Effect Of Autonomous Learning Research Articles

Analysis of the Effectiveness of Autonomous Learning in College English under the Blended Learning Mode

Analysis of the Effectiveness of Autonomous Learning in College English under the Blended Learning Mode

Effect of Autonomous Learning on University Students’ Academic Motivation

The main objective of this research is to investigate the effect of autonomous learning on university students’ academic motivation at University of the Punjab. This quasi-experimental study was based on two groups of students; the experimental and the control group. In this study, the experimental group of the students were taught through autonomous learning approach. The control group of the study was taught through the traditional teacher directed learning method. Pretest and post-test from both the control and experimental group were conducted to check the level of students’ academic motivation. Academic Motivation Scale (AMS) was used to collect data for the study. Two intact groups/classes (comprising 60 students in total) of undergraduate students, were purposively selected for this study. Descriptive and inferential statistics were used to analyze quantitative data. This research showed that there was no significant effect of autonomous learning on students’ academic motivation in Pakistani context. The longitudinal research may need to be conducted from elementary grades so that students may develop habits of autonomous learning and may have better academic motivation in result of autonomous learning.

비대면 교양영어 학습자의 자기주도학습능력과 학습성과 간 관계에서 학업적 자기효능감의 조절효과

Objectives This study aimed to examine the structural relationships among self-directed learning, self-directed English learning ability, learning satisfaction and academic achievement, and to analyze the differences in learning performance according to academic self-efficacy in online college English classes. Methods A web-based survey was conducted on 172 students who took English classes in the first and second semesters of 2021 at N University. The data were analyzed with SPSS 23.0 and AMOS 21.0. For the moderating effect of students' academic self-efficacy, a multi-group analysis of structural equations was used. Results The results were as follows: First, self-directed learning had a positive effect on the self-directed English learning ability. Second, the two factors, self-directed learning ability and self-directed English learning ability, had a positive effect on learning satisfaction, but only self-directed English learning ability had a significant effect on academic achievement. Third, a multi-group analysis for the moderating effect verified that students with high academic efficacy showed a significant effect on academic achievement. Conclusions It is meaningful that the effect of autonomous learning of college students on self-directed learning ability of English subjects was statistically verified. Based on the results of the study, it is suggested that the method to improve the self-directedness and academic self-efficacy of learners should be sought properly.

International Students and Autonomy in Service-Learning English for Academic Purposes Courses

Finding an answer to the effectiveness of autonomous learning in contrast to traditional forms of teacher-directed learning has significant pedagogical ramifications. Our study sheds light on the effects of increased autonomy in SL on the development of students and the role of the instructor. Furthermore, we focus on international student experiences in order to understand the ramifications for their development, in the context of increased internationalization. Our study compares autonomous (self-directed) and instructor- (other-directed) groups of students who engaged in SL as part of a university-level English language course. We collected data from 143 students’ pre- and post-service surveys over 8 semesters. Both other-directed and self-directed groups benefited from the SL experience, suggesting that students can develop holistically in a SL English for Academic Purposes (EAP) course. Other-directed students appeared to benefit more in terms of learning about specific social issues, service, and the target communities. Self-directedness was associated with perceived language gains more than other-directedness. Due to its potential to support the multi-dimensional development of international students, we recommend SL EAP and make pedagogical suggestions.

Title Pending 3208

<strong>This is an accepted article with a DOI pre-assigned that is not yet published.</strong> Finding an answer to the effectiveness of autonomous learning in contrast to traditional forms of teacher-directed learning has significant pedagogical ramifications. Our study sheds light on the effects of increased autonomy in SL on the development of students and the role of the instructor. Furthermore, we focus on international student experiences in order to understand the ramifications for their development, in the context of increased internationalization. Our study compares autonomous (self-directed) and instructor- (other-directed) groups of students who engaged in SL as part of a university-level English language course. We collected data from 143 students’ pre- and post-service surveys over 8 semesters. Both other-directed and self-directed groups benefited from the SL experience, suggesting that students can develop holistically in a SL English for Academic Purposes (EAP) course. Other-directed students appeared to benefit more in terms of learning about specific social issues, service, and the target communities. Self-directedness was associated with perceived language gains more than other-directedness. Due to its potential to support the multi-dimensional development of international students, we recommend SL EAP and make pedagogical suggestions.

