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Park, Kinam, Hyesung Ji, and Heuiseok Lim. "Development of a Learner Profiling System Using Multidimensional Characteristics Analysis." Mathematical Problems in Engineering 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/652623.
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We propose a learner profiling system that uses the multidimensional characteristic analysis of learners. For this purpose, a real-time monitoring system for learners was developed and then used to extract information of the characteristics of learners that appear in learning environments. The extracted information on the characteristics of learners is automatically constructed into personalized learner profiles through the learner profiling system. The contents of learner profiles consist of the cognitive ability of learners, the learning condition, and teacher assessment. To verify the effectiveness of the proposed study method, profiles of actual learners were constructed, with 210 elementary school students as subjects. As a result, the group that learned using the learner profiling showed a significant level of satisfaction in comparison to the group that did not use learner profiling. From this, it was demonstrated that the learner profiling system proposed in this paper could enhance learning effectiveness.
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Freedman, Hayden, Neil Young, David Schaefer, Qingyu Song, André van der Hoek, and Bill Tomlinson. "Construction and Analysis of Collaborative Educational Networks based on Student Concept Maps." Proceedings of the ACM on Human-Computer Interaction 8, CSCW1 (April 17, 2024): 1–22. http://dx.doi.org/10.1145/3637313.
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Network Analysis has traditionally been applied to analyzing interactions among learners in online learning platforms such as discussion boards. However, there are opportunities to bring Network Analysis to bear on networks representing learners' mental models of course material, rather than learner interactions. This paper describes the construction and analysis of collaborative educational networks based on concept maps created by undergraduates. Concept mapping activities were deployed throughout two separate quarters of a large General Education (GE) course about sustainability and technology at a large university on the West Coast of the United States. A variety of Network Analysis metrics are evaluated on their ability to predict an individual learner's understanding based on that learner's contributions to a network representing the collective understanding of all learners in the course. Several of the metrics significantly correlated with learner performance, especially those that compare an individual learner's conformity to the larger group's consensus. The novel network metrics based on collective networks of learner concept maps are shown to produce stronger and more reproducible correlations with learner performance than metrics traditionally used in the literature to evaluate concept maps. This paper thus demonstrates that Network Analysis in conjunction with collective networks of concept maps can provide insights into learners' conceptual understanding of course material.
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Ho, Kevin K. W. "The Role Of Learners' Academic Background On E-Learning." International Journal of Systems and Service-Oriented Engineering 4, no. 4 (October 2014): 51–64. http://dx.doi.org/10.4018/ijssoe.2014100104.
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Nowadays, instructional technologies are the enabler for educators to have more choices in course planning, course design, and lecturing. These technologies not only strengthen the communication between instructors and learners, but also let the learners get an easily access their course materials at anytime and from anywhere. As a result, many educational institutes, including formal universities and online educational service providers, are now using E-learning technologies to deliver their courses as pure online courses or hybrid courses. In this research, the effectiveness of using online discussion forum in teaching is evaluated based on five teaching criteria related to knowledge construction process: learner's motivation, learner's independence, learner-learner interaction, learner-instructor interaction, and learner's satisfaction. The author's findings indicated that IT majors are more positive towards the use of online discussion forum in E-learning.
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Kotani, Katsunori, Takehiko Yoshimi, Hiroaki Nanjo, and Hitoshi Isahara. "A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language." English Language Teaching 9, no. 9 (August 7, 2016): 139. http://dx.doi.org/10.5539/elt.v9n9p139.
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<p>In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned. Identifying such vocabulary and grammar requires a learner corpus for analyzing the accuracy and fluency of learners’ linguistic competences. However, it is difficult to use previous learner corpora for this purpose because they have not compiled all the types of linguistic data that we need. Therefore, this study aimed to solve this problem by designing and developing a new learner corpus that compiles linguistic data regarding the accuracy and fluency of the four basic linguistic competences of writing, pronunciation, reading, and listening. The reliability and validity of the learner corpus were partially confirmed, and practical application of the learner corpus is reported here as case studies.</p>
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Kalyanasundaram, Bala, and Mahe Velauthapillai. "Capabilities of Thoughtful Machines." Fundamenta Informaticae 74, no. 2-3 (January 2006): 329–40. https://doi.org/10.3233/fun-2006-742-307.
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When learning a concept the learner produces conjectures about the concept he learns. Typically the learner contemplates, performs some experiments, make observations, does some computation, thinks carefully (that is not output a new conjecture for a while) and then makes a conjecture about the (unknown) concept. Any new conjecture of an intelligent learner should be valid for at least some "reasonable amount of time" before some evidence is found that the conjecture is false. Then maybe the learner can further study and explore the concept more and produce a new conjecture that again will be valid for some "reasonable amount of time". In this paper we formalize the idea of reasonable amount of time. The learners who obey the above constraint are called "Thoughtful learners" (TEX learners). We show that there are classes that can be learned using the above model. We also compare this leaning paradigm to other existing ones. The surprising result is that there is no capability intervals in team TEX-type learning. On the other hand, capability intervals exist in all other models. Also these learners are orthogonal to the learners that have been studied in the literature.
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Mpisi, Anthony, and Gregory Alexander. "Black Learner Perceptions of Teacher-Learner and Learner-Learner Relationships in Multicultural Spaces of Historically White Schools." International Journal of Learning, Teaching and Educational Research 21, no. 4 (April 30, 2022): 28–45. http://dx.doi.org/10.26803/ijlter.21.4.2.
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The purpose of this paper is to report on a research study which explored the perceptions of black learners with regard to their teacher-learner and learner-learner relationships in multicultural spaces of Historically White Schools in the five educational districts of the Northern Cape province in South Africa. A quantitative research approach, embedded in a descriptive data method of data analysis was employed, where a self-designed 4-point Likert scale questionnaire was given to 1037 black high school learners attending Historically White Schools in the Northern Cape. Learners used for the study included learners in grades 10 to 12. Selected items related to black learners’ perceptions of their relationships with their teachers and fellow learners in Historically White Schools. Data were analysed using descriptive analyses. In general, the study revealed that black learners experienced relatively pleasing relationships with their teachers and fellow learners alike. The study is noteworthy, as it reveals that black learners attending Historically White Schools feel accepted and respected by their teachers and fellow learners, which, in turn, is favourable for learners’ emotional security, sense of belonging and academic achievement. The study further highlights the critical value of teacher-learner and learner-learner relationships to learning, interaction, socialisation and communication in Historically White Schools, noting the tendency of these schools to assimilate black learners into the existing school culture, which is fundamentally based on Eurocentric values.
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Taraghi, Benham, Anna Saranti, Martin Ebner, Vinzent Müller, and Arndt Großmann. "Towards a Learning-Aware Application Guided by Hierarchical Classification of Learner Profiles." JUCS - Journal of Universal Computer Science 21, no. (1) (January 1, 2015): 93–109. https://doi.org/10.3217/jucs-021-01-0093.
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Learner profiling is a methodology that draws a parallel from user profiling. Implicit feedback is often used in recommender systems to create and adapt user profiles. In this work the implicit feedback is based on the learner's answering behaviour in the Android application UnlockYourBrain, which poses different basic mathematical questions to the learners. We introduce an analytical approach to model the learners' profile according to the learner's answering behaviour. Furthermore, similar learner's profiles are grouped together to construct a learning behaviour cluster. The choice of hierarchical clustering as a means of classification of learners' profiles derives from the observations of learners behaviour. This in turn reflects the similarities and subtle differences of learner behaviour, which are further analysed in more detail. Building awareness about the learner's behaviour is the first and necessary step for future learning-aware applications.
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Chen, Fu, and Ying Cui. "LogCF: Deep Collaborative Filtering with Process Data for Enhanced Learning Outcome Modeling." Journal of Educational Data Mining 12, no. 4 (December 29, 2020): 66–99. https://doi.org/10.5281/zenodo.4399685.
