Search results for: learning abilities

Authors: Jarmon Sirigunna

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The objective of this study were to investigate the success of the implementation of problem-based learning in classroom and to evaluate the level of satisfaction of Suan Sunandra Rajabhat University’s students who participated in the study. This paper aimed to study and focus on a university students survey conducted in Suan Sunandha Rajabhat University during January to March of 2014. The quota sampling was utilized to obtain the sample which included 60 students, 50 percent male and 50 percent female students. The pretest and posttest method was utilized. The findings revealed that the majority of respondents had gained higher knowledge after the posttest significantly. The respondents’ knowledge increased about 40 percent after the experiment. Also, the findings revealed the top three highest level of satisfaction as follows: 1) the proper roles of teacher and students, 2) the knowledge gained from the method of the problem-based learning, 3) the activities of the problem-based learning, 4) the interaction of students from the problem-based learning, and 5) the problem-based learning model. Also, the mean score of all categories was 4.22 with a standard deviation of 0.7435 which indicated that the level of satisfaction was high.

Keywords: implement, problem-based learning, satisfaction, university students

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Authors: S. J. Yune, S. Y. Lee, S. J. Im, B. S. Kam, S. Y. Baek

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This study explored whether academic emotion, major satisfaction, and learning flow are associated with academic achievement in medical school. We know that emotion and affective factors are important factors in students' learning and performance. Emotion has taken the stage in much of contemporary educational psychology literature, no longer relegated to secondary status behind traditionally studied cognitive constructs. Medical school students (n=164) completed academic emotion, major satisfaction, and learning flow online survey. Academic performance was operationalized as students' average grade on two semester exams. For data analysis, correlation analysis, multiple regression analysis, hierarchical multiple regression analyses and ANOVA were conducted. The results largely confirmed the hypothesized relations among academic emotion, major satisfaction, learning flow and academic achievement. Positive academic emotion had a correlation with academic achievement (β=.191). Positive emotion had 8.5% explanatory power for academic achievement. Especially, sense of accomplishment had a significant impact on learning performance (β=.265). On the other hand, negative emotion, major satisfaction, and learning flow did not affect academic performance. Also, there were differences in sense of great (F=5.446, p=.001) and interest (F=2.78, p=.043) among positive emotion, boredom (F=3.55, p=.016), anger (F=4.346, p=.006), and petulance (F=3.779, p=.012) among negative emotion by grade. This study suggested that medical students' positive emotion was an important contributor to their academic achievement. At the same time, it is important to consider that some negative emotions can act to increase one’s motivation. Of particular importance is the notion that instructors can and should create learning environment that foster positive emotion for students. In doing so, instructors improve their chances of positively impacting students’ achievement emotions, as well as their subsequent motivation, learning, and performance. This result had an implication for medical educators striving to understand the personal emotional factors that influence learning and performance in medical training.

Keywords: academic achievement, learning emotion, learning flow, major satisfaction

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Authors: Ng Liang Shen, Hau Yuan Wen

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Arrhythmia analysis of ECG signal plays a major role in diagnosing most of the cardiac diseases. Therefore, a single arrhythmia detection of an electrocardiographic (ECG) record can determine multiple pattern of various algorithms and match accordingly each ECG beats based on Machine Learning supervised learning. These researchers used different features and classification methods to classify different arrhythmia types. A major problem in these studies is the fact that the symptoms of the disease do not show all the time in the ECG record. Hence, a successful diagnosis might require the manual investigation of several hours of ECG records. The point of this paper presents investigations cardiovascular ailment in Electrocardiogram (ECG) Signals for Cardiac Arrhythmia utilizing examination of ECG irregular wave frames via heart beat as correspond arrhythmia which with Machine Learning Pattern Recognition.

Keywords: electrocardiogram, ECG, classification, machine learning, pattern recognition, detection, QRS

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Authors: U.-B. Schaer, M. Wehr, R. Hodler

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Background: Most nursing students require more training time for necessary nursing skills than defined by nursing schools curriculum to acquire basic nursing skills. Given skills training lessons are too brief to enable effective student learning, meaning in-depth skills practice and repetition various learning steps. This increases stress levels and the pressure to succeed for a nursing student with slower learning capabilities. Another possible consequence is that nursing students are less prepared in the required skills for future clinical practice. Intervention: The Bern College of Higher Education of Nursing, Switzerland, started the independent peer practice learning program in 2012. A concept was developed which defines specific aims and content as well as student’s rights and obligations. Students enlist beforehand and order the required materials. They organize themselves and train in small groups in allocated training location in the area of Learning Training and Transfer (LTT). During the peer practice, skills and knowledge can be repeatedly trained and reflected in the peer groups without the presence of a tutor. All invasive skills are practiced only on teaching dummies. This allows students to use all their potential. The students may access learning materials as literature and their own student notes. This allows nursing students to practice their skills and to deepen their knowledge on corresponding with their own learning rate. Results: Peer group discussions during the independent peer practice learning support the students in gaining certainty and confidence in their knowledge and skills. This may improve patient safety in future daily care practice. Descriptive statics show that the number of students who take advantage of the independent peer practice learning increased continuously (2012-2018). It has to be mentioned that in 2012, solely students of the first semester attended the independent peer practice learning program, while in 2018 over one-third of the participating students were in their fifth semester and final study year. It is clearly visible that the demand for independent peer practice learning is increasing. This has to be considered in the development of future teaching curricula.

