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Journal articles on the topic 'Heterogeneity of learners'
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1
Protassova, Ekaterina. "Pluricentrity, Multilingualism and Heterogeneity of the Learners’ Groups." International Journal of Multilingual Education X, no. 1 (2021): 25–46. http://dx.doi.org/10.22333/ijme.2021.17002.
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Multilingualism, superdiversity, and the abundance of language contacts place new demands on language teachers, who must consider each student’s linguistic biography, family language policies, and cultural practices in order to keep up with their growth in a specific school vs. university subject. Many more languages are becoming pluricentric as they continue to be used in migrating populations. So, they decline or flourish in diaspora and introduce heritage language learners as people with special needs into regular classrooms. Using Russian as an example, the paper suggests methods for organizing language instruction of varied speakers and learners in a heterogeneous integrated university classroom.
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Cummins, Phyllis A., J. Scott Brown, Peter Riley Bahr, and Nader Mehri. "Heterogeneity of Older Learners in Higher Education." Adult Learning 30, no. 1 (2018): 23–33. http://dx.doi.org/10.1177/1045159518812077.
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Recent years have seen growing recognition of the importance of a college-educated workforce to meet the needs of employers and ensure economic growth. Lifelong learning, including completing a postsecondary credential, increasingly is necessary to improve employment outcomes among workers, both old and young, who face rising demands for new and improved skills. To satisfy these needs, many states have established postsecondary completion goals pertaining to the segments of their population ages 25 to 64 years. Although it is not always clear how completion goals will be attained for older students, it is widely recognized that community colleges will play an important role. Here, we use data from the Integrated Postsecondary Education Data System (IPEDS) to examine enrollment trends by part-time and full-time status for students enrolled in Ohio’s public postsecondary institutions from 2006 to 2014. Unlike previous research that considers all students 25 and older as a homogeneous group, we divide older learners into two groups: ages 25 to 39 and ages 40 to 64. We find that adults in these age groups who attend a public college are more likely to attend a community college than they are a 4-year institution and are more likely to attend on a part-time basis. We discuss the implications of these trends and their relevance to college administrators.
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BOYINBODE, Olutayo, Paul OLOTU, and Kolawole AKINTOLA. "DEVELOPMENT OF AN ONTOLOGY-BASED ADAPTIVE PERSONALIZED E-LEARNING SYSTEM." Applied Computer Science 16, no. 4 (2020): 64–84. http://dx.doi.org/10.35784/acs-2020-30.
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E-learning has fast become an active field of research with a lot of investments towards web-based delivery of personalized learning contents to learners. Some issues of e-learning arise from the heterogeneity and interoperability of learning content adapting to learner's styles and preferences. This has brought about the development of an ontology-based personalized learning system to solve this problem. This research developed an ontology-based personalized e-learning system that presents suitable learning contents to learners based on their learning style, preferences, background knowledge, and personal profile.
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SMAILI, El Miloud, Chaimaa Khoudda, Soukaina Sraidi, and My El Hassan Charaf. "An Innovative Approach to Prevent Learners’ Dropout from MOOCs using Optimal Personalized Learning Paths: An Online Learning Case Study." Statistics, Optimization & Information Computing 10, no. 1 (2022): 45–58. http://dx.doi.org/10.19139/soic-2310-5070-1206.
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Due to the rapid evolution of information technology, distance education has undergone a sustained expansion. Within the scope of open distant learning, MOOCs (Massive Open Online Courses) tend to open up access to education to all by bridging geographical and economic barriers. However, the evolution of this learning mode is facing some challenges such as the low completion rate of the courses as well as the heterogeneity of the learners’ profifiles. In this paper, we aim to personalize the MOOC contents for each learner in order to improve their academic performance and to enhance the online platforms effificiency. The idea is to build a system that takes into account the heterogeneity of learners profifiles and offers each learner a path adapted to their needs through the exploitation of their interactions with the learning environment. To this end, we suggest using the PSO method ”Particle Swarm Optimization” in order to construct the optimal choices of learning paths in the system. Furthermore, we conduct an online learning case study to show the effectiveness of the proposed approach.
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Muise, Joanna, Emily Oliver, Penny Newell, and Mark Forsyth. "Improving individuals’ propensity to act in a medical emergency: A quasi-randomised trial to test the impact of a learning intervention." Health Education Journal 78, no. 2 (2018): 214–25. http://dx.doi.org/10.1177/0017896918796030.
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Objective: To build the evidence base for first aid education by testing the hypothesis that learners will be more confident and willing to act in an emergency if their first aid education has attempted to break down perceived barriers to helping. Design: Additional activities were appended to and delivered alongside a control curriculum consisting of the Canadian Red Cross’ Emergency First Aid training for adult learners. Both control and test learners completed questionnaires before, immediately after and at 6 months following their training. Setting: Four Canadian provinces: British Columbia, Alberta, Manitoba and Nova Scotia. Participants: A total of 199 adult participants elected to take part in the first aid training and were randomised into test and control groups. Methods: Following first aid training lasting 6.5–8 hours, we assessed learners’ self-rated confidence/self-efficacy, willingness to act and changes in pre-identified fears and attitudes. Results: Learners from both control and test courses showed a positive change in self-efficacy and willingness to act although there was no statistically significant difference between control and test groups. The test course had a statistically significantly higher percentage of learners who were more aware of the bystander effect post learning. There was significant heterogeneity in learner outcomes which varied by Canadian province. Conclusion: First aid education can increase the propensity of learners to act. Although the additional activities provided in this study did not make a statistically significant difference to confidence and willingness to act, they may increase awareness of helping behaviours. Heterogeneity between Canadian provinces may link to differing provincial laws which protect lay people who try to help in an emergency.
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Jones, Ian T., Sarah C. Kucker, Lynn K. Perry, and James W. Grice. "Capturing the Heterogeneity of Word Learners by Analyzing Persons." Behavioral Sciences 14, no. 8 (2024): 708. http://dx.doi.org/10.3390/bs14080708.
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Accurately capturing children’s word learning abilities is critical for advancing our understanding of language development. Researchers have demonstrated that utilizing more complex statistical methods, such as mixed-effects regression and hierarchical linear modeling, can lead to a more complete understanding of the variability observed within children’s word learning abilities. In the current paper, we demonstrate how a person-centered approach to data analysis can provide additional insights into the heterogeneity of word learning ability among children while also aiding researchers’ efforts to draw individual-level conclusions. Using previously published data with 32 typically developing and 32 late-talking infants who completed a novel noun generalization (NNG) task to assess word learning biases (i.e., shape and material biases), we compare this person-centered method to three traditional statistical approaches: (1) a t-test against chance, (2) an analysis of variance (ANOVA), and (3) a mixed-effects regression. With each comparison, we present a novel question raised by the person-centered approach and show how results from the corresponding analyses can lead to greater nuance in our understanding of children’s word learning capabilities. Person-centered methods, then, are shown to be valuable tools that should be added to the growing body of sophisticated statistical procedures used by modern researchers.
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Cahdriyana, Rima Aksen, and Rahayu Setyorini. "TINGKAT KREATIVITAS SLOW LEARNERS DALAM MEMECAHKAN MASALAH MATEMATIKA." KALAMATIKA Jurnal Pendidikan Matematika 4, no. 1 (2019): 1–14. http://dx.doi.org/10.22236/kalamatika.vol4no1.2019pp1-14.