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Effective learning outcome modeling is crucial to the success of learning evaluation in education. In the digital age, the movement towards online learning and computerized assessments has resulted in an explosion of structured and unstructured educational data (e.g., learners' problem-solving process data), which offers new opportunities for large-scale learning outcome modeling. Traditional psychometric models are of limited scalability and cannot adequately model item and learner features with incomplete and unstructured learner performance data. Existing advances in machine learning typically don't account for learners' problem-solving processes for learning outcome modeling. Leveraging the collaborative filtering approach used in recommender systems, we develop a general framework of deep learning-based collaborative filtering with process data for enhanced learning outcome modeling, which is named LogCF. LogCF is capable of modeling learner- and item-skill associations as well as predicting learners' item responses. In our experiments on two datasets of distinctive features, we demonstrate the superior predictive capacity of LogCF compared with other educational data mining and psychometric measurement models under different conditions of training/test partition ratios. In addition, we derive three variants of LogCF to examine whether item-skill associations learned or refined by LogCF are superior to the expert-specified ones. In addition, we also demonstrate the interpretability of learner- and item-skill associations learned by LogCF.
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Evangelista, Gladys D., and Geoffrey S. Sepillo. "Engagement Strategies and Academic Performance of the Learners in Online Distance Learning, Zone 3, Division of Zambales." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 8 (August 23, 2024): 3142–54. http://dx.doi.org/10.11594/ijmaber.05.08.17.
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This study aimed to determine the learner engagement strategies and academic performance in online distance learning, Zone 3, Division of Zambales. A descriptive-correlational research design and quantitative analysis were employed in the study. The learner engagement strategies of intermediate learners in online distance learning were described and the academic performance tested its relationship. Findings revealed that learners are female, early adolescents, have smartphones, and are connected to the internet via WIFI broadband. The learners are highly engaged in the learner engagement strategies in online distance learning as learner-to-learner, learner- to- teachers and learner-to-content strategies in online distance learning. The learners obtained an outstanding academic performance. There is a significant difference in the learner engagement strategies in online distance learning as to learner-to-learner, learner- to- teachers and learner-to-content strategies in online distance learning when grouped according to the profile of the respondents in terms of age. There is a negligible relationship on the academic performance and learner engagement strategies of the learners. The proposed dissemination plan was developed based on the results of learner-to-learner, learner-to-teacher, and learner-to-content engagement strategies. The researcher recommends the following based on the findings that the teacher may still provide learning materials to be available to the learners. The teachers may encourage the learners to participate in the forum actively created so that they may ask questions about the lesson. The participation of the learners in virtual meetings during discussions is highly encouraged.
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Fahad Raza, Muhammad, Muhammad Anwar, Arif Husain, Muhmmad Rizwan, Zhiguo Li, Hongyi Nie, Pavol Hlaváč, M. Ajmal Ali, Ahmed Rady, and Songkun Su. "Differential gene expression analysis following olfactory learning in honeybee (Apis mellifera L.)." PLOS ONE 17, no. 2 (February 9, 2022): e0262441. http://dx.doi.org/10.1371/journal.pone.0262441.
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Insects change their stimulus-response through the perception of associating these stimuli with important survival events such as rewards, threats, and mates. Insects develop strong associations and relate them to their experiences through several behavioral procedures. Among the insects, Apis species, Apis mellifera ligustica are known for their outstanding ability to learn with tremendous economic importance. Apis mellifera ligustica has a strong cognitive ability and promising model species for investigating the neurobiological basis of remarkable olfactory learning abilities. Here we evaluated the olfactory learning ability of A. mellifera by using the proboscis extension reflex (PER) protocol. The brains of the learner and failed-learner bees were examined for comparative transcriptome analysis by RNA-Seq to explain the difference in the learning capacity. In this study, we used an appetitive olfactory learning paradigm in the same age of A. mellifera bees to examine the differential gene expression in the brain of the learner and failed-learner. Bees that respond in 2nd and 3rd trials or only responded to 3rd trials were defined as learned bees, failed-learner individuals were those bees that did not respond in all learning trials The results indicate that the learning ability of learner bees was significantly higher than failed-learner bees for 12 days. We obtained approximately 46.7 and 46.4 million clean reads from the learner bees failed-learner bees, respectively. Gene expression profile between learners’ bees and failed-learners bees identified 74 differentially expressed genes, 57 genes up-regulated in the brains of learners and 17 genes were down-regulated in the brains of the bees that fail to learn. The qRT-PCR validated the differently expressed genes. Transcriptome analyses revealed that specific genes in learner and failed-learner bees either down-regulated or up-regulated play a crucial role in brain development and learning behavior. Our finding suggests that down-regulated genes of the brain involved in the integumentary system, storage proteins, brain development, sensory processing, and neurodegenerative disorder may result in reduced olfactory discrimination and olfactory sensitivity in failed-learner bees. This study aims to contribute to a better understanding of the olfactory learning behavior and gene expression information, which opens the door for understanding of the molecular mechanism of olfactory learning behavior in honeybees.
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Lamia, Mahnane, and Laskri Tayeb. "Discovering Learner Styles in Adaptive e-Learning Hypermedia Systems." JUCS - Journal of Universal Computer Science 19, no. (11) (June 1, 2013): 1522–42. https://doi.org/10.3217/jucs-019-11-1522.
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A distinct feature of an adaptive e-learning hypermedia system (AEHS) is the learner model it employs, that is, a representation of information about an individual learner. Learner modeling and adaptation are strongly correlated, in the sense that the amount and nature of the information represented in the learner model depend largely on the kind of adaptation effect that the system has to deliver. In fact, we see a problem arising when teachers assume similar learning styles, thinking styles, levels of knowledge and abilities for learners. This is because learners that are less able will feel that it is too difficult for them to follow and those that are more capable will feel as though the learning method is too easy. Teachers can adjust the standards; however, there may be conflicts between learners with varied styles. Thinking style, learning style, level of knowledge, preferences and ability of learner are part of learner's characteristics, which have significant influence on the activity of learners in the learning process. In this paper we have focused our attention on the learner model, which allows for the discovery of preferences, needs and interests of users that have access to an AEHS. In order to observe the psychological and pedagogical characteristics of a learner, a quantitative and qualitative research is conducted based on a questionnaire. The thinking style of a learner is analyzed. Based on the statistical results, we figure out the rules about pedagogical activity decision-making. This study presents two subsequent experiments. The first experiment explores the relationship of thinking style and pedagogical activities to validate this specific psychological construct in the context of an AEHS. The second experiment reduces the questionnaire to 60 questions, using a filtering principle keeping the validity of the original questionnaire.
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Juniar, Anna, and Vioni Angel Prisilya Sihombing. "The Effect of Learning Cycle 5E with Animation Media at Student Activities and Learning Outcomes." Jurnal Inovasi Pembelajaran Kimia 6, no. 2 (October 31, 2024): 324. http://dx.doi.org/10.24114/jipk.v6i2.63747.
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This study aims to determine the effect of application of Cycle 5E learning model with animation media at learner activities and learning results. The sample was taken by random sampling of 32 learners at experiment and control room. The research was carried out by providing pre-check, after which learning material by nonelectrolyte and electrolyte solutions were applied with the Cycle 5E learning model with animation media at experiment room and the Conventional model at control class, then the posttest. From statistic processing, the following results were obtained: the average activity of learners at the experiment room was 89.76 and the control room was 80.55 with > or 4.59>1.67. The average learning outcome of learners at the experiment room was 81.71 and the control room was 72.96 with > or 5.57>1.67. Correlation between learner activities and learning results of experiment room learners at the calculation rcount Retrieved rcount=0.583 While rtableat α=0.05 (N = 32) is 0.349. With an index determination of 0.33 with a percentage of 33%. This means that there is a correlation between learner activities and learner learning results learned by the Cycle 5E learning model with animation media at material by nonelectrolyte and electrolyte solutions.