Keywords: learning program, nursing students, peer learning, skill training

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Authors: Danielle Schneider, Ying Xie

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Middle school science, technology, engineering, and math (STEM) teachers experience an exceptional challenge in the expectation to incorporate curricula that builds strong spatial reasoning skills on rudimentary geometry concepts. Because spatial ability is so closely tied to STEM students’ success, researchers are tasked to determine effective instructional practices that create an authentic learning environment within the immersive virtual reality learning environment (IVRLE). This study looked to investigate the effect of the IVRLE on middle school STEM students’ spatial reasoning skills as a methodology to benefit the STEM middle school students’ spatial reasoning skills. This experimental study was comprised of thirty 7th-grade STEM students divided into a treatment group that was engaged in an immersive VR platform where they engaged in building an object in the virtual realm by applying spatial processing and visualizing its dimensions and a control group that built the identical object using a desktop computer-based, computer-aided design (CAD) program. Before and after the students participated in the respective “3D modeling” environment, their spatial reasoning abilities were assessed using the Middle Grades Mathematics Project Spatial Visualization Test (MGMP-SVT). Additionally, both groups created a physical 3D model as a secondary measure to measure the effectiveness of the IVRLE. The results of a one-way ANOVA in this study identified a negative effect on those in the IVRLE. These findings suggest that with middle school students, virtual reality (VR) proved an inadequate tool to benefit spatial relation skills as compared to desktop-based CAD.

Keywords: virtual reality, spatial reasoning, CAD, middle school STEM

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Authors: Joanne Rieta Miranda

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Learning anatomy and physiology among Deaf Non-Science major students is a challenge. They have this mindset that Anatomy and Physiology are difficult and very technical. In this study, nine (9) deaf students who are business majors were considered. Non-conventional teaching strategies and classroom activities were employed such as cooperative learning, virtual lab, Facebook live, big sky, blood typing, mind mapping, reflections, etc. Of all the activities; the deaf students ranked cooperative learning as the best learning activity. This is where they played doctors. They measured the pulse rate, heart rate and blood pressure of their partner classmate. In terms of mindset, 2 out of 9 students have a growth mindset with some fixed ideas while 7 have a fixed mindset with some growth ideas. All the students passed the course. Three out of nine students got a grade of 90% and above. The teacher was evaluated by the deaf students as very satisfactory with a mean score of 3.54. This means that the learner-centered practices in the classroom are manifested to a great extent.

Keywords: deaf students, learning anatomy and physiology, teaching strategies, learner-entered practices

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Authors: Fahad Suleiman

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The aim of this paper is to study students’ view on mathematics learning in Katsina State Senior Secondary Schools of Nigeria, such as their conceptions of mathematics, attitudes toward mathematics learning, etc. A questionnaire was administered to a random sample of 1,225 senior secondary two (SS II) students of Katsina State in Nigeria. The data collected showed a clear picture of the hurdles that affect the teaching and learning of mathematics in our schools. Problems such as logistics and operational which include shortage of mathematics teachers, non–availability of a mathematics laboratory, etc. were identified. It also depicted the substantial trends of changing views and attitudes toward mathematics across secondary schools. Students’ responses to the conception of mathematics were consistent and they demonstrated some specific characteristics of their views in learning mathematics. This survey has provided useful information regarding students’ needs and aspirations in mathematics learning for curriculum planners and frontline teachers for future curriculum reform and implementation.

Keywords: attitudes, mathematics, students, teacher

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Authors: Eleni Giouli

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Distance learning provides a flexible approach to education, enabling busy learners to complete their coursework at their own pace, on their own schedule, and from a convenient location. This flexibility combined with a series of other issues; make the benefits of lifelong distance learning numerous. The purpose of the paper is to investigate whether distance education can contribute to the improvement of adult skills in Greece, highlighting in this way the necessity of the lifelong distance learning. To investigate this goal, a questionnaire is constructed and analyzed based on responses from 3,016 attendees of lifelong distance learning programs in the e-learning of the National and Kapodistrian University of Athens in Greece. In order to do so, a series of relationships is examined including the effects of a) the gender, b) the previous educational level, c) the current employment status, and d) the method used in the distance learning program, on the development of new general, technical, administrative, social, cultural, entrepreneurial and green skills. The basic conclusions that emerge after using a binary logistic framework are that the following factors are critical in order to develop new skills: the gender, the education level and the educational method used in the lifelong distance learning program. The skills more significantly affected by those factors are the acquiring new skills in general, as well as acquiring general, language and cultural, entrepreneurial and green skills, while for technical and social skills only gender and educational method play a crucial role. Moreover, routine skills and social skills are not affected by the four factors included in the analysis.

