Rozprawy doktorskie na temat „Interactive learning”
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Tarasova, H. S., i O. V. Shakhmatova. "Flipped learning as interactive learning environment". Thesis, Інститут інноваційної освіти, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41237.
Pełny tekst źródłaPace, Aaron J. "Guided Interactive Machine Learning". Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1355.pdf.
Pełny tekst źródłaFonooni, Benjamin. "Cognitive Interactive Robot Learning". Doctoral thesis, Umeå universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-97422.
Pełny tekst źródłaAtt bygga autonoma robotar som passar ett stort antal olika användardefinierade applikationer kräver ett språng från dagens specialiserade maskiner till mer flexibla lösningar. För att nå detta mål, bör man övergå från traditionella förprogrammerade robotar till robotar som själva kan lära sig nya färdigheter. Learning from Demonstration (LfD) och Imitation Learning (IL), där roboten lär sig genom att observera en människa eller en annan robot, är bland de mest populära inlärningsteknikerna. Att visa roboten hur den ska utföra en uppgift är ofta mer naturligt och intuitivt än att modifiera ett komplicerat styrprogram. Men att lära robotar nya färdigheter så att de kan reproducera dem under nya yttre förhållanden, på rätt tid och på ett lämpligt sätt, kräver god förståelse för alla utmaningar inom området. Studier av LfD och IL hos människor och djur visar att flera kognitiva förmågor är inblandade för att lära sig nya färdigheter på rätt sätt. De mest anmärkningsvärda är förmågan att rikta uppmärksamheten på de relevanta aspekterna i en demonstration, och förmågan att anpassa observerade rörelser till robotens egen kropp. Dessutom är det viktigt att ha en klar förståelse av lärarens avsikter, och att ha förmågan att kunna generalisera dem till nya situationer. När en inlärningsfas är slutförd kan stimuli trigga det kognitiva systemet att utföra de nya färdigheter som blivit en del av robotens repertoar. Målet med denna avhandling är att utveckla metoder för LfD som huvudsakligen fokuserar på att förstå lärarens intentioner, och vilka delar av en demonstration som ska ha robotens uppmärksamhet. Den föreslagna arkitekturen innehåller de kognitiva funktioner som behövs för lärande och återgivning av högnivåaspekter av demonstrationer. Flera inlärningsmetoder för att rikta robotens uppmärksamhet och identifiera relevant information föreslås. Arkitekturen integrerar motorkommandon med begrepp, föremål och omgivningens tillstånd för att säkerställa korrekt återgivning av beteenden. Ett annat huvudresultat i denna avhandling rör metoder för att lösa tvetydigheter i demonstrationer, där lärarens intentioner inte är klart uttryckta och flera demonstrationer är nödvändiga för att kunna förutsäga intentioner på ett korrekt sätt. De utvecklade lösningarna är inspirerade av modeller av människors minne, och en primingmekanism används för att ge roboten ledtrådar som kan öka sannolikheten för att intentioner förutsägs på ett korrekt sätt. De utvecklade teknikerna har, i tillägg till robotinlärning, använts i ett halvautomatiskt system (shared control) baserat på visuellt guidade beteenden och primingmekanismer. Arkitekturen och inlärningsteknikerna tillämpas och utvärderas i flera verkliga scenarion som kräver en tydlig förståelse av mänskliga intentioner i demonstrationerna. Slutligen jämförs de utvecklade inlärningsmetoderna, och deras applicerbarhet under olika förhållanden diskuteras.
INTRO
Smith, Natalie T. (Natalie Tamika) 1978. "Interactive spectral analysis learning module". Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8600.
Pełny tekst źródłaIncludes bibliographical references (leaf 103).
Due to increased demand for interactive learning opportunities for engineering students, an interactive spectral analysis learning module was developed for the course Biomedical Signal and Image Processing (HST582J/6.555J/16.456J). The design of this module is based on the Star Legacy model, a pedagogical framework that promotes the creation of guided learning environments that use applications as the context for focused learning activities. The module is implemented using a combination of traditional teaching methods and web-based components. The web-based components include tutorial questions, text summaries, tables, figures, a glossary, and an interactive demonstration. This module was used in HST582J/6.555J/16.456J during Spring Term 2001. A variety of assessment techniques were employed. Survey results show that students generally found the module useful. Student performance on lab reports showed improved understanding of key concepts relative to previous years. Future efforts should reanalyze other performance data and make suggested modifications to the overall module, the web-based tutorial, and the interactive demo.
by Natalie T. Smith.
M.Eng.
Kolomiiets, M. "Interactive trainers for e-learning". Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16989.
Pełny tekst źródłaKhatibi, Miandouab Ece, i Eva Cowie. "Language learning through interactive games". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29804.
Pełny tekst źródłaArnold, Rudolf. "Interactive learning environments for mathematical topics". Zürich : ETH, 2007. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=17479.
Pełny tekst źródłaTrudel, Carol-Ina. "Exploratory learning of an interactive device". Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287039.
Pełny tekst źródłaHerrington, Janice A. "Authentic learning in interactive multimedia environments". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1478.
Pełny tekst źródłaGeorgiev, Nikolay. "Assisting physiotherapists by designing a system utilising Interactive Machine Learning". Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447489.
Pełny tekst źródłaJi, Xiao Fang. "Interactive distance learning environment with multicast support". Thesis, University of Macau, 1999. http://umaclib3.umac.mo/record=b1636975.
Pełny tekst źródłaNguyen, Mai Lan. "A multimedia presentation system for interactive learning". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39990.pdf.
Pełny tekst źródłaRoss, Stephane. "Interactive Learning for Sequential Decisions and Predictions". Thesis, Carnegie Mellon University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575525.
Pełny tekst źródłaSequential prediction problems arise commonly in many areas of robotics and information processing: e.g., predicting a sequence of actions over time to achieve a goal in a control task, interpreting an image through a sequence of local image patch classifications, or translating speech to text through an iterative decoding procedure.
Learning predictors that can reliably perform such sequential tasks is challenging. Specifically, as predictions influence future inputs in the sequence, the data-generation process and executed predictor are inextricably intertwined. This can often lead to a significant mismatch between the distribution of examples observed during training (induced by the predictor used to generate training instances) and test executions (induced by the learned predictor). As a result, naively applying standard supervised learning methods—that assume independently and identically distributed training and test examples—often leads to poor test performance and compounding errors: inaccurate predictions lead to untrained situations where more errors are inevitable.
This thesis proposes general iterative learning procedures that leverage interactions between the learner and teacher to provably learn good predictors for sequential prediction tasks. Through repeated interactions, our approaches can efficiently learn predictors that are robust to their own errors and predict accurately during test executions. Our main approach uses existing no-regret online learning methods to provide strong generalization guarantees on test performance.
We demonstrate how to apply our main approach in various sequential prediction settings: imitation learning, model-free reinforcement learning, system identification, structured prediction and submodular list predictions. Its efficiency and wide applicability are exhibited over a large variety of challenging learning tasks, ranging from learning video game playing agents from human players and accurate dynamic models of a simulated helicopter for controller synthesis, to learning predictors for scene understanding in computer vision, news recommendation and document summarization. We also demonstrate the applicability of our technique on a real robot, using pilot demonstrations to train an autonomous quadrotor to avoid trees seen through its onboard camera (monocular vision) when flying at low-altitude in natural forest environments.
Our results throughout show that unlike typical supervised learning tasks where examples of good behavior are sufficient to learn good predictors, interaction is a fundamental part of learning in sequential tasks. We show formally that some level of interaction is necessary, as without interaction, no learning algorithm can guarantee good performance in general.
Gama, Claudia Amado. "Integrating metacognition instruction in interactive learning environments". Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413355.
Pełny tekst źródłaWaraich, Atif. "Designing motivating narratives for interactive learning environments". Thesis, University of Leeds, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436175.
Pełny tekst źródłaVan, Amerom W. P. C. "Active / interactive learning facilitation in large classes". Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/483.
Pełny tekst źródłaAnyone who has taught a large class is aware of the physical and emotional constraints upon both lecturer and students. For students the dominant problems are anonymity, passivity and a frustration of not being able to say what is happening to them. For lecturers the dominant problems are not being able to relate to students as individuals, a feeling of being driven back to traditional teaching, being overwhelmed by assessment demands, and a sense of not being in control of the class. An increase in class size requires lecturers radically to reconsider how they deliver their courses. One such strategy proposed in this paper is that of active learning facilitation - getting students to work and think in the classroom about what and why they are doing what they are doing.
Eser, Ercan. "Criminality-oriented terrorist learning : an interactive model". Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38811/.
Pełny tekst źródłaAnand, Beena. "The interactive dimension of teaching and learning". Nancy 2, 1996. http://www.theses.fr/1995NAN21026.
Pełny tekst źródłaThis thesis is essentially about the teaching-learning of a foreign language as communication. We strive to explore the interactive dimension of oral discourse in the teaching-learning situation. The personal and social nature of the teaching-learning of a foreign language is stressed. An attempt is made at comprehending this issue by means of the observation of certain psycho-social aspects of interactive role adoption behavior in the classroom setting. The thesis is divided into four sections. Fundamental theories concerning the speech situation and diverse types of interactions are exposed in the first half of section 1. After a description of the pedagogical speech situation and of traditional teacher-learner social and interactive roles, it is hypothesized that new pedagogical activities must be proposed to offer varying possibilities to the learner. The second section deals with communicative activities based on a progressive approach. The experiment is described in the section 3 - part 4 reveals the results obtained in the experiment and in the research. Interactive act and role tables based on learner behavior in significant extracts of the pedagogical activities enable us to give interactive profiles of learn. These profiles are enriched further by subjective information gleaned from personal questionnaires. To conclude, it is suggested that research is a process oriented field and a plea is made in favor of analyses of learner behavior, made on the unsaid aspects in oral
Bussa, Naga Raju. "WVU - interactive web based distance learning tool". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1116.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains v, 245 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 114-115).
Cairncross, Sandra. "Interactive multimedia and learning : realising the benefits". Thesis, Edinburgh Napier University, 2002. http://researchrepository.napier.ac.uk/Output/4628.
Pełny tekst źródłaIhlström, Joakim, i Fredrik Westerlund. "Interactive learning environments : The effects of interactivity in online learning environments". Thesis, Umeå universitet, Institutionen för informatik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-73182.
Pełny tekst źródłaSabry, Khaled A. "Interactive learning systems for higher education : learning styles and students' attitude". Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/6281.
Pełny tekst źródłaCao, Jinwei. "LEARNING WITH VIRTUAL MENTORS: HOW TO MAKE E-LEARNING INTERACTIVE AND EFFECTIVE?" Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1196%5F1%5Fm.pdf&type=application/pdf.
Pełny tekst źródłaCalma, Adrian [Verfasser]. "Active learning with uncertain annotators : towards dedicated collaborative interactive learning / Adrian Calma". Kassel : kassel university press c/o Universität Kassel - Universitätsbibliothek, 2020. http://d-nb.info/1230907955/34.
Pełny tekst źródłaFernández, Beltrán Rubén. "Characterisation and adaptive learning in interactive video retrieval". Doctoral thesis, Universitat Jaume I, 2016. http://hdl.handle.net/10803/387220.
Pełny tekst źródłaIn this work, we are interested in the use of latent topics to overcome the current limitations in CBVR. Despite the potential of topic models to uncover the hidden structure of a collection, they have traditionally been unable to provide a competitive advantage in CBVR because of the high computational cost of their algorithms and the complexity of the latent space in the visual domain. Throughout this thesis we focus on designing new models and tools based on topic models to take advantage of the latent space in CBVR. Specifically, we have worked in four different areas within the retrieval process: vocabulary reduction, encoding, modelling and ranking, being our most important contributions related to both modelling and ranking.
Wanyonyi, David Wafula. "Mobile presentations with interactive chat for m-Learning". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5136_1319004472.
Pełny tekst źródłaThummuri, Siddartha. "Interactive and dialogue based learning in engineering education". Diss., Rolla, Mo. : University of Missouri-Rolla, 2007. http://scholarsmine.umr.edu/thesis/pdf/Thummuri_09007dcc803cb5b8.pdf.
Pełny tekst źródłaVita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed November 27, 2007) Includes bibliographical references.
Yazghi, Najlae. "Interactive E-learning and Problem for Electrical Circuits". Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1015.
Pełny tekst źródłaBachelors
Engineering and Computer Science
Electrical Engineering
Gogia, Sumit. "Insight : interactive machine learning for complex graphics selection". Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106021.
Pełny tekst źródłaThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 89-91).
Modern vector graphics editors support the creation of a wonderful variety of complex designs and artwork. Users produce highly realistic illustrations, stylized representational art, even nuanced data visualizations. In light of these complex graphics, selections, representations of sets of objects that users want to manipulate, become more complex as well. Direct manipulation tools that artists and designers find accessible and useful for editing graphics such as logos and icons do not have the same applicability in these more complex cases. Given that selection is the first step for nearly all editing in graphics, it is important to enable artists and designers to express these complex selections. This thesis explores the use of interactive machine learning techniques to improve direct selection interfaces. To investigate this approach, I created Insight, an interactive machine learning selection tool for making a relevant class of complex selections: visually similar objects. To make a selection, users iteratively provide examples of selection objects by clicking on them in the graphic. Insight infers a selection from the examples at each step, allowing users to quickly understand results of actions and reactively shape the complex selection. The interaction resembles the direct manipulation interactions artists and designers have found accessible, while helping express complex selections by inferring many parameter changes from simple actions. I evaluated Insight in a user study of digital designers and artists, finding that Insight enabled users to effectively and easily make complex selections not supported by state-of-the-art vector graphics editors. My results contribute to existing work by both indicating a useful approach for providing complex representation access to artists and designers, and showing a new application for interactive machine learning.
by Sumit Gogia.
M. Eng.
Lees, Brian. "Learning computer architecture concepts through interactive model building". Thesis, Glasgow Caledonian University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380991.
Pełny tekst źródłaScurto, Hugo. "Designing With Machine Learning for Interactive Music Dispositifs". Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUS356.
Pełny tekst źródłaMusic is a cultural and creative practice that enables humans to express a variety of feelings and intentions through sound. Machine learning opens many prospects for designing human expression in interactive music systems. Yet, as a Computer Science discipline, machine learning remains mostly studied from an engineering sciences perspective, which often exclude humans and musical interaction from the loop of the created systems. In this dissertation, I argue in favour of designing with machine learning for interactive music systems. I claim that machine learning must be first and foremost situated in human contexts to be researched and applied to the design of interactive music systems. I present four interdisciplinary studies that support this claim, using human-centred methods and model prototypes to design and apply machine learning to four situated musical tasks: motion-sound mapping, sonic exploration, synthesis exploration, and collective musical interaction. Through these studies, I show that model prototyping helps envision designs of machine learning with human users before engaging in model engineering. I also show that the final human-centred machine learning systems not only helps humans create static musical artifacts, but supports dynamic processes of expression between humans and machines. I call co-expression these processes of musical interaction between humans - who may have an expressive and creative impetus regardless of their expertise - and machines - whose learning abilities may be perceived as expressive by humans. In addition to these studies, I present five applications of the created model prototypes to the design of interactive music systems, which I publicly demonstrated in workshops, exhibitions, installations, and performances. Using a reflexive approach, I argue that the musical contributions enabled by such design practice with machine learning may ultimately complement the scientific contributions of human-centred machine learning. I claim that music research can thus be led through dispositif design, that is, through the technical realization of aesthetically-functioning artifacts that challenge cultural norms on computer science and music
Reddy, Prashanth R. "A Low Cost Interactive System for Distance Learning". University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321645829.
Pełny tekst źródłaRahman, Shamsul Abdul. "A web site for narrative interactive learning environments /". Leeds, 2001. http://www.leeds.ac.uk/library/counter2/compstmsc/20002001/rahman.ps.
Pełny tekst źródłaFabian, Alain. "Creating an Interactive Learning Environment with Reusable HCI Knowledge". Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/33339.
Pełny tekst źródłaMaster of Science
Gardner, David. "Evaluating user interaction with interactive video : users' perceptions of self access language learning with MultiMedia Movies". Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251394.
Pełny tekst źródłaLagerkvist, Love. "Neural Novelty — How Machine Learning Does Interactive Generative Literature". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21222.
Pełny tekst źródłaMcClafferty, Terence P. "Visitors' use and understanding of interactive exhibits and learning of scientific concepts". Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/1645.
Pełny tekst źródłaCopeland, Peter. "Interactive video : Rationale, use and evaluation". Thesis, University of Sussex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377380.
Pełny tekst źródłaAtolagbe, Tajudeen Abayomi. "A generic architecture for interactive intelligent tutoring systems". Thesis, Brunel University, 2001. http://bura.brunel.ac.uk/handle/2438/5013.
Pełny tekst źródłaBeaulieu, Jason. "A Dynamic, Interactive Approach to Learning Engineering and Mathematics". Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/32165.
Pełny tekst źródłaMaster of Science
Wallace, Sean. "Game theory and interactive learning computers in the classroom /". view abstract or download text of file, 2006. http://hdl.handle.net/1794/2848.
Pełny tekst źródłaKatayama, Kaoru. "Studies on User Support Mechanisms for Interactive Distance Learning". 京都大学 (Kyoto University), 2000. http://hdl.handle.net/2433/180903.
Pełny tekst źródłaLim-Fong, Brenda Jane. "Teacher conversations : building a learning community with interactive whiteboards". Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23753.
Pełny tekst źródłaGuan, Jian. "A semi-supervised learning approach to interactive visual computing". Thesis, University of Nottingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493123.
Pełny tekst źródłaPark, Hae Won. "Robot learners: interactive instance-based learning with social robots". Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/53442.
Pełny tekst źródłaO'Keefe, Michael Dennis. "Design of an interactive video disc-based learning system". Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/67096.
Pełny tekst źródłaMICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING
Bibliography: leaves 54-55.
by Michael Dennis O'Keefe.
B.S.
黃俊維. "The Correlational Research of Learning Style, Interpersonal Interaction, Interactive Media and Learning Performance". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/23506313716307712390.
Pełny tekst źródłaTu, Pei-Yi, i 涂佩儀. "Establishing Theoretical Interactive Learning Model for e-Learning System". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/9fmr55.
Pełny tekst źródła朝陽科技大學
企業管理系碩士班
94
Due to rapid knowledge creation and information technology innovation, governments and enterprises pay more attention to e-learning behaviors for society and organizations. Thus, e-learning systems become the important way of learning. The effectiveness of e-learning systems influences by learner’s characteristics, the goal of learning, as well as organization''s management style. Conflicts on productivity and cost-benefit for e-learning systems are often found. Various theories about e-learning system and learning behaviors, namely the technology diffusion theory, the social capital theory, the motivation theory, the learning theory and so on. They are unable fully explain the behavior of e-learning. Therefore has need to establish theoretical interactive learning model for e-learning system. Case study is conducted data are collected from on financial enterprise. Theoretical interactive learning model for e-learning system is established by grounded theory. By the model, the behavior of e-learning can be clearly explained and predicted. The effective suggestions for developing and promoting e-learning systems are also provided.
Jian, Zi-Yao, i 簡子堯. "An Interactive Video learning System With Learning Process Record". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/546sv7.
Pełny tekst źródła靜宜大學
資訊工程學系
105
The rapid expansion of modern information network has prompted the development of learning practice to become more diversified. Amid an increasingly focus on digital learning perspective, online video learning is one of the important development trends. In this study, a video learning platform was developed to allow users to annotate the key clips and make them into an online notebook through the text or diagrams while performing video learning. The users’ behaviors were recorded by the system during their learning process in hope to master the video learning course of the learners. An unequal grouping experiment design was adopted. The research findings show that the learning outcome of the experiment group of 39 participants was significantly more effective than the control group of 80 participants who used the general video learning system. The learning process was analyzed and the results are shown as follows: Students involved in producing the notebook have a positive impact on learning performance during the process of picture annotation and video watching. The experimental effect was further explored based on the concluded analytical results of the paper.
Lee, Yen Chiu, i 李燕秋. "Architecture Research Flipped Learning Concept-Based Interactive Learning Platform". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/19485037885986521361.
Pełny tekst źródła輔仁大學
圖書資訊學系碩士班
102
Education is the foundation of a country. Education reform is an issue that everyone cares about. The government, parents, teachers and students care about the next generation’s learning status. Since 1968, compulsory education has been extended from six years to nine years. In 1990, there was a series of education reform activities. However, it was found that students have gradually disliked learning, and their abilities have deteriorated. Japan's Sato Professor 90 years found low students’ learning willingness and therefore advocated ‘learning revolution’, and promoted the concepts of ‘collaborative learning’ and ‘learning community’. It was hoped that radical changes could be achieved through schools, teachers, parents and students’ viewpoints towards education, students could retrieve their passion and motivations, students could study hard due to knowledge acquisition, instead of examination marks. As a result, in 2010, Salman. Khan founded the Khan Academy used the concept of flip learning to reverse the traditional concept of classroom learning, which handed over the control of learning back to students. Students, through the Internet video, learnt independently prior to lectures, took questions to classes for further discussion with teachers. Teachers could also gather students’ learning status through the survey on the Internet and offer appropriate assistance. In accordance with the concept of flip learning, a digital teaching platform could have potential opportunities for keeping up with the change, conducting the structural adaption, bringing about the convenience of ICT integration into teaching, and therefore enabling reform in learning. This study is hoped that through literature review and interviews with experts gather to learn based on the model of an interactive teaching platform of flip learning, and then confirm via questionnaires for teachers in general education platform meets the need for a modular architecture to construct a teaching platform, expect this under the framework of teaching and learning sides to achieve full real-time interaction and feedback, teachers but also by students feedback on learning, adapt teaching contents and promote students’ learning effectiveness. It will also provide program staff to develop recommendations flipped learning platform for interactive teaching modules .