Learning Mode Research Articles

Formation of Models for Registering Systemic Processes in The Digital Educational Environment of the University Based on Log File Analysis

It has been demonstrated that technologies and methods of intelligent data analysis (IDA) in the educational domain, particularly based on the analysis of digital traces (DT) of students, offer substantial opportunities for analyzing student activities. Notably, the DT of students are generated both during remote learning sessions and during blended learning modes. By applying IDA methods to DT, one can obtain information that is beneficial for both the educator in a specific discipline and for the educational institution's management. Such information might pertain to various aspects of the functioning of the digital educational environment (DEE) of the institution, such as: the student's learning style; individual preferences; the amount of time dedicated to a specific task, among others. An algorithm has been proposed for constructing a process model in the DEE based on log analysis within the DEE. This algorithm facilitates the description of a specific process in the DEE as a hierarchy of foundational process elements. Additionally, a model based on cluster analysis methods has been proposed, which may prove beneficial for analyzing the registration logs of systemic processes within the university's DEE. Such an analysis can potentially aid in detecting anomalous behavior of students and other individuals within the university's DEE. The algorithms proposed in this study enable research during log file analysis aimed at identifying breaches of information security within the university's DEE.

An Analysis of Contextual Characteristics for the Successful Design and Implementation of a Blended English Learning Program in a Higher Education Institution: A Possibility to Innovate

Innovations are usually associated with new technologies and applications. When it comes to teaching, the term pedagogical innovation is to introduce something new to improve learning and teaching conditions. This investigation seeks to analyze the characteristics of context to design and implement a pedagogical innovation that materializes into an English program in a blended learning modality. This is a needs analysis study that includes qualitative and quantitative types of information. The participants in the study are students, teachers, and administrative staff. This investigation employs questionnaires, in-depth interviews, and a focus group. The study concludes that to have a sustainable pedagogical innovation, the content should be based on the participants’ academic areas, and the pedagogical innovation should foster the development of critical thinking, academic skills, autonomy, and collaboration.

Maintaining Academic Integrity and Validating Student Outcomes

The experiences of English teachers in learning assessment in the modular distance learning modality provide valuable insights into the assessment trends and interventions needed to improve student learning. This study delved into the experiences of English teachers in learning assessment in the modular distance learning modality as a precursor to understanding the assessment trends and interventions in the Department of Education, Division of Bohol, and Tagbilaran City for the school year 2021–2022. A narrative research design was used to understand the experiences of ten (10) purposely selected English teachers from public schools in Bohol and Tagbilaran City Divisions in English assessment in the modular distance learning modality. Semi-structured interviews were conducted to collect data, which was then analyzed using thematic analysis. Results revealed that the selected English teachers in Bohol have been using various assessment tools, methods, and feedback mechanisms during the implementation of modular distance learning. These include diagnostic, formative, and summative assessments and traditional and alternative assessment methods. Teachers have also used multiple feedback mechanisms, including written, online, in-person, and multimodal feedback. To maintain academic integrity, teachers have been providing clear guidance and support to students, avoiding bias and favoritism, and using specific criteria for evaluation. The study also found that teachers have faced challenges in ensuring academic integrity, overcoming logistical and communication barriers, and adapting to new instructional and assessment methods. However, they have demonstrated resilience by aligning their assessment tools with the Most Essential Learning Competencies (MELC), utilizing innovative feedback mechanisms, and promoting academic integrity. The study concludes by recommending that teachers adopt a flexible approach to assessment, promote the alignment of assessment tools with the MELC, encourage multiple feedback mechanisms, promote academic integrity, and provide support and resources to teachers.