Keywords: adult skills, distance learning, education, lifelong learning

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Authors: Mostert Jacques, Gulseven Osman, Williams Courtney

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The Covid-19 pandemic caused unparalleled disruption in the lives of the majority of the world. This included school closures and introduction of Online Learning. In this article we investigated the impact of distance learning on the self-efficacy and anxiety levels experienced by educators in South Africa. We surveyed 60 respondents from Independent Schools using a Likert Scale rating of 0 to 4. The results suggested that despite experiencing moderate anxiety, educators showed a sense of high self-efficacy during distance learning. This was specifically true for those with underlying health concerns. There was no significant difference between how the different genders experienced anxiety and self-efficacy. Further research into the impact on learners’ anxiety levels during distance learning will provide policymakers and educators with a better understanding of how the use of technology is influencing the effectiveness of teaching, learning, and assessment.

Keywords: COVID-19, education, self-efficacy, anxiety

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Authors: Karen Butler

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Johnson C. Smith University, one of the nation’s oldest Historically Black Colleges and Universities, has a strong history of service learning and community service. We first integrated service learning and peer education into health education courses in the spring of 2000. Students enrolled in the classes served as peer educators for the semester. Since then, the program has evolved and expanded but remains an integral part of several courses. The purpose of this session is to describe our program in terms of development, successes, and obstacles, and feedback received. A detailed description of the service learning component in HED 235: Drugs and Drug Education and HED 337: Environmental Health will be provided. These classes are required of our Community Health majors but are also popular electives for students in other disciplines. Three sources of student feedback were used to evaluate and continually modify the component: the SIR II course evaluation, service learning reflection papers, and focus group interviews. Student feedback has been largely positive. When criticism was given, it was thoughtful and constructive – given in the spirit of making it better for the next group. Students consistently agreed that the service learning program increased their awareness of pertinent health issues; that both the service providers and service recipients benefited from the project; and that the goals/issues targeted by the service learning component fit the objectives of the course. Also, evidence of curriculum and learning enhancement was found in the reflection papers and focus group sessions. Service learning sets up a win-win situation. It provides a way to respond to campus and community health needs while enhancing the curriculum, as students learn more by doing things that benefit the health and wellness of others. Service learning is suitable for any health education course and any target audience would welcome the effort.

Keywords: black colleges, community health, health education, service learning

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Authors: S. Art-in

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This research was a survey research. The objective of this study was to study current situation and need in learning management for developing the analytical thinking of teachers in basic education of Thailand. The target group consisted of 400 teachers teaching in basic education level. They were selected by multi-stage random sampling. The instrument used in this study was the questionnaire asking current situation and need in learning management for developing the analytical thinking, 5 level rating scale. Data were analyzed by calculating the frequency, mean, standard deviation, percentage and content analysis. The research found that: 1) For current situation, the teachers provided learning management for developing analytical thinking, in overall, in “high” level. The issue with lowest level of practice: the teachers had competency in designing and establishing the learning management plan for developing the students’ analytical thinking. Considering each aspect it was found that: 1.1) the teacher aspect; the issue with lowest level of practice was: the teachers had competency in designing and establishing the learning management plan for developing the students’ analytical thinking, and 1.2) the learning management aspect for developing the students’ analytical thinking, the issue with lowest level of practice was: the learning activities provided opportunity for students to evaluate their analytical thinking process in each learning session. 2) The teachers showed their need in learning management for developing the analytical thinking, in overall, in “the highest” level. The issue with highest level of the need was: to obtain knowledge and competency in model, technique, and method for learning management or steps of learning management for developing the students’ analytical thinking. Considering each aspect it was found that: 2.1) teacher aspect; the issue with highest level of the need was: to obtain knowledge and comprehension in model, technique, and method for learning management or steps of learning management for developing the students’ analytical thinking, and 2.2) learning management aspect for developing the analytical thinking, the issue with highest level of need consisted of the determination of learning activities as problem situation, and the opportunity for students to comprehend the problem situation as well as practice their analytical thinking in order to find the answer.

Keywords: current situation and need, learning management, analytical thinking, teachers in basic education level, Thailand

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Authors: Victoria Appatova

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internal and external, that are largely shaped by the student’s perceptions. Since 2006, the ELE concept has been studied by an international group of scholars through the creation of an ELE survey which was administered in nine countries and translated into five languages. The survey compares students’ perceptions of their learning environments and self-efficacy across A student’s effective learning environment (ELE) is comprised of multiple factors, both cultures as well as distinguishes similarities and differences in the students’ needs related to their learning. The main objectives of this international project include the following: Determine a system of components constituting ELE from the perspective of students and other academic populations Analyze students’ expectations, and their chances to succeed in college based on their expectations Conceptualize a comprehensive approach for assessing the effectiveness of a learning environment Compare the actualization of the ELE concept in American schools versus other national educational systems Compare student perceptions of ELE with those of faculty, administrators, and professional staff Four major factors influencing student learning across cultures and various national educational systems were determined: students’ initiative in using support services; learning skills; external comfort; and curriculum. Recent changes in the students’ perceptions, resulting from technology advances and a rapid shift to online learning, are being explored. The findings call for administrative and pedagogical actions which would cultivate more equitable education systems.

Keywords: learning environment, student perception, global perspectives, self-efficacy

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Authors: Joy Chadwick

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This Study of Teaching and Learning (SoTL) research focused on the experiences of teacher candidates involved in an inclusive education methods course within a four-year direct entry Bachelor of Education program. The placement of this course within the final fourteen-week practicum semester is designed to facilitate deeper theory-practice connections between effective inclusive pedagogical knowledge and the real life of classroom teaching. The course focuses on supporting teacher candidates to understand that effective instruction within an inclusive classroom context must be intentional, responsive, and relational. Diversity is situated not as exceptional but rather as expected. This interpretive qualitative study involved the analysis of twenty-nine teacher candidate reflective journals and six individual teacher candidate semi-structured interviews. The journal entries were completed at the start of the semester and at the end of the semester with the intent of having teacher candidates reflect on their beliefs of what it means to be an effective inclusive educator and how the course and practicum experiences impacted their understanding and approaches to teaching in inclusive classrooms. The semi-structured interviews provided further depth and context to the journal data. The journals and interview transcripts were coded and themed using NVivo software. The findings suggest that instructional frameworks such as universal design for learning (UDL), differentiated instruction (DI), response to intervention (RTI), social emotional learning (SEL), and self-regulation supported teacher candidate’s abilities to meet the needs of their students more effectively. Course content that focused on specific exceptionalities also supported teacher candidates to be proactive rather than reactive when responding to student learning challenges. Teacher candidates also articulated the importance of reframing their perspective about students in challenging moments and that seeing the individual worth of each child was integral to their approach to teaching. A persisting question for teacher educators exists as to what pedagogical knowledge and understanding is most relevant in supporting future teachers to be effective at planning for and embracing the diversity of student needs within classrooms today. This research directs us to consider the critical importance of addressing personal attributes and mindsets of teacher candidates regarding children as well as considering instructional frameworks when designing coursework. Further, the alignment of an inclusive education course during a teaching practicum allows for an iterative approach to learning. The practical application of course concepts while teaching in a practicum allows for a deeper understanding of instructional frameworks, thus enhancing the confidence of teacher candidates. Research findings have implications for teacher education programs as connected to inclusive education methods courses, practicum experiences, and overall teacher education program design.

Keywords: inclusion, inclusive education, pre-service teacher education, practicum experiences, teacher education

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Authors: Chandan Deep Singh, Jaimal Singh Khamba, Harleen Kaur

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Eminence, charge, deliverance, modernism, and awareness underlie most manufacturing strategic plan today. Firms have traditionally pursued the above tasks through the implementation of advanced technologies and manufacturing practices, such as Reverse Engineering, Value Engineering, worker empowerment, etc. Recent developments in industry suggest the materialization of another route to manufacturing brilliance, that is, there is an increasing focus by industry regulators and professional bodies on the need to stimulate innovation in a broad range of manufacturing competencies. By ‘competencies’ we mean the methods, equipment and expertise that can be developed as a leading capability in one market sector or application and have real potential to be applied successfully across other sectors or applications as well. Further, competencies are the ability to apply or use a set of related knowledge, skills, and abilities to perform 'critical work functions' or tasks in a defined work setting. Competencies often serve as the basis for skill standards that specify the level of knowledge, skills, and abilities required for success in the workplace as well as potential measurement criteria for assessing competency attainment. The present research is so designed to come up to the level of the expectations of the industrialists, policy makers, designers of the competencies, specially, the manufacturing competencies upon which the whole strategic success of the industry depends.

Keywords: manufacturing competency, strategic success, manufacturing excellence, competitive strategy

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Authors: Esther Cabezas-Rivas