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de Courcy, Michèle. "Four adults’ approaches to the learning of Chinese." Australian Review of Applied Linguistics 20, no. 2 (January 1, 1997): 67–93. http://dx.doi.org/10.1075/aral.20.2.05dec.
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The aim of this paper is to present the results of research conducted with four adult learners of Chinese, in order to throw some light on the process of learning Chinese as a second language. The term “process” is used here to refer to operations used by learners to find and/or construct meaning within the context of a particular second language classroom. “Strategy” refers to a single operation which is a feature of the process of meaning construction. Data were collected over a two year period using individual and group interviews, think aloud protocols, classroom observation and learner diaries. The students showed a number of different approaches to learning, not all of which could be classified as “good language learner” strategies. Findings relating to literacy are presented, as well as more general learner strategies. Research implications are that there is still much to be learned about what goes on in immersion classrooms, especially as regards older learners and languages with ideographic scripts.
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Fayzimuxammedova, Maftuna Bahodir qizi. "SUPPORTING VOCABULARY RETENTION THROUGH STUDENT-CREATED VISUAL DICTIONARIES." GOLDEN BRAIN 3, no. 10 (May 25, 2025): 256–61. https://doi.org/10.5281/zenodo.15515632.
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<em>This exploratory action research examines the impact of student-created visual dictionaries on vocabulary retention and learner autonomy among lower secondary EFL learners. In the exploratory phase, data was collected on how students currently recorded and recalled new vocabulary. The findings indicated limited use of personalized strategies and poor long-term retention. In the action phase, students created individualized visual dictionaries using drawings and example sentences for newly learned words over five weeks. The intervention led to improved vocabulary recall scores and increased learner engagement. The results suggest that visual dictionaries promote deeper processing of vocabulary and foster learner independence in vocabulary development.</em>
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Oya, Masanori. "Differences of Mean Dependency Distances of English Essays Written by Learners of Different Proficiency Levels." Glottometrics 53 (2022): 24–41. http://dx.doi.org/10.53482/2022_53_400.
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This study investigates the differences in the mean dependency distances (MDDs) of the English essays in a learner corpus, focusing on the different proficiency levels of learners, and the different dependency types. This study is based on the following three assumptions. Firstly, the MDDs of learners' production increase as proficiency levels increase. Secondly, there is an upper limit over which MDDs do not exceed, as predicted by the Dependency Distance Minimization principle. Finally, different types of dependencies show different tendencies across learners of different proficiency levels. This study attempts to verify these assumptions with substantial learner corpus data, categorized into subcorpora according to learner proficiency. Corpus analyses yield results that support these assumptions. These results are expected to constitute a prerequisite for employing the MDD of an individual learner's production to evaluate his or her proficiency level.
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Paquot, Magali, and Sylviane Granger. "Formulaic Language in Learner Corpora." Annual Review of Applied Linguistics 32 (March 2012): 130–49. http://dx.doi.org/10.1017/s0267190512000098.
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Formulaic language is at the heart of corpus linguistic research, and learner corpus research (LCR) is no exception. As multiword units of all kinds (e.g., collocations, phrasal verbs, speech formulae) are notoriously difficult for learners, and corpus linguistic techniques are an extremely powerful way of exploring them, they were an obvious area for investigation by researchers from the very early days of LCR. In the first part of this article, the focus is on the types of learner corpus data investigated and the most popular method used to analyze them. The second section describes the types of word sequences analyzed in learner corpora and the methodologies used to extract them. In the rest of the article, we summarize some of the main findings of LCR studies of the learner phrasicon, distinguishing between co-occurrence and recurrence. Particular emphasis is also placed on the relationship between learners’ use of formulaic sequences and transfer from the learner's first language. The article concludes with some proposals for future research in the field.
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Yingyi, Xu, Rafiza Abdul Razak, and Siti Hajar Halili. "Factors affecting learner engagement in HyFlex learning environments." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (October 1, 2024): 3164. http://dx.doi.org/10.11591/ijere.v13i5.28998.
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<p><span lang="EN-US">Higher education institutions are increasingly implementing hybrid flexible (HyFlex) learning mode due to its accessibility and flexibility. However, little is known about students’ engagement and potential predictors in this learning approach. This study’s objective was to look into strategies for enhancing learner engagement in HyFlex learning environments. In this study, the relationships between specific predictors (learner control, self-efficacy, and learning motivation), learners’ perceived community of inquiry (CoI) presences, and learner engagement in HyFlex learning environments were investigated using partial least squares structural equation modeling (PLS-SEM). In order to collect data on the study’s variables, an online survey was completed by 367 students who were enrolled in the HyFlex learning environments at a Chinese college. The results indicated a direct and positive relationship between learner engagement and factors such as self-efficacy, learner motivation, and learners’ perceived CoI presences. However, learner control did not have a direct and positive impact on learner engagement. Instead, it indirectly influenced learner engagement by affecting learners’ perceived CoI presences. In addition, the relationships between learner motivation and engagement, as well as self-efficacy and learner engagement, were significantly mediated by the learners’ perceived CoI presences. The findings offer fresh perspectives on the roles of learner control, self-efficacy, learner motivation, and learners’ perceived CoI presences in HyFlex learning, with implications for learning processes and learner engagement.</span></p>
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Yingyi, Xu, Rafiza Abdul Razak, and Siti Hajar Halili. "Factors affecting learner engagement in HyFlex learning environments." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (October 1, 2024): 3164–76. https://doi.org/10.11591/ijere.v13i5.28998.
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Higher education institutions are increasingly implementing hybrid flexible (HyFlex) learning mode due to its accessibility and flexibility. However, little is known about students’ engagement and potential predictors in this learning approach. This study’s objective was to look into strategies for enhancing learner engagement in HyFlex learning environments. In this study, the relationships between specific predictors (learner control, self-efficacy, and learning motivation), learners’ perceived community of inquiry (CoI) presences, and learner engagement in HyFlex learning environments were investigated using partial least squares structural equation modeling (PLS-SEM). In order to collect data on the study’s variables, an online survey was completed by 367 students who were enrolled in the HyFlex learning environments at a Chinese college. The results indicated a direct and positive relationship between learner engagement and factors such as self-efficacy, learner motivation, and learners’ perceived CoI presences. However, learner control did not have a direct and positive impact on learner engagement. Instead, it indirectly influenced learner engagement by affecting learners’ perceived CoI presences. In addition, the relationships between learner motivation and engagement, as well as self-efficacy and learner engagement, were significantly mediated by the learners’ perceived CoI presences. The findings offer fresh perspectives on the roles of learner control, self-efficacy, learner motivation, and learners’ perceived CoI presences in HyFlex learning, with implications for learning processes and learner engagement.
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Frances, B. Tangog. "Improving the Mastery of Grade Six Learners on Enumerating the Ways of Separating Liquid Mixtures Using Dr. Separatio and Miztizque." Improving the Mastery of Grade Six Learners on Enumerating the Ways of Separating Liquid Mixtures Using Dr. Separatio and Miztizque 8, no. 12 (December 8, 2023): 5. https://doi.org/10.5281/zenodo.10299619.