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The heterogeneity of students in Indonesia is a challenge for teachers today. Creativity is not only for students with high mathematical abilities, but also introduced to students who are in the slow learner category. This research is a qualitative descriptive study that aims to describe the level of creativity of the slow learner, and to describe how to develop creative thinking skills for slow learners. The subjects in this study from one of the schools in Yogyakarta whose students were included in the slow learner category. The subjects were selected by purposive sampling. Data collection had been done by giving problems solving to subjects, then interviewing them to clarify the answers that have been written. Data analysis had been stopped on the third subject because the data from the third subject was no difference with data from the previous subject. The results of this study indicate that slow learners are not able to show the three indicators of creativity in solving mathematical problems (fluency, flexibility, and novelty), so that the slow learners are classified as creative thinking skills level 0 or included in not creative students. Other findings indicate that one subject indicated being able to show one indicator of creativity, namely fluency, so that subject classified as level 1 (almost not creative).
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Rotnitsky, Irina, Roman Yavich, and Nitza Davidovitch. "Learners’ Heterogeneity, Dominant Intelligences, and the Effects of Originality and Innovation in Entrepreneurship." International Journal of Higher Education 12, no. 6 (2023): 116. http://dx.doi.org/10.5430/ijhe.v12n6p116.
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This study examines the association between the heterogeneity of groups of learners, specifically in terms of dominant intelligences, and the novelty and originality of their learning projects in an entrepreneurship project, based on Gardner’s multiple intelligence theory. The main predictors of product novelty and originality were found to be motivation for learning and the number of dominant intelligences in a group. Findings also indicate that the recommended composition of intelligences for groups of learners in the field of entrepreneurship is a combination of bodily-kinesthetic intelligence, intrapersonal intelligence, mathematical-logical intelligence, and musical-rhythmic intelligence. Findings may have implications for entrepreneurship education and for teaching, learning and project assessment practices, with teachers implementing diverse teaching strategies directed at the needs of different learners.
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Lmati, Imane. "collaborative Mathematics Learning Using Differentiated Pedagogy." International Journal for Innovation Education and Research 10, no. 1 (2022): 221–30. http://dx.doi.org/10.31686/ijier.vol10.iss1.3609.
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Our contribution represents a new method of learning mathematics by group through the differentiated pedagogy whose goal is to reduce the heterogeneity between learners in the classroom by using their knowledge, skills, and social profile. Indeed, there are different ways to implement a differentiated pedagogy. These methods must be considered by the teacher in order for his rehabilitation to be effective in student learning. Our approach specifically concerns differentiation by situation, it allows students to self-assess, and this to situate their knowledge and skills. In case of difficulty when assessing the learner, the approach uses group learning so that learners interact with each other without using the teacher. In the next works, we wish to integrate into our exerciser platform a module for the interaction of the students in order to discuss the difficulties and share the information between them.
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Frost, Gail, and Maureen Connolly. "12. Interactive Groups: Examining and Interrogating Issues of Heterogeneity and Accountability." Collected Essays on Learning and Teaching 2 (June 13, 2011): 75. http://dx.doi.org/10.22329/celt.v2i0.3206.
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Teachers and learners alike bring past experiences into present teaching and learning contexts. Group work is an experience that carries equal measures of joyful anticipation and mournful trepidation. Learners typically experience group work as an uneven distribution of time, competence, and accountability, and seem to have lingering memories of one or two people doing all the work in order to salvage a respectable grade. While students must understand the group process when they work in problem- or inquiry-based teams, we think the onus should also be on the instructor to devise methods of equity and accountability, which address the aforementioned justifiable fears. Our paper will describe several strategies we have used to anticipate and offset the inevitable tensions and contingencies inherent in group work.
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Lakhan, Shaheen, Francis Achike, and K. H. Lau. "New Media, Technology and Neurology Education." Seminars in Neurology 38, no. 04 (2018): 457–64. http://dx.doi.org/10.1055/s-0038-1666985.
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AbstractThe use of technology in neurology education has revolutionized many aspects of medical teaching, addressing some important challenges of modern education such as information overload and the unique needs of millennial learners. However, it also has inherent problems, such as depersonalization and high development costs. Due to the heterogeneity of different applications, it is difficult to establish general principles to guide front line educators, but it may be possible to describe “minimum” best practice elements. In this article, we examine commonalities of some of the most successful uses of technology in neurology education. We suggest the following for effective application of technology: (1) match technology to predetermined educational objectives, (2) characterize learners in relationship to technology, (3) optimize how technological components fit into the learning environment, (4) monitor and manage learner engagement with technology, (5) perform cost analyses, and (6) explore opportunities for educational scholarship and research.
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Åkerman, Niklas. "An international learning typology: strategies and outcomes for internationalizing firms." Baltic Journal of Management 9, no. 4 (2014): 382–402. http://dx.doi.org/10.1108/bjm-12-2013-0176.
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Purpose – The purpose of this paper is to understand the role of heterogeneous strategies for new knowledge development in the internationalization processes of firms. Design/methodology/approach – A typology of international learning strategies is developed. The typology is supported by a case study of seven Swedish international firms that show heterogeneous strategies. The case study suggests links between learning strategies and international growth. Findings – The results suggest an international learning-strategy typology derived from extant theory on knowledge acquisition in internationalization, constituted by four types: Passive Learners, Endogenous Learners, Exogenous Learners, and Diversified Learners. The results further suggest that the typology is empirically relevant and, moreover, suggest a potential heterogeneity in outcomes for these strategies. The study suggests that there is a link between learning strategy and outcomes in terms of growth and international sales distribution. Research limitations/implications – The strategy for how firms learn when internationalizing has implications for the firm's international growth. The case-study design has limitations for generalizability and future quantitative validation is called for. Practical implications – Managers need to be aware of the consequences of their learning strategy for the internationalization performance. This study informs strategic decision making for how to learn from international markets. Originality/value – The results suggest a typology based on heterogeneity of international learning strategies and their consequences for internationalization.
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Smaili, El Miloud, Mohamed Daoudi, Ilham Oumaira, Salma Azzouzi, and Moulay El Hassan Charaf. "Towards an Adaptive Learning Model using Optimal Learning Paths to Prevent MOOC Dropout." International Journal of Engineering Pedagogy (iJEP) 13, no. 7 (2023): 128–44. http://dx.doi.org/10.3991/ijep.v13i7.40075.
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Currently, massive open online courses (MOOCs) are experiencing major developments and arebecoming increasingly popular in distance learning programs. The goal is to break down inequalitiesand disseminate knowledge to everyone by creating a space for exchange and interaction.Despite the improvements to this educational model, MOOCs still have low retention rates, whichcan be attributed to a variety of factors, including learners’ heterogeneity. The paper aims toaddress the issue of low retention rates in MOOCs by introducing an innovative prediction modelthat provides the best (optimal) learning path for at-risk learners. For this purpose, learners at riskof dropping out are identified, and their courses are adapted to meet their needs and skills. A casestudy is presented to validate the effectiveness of our approach using classification algorithms forprediction and the ant colony optimization (ACO) algorithm to optimize learners’ paths.
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Gossack-Keenan, K. L., T. M. Chan, E. Gardiner, M. Turcotte, K. de Wit, and J. Sherbino. "LO16: Showing your work: experiences with mind maps and faculty teaching." CJEM 20, S1 (2018): S12. http://dx.doi.org/10.1017/cem.2018.78.