Application of entertainment e-learning mode based on genetic algorithm and facial emotion recognition in environmental art and design courses

This article is based on facial recognition and further designs an entertainment electronic learning mode. Facial emotion recognition may be affected by light, angle, and expression. In order to improve recognition accuracy and stability, distortion adjustment techniques were used to process facial images, ensuring that the model can accurately capture and recognize the features of facial expressions. The study applies online facial emotion recognition to entertainment electronic learning modes, where learners interact with the system. The system can detect and recognize learners’ facial expressions in real-time, and provide corresponding feedback and learning resources based on different expressions. By collecting and analyzing experimental data, evaluate the practicality of the model and the level of acceptance and satisfaction of learners towards the model. The entertainment electronic learning mode based on facial recognition provides an innovative learning approach by constructing a pattern architecture, distortion adjustment, and applying online facial emotion recognition. By optimizing the positioning and integrating the entertainment electronic learning mode with environmental art and design courses, we aim to enhance students’ learning motivation and interest. Develop optimization strategies to enhance students’ comprehensive abilities in the field of environmental art and design.

Experience of intelligent speech robot in music online classroom based on deep learning and virtual reality

This study designs and implements an intelligent voice robot music online classroom teaching platform, providing students with a more personalized and interactive learning experience. Research the application of deep learning technology to establish a speech recognition model for music teaching, achieving accurate recognition and understanding of student speech; Combining speech recognition technology and robot interaction technology, construct an intelligent speech robot teaching platform to achieve interactive speech learning; Finally, utilizing virtual reality technology to create an immersive music teaching environment, enhancing students’ sense of participation and learning effectiveness. Through research and analysis of the needs of students and teachers, the functions and characteristics of the intelligent voice robot music online classroom teaching platform have been determined. We have established a comprehensive platform architecture and implemented functional modules such as speech recognition, virtual reality environment construction, and teaching resource management. Designed diverse interactive teaching and learning modes, enhancing the fun and effectiveness of learning. This study successfully designed and implemented an intelligent voice robot music online classroom teaching platform based on deep learning and virtual reality, injecting new vitality and possibilities into music teaching.

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

This article reviews the psychological and neuroscience achievements in concept learning since 2010 from the perspectives of individual learning and social learning, and discusses several issues related to concept learning, including the assistance of machine learning about concept learning. In terms of individual learning, current evidence shows that the brain tends to process concrete concepts through typical features (shared features); and for abstract concepts, semantic processing is the most important cognitive way. In terms of social learning, interpersonal neural synchrony (INS) is considered the main indicator of efficient knowledge transfer (such as teaching activities between teachers and students), but this phenomenon only broadens the channels for concept sources and does not change the basic mode of individual concept learning. Ultimately, this article argues that the way the human brain processes concepts depends on the concept’s own characteristics, so there are no “better” strategies in teaching, only more “suitable” strategies.

NHỮNG THÁCH THỨC MÀ SINH VIÊN NGOẠI NGỮ GẶP PHẢI TRONG LỚP HỌC NÓI TIẾNG ANH TRỰC TUYẾN TẠI TRƯỜNG ĐẠI HỌC VINH TRONG THỜI KỲ COVID-19

During the Covid-19 pandemic, many universities switched rapidly to the online learning mode to maintain the continuity of the teaching and learning process. This explanatory mixedmethods study was an attempt to investigate the problems EFL students encountered in their online English speaking classes. The study involved 135 EFL students at Vinh University, a key national university in Vietnam. To collect data, a questionnaire and semi-structured interview were used. The results showed that there were six barriers that influenced EFL students’ speaking skills in online classes, including facilities, computer skills, coordination, teaching method, learners’ attitudes and assessment. From the findings, the study tried to suggest some pedagogical solutions in order to improve the quality of online English speaking learning for EFL university students

Technology accountability groups: A novel form of technology learning and support for graduate students and faculty in STEM.

In academia, particularly in science, technology, engineering, and mathematics (STEM), writing accountability groups have emerged as an effective technique to enhance writing productivity by offering structure, increasing the commitment to write, and fostering social commitment. The rapid development of technology has introduced a new challenge across STEM fields: technostress, where individuals face heightened stress due to novel applications of technology. To address this, we introduce Technology Accountability Groups (TAGs), a novel form of community support for graduate students and faculty. TAGs are tailored to help individuals navigate technological innovations, alleviate technostress, acquire new skills, motivate, and connect with leaders in the field. This paper presents a framework for establishing, implementing, and sustaining TAGs in STEM.