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This classroom-based action research explored on improving the mastery of grade six learners on the Science least learned competency, Enumerating the Ways of Separating Liquid Mixture, using Dr. Separatio and Miztizque a Science Strategic Intervention Material (SIM). This research was conducted in Davao Central District, Division of Davao City, with a School ID of 129555 during the first semester of School Year 2022-2023. One learner was the key participant of the study. Baseline data were gathered to assess his performance. The SIM Dr. Separatio and Miztizque was used as the tool in helping the learner master the competency. Also, an interview was conducted to validate the results of the quantitative findings. Data were analyzed and presented using tabular presentation for result's comparison. The findings revealed that the learner's mastery after the intervention was administered had recorded significant increase. Similarly, he claimed that he had fun answering the worksheets as the instructions were clear. In addition, he stated that the SIM is effective in addressing his needs thus, helped him improved his mastery on the learning competency. Hence, Dr. Separatio and Miztizque may be utilized by teachers who have the same least learned competency recorded.Keywords:- Improve, Mastery, Least Learned Competency, Intervention, SIM, Dr. Separatio and Miztizque.
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Li, Shugang, He Zhu, Ying Qian, Shiqi Ren, and Bing Fang. "Classification and Quantification of Danmaku Interactions in Online Video Lectures: An Exploratory Study." Wireless Communications and Mobile Computing 2022 (September 28, 2022): 1–12. http://dx.doi.org/10.1155/2022/5656669.
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Danmaku is an important means of interaction in online education, providing a learning atmosphere of collaboration with peers. Nowadays, there have been more studies on Danmaku interaction. However, there are still some shortcomings in the existing literature for classifying and quantifying the content of Danmaku interactions. Semi-structured interviews were conducted with 35 informants to identify learner-content interaction that met learners’ functional needs and learner-learner interactions that met social, hedonic, and emotional needs. Using content analysis of two video lectures, we found that learner-learner interaction accounted for one-third in both. More learner-content interaction occurred in the lecture with declarative knowledge (in which instructors encouraged learners to practice) than in the lecture with procedural knowledge (in which the learners followed fixed steps). Learner-instructor interaction was also identified—especially when instructors had specific personal characteristics. Learner-interface interaction was also evident—especially in lectures that had quality issues. Since the learner-instructor communication was only one-way (no response from instructors), it was not perceived by learners, indicating that learners’ desire was not satisfied by Danmaku. The results of the study can provide teachers and content creators with advice related to course production and help teaching faculty recognize the importance of one-to-many interactive language and Danmaku interactions for learners.
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Çardak, Çigdem Suzan. "A Multi-Perspective Investigation into Learners’ Interaction in Asynchronous Computer-Mediated Communication (CMC)." Higher Education Studies 6, no. 2 (April 6, 2016): 61. http://dx.doi.org/10.5539/hes.v6n2p61.
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<p>This article focusses on graduate level students’ interactions during asynchronous CMC activities of an online course about the teaching profession in Turkey. The instructor of the course designed and facilitated a semester-long asynchronous CMC on forum discussions, and investigated the interaction of learners in multiple perspectives: learners’ views, participation in terms of quantity, participation in terms of discussed issues and collaborative construction of new knowledge. 14 graduate students were participated in the study and 12 of them were interviewed. Meanwhile, 345 messages sent by the learners and the instructor were analyzed in order to identify discussed issues and social construction of knowledge. The results of the study showed that according to the message numbers and views of the learners, learner-instructor interaction was ahead of learner-learner interaction. Meanwhile, learner-content interaction was sustained by various discussion topics. Though learners’ views related to learner-learner, learner-instructor and learner-content interactions were positive in general, analyzing the contents of the messages didn’t reveal higher levels of co-construction of knowledge according to the Interaction Analysis Model.</p>
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Kehrwald, Benjamin. "Learners' Experiences with Learner Support in Networked Learning Communities." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 210–17. http://dx.doi.org/10.54337/nlc.v6.9315.
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This paper addresses the issue of learner support in networked learning communities by drawing out key findings of an exploratory study into the relationship between online social presence and learner support in networked learning. The aims of the paper are, first, to promote understanding of learners’ experiences with learner support in networked learning and, second, to inform the ongoing development of learner support system in that context. Historically associated with distance education, learner support is gaining currency in a variety of educational contexts. Increasing interest in lifelong learning has resulted in changed demographics in higher and further education. Constructivist pedagogical approaches and the related learner centredness have refocused the design and implementation of learning programs on the learner experience. The marketisation of education has changed the dynamics of the institution--student relationship and necessitated a consideration of learners as consumers or clients. Together, these forces have emphasised the role of learner support in increasing the satisfaction, retention and success of learners. Simply put, learner support adds value for learners. It addresses their needs and empowers them to create learning experiences which are more personally meaningful, more relevant and more productive. Education has become a service industry and learner support is a key component of that service. Learner support in networked learning merits particular attention because it introduces potentially unfamiliar learning conditions associated with networked learning. These include pedagogical approaches which emphasize collaborative process over individual ones and highlight concerns over learning skills and equitable social practice; learner centeredness and the implied role changes for learners; the use of new, novel or unfamiliar technology tools; the physical distance between learners in distributed groups; and the social distance between learners introduced by mediating technologies. The general question addressed in this paper is: How do learners in online courses experience learner support within a course, particularly in the (a) infrastructure of the course and (b) the human--human interaction within the course? Focussing on learner experiences, the study included four networked learning courses as part of a collective case study design. Information on learner experiences was collected using a dialogical process consisting of five phases: questionnaire, initial interview, group discussion, second interview and summary group discussion. This process acted as an extended conversation which allowed respondents to identify, explicate and reflect on their experiences as networked learners, then work collaborative to construct shared understandings of the phenomena in question. Information was analysed using an iterative thematic analysis and the quality of findings was enhanced through a combination of multiple forms of triangulation and extensive respondent validation. The findings focus on learners’ experiences with learner support in the forms of (a) interpersonal interaction and (b) supportive infrastructure which facilitates learning activity. The discussion highlights three issues which inform the provision of learner support in networked learning environments: (1) the identification of support mechanisms valued by learners; (2) the disconnect between learners expectations for support and the practicalities of learning activity in networked environments; and (3) the conceptual problem of imaging learner support within networked community structures.
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Radhakrishnan, Madhubala. "Personalized Mobile Learning and Course Recommendation System." International Journal of Mobile and Blended Learning 13, no. 1 (January 2021): 38–48. http://dx.doi.org/10.4018/ijmbl.2021010103.
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Mobile-based learning provides new experience to the learners to learn anything from anywhere and anytime by using their portable or mobile device. Vast educational contents and also different media formats can be supported by the mobile devices. Access speed of those materials has also improved a lot. With this advancement, providing required content or materials in the desired format to the learner is essential to the learning management system. Also, it is very important to guide the learner based on their interest in learning. With this outset, the proposed mobile learning system helps the learners to access different courses under different levels and different specializations. The course contents are in different formats called learning objects (LO). In order to provide personalized learning experience to the learner, the system finds the learner's preferences and selects the desired learning objects. It also recommends some specializations with level to the learners to achieve higher grades.
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Kwon, Yanghyeon. "A Case Study on University Writing Class Applying Differentiated Instruction: Focusing on the “Basic Writing” Course at C University." Korean Society of Culture and Convergence 45, no. 11 (November 30, 2023): 241–52. http://dx.doi.org/10.33645/cnc.2023.11.45.11.241.
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This paper proposes individualized instruction as a teaching method that allows learners with different characteristics to participate in the entire writing process and practice the essence of writing education. The analysis results of class operation that applied individualized instruction using the non-face-to-face class method implemented during the pandemic are as follows. First, the LMS system accumulates learner data and allows the instructor to check the learner's individual achievement and provide continuous individual guidance. At this time, the guidance for each learner is meaningful in that it allows the learner to actively intervene in the context of the class. Next, 1:1 feedback through Zoom is meaningful in that learners, by participating in the feedback process, embody that the essence of writing lies in communication and realize that reflecting on their own writing is also a part of writing. What is important is that these teaching methods can provide learners with opportunities and experiences as ‘doer of writing’.