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Ordinary differential equations (ODE) are a fundamental part of the curriculum for most engineering degrees, and students typically have difficulties in the subsequent abstract mathematical calculations. To enhance their motivation and profit that they are digital natives, we propose a teamwork project that includes the creation of a video. It should explain how to model mathematically a real-world problem transforming it into an ODE, which should then be solved using the tools learned in the lectures. This idea was indeed implemented with first-year students of a BSc in Engineering and Management during the period of online learning caused by the outbreak of COVID-19 in Spain. Each group of 4 students was assigned a different topic: model a hot water heater, search for the shortest path, design the quickest route for delivery, cooling a computer chip, the shape of the hanging cables of the Golden Gate, detecting land mines, rocket trajectories, etc. These topics should be worked out through two complementary channels: a written report describing the problem and a 10-15 min video on the subject. The report includes the following items: description of the problem to be modeled, detailed obtention of the ODE that models the problem, its complete solution, and interpretation in the context of the original problem. We report the outcomes of this teaching in context and active learning experience, including the feedback received by the students. They highlighted the encouragement of creativity and originality, which are skills that they do not typically relate to mathematics. Additionally, the video format (unlike a common presentation) has the advantage of allowing them to critically review and self-assess the recording, repeating some parts until the result is satisfactory. As a side effect, they felt more confident about their oral abilities. In short, students agreed that they had fun preparing the video. They recognized that it was tricky to combine deep mathematical contents with entertainment since, without the latter, it is impossible to engage people to view the video till the end. Despite this difficulty, after the activity, they claimed to understand better the material, and they enjoyed showing the videos to family and friends during and after the project.

Keywords: active learning, contextual teaching, models in differential equations, student-produced videos

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Authors: Jude Harrison

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Child protection is a complex and sensitive practice. The core responsibility is the care and protection of children and young people who have been subject to or who are at risk from abuse and neglect. The work involves investigating allegations of harm, preparing for and making representations to the legal system, and case planning and management across a continuum of complicated care interventions. Professionals’ learning for child protection practice is evident in a range of literature investigating multiple learning processes such as university preparation, student placements, professional supervision, training, and other post-qualifying professional development experiences at work. There is, however, very limited research into how caseworkers learn in and through their daily practice. Little is known, therefore, about how learning at work unfolds for caseworkers, the dimensions in which it can be understood or the ways in which it can be best facilitated and supported. Compounding this, much of the current child protection learning literature reflects an orthodox conception of learning as mentalistic and individualised, in which knowledge is typically understood as abstract theory or as technical skill or competency. This presentation outlines key findings from a PhD research study that explored learning at work for statutory child protection caseworkers from an alternative interpretation of learning using a practice theory approach. Practice theory offers an interpretation of learning as performative and grounded in situated experience. The findings of the study show that casework practice is both a mode and site of learning. The study was ethnographic in design based and followed 17 child protection caseworkers via in-depth interviews, observations and participant reflective journaling. Inductive and abductive analysis was used to organise and interpret the data and expand analysis, leading to themes. Key findings show learning to be a sociomaterial property of doing; the social ontological character of learning; and teleoaffectivity as a feature of learning. The findings contribute to theoretical and practical understandings of learning and practice in child protection, child welfare and the professional learning literature more broadly. The findings have potential to contribute to policy directions at state, territory and national levels to enhance child protection practice and systems.

Keywords: adiult learning, workplace learning, child welfare, sociomaterial, practice theory

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Authors: Vincent Liu

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Machine learning algorithms (ML) can achieve high accuracy in predicting outcomes compared to classical models. Metaheuristic, nature-inspired algorithms can enhance traditional ML algorithms by optimizing them such as by performing feature selection. We compare ten ML algorithms to predict 30-day hospital readmission rates for diabetes patients in the US using a dataset from UCI Machine Learning Repository with feature selection performed by Greywolf nature-inspired algorithm. The baseline accuracy for the initial random forest model was 65%. After performing feature engineering, SMOTE for class balancing, and Greywolf optimization, the machine learning algorithms showed better metrics, including F1 scores, accuracy, and confusion matrix with improvements ranging in 10%-30%, and a best model of XGBoost with an accuracy of 95%. Applying machine learning this way can improve patient outcomes as unnecessary rehospitalizations can be prevented by focusing on patients that are at a higher risk of readmission.

Keywords: diabetes, machine learning, 30-day readmission, metaheuristic

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Authors: Nanyonjo Juliet

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Across Sub-Saharan Africa, it’s increasingly becoming an absolute necessity for either parents or governments to encourage learners, most particularly those attending high schools, to study a second or foreign language other than the “official language” or the language of instruction in schools. The major second or foreign languages under consideration include but are not necessarily limited to English, French, German, Arabic, Swahili/Kiswahili, Spanish and Chinese. The benefits of learning a second (foreign) language in the globalized world cannot be underestimated. Amongst others, it has been expounded to especially involve such opportunities related to traveling, studying abroad and widening one’s career prospects. Research has also revealed that beyond these non-cognitive rewards, learning a second language enables learners to become more thoughtful, considerate and confident, make better decisions, keep their brain healthier and generally – speaking, broaden their world views. The methodology of delivering a successful 2nd language – learning process by a professionally qualified teacher is located in motivation. We strongly believe that the psychology involved in teaching a foreign language is of paramount importance to a learner’s successful learning experience. The aim of this paper, therefore, is to explore and show the importance of motivation in the teaching and learning of a given 2nd (foreign) language in the local Ugandan high schools.

Keywords: second language, foreign language, language learning, language teaching, official language, language of instruction, globalized world, cognitive rewards, non-cognitive rewards, learning process, motivation

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Authors: Mahalingam Palaniandi

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Higher education plays vital role in the nation building process for a country and the rest of world. The higher education sector develops the change-agents for the various fields which will help the human-kind wheel to run further. Conventional and traditional class-room based learning and teaching was followed in many decades which is one-to-one and one-to-many. In a way, these are simplest form of learners to be assembled in a class room wherein the teacher used the blackboard to demonstrate the theory and laboratories used for practical. As the technology evolved tremendously for the last 40 years, the teaching and learning environment changed slowly, wherein, the learning community will be anywhere in the world and teacher deliver the content through internet based tools such as video conferencing, web based conferencing tools or E-learning platforms such as Blackboard or noodle. Present day, the mobile technologies plays an important tool to deliver the teaching content on-the-go. Both PC based and mobile based learning technology brought the learning and teaching community together in various aspects. However, as the learning technology also brought various hurdles for learning processes such as plagiarism and not using the reference books entirely as most of the students wants the information instantaneously using internet without actually going to the library to take the notes from the millions of the books which are not available online as e-books which result lack of fundamental knowledge of the concepts complex theories. However, technology is inseparable in human life, now-a-days and every part of it contains piece of information technology right from computers to home appliances. To make use of the IT based learning and teaching at most efficiency, we should have a proper framework and recommendations laid to the learning community in order to derive the maximum efficiency from the IT based teaching and leaning. This paper discusses various IT based tools available for the learning community, efficiency from its usage and recommendations for the suitable framework that needs to be implemented at higher education institutions which makes the learners stronger in both theory as well as real-time knowledge of their studies that is going to be used in their future for the better world.

Keywords: higher education, e-learning, teaching learning, eLearning tools

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Authors: S. K. Ashiquer Rahman

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This paper presents a knowledge mediation platform, “ePLANETe Blue” that addresses the challenge of building knowledge partnerships for higher education. The purpose is to present, as an institutional perception, the ‘ePLANETe' idea and functionalities as a practical and pedagogical innovation program contributing to the collaborative learning goals in higher education. In consequence, the set of functionalities now amalgamated in ‘ePLANETe’ can be seen as an investigation of the challenges of “Collaborative Learning Digital Process.” It can exploit the system to facilitate collaborative education, research and student learning in higher education. Moreover, the platform is projected to support the identification of best practices at explicit levels of action and to inspire knowledge interactions in a “virtual community” and thus to advance in deliberation and learning evaluation of higher education through the engagement of collaborative activities of different sorts.

Keywords: mediation, collaboration, deliberation, evaluation

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Authors: Ying Zhou, Jian-Hua Wang

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Based upon the self-determination theory and self-regulated learning theory, this study examined the predictiveness of goal orientation and self-regulated learning strategies on academic achievement of adult students in distance learning. The results show a positive relation between goal orientation and the use of self-regulated strategies, and academic achievements. A significant and positive indirect relation of mastery goal orientation through self-regulated learning strategies was also found. In addition, results pointed to a positive indirect impact of performance-approach goal orientation on academic achievement. The effort regulation strategy fully mediated this relation. The theoretical and instructional implications are discussed. Interventions can be made to motivate students’ mastery or performance approach goal orientation and help them manage their time or efforts.

Keywords: goal orientation, self-regulated strategies, achievement, adult distance students

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Authors: Christie DeGregorio

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In today's rapidly evolving educational landscape, adult learners are becoming an increasingly significant demographic. These individuals often possess a wealth of life experiences and diverse interests that can greatly influence their learning styles. Recognizing and incorporating these interests into educational practices can lead to enhanced engagement, motivation, and overall learning outcomes for adult learners. This essay aims to explore the significance of incorporating adult learners' interests into learning styles and provide an overview of the methodologies used in related studies. When investigating the incorporation of adult learners' interests into learning styles, researchers have employed various methodologies to gather valuable insights. These methodologies include surveys, interviews, case studies, and classroom observations. Surveys and interviews allow researchers to collect self-reported data directly from adult learners, providing valuable insights into their interests, preferences, and learning styles. Case studies offer an in-depth exploration of individual adult learners, highlighting how their interests can be integrated into personalized learning experiences. Classroom observations provide researchers with a firsthand understanding of the dynamics between adult learners' interests and their engagement within a learning environment. The major findings from studies exploring the incorporation of adult learners' interests into learning styles reveal the transformative impact of this approach. Firstly, aligning educational content with adult learners' interests increases their motivation and engagement in the learning process. By connecting new knowledge and skills to topics they are passionate about, adult learners become active participants in their own education. Secondly, integrating interests into learning styles fosters a sense of relevance and applicability. Adult learners can see the direct connection between the knowledge they acquire and its real-world applications, which enhances their ability to transfer learning to various contexts. Lastly, personalized learning experiences tailored to individual interests enable adult learners to take ownership of their educational journey, promoting lifelong learning habits and self-directedness.

Keywords: integration, personalization, transferability, learning style

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Authors: Layla Albdr

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Saudi Arabia instituted the policy of Sensitizing and Training Stakeholders for E-learning and witnessed wide adoption in many institutions. However, it is at the infancy stage and needs time to develop to mirror the US and UK. The majority of the higher education institutions in Saudi Arabia have adopted E-learning as an alternative to traditional methods to advance education. Conversely, effective implementation of the policy of sensitization and training of stakeholders for E-learning implementation has not been attained because of various challenges. The objectives included determining the challenges and opportunities of the E-learning policy of sensitization and training of stakeholders in Saudi Arabia's higher education and examining if sensitization and training of stakeholder's policy will help promote the implementation of E-learning in institutions. The study employed a descriptive research design based on qualitative analysis. The researcher recruited 295 students and 60 academic staff from four Saudi Arabian universities to participate in the study. An online questionnaire was used to collect the data. The data was then analyzed and reported both quantitatively and qualitatively. The analysis provided an in-depth understanding of the opportunities and challenges of E-learning policy in Saudi Arabian universities. The main challenges identified as internal challenges were the lack of educators’ interest in adopting the policy, and external challenges entailed lack of ICT infrastructure and Internet connectivity. The study recommends encouraging, sensitizing, and training all stakeholders to address these challenges and adopt the policy.

Keywords: e-learning, educational policy, Saudi Arabia, policy of sensitization and training

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Authors: Nasrin Mohammadhasani, Rosa Angela Fabio

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The attention to relevance information is the key element for learning. Otherwise, Attention Deficit Hyperactivity Disorder (ADHD) students have a fuzzy visual pattern that prevents them to attention and remember learning subject. The present study aimed to test the hypothesis that the presence of a pedagogical agent can effectively support ADHD learner's attention and learning outcomes in a multimedia learning environment. The learning environment was integrated with a pedagogical agent, named Koosha as a social peer. This study employed a pretest and posttest experimental design with control group. The statistical population was 30 boys students, age 10-11 with ADHD that randomly assigned to learn with/without an agent in well designed environment for mathematic. The results suggested that experimental and control groups show a significant difference in time when they participated and mathematics achievement. According to this research, using the pedagogical agent can enhance learning of ADHD students by gaining and guiding their attention to relevance information part on display, so it can be considered as asocial cue that provides theme cognitive supports.

Keywords: attention, computer assisted instruction, multimedia learning environment, pedagogical agent

Procedia PDF Downloads 289

Authors: Mahesh Balan U, Rohith Srinivaas Mohanakrishnan, Venkat Subramanian

Abstract:

Positive and unlabeled learning (PU) has gained more attention in both academic and industry research literature recently because of its relevance to existing business problems today. Yet, there still seems to be some existing challenges in terms of validating the performance of PU learning, as the actual truth of unlabeled data points is still unknown in contrast to a binary classification where we know the truth. In this study, we propose a novel PU learning technique based on the Pseudo-F measure, where we address this research gap. In this approach, we train the PU model to discriminate the probability distribution of the positive and unlabeled in the validation and spy data. The predicted probabilities of the PU model have a two-fold validation – (a) the predicted probabilities of reliable positives and predicted positives should be from the same distribution; (b) the predicted probabilities of predicted positives and predicted unlabeled should be from a different distribution. We experimented with this approach on a credit marketing case study in one of the world’s biggest fintech platforms and found evidence for benchmarking performance and backtested using historical data. This study contributes to the existing literature on semi-supervised learning.

Keywords: PU learning, semi-supervised learning, pseudo f measure, classification

Procedia PDF Downloads 219

Authors: Naduni Ranasinghe

Abstract:

E-learning environments are getting more popular than any other due to the impact of COVID19. Even though e-learning is one of the best solutions for the teaching-learning process in the academic process, it’s not without major challenges. Nowadays, machine learning approaches are utilized in the analysis of how behavioral factors lead to better adoption and how they related to better performance of the students in eLearning environments. During the pandemic, we realized the academic process in the eLearning approach had a major issue, especially for the performance of the students. Therefore, an approach that investigates student behaviors in eLearning environments using a data-intensive machine learning approach is appreciated. A hybrid approach was used to understand how each previously told variables are related to the other. A more quantitative approach was used referred to literature to understand the weights of each factor for adoption and in terms of performance. The data set was collected from previously done research to help the training and testing process in ML. Special attention was made to incorporating different dimensionality of the data to understand the dependency levels of each. Five independent variables out of twelve variables were chosen based on their impact on the dependent variable, and by considering the descriptive statistics, out of three models developed (Random Forest classifier, SVM, and Decision tree classifier), random forest Classifier (Accuracy – 0.8542) gave the highest value for accuracy. Overall, this work met its goals of improving student performance by identifying students who are at-risk and dropout, emphasizing the necessity of using both static and dynamic data.

Keywords: academic performance prediction, e learning, learning analytics, machine learning, predictive model

Procedia PDF Downloads 133

Authors: Ekaterina Donii

Abstract:

Understanding interpersonal competence, social interaction and peer relationships of gifted children is a concern for specialists in the field of gifted education. To gain more in-depth knowledge concerning the social functioning of gifted children among peers, we decided to study the social abilities of gifted children in a heterogeneous academic environment. Eight gifted children (5 of age 7, 1 of age 8.5, 1 of age 9.5 and 1 of age 10), their classmates (10 of age 7-8, 12 of age 8.5-9, 16 of age 9.5-10) and teachers participated in the study. The sociometric questionnaire analysis was based on the method of Rodríguez and Morera to check the social status of the gifted children among classmates. The Instrument Observational Protocol for Interactions within the Classroom (OPINTEC-v.5) was used to assess the social interactions between the gifted students, their classmates, and the teacher within the educational context. While doing a task together, the gifted children interacted more with popular and neither popular nor gifted classmates than with rejected classmates. While spending time together, the gifted children interacted more with neither popular nor rejected classmates than with popular or rejected classmates. All gifted children chose other gifted and non-gifted classmates for interaction, established close relations and demonstrated good social abilities interacting with their classmates. The aim of this study was to examine the social interactions, social status, and social network of the gifted students in a regular classroom. The majority of the gifted children were popular among their classmates and had good social skills. We should be alert, though, for those gifted children who do have social problems, in order to help them functioning in a regular classroom.

Keywords: gifted, heterogeneous environment, sociometric status, social interactions

Procedia PDF Downloads 332

Authors: Clement C. Aladi, Zhaoxia Yi

Abstract:

This study investigates factors influencing the implementation of flexible curricula in e-learning in Information Systems (IS) higher education. Drawing from curriculum theorists and contemporary literature, and using the Technology, Pedagogy, and Content Knowledge (TPACK) framework, it explores teacher-related challenges and their impact on curriculum flexibility implementation. By using the PLS-SEM, the study uncovers these factors and hopes to contribute to enhancing curriculum flexibility in delivering online and blended learning in IS higher education.

Keywords: flexible curriculum, online learning, e-learning, technology

Procedia PDF Downloads 30

Authors: Maria Gabrielle "Abby" Dalmacio

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Social-emotional learning is a concept that is garnering more importance when considering the development of young children. The aim of this scoping literature review is to explore the implementation of social-emotional learning programs conducted with first-generation immigrant young children ages 3-12 years in North America. This review of literature focuses on social-emotional learning programs taking place in early childhood education centres and elementary school settings that include the first-generation immigrant children population to determine if and how their understanding of social-emotional learning skills may be impacted by the curriculum being taught through North American educational pedagogy. Research on early childhood education and social-emotional learning reveals the lack of inter-cultural adaptability in social emotional learning programs and the potential for immigrant children as being assessed as developmentally delayed due to programs being conducted through standardized North American curricula. The results of this review point to a need for more research to be conducted with first-generation immigrant children to help reform social-emotional learning programs to be conducive for each child’s individual development. There remains to be a gap of knowledge in the current literature on social-emotional learning programs and how educators can effectively incorporate the intercultural perspectives of first-generation immigrant children in early childhood education.

Keywords: early childhood education, social-emotional learning, first-generation immigrant children, north america, inter-cultural perspectives, cultural diversity, early educational frameworks

Procedia PDF Downloads 76

Authors: Ladda Silanoi

Abstract:

One of the main purposes in establishment of ASEAN Community is educational development. All countries in ASEAN shall then prepare for plans and strategies for country development. Therefore, Thailand set up the policy concerning educational management for all educational institutions to understand about ASEAN Community. However, some educational institutions lack of precision in determining the curriculums of ASEAN Community, especially schools in rural areas, for example, schools along the common border with Laos, and Cambodia. One of the effective methods to promote the precision in ASEAN Community is to design additional learning courses. The important process of additional learning courses design is to provide learning outcomes of ASEAN Community for course syllabus determination. Therefore, the researcher is interested in developing teachers in the schools of common border with Laos, and Cambodia to provide learning outcomes and learning process. This research has the objective of developing the learning outcomes and learning process management of basic education along Thailand, Laos, and Cambodia Common Border for the ASEAN Community Preparation. Research methodology consists of 2 steps. Step 1: Delphi Technique was used to provide guidelines in development of learning outcomes and learning process. Step 2: Action Research procedures was employed to study the result of additional learning courses design. Result of the study: By using Delphi technique, consensus is expected to be achieved, from 50 experts in the study within 3 times of the survey. The last survey found that experts’ opinions were compatible on every item (inter-quartile range = 0) leading to the arrangement of training courses in step of Action Research. The result from the workshop found that teachers in schools of Srisaket and Bueng Kan provinces could be able to provide learning outcomes of all courses.

Keywords: learning outcome and learning process, basic education, ASEAN Community preparation, Thailand Laos and Cambodia common border

Procedia PDF Downloads 418