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Introduction: Cognitive processing theories postulate that decision making depends on both fast and slow thinking. Experienced physicians (EPs) make diagnoses quickly and with less effort by using fast, intuitive thinking, whereas inexperienced medical students rely on slow, analytical thinking. This study used a cognitive task analysis to examine EPs cognitive processes and ability to provide knowledge translation to learners. Methods: A novel mind mapping approach was used to examine how EPs translate their clinical reasoning to learners, when evaluating a patient for a possible venous thromboembolism (VTE). Nine EPs were interviewed and shown two different videos of a medical student patient interview (randomized from six possible videos). Results: EPs were asked to demonstrate their clinical approach to the scenario using a mind map, assuming they were teaching a learner in the Emergency Department. EPs were later re-interviewed to examine response stability, and given the opportunity to make clarifying or substantive mind map modifications. Maps were broken into component pieces and analyzed using mixed-methods techniques. A mean of 15.7 component pieces were identified within each mind map (standard deviation (SD) 7.8). Maps were qualitatively coded, with a mean of 2.8 clarifying amendments (e.g. adding a time course caveat) (SD 1.5-5.75) and 4.4 substantive modifications (e.g. changing the flow of the map) (SD 2-5). Conclusion: Resulting mind maps displayed significant heterogeneity in teaching points and the degree to which EPs used slow thinking. EPs frequently made fast thinking jumps, although learners could prompt slow thinking by questioning unclear points. This is particularly important as learners engage in cognitive apprenticeship throughout their training. An improved understanding of EPs cognitive processes through mind mapping will allow learners to improve their own clinical reasoning (Merrit et al., 2017). Educating EPs on these processes will allow modification of their teaching styles to better suit learners.
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Kizilcec, René F., and Geoffrey L. Cohen. "Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures." Proceedings of the National Academy of Sciences 114, no. 17 (2017): 4348–53. http://dx.doi.org/10.1073/pnas.1611898114.
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Academic credentials open up a wealth of opportunities. However, many people drop out of educational programs, such as community college and online courses. Prior research found that a brief self-regulation strategy can improve self-discipline and academic outcomes. Could this strategy support learners at large scale? Mental contrasting with implementation intentions (MCII) involves writing about positive outcomes associated with a goal, the obstacles to achieving it, and concrete if–then plans to overcome them. The strategy was developed in Western countries (United States, Germany) and appeals to individualist tendencies, which may reduce its efficacy in collectivist cultures such as India or China. We tested this hypothesis in two randomized controlled experiments in online courses (n = 17,963). Learners in individualist cultures were 32% (first experiment) and 15% (second experiment) more likely to complete the course following the MCII intervention than a control activity. In contrast, learners in collectivist cultures were unaffected by MCII. Natural language processing of written responses revealed that MCII was effective when a learner’s primary obstacle was predictable and surmountable, such as everyday work or family obligations but not a practical constraint (e.g., Internet access) or a lack of time. By revealing heterogeneity in MCII’s effectiveness, this research advances theory on self-regulation and illuminates how even highly efficacious interventions may be culturally bounded in their effects.
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Lee, Okhee, and Amy Stephens. "English Learners in STEM Subjects: Contemporary Views on STEM Subjects and Language With English Learners." Educational Researcher 49, no. 6 (2020): 426–32. http://dx.doi.org/10.3102/0013189x20923708.
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With the release of the consensus report English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, we highlight foundational constructs and perspectives associated with STEM subjects and language with English learners (ELs) that frame the report. The purpose here is to elevate these constructs and perspectives for discussion among the broader education research community. First, we provide an overview of the unique contributions of the report to move the ELs and STEM fields forward. Second, we describe ELs in terms of their heterogeneity and the inconsistency of educational policies that affect their learning opportunities in STEM subjects. Third, we describe contemporary views on STEM subjects and language with ELs that indicate that instructional shifts across STEM subjects and language are mutually supportive. Fourth, we describe promising instructional strategies to promote STEM learning and language development with ELs. Lastly, we close the article by reimagining STEM education with ELs and offer potential next steps. These foundational constructs and perspectives on STEM subjects and language with ELs are critical because they provide the conceptual grounding for the design of the education system for ELs. The report could contribute to building a knowledge base for ELs in STEM subjects and language as education research, policy, and practice converge to reimagine what is possible to both support and challenge ELs to learn academically rigorous content standards that are expected of all students.
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Ciekanski, Maud, and Thierry Chanier. "Developing online multimodal verbal communication to enhance the writing process in an audio-graphic conferencing environment." ReCALL 20, no. 2 (2008): 162–82. http://dx.doi.org/10.1017/s0958344008000426.
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AbstractOver the last decade, most studies in Computer-Mediated Communication (CMC) have highlighted how online synchronous learning environments implement a new literacy related to multimodal communication. The environment used in our experiment is based on a synchronous audio-graphic conferencing tool. This study concerns false beginners in an English for Specific Purposes (ESP) course, presenting a high degree of heterogeneity in their proficiency levels. A coding scheme was developed to translate the video data into user actions and speech acts that occurred in the various modalities of the system (aural, textchat, text editing, websites). The paper intends to shed further light on and increase our understanding of multimodal communication structures through learner participation and learning practices. On the basis of evidence from an ongoing research investigation into online CALL literacy, we identify how learners use different modalities to produce collectively a writing task, and how the multimodal learning interaction affects the learners' focus and engagement within the learning process. The adopted methodology combines a quantitative analysis of the learners' participation in a writing task with regard to the use of multimodal tools, and a qualitative analysis focusing on how the multimodal dimension of communication enhances language and learning strategies. By looking at the relationship between how the learning tasks are designed by tutors and how they are implemented by learners, that is to say taking into account the whole perception of multimodal communication for language learning purposes, we provide a framework for evaluating the potential of such an environment for language learning.
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Gu, En-Guo. "Complex Dynamics in a Model of Common Fishery Resource Harvested by Multiagents with Heterogeneous Strategy." International Journal of Bifurcation and Chaos 25, no. 11 (2015): 1550153. http://dx.doi.org/10.1142/s0218127415501539.
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In this paper, we formulate a dynamical model of common fishery resource harvested by multiagents with heterogeneous strategy: profit maximizers and gradient learners. Special attention is paid to the problem of heterogeneity of strategic behaviors. We mainly study the existence and the local stability of non-negative equilibria for the model through mathematical analysis. We analyze local bifurcations and complex dynamics such as coexisting attractors by numerical simulations. We also study the local and global dynamics of the exclusive gradient learners as a special case of the model. We discover that when adjusting the speed to be slightly high, the increasing ratio of gradient learners may lead to instability of the fixed point and makes the system sink into complicated dynamics such as quasiperiodic or chaotic attractor. The results reveal that gradient learners with high adjusting speed may ultimately be more harmful to the sustainable use of fish stock than the profit maximizers.
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Whalon, Kelly. "Enhancing the Reading Development of Learners with Autism Spectrum Disorder." Seminars in Speech and Language 39, no. 02 (2018): 144–57. http://dx.doi.org/10.1055/s-0038-1628366.
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AbstractFoundational to autism spectrum disorder (ASD) are difficulties developing joint attention, social reciprocity, and language/communication. These challenges place children with ASD at risk for future reading failure. Research suggests that many school-aged children with ASD will learn the decoding skills necessary to effectively read text, but will struggle with comprehension. Yet, the reading profiles of learners with ASD also show great heterogeneity, with some also unable to effectively decode new words. The range of challenges associated with ASD highlights the need for comprehensive literacy/reading instruction that addresses both code- and meaning-focused skills from the earliest grades. This article will provide an overview of effective interventions that support both the code- and meaning-focused skills of learners with ASD. Specific examples of effective instructional practices for learners with ASD will be shared.