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Pratama, Ryan Andhika. "Understanding the Three Types of the First Semester Learners in English Language Education Study Program." Language Circle: Journal of Language and Literature 14, no. 1 (October 16, 2019): 19–26. http://dx.doi.org/10.15294/lc.v14i1.19806.
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Every learner has their own learning styles, and there are three types of learner; such as visual learner, auditory learner, and kinesthetic learner. This paper will talk about the three types of learners based on their learning styles, the classification of English Language Education Study Program students based on the three types of learners, and what should the teachers do to help them to achieve the greater knowledge while learning new things. The research using the VAK Learning Styles Self-Assessment Questionnaire obtained from Swinburne University of Technology. The result shows that from the total of 153 students, there are 47% visual type learners, 36% auditory type learners and 17% kinesthetic type learners.
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Yu, Rongmei. "On Fostering Learner Autonomy in Learning English." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1414. http://dx.doi.org/10.17507/tpls.1011.09.
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With the teaching of English being more and more communicative, the tradition teacher-centered approach is facing a big challenge and is being replaced by the learner-centered one. It means that learners will assume greater responsibility for their own English learning. Therefore, fostering learner autonomy is of the utmost importance in the teaching of English. Over the last ten years, fostering learner autonomy has become the chief concern in the field of English language teaching. As a result, many records have been obtained in different studies of learner autonomy. This paper aims at an exploration of fostering learner autonomy in the teaching of English and learners' attitudes, motivation and strategies. Because, serve as three important conditions for learner autonomy in the teaching of English. These conditions will largely influence the learning of learner autonomy. On the basis of the above exploration learner training for fostering learner autonomy, must entail two aspects. Firstly, setting up self-access centers can provide learners with an autonomy-supportive learning environment, which will contribute to enhancing learners' motivation and can strengthen their confidence in their English learning. Secondly, teachers themselves should reconsider their roles in fostering learner autonomy. They should act as facilitators, counselors and resource rather than classroom controllers. In this way, learners can feel more willing to accept responsibility for their own learning and strengthen their ability to do so.
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Guo, Xingrong, Xiang Li, and Yiming Guo. "Factors Influencing the Satisfaction of Second Language Learners of Chinese in Online Courses." Behavioral Sciences 14, no. 5 (May 4, 2024): 387. http://dx.doi.org/10.3390/bs14050387.
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The study aims to investigate the relationship among the key factors affecting second language learners’ satisfaction with online Chinese courses and their willingness to continue utilizing them by constructing a Model of Chinese Learners’ Satisfaction in Online Courses. Additionally, the influence of participants’ individual differences was also explored. A total of 203 second language learners of Chinese participated in the questionnaire survey, with 5 learners further participating in interviews. Learner expectations, learner perceived quality, and learner perceived value were identified as important factors influencing learner satisfaction and willingness to continue using the online course. The results of the questionnaire survey showed that (1) learner individual differences, such as age, Chinese proficiency, weekly study duration, and offline Chinese course experience, significantly influence learner satisfaction. (2) Learner expectations have a significant positive impact on perceived quality, while perceived quality positively affects perceived value. (3) Learner satisfaction significantly influences the willingness to continue using online courses. (4) The results of the interview revealed that most learners still prefer traditional offline courses, indicating that online teaching has several shortcomings and deficiencies. Overall, this study provides some scientific and reasonable decision-making references for improving online teaching methods, aiming to enhance learner satisfaction and promote the development of online education.
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Kahveci, Pınar, and Zekiye Müge Tavil. "The The Impact of Overt Strategy Instruction in EFL Classrooms on Reading and Listening Achievement." Shanlax International Journal of Education 12, no. 3 (June 1, 2024): 18–28. http://dx.doi.org/10.34293/education.v12i3.7538.
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Language learning strategies may have a key role in foreign language learning because they may foster learner autonomy and motivation. Keeping the learner-centred nature of language learning strategies in mind, this study set out to understand the impact of overt listening and reading strategy instruction on learners’ listening and reading achievement. The study employed an explanatory mixed-method research design. Research instruments were reading and listening achievement tests and semi-structured interviews. The treatment involved overt listening and reading strategy instruction that lasted for four weeks. The findings revealed that overt listening and reading strategy instruction fostered learners’ reading and listening achievement. Similarly, semi-structured interviews revealed that learners were willing to transfer the strategies they learned to new learning situations and keep using these strategies in future learning situations.
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Savina, Alina, and Nadezhda Moroshkina. "Is It Possible to Read Other People’s Confidence While Testing Their Implicit Learning?" Russian Journal of Cognitive Science 6, no. 4 (December 31, 2019): 39–49. http://dx.doi.org/10.47010/19.4.4.
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Recent studies have shown that observers can accurately read a partner’s confidence in their decision without verbal information exchange. The main question of the present study concerns the possibility of an accurate reading of the metacognitive experiences of others if they make decisions based on implicit knowledge. The second question addressed the predictors of such mindreadings if they are possible. The experiment was conducted using an artificial grammar learning paradigm. Participants worked in dyads: the Learner implicitly learned to classify stimuli as grammatical and non-grammatical, and the Observer observed the classification process while having no access to the stimuli, and not communicating with the partner. The Observer’s judgment of the Learner’s confidence, as well as the Learner's judgment of his/her confidence, were recorded. The results demonstrate that the Learner's confidence judgments correlate with the Observer's judgments of his/her confidence. Moreover, only the confidence judgments of the Learner correlate with the classification accuracy. It is concluded that intrapersonal confidence judgments and interpersonal confidence judgments are partially guided by the same criteria (in particular, response time), however, the Learners’ judgments of their own confidence in the decisions are more sensitive to the implicit knowledge
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Kwon, Heokseung. "English learner corpora and research in Korea." Corpora 17, Supplement (October 2022): 5–22. http://dx.doi.org/10.3366/cor.2022.0244.
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The interest in the exploitation of corpora in the study of Korean L2 learners’ use of English has risen dramatically over the past two decades, leading to the compilation of learner corpora and to numerous empirical investigations into Korean learners’ use of English. This paper will give an overview of the compilation and characteristics of English learner corpora in Korea and will also provide an analysis of the recent trends in learner corpus research. It was not until the mid-2000s that Korean academics started to compile English learner corpora, such as the snu Korean-speaking English Learner Corpus (skelc), the Yonsei English Learner Corpus (yelc), the Gachon Learner Corpus (glc), the Neungyule Interlanguage Corpus of Korean Learners of English (nickle), the efl Teacher Corpus (etc), the Korean English Learners’ Spoken Corpus (kelsc) and the ets Corpus of Non-native Written English (TOEFL11). There have also been a growing number of learner corpus-based studies that used the existing learner corpora as well as self-compiled corpus data. All the learner corpus-based research articles published in two Korean academic journals ( English Teaching and Korean Journal of Applied Linguistics) will be reviewed and analysed in terms of research topics and areas, data types, analysis methods and corpus compilation practices. Finally, this paper will suggest some future directions for learner corpus compilation and research in Korea.
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LEOW, Min Hui, and Rafiza ABDUL RAZAK. "MALAYSIAN ELEMENTARY LEARNERS’ SELF-REGULATION, MOTIVATIONAL BELIEFS AND LEARNER CONTROL MOTIVATION WHEN EXPERIENCING ONLINE TUTORIALS." Turkish Online Journal of Distance Education 25, no. 1 (January 1, 2024): 334–52. http://dx.doi.org/10.17718/tojde.1262408.
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Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners’ online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners’ motivational beliefs, and the impact of learners’ motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners (age 9) from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners’ motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners’ motivational beliefs and enhances learner control motivation.
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Dewi, Desi Surlitasari, and Eka Wilany. "THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND MOTIVATION IN EFL SPEAKING CLASS." ELP (Journal of English Language Pedagogy) 8, no. 2 (July 3, 2023): 194–208. http://dx.doi.org/10.36665/elp.v8i2.758.
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Despite continuous effort to establish an engaging learning environment, there is a lack of motivation among EFL learners in speaking class. Understanding the relationship between autonomy and motivation might provide insights into effective methods of instruction in EFL speaking classes when learners need to strengthen their speaking skills. This study aimed to investigate the relationship between learner autonomy and motivation in higher education, particularly in EFL speaking classes. The research method employed in this correlational study was a questionnaire to assess learner autonomy and motivation. The data were analyzed quantitatively using Pearson product moment and linear regression. The findings indicate a positive correlation between learner autonomy and motivation in EFL speaking classes (r-value = .835; Sig. (2-tailed) .000 < .05). Specifically, learners’ control of cognitive process, independent use of learning resources, learner's control of affective process, and autonomous use of learning skill were significantly correlated with motivation in EFL speaking (r = .731, Sig .001; r = .841, Sig .000; r = .855, Sig .000; r = .753, Sig .000, n=17; Sig .05). Although independent use of technology was not significantly correlated, it had a positive and low correlation towards motivation in EFL speaking (r = .358, Sig .158, n = 17, Sig .05). The five aspects of learner autonomy simultaneously had a strong significant effect on motivation (R2 = .798, p < .001). The findings suggest that educators can design instruction that promote learner autonomy and increase motivation in EFL speaking classes.
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Crafford, Gerrie, and Benjamin Rosman. "Improving Reinforcement Learning with Ensembles of Different Learners." MATEC Web of Conferences 370 (2022): 07008. http://dx.doi.org/10.1051/matecconf/202237007008.
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Different reinforcement learning (RL) methods exist to address the problem of combining multiple different learners to generate a superior learner. These existing methods usually assume that each learner uses the same algorithm and/or state representation. We propose an ensemble learner that combines a set of base learners and leverages the strengths of the different base learners online. We demonstrate the proposed ensemble learner’s ability to combine the strengths of multiple base learners and adapt to changes in base learner performance on various domains, including the Atari Breakout domain.
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Mardiana, Rizdika. "Foreign language learning strategies of three Indonesian multilinguals: A narrative inquiry study." Lililacs Journal : English Literature, Language, and Cultural Studies Journal 3, no. 2 (July 27, 2023): 13–23. http://dx.doi.org/10.21009/lililacs.032.02.
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Foreign language learners usually learn a foreign language using their first language. There has been limited report on study discussing the ability of foreign language learners to learn a foreign language using their learned foreign language. This study employed an autobiographical narrative inquiry based on the experience of three multilinguals. This study aimed to find out their strategies in learning foreign languages and the factors affecting in learning foreign languages. This study found that there were two Indonesian multilinguals that learn Japanese using their limited ability in English. The other multilingual learn English at school and learned Dutch at a language course. The results proved that there are factors such as learner characteristics, linguistic factors, learning processes, age and acquisition, instructional variables, context, purpose, motivation, attention, attitude, study habit, self-concept, and student aptitude affecting learners in learning foreign languages. This study gives little contribution to our understanding on the strategies that might been applied by a foreign language learner to learn a new foreign language.
 
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Wirapatni, Anak Agung Istri Sri, P. K. Nitiasih, and L. P. Artini. "Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy." Journal of Education Research and Evaluation 5, no. 1 (January 14, 2021): 118. http://dx.doi.org/10.23887/jere.v5i1.29945.
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Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to obtain the data. The participants of this study were 18 senior high school EFL teachers. The result of the study shows that teachers hold very positive beliefs toward learner autonomy. Most of the teachers believe their learners are less autonomous in learning. Learners tend to be passive and less independent of teacher. Teachers assert that they are already promoting learner autonomy within their teaching. Some efforts have been done by EFL teachers to promote autonomy among learners such as giving freedom for learners to express themselves in learning, giving learners opportunities to solve their problems as well as motivating the learners to learn English. The constraints that teachers encounter basically derived from two factors: intrinsically from the learners’ low motivation to learn and extrinsically from the school facilities that are less adequate to support the development of learner autonomy.
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Abdullah Alsmari, Nuha. "Learner Autonomy and Interlanguage Pragmatic Learning Strategies (IPLS) Use: A Gender-based Analysis in the Saudi EFL Context." Language Teaching Research Quarterly 42 (August 2024): 145–62. http://dx.doi.org/10.32038/ltrq.2024.42.09.
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This study sought to scrutinize the interplay between interlanguage pragmatic learning strategies (IPLS) usage and learner autonomy among male and female English as a Foreign Language (EFL) learners. It also examines whether gender plays a significant role in the adoption and efficacy of these strategies in the EFL learning context. The study sample consisted of 156 upper-intermediate Saudi EFL learners, comprising an equal distribution of 78 males and 78 females. Data were collected via a proficiency test, learner autonomy survey, and IPLS inventory. The results revealed significant gender-based differences in both learner autonomy scores and the application of IPLS. Female learners displayed more strategic approaches to pragmatic learning and greater autonomy compared to male learners. Additionally, a moderately positive correlation between IPLS use and learner autonomy was found for female learners, whereas a strong positive association was observed for male learners, suggesting the critical role of strategy training in fostering learner autonomy. This study provides significant pedagogical implications and substantial insights into the interplay between learner autonomy and IPLS across genders in EFL learning environments.
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Reichle, Joe, and David E. Yoder. "Communication Board Use in Severely Handicapped Learners." Language, Speech, and Hearing Services in Schools 16, no. 3 (July 1985): 146–57. http://dx.doi.org/10.1044/0161-1461.1603.146.
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Four severely retarded preschool children were taught to label four objects using a manual, direct select communication board. After acquisition, learners failed to generalize to either commenting or requesting using the trained vocabulary. It was hypothesized that learners failed because (a) they had never learned to request using their newly acquired vocabulary or (b) because the production of object labels was only under control of the verbal stimulus "What's this?" A second experiment, designed to test these hypotheses, suggested that teaching a pragmatic discrimination between requesting and object labeling resulted in improved performance for two learners. A procedure to shift stimulus control from a verbal cue ("What's this? ") to the presence of the object improved performance on spontaneous probes for a third learner. The remaining learner failed to acquire the spontaneous use of the acquired vocabulary.
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Kaiss, Wijdane, Khalifa Mansouri, and Franck Poirier. "Pre-Evaluation with a Personalized Feedback Conversational Agent Integrated in Moodle." International Journal of Emerging Technologies in Learning (iJET) 18, no. 06 (March 21, 2023): 177–89. http://dx.doi.org/10.3991/ijet.v18i06.36783.
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Pre-evaluation of the learner's level is a common learning strategy designed to determine the prior knowledge and skills of learners. A pre-evaluation is carried out at the beginning of the course and based on the results obtained, personalized resources will be provided that respond to individual learner needs. This paper presents a pre-evaluation for a C programming language course by providing, at the end of the quiz, a personalized formative feedback and recommendation to the learners. We have developed our conversational chatbot named QuizCbot, which allows learners to go directly to the parts where they need the most help through the personalized feedback provided to them, including their final scores, the questions they answered correctly and the questions they answered incorrectly with the correct answer and explanation. Hence, the chatbot makes a recommendation on the concepts in which the learner did not obtain the average, identifying the concepts not mastered where the learner needs more (or less) support. Determining what learners know and don't know can help to improve the learning experience. We have integrated our QuizCbot chatbot, which is based on Natural Language Understanding (NLU), into the Moodle learning environment.
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Noviana, Nurul, and Priyatno Ardi. "INVESTIGATING LEARNER AUTONOMY IN A TOEFL PREPARATION PROGRAM." Journal of English Educational Study (JEES) 3, no. 1 (May 18, 2020): 10–20. http://dx.doi.org/10.31932/jees.v3i1.612.
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Learner autonomy is learners’ ability to take charge, set the rules and style of their learning as the goals. Profiling autonomous learners can be seen in the TOEFL preparation program class. TOEFL preparation program is a course subject to provide learners in achieving the TOEFL score target to fulfill requirements as ELT students. The class provides learners with more opportunities in studying pre-face-to-face sessions by giving the students worksheets. These opportunities directed the learners to exercise their English. This study investigates the learning activities conducted by EFL learners in the TOEFL class and the use of learner autonomy in the pre-face-to-face session in the TOEFL preparation program. The study employed a qualitative narrative inquiry, grounded in phenomenological research. Data were collected and analyzed qualitatively by understanding the meaning of lived experiences. Data were gathered by interviewing 5 participants and observing the TOEFL class. Based on the findings, there were numbers of extension language activities held by the learners. There were five themes categories of learner autonomy as strategy, learner autonomy as perceptions, learner autonomy as behavior, learner autonomy as the interdependence of social autonomy, and experiences from learning TOEFL test preparation program in learners’ lived experiences.
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Donald, Shane. "Learner Initiatives in the EFL Classroom: a Public/Private Phenomenon." ELT Journal 74, no. 2 (March 7, 2020): 136–45. http://dx.doi.org/10.1093/elt/ccaa006.
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Abstract This paper examines how a teacher responds to ‘learner initiatives’ during classroom instruction. Learner initiatives refer to students making ‘uninvited’ contributions in class when not selected as the next speaker. This paper focuses on learners initiating an interactional sequence through asking the teacher a question. Using conversation analysis, this research describes two practices adopted by a teacher when responding to such learner initiatives. These practices shape how learners participate within learner-initiated interactional sequences and hence the opportunities that occur for learning the target language. The teacher utilizes recipient design to either better understand learner queries or explicitly answer learner questions as part of dealing with learner initiatives. This paper contributes to understanding of how learner initiatives are managed by teachers and has a role to play in teacher education by raising practitioner awareness of how this aspect of classroom interaction can be managed to further learner participation.
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Kim, Su-Jin. "Western Music History Subjects Applied to Discussion and Discussion Operational Case Studies." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 19 (October 15, 2023): 503–18. http://dx.doi.org/10.22251/jlcci.2023.23.19.503.
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Objectives This study sought to provide an effective teaching direction through practical examples of applying the discussion and discussion method to Western music history subjects and conducting classes with learner-cen-tered teaching methods. At the same time, the purpose is to conduct a learning effect and satisfaction survey for discussion-centered classes for students, analyze the results, prove the effectiveness of the discussion and dis-cussion teaching method, and present a learner-centered teaching model for music colleges in the future.
 Methods While conducting a class on the history of Western music in the 2022-2 semester at the Department of Music at S University in Seoul, we attempted various class activities such as flipped learning, discussions/debates, quiz games, and reflection journal writing using a three-stage model of before class, during class, and after class. After completing the 15th week of classes, a learner satisfaction survey was conducted on 24 students who took the class to determine the effectiveness of the class method and learners' perception and satisfaction, and the results were analyzed.
 Results First, the learner-centered teaching method using discussion and discussion has developed various competencies in the learners. Second, through various learning activities and the use of learning materials, the in-terest and interest of learners were improved. Third, through various activities such as flip learning, PPT lectures, discussion and discussion activities, and writing a reflection diary, the learner's understanding was improved. Fourth, through the formation of mutual closeness with the learners, it was possible to expect the active appear-ance of the learners. Fifth, the learners' satisfaction with the overall class was high.
 Conclusions By applying the discussion and discussion method to the Western Music History course, which is a major subject of the College of Music, the learning effect and class satisfaction were increased, and the active participation of learners was drawn. Through this, the effect of the discussion and discussion teaching method was revealed and the way forward for learner-centered teaching was suggested.
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Katuka, Gloria Ashiya, Alexander R. Webber, Joseph B. Wiggins, Kristy Elizabeth Boyer, Brian Magerko, Tom McKlin, and Jason Freeman. "The Relationship between Co-Creative Dialogue and High School Learners' Satisfaction with their Collaborator in Computational Music Remixing." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (March 30, 2022): 1–24. http://dx.doi.org/10.1145/3512970.
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Co-creative proccesses between people can be characterized by rich dialogue that carries each person's ideas into the collaborative space. When people co-create an artifact that is both technical and aesthetic, their dialogue reflects the interplay between these two dimensions. However, the dialogue mechanisms that express this interplay and the extent to which they are related to outcomes, such as peer satisfaction, are not well understood. This paper reports on a study of 68 high school learner dyads' textual dialogues as they create music by writing code together in a digital learning environment for musical remixing. We report on a novel dialogue taxonomy built to capture the technical and aesthetic dimensions of learners' collaborative dialogues. We identified dialogue act n-grams (sequences of length 1, 2, or 3) that are present within the corpus and discovered five significant n-gram predictors for whether a learner felt satisfied with their partner during the collaboration. The learner was more likely to report higher satisfaction with their partner when the learner frequently acknowledges their partner, exchanges positive feedback with their partner, and their partner proposes an idea and elaborates on the idea. In contrast, the learner is more likely to report lower satisfaction with their partner when the learner frequently accepts back-to-back proposals from their partner and when the partner responds to the learner's statements with positive feedback. This work advances understanding of collaborative dialogue within co-creative domains and suggests dialogue strategies that may be helpful to foster co-creativity as learners collaborate to produce a creative artifact. The findings also suggest important areas of focus for intelligent or adaptive systems that aim to support learners during the co-creative process.
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Chen, Haijian, Yonghui Dai, Heyu Gao, Dongmei Han, and Shan Li. "Classification and analysis of MOOCs learner’s state: The study of hidden Markov model." Computer Science and Information Systems 16, no. 3 (2019): 849–65. http://dx.doi.org/10.2298/csis181002030c.
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In MOOCs, learner?s state is a key factor to learning effect. In order to study on learner?s state and its change, the Hidden Markov Model was applied in our study, and some data of learner were analyzed, which includes MOOCs learner?s basic information, learning behavior data, curriculum scores and data of participation in learning activities. The relationship of the learning state, the environment factors and the learner?s individual conditions was found based on the data mining of the above of learning behavior data. Generally, there are three main conclusions in our research. Firstly, learners with different educational background have different learning states when they first learn from MOOCs. Secondly, the environmental factors such as curriculum quality, overall learning status and number of learners will influence the change of learners? learning status. Thirdly, the learner?s behavioral expression is an observational signal of different learning states, which can be used to detect and manage the learner?s learning states in different periods. From the analysis results of Hidden Markov Model, it is found that learners in different learning states can adopt appropriate methods to improve their learning efficiency. If the learner is in a negative state, the learning efficiency can be improved by improving the learning environment. If the learner is in a positive state, the positive learning status of the surrounding learners can help him or her maintain current state. Our research can help the MOOCs institutions improve the curriculum and provide reference for the development of MOOCs teaching.
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Hafidi, Mohamed, and Tahar Bensebaa. "Developing Adaptive and Intelligent Tutoring Systems (AITS)." International Journal of Information and Communication Technology Education 10, no. 4 (October 2014): 70–85. http://dx.doi.org/10.4018/ijicte.2014100106.
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Several adaptive and intelligent tutoring systems (AITS) have been developed with different variables. These variables were the cognitive traits, cognitive styles, and learning behavior. However, these systems neglect the importance of learner's multiple intelligences, learner's skill level and learner's feedback when implementing personalized mechanisms. In this paper, the authors propose AITS based not only on the learner's multiple intelligences, but also the changing learning performance of the individual learner during the learning process. Therefore, considering learner's skill level and learner's multiple intelligences can promote personalized learning performance. Learner's skill level is obtained from pre-test result analysis, while learner's multiple intelligences are obtained from the analysis of questionnaire. After computing learning success rate of an activity, the system then modifies the difficulty level or the presentation of the corresponding activity to update courseware material sequencing. Learning process in this system is as follows. First, the system determines learning style and characteristics of the learner by an MI-Test and then makes the model. After that it plans a pre-evaluation and then calculates the score. If the learner gets the required score, the activities will be trained. Then the learner will be evaluated by a post-evaluation. Finally the system offers guidance in learning other activities. The proposed system covers all important properties such as hypertext component, adaptive sequencing, problem- solving support, intelligent solution analysis and adaptive presentation while available systems have only some of them. It can significantly improve the learning result. In other words, it helps learners to study in “the best way.”
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Hao, Xiaowei, and Shanshan Han. "An Algorithm for Generating a Recommended Rule Set Based on Learner's Browse Interest." International Journal of Emerging Technologies in Learning (iJET) 13, no. 11 (November 9, 2018): 102. http://dx.doi.org/10.3991/ijet.v13i11.9604.
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To personalize the recommended learning information according to the interests of the learner, a recommendation rule set generation algorithm based on learner browsing interests was proposed. First, the learner's browsing behavior was captured. A multivariate regression method was used to calculate the quantitative relationship between the learner's browsing behavior and the degree of interest in the web page to generate a learner's current interest view (CIV). With this current interest view, a content-based collaborative filtering personalized information recommendation service was provided to learners. Then, a new weighted association rule algorithm was used to discover the associations between the items, so that the degree of recommendation was obtained. Furthermore, the degree of recommendation was used as a personalized recommendation service for learners with long-term interests. The results showed that the proposed algorithm effectively improved the quality of information recommendation and the real-time performance of the recommendation. Therefore, this algorithm has a good application value in the field of personalized learning recommendation.
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Lengkanawati, Nenden Sri. "LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 222. http://dx.doi.org/10.17509/ijal.v6i2.4847.
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Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA). Therefore, it is very essential to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for[JC1] professional development. After quantitatively and qualitatively analyzing the data, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English. LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to success in inculcating LA principles as well as implementing them in the classroom setting. [JC1]significance for
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de, Lara Alex, Alvin Crudo, Floremae Hababag, Angeli Arah Lacaba, and Jason Mari Mariano. "Level of Engagement of Junior High School Students in Science During Online Distance Learning." International Journal of Humanities and Social Sciences 15, no. 1 (2023) (June 14, 2023): 19–41. https://doi.org/10.5281/zenodo.8039181.
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This study focuses on the Junior High School students' science engagement in online distance learning at Statefields School Inc. Learner engagement in science was analyzed using a validated researcher-made questionnaire based on the three interactions: learner-content, learner-teacher, and learner-learner. This study used a descriptive research design. Out of 891 learners, 256 participated in the research. Most learners are female, post-paid users, have good internet connection and spent 3-5 hours daily using the Learning Management System (Quipper). Most learners are in Grade 8 and share the internet with 2-3 users. Findings show that learners have a high level of engagement in science during online distance learning through all interaction schemes. The study also reveals that there is a significant difference in science engagement based on learners' grade level. The difference was noted between grades 9&10 and 9&7 learners. Grade 9 students have the lowest science engagement. This study recommends allotting more synchronous sessions for teacher-learner interaction; employing diverse forms of assessment; optimal use of LMS; utilization of digital apps in science class; and further study to evaluate the success of the proposed plan in amplifying learners' science engagement.
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Jeffrey, David M., and Renee M. Clark. "Supplementing Western Perspectives of Learner-Centered Instruction With a Daoist Approach Towards Authentic Power Sharing in the Classroom." International Journal of Contemporary Education 2, no. 1 (January 31, 2019): 9. http://dx.doi.org/10.11114/ijce.v2i1.4016.
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Learner-centered teaching (LCT) has one main focus – learners and learning! With learner-centered teaching, the traditional roles of the instructor and learners change. In this paper, we draw various parallels between learner-centered instruction and ancient Chinese wisdom based on Daoist perspectives to further promote and support learner-centered teaching among instructors, in particular college instructors. Daoist wisdom is a philosophy based on living in peace and harmony with the way everything is in nature, and it encourages sharing of power with students, which ultimately engenders trust. This paper will present and discuss the key characteristics of learner-centered instruction alongside ancient Daoist perspectives that align with and promote and support this type of instruction. These learner-centered characteristics include 1) the instructor as a facilitator of learning, 2) sharing of power and control with learners, 3) student participation and responsibility for learning, 4) collaboration among learners, 5) higher-order skills instruction and development, and 6) evaluation for learning purposes. This paper is organized based on these interrelated and interdependent characteristics of LCT and their relationship to ancient Daoist perspectives, which can support instructors in applying learner-centered instructional methods.
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De Wet, Corene. "What newspapers tell us about teacher-on-learner violence in South African schools." African Journal of Teacher Education 13, no. 1 (January 24, 2024): 1–27. http://dx.doi.org/10.21083/ajote.v13i1.7589.
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This small-scale qualitative study of newspapers’ portrayal of teacher-on-learner violence in South African schools is informed, firstly, by the World Health Organisation’s definition of violence and four of the World Health Organisation’s six main types of violence involving children and, secondly, by John Galtung’s theory of violence. South African media was used as a database for identifying South African English newspaper articles on teacher-on-learner violence. Qualitative content analysis was employed to systematically work through the identified newspaper articles. Five types of direct teacher-on-learner violence were identified: (1) The physical abuse of learners under the pretext of addressing learner misbehaviour; (2) the normalisation of the sexual abuse of learners by their teachers; (3) teachers’ use of words to systematically humiliate and tear down learners; (4) teachers’ negative stereotyping and discrimination of learners belonging to a different race; and (5) teachers’ malicious neglect of their in loco parentis responsibilities. Looking at teacher-on-learner violence through the lens of Galtung’s theory of violence, this study facilitates an understanding of the multi-layered and complex nature of teacher-on-learner violence and contributes to the existing body of knowledge on teacher-on-learner violence.
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Rohit, B. Kaliwal, and L. Deshpande Santosh. "Efficiency of Probabilistic Network Model for Assessment in E-Learning System." International Journal of Recent Technology and Engineering (IJRTE) 9, no. 3 (September 30, 2020): 562–66. https://doi.org/10.35940/ijrte.C4635.099320.
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The knowledge acquirement by the learner is a major assignment of an E-Learning framework. Evaluation is required in order to adapt knowledge resources and task to learner ability. Assessment provides learner’s an approach to evaluate the skills gained through the e-learning domain they are accessing. A dissimilar method can be used to assess the information acquirement, such as probabilistic Bayesian Network model. A Bayesian Network is a graphical representation of the probabilistic relationships of a complex system. This network can be used for reasoning with uncertainty. Bayesian Network is the most challenging task in e-learning system as learner evaluation model are an element of uncertainty. In this paper the current proposed scheme is constructed on Bayesian Network to deduce the stage of knowledge possessed by the learner. It also proposes type of assessment to identify the knowledge whatever the learner identifies. Throughout the assessment, it can be performed by two approaches namely Sequential and Random. In Sequential approach, questions can be displayed on the learner machine in sequential order. In Random approach, questions can be displayed on the learner machine in random order. However, both have their inherent limitations. Questions that are considered to be answered easily by the learner may also be presented to the learner who is not desirable. This system determined on the illustration of Bayesian Network model and algorithm for inference about learner’s knowledge. The Bayesian Network model was efficiently implemented for three levels of learner called Higher Learners (HL), Regular Learners (RL) and Irregular Learners (IL) for learner’s assessment and was successfully implemented with 81.1% of probabilities for learner’s assessment.