Scoping two-way benefit of e-learning: Prospects of earning and learning in Nepal

The subject discussed in this article is how people are being facilitated and better facilitated by an appropriate learning environment with the help of ICT. The issue is whether recent eLearning developments are beneficial in creating and adding value to a large group. The answer is with the help of the insight of the first learning mode, which began as distance mode along with some technologies. Present e-learning is the final requirement, and much more is needed. Making ICT accessible and practicable to people dispersing in different fields and areas can be exciting, so this study is forward. Can the unnecessarily used time, effort, and other physical resources in the name of receiving education and training be reduced and transferred to the relevant and meaningful directions of the learner’s life? This article analyzes the possibility of addressing them as those interested in learning from far-distant places. The study uses the literature on e-learning and secondary data. The finding pertains to the possibility of occupational learning to the masses of young adults aged 15 to 45 in agriculture and operating skills to be delivered. It implies designing a suitable learning environment by applying a humanistic approach. The limitation is focusing on occupational education to mass at their place and pace.

Interactive experience of cross-cultural Japanese communication e-learning intelligent system based on computer information security

In the current situation of widespread digital media, e-learning has become the mainstream mode of online learning. Its intelligent and entertaining learning experience can enhance students' interest in learning. This article analyzes the interactive experience of cross-cultural Japanese communication e-learning intelligent system. The e-learning intelligent system can provide network platform support for the learning process, allowing students and teachers to engage in interactive learning through computer systems. At the same time, the system will also recommend learning materials that students are interested in. Adding some encryption techniques to the system in this article is mainly aimed at protecting the security of data. In order to build an intelligent communication system for cross-cultural Japanese, the main parameters of data information are generally used as the basis for experiments, and relevant coding principles are formulated. For some neural networks, the larger the stored values of the original training samples, the higher the sample size level of information parameters after successful decoding. The experimental results indicate that using data security encryption technology in computer information systems can effectively improve the overall performance of cross-cultural Japanese intelligent systems.

Robust brain tumor classification by fusion of deep learning and channel-wise attention mode approach

Diagnosing brain tumors is a complex and time-consuming process that relies heavily on radiologists’ expertise and interpretive skills. However, the advent of deep learning methodologies has revolutionized the field, offering more accurate and efficient assessments. Attention-based models have emerged as promising tools, focusing on salient features within complex medical imaging data. However, the precise impact of different attention mechanisms, such as channel-wise, spatial, or combined attention within the Channel-wise Attention Mode (CWAM), for brain tumor classification remains relatively unexplored. This study aims to address this gap by leveraging the power of ResNet101 coupled with CWAM (ResNet101-CWAM) for brain tumor classification. The results show that ResNet101-CWAM surpassed conventional deep learning classification methods like ConvNet, achieving exceptional performance metrics of 99.83% accuracy, 99.21% recall, 99.01% precision, 99.27% F1-score and 99.16% AUC on the same dataset. This enhanced capability holds significant implications for clinical decision-making, as accurate and efficient brain tumor classification is crucial for guiding treatment strategies and improving patient outcomes. Integrating ResNet101-CWAM into existing brain classification software platforms is a crucial step towards enhancing diagnostic accuracy and streamlining clinical workflows for physicians.

Learning Modality Consistency and Difference Information with Multitask Learning for Multimodal Sentiment Analysis

The primary challenge in Multimodal sentiment analysis (MSA) lies in developing robust joint representations that can effectively learn mutual information from diverse modalities. Previous research in this field tends to rely on feature concatenation to obtain joint representations. However, these approaches fail to fully exploit interactive patterns to ensure consistency and differentiation across different modalities. To address this limitation, we propose a novel framework for multimodal sentiment analysis, named CDML (Consistency and Difference using a Multitask Learning network). Specifically, CDML uses an attention mechanism to assign the attention weights of each modality efficiently. Adversarial training is used to obtain consistent information between modalities. Finally, the difference among the modalities is acquired by the multitask learning framework. Experiments on two benchmark MSA datasets, CMU-MOSI and CMU-MOSEI, showcase that our proposed method outperforms the seven existing approaches by at least 1.3% for Acc-2 and 1.7% for F1.

