal of Systems and Service-Oriented Engineering 4, n.º 4 (octubre de 2014): 51–64. http://dx.doi.org/10.4018/ijssoe.2014100104.
Texto completoResumen
Nowadays, instructional technologies are the enabler for educators to have more choices in course planning, course design, and lecturing. These technologies not only strengthen the communication between instructors and learners, but also let the learners get an easily access their course materials at anytime and from anywhere. As a result, many educational institutes, including formal universities and online educational service providers, are now using E-learning technologies to deliver their courses as pure online courses or hybrid courses. In this research, the effectiveness of using online discussion forum in teaching is evaluated based on five teaching criteria related to knowledge construction process: learner's motivation, learner's independence, learner-learner interaction, learner-instructor interaction, and learner's satisfaction. The author's findings indicated that IT majors are more positive towards the use of online discussion forum in E-learning.
6
Hua, Xin, Hongchen Zhang, Feihong Xie, Juntian Wei, Junjia Wei y Huimin Li. "Research on Learner Modeling and Curriculum Recommendation Based on Emotional Factors". Journal of Sensors 2022 (17 de mayo de 2022): 1–9. http://dx.doi.org/10.1155/2022/3296713.
Texto completoResumen
With the increasing with the number of courses, learners cannot find the courses they need quickly. Therefore, the primary problem to change the efficiency of online courses is to recommend corresponding courses for a certain group of people according to their needs. Learner characteristics are an important aspect of reflecting learner preferences, and learner models are abstract representations and descriptions of learner characteristics. It is necessary to enhance the use of online courses among students; we must build a relatively comprehensive curriculum model. At present, the construction of learner model is mostly based on cognitive level and learning style, ignoring the emotion expressed by learners to the curriculum, and emotion is a very important characteristic of learners. In order to establish a perfect learner model, it is necessary to incorporate learners’ aspect emotion into the learner model to make the course recommendation process more accurate. Firstly, based on the attention mechanism long-term and short-term memory network, this paper extracts the learner’s aspect emotion to the curriculum from the learner’s curriculum review. At the same time, it studies various characteristics, such as demography, cognitive level, motor behavior, and learning style. By establishing a perfect model integrating researchers’ emotional state, finally, the complex interaction between learner characteristics and curriculum characteristics is modeled by using deep factor natural decomposition, so as to achieve accurate curriculum recommendation. In this study, the learner’s aspect emotion is included in the construction of learner model and enriched and perfected the learner model. It provides a reference for the theoretical research and applied research of learner model and has reference significance. At the same time, combining Deep learning can improve the accuracy of course recommendation, help learners’ learning efficiency and personalized learning quality, and also contribute to the long-term development of online platform. The mathematical modeling in this paper uses learning analysis technology and general factor model based on matrix factorization to calculate and uses factorization machine to reduce the dimension of high-dimensional data, which is efficient and accurate.
7
Pal, Saurabh, Pijush Kanti Dutta Pramanik, Aranyak Maity y Prasenjit Choudhury. "Learner question’s correctness assessment and a guided correction method: enhancing the user experience in an interactive online learning system". PeerJ Computer Science 7 (25 de mayo de 2021): e532. http://dx.doi.org/10.7717/peerj-cs.532.
Texto completoResumen
In an interactive online learning system (OLS), it is crucial for the learners to form the questions correctly in order to be provided or recommended appropriate learning materials. The incorrect question formation may lead the OLS to be confused, resulting in providing or recommending inappropriate study materials, which, in turn, affects the learning quality and experience and learner satisfaction. In this paper, we propose a novel method to assess the correctness of the learner's question in terms of syntax and semantics. Assessing the learner’s query precisely will improve the performance of the recommendation. A tri-gram language model is built, and trained and tested on corpora of 2,533 and 634 questions on Java, respectively, collected from books, blogs, websites, and university exam papers. The proposed method has exhibited 92% accuracy in identifying a question as correct or incorrect. Furthermore, in case the learner's input question is not correct, we propose an additional framework to guide the learner leading to a correct question that closely matches her intended question. For recommending correct questions, soft cosine based similarity is used. The proposed framework is tested on a group of learners' real-time questions and observed to accomplish 85% accuracy.
8
Jia, Bao Xian. "Application and Research of Data Mining in Micro Course Platform Construction". Advanced Materials Research 962-965 (junio de 2014): 3003–6. http://dx.doi.org/10.4028/www.scientific.net/amr.962-965.3003.
Texto completoResumen
Data mining can be used to make modeling for individual learner's usage record, combining with learner's basic information to make analysis of his habits, personal preferences to provide personalized service for the learner. At the same time by collecting and counting learners’ recent access information in micro course platform to analyse the learning content, compare and match with mining pattern, and to sort according to the matching degree, forecasting the most possible knowledge for the learner in the next step, attaching sorting result to the end of the learner’s requested page, for the learning content recommendation consequently, etc. Paper mainly introduced the specific application of data mining in micro course platform BBS. Key words: data mining, micro courses, personalized recommendation
9
Mohamed, Hafidi y Mahnane Lamia. "A New Approach of an Intelligent E-Learning System Based On Learners' Skill Level and Learners' Success Rate". International Journal of Web-Based Learning and Teaching Technologies 10, n.º 2 (abril de 2015): 13–25. http://dx.doi.org/10.4018/ijwltt.2015040102.
Texto completoResumen
Learners usually meet cognitive overload and disorientation problems when using e-learning system. At present, most of the studies in e-learning either concentrate on the technological aspect or focus on adapting learner's interests or browsing behaviors, while, learner's skill level and learners' success rate is usually neglected. In this paper, the authors propose an online course generation based not only on the difficulty level of a learning unit, but also the changing learning performance of the individual learner during the learning process. Therefore, considering learner's skill level and learners' success rate can promote personalized learning performance. Learners' skill level is obtained from pre-test result analysis, while learners' success rate is acquired through specific tests after completing a learning unit. After computing success rate of a learning unit, the system then modifies the difficulty level of the corresponding learning unit to update courseware material sequencing. Experiment results indicate that applying the proposed intelligent e-learning system can generate high quality learning paths, and help learners to learn more effectively.
10
Savina, Alina y Nadezhda Moroshkina. "Is It Possible to Read Other People’s Confidence While Testing Their Implicit Learning?" Russian Journal of Cognitive Science 6, n.º 4 (31 de diciembre de 2019): 39–49. http://dx.doi.org/10.47010/19.4.4.
Texto completoResumen
Recent studies have shown that observers can accurately read a partner’s confidence in their decision without verbal information exchange. The main question of the present study concerns the possibility of an accurate reading of the metacognitive experiences of others if they make decisions based on implicit knowledge. The second question addressed the predictors of such mindreadings if they are possible. The experiment was conducted using an artificial grammar learning paradigm. Participants worked in dyads: the Learner implicitly learned to classify stimuli as grammatical and non-grammatical, and the Observer observed the classification process while having no access to the stimuli, and not communicating with the partner. The Observer’s judgment of the Learner’s confidence, as well as the Learner's judgment of his/her confidence, were recorded. The results demonstrate that the Learner's confidence judgments correlate with the Observer's judgments of his/her confidence. Moreover, only the confidence judgments of the Learner correlate with the classification accuracy. It is concluded that intrapersonal confidence judgments and interpersonal confidence judgments are partially guided by the same criteria (in particular, response time), however, the Learners’ judgments of their own confidence in the decisions are more sensitive to the implicit knowledge
11
Zhou, Weiqin, Long Zhao y Mohammed Kaabar. "The Effect of Teachers’ Support on Learners’ Online Self-Regulated Learning: Mediating Analysis Based on Self-Efficacy". International Journal of Emerging Technologies in Learning (iJET) 17, n.º 17 (8 de septiembre de 2022): 207–17. http://dx.doi.org/10.3991/ijet.v17i17.34027.
Texto completoResumen
In the Internet era, as more and more online education platforms are launched, the application of online learning will become more and more popular. The learner's online self-regulated learning is not only the learner's self-assessment of the learning effect, but also the learners' motivation for further learning. Therefore, using the structural equation model as an analytical tool, this paper studies the influencing factors of learners' online self-regulation learning from two aspects of teachers' support and self-efficacy, in order to understand the mechanism of related influencing factors. The findings show that learners' online self-regulated learning is jointly influenced by teachers' support and learner self-efficacy, wherein self-efficacy has a significant direct effect on learners' online self-regulated learning. Teachers' support has an indirect effect on learners' online self-regulated learning through the mediating effect of self-efficacy.
12
Maritim, Ezra K. y Daniel Makini Getuno. "Scalability of Learners’ Success Rates in e-Learning: A Survey Study of the Learners’ Perspectives". European Journal of Open, Distance and E-Learning 21, n.º 1 (1 de julio de 2018): 1–15. http://dx.doi.org/10.2478/eurodl-2018-0001.
Texto completoResumen
Abstract Globally, ODL institutions experience mismatch between scalability of numbers and scalability of success rates. This study explored the scalability of success rates in open, distance e-learning as perceived by the learners within the Chain of Response Model. The primary aim of the study was to look at online learners’ success rate by focusing on two institutional factors drawn from the Model, namely: the learner’s study modules related challenges and support services. The results of an online survey of 180 undergraduate and postgraduate online learners of Egerton University, Kenya, showed: (a) the response rate of 16%; (b) a mixture of hardware, software and personal factors were identified as pre-requisites for e-learning success: (c) a number of mathematically-based modules were identified as risks to success in online studies; and (d) while the learners saw the learner support services as important they were less satisfied with their provision. The present study points to two broad areas that require further studies. First, qualitative look into specific challenges that learners face with respect to learner support service provisions, modules interactivity, and those identified as difficult to follow and thus posing risks to the learners’ success. Second, investigation into tutor-learner contacts with the view of identifying whether such contacts are reactive or proactive.
13
Goshima, Ryosuke. "Extracting Features of Solving Behavior in Handwriting on Tablets". Advances in Social Sciences Research Journal 8, n.º 2 (16 de febrero de 2021): 178–93. http://dx.doi.org/10.14738/assrj.82.9730.
Texto completoResumen
This paper proposes a method to estimate the learner's solving behavior during the exercises from the handwriting situation on the tablet. The proposed method extracts the handwriting characteristics in the solving behavior of each learner. It is important to give appropriate guidance according to the understanding of the learner. It is difficult to grasp the understanding status of learners in cases where teachers cannot observe learners directly as in distance learning. Teachers need an online system that estimates the solving behavior of individual learners to notify it of them. In the proposed method, the solving behavior is estimated from logs of both the handwriting and actions seeking supports using the moving window for 30 seconds. The method constructs a random forest model to estimate the solving behavior. Writing characteristics in each solving state are extracted to examine the values of the important variables in a random forest model. Handwriting data were collected from learners in an experiment. The learner's solving behavior was estimated with high accuracy. The constructed model precisely classifies not only states in which the hands stay still from ones in which the hands are moving smoothly but also states of answering correctly from ones of answering incorrectly. Since learners repeating to answer incorrectly are detected on the fly, teachers can take immediate measures for learners who need assistance during exercises.
14
Gao, Jun y Haitao Liu. "Valency and English learners’ thesauri". International Journal of Lexicography 32, n.º 3 (18 de diciembre de 2018): 326–61. http://dx.doi.org/10.1093/ijl/ecy025.
Texto completoResumen
Abstract Learners’ thesauri do not simply offer an inventory of semantically related lexical items but explicate their nuances and furnish users with rich syntactic, semantic, and pragmatic information. Adopting the theoretical framework of valency, this study examines the distinctive features of two English learners’ thesauri, the Oxford Learner’s Thesaurus: A Dictionary of Synonyms (OLT) and the Longman Language Activator (LLA). Furthermore, the study, supported by learner corpus evidence, empirically assesses the usefulness of OLT and LLA in Chinese learners’ writing. The results demonstrate that learners’ thesauri can generally meet the practical needs of users in writing through providing a range of synonyms and syntactic patterns, including abundant information on semantic collocations, and offering rich pragmatic information regarding registers and emotive variables. The results also show some defects in OLT and LLA, such as their failure to present specific syntactic patterns, including those frequently used in Chinese learners’ compositions. It is then suggested that the compilation of learners’ thesauri draw upon the ways in which lexical information is presented in the English Valency Dictionary, and that learner corpora and native speaker corpora be combined to improve their usefulness.
15
Rutz, Fredrik. "Recording Mobile Learning". International Journal of Mobile and Blended Learning 4, n.º 3 (julio de 2012): 68–82. http://dx.doi.org/10.4018/jmbl.2012070105.
Texto completoResumen
Data collection in M-TEL (Mobile Technology Enhanced Learning) studies is associated with great challenges, as both the learners and data collectors are mobile. One context for M-TEL is outside the controlled environment of the classroom, meaning disturbing sound and noise from the environment, which forces the research community to re-evaluate how the community collects data. This study evaluates how many audio recording devices are needed when collecting data for a subsequent qualitative analysis of an M-TEL study; in the author’s case through interaction and conversation analysis. The author analyzed how much of one learner’s speech was recorded by an audio recorder attached to that learner, and compared this with how much that learner’s speech was recorded by her peer learners’ audio recorders, as well as by a close-up video camera. This article presents a quantitative analysis of the material from different points of view; consecutive in time, the proximity of the learners, activity of the learners, a union between audio recorders, and a union between video and an audio recorder. The author’s conclusion is that in a group of learners, it is necessary to let every learner carry an audio recorder to sufficiently record their speech for later qualitative analysis.
16
Philp, Jenefer. "CONSTRAINTS ON “NOTICING THE GAP”". Studies in Second Language Acquisition 25, n.º 1 (16 de enero de 2003): 99–126. http://dx.doi.org/10.1017/s0272263103000044.
Texto completoResumen
Interaction has been argued to promote noticing of L2 form in a context crucial to learning—when there is a mismatch between the input and the learner's interlanguage (IL) grammar (Gass & Varonis, 1994; Long, 1996; Pica, 1994). This paper investigates the extent to which learners may notice native speakers' reformulations of their IL grammar in the context of dyadic interaction. Thirty-three adult ESL learners worked on oral communication tasks in NS-NNS pairs. During each of the five sessions of dyadic task-based interaction, learners received recasts of their nontargetlike question forms. Accurate immediate recall of recasts was taken as evidence of noticing of recasts by learners. Results indicate that learners noticed over 60–70% of recasts. However, accurate recall was constrained by the level of the learner and by the length and number of changes in the recast. The effect of these variables on noticing is discussed in terms of processing biases. It is suggested that attentional resources and processing biases of the learner may modulate the extent to which learners “notice the gap” between their nontargetlike utterances and recasts.
17
Maree, J. G. "An analysis of some factors that influence Tswana-speaking learners’ achievement in mathematics". Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 22, n.º 2/3 (26 de septiembre de 2003): 61–68. http://dx.doi.org/10.4102/satnt.v22i2/3.213.
Texto completoResumen
Inadequate achievement in mathematics is a common phenomenon, especially among black learners where the problem is becoming critical. Tswana learners in the Mafikeng region find themselves in an educational situation that does not always promote the optimal actualisation of their personal potential. An outcome of this situation is inadequate achievement in mathematics. The aim of this study has inter alia been the exploration of the inadequate achievement in mathematics of Tswana learners in the Mafikeng region by administering a Diagnostic Test and a Learner Questionnaire. The cognitive and affective facets of the Tswana learner’s achievement in mathematics were measured. A remedial strategy specifically aimed at the Tswana learner in the Mafikeng region was subsequently devised.
18
Phillips, Colin y Lara Ehrenhofer. "The role of language processing in language acquisition". Epistemological issue with keynote article “The role of language processing in language acquisition” by Colin Phillips and Lara Ehrenhofer 5, n.º 4 (31 de diciembre de 2015): 409–53. http://dx.doi.org/10.1075/lab.5.4.01phi.
Texto completoResumen
Language processing research is changing in two ways that should make it more relevant to the study of grammatical learning. First, grammatical phenomena are re-entering the psycholinguistic fray, and we have learned a lot in recent years about the real-time deployment of grammatical knowledge. Second, psycholinguistics is reaching more diverse populations, leading to much research on language processing in child and adult learners. We discuss three ways that language processing can be used to understand language acquisition. Level 1 approaches (“Processing in learners”) explore well-known phenomena from the adult psycholinguistic literature and document how they play out in learner populations (child learners, adult learners, bilinguals). Level 2 approaches (“Learning effects as processing effects”) use insights from adult psycholinguistics to understand the language proficiency of learners. We argue that a rich body of findings that have been attributed to the grammatical development of anaphora should instead be attributed to limitations in the learner’s language processing system. Level 3 approaches (“Explaining learning via processing”) use language processing to understand what it takes to successfully master the grammar of a language, and why different learner groups are more or less successful. We examine whether language processing may explain why some grammatical phenomena are mastered late in children but not in adult learners. We discuss the idea that children’s language learning prowess is directly caused by their processing limitations (‘less is more’: Newport, 1990). We conclude that the idea is unlikely to be correct in its original form, but that a variant of the idea has some promise (‘less is eventually more’). We lay out key research questions that need to be addressed in order to resolve the issues addressed in the paper.
19
Rohiyatussakinah, Ina, Sri Ardiani, Ida Nuraida y Nur Hidayanti. "INVESTIGATING YOUNG LEARNERS PERCEPTION AND MORAL VALUES ON LISTENING SKILL THROUGH WATCHING MOVIE “DORA: THE LOST CITY OF GOLD”". Journal of English Language Teaching and Literature (JELTL) 5, n.º 1 (21 de febrero de 2022): 84–89. http://dx.doi.org/10.47080/jeltl.v5i1.1814.
Texto completoResumen
The aim of the research was to investigate young learners perceptions and moral values on listening while English language teaching for young learner by having "Dora: The Lost Gold City" Movie at SMP Daarul Yaqiin. Method of research used descriptive analysis to explore young learner’s perception and moral values. Instrument used were observation, questionnaires and interviews. Interviews and questionnaires were conducted in the seventh grades of SMP Daarul Yaqiin. It was followed by 50 young learners who join listening class. The results of this study indicate; (1) Young learners give a good perception about the use of the movie "Dora: The lost city of gold" (2) Young learners give positive feedback to attract listening skills by using the movie "Dora: The lost city of gold" in learning, and (3) young learners get moral values by watching the movie "Dora: The lost city of gold". The advantages of using the movie "Dora: The lost city of gold" in learning listening are; it helps young learners understanding the subject easily, young learners were happy, gave them motivation to learn English for young learner. From these finding the conclusion was the used of the movie "Dora: The lost city of gold" in English listening easy understanding material has positive response from young learners and also provided several benefits for them especially moral values for young learners.
20
Oya, Masanori. "Differences of Mean Dependency Distances of English Essays Written by Learners of Different Proficiency Levels". Glottometrics 53 (2022): 24–41. http://dx.doi.org/10.53482/2022_53_400.
Texto completoResumen
This study investigates the differences in the mean dependency distances (MDDs) of the English essays in a learner corpus, focusing on the different proficiency levels of learners, and the different dependency types. This study is based on the following three assumptions. Firstly, the MDDs of learners' production increase as proficiency levels increase. Secondly, there is an upper limit over which MDDs do not exceed, as predicted by the Dependency Distance Minimization principle. Finally, different types of dependencies show different tendencies across learners of different proficiency levels. This study attempts to verify these assumptions with substantial learner corpus data, categorized into subcorpora according to learner proficiency. Corpus analyses yield results that support these assumptions. These results are expected to constitute a prerequisite for employing the MDD of an individual learner's production to evaluate his or her proficiency level.
21
Lee, Yun-Bin. "Real-time Online College Writing Teaching Methods to Promote Interaction Between Class Members －Based on the results of analyzing the needs of college students". Korean Association of General Education 15, n.º 5 (31 de octubre de 2021): 113–28. http://dx.doi.org/10.46392/kjge.2021.15.5.113.
Texto completoResumen
The purpose of this study is to construct and propose real-time online college writing teaching methods to promote interaction between class members (instructor-learner, learner-learner).<br/>Through surveys and interviews with learners who hadn’t experienced real-time, online college writing education, we confirmed that the main perceptions and demands of learners for real-time online classes were as follows: First, the learners’ reluctance to show oneself in such a class and the demand for interaction with minimal online exposure. Second, the burden of writing in an isolated environment and the demand for detailed assistance of instructor’s in the writing process. Third, the reluctance to show the learner’s written text and the demand for receiving sufficient feedback anonymously.<br/>Therefore, this study proposed the following three teaching methods: First, a method to ensure learner anonymity to allow learners to participate in classes using a “sub-character” rather than their real names. Second, to conduct a short [lecture-practice-feedback] method, instead of a one-time [lecture-practice] method, was implemented several times in one class. Thirdly, to simultaneously share the learners' practice results through chat windows and to provide multiple types of feedback.<br/>This study confirmed that the proposed methods promote interaction between members in an online writing education environment and generate positive teaching and learning effects by reviewing specific class application cases and the learners' responses to these classes.
22
Wigglesworth, Gillian. "CURRENT APPROACHES TO RESEARCHING SECOND LANGUAGE LEARNER PROCESSES". Annual Review of Applied Linguistics 25 (marzo de 2005): 98–111. http://dx.doi.org/10.1017/s026719050500005x.
Texto completoResumen
Language learning is a complex set of processes that largely take place in the learner's head. The extent to which learners consciously focus on specific aspects of language, the degree to which they notice particular features of language, and how this is done has been the object of considerable debate in different theoretical approaches to second language acquisition. For researchers in second language acquisition, one dilemma is how to find out what learners notice, and how, if at all, they incorporate this into their developing linguistic knowledge. Here, I discuss three approaches to researching learner cognitive processes that can be used to identify the knowledge that learners have about their second language, and obtain some insights into the cognitive processes of learners. These approaches have the potential to contribute to our understanding of how learners learn a second language, and, therefore, how this task may be facilitated. The first approach attempts to tap directly into the learner's thought through the use of think-aloud protocols, whereas the second involves having learners engage with activities that encourage them to talk aloud, thus providing insights into their thought processes. The third approach uses planning effects on task performance to investigate how learners monitor their language.
23
Hota, C. P. Pavan Kumar y 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, n.º 6 (29 de junio de 2018): 246. http://dx.doi.org/10.23956/ijermt.v6i6.277.
Texto completoResumen
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.
24
Lujić, Rea. "Classroom Participation as a Performative Act of Language Learners’ Identity Construction". Journal of Language and Cultural Education 6, n.º 3 (1 de septiembre de 2018): 72–84. http://dx.doi.org/10.2478/jolace-2018-0025.
Texto completoResumen
Abstract In the first part of this study, we briefly present different approaches used to define the concept of second language learners’ identity. Then we introduce Butler’s theory of performativity (1988) and we attempt to apply its main concepts as tools for describing L2 learners’ identity. In the second part of the study, we try to answer the following question: What are typical performative acts of a good and a poor language learner in the language learning classroom? Our research suggests that performing a good language learner identity refers to the learner’s frequent and repetitive participation in utterances whose content is related to the language classroom, regardless of the chosen communicative resources. As for performing a poor language learner identity, it appeared that it refers to the learner’s repetitive and frequent participation in utterances whose content is not related to the language classroom, regardless of the chosen communicative resources.
25
Martens, William L. y Rui Wang. "Applying adaptive recognition of the learner’s vowel space to English pronunciation training of native speakers of Japanese". SHS Web of Conferences 102 (2021): 01004. http://dx.doi.org/10.1051/shsconf/202110201004.
Texto completoResumen
When native speakers of Japanese are taught English as a second language, there are difficulties with their training in pronunciation of American English vowels that can be ameliorated though adaptive recognition of the learner’s vowel space. This paper reports on the development of an online Computer-Assisted Language Learning (CALL) environment that provides Japanese learners with customized target utterances of 12 single-syllable words that are synthesized according to an adaptive recognition of the learner’s vowel space. These customized target utterances provide each learner with examples of each of 12 American English monophthongs in consonant-vowel-consonant (CVC) context in order to sound as if they had been uttered by the learners themselves. This adaptive process was incorporated into a successfully developed tool for Computer-Assisted Pronunciation Training (CAPT) which gave more appropriate pronunciation targets to each learner, rather than forcing the learners to attempt to match the formant frequencies of their own utterances to those of the target utterances as produced by a speaker exhibiting a different vowel space (i.e., a speaker with a different vocal tract length).
26
Chagwiza, Conilius, Lillias Hamufari y Gladys Sunzuma*. "Exploring Zimbabwean A-Level Mathematics Learners’ Understanding of the Determinant Concept". European Journal of Mathematics and Science Education 2, n.º 2 (15 de diciembre de 2021): 85–100. http://dx.doi.org/10.12973/ejmse.2.2.85.
Texto completoResumen
<p style="text-align: justify;">Learners bring prior knowledge to their learning environments. This prior knowledge is said to have an effect on how they encode and later retrieve new information learned. This research aimed at exploring ‘A’ level mathematics learners’ understanding of the determinant concept of 3×3 matrices. A problem-solving approach was used to determine learners' conceptions and errors made in calculating the determinant. To identify the conceptions; a paper and pencil test, learner interviews, and learner questionnaires were used. Ten learners participated in the research and purposive sampling was used to select learners who are doing the syllabus 6042/2 Zimbabwe School Examination Council (ZIMSEC). Data was analyzed qualitatively through an analysis of each learners' problem-solving performance where common themes were identified amongst the learners’ work. Results from the themes showed that Advanced level learners faced some challenges in calculating the determinant of 3×3 matrices. Learners were having challenges with the place signs used in 3×3 matrices, especially when using the method of cofactors. The findings reveal that learners had low levels of engagement with the concepts and the abstract nature of the concepts was the major source of these challenges. The study recommends that; teachers should engage learners for lifelong learning and apply some mathematical definitions in real-world problems. Teachers should address the issues raised in this research during the teaching and learning process. In addition, teachers should engage learners more through seminars where learners get to mingle with others from other schools.</p>
27
Howard, Martin. "The effects of study abroad on the L2 learner’s structural skills". EUROSLA Yearbook 1 (1 de enero de 2001): 123–41. http://dx.doi.org/10.1075/eurosla.1.11how.
Texto completoResumen
This article compares the relative effect of study abroad as opposed to foreign language instruction on an aspect of the L2 learner’s grammatical development, namely the expression of past time in target language (TL) French. Based on a cross-sectional quantitative analysis of oral data elicited from Irish advanced learners, a number of differences and similarities emerge between the learners’ development in the TL community and in the foreign language classroom. On the one hand, the more beneficial effect of study abroad is evident insofar as the study abroad learners attain a higher level of accuracy in their use of past time morphology across a more expansive range of aspectual contexts. On the other hand, however, similarities are also evident between the learners in both domains of acquisition. Based on a variationist analysis which controls for the effect of a number of linguistic factors on the learners’ choice of past time marker (grammatical aspect, inherent lexical aspect, and discourse grounding), the learners’ contextual use of past time morphology appears to be relatively similar. The results are firstly dicussed in relation to existing research evidence concerning the L2 learner’s grammatical development during study abroad, and secondly, in relation to the question of the manifestation of grammatical development in the L2 learner.
28
Rodriguez, Diosdora L. "Modular Distance Learning: The Problem and Its Background". Instabright International Journal of Multidisciplinary Research 4, n.º 1 (15 de febrero de 2022): 101–7. http://dx.doi.org/10.52877/instabright.04.01.0110.
Texto completoResumen
Modular Distance Learning involves individualized instruction that allows learners to use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the context of the learner, and other learning resources like Learner’s Materials, textbooks, activity sheets, study guides and other study materials. Learners access electronic copies of learning materials on a computer, tablet PC, or smartphone. CDs, DVDs, USB storage and computer-based applications can all be used to deliver e-learning materials, including offline E-books. The teacher takes the responsibility of monitoring the progress of the learners. The learners may ask assistance from the teacher via e-mail, telephone, text message/instant messaging. Where possible, the teacher shall do home visits to learners needing remediation or assistance. Any member of the family or other stakeholder in the community needs to serve as para-teachers.
29
Fath, Sahnaz Natasya y Wening Sahayu. "PROMOTING LEARNER'S AGENCY AND REFLECTIVE THINKING BY ELIMINATING DIRECT CORRECTIVE FEEDBACK IN WRITING". LLT Journal: A Journal on Language and Language Teaching 25, n.º 1 (18 de mayo de 2022): 338–49. http://dx.doi.org/10.24071/llt.v25i1.4416.
Texto completoResumen
Many researchers have examined the implementation of the promotion method toward the agency principle of multicultural theory. However, little has examined the corrective feedback in promoting the tenet. Given the corrective feedback, the learner will be less used of their reflective thinking to promote themselves as an agent. Therefore, this study aimed to promote learners' agency by eliminating the corrective feedback in writing class and encouraging learners' reflective thinking. Three non-formal intermediate learners writing ability is analyzed in this study. The material given was following the syllabus of the course which is expressing of obligation and prohibition. There were three tasks given in this class. The first task is an individual project, the second is a group project, and the third is an individual project. After the learner finished the task the researcher analyzed the learner's writing improvement by analyzing the frequency and the variation of the lexical used and the grammar detail. Using Primary Trait Scoring, the findings pointed out that the writing ability of the learners improved both lexically and grammatically. Besides, the findings also supported that language produced by the learners is complex, dynamics, and more individual. It is expected that this research could be a consideration for educational stakeholders to select the appropriate method for the learners
30
Ghooriyan, Arezoo y Hadi Salehi. "Using Instagram for Teaching Idioms to Iranian Upper-intermediate EFL Learners". Journal of Critical Studies in Language and Literature 3, n.º 4 (24 de mayo de 2022): 16–26. http://dx.doi.org/10.46809/jcsll.v3i4.157.
Texto completoResumen
In this study, the efficacy of using Instagram as a smartphone assisting tool on teaching idioms to Iranian upper-intermediate EFL learners was examined. Oxford Placement Test (OPT) was utilized to determine the level of the learner's proficiency. Then, 60 selected participants were divided into two groups namely experimental and control groups. The learners in the experimental group learned idioms through Instagram (pictures, examples, and texts) and the learners in the control group learned them through the traditional method (texts, meaning, and examples). T-test was used to determine the significance of the experimental group improvement in learning idioms compared with the control group. The findings showed that the experimental group learners outperformed the control group learners and the increase in their scores was significant showing that Instagram is a good application for learning idioms. The results of this study might be useful for both EFL students and professors to learn and teach better.
31
Radhakrishnan, Madhubala. "Personalized Mobile Learning and Course Recommendation System". International Journal of Mobile and Blended Learning 13, n.º 1 (enero de 2021): 38–48. http://dx.doi.org/10.4018/ijmbl.2021010103.
Texto completoResumen
Mobile-based learning provides new experience to the learners to learn anything from anywhere and anytime by using their portable or mobile device. Vast educational contents and also different media formats can be supported by the mobile devices. Access speed of those materials has also improved a lot. With this advancement, providing required content or materials in the desired format to the learner is essential to the learning management system. Also, it is very important to guide the learner based on their interest in learning. With this outset, the proposed mobile learning system helps the learners to access different courses under different levels and different specializations. The course contents are in different formats called learning objects (LO). In order to provide personalized learning experience to the learner, the system finds the learner's preferences and selects the desired learning objects. It also recommends some specializations with level to the learners to achieve higher grades.
32
Kolesnikova, Elena M. y Irina A. Kudenko. "Schoolchildren’s Perceptions of STEM Professions and Careers in Russia: Results of a Pilot Study". Integration of Education 26, n.º 3 (30 de septiembre de 2022): 449–65. http://dx.doi.org/10.15507/1991-9468.108.026.202203.449-465.
Texto completoResumen
Introduction. The world of work is undergoing a global shift fuelled by technological innovation, demographic changes and environmental problems. This heightens the demand for STEM (science, technology, engineering and math) competencies which are seen as a catalyst for social and economic development. The purpose of this study was to investigate learner views on STEM professions, the learners’ overall attitudes regarding STEM, as well as their aspirations and willingness to choose a career in STEM and identify factors which are crucial in forming young people’s interests in studying STEM and pursuing STEM careers. Materials and Methods. This pilot study was conducted in May 2019 across three schools in the Moscow region. The authors used a slightly modified version of the learner questionnaire used by the European study “ECB-inGenious” to investigate perceptions of STEM careers among Russian learners in grades 8–9 and 10–11. Results. Overall, it was determined that a combination of intrinsic (cognitive and attitudinal) and extrinsic (social, cultural and economic) factors were responsible for learner engagement in STEM. Learners showed a strong awareness of STEM’s significance to society and displayed positive perceptions of STEM careers, although jobs in industry appeared less popular than those in other areas of STEM. Some factors, such as a learner’s personal experiences of STEM in and out of the classroom can even play a decisive role in shaping aspirations towards STEM careers. Younger learners expressed more enthusiasm for STEM careers than their older counterparts. Learners enrolled in classes specialising in STEM and learners whose parent(s) worked in STEM-related professions showed stronger positive attitudes to STEM careers. Discussion and Conclusion. To make an informed decision, learners require practical information and advice regarding STEM careers; schools can play an important role in this process. This guidance must begin early, ideally from primary school when learners are more enthused and interested in learning about STEM careers. It is also advisable for learners to be given more opportunities to join extracurricular STEM activities; consequently, a learner’s understanding of STEM subjects is expanded outside the academic curriculum which can spark a longlasting interest in the subject. Additionally, STEM subjects’ curriculums require enriching with real-life examples and should be contextualised in terms of relevant careers. Finally, schools should be encouraged to organise regular engagements with STEM professionals.
33
Meškauskienė, Asta. "The Influence of Educational Teacher- Learner Interaction on Adolescent Self-esteem". Pedagogika 126, n.º 2 (5 de junio de 2017): 115–29. http://dx.doi.org/10.15823/p.2017.23.
Texto completoResumen
The teacher-learner interaction, which is of relevance to the contemporary learning paradigm, is grounded on goodwill, mutual respect as well as trust and enables a learner to become autonomous, proactive and responsible. The essence of the teacher’s activity can be determined in the following way: it is most important to focus on maturity of learners’ personality, development of their intellectual powers, their own active and conscious learning providing all the support necessary for learners to enable them to develop competences that are relevant in life. Next to such competences to be developed as learning to learn, communication and creativity, a particular role is played by personal competence, which targets at education and development of an individual, who is dignified, self-respected and able to adequately self-evaluate. There is a transition from the teacher’s role as the head of the process of education to those as a learning organiser, opportunity creator and advisor, when the development of learner’s autonomy, independence and responsibility become underlying values of education. Following educational researchers, there exists a close link between the learner’s self-esteem and autonomy and the freedom of choice provided by teachers. The teacher’s respect for learners, his/her attention, encouragement and positive expectations contribute to the strengthening of learner’s self-confidence and self-esteem.
34
Kaur, Ramneet, Deepali Gupta, Mani Madhukar, Aman Singh, Maha Abdelhaq, Raed Alsaqour, Jose Breñosa y Nitin Goyal. "E-Learning Environment Based Intelligent Profiling System for Enhancing User Adaptation". Electronics 11, n.º 20 (18 de octubre de 2022): 3354. http://dx.doi.org/10.3390/electronics11203354.
Texto completoResumen
Online learning systems have expanded significantly over the last couple of years. Massive Open Online Courses (MOOCs) have become a major trend on the internet. During the COVID-19 pandemic, the count of learner enrolment has increased in various MOOC platforms like Coursera, Udemy, Swayam, Udacity, FutureLearn, NPTEL, Khan Academy, EdX, SWAYAM, etc. These platforms offer multiple courses, and it is difficult for online learners to choose a suitable course as per their requirements. In order to improve this e-learning education environment and to reduce the drop-out ratio, online learners will need a system in which all the platform’s offered courses are compared and recommended, according to the needs of the learner. So, there is a need to create a learner’s profile to analyze so many platforms in order to fulfill the educational needs of the learners. To develop a profile of a learner or user, three input parameters are considered: personal details, educational details, and knowledge level. Along with these parameters, learners can also create their user profiles by uploading their CVs or LinkedIn. In this paper, the major innovation is to implement a user interface-based intelligent profiling system for enhancing user adaptation in which feedback will be received from a user and courses will be recommended according to user/learners’ preferences.
35
El Mamoun, Bouchra, Mohamed Erradi y Abderrahim El Mhouti. "Using an Intelligent Tutoring System to Support Learners’ WMC in e-learning: Application in Mathematics Learning". International Journal of Emerging Technologies in Learning (iJET) 13, n.º 12 (20 de diciembre de 2018): 142. http://dx.doi.org/10.3991/ijet.v13i12.8938.
Texto completoResumen
Learning is a complex process linked to a number of individual, cognitive and affective characteristics of the learner. In this context, the learner’s Working Memory (WM) concept has also been identified as a preacher of learning performance. In the learning process, solving a problem is an essential part of the learner's WM. Its capacity and performance are predictive factors of academic success. The success of the given problem depends on a good selection, processing and transformation of this information. This mental work within the WM requires a good WM Capacity (WMC). The improvement of the WMC needs some strategies which focus on the learning content and the use of educational technologies in the learning process.
Encouraged by the results of previous research, this work aims to harness the potential of educational technologies to enhance the learners' WM ability in learning mathematics in an e-learning environment. In order to help learners with low WMC in e-learning, this paper proposes to set up an e-learning platform integrating an Intelligent Tutorial System (ITS). The purpose of this ITS is to manage the limited ability of the learner's WM by adopting strategies that improve the transition of mathematical knowledge from short-term memory to long-term memory. The proposed ITS generates e-learning content that will serve to improve the learner's WMC, and subsequently improve his learning performance.
36
Corino, Elisa. "Learners and reformulative discourse markers". Discourse Markers in Second Language Acquisition / Les marqueurs discursifs dans l’acquisition d’une langue étrangère 7, n.º 1 (12 de agosto de 2016): 44–66. http://dx.doi.org/10.1075/lia.7.1.02cor.
Texto completoResumen
Building on the results of a previous study on reformulative discourse markers (Corino 2012), this paper examines the different functions and semantic features of the Italian discourse marker cioè in the hope of elaborating a clear framework for its many functions and uses. The outcomes will enable us to answer three main research questions: 1) Is there a relevant relationship between the learner’s mother tongue and the use of cioè? 2) What points in Italian as a second language (ISL) need to be taught to learners in order to improve the use of DMs? 3) What functions of cioè are used more or less by learners of ISL with respect to native speakers? To this end, the distribution of this DM will be analyzed in texts written by ISL learners, collected in the learner corpora VALICO and ADIL2, in search of regularities in acquisition vs. evidence of influence of the learners’ mother tongues.
37
Hao, Xiaowei y Shanshan Han. "An Algorithm for Generating a Recommended Rule Set Based on Learner's Browse Interest". International Journal of Emerging Technologies in Learning (iJET) 13, n.º 11 (9 de noviembre de 2018): 102. http://dx.doi.org/10.3991/ijet.v13i11.9604.
Texto completoResumen
To personalize the recommended learning information according to the interests of the learner, a recommendation rule set generation algorithm based on learner browsing interests was proposed. First, the learner's browsing behavior was captured. A multivariate regression method was used to calculate the quantitative relationship between the learner's browsing behavior and the degree of interest in the web page to generate a learner's current interest view (CIV). With this current interest view, a content-based collaborative filtering personalized information recommendation service was provided to learners. Then, a new weighted association rule algorithm was used to discover the associations between the items, so that the degree of recommendation was obtained. Furthermore, the degree of recommendation was used as a personalized recommendation service for learners with long-term interests. The results showed that the proposed algorithm effectively improved the quality of information recommendation and the real-time performance of the recommendation. Therefore, this algorithm has a good application value in the field of personalized learning recommendation.
38
Lee, S. y D. Pak. "Effects of sequence and storytelling methods on EFL development of an adult learner". Bulletin of the Karaganda University. Pedagogy series 101, n.º 1 (29 de marzo de 2021): 86–92. http://dx.doi.org/10.31489/2021ped1/86-92.
Texto completoResumen
This article presents the effects of sequence and storytelling methods on an adult beginner learner’s English language development. Being a powerful and natural way to learn, convey, and retain information, these methods offer a number of benefits, such as improving learners’ language proficiency, increasing learner participation, providing learners with cultural experience and encouraging creativity. The following research questions guided the study: 1) How do sequence and storytelling methods motivate an adult language learner to improve English? 2) What linguistic aspects do sequence and storytelling methods develop in the learner’s English? A qualitative research approach, specifically a case study, was used to investigate these questions. The findings demonstrate that sequence and storytelling methods of teaching EFL positively contribute to English speaking proficiency and empowerment by motivating the learner. The participant of this case study appreciated the benefits of sequence and storytelling teaching techniques as they addressed her individual needs and increased her learning enjoyment, cultural awareness, and language ability.
39
Lintunen, Pekka, Maarit Mutta y Sanna Pelttari. "Profiling language learners in hybrid learning contexts: Learners’ perceptions". EuroCALL Review 25, n.º 1 (12 de junio de 2017): 61. http://dx.doi.org/10.4995/eurocall.2017.7145.
Texto completoResumen
<p>This article discusses formal and informal foreign language learning before university level. The focus is on beginning university students’ perceptions of their earlier learning experiences, especially in digital contexts. Language learners’ digital competence is a part of their everyday lives, but its relationship to learning in and outside educational settings is still relatively seldom studied. The article discusses learning in formal and informal (i.e., hybrid) contexts and digital learning profiles −that is, a learner’s own personalized style in acquiring language competence by creating affordances in personalized digital or mobile learning environments− in primary and secondary education identified in a language learning survey. The results are based on an online survey sent to all beginning university students majoring in languages at a Finnish university (N= 87/192), which was complemented by a short narrative task (N=47) a few months later focusing on earlier education and the use of language learning technologies. The results suggest that the use of technologies seems to differ between extramural and in-school language learning. The learners were well aware of various possibilities to create affordances for learning, and their own involvement increased with age. Most participants had positive attitudes towards the use of technologies to enhance language learning, but critical views emphasized the importance of inspiring contact teaching. Three different digital learning profiles were identified: a digiage learner, a hybrid learner, and an in-school learner. These can be useful when planning differentiated foreign language instruction.</p>
40
Venugopal, Dr Daruri. "Learner’s Evaluation in Teaching Learning Process". International Journal for Modern Trends in Science and Technology 6, n.º 7 (31 de julio de 2020): 175–80. http://dx.doi.org/10.46501/ijmtst060729.
Texto completoResumen
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.
41
Reichle, Joe y David E. Yoder. "Communication Board Use in Severely Handicapped Learners". Language, Speech, and Hearing Services in Schools 16, n.º 3 (julio de 1985): 146–57. http://dx.doi.org/10.1044/0161-1461.1603.146.
Texto completoResumen
Four severely retarded preschool children were taught to label four objects using a manual, direct select communication board. After acquisition, learners failed to generalize to either commenting or requesting using the trained vocabulary. It was hypothesized that learners failed because (a) they had never learned to request using their newly acquired vocabulary or (b) because the production of object labels was only under control of the verbal stimulus "What's this?" A second experiment, designed to test these hypotheses, suggested that teaching a pragmatic discrimination between requesting and object labeling resulted in improved performance for two learners. A procedure to shift stimulus control from a verbal cue ("What's this? ") to the presence of the object improved performance on spontaneous probes for a third learner. The remaining learner failed to acquire the spontaneous use of the acquired vocabulary.
42
Deng, Fei y Timothy V. Rasinski. "A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment". ACM Transactions on Asian and Low-Resource Language Information Processing 20, n.º 5 (23 de junio de 2021): 1–16. http://dx.doi.org/10.1145/3457987.
Texto completoResumen
This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.
43
Jacobs-Nzuzi Khuabi, L., K. Ally, S. Khan, M. Moolman, A. Mustapha y S. Parker. "Primary to secondary school transition of learners with traumatic brain injuries in the Cape metropolitan area: A learner perspective". South African Journal of Occupational Therapy 52, n.º 2 (agosto de 2022): 36–45. http://dx.doi.org/10.17159/2310-3833/2022/vol52n2a5.
Texto completoResumen
AIM: This study explores the lived experiences of adolescent learners with Traumatic Brain Injuries (TBI) from a low to middle-income context when they transition from primary to secondary school. An understanding of the insider perspective of this school transition process sought to illuminate the factors that facilitate or hinder learners' primary to secondary school transition. METHOD: An interpretive phenomenological research design was used. Four participants were purposively selected. The data collection method included semi-structured face to face interviews. Data were analysed inductively using Burnard's Framework. Four themes emanated from the data including: changes in functioning; personal resources; enabling external support structures and gaps in support structures. RESULTS: For learners with TBI, there are factors that facilitate a positive primary to secondary school transition including them drawing on personal resources and the support that they receive from enabling external support structures. Barriers to the school transition following a TBI, include the changes in physical, mental, and social functions that impact on adolescents' ability to fulfil their learner role as well as gaps in the provision of support within the multi systems within the learners' environment. CONCLUSION: Members of the multidisciplinary team, should adopt a learner-centred approach for interventions that seeks to prepare and support learners with TBI for their primary to secondary school transition. Planning the primary to secondary school transition should seek to prepare the learner, and those in the learner's context.
44
Safsouf, Yassine, Khalifa Mansouri y Franck Poirier. "An Analysis to Understand the Online Learners’ Success in Public Higher Education in Morocco". Journal of Information Technology Education: Research 19 (2020): 087–112. http://dx.doi.org/10.28945/4518.
Texto completoResumen
Aim/Purpose: This study focuses on the learners’ success toward learning management systems in higher education in Morocco and also proposes a theoretical model to better understand the determinants of learners’ satisfaction, self-regulation and continuance intention to use these systems. For this purpose, variables which may have a positive or negative influence in our model are examined. Background: The latest version of the technology acceptance model, expectation–confirmation model, DeLone and McLean Information systems success model and self-regulated learning theory, have been used. This study proposes a causal model named e-learner success assessment model or e-LSAM. Methodology: In this study, a structural equation model (SEM) approach was used for the empirical validation and testing of correlation hypotheses between e-LSAM constructions. Contribution: This research extends previous literature on the factors that can contribute to learners’ use, engagement, satisfaction and success in an e-learning system, we also propose a causal model named e-learner success assessment model (e-LSAM). Findings: The results indicate that, learner’s success in an e-learning system could be explained by self-regulation and learners’ intention to continue using LMS, which is explained by learners’ satisfaction. The results also show that the system quality, course and information quality, course flexibility, diversity in assessments and social interactions can improve learners’ satisfaction with LMS platforms Impact on Society: This study will enable the university and higher school in Morocco to better understand the critical factors to be undertaken to improve student performance and educational levels. Future Research: This document is a general overview of factors that help to understand learner’s success in an eLearning system; it is not without limitations. Our research did not take into account the effects of demographic attributes such as gender, age, level of education and others. More specifically, Morocco, like any other country, has its own traditions and culture, future research should explore how these aspects influence the success of learners in an e-learning system.
45
Azar, Ali Sorayaie y Somaiyeh Molavi. "Iranian EFL Learners’ Attitudes toward Correction of Oral Errors". European Journal of Social & Behavioural Sciences 4, n.º 1 (1 de enero de 2013): 106–18. http://dx.doi.org/10.15405/ejsbs.2013.1.13.
Texto completoResumen
The correction of learner's oral errors in classroom has always been the main concern of many researchers and educators. Based on the ideas of learner-centered approach toward language teaching process, it needs to consider learners' reactions and feelings toward error correction as we do in other aspects of learning. This study discusses the findings of a questionnaire administered to 13 EFL learners at the university level in Iran. The study tries to answer to the questions about 1) EFL learners’ attitude toward error correction, 2) their preferences about the correction of different types of errors, and 3) their preferences about different methods of correction. The results showed that EFL learners have strongly positive attitudes toward correction of all errors by their teacher and they prefer correction of phonology and grammar errors more than others and they would rather self-correction among methods.
46
Mpisi, Anthony y Gregory Alexander. "Black Learner Perceptions of Teacher-Learner and Learner-Learner Relationships in Multicultural Spaces of Historically White Schools". International Journal of Learning, Teaching and Educational Research 21, n.º 4 (30 de abril de 2022): 28–45. http://dx.doi.org/10.26803/ijlter.21.4.2.
Texto completoResumen
The purpose of this paper is to report on a research study which explored the perceptions of black learners with regard to their teacher-learner and learner-learner relationships in multicultural spaces of Historically White Schools in the five educational districts of the Northern Cape province in South Africa. A quantitative research approach, embedded in a descriptive data method of data analysis was employed, where a self-designed 4-point Likert scale questionnaire was given to 1037 black high school learners attending Historically White Schools in the Northern Cape. Learners used for the study included learners in grades 10 to 12. Selected items related to black learners’ perceptions of their relationships with their teachers and fellow learners in Historically White Schools. Data were analysed using descriptive analyses. In general, the study revealed that black learners experienced relatively pleasing relationships with their teachers and fellow learners alike. The study is noteworthy, as it reveals that black learners attending Historically White Schools feel accepted and respected by their teachers and fellow learners, which, in turn, is favourable for learners’ emotional security, sense of belonging and academic achievement. The study further highlights the critical value of teacher-learner and learner-learner relationships to learning, interaction, socialisation and communication in Historically White Schools, noting the tendency of these schools to assimilate black learners into the existing school culture, which is fundamentally based on Eurocentric values.
47
Fang, Chaohua y Qiuyun Lu. "Personalized Recommendation Model of High-Quality Education Resources for College Students Based on Data Mining". Complexity 2021 (20 de abril de 2021): 1–11. http://dx.doi.org/10.1155/2021/9935973.
Texto completoResumen
With the rapid development of information technology and data science, as well as the innovative concept of “Internet+” education, personalized e-learning has received widespread attention in school education and family education. The development of education informatization has led to a rapid increase in the number of online learning users and an explosion in the number of learning resources, which makes learners face the dilemma of “information overload” and “learning lost” in the learning process. In the personalized learning resource recommendation system, the most critical thing is the construction of the learner model. Currently, most learner models generally have a lack of scientific focus that they have a single method of obtaining dimensions, feature attributes, and low computational complexity. These problems may lead to disagreement between the learner’s learning ability and the difficulty of the recommended learning resources and may lead to the cognitive overload or disorientation of learners in the learning process. The purpose of this paper is to construct a learner model to support the above problems and to strongly support individual learning resources recommendation by learning the resource model which effectively reduces the problem of cold start and sparsity in the recommended process. In this paper, we analyze the behavioral data of learners in the learning process and extract three features of learner’s cognitive ability, knowledge level, and preference for learning of learner model analysis. Among them, the preference model of the learner is constructed using the ontology, and the semantic relation between the knowledge is better understood, and the interest of the student learning is discovered.
48
SRDANOVIĆ, Irena y Kumiko SAKODA. "Analysis of Learner’s Production of Adjectives Using the Japanese Language Learner's Corpus C-JAS: The Case of takai". Acta Linguistica Asiatica 3, n.º 2 (9 de diciembre de 2013): 9–24. http://dx.doi.org/10.4312/ala.3.2.9-24.
Texto completoResumen
In this paper, we explore learner production of adjectives using the Japanese language learner's corpus C-JAS (Corpus of Japanese As a Second language). Firstly, we describe the overall usage of adjectives in the corpus and discuss the distribution of the adjectives among learners including their correct and incorrect usages. Then, we take the frequently used adjective takai "high/tall/expensive" as an example and show how the learners' production of adjectives develops in terms of form, correct/incorrect usages, and lexico-semantic coverage.
49
Khor, Ean Teng y Darshan Dave. "A Learning Analytics Approach Using Social Network Analysis and Binary Classifiers on Virtual Resource Interactions for Learner Performance Prediction". International Review of Research in Open and Distributed Learning 23, n.º 4 (1 de noviembre de 2022): 123–46. http://dx.doi.org/10.19173/irrodl.v23i4.6445.
Texto completoResumen
The COVID-19 pandemic induced a digital transformation of education and inspired both instructors and learners to adopt and leverage technology for learning. This led to online learning becoming an important component of the new normal, with home-based virtual learning an essential aspect for learners on various levels. This, in turn, has caused learners of varying levels to interact more frequently with virtual resources to supplement their learning. Even though virtual learning environments provide basic resources to help monitor the learners’ online behaviour, there is room for more insights to be derived concerning individual learner performance. In this study, we propose a framework for visualising learners’ online behaviour and use the data obtained to predict whether the learners would clear a course. We explored a variety of binary classifiers from which we achieved an overall accuracy of 80%–85%, thereby indicating the effectiveness of our approach and that learners’ online behaviour had a significant effect on their academic performance. Further analysis showed that common patterns of behaviour among learners and/or anomalies in online behaviour could cause incorrect interpretations of a learner’s performance, which gave us a better understanding of how our approach could be modified in the future.
50
Ulfa, Saida, Deddy Barnabas Lasfeto y Citra Kurniawan. "Modelling The Learner Model Based Ontology In Adaptive Learning Environment". Journal of Disruptive Learning Innovation (JODLI) 1, n.º 1 (30 de noviembre de 2019): 34. http://dx.doi.org/10.17977/um072v1i12019p34-45.
Texto completoResumen
Currently, the online learners are increasingly demanding more personalized learning since the web technology, and the learners have individual features of characteristics such as learning goals, experiences, interests, personality traits, learning styles, learning activities, and prior knowledge. A personalized learning process requires an adaptive learning system (ALS). In order to adapt, a learner model is required. Thus, modelling the learner model in an adaptive system environment is a key point to success in recommending the learner. The ontology-based approach was used to model the adaptive learning model in this research. Ontology is a graph structure that consists of a collection of contexts, relationships, and models which related to contexts. The ontology of the learner model enables to produce a description of learner’s properties which contains important information about domain knowledge, learning performance, interests, preference, goal, tasks, and personal traits.Keywords - Personalized Learning, Adaptive Learning System, Ontology, Learner Model