Artificial Intelligence-Based English Self-Learning Effect Evaluation and Adaptive Influencing Factors Analysis

Under the background of continuous development in our country, traditional English education can no longer meet the needs of modern times. Through the evaluation of English autonomous learning effect of artificial intelligence and the analysis of the influencing factors of adaptability, the teaching effect of English class is improved and the students’ awareness of autonomous learning is cultivated. In the pilot study, students now have an overall level of adaptation (3 &lt; M &lt; 4) supported by English proficiency. That is, the standard deviation is 1. The overall level of self-study in English is higher than that of boys (M = 3.40 for females, M = 3.32 for males, and M = 3.32 for males). Compared with non-English majors, English majors are more suitable for self-study of artificial intelligence in English (M = 3.59 for English majors), (M = 3.36 for non-English majors), and students can improve their adaptive ability to learn AI by creating models. Transfer learning is the key to improving learners’ English proficiency, and adaptive learning is the key to achieving this goal. Self-adaptive learning ensures the quality of students’ autonomous English homework. Improper English learning not only affects students’ learning outcomes but also affects their ability to learn English.

Learners' Autonomous Learning Behavior in Distance Reading Based on Big Data

Some learners couldn’t get ideal learning results from distance education, to find out the root of this problem, their learning behavior and initiative should be analyzed in real time. However, in existing research results, the collected distance learning behavior data of learners are not pertinent enough, the extraction methods of big data are not proper enough, and the analysis models of learning behavior are not scientific enough. For these reasons, this paper analyzed the autonomous learning behavior of learners during distance reading based on big data, and gave the analysis contents and methods. In the text, a sequence diagram transformation method that is self-adaptive to long and short sequences had been introduced to process the learning behavior data of learners, who were then classified according to the features of different autonomous learning behavior sequences. Then, an attribute reduction algorithm based on improved Bayesian fuzzy rough set was adopted for attribute reduction, and the behavior indexes that are closely related to the autonomous learning effect of learners were selected for correlation analysis. After that, this paper proposed a method for detecting non-autonomous learning behavior based on multiple time scales, combining short-term autonomous learning pattern with long-term autonomous learning behavior and resource access behavior, this paper also analyzed the typical autonomous learning pattern of learners through the learning of hidden layer features. At last, experimental results proved the effectiveness of the proposed analysis method.

Joint segmentation of optic cup and optic disc using deep convolutional generative adversarial network

Glaucoma, as one of the three major blinding ophthalmic diseases in the world, is usually accompanied by changes in the structure of the patient’s optic disc, such as optic disc atrophy and depression. Clinical ophthalmologists tend to use the cup-disc ratio as an evaluation index to realize the screening and diagnosis of glaucoma. Therefore, the accurate measurement of optic cup (OC), optic disc (OD) and other parameters is of great clinical significance for early screening of glaucoma. Inspired by game theory, this paper combines deep convolutional neural networks (DCNN) with generative adversarial networks (GAN), and proposes a model for the joint segmentation of OC and OD. Specifically, the generator is composed of a deep convolutional encoder-decoder network to jointly segment the OC and OD, and the discriminator is composed of an eight layer full convolutional neural network. The discrimination results adjust the parameters in the structure of the generator and discriminator network through back propagation to achieve the effect of autonomous learning and optimization of the model. When the proposed network and the existing networks are evaluated on the public dataset Drishti-GS1, the research results demonstrate that the proposed network can achieve a significant improvement in the overall performance.

The Effects of Online Role-play Teaching Practice on Learners’ Availability for Resources

With the support of mobile Internet, artificial intelligence, and other technologies, online teaching bridges the shortcomings of traditional class teaching patterns and considerably helps to achieve the high-quality development of education. Role-playing, as a critical teaching practice, is intended to ensure experiential learning in various circumstances by improving the efficiency and availability for educational resources. A questionnaire to explore the effect of online role-playing teaching practice on learners’ availability for resources was designed. Students majoring in scientific English from three colleges and universities in Xi'an, Shaanxi Province of China were selected as the survey object to analyze the impacts of the role-playing teaching method on self-planning, self-monitoring, self-regulation, and self-evaluation of learning resource utilization. The effects of students’ self-efficacy as the intermediary variable and teachers’ professional title as the moderating variable were also measured. Meanwhile, differences in gender, grade, and familiarity time for the role-playing teaching method on the utilization of learning resources were analyzed. Results show that the questionnaire designed in this study has a good reliability coefficient of 0.927; the AVE and CR values show that the questionnaire has good aggregate and discriminant validities; self-efficacy mediates the effect in the role-playing teaching method and can effectively improve the utilization of learning resources; teachers’ professional titles regulate the role-playing teaching method, which can effectively improve learners’ utilization of learning resources; role-playing teaching method has a significant impact on learners’ self-planning, self-monitoring, self-regulation, and self-evaluation of using of learning resources; and gender and role-playing teaching method familiarity cause significant differences in the utilization of learning resources. Findings can help to grasp the essence of role-playing teaching method, build a teacher-led and student-centered classroom teaching model, provide teachers with more scientific and effective guidance, and improve students' autonomous learning effect and learning resources.