"Four New and Three High" Mathematical Modeling Course Construction

After years of inheritance, innovation and integration, the mathematical modeling curriculum has been reformed from the aspects of education concept, training goal, teaching system, teaching material system, course content, teaching method and learning mode. Teaching "four new" design is to organically integrate the ideological and political elements with professional characteristics into the course teaching, innovate the course content, teaching methods and evaluation methods, enhance the students' independent learning ability, and realize the integration of teaching and ideological and political education. The transformation of "three high" innovation resources into teaching: high-level design, high-quality requirements, high-level implementation, relying on high-level scientific research and innovation resources, timely transformation into teaching resources through classroom teaching, extracurricular science and innovation, school-enterprise exchanges and other ways, and focusing on cultivating students' practical ability and innovation ability.

Challenges and Interventions of Physical Education Teachers in Assessing Students' Learning in the Online Modality

Despite the emergence of several studies on online learning in Physical Education (PE) research, little has been mentioned about the assessment of learning outcomes in PE. This qualitative research aimed to understand the challenges and intervention strategies of PE teachers in assessing learning outcomes in the online modality. Nine elementary PE teachers from the laboratory elementary schools in Baguio City, Philippines participated in a semi-structured interview. The findings revealed that elementary PE teachers were faced with challenges in assessing PE learning online, but made interventions to these challenges. Three themes surfaced to describe the challenges: challenges in viewing students’ output, challenges in trusting, and challenges in monitoring students. The two themes described the interventions as differentiating students’ requirements and collaborating with parents. In assessing the PE learning outcomes online, the participants found it difficult; however, they realized that finding ways to overcome these difficulties is part of what teachers should do. The findings offer valuable insights that can inform and guide PE teachers in effectively assessing students' learning outcomes in the online learning modality.

STRENGTHENING RESEARCH PEDAGOGY: STUDENT’S ONLINE RESEARCH EXPERIENCES, CHALLENGES, AND EFFECTIVE TEACHING STRATEGIES

Given the growing trend of delivering classes through online and virtual environments, it is vital to gain a nuanced understanding of students’ online research learning experiences, the factors that contributed to their choice of learning modality, the challenges they encountered, and the effective online research teaching practices and strategies that supported them in completing the course. Although some studies have looked into this area, there is limited literature on research courses conducted online. Thus, this study attempts to fill that gap. Using a mixed-methods approach, the results revealed that overall, there is a significant difference in the projected performance of 204 asynchronous students compared to their actual achievement. Likewise, a significant difference is also evident in the projected performance of the 67 synchronous students compared to their actual achievement. Furthermore, it is of note that the synchronous students projected higher performance and actually attained better marks, with a significant difference in actual achievement compared to their asynchronous counterparts. Analysis of qualitative data also revealed factors that influenced the disparity, including internet connection issues, communication challenges, learning environment, time management, and group dynamics. Additionally, effective teaching practices that facilitated the completion of collaborative research projects include clarity of learning materials, reasonable deadlines, teacher support and understanding, availability for consultation and feedback, and interactive and engaging teaching methods. Consequently, these results can be used to inform and improve research teaching practices, learning materials design, and assessment tool development. More significantly, it may be used as the basis for institutional policies about online research learning. Keywords: online research collaboration, online research experiences, quality education, research pedagogy, sustainable development goals

The Roles of Teaching Presence in Asynchronous and Synchronous Online Teaching Contexts

Asynchronous and synchronous modes of learning are pivotal to the landscape of online education. To gain more insights into the effectiveness of online teaching practices, it is essential to investigate the teaching practice in online learning contexts, specifically how the teaching presence of instructors affect students’ learning in asynchronous or synchronous situations. This study aims to find out if the teaching presence varies between the two modes of learning through the lens of Community of Inquiry (CoI) framework. Additionally, it seeks to compare the factors impacting learners’ experiences in teaching presence. A total of 94 ESL tertiary learners answered the CