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Journal articles on the topic 'Educational interaction model'
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1
Parshina, Valentina, and Elena Kuznetsova. "Interaction between industry higher educational institutions and the customer of educational services." E3S Web of Conferences 135 (2019): 04001. http://dx.doi.org/10.1051/e3sconf/201913504001.
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The purpose of the article is to develop a model for interaction between industry higher educational institutions and the customer of educational services in order to increase the human potential in the industry. The article deals with the specifics of relations between the transport higher educational institutions and the company. To assess the quality of relations, the resource exchange model is suggested for use. The article formulates principles of interaction between the parties and indicators that can be used to assess the quality of the resources exchange. A model for interaction between the company’s bus iness units and higher educational institutions was proposed. The relations between the horizontal-structured corporation and educational institutions were modeled; the mathematical apparatus was selected to describe the contacts, indicators of satisfaction with the resources and the resultant indicator (satisfaction with the interaction) were proposed. The model will help to determine quantitative characteristics of the achieved contacts. Their introduction will make it possible to assess the original state of the contacts and proceed to functional design. Introduction of the concept of satisfaction with the resources and interaction in its individual lines will allow identifying the reserves to build on in order to optimize the contacts. The purpose of the modeling is to expand contacts between the higher educational institution and enterprises in the industry, to involve employees in innovation activities, to improve skills of the higher educational institution graduates in response to the needs of the industry. This article only looks at the interaction between industry higher educational institutions and business units of RZD OJSC, whereas recent years brought contacts between the university and many transport organizations that have specifics of market interactions described in the stakeholder theory.
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Špilka, Radim. "Learner-Content Interaction in Flipped Classroom Model." International Journal of Information and Communication Technologies in Education 4, no. 3 (October 1, 2015): 53–61. http://dx.doi.org/10.1515/ijicte-2015-0014.
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Abstract The article deals with the interaction of elementary school students with online educational videos. Half-yearly survey was conducted in mathematics lessons pupils in the eighth grade. During the experimental teaching was flipped classroom teaching model, where students watch educational instructional video before school lessons. During class when the teacher uses activization teaching methods that build on the content of the educational video. It turned out that there is a correlation between the average length of time that students watched videos and length instructional videos. Students watched a video about three times the length of their time. Additionally was monitored a number of playback of educational videos. Here it shows a slightly declining and fluctuating trend. For some video, especially towards the end of the experiment, the number playback are low due to preservation the measured correlation. This suggests that some students stopped to watch educational videos at the end of the experiment or accelerated video playback.
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Jimenez, Felix, Tomohiro Yoshikawa, Takeshi Furuhashi, and Masayoshi Kanoh. "An Emotional Expression Model for Educational-Support Robots." Journal of Artificial Intelligence and Soft Computing Research 5, no. 1 (January 1, 2015): 51–57. http://dx.doi.org/10.1515/jaiscr-2015-0018.
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Abstract With the growth of robot technology, robots that assist learning have attracted increasing attention. However, users tend to lose interest in educational-support robots. To solve this problem, we propose a model of emotional expression based on human-agent interaction studies. This model in which the agent autonomously expresses the user’s emotions establishes effective interactions between agents and humans. This paper examines the psychological effect of a robot that is operated by the model of emotional expressions and the role of this effect in prompting collaborative learning.
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Boytsov, B. V., G. S. Zhetessova, and M. K. Ibatov. "Interaction Process Model – ESM Quality Model Development Tool." Quality and life 25, no. 1 (March 23, 2020): 10–17. http://dx.doi.org/10.34214/2312-5209-2020-25-1-10-17.
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The article discusses the methodology and provides the results of a multivariate SWOT analysis for a scientific and manufacturing educational process based on a set of regulatory and strategic documents, statistical data of the Republic of Kazakhstan; The main conclusions and description of the generated matrices for the subjects of interaction within the hierarchical triangle «Education – Science – Manufacturing (ESM)» are given.
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Cohen, Steve, Frank Tsai, and Richard Chechile. "A model for assessing student interaction with educational software." Behavior Research Methods, Instruments, & Computers 27, no. 2 (June 1995): 251–56. http://dx.doi.org/10.3758/bf03204741.
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Jovanovic, Mladjan, Dusan Starcevic, Miroslav Minovic, and Velimir Stavljanin. "Motivation and Multimodal Interaction in Model-Driven Educational Game Design." IEEE Transactions on Systems, Man, and Cybernetics - Part A: Systems and Humans 41, no. 4 (July 2011): 817–24. http://dx.doi.org/10.1109/tsmca.2011.2132711.
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Kurilovich, М. А. "Model of dialog interaction in educational process of high school." Alma mater. Vestnik Vysshey Shkoly, no. 3 (March 2016): 35–43. http://dx.doi.org/10.20339/am.03-16.035.
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Boyarinov, Dmitry. "PEDAGOGICAL MODEL FOR THE INTEGRATION OF EDUCATIONAL MAPS IN A DIGITAL EDUCATIONAL ENVIRONMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 426. http://dx.doi.org/10.17770/sie2020vol4.4952.
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The processes of digitalization of all aspects of social life are also completely manifested in the field of education. The most comprehensive form of digitalization in education is the digital educational environment. The purpose of our study: to develop a pedagogical model for the integration of educational maps in that environment.The problems of analyzing modern approaches to building a digital educational environment and determining its structure, identifying the didactic properties of educational maps, as a structural element of such an environment are considered in the article. The digital educational environment should provide support for collective forms of learning and contain a continuously operating system of information interaction between students and teachers which allows flexible change of scenarios of that interaction. It is indicated accordingly that the digital educational environment should provide equal access rights for the student and teacher to the information and the ability to quickly restructure educational maps when the content of educational material changes. Two main scenarios of the functioning of the digital educational environment with integrated educational maps - synchronous and asynchronous are discussed in the article and a system of quality criteria for assessing the effectiveness of the functioning of that environment is proposed.
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Lizunov, P. V. "MODEL OF NETWORK INTERACTION OF PROFESSIONAL EDUCATIONAL ORGANIZATIONS AND ENTERPRISES-STAKEHOLDERS." Современная высшая школа инновационный аспект, no. 3 (2018): 95–102. http://dx.doi.org/10.7442/2071-9620-2018-10-3-95-102.
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Galynskaya, Yulia S. "The model of managing the etiquette interaction in the educational space." Теория и практика общественного развития, no. 6 (2021): 30–36. http://dx.doi.org/10.24158/tipor.2021.6.4.
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Filipchuk, N., and Z. Udych. "SOCIAL ASPECT OF MUSEUM-EDUCATIONAL INTERACTION." Aesthetics and Ethics of Pedagogical Action, no. 23 (August 4, 2021): 27–42. http://dx.doi.org/10.33989/2226-4051.2021.23.238221.
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The review article describes the social aspect of museum-educational interaction. It turns out that a museum is a unique place where an essential social model of ‘lifelong learning’ can be successfully implemented. It has been found that since the modern understanding of education as a process throughout life is associated with a person’s continuous personal development; the introduction of this concept in the museum space of culture is an obvious and natural phenomenon. In the museum, through studying and learning experience, the adaptation of the individual to the social and natural environment occurs using knowledge of past and present human existence. It has been found that museum pedagogy, as well as the learning process itself, should be considered in the context of its purpose, to apply its inherent methods, tools, technologies to all age groups, differing in education, social status, motivational interests, and more. It is substantiated that the use of the potential of museum institutions is expedient in the conditions of inclusion.
The authors prove that it is necessary to start implementing inclusion in the museum with special training of employees, which provides for the formation of values, sustainable and positive motivation to interact with people with disabilities, inclusive competence to interact with people with different communicative, intellectual, physical, sensory opportunities and persons accompanying them (assistants, parents, sign language
interpreters, etc.). Such training can be provided by inclusive education support centers, inclusive resource centers, advanced training centers, specialists working in inclusive education, etc. Excursion as a form of guided museum visit in an inclusive museum corresponds to the principle of accessibility, which involves not only providing verbal information but also involving all other senses of the visitor: tactile in combination with auditory, providing the ability to feel the vibration of the object, texture, material, etc.
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Soroko, N. V., and I. V. Dzekunova. "THE PARTICIPANTS INTERACTION MODEL OF EDUCATIONAL PROCESS WITHIN STEAM-ORIENTED EDUCATIONAL ENVIRONMENT OF GENERAL EDUCATION INSTITUTION." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(102) (October 30, 2020): 104–13. http://dx.doi.org/10.35433/pedagogy.3(102).2020.104-113.
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Reynolds, Cecil R. "Putting the Individual into Aptitude-Treatment Interaction." Exceptional Children 54, no. 4 (January 1988): 324–31. http://dx.doi.org/10.1177/001440298805400406.
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The report of the National Academy of Sciences' Panel on Placement of Students in Programs for the Mentally Retarded is reviewed with a special emphasis on assessment and programming for special education students. A particular naivete regarding the relationship between past and proposed “new” practices is noted and the model proposed by the panel critiqued in light of its failure in past years. An alternative model that builds on students' strengths and that melds apparently disparate psychological models of academic behavior is introduced.
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Maslowsky, Julie, Justin Jager, and Douglas Hemken. "Estimating and interpreting latent variable interactions." International Journal of Behavioral Development 39, no. 1 (October 13, 2014): 87–96. http://dx.doi.org/10.1177/0165025414552301.
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Latent variables are common in psychological research. Research questions involving the interaction of two variables are likewise quite common. Methods for estimating and interpreting interactions between latent variables within a structural equation modeling framework have recently become available. The latent moderated structural equations (LMS) method is one that is built into Mplus software. The potential utility of this method is limited by the fact that the models do not produce traditional model fit indices, standardized coefficients, or effect sizes for the latent interaction, which renders model fitting and interpretation of the latent variable interaction difficult. This article compiles state-of-the-science techniques for assessing LMS model fit, obtaining standardized coefficients, and determining the size of the latent interaction effect in order to create a tutorial for new users of LMS models. The recommended sequence of model estimation and interpretation is demonstrated via a substantive example and a Monte Carlo simulation. Finally, extensions of this method are discussed, such as estimating quadratic effects of latent factors and interactions between latent slope and intercept factors, which hold significant potential for testing and advancing developmental theories.
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Хаустов, Владимир, and Vladimir Khaustov. "WAYS OF INTERACTION OF HIGHER EDUCATIONAL ESTABLISHMENTS AND INDUSTRIAL ORGANIZATIONS." Services in Russia and abroad 10, no. 5 (August 29, 2016): 81–93. http://dx.doi.org/10.12737/21198.
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The article is devoted to the development of higher education system in the interests of modernization of the country´s economy.
The author considers the negative trends affecting the development of the national economy, in particular, unfavorable demographic situation, labour aging.
The article shows a well-established model of the educational process, which cannot be used without change in these circumstances. The author presents the renovated model and technology of the learning process of higher education experts, which should be action-oriented and remain professional, and analyzes the necessary conditions for the implementation of the proposed model.
An important feature of training in the intensive growth of the economy should be the cooperation of the teaching staff of educational institutions with technical staff, experts of enterprises and organizations - consumers of prepared graduates.
Today employers´ requirements to future specialists are increasing. This makes it necessary to improve the quality of interaction between educational institutions and industrial organizations. The author recommends to extend the information communications of educational institutions with interacting companies and organizations, and offers some ways to improve the quality of training specialist through direct interaction with employers and changes in the system of relations between teacher and student.
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Shakila Mohamad Ashari, Zaidatul, Nurhazirah Azmi, Yanti Yaacob, Siti Hajar Noor Alshurdin, and Kim Fatt Low. "Interaction Behavior on Edmodo in Biology: Integrating UTAUT Model." International Journal of Engineering & Technology 7, no. 3.7 (July 4, 2018): 104. http://dx.doi.org/10.14419/ijet.v7i3.7.16248.
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Integration of Edmodo, a social network educational platform allows educators-students to communicate, being in real-time discussion and collaborate in a significant approach. Edmodo yet, is still not dominant in Malaysia educational practices. The purpose of this research is to determine the students’ interaction behavior in learning by addition of Edmodo as subsidiary tool in Biology using Unified Theory of Acceptance and Use of Technology (UTAUT) as theoretical framework. Sample of study consists of 74 undergraduate students who were registered in Biology code. Self-access learning module was given to the samples for 2 consecutive weeks during early semester followed by the questionnaire at the end of semester. Data has been collected using a 5 point Likert scale with the element of main construct in UTAUT. Pearson correlation and linear regression were performed to analyze the data. It was found that performance expectancy and effort expectancy exhibited positive significant effect on interaction behavior towards Edmodo, while social influence and facilitating conditions had no significant effect. .
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Malmberg, Lars-Erik, Alan Stein, Andrew West, Simon Lewis, Jacqueline Barnes, Penelope Leach, and Kathy Sylva. "Parent–infant interaction: A growth model approach." Infant Behavior and Development 30, no. 4 (December 2007): 615–30. http://dx.doi.org/10.1016/j.infbeh.2007.03.007.
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Hoffman, Marion, Per Block, Timon Elmer, and Christoph Stadtfeld. "A model for the dynamics of face-to-face interactions in social groups." Network Science 8, S1 (March 6, 2020): S4—S25. http://dx.doi.org/10.1017/nws.2020.3.
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AbstractFace-to-face interactions in social groups are a central aspect of human social lives. Although the composition of such groups has received ample attention in various fields—e.g., sociology, social psychology, management, and educational science—their micro-level dynamics are rarely analyzed empirically. In this article, we present a new statistical network model (DyNAM-i) that can represent the dynamics of conversation groups and interpersonal interaction in different social contexts. Taking an actor-oriented perspective, this model can be applied to test how individuals’ interaction patterns differ and how they choose and change their interaction groups. It moves beyond dyadic interaction mechanisms and translates central social network mechanisms—such as homophily, transitivity, and popularity—to the context of interactions in group settings. The utility and practical applicability of the new model are illustrated in two social network studies that investigate face-to-face interactions in a small party and an office setting.
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Grebneva, Valentina, Maria Sitnikova, Svetlana Moskalenko, Tatyana Sulima, and Oksana Miroshnikova. "Human-centered Model of Interaction within the System “Individual – Higher Educational Establishment”." Procedia - Social and Behavioral Sciences 159 (December 2014): 749–52. http://dx.doi.org/10.1016/j.sbspro.2014.12.466.
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��������, V. Teslenko, ���������, and Yuliya Kornilova. "Museum and Educational Complex as an Effective Means of Iteraction Between the School and the Museum." Standards and Monitoring in Education 2, no. 5 (October 17, 2014): 43–46. http://dx.doi.org/10.12737/6892.
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The article considers one of the ways to create open information and educational space on the basis of interaction of two social environments: school
and museum.Four models are analyzed on the basis of the following criteria: frequency and duration of interaction and forms of carrying out studies in
"school and museum"system. For ensuring this interaction authors offer a special museum and educational complex representing the educational form
that materialize the teacher�s model of training of pupils and allow its implementation in educational process.Conceptual aspects of the offered complex
are provided and interaction models are presented: incidental, periodic, systematic and system. These models place teacher, pupil and their interaction
into museum space. The article presents a short characteristic of the allocated models, along with forms of estimating the results of pupil�s interaction
with museum space.
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Shahidi, Niousha, Vesselina Tossan, and Silvia Cacho-Elizondo. "Assessment of A Mobile Educational Coaching App." International Journal of Technology and Human Interaction 14, no. 1 (January 2018): 22–43. http://dx.doi.org/10.4018/ijthi.2018010102.
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This article explores which antecedents explain intentions to adopt a mobile coaching app. To that end, this study describes a coaching service designed to guide/encourage students throughout their studies in order to validate a new model of planned behavior based on the Technology Acceptance Model and the Goal-Directed Behavioral theory. The methodology included a short qualitative study and an online survey to examine the theoretical model which is based on scales tested in previous studies. The convenience sample is composed of students (Bachelor and Master/MBA) with the results analyzed using structural equation modelling to test the proposed model's causal structure. The results show different adoption patterns by gender and type of school.
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Jamali, Yusra, Janawi Janawi, and Rada Rada. "Model dan Sistem Komunikasi Pembelajaran." SUSTAINABLE: Jurnal Kajian Mutu Pendidikan 2, no. 2 (December 5, 2019): 154–75. http://dx.doi.org/10.32923/kjmp.v2i2.986.
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Progress in information and technology simultaneously affect patterns of interaction and communication systems in education and learning. The availability of increasingly complex communication devices, is so simple that it is increasingly easy to use. Communication is a bridge to establish interactions between individuals and groups, sending messages between individuals and groups can be received directly without time difference even though far apart. The learning process as an interaction and communication is directed to help develop all the potential, skills, positive characteristics possessed by students. Learning interaction patterns and criteria can be done with basic patterns of interaction, interaction centered on content, interaction centered on the teacher, interaction centered on students, communication learning is very important in order to determine the success of education. The learning achievements of each graduate are also influenced by patterns of interaction and communication systems applied by educators. The teaching and learning process, mostly occurs because of the communication process, both which takes place intrapersonal and interpersonal. Progress an educational technology also results in the increasingly available educational devices based on optic / teleconference sources and learning materials available on the internet, media and learning tools based on visual and audio visual. Learning technology will lead to curriculum improvement, improvement of teacher / lecturer resources, improvement of graduate quality, absorption of graduates and satisfaction of alumni users.
Abstrak
Kemajuan informasi dan teknologi secara simultan sudah mempengaruhi pola interaksi dan sistem komunikasi pendidikan dan pembelajaran. Ketersediaan perangkat komunikasi yang semakin kompleks, sangat sederhana sehingga semakin mudah digunakan. Komunikasi merupakan jembatan untuk menjalin interaksi antara individu dan kelompok, pengiriman pesan antar individu dan kelompok dapat diterima secara langsung tanpa perbedaan waktu meskipun tempat berjauhan. Proses pembelajaran sebagai interkasi dan komunikasi diarahkan untuk membantu mengembangkan semua potensi, kecakapan, karakteristik positif yang dimiliki oleh peserta didik. Pola dan kriteria interaksi pembelajaran dapat dilakukan dengan pola dasar interaksi, interaksi berpusat pada isi, interaksi berpusat pada guru, interaksi berpusat pada siswa, komunikasi pembelajaran sangat penting dalam rangka menentukan keberhasilan pendidikan. Capaian pembelajaran setiap lulusan dipengaruhi pula oleh pola interaksi dan sistem komunikasi yang diterapkan oleh tenaga pendidik. Dalam proses belajar mengajarnya, sebagian besar terjadi karena proses komunikasi, baik yang berlangsung secara intrapersona maupun secara antarpersona. Kemajuan teknologi pendidikan juga berakibat pada semakin tersedianya perangkat pendidikan yang berbasis optic/teleconference sumber dan bahan belajar yang tersedia di intenet, media dan perangkat pembelajaran yang berbasis visual dan audio visual. Teknologi pembelajaran akan bermuara pada perbaikan kurikulum, peningkatan sumberdaya guru/dosen, peningkatakan mutu lulusan, daya serap lulusan dan kepuasan pengguna alumni.
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Furu, Margareta, Siv Fischbein, and Urban Rosenqvist. "Individual Perception of Education and Treatment Versus Actual Outcome: A Theoretical Model Exemplified by an Interventional Study on Patients with Insulin-Dependent Diabetes Mellitus." International Journal of Technology Assessment in Health Care 10, no. 4 (1994): 701–9. http://dx.doi.org/10.1017/s026646230000828x.