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Bradonjić, Tamara M. "TEACHING PRACTICES IN MULTI-GRADE CLASSES – BENEFITS OF USING CLIL AND PEER TUTORING METHODS WITH DIFFERENT STUDENT GROUP FORMATIONS." Узданица XX, no. 1 (2023): 95–112. http://dx.doi.org/10.46793/uzdanica20.1.095b.
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Young learners in multi-grade classes are of different ages, grade levels and language learning aptitudes. The very term multi-grade implies teaching two or more grades simultaneously. The problem that this study tackles is how students are taught in multi-grade classrooms and what are the consequences of mixing different year groups. It deals with the curriculum characteristics in multi-grade classes with the particular emphasis on the use of CLIL method and peer tutoring in teaching young learners. According to the results of the study, two main strategies were identified: practices that (1) aim to reduce students’ heterogeneity or (2) benefit from students’ heterogeneity. The participants of the study were both English language teachers and teachers of other subjects working with young learners in multi-grade classes. This article describes the teaching strategies used in multi-grade classes in four small rural primary schools in central Serbia on the basis of the content analysis of the interpreted teachers’ inter- views. The results illustrate how differently multi-grade teaching can be achieved and how it can effectively support individual student’s learning. The findings are discussed with regard to teacher education intending to increase the awareness of the professional skills required in high- quality teaching practices in multi-grade teaching and indicate possible benefits of using CLIL by English language teachers with older students (third and fourth graders) and the positive effects of peer tutoring on younger learners. This study concludes by suggesting the effective teaching strategies based on the use of CLIL and peer tutoring for improving foreign language teaching in multi-grade classrooms.
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Chang, Seung-Eun, and Karina Mandock. "A Phonetic Study of Korean Heritage Learners’ Production of Korean Word-initial Stops." Heritage Language Journal 16, no. 3 (2019): 273–95. http://dx.doi.org/10.46538/hlj.16.3.1.
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The current study investigates heritage language (HL) learners’ production of the Korean three-way stop contrast. Korean consonants include a typologically rare distinction among three types of voiceless stops typically described as plain /p, t, k/, aspirated /ph, th, kh/, and tense /p*, t*, k*/. This study examines how this phonological contrast is implemented by HL learners enrolled in a beginning level Korean class at a university. Language-specific (i.e., English and Korean) gender effects in VOT are also explored in HL learners. The results show that voice onset time (VOT) mainly serves to differentiate tense stops from plain and aspirated stops, while f0 plays a significant role in differentiating plain from aspirated and tense stops in HL learners. This finding is consistent with accounts of sound change under way in current Korean stops. The inter- and intraspeaker variations or categorical confusion with Korean plain stops commonly shown in second language (L2) learners is not found in HL learners of this study. Hence, the results of the present study support the view that HL learners preserve the phonological and phonetic benefits in their HL. In terms of gender-based differences, VOT is found to be shorter for males in plain and aspirated stops, while it is longer for males in tense stops. Finally, this study also suggests that controlling the heterogeneity of subjects mitigates the methodological challenges of HL research.
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Rokita-Jaśkow, Joanna. "Uczeń z doświadczeniem migracji na lekcji języka angielskiego: wyzwania i rozwiązania." Neofilolog, no. 58/2 (August 26, 2022): 193–208. http://dx.doi.org/10.14746/n.2022.58.2.4.
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The increasing number of migrant learners in Polish schools poses a new challenge not only for teachers of the language of school education, i.e. Polish, but also for teachers of other subjects, including English. Depending on the migrant learner’s country of origin, English may be his/her foreign, third (or additional) or even first language. This situation increases the heterogeneity of the language group and raises new challenges, which according to Ruiz’s (1984) conceptualization could be approached by the teacher either as a threat to the monolingual policy in the classroom, or as a resource that has the potential to enrich foreign language lessons by developing plurilingual and intercultural competences. On the basis of available research (Rokita-Jaśkow, 2019, 2021), the article presents the challenges teachers face along with suggestions for teaching solutions.
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Hong, Huaqing, and Feng Cao. "Interactional metadiscourse in young EFL learner writing." International Journal of Corpus Linguistics 19, no. 2 (2014): 201–24. http://dx.doi.org/10.1075/ijcl.19.2.03hon.
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This study investigates how young English as a foreign language (EFL) learners from Chinese, Spanish, and Polish mother tongue backgrounds use interactional metadiscourse in descriptive and argumentative English essays by drawing data from the ICCI corpus. The quantitative and qualitative analyses show that (i) there are significant differences among the three groups of EFL learners in the use of boosters, attitude markers, self-mentions, and engagement markers; and (ii) there are significant differences between the descriptive essays and the argumentative essays in the use of hedges and self-mentions. Discussion of the results is related to intergroup homogeneity and heterogeneity in the use of metadiscourse and the influences of essay types as well as topics/prompts. Pedagogical implications are provided for teaching interactional metadiscursive resources to young EFL learners from different mother tongue backgrounds and in relation to descriptive and argumentative writing.
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Rovai, Ana, and Joanna Pfingsthorn. "“Good Foreign Language Teachers Pay Attention to Heterogeneity”: Conceptualizations of Differentiation and Effective Teaching Practice in Inclusive EFL Classrooms by German Pre-Service Teachers." Languages 7, no. 3 (2022): 162. http://dx.doi.org/10.3390/languages7030162.
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This paper explores how pre-service EFL teachers perceive the variety of methodic-didactic and pedagogical forms of differentiation that they consider as acceptable in their teaching practice and which shed light on knowledge areas related to adaptivity competence. Our investigation looks into (a) qualitative questionnaire data that depict pre-service FL teachers’ conceptualizations of what it means to be a “good” and “bad” foreign language teacher; and (b) pre-service FL teachers’ quantitative evaluations of existing differentiation approaches designed for accommodating learners, especially ones experiencing specific learning differences such as difficulties with memorization, classroom communication, anxiety, or lexical and grammar confusion. Our results show that, despite expressing general agreement towards supporting individual learners’ needs, participants’ knowledge regarding how to respond to the needs of all FL learners appropriately is incomplete.
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Abraham, Lizy, Steven Davy, Muhammad Zawish, Rahul Mhapsekar, John A. Finn, and Patrick Moran. "Preliminary Classification of Selected Farmland Habitats in Ireland Using Deep Neural Networks." Sensors 22, no. 6 (2022): 2190. http://dx.doi.org/10.3390/s22062190.
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Ireland has a wide variety of farmlands that includes arable fields, grassland, hedgerows, streams, lakes, rivers, and native woodlands. Traditional methods of habitat identification rely on field surveys, which are resource intensive, therefore there is a strong need for digital methods to improve the speed and efficiency of identification and differentiation of farmland habitats. This is challenging because of the large number of subcategories having nearly indistinguishable features within the habitat classes. Heterogeneity among sites within the same habitat class is another problem. Therefore, this research work presents a preliminary technique for accurate farmland classification using stacked ensemble deep convolutional neural networks (DNNs). The proposed approach has been validated on a high-resolution dataset collected using drones. The image samples were manually labelled by the experts in the area before providing them to the DNNs for training purposes. Three pre-trained DNNs customized using the transfer learning approach are used as the base learners. The predicted features derived from the base learners were then used to train a DNN based meta-learner to achieve high classification rates. We analyse the obtained results in terms of convergence rate, confusion matrices, and ROC curves. This is a preliminary work and further research is needed to establish a standard technique.
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Ballance, Oliver James. "Narrow reading, vocabulary load and collocations in context: Exploring lexical repetition in concordances from a pedagogical perspective." ReCALL 33, no. 1 (2020): 4–17. http://dx.doi.org/10.1017/s0958344020000117.
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AbstractNarrow reading has the potential to reduce vocabulary load and to provide rich opportunities for developing collocation knowledge, but these benefits rely on narrow reading increasing lexical repetition within a text. Hence, interest in narrow reading has been limited by the relatively small lexical effect of narrowing reading by topic (Nation, 2013). Nevertheless, research in data-driven learning and teaching and language corpora has reported positively on learners using concordances in a manner comparable to narrow reading. However, the potential for concordances to provide an increased lexical-repetition effect has not been assessed. This study bridges this gap by exploring the degree of lexical repetition available in concordances and identifies corpus composition as a key predictor of lexical repetition. The study uses standardised type-token ratio (sTTR) to analyse concordances extracted from corpora at three different levels of homogeneity/heterogeneity. The results show large, reliable variations in lexical repetition resulting from variation in corpus homogeneity/heterogeneity, and so identifies concordance-based narrow reading as a possible means of overcoming the limitations of traditional narrow reading by topic. The results are discussed with reference to pedagogical implications for language learners, teachers, and researchers.
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Magalhães, Izabel. "Linguagem e identidade em contextos institucionais." Cadernos de Linguagem e Sociedade 2, no. 1 (2010): 42. http://dx.doi.org/10.26512/les.v2i1.2950.
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People's identities are currently seen as a focus of interest in a number of language studies which have adopted a criticai perspective. The purpose of the present study is to discuss how the identities of adult literacy learners are constituted in text. The study explores intertextuality following work by Mikhail Bakhtin (1986) and Norman Fairclough (1992a). The main finding points to heterogeneity in the subject of educational discourse. Two categories of subject are defined: the disciplinary subject and the community subject. These categories often oppose each other but can at times coexist. In learners' texts, a community voice can beheard in its particular language which seems to resist schooled literacy practice. Such language is characterised by textual transformation.
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Kamali, Jaber, Sedigheh Shakib Kotamjani, and Muhammet Furkan Alpat. "An Activity Theoretic Exploration of the Causes of Language Learners’ Misbehavior: Teachers’ Belief in Focus." Language Teaching Research Quarterly 42 (August 2024): 69–87. http://dx.doi.org/10.32038/ltrq.2024.42.05.
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This study attempts to explore the teachers’ beliefs on the causes of learners’ misbehavior in language classrooms. To do so, 23 language teachers completed a narrative frame in which they discussed a misbehavior experience they had in the class and why they thought it happened; they, then, attended semi-structured interviews where they discussed their experiences regarding learners’ misbehavior. A thematic analysis was employed and the data was analyzed with an eye on the study’s theoretical underpinning, i.e., Activity Theory (AT). The results indicated that there are different sources of misbehavior on different interconnected components of AT. In the “tool” component, the emergent themes were materials constraints, technological challenges, and hobbies interventions. In the “rules”, some themes such as teaching methodology, socio-cultural norms, and political, and ideological intolerance or disobedience emerged. It was in the “community” component of AT that the data revealed social phenomena, colleagues and authorities, and learners heterogeneity. Finally, in the “division of labor” the emerged themes were overwhelming responsibilities, family issues, and executives’ dereliction. The findings suggest a new look at language learners’ misbehavior and inform teacher education programs in which teachers are trained on this issue to manage learning in their classrooms effectively.
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Liu, Amy H., and Elise Pizzi. "The Language of Economic Growth:A New Measure of Linguistic Heterogeneity." British Journal of Political Science 48, no. 4 (2016): 953–80. http://dx.doi.org/10.1017/s0007123416000260.
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Conventional wisdom holds that languages, as ethnic markers, build communities with shared preferences and strong social networks. Consequently, ethnolinguistic homogeneity can facilitate growth. This article challenges this conception of language as a cultural marker. It argues that language is also a practical vehicle of communication; people can be multilingual, and second languages can be learned. Hence language boundaries are neither (1) congruent with ethnic boundaries nor (2) static. If true, the purported advantages of ethnolinguistic homogeneity should also be evident in countries with large populations of non-native speakers conversant in official languages. The study tests this hypothesis using an original cross-national and time-variant measure that captures both mother-tongue speakers and second-language learners. The empirical results are consistent with the understanding of language as an efficiency-enhancing instrument: countries with exogenously high levels of heterogeneity can avoid the ‘growth tragedy’1by endogenously teaching the official language in schools.
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Saemee, Kulthida, and Singhanat Nomnian. "Cultural Representations in ELT Textbooks Used in a Multicultural School." rEFLections 28, no. 1 (2021): 107–20. http://dx.doi.org/10.61508/refl.v28i1.251027.
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The use of ELT textbooks in multicultural schools is an under-explored issue despite an increasing number of non-Thais studying in the Thai compulsory education system due to mobility within the ASEAN Community. This paper aims to explore the representations of cultural aspects in the ELT textbooks, which are used in a public primary school where Cambodian, Lao, Myanmar, and Thai learners have created culturally and ethnically diverse landscape. Drawing upon the content analysis, the findings reveal five cultural categories ranked in the following order: products (41%), practices (26%), places (20%), persons (6%), perspectives (6%), and unidentified (1%). These cultural aspects are, however, imbalanced and inappropriate due to the misallocation of cultural representations and learners’ lack of recognition of the sociocultural background depicted. Language teachers and school administrators have become instrumental in narrowing down the cultural gap that exists between the textbooks’ cultural content and learners’ sociocultural backgrounds, experience, and contexts. This study can potentially inform language educators, school administrators, policy makers, and textbook writers who are involved in ELT textbook publication to be more culturally sensitive to Thai and migrant learners’ cultural milieu. The right to education of these learners should be recognized, valued, and promoted in multicultural schools that meet the objectives of UNESCO Sustainable Development Goal 4 (SDG 4), namely Quality Education, which includes equitable education and recognition of cultural heterogeneity and multiplicity.
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Lamia, Mahnane, Mohamed Hafidi, André Tricot, and Ouissem Benmesbah. "Implementing Flipped Classroom that Used a Context Aware Mobile Learning System into Learning Process." JUCS - Journal of Universal Computer Science 25, no. (12) (2019): 1531–53. https://doi.org/10.3217/jucs-025-12-1531.
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While some studies indicate that flipped classrooms offer many positive educational outcomes, other studies draw attention to limitations associated with flipped classroom (students' limited preparation prior to class, students' need for guidance at home, students' inability to get immediate feedback while they study at home, and little research has focused on students' learning outcomes, such as: satisfaction and motivation). This paper attempts to address several of these limitations through exploratory studies conducted in an Algerian University. The approach proposed in this paper called Flipped classroom based on Context-Aware mobile learning system (FC-CAMLS) aims to provide learners with an adapted course content format based on their feedback and context. The latter has a significant influence on multimedia content in adaptive mobile learning. The system was implemented in an English Language course. It was expected that the FC-CAMLS increased the management of students' heterogeneity. A quantitative analysis by means of structural equation modeling was performed to analyze the caUnited States of Americal relationships between knowledge, skills, motivation and students' satisfaction. The results show that the system has positive effects on students' knowledge, skills, and motivation. Finally, our research provides useful results that the use of the context dimensions and learner's feedback in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.