Research on the Autonomous Learning Mode of College Students Based on Mobile Terminals under the Internet Environment

the advent of the Internet era, while liberating social productivity, has brought great convenience to human social life. At present, Internet technology has been fully applied to our study, work and life. So far, the mobile terminal under the influence of the Internet environment has developed more mature, and mobile terminal and other devices have become the necessities of people's life. In the process of daily travel, people basically have a mobile device. The nationwide coverage of WiFi signals accelerates the spread of the network. Only a small mobile device can complete travel payment, online shopping, signal transmission, etc. At the same time, the advent of the information age has also brought certain factors to the reform of higher education. Taking educational informatization as the research background and mobile Internet as the media, autonomous mutual learning has become an important development direction of the next generation of digital learning. At present, colleges and universities have realized the importance of information-based teaching reform, and have designed and shared the self-learning resource system in the actual teaching reform. They have actively constructed a set of harmonious self-help learning system in the campus, constantly improved the evaluation system of College Students' autonomous learning effect, and created a good learning atmosphere of self-help in university campus, in order to cultivate students' autonomous learning ability.

Aprendizaje autónomo en Moodle

The objective of this research is to determine the effectiveness of autonomous learning through the Moodle platform, with the field of study in the Third year of high school students of the Rey David Educational Unit that has 648 users, 189 courses and 15167 activities in Moodle. The research approach is quantitative and of the correlational and experimental type. It starts from the application of analysis-synthesis and inductivedeductive methods to define the influential variables in order to study autonomous learning and the essential characteristics of Moodle platforms. These studies are complemented with the application of the UCINET software for the analysis of the presence of the variables with respect to the authors and the VOSviewer in terms of density according to the frequency of appearance and their distribution in the cluster. It shows an analysis of the results of the academic performance of the scores when using Moodle based on existing records and it accompanies the collection of information by instruments such as the survey and observation. The results show favorable values because of autonomous learning. It concludes that autonomous learning was effective with the implementation of interactive activities in Moodle.

ШЛЯХИ ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ РЕАЛІЗАЦІЇ АВТОНОМНОГО НАВЧАННЯ ПРОФЕСІЙНО ОРІЄНТОВАНОГО АНГЛОМОВНОГО СПІЛКУВАННЯ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

The purpose of the article is to identify ways to increase the effectiveness of autonomous learning of professionally oriented English communication. The combination of personality-oriented, competence-based and communicative approaches in the training process of future Mathematics teachers makes the learning process more efficient and the learning outcomes better. The main strategies of autonomous learning of professionally oriented English communication of future Mathematics teachers, which should be used in the learning process, are: strategies for overcoming language and speech difficulties in foreign language proficiency; strategies for organizing autonomous learning of professionally oriented communication in a foreign language. Effective implementation of autonomous learning of professionally oriented English communication is grounded on a set of pedagogical conditions: 1) training students for the formation of educational autonomy, which includes: diagnostics of students to determine individual learning style in foreign language learning; correction and development of skills of autonomous educational activities and expansion of the range of educational strategies; autonomy of students, which is expressed in the independent determination of the goals and objectives of the course, the student’s preference choice of strategies and techniques; education of students’ sense of responsibility, ability to self-assessment and self-control, formation of skills to organize the work in the course of training; 2) providing pedagogical support aimed at achieving educational goals, which involves subject-subject interaction of a teacher and a student, the result of which is the acquisition of specific knowledge, skills and abilities, increasing the level of autonomy and awareness of the meaning and significance of educational activities; 3) creation of an effective learning environment that promotes self-determination, selfrealization and self-development of students and provides material, methodological, technical support for the organization of autonomous learning of professionally oriented English communication.

A Model for the Influential Factors of the Autonomous Learning Ability of Japanese Majors

The autonomous learning of Japanese majors is affected by various factors and the learning effect is generally undesirable. To solve the problem, this paper aims to develop a model for the influencing factors of the autonomous learning of Japanese majors. Firstly, the authors explored the problems and influencing factors of autonomous learning of Japanese majors. On this basis, several suggestions were put forward to solve these problems. Next, gray system theory (GST) and analytical hierarchy process (AHP) were adopted to establish the indicator system and the assessment model for the autonomous learning effect of Japanese majors. The proposed model can effectively assess the effect of autonomous learning among Japanese majors, providing a good reference for the learning of minor language among college students.

The Effect of Autonomous Learning on Language Proficiency and Use of Language Learning Strategies for the Moroccan Baccalaureate Learners

Autonomous Learning (AL) as a teaching concept has been widely approved of as a highly sophisticated promoter of efficient language teaching and learning. It is a pedagogical philosophy that is believed to enhance the quality of lifelong learning by accentuating the learner’s presence as an active partcipant in the teaching-learning operation. In fact, developing effective autonomy-enhancing methodologies and devising appropriate and practical activities that may nurture the sense of learning responsibility and promote the teacher’s classroom presence as assistant and guide has attracted considerable attention in the realm of applied linguistics ever since the early 1960’s. In the same vein, this paper aims to tackle the issue of AL in the Moroccan secondary school environment and how incorporating it into the classroom can increase Baccalaureate graders’ language proficiency (LP) and their use of language learning strategies (LLS). Two groups (control and experimental) of twenty students each were involved in a one- year- long experiment to demostrate how training learners to become autonomous, through the systematic use of the learner development program (LDP) that was devised by Sharles and Zsabo (2000), would advance their LP and their ability to effectively use LLS. The results show that the level of LP and use of LLS can improve when teachers engage their learners in autonomy-enhancing activities in a consistent and systematic manner.

Study of the English Autonomous Learning Situation of College Freshmen in the “Internet Plus” Era

Combining “the Internet plus” technology with education makes it possible and convenient for learning to happen beyond the restraints of time and place. Following this new trend of autonomous learning, learners have obtained easier access to the learning resources they need. Freshmen are clearly an indispensable group who benefit from it.&#x0D; Based on the theory of multiple intelligences and constructivist learning theory, this thesis aims to discover the current status of freshmen’s autonomous learning in the internet plus era through questionnaires and interviews, explore the impact of learning tools and learning environments supported by internet plus technology on students’ autonomous learning ability and effectiveness, and provide some corresponding advice for college English learning and teaching practice. &#x0D; A questionnaire survey followed by a face-to-face interview is employed in this thesis. The researcher randomly selected 460 freshmen with an English proficiency of level B (the intermediate level based on the Entrance Level Test hosted by BIPT) as subjects, issued relevant questionnaires online, and analyzed the final data via SPSS 20. Results show that freshmen at BIPT do have the awareness of autonomous learning with the help of various platforms online and apps on smart phones, but they have problems in making a long-term study plan, and following the plan regularly. They do have the motivation to improve their English competency through autonomous learning in the “Internet-plus” environment, but they have difficulty in information processing and resources acquisition. There is a correlation between college freshmen’s autonomous learning ability and their English academic achievements. Freshmen with better abilities of autonomous learning tend to get higher scores in the English test. It is strongly suggested that students should be more self-disciplined in terms of self-planning and self-supervising. In order to guarantee the effectiveness of autonomous learning, it is necessary for teachers to provide specific guidance, such as helping students make feasible study plans and regularly checking their implementation of the plans.&#x0D; Due to the limitation of time and resources, the design of the questionnaire only focuses on certain aspects of autonomous learning, and the quantity of the sampling is not large enough. The author hopes that more researches would be done to further explore the nature of autonomous learning in the “Internet plus” era and make it a booster for education and self-development.

Research on the guidance learning and monitoring system of autonomous learning for College English

This paper aims to find out the influence of guidance learning and monitoring on autonomous learning for College English. By applying the qualitative and quantitative research approach, we tested the efficiency of the guidance learning and monitoring system of autonomous learning by a semester-long teaching practice. We compared the final score with that of the previous semester. After analyzing the data, we concluded that compared with the previous semester, the grades of performance scores of the experimental semester were significantly improved as well as the final scores. This shows that the effect of implementation of guidance learning and monitoring system to autonomous learning in College English is obvious. Finally, this paper provides some strategies to improve the effect of autonomous learning, and points out that there is a harmony relationship between autonomy and monitoring.

Autonomous and induced production learning under price and quality competition

• Quality improvements are characterized by a hazard rate controlled by learning. • Nash equilibrium pricing and learning dynamics are derived for a duopoly market. • Although the solutions are not explicit, the underlying pricing trends are revealed. • Long run commitment and contingent equilibrium controls tend to the same level. Recent empirical studies indicate that improvements in product conformance quality exhibit learning-by-doing patterns. We address quality improvement in a competitive duopoly market for partially substitutable products characterized by levels of quality that are not necessarily identical. The products’ quality is described with a hazard rate that can be improved both by accumulating production experience (autonomous learning) and quality improvement efforts (induced learning). Given that defective items are fully reimbursable and the demands exhibit increasing returns to scale, we derive Nash equilibrium pricing and induced learning effort dynamic policies. We show that when the effectiveness of autonomous learning prevails over the effectiveness of efforts in induced learning, equilibrium prices gradually grow over time; the trend is quite the opposite when autonomous learning is less effective than induced learning.

Investigation and Analysis on the Effect of Autonomous Learning in Colleges Based on Information Technology

Autonomous learning mode has been concerned widely in college teaching based on information technology, but the effect has yet to be tested. This thesis used the method of questionnaire survey to investigate and analyze the effect of autonomous learning in college. Then analyze the problems existing in the teaching and make corresponding countermeasures to provide a basis, which can improve independent learning in college.