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AbstractAn educational model is presented that stresses the importance of the interaction between individual characteristics and intentional educational influences on outcome variation. This model is exemplified by an interventional study of patients with insulin-dependent diabetes mellitus who, despite long-term conventional medical treatment, had been unable to achieve satisfactory hemoglobin Aic levels. Treatment modes and their importance for understanding variations in outcomes are discussed from the interactional perspective suggested in the model.
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Tolu, Hüseyin. "Inquiry into Turkey's Educational Technology, Governance, Situational Educational Policy." International Journal of Information and Communication Technology Education 14, no. 2 (April 2018): 60–71. http://dx.doi.org/10.4018/ijicte.2018040105.
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Investigating the sociology of educational technology can be approached through a series of deliberations based on the interaction between Free/Libre Open Source Software (FLOSS) and Proprietary Close Source Software (PCSS). This article consults public policy discourses of the Fatih project, which is the current educational technology project in Turkey, particularly focusing on discourses of politicians. This article argues that Turkey has been deploying an Anglo-Governance Model, which is based on an ‘experimental' and ‘strategic' governance, to be a dominating decision-maker in the technological singularity. However, without defining 'values' of FLOSS, any initiative(s) from Anglo-Governance Model will result in what could be referred to as an ‘PCSS-Based Polycentric System' in which the Government has ultimately became an unwelcome decision-maker and PCSS, particularly in such a way that giant corporations exercise dominance over the sociology of educational technology in Turkey.
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Potupchik, E. G., and L. B. Hegai. "The level model of network interaction primary school students in classroom activities." Open Education 23, no. 6 (December 26, 2019): 4–12. http://dx.doi.org/10.21686/1818-4243-2019-6-4-12.
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The article considers the problem of organization and methodological support of the process of formation of skills of network joint activities in primary school students. The relevance of this research problem is due to the following contradictions:between the need for a practice-oriented and controlled focus on the process of forming in young schoolchildren the skills of safe and ethical interaction in the network, as a requirement of a modern digital society and the lack of pedagogical conditions for its implementation in educational institutions;between the high potential of network interaction in the formation of digital literacy elements of elementary schoolchildren and insufficient practical and theoretical research in this area;between the didactic opportunities of joint network activities in the process of training and education in elementary school and the insufficient development of pedagogical conditions for its implementation.The purpose of the study: the development and experimental testing of the level model of network interaction of primary school children in a distributed information and educational environment. This model is based on the principle of a phased increase in the degree of activity, independence and responsibility of subjects of joint network activities, which is implemented through specially designed educational and methodological support. The problem is highlighted due to the lack of research and the lack of specialized methodological support in the field of networking in elementary school.Materials and methods. The theoretical basis of the study is the analysis of research works in the field of Internet security for schoolchildren and the psychology of primary school children, a generalization of pedagogical experience in the use of distance and network technologies in classroom activities, an analysis of the regulatory documents of primary general education.Results. The approbation of the level model of network interaction of primary schoolchildren was carried out during the 2016–2017, 2017– 2018, 2018–2019 academic years on the basis of MAOU Gymnasium No. 9 of Krasnoyarsk and secondary school No. 11 of Abakan. The study covered 105 primary school students. A complete set of educational and methodological support for the network interaction of elementary schoolchildren in computer science lessons in a distributed information and educational environment has been developed and fully tested.Conclusion. The level model of network interaction of elementary schoolchildren described in the article can be used both in the classroom and in extracurricular activities in various subject areas in elementary school. This model includes four levels of network interaction formation: interaction independently from each other without feedback, interaction independently from each other with the need for mutual control, consistent interaction with observance of the order and correctness of the task, non-linear interaction. In accordance with the developed model of network interaction, a distributed informational and educational environment of elementary school was formed and filled up on the example of the subject field “informatics”, which ensures the implementation of various types of elementary school students network interaction in classroom activities. Research materials can be replicated in general education organizations at the initial stage, and also used to improve the skills of primary school teachers and computer scientists.
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Opoku, Alex Akwasi, Godwin Osabutey, and Charles Kwofie. "Parameter Evaluation for a Statistical Mechanical Model for Binary Choice with Social Interaction." Journal of Probability and Statistics 2019 (March 4, 2019): 1–10. http://dx.doi.org/10.1155/2019/3435626.
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In this paper we use a statistical mechanical model as a paradigm for educational choices when the reference population is partitioned according to the socioeconomic attributes of gender and residence. We study how educational attainment is influenced by socioeconomic attributes of gender and residence for five selected developing countries. The model has a social and a private incentive part with coefficients measuring the influence individuals have on each other and the external influence on individuals, respectively. The methods of partial least squares and the ordinary least squares are, respectively, used to estimate the parameters of the interacting and the noninteracting models. This work differs from the previous work that motivated this work in the following sense: (a) the reference population is divided into subgroups with unequal subgroup sizes, (b) the proportion of individuals in each of the subgroups may depend on the population size N, and (c) the method of partial least squares is used for estimating the parameters of the model with social interaction as opposed to the least squares method used in the earlier work.
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Chan, Kim Sang, and Peter G. Cole. "An Aptitude-Treatment Interaction in a Mastery Learning Model of Instruction." Journal of Experimental Education 55, no. 4 (July 1987): 189–200. http://dx.doi.org/10.1080/00220973.1987.10806453.
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Kasenova, Nadezhda Nikolaevna, Arzhana Petrovna Chemchieva, Olga Vitalevna Musatova, Svetlana Vasilyevna Geybuka, and Natalia Viktorovna Kergilova. "Model of Ethnic-Cultural Interaction of Youth in Education Spaces: Conceptual Basics and Empirical Reality." Siberian Pedagogical Journal, no. 1 (March 3, 2020): 33–42. http://dx.doi.org/10.15293/1813-4718.2101.04.
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In the context of modern changes in Russian society associated with population migration and an increase in the cultural heterogeneity of society, it becomes necessary to create conditions for the interaction of young people of different ethnic groups and cultures. The article proposes a model of ethnocultural interaction of youth in the educational space, which is being tested on the basis of the Institute of Childhood of the Novosibirsk State Pedagogical University. The purpose of the article is to substantiate and describe a model of ethnocultural interaction of youth in the educational space, which will allow minimizing intolerant manifestations in the youth environment, as well as allowing students to effectively interact in a multicultural space. Methodology. The modeling method and design approach were used. They made it possible to correlate the actual processes of ethnocultural interaction of young people in the educational space and the increase in ethnic culture among young people. The methodological basis of the research includes: approaches to defining the essence of ethnocultural interaction Yu.V. Harutyunyan, L.M. Drobizheva, N.M. Lebedeva, G.U. Soldatova, T.G. Stefanenko, A.A. Susokolova, O. I. Shkaratan, etc. Results. The research has shown that at present there is an objective need to implement the tasks of forming a culture of interethnic communication in the student environment. The proposed model, from the point of view of the authors, allows solving these problems. Conclusion. The tasks set in the study were solved. The results obtained can be used in the educational process of higher educational institutions.
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Cetinkaya, Levent, and Hafize Keser. "Adaptation of interaction in web environments with educational content." World Journal on Educational Technology: Current Issues 10, no. 3 (July 17, 2018): 142–52. http://dx.doi.org/10.18844/wjet.v10i3.3555.
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This study, which aims to determine the design principles of interaction adaptation in adaptive online learning environments, was based on a mixed and comparative type of relational screening model. Modified online Delphi method was employed in order to develop the principles and determine the relative importance. Ninety experts participated in the study. Arithmetic mean, first quartile deviation, standard deviation and intraclass coefficient of correlation were utilised to determine the levels of agreement of the experts on the principles. Two hundred and seventy studies which included parameters utilised during the design of interaction were analysed by using content analysis and the robustness of the findings was categorically evaluated, and it was found that experts had almost full agreement on all the 10 principles. Furthermore, the agreement on principles between the observers (intraclass correlation coefficient = 0.903) was found perfect. The obtained principles that indicate the common inclinations both in the literature and of the domain experts should be employed.
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Shapi’i, Azrulhizam, and Sychol Ghulam. "Model for Educational Game Using Natural User Interface." International Journal of Computer Games Technology 2016 (2016): 1–7. http://dx.doi.org/10.1155/2016/6890351.
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Natural User Interface (NUI) is a new approach that has become increasingly popular in Human-Computer Interaction (HCI). The use of this technology is widely used in almost all sectors, including the field of education. In recent years, there are a lot of educational games using NUI technology in the market such as Kinect game. Kinect is a sensor that can recognize body movements, postures, and voices in three dimensions. It enables users to control and interact with game without the need of using game controller. However, the contents of most existing Kinect games do not follow the standard curriculum in classroom, thus making it do not fully achieve the learning objectives. Hence, this research proposes a design model as a guideline in designing educational game using NUI. A prototype has been developed as one of the objectives in this study. The prototype is based on proposed model to ensure and assess the effectiveness of the model. The outcomes of this study conclude that the proposed model contributed to the design method for the development of the educational game using NUI. Furthermore, evaluation results of the prototype show a good response from participant and in line with the standard curriculum.
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Konstantinov, I. S., S. A. Lazarev, K. A. Polshchikov, and K. A. Rubtsov. "INFRASTRUCTURE MODEL FOR A SECURE VIRTUAL ENVIRONMENT FOR INFORMATION INTERACTION BETWEEN SCIENTIFIC AND EDUCATIONAL ORGANIZATION." Vestnik komp'iuternykh i informatsionnykh tekhnologii, no. 197 (November 2020): 33–39. http://dx.doi.org/10.14489/vkit.2020.11.pp.033-039.
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The article describes the construction of a basic display model in the information space of the organizational and technical association of subjects of information interaction in the implementation of joint projects and solving common problems. Some aspects of the construction of a set-theoretic model of the infrastructure of a secure virtual environment (SVE) of information interaction of scientific and educational organizations are considered. The basis of the infrastructure level of the SVE is a network of corporate portals, for which the model describes the relationship between network entities and rules of information interaction. The key element of information interaction is the portal, which is considered as a set of interconnected resources (access objects) that have a hierarchical tree structure of subordination. Multiple portal users (access subjects) are united through domain groups in a network structure that implements mechanisms of trust between domain groups, as well as one-time authorization and a single entry point to the portal network by implementing a single user session. The basic model presented in the article is the basis of a generalized model of the protected virtual environment of information interaction in general.
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Konstantinov, I. S., S. A. Lazarev, K. A. Polshchikov, and K. A. Rubtsov. "INFRASTRUCTURE MODEL FOR A SECURE VIRTUAL ENVIRONMENT FOR INFORMATION INTERACTION BETWEEN SCIENTIFIC AND EDUCATIONAL ORGANIZATION." Vestnik komp'iuternykh i informatsionnykh tekhnologii, no. 197 (November 2020): 33–39. http://dx.doi.org/10.14489/vkit.2020.11.pp.033-039.
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The article describes the construction of a basic display model in the information space of the organizational and technical association of subjects of information interaction in the implementation of joint projects and solving common problems. Some aspects of the construction of a set-theoretic model of the infrastructure of a secure virtual environment (SVE) of information interaction of scientific and educational organizations are considered. The basis of the infrastructure level of the SVE is a network of corporate portals, for which the model describes the relationship between network entities and rules of information interaction. The key element of information interaction is the portal, which is considered as a set of interconnected resources (access objects) that have a hierarchical tree structure of subordination. Multiple portal users (access subjects) are united through domain groups in a network structure that implements mechanisms of trust between domain groups, as well as one-time authorization and a single entry point to the portal network by implementing a single user session. The basic model presented in the article is the basis of a generalized model of the protected virtual environment of information interaction in general.
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Stražinskaitė, Dalia, and Irena Zaleskienė. "Alternative Parenthood: Interaction between the Concepts Parenting and Care." Pedagogika 128, no. 4 (December 20, 2017): 147–63. http://dx.doi.org/10.15823/p.2017.60.
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The changes of education paradigms and new tendencies of education allow to expand the content and expression of the educational function of child care having in mind all periods of child development and social reality situations. Foster care and parenting have been developed into individual theories over the past few decades, and the possibilities of potential combination of theories have not been realized. The research question raised by the authors: what kinds of interaction exist between concepts of “parenting” and “care”? The analyses of research works and empirical data discloses that an alternative parenthood is the creation of a particular communicative relationship between the child and the caregiver. Thus the relationship becomes a social phenomenon which embraces the concord between child-oriented educational activities and the creation of the caregiver’s identity. The educational function of foster care is manifested in the article: under specific education conditions; via the mutual dialogue between the child and his/her caregiver; at the stages of preparation, acquaintance, crisis and adaptation; through the caregiver’s skills and values. On the basis of the narrative analysis of caregivers’ interviews the model of the dialogic-procedural expression and conditions of the educational function of alternative care are devised. The axis of relationships underlined in the narratives of caregivers supplement the model of dialogical self-education described in the literature review and the classification of parenting skills. The axis of context is a constitutent part of external environment conditions, whereas the time axis gives prerequisites for dividing the process of foster care into stages. The model has a potential to reduce the number of unsuccessful cases of care, enables the specialists to identify the insufficiency of care conditions as well as to model the behavior of both participants of the care process. The process of care is expressed through dialogic self-education that enables both participants of interaction to express own needs and expectations, as well as change own thinking, behaviour and values.
The participants of interaction participants exchange information through own behaviour, refusal to behave in the way asked, protest, silence, tears and other non-verbal expressions; however, language is especially significant in a dialogue both as a medium and as an educational means. In the model, skills are divided into child-centered, i.e. basic skills that manifest the functions of care as a mission, and adult-centred that are referred to as enhanced. The third distinguished aspect is the expression of caregivers’ values at different stages of care.
At the end some conclusions are developed by the authors in the sense that care as an educational conception is used to define the educational function addressed at both biological and foster children: identification of the educational needs of a child, representation of the child, creation of positive environment and its application for specific needs of a child, as well as the influence of an adult on a child’s development up to adulthood. From the educational point of view, apart from the usual family activities, non-kinship foster parenting should be directed towards the establishment of affective relationships, overcoming developmental disorders and traumatic experiences, prevention of harmful habits and maintenance of relationships with biological families.
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Popov, L. M., and P. N. Ustin. "Spatial-temporal model of engagement of participants of educational activity in the digital educational environment." SHS Web of Conferences 113 (2021): 00011. http://dx.doi.org/10.1051/shsconf/202111300011.
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In the context of the COVID-19 pandemic, the educational process has acquired a virtual character, when the role of technical teaching tools that mediate the real interaction of students with the teacher has sharply increased. The conditions for creating an engagement effect have changed and there is a need to study the phenomenon of engagement and its psychological mechanisms. The main aspects of an engagement manifestation that represent the spatial part of the model are shown: cognitive, emotional, behavioral, activity, motivational, socio-psychological and physical. The novelty of the spatial-temporal model is that it involves all the spatial factors that are included in the main temporal phases of activation of engagement: preparatory, active, evaluation and correction. The long-term and short-term options for using the engagement model with their methods of implementation, expected results and realization mechanisms are proposed. The implementation of the short-term version of the engagement model is carried out through a system of digital monitoring of emotional and cognitive reactions of a person in a digital environment. The possibility of managing and self-managing students' engagement in educational activities in a digital environment is shown.
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Malik, Marek, D. Wyn Davies, and A. John Camm. "Computer model of intra-cardiac conduction and heart-pacemaker interaction: An interactive educational version." Journal of the American College of Cardiology 17, no. 2 (February 1991): A9. http://dx.doi.org/10.1016/0735-1097(91)91006-z.
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O'Connor, Mary J., Marian Sigman, and Connie Kasari. "Interactional model for the association among maternal alcohol use, mother-infant interaction, and infant cognitive development." Infant Behavior and Development 16, no. 2 (April 1993): 177–92. http://dx.doi.org/10.1016/0163-6383(93)80016-2.
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Belousov, Konstantin Y., and Marina D. Matyushkina. "Parent’s participation in the education of their children and in the school's educational policy." Perspectives of Science and Education 47, no. 5 (November 1, 2020): 222–45. http://dx.doi.org/10.32744/pse.2020.5.16.
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Introduction. The discourse that has unfolded recently about the future of the school, about the difficult relationship between the school and the parents of students, about the difficulties of introducing state-public administration has led to the need for a scientific understanding of the position of modern parents regarding the education of their own child and in the broader context of their participation in educational policy. The main goal of this theoretical article is to analyze the current features of the interaction between school and family and to build a comprehensive model for the participation of parents in the education of their children and in the educational policy of the school. Methodology and methods. The study refers to the comparative analysis and generalization of the results of the specialized and comprehensive scientific data, dedicated to the problems of parental positions in mutual relations with the school. Methodology of research composed of complex approach, detailed and subjective approaches, semantic analysis of central points, synthesis of positions and partial models, proposed different researchers. Results and scientific novelty. In the course of the work, studies were analyzed on the problems of interaction between parents and schools, the concepts of “parental involvement/participation”, “educational policy and its subjects”. The created model reveals the personal and institutional aspects of parental participation, taking into account the different levels of subjectivity of the participants in the interaction. The novelty of the proposed model lies in the fact that it compares two types of participation: participation in the construction of the child's educational space and participation in the educational policy of the school. At the same time, three groups of factors are identified that determine the nature of participation: “subjects” of participation or interest of parents, based on their idea of the quality of education; communication channels, ways of interaction between educational subjects; socio-psychological “motivators” for participation. Practical significance. The resulting model allows the school to purposefully adjust the processes of interaction with parents. The model also serves as the basis for empirical research to identify the conditions for effective family-school cooperation and its impact on the child's school well-being and educational achievement.
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Glazova, Yana A. "Organisation of work on the pedagogic support of the formation of personality in the networked form of the implementation of educational programmes." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2019): 136–40. http://dx.doi.org/10.34216/2073-1426-2019-25-2-136-140.
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This article proposes the organisation of work on the basis of a network form of interaction; creating conditions for the formation of a single social and educational medium that ensures the development and socialisation of students is described as well as implementation of joint educational and socio-pedagogic projects that ensure the inclusion of students in various types of social practices; organising and conducting joint research aimed at finding and solving topical problems of education and upbringing; strengthening the human resource capacity of network partner organisations; expanding the material and technical base to improve the efficiency of interaction; improving the scientific and methodological work of pedagogues. Mechanisms of network interaction are described, as well as its logic and steps that correspond to the stages of the professional development of the personality of students on a particular course, while solving specific educational tasks. The model "institute – resource centre" was the leading model of network interaction. This model represents the integration of several educational organisations around one of them, which has the greatest material and personnel potential, which will play the role of a resource centre for other educational organisations.
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Chen, Yi Hsuan, Milad Karimi, and Maureen P. M. H. Rutten-van Mölken. "The disease burden of multimorbidity and its interaction with educational level." PLOS ONE 15, no. 12 (December 3, 2020): e0243275. http://dx.doi.org/10.1371/journal.pone.0243275.
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Introduction Policies to adequately respond to the rise in multimorbidity have top-priority. To understand the actual burden of multimorbidity, this study aimed to: 1) estimate the trend in prevalence of multimorbidity in the Netherlands, 2) study the association between multimorbidity and physical and mental health outcomes and healthcare cost, and 3) investigate how the association between multimorbidity and health outcomes interacts with socio-economic status (SES). Methods Prevalence estimates were obtained from a nationally representative pharmacy database over 2007–2016. Impact on costs was estimated in a fixed effect regression model on claims data over 2009–2015. Data on physical and mental health and SES were obtained from the National Health Survey in 2017, in which the Katz-10 was used to measure limitations in activities of daily living (ADL) and the Mental Health Inventory (MHI) to measure mental health. SES was approximated by the level of education. Generalized linear models (2-part models for ADL) were used to analyze the health data. In all models an indicator variable for the presence or absence of multimorbidity was included or a categorical variable for the number of chronic conditions. Interactions terms of multimorbidity and educational level were added into the previously mentioned models. Results Over the past ten years, there was an increase of 1.6%-point in the percentage of people with multimorbidity. The percentage of people with three or more conditions increased with +2.1%-point. People with multimorbidity had considerably worse physical and mental health outcomes than people without multimorbidity. For the ADL, the impact of multimorbidity was three times greater in the lowest educational level than in the highest educational level. For the MHI, the impact of multimorbidity was two times greater in the lowest than in the highest educational level. Each additional chronic condition was associated with a greater worsening in health outcomes. Similarly, for costs, where there was no evidence of a diminishing impact of additional conditions either. In patients with multimorbidity total healthcare costs were on average €874 higher than in patients with a single morbidity. Conclusion The impact of multimorbidity on health and costs seems to be greater in the sicker and lower educated population.
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Gerasimova, Elena K., Sergey L. Zorin, Galina A. Kobeleva, and Ekaterina A. Mamaeva. "Designing a personalized educational model while working with digital technologies." Perspectives of Science and Education 47, no. 5 (November 1, 2020): 398–412. http://dx.doi.org/10.32744/pse.2020.5.28.
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The problem and the aim of the study. The transformation of the educational environment identified the following development priorities for the didactic system: support for lifelong learning; personal orientation and taking into consideration the individual students’ personality structure; use of digital technologies to provide training of the sought-after professionals of the future. The authors propose to implement these requirements with the means and capabilities of modern information technologies that maximally take into account the characteristics of personification. Research methods. Theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of test results, problem solving, student’s choice (digital technology, appropriate software, functionality, sequence of tasks) were applied. The pedagogical experiment was attended by 101 students (35% of girls and 65% of boys) of the Law Institute of Vyatka State University of Kirov, Russia. The Fisher's criterion (angular transformation) was used as a statistical processing method. Results. The essence of the concepts "personal educational trajectory", "personal educational route" has been clarified. The challenges associated with the digital educational environment and a focus on training of the required professionals of the future were taken into account. The problems of personalization of learning (awareness of choice, determination of characteristic factors of the educational model, gradation of the task system) are identified, the content of which is described from the standpoint of the formal scheme of information interaction. An example of designing a personalized educational model is presented by studying the technology of processing spreadsheets (a system of educational problems that guide the trajectory of cognitive performance). At the control stage of the experiment, statistically significant differences were revealed between the experimental and control groups in terms of the level of formation of digital skills and skills that are in demand in the information society (φcrit=1.64<φemp=2.492). Conclusion. Work with digital technologies offers the opportunity to take into account the orientation of the modern educational space towards personalization, the continuity of learning due to the implementation of the described formal scheme of information interaction between a teacher and a student in educational and cognitive activities; designing a differentiated system of tasks; supporting the student's informed choice; social and professional orientation of action.
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Ribeirinha, Teresa, and Bento Duarte da Silva. "The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions." PUBLICACIONES 51, no. 3 (July 26, 2021): 295–345. http://dx.doi.org/10.30827/publicaciones.v51i3.18076.
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This work evaluates an educational proposal, based on the Flipped Classroom principles, implemented in online learning during the lockdown caused by Covid-19 pandemic. The proposal was implemented in a Portuguese secondary school class and combines asynchronous classes (ASC) with synchronous classes (SC). We collected data using quantitative and qualitative methods, to characterise the learning environment, and its influence on the students’ engagement. The integrated analysis of the data reveals that the proposal created an adequate learning environment, organised, and supported by a robust social presence of the teacher. The design of the ASC enhanced student-content interactions leading to high rates of commitment to the tasks, which ensured an efficient preparation of the ASC. The SC division into learning episodes allowed us to understand the influence of episode design on the interaction patterns developed. The dynamic and interactive approaches of SC allowed the development of subject contents initiated in ASC. Despite the design of some episodes it has allowed measurable improvements in the number of student-student interactions it has also conditioned the collaborative construction of knowledge based on research processes.
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Solomatina, Viktoriya. "Designing Digital Educational Environment for the Individualization of Learning and the Development of Gifted Children." Social Phenomena 10, no. 2 (November 1, 2020): 70–75. http://dx.doi.org/10.47929/2305-7327_2020.02_70-75.
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The article presents the authors’ project of designing a digital educational environment for the actualization and development of creative giftedness in primary school children by means of a network of project activities. The educational environment was designed within the conceptual framework proposed by E. D. Patarakin and based on his idea of using network interactions to support the project method. This approach enables a transition from the concept of "educational environment" to the concept of “educational ecosystem". The model of an ecological system is used in the article to analyze the contemporary educational environment. The empirical material presented in the paper can be implemented in developing new forms of interaction between educational process participants in the context of e-learning.
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Бомин, В., V. Bomin, В. Ракоца, and V. Rakoca. "Communications of the Person and Technical Devices (on the Example of Telemetry)." Scientific Research and Development. Modern Communication Studies 8, no. 2 (April 26, 2019): 18–20. http://dx.doi.org/10.12737/article_5cb6dbf38b3170.27938724.
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It is shown that communications of the person and technical devices in educational and educational process are carried out by means of realization of the information model providing interaction in the “person — the car” system. The information model resulting from interaction of the person and telemetric means assumes remote studying of various objects by measurement of the parameters characterizing the studied subject and transfer of the obtained information on distance.
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Davydova, Natalia N., Evgeny M. Dorozhkin, and Vladimir A. Fedorov. "Organizational and pedagogical basis for the development of science and education networks." SHS Web of Conferences 69 (2019): 00030. http://dx.doi.org/10.1051/shsconf/20196900030.
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In the new model of education, the training is diverse and variable, focused on new educational results. This requires the development of corporate processes and stimulates the expansion of cooperation of open educational systems in the conditions of network interaction. The paper presents approaches to determining the content and conditions of a new direction of development of network interaction of educational organizations in the form of scientific and educational networks. It is shown that the main purpose of the research in the conditions of the scientific and educational network is to identify new knowledge about pedagogical processes in specific organizations – participants of interaction, their distinctive features, objective natural connections between pedagogical processes and phenomena.
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Gholizadeh, Mehran, Fattaneh Taghiyareh, and Saeed Alvandkoohi. "Toward a Propensity-Oriented Player Typology in Educational Mobile Games." International Journal of Game-Based Learning 8, no. 2 (April 2018): 55–67. http://dx.doi.org/10.4018/ijgbl.2018040105.
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The pivotal role of identifying types of players is inevitable in the game contexts, and educational games are not an exception. This article aims to present a model of player-game interaction in the mobile game-based learning setting regarding the behavioral propensity. This model comprises five different features inherited from the player typology literature including precision, perfection, punctuality, presence, and pace. To this end, we analyzed the activities of players in a mobile educational game and then tried to classify players based on their preferences in how to deal with the game. Furthermore, as a step toward determining the association of features with each other, multiple linear regression analysis was conducted. The outcome of the investigations resulted in a model representing player interaction with the game in a way that it could be used to classify different types of players in educational mobile games.
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Батурін, Олександр Іванович, Володимир Олексійович Лифар, Олег Ігорович Захожай, and Віталій Геннадійович Іванов. "A UNIFORM INTERACTION MODEL OF EDUCATIONAL PROCESS AGENTS IN THE UNIFIED MANAGEMENT SYSTEM OF A HIGHER EDUCATION INSTITUTION." Information Technologies and Learning Tools 78, no. 4 (September 11, 2020): 266–77. http://dx.doi.org/10.33407/itlt.v78i4.3178.
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One of the most popular classes of educational systems is LMS - Learning Management System, which gives a possibility to implement support for the learning process through E-learning technology. However, such systems do not have sufficient functionality to automate other aspects of the activities of an educational institution. This situation has led to the fact that modern educational institutions are forced to use a whole set of different information systems, each of which solves a certain, strictly specialized range of tasks and complicates the effective use of automation. Thus, the aim of this research is to develop an approach to building a management system for a higher education institution based on a single hardware and software platform, which allows combining all areas of administrative and educational activities within a single system, as well as organizing the management of the educational process and monitoring of the quality of educational services. To achieve this goal, the paper addresses the task of creating a computer system for managing a higher education institution on the basis of a single, widely known platform LMS MOODLE. To accomplish this task, a unified model of interaction between the agents of the educational process has been proposed. This model makes it possible to complement the learning functions of the most popular platform with the solution of organizational tasks in managing a higher education institution and performance of workflow functions. The developed model of interaction between the agents of the educational process was used for processing the system of roles for the users of the system, which made it possible to expand the functionality of work with the database system, as well as to develop a computer based management system for an educational institution on the basis of a single platform. The proposed new technical solutions were introduced during the creation of information systems in such higher education institutions of Ukraine as Donbass State Technical University and Volodymyr Dahl East Ukrainian National University. In addition, the proposed solutions have been successfully applied to create information management systems for several general secondary schools in Lysychansk, Ukraine.
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Safonova, Tatyana V., Alexandra S. Suntsova, and Rakhima G. Aslaeva. "Exploring the Personal Model of Interaction with Special Needs Children as Structural Component of Teachers’ Readiness for Inclusive Education." Integration of Education, no. 1 (March 29, 2019): 50–65. http://dx.doi.org/10.15507/1991-9468.094.023.201901.050-065.
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Introduction. The paper is devoted to a problem of staffing in the inclusive education. Relevance of the study is determined by many difficulties experienced by educators when teaching children with special educational needs in a high school. The authors consider a personality-oriented model of interaction with children as a structural component of professional readiness for inclusive education. The objective of the study is to identify and analyze specifics of the model of teacher-student interaction at different types of high schools. Materials and Methods. The Maralova-Sitarov’s questionnaire was used, enabling differentiation of teacher orientation by the educational disciplinary or personality-oriented model of interaction in the educational process. To process the study results, nonparametric statistical methods were used (Spearman’s correlation coef ficient and the two-sample test of Mann-Whitney). Results. Most teachers at various types of schools practice an educational and disciplinary model of interaction with children, which impedes the development of the idea and values of inclusive education (i.e. education adapted to requirement of a child with special needs) in the teachers’ community. However, for teachers of inclusive-education schools and future teachers, compared to teachers of general educational and special institutions, indicators of the personality-oriented model are significantly higher when speaking in terms of tar get and instrumental characteristics of activities. Discussion and Conclusion. The study showed both the teacher community adherence to authoritarian stereotypes and the marked trend towards overcoming them by inclusive school teachers and students that reflects the desire for personal and professional self-development. The study reveals new explanations of teacher problems related to mastering the state-of-art educational strategy. In future, the components of the teacher’s personal and professional readiness for inclusive education should be identified. The article may be of interest to educators and specialists dealing with issues of staff provision for inclusive education.
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Conati, Cristina, and Samad Kardan. "Student Modeling: Supporting Personalized Instruction, from Problem Solving to Exploratory Open Ended Activities." AI Magazine 34, no. 3 (September 15, 2013): 13–26. http://dx.doi.org/10.1609/aimag.v34i3.2483.
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The field of intelligent tutoring systems has successfully delivered techniques and applications to provide personalized coaching and feedback for problem solving in a variety of domains. The core of this personalized instruction is a student model; the ITS component in charge of assessing student traits and states relevant to tailor the tutorial interaction to specific student needs during problem solving. There are however, other educational activities that can help learners acquire the target skills and abilities at different stages of learning including, among others, exploring interactive simulations and playing educational games. This article describes research on creating student models that support personalization for these novel types of interactions, their unique challenges, and how AI and machine learning can help.
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Grechushkina, N. V. "Online Course: Application Models in the Educational Process." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 4 (May 4, 2021): 120–30. http://dx.doi.org/10.31992/0869-3617-2021-30-4-120-130.
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Digitalization of education and the development of electronic pedagogy as a branch of pedagogical science are the conditions that actualize the analysis of online courses application mo-dels which is the purpose of this study. Based on the analysis of scientific pedagogical literature, the article addresses the typology of online courses integration models implemented in the traditional (face-to face) educational process. The author has studied and summarized the various approaches to selecting integration models of online courses in Russian and foreign scientific and pedagogical literature and developed a typology of patterns of online courses application based on three criteria: the organization of the educational process (characteristics: the character of the online course incorporating in the educational process, a way of organizing the educational process), the contents of traditional face-to-face and online components in the learning content (characteristics: a change in the structure of educational process, forms and methods of training), and the organization of interaction between the subjects of the educational process (characteristics: organization of pedagogical support, organization of pedagogical interaction between the subjects). This approach made it possible to pinpoint thirty-four models of online courses application and integration. Each model implemented in practice can be identified unambiguously when typologizing by one characteristic of the corresponding criterion and refer to several types when considering its different characteristics.
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Martínez, Rebecca S., O. Tolga Aricak, and Jeremy Jewell. "Influence of reading attitude on reading achievement: A test of the temporal-interaction model." Psychology in the Schools 45, no. 10 (December 2008): 1010–23. http://dx.doi.org/10.1002/pits.20348.
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