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Xu, Saiping, Qianjun Zhao, Kai Yin, et al. "Spatial Downscaling of Land Surface Temperature Based on a Multi-Factor Geographically Weighted Machine Learning Model." Remote Sensing 13, no. 6 (2021): 1186. http://dx.doi.org/10.3390/rs13061186.
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Land surface temperature (LST) is a critical parameter of surface energy fluxes and has become the focus of numerous studies. LST downscaling is an effective technique for supplementing the limitations of the coarse-resolution LST data. However, the relationship between LST and other land surface parameters tends to be nonlinear and spatially nonstationary, due to spatial heterogeneity. Nonlinearity and spatial nonstationarity have not been considered simultaneously in previous studies. To address this issue, we propose a multi-factor geographically weighted machine learning (MFGWML) algorithm. MFGWML utilizes three excellent machine learning (ML) algorithms, namely extreme gradient boosting (XGBoost), multivariate adaptive regression splines (MARS), and Bayesian ridge regression (BRR), as base learners to capture the nonlinear relationships. MFGWML uses geographically weighted regression (GWR), which allows for spatial nonstationarity, to fuse the three base learners’ predictions. This paper downscales the 30 m LST data retrieved from Landsat 8 images to 10 m LST data mainly based on Sentinel-2A images. The results show that MFGWML outperforms two classic algorithms, namely thermal image sharpening (TsHARP) and the high-resolution urban thermal sharpener (HUTS). We conclude that MFGWML combines the advantages of multiple regression, ML, and GWR, to capture the local heterogeneity and obtain reliable and robust downscaled LST data.
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Johnson, Angela. "A Matter of Time: Variations in High School Course-Taking by Years-as-EL Subgroup." Educational Evaluation and Policy Analysis 41, no. 4 (2019): 461–82. http://dx.doi.org/10.3102/0162373719867087.
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English learners (ELs) lag behind their peers in academic achievement and attainment, partly due to limited exposure to academic content. Prior studies that examine high school course-taking find significant course access gaps between ELs and non-ELs but provide little information on the relation between course-taking and time spent as an EL. This study improves upon previous research by addressing this dimension of heterogeneity and reporting detailed by-subject analyses. I use student-level data (N = 41,343) from a unique district in California with a large number of Chinese and Spanish ELs. I find substantial heterogeneity in general and advanced course-taking based on time spent as an EL. But differences disappear once eighth grade test scores are taken into consideration.
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Shin, Jung-a. "A Proposal for the Korean Value Culture Class Using Bacchus ADs. : Focusing on Chinese Learners at the Intermediate Level." Korean Society of Culture and Convergence 45, no. 2 (2023): 31–45. http://dx.doi.org/10.33645/cnc.2023.02.45.02.31.
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This paper aims at seeking the ways to educate Korean value culture, focusing on Bacchus brand advertisements. The four sessions of classes were conducted by focusing on normative culture, hierarchical culture, health and family, and Korean culture, among the value items shown in the Bacchus advertisement. The class was subjected to Chinese learners at the intermediate level. Therefore, the study aims to minimize cultural heterogeneity by encountering some of the Korean value cultures. The learners, through advertising narratives, were able to figure out the contexts of Korean value cultures by first knowing the objects of value culture, secondly knowing its method of value, and thirdly, knowing its reason and evaluation. As a result, it was revealed that positive results were found in communication with Koreans and life in Korea, beyond understanding value cultures.
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Nilsson, Maria. "Challenges and Teaching Materials in English for Young Learners in Sweden." Educare, no. 3 (November 6, 2024): 1–29. http://dx.doi.org/10.24834/educare.2024.3.941.
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Recent European studies in the field of primary English education identify a number of challenges related to language development, motivation, and diversity of proficiency levels among learners. Nevertheless, early language instruction remains under-researched. The current study investigates challenges perceived by Swedish primary teachers of English and their thoughts and experiences regarding teaching materials. The study takes a special interest in picturebooks because they are often foregrounded as useful resources for promoting both motivation and language learning. Quantitative and qualitative data were collected through an online questionnaire with 109 Swedish teachers for school years F–6. The findings reveal that the substantial heterogeneity of proficiency levels among learners is the biggest challenge facing teachers. In addition, the teachers reported challenges related to this diversity, such as a shortage of teaching materials to cater to varying needs and difficulties in engaging all learners in oral language production. Teaching materials used often comprise downloaded resources, coursebooks, or YouTube clips. Although many teachers are positive toward the potential of picturebooks as an instructional resource, most reported not using them. The findings are discussed in relation to the goals of early English instruction, the current understanding of young language learners, and communicative language teaching.
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Li, Haojun, Yaohan Chen, Weixia Liao, and Xuhui Wang. "Collaborative Learning Groupings Incorporating Deep Knowledge Tracing Optimization Strategies." Applied Sciences 15, no. 5 (2025): 2692. https://doi.org/10.3390/app15052692.
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Effective grouping in collaborative learning is crucial for enhancing the efficiency of collaborative learning. A well-structured collaborative learning group can significantly enhance the learning effectiveness of both individuals and group members. However, the current approaches to collaborative learning grouping often lack a thorough examination of students’ knowledge-level characteristics, thereby failing to ensure that the knowledge structures of group members complement each other. Therefore, a collaborative learning grouping method incorporating the optimization strategy of deep knowledge tracking is proposed. Firstly, the optimized deep knowledge tracking (DKVMN-EKC) model is used to model the knowledge state of learners to obtain the degree of knowledge mastery of learners, and then the K-means method is used to similarly cluster all learners, and finally, the learners of different clusters are assigned to suitable learning groups according to the principle of heterogeneity of grouping. Extensive experiments have demonstrated that DKVMN-EKC can precisely model students’ knowledge mastery levels and that the proposed approach facilitates effective grouping at the level of students’ knowledge structures, thereby ensuring fairer and more heterogeneous grouping results. This approach fosters positive interactions among students, enabling them to learn from one another and effectively improve their understanding of various knowledge points.
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Aybirdi, Nilüfer, Hüseyin Efe, and Çağla Atasoy Şal. "The Impact of Flipped Learning on L2 Learners’ Achievements: A Meta-Analysis." Shanlax International Journal of Education 11, S1-Jan (2023): 41–60. http://dx.doi.org/10.34293/education.v11is1-jan.5891.
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This study aims to examine the effects of flipped learning on L2 students’ overall academic achievements through meta-analysis. Forty studies (e.g., journal articles, M.A/Ph.D. theses and conference papers) on ‘flipped classroom’, ‘flipped learning’ and ‘academic achievement’ were included in this meta-analysis study. The data was analyzed by using Comprehensive Meta-Analysis Software. The random effects model was used in analyzing the overall effect size and the heterogeneity of the studies included in this meta-analysis. The results revealed that flipped learning has statistically significant effect on L2 learners’ academic achievements (g=1.303) compared to traditional learning approaches. This result does not differ according to publication type, educational level and four basic language skills and sub-skills, but it differs according to sample size of the selected studies.
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Julaikah, Dwi Imroatu, Ali Mustofa, Audrey Titaley, Rusmiyati, Agus Ridwan, and Soflies Marry E. Bingku. "IMPLEMENTATION OF BINNENDIFFERENZIERUNG IN WRITING FOR GERMAN LEARNERS AS DAF." Paramasastra 12, no. 1 (2025): 137–50. https://doi.org/10.26740/paramasastra.v12n1.p137-150.
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German is widely taught as a foreign language (DaF; Deutsch als Fremdsprache) in Indonesia. However, observations during German language instruction at Universitas Negeri Surabaya (UNESA) have revealed that writing skills pose a significant challenge for many learners. Preliminary observations suggest that diverse language proficiency levels is a primary contributing factor to this challenge. Notably, a substantial portion of German Education students at UNESA did not have prior German language course’s exposure in high school. In light of these observations, the present study underscores the urgency of implementing Binnendifferenzierung, a differentiated instruction approach, to address the diverse skill levels among learners. This qualitative descriptive research aims to describe the implementation of Binnendifferenzierung—differentiation learning—in the "Thematisches Schreiben" (Thematic writing) course. The study employed one form of differentiation: Differenzierung nach Aufgaben (task differentiation). Differenzierung nach Aufgaben involved introducing two variations of writing exercises at the A2 level: Aufgabe A. These variations included (a) vocabulary enrichment exercises, (b) guided writing with keywords, (c) serial writing based on cartoon images, and (d) free-theme writing. Differenzierung nach Sozialformen involved differentiating the teaching methods based on learners' preferences and learning styles. The findings of the study demonstrate that the implementation of Binnendifferenzierung in both forms effectively accommodated the heterogeneity of learners and provided opportunities for individualized learning tailored to their interests and abilities. This approach also introduced variations that aligned with the diverse needs of the learners.
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Kaufmann, Robert K., Michael L. Mann, Sucharita Gopal, et al. "Spatial heterogeneity of climate change as an experiential basis for skepticism." Proceedings of the National Academy of Sciences 114, no. 1 (2016): 67–71. http://dx.doi.org/10.1073/pnas.1607032113.
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We postulate that skepticism about climate change is partially caused by the spatial heterogeneity of climate change, which exposes experiential learners to climate heuristics that differ from the global average. This hypothesis is tested by formalizing an index that measures local changes in climate using station data and comparing this index with survey-based model estimates of county-level opinion about whether global warming is happening. Results indicate that more stations exhibit cooling and warming than predicted by random chance and that spatial variations in these changes can account for spatial variations in the percentage of the population that believes that “global warming is happening.” This effect is diminished in areas that have experienced more record low temperatures than record highs since 2005. Together, these results suggest that skepticism about climate change is driven partially by personal experiences; an accurate heuristic for local changes in climate identifies obstacles to communicating ongoing changes in climate to the public and how these communications might be improved.
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Van den Branden, Kris. "Zijn er Nog Problemen? Betekenisonderhandeling in de Multiculturele Taalklas." Toegepaste Taalwetenschap in Artikelen 57 (January 1, 1997): 19–32. http://dx.doi.org/10.1075/ttwia.57.03bra.
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Negotiation of meaning is thought to promote language acquisition in various ways. Paradoxically, both the quantity and quality of negotiation of meaning in the multicultural classroom has been shown to be poor. Particularly non-indigenous pupils with a lower level of language proficiency receive few opportunities to negotiate the meaning of input and produce output, and are not 'pushed' to do so. This seriously undermines their chances of acquiring the medium of instruction. A radical revision of language education is called for. Education needs to be learner-centred rather than teacher-dominated, tasks need to be challenging and motivating rather than oversimplified and trivial, heterogeneity among pupils in terms of language proficiency needs to be exploited, and the problems that learners experience while trying to comprehend input and produce output need to be given more attention. Rather than being regarded as instances of improper student behaviour, problems should be seen as 'hot spots' for language learning.
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Nida Shabbir, Nasir Ullah Khan, and Sabeen Amjad. "The Impact of Age on Second Language Learning." Social Science Review Archives 3, no. 1 (2025): 274–83. https://doi.org/10.70670/sra.v3i1.307.
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This research examines the correlation between age and second language acquisition (SLA), emphasizing the Critical Period Hypothesis (CPH) and age-related variations in phonology, grammar, and vocabulary acquisition. The results indicate that younger learners excel in achieving native-like pronunciation and implicit grammar, but adults exhibit advantages in explicit learning and vocabulary acquisition owing to cognitive maturity and metalinguistic awareness. The study underscores the limited validity of the Critical Period Hypothesis, indicating that second language acquisition results are shaped by biological, social, and environmental variables rather than strict age limitations. Practical consequences encompass the necessity for age-specific pedagogical approaches, early language acquisition initiatives, and continuous learning opportunities. Limitations, including a small sample size and cross-linguistic heterogeneity, are recognized, with suggestions for future study to investigate longitudinal effects, cross-linguistic disparities, and the incorporation of neuroscience into second language acquisition studies. By addressing these results, educators and policymakers may more effectively support different learner profiles and improve second language acquisition outcomes across all age groups.
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Mrhar, Khaoula, Otmane Douimi, Mounia Abik, and Naoual Chaouni Benabdellah. "Towards a semantic integration of data from learning platforms." IAES International Journal of Artificial Intelligence (IJ-AI) 9, no. 3 (2020): 535. http://dx.doi.org/10.11591/ijai.v9.i3.pp535-544.
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<p>Nowadays, there is a huge production of Massive Open Online Courses MOOCs from universities around the world. The enrolled learners in MOOCs skyrocketed along with the number of the offered online courses. Of late, several universities scrambled to integrate MOOCs in their learning strategy. However, the majority of the universities are facing two major issues: firstly, because of the heterogeneity of the platforms used (e-learning and MOOC platforms), they are unable to establish a communication between the formal and non-formal system; secondly, they are incapable to exploit the feedbacks of the learners in a non-formal learning to personalize the learning according to the learner’s profile. Indeed, the educational platforms contain an extremely large number of data that are stored in different formats and in different places. In order to have an overview of all data related to their students from various educational heterogeneous platforms, the collection and integration of these heterogeneous data in a formal consolidated system is needed. The principal core of this system is the integration layer which is the purpose of this paper. In this paper, a semantic integration system is proposed. It allows us to extract, map and integrate data from heterogeneous learning platforms “MOOCs platforms, elearning platforms” by solving all semantic conflicts existing between these sources. Besides, we use different learning algorithms (Long short-term memory LSTM, Conditional Random Field CRF) to learn and recognize the mapping between data source and domain ontology.</p>
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Khaoula, Mrhar, Douimi Otmane, Abik Mounia, and Chaouni Benabdellah Naoual. "Towards a semantic integration of data from learning platforms." International Journal of Artificial Intelligence (IJ-AI) 9, no. 3 (2020): 535–44. https://doi.org/10.11591/ijai.v9.i3.pp535-544.
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Nowadays, there is a huge production of Massive Open Online Courses MOOCs from universities around the world. The enrolled learners in MOOCs skyrocketed along with the number of the offered online courses. Of late, several universities scrambled to integrate MOOCs in their learning strategy. However, the majority of the universities are facing two major issues: firstly, because of the heterogeneity of the platforms used (e-learning and MOOC platforms), they are unable to establish a communication between the formal and non-formal system; secondly, they are incapable to exploit the feedbacks of the learners in a non-formal learning to personalize the learning according to the learner’s profile. Indeed, the educational platforms contain an extremely large number of data that are stored in different formats and in different places. In order to have an overview of all data related to their students from various educational heterogeneous platforms, the collection and integration of these heterogeneous data in a formal consolidated system is needed. The principal core of this system is the integration layer which is the purpose of this paper. In this paper, a semantic integration system is proposed. It allows us to extract, map and integrate data from heterogeneous learning platforms “MOOCs platforms, e-learning platforms” by solving all semantic conflicts existing between these sources. Besides, we use different learning algorithms (Long short-term memory LSTM, Conditional Random Field CRF) to learn and recognize the mapping between data source and domain ontology.
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Halpin, Emily, Nydia Prishker, and Gigliana Melzi. "The Bilingual Language Diversity of Latino Preschoolers: A Latent Profile Analysis." Language, Speech, and Hearing Services in Schools 52, no. 3 (2021): 877–88. http://dx.doi.org/10.1044/2021_lshss-21-00015.
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Purpose This study describes the language diversity (the within-group variability in dual-language skills) of a sample of Latino dual-language learners (preschoolers, 3–5 years of age) and how language diversity is related to home and classroom factors. Method A sample of 161 caregivers and their preschoolers participated in this study. Caregivers and a sample of 19 teachers reported on demographic factors and home and classroom language environments. Children were assessed in various domains of both Spanish and English to evaluate their language proficiency skills in each language. Latent profile analysis was used to generate profiles of the diversity of bilingual skills of young dual-language learners. Results Four profiles of dual-language skills emerged, characterized by balanced versus uneven skills and phonology and morphosyntax domains. The domains within each language served as markers to distinguish the profiles from one another, specifically morphosyntax and phonology. The results underscore the linguistic heterogeneity of preschool Latino dual-language learners. Conclusions Findings reflect the importance of highlighting the strengths of language diversity of preschool Latino dual-language learners instead of employing a monolithic, “one-size-fits-all” approach when considering how to best support them. Furthermore, the home environment plays an important role in supporting Spanish language skills, especially if such support is not necessarily provided at school.
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Cole, Mikel. "Effectiveness of peer-mediated learning for English language learners: A meta-analysis." Research Ideas and Outcomes 4 (August 29, 2018): e29375. https://doi.org/10.3897/rio.4.e29375.
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This manuscript reports the findings from a series of inter-related meta-analyses of the effectiveness of peer-mediated learning for English language learners (ELLs). Peer-mediated learning is a broad term that as operationalized in this study includes cooperative learning, collaborative learning, and peer tutoring. Drawing from research on interaction in second language acquisition, as well as from work informed by Vygotskian perspectives on socially-mediated second language learning, these meta-analyses synthesize the results of experimental and quasi-experimental studies. Included studies were conducted with language learners between the ages of 3 and 18 in order to facilitate comparisons to US students in K-12 educational settings. All participants were identified as ELLs, though learners in both English as a Second Language (ESL) and English as a Foreign Language (EFL) settings were included. Similarly, learners from a variety of language backgrounds were included in order to facilitate generalizations to the linguistic diversity present in US schools, and abroad. Main effects analyses indicate that peer-mediated learning is effective at improving a number of outcome types, including: language outcomes, academic outcomes, and social outcomes. Funnel plots and Egger's regression analyses were conducted to examine the probability of publication bias, and it appears unlikely in most analyses. Moderator analyses were also conducted, where sample sizes were sufficient, to examine what measured variables were capable of explaining heterogeneity in effect sizes between studies.
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Hazar, Manar Joundy, Mohsen Maraoui, and Mounir Zrigui. "Recommendation System Based on Video Processing in an E-Learning Platform." Journal of Hunan University Natural Sciences 49, no. 6 (2022): 52–61. http://dx.doi.org/10.55463/issn.1674-2974.49.6.6.
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With online learning technology fatly growing, especially with the Сovid-19 pandemic, learning resources are produced in massive amounts, with high heterogeneity, and in numerous media formats. The key issue for today’s learners is how to access the required learning resource based on their preferences and skills? Learning videos have become the central role in e-learning of higher education institutions. As a learning content, videos prove it is an important and necessary content delivery tool in all online platforms such as online, flipped, and blended classes. Hence, indicating suitable videos in seminal years possibly will help to do research in a better way. In this article, we present a recommender system that will suggest and guide learners in choosing appropriate learning videos per their requirements. Our system is based on collective intelligence. Indeed, we analyze the comments of Internet users on the videos to extract their opinions and then compare them with the evaluations to obtain a better recommendation.
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Bouregba, Mohamed. "Der kulturelle Hintergrund der algerischen DaFler, ihre Pensum und ihre Ziele des interkulturellen Lernens vorgelegt von." Traduction et Langues 12, no. 2 (2013): 40–49. http://dx.doi.org/10.52919/translang.v12i2.666.
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The cultural background of the Algerian learners of Deutsch and their goals of intercultural learning
 Intercultural learning does not result solely from the multinational composition of a classroom. It requires an awareness of different patterns of perception, which are often more subtle than simple national classifications would suggest. It is important to consciously raise awareness of these patterns of perception, which arise both from cultural imprinting and from shared socialization experiences (e.g. at the university). This work shows how the German language lessons with intercultural language didactics can use heterogeneity as a positive factor for language learning and enable the acquisition of intercultural skills. The scenario didactics, which opens up the way for this, is the focus of this work. The parameters and tasks outlined here not only result in new, motivating learning paths for the learners but also new, exciting demands on the teachers with regard to their role and their understanding of teaching.
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Matias-Garcia, Jose Antonio, and Rosario Cubero-Perez. "“Einstein Worked his Socks off”. Conceptions of Intelligence in University Teaching Staff." International Journal of Educational Psychology 9, no. 2 (2020): 161. http://dx.doi.org/10.17583/ijep.2020.4553.
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There is vast amount of research that links implicit theories of intelligence with several learning-relevant variables in both learners and teachers alike. However, there is a gap in the literature, as there is almost no research done with university teachers. Furthermore, most scientific research polarizes incremental and fixed views of intelligence in spite of data that show there is heterogeneity in participants’ views. This study explores the implicit theories of intelligence of university teachers (N = 20), employing a category system for the analysis of semi-structured interviews designed to capture heterogeneity. Participants were asked to express their opinion about several small vignettes regarding intelligence. The number of participants’ explanations related to intelligence and the complexity in their argumentation was considered. Results show differences in both measures among different fields of knowledge and gender, but not in relation to years of teaching experience. Future implications for research, intervention, and implicit theories measurement are discussed.
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Bron, Joseph F., and Maricar S. Prudente. "Examining the Effect of Problem-Based Learning Approach on Learners` Mathematical Creativity: A Meta-Analysis." International Journal of Research in Education and Science 10, no. 3 (2024): 653–68. http://dx.doi.org/10.46328/ijres.3456.
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Problem-based learning (PBL) is linked to developing learners` creative thinking in mathematics. This process-oriented approach capitalizes on using problems to stimulate learning through independent and collaborative investigations. This meta-analysis looked at the effectiveness of using PBL to influence mathematical creativity. Fifteen results from 13 studies were analyzed in which a medium effect (g=0.580) was computed using the random effects model. Further, the analysis of heterogeneity statistics suggests conducting a subgroup analysis in which only the strategy used in the comparison group and educational level, among the identified characteristics, moderates the effect of PBL on mathematical creativity. Future research should expand geographically to encompass a more diverse educational landscape and include a broader demographic to validate the efficacy of PBL across different age groups and cultural contexts.
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Cannon, Joanna E., Caroline Guardino, and Erin Gallimore. "A New Kind of Heterogeneity: What We Can Learn From d/Deaf and Hard of Hearing Multilingual Learners." American Annals of the Deaf 161, no. 1 (2016): 8–16. http://dx.doi.org/10.1353/aad.2016.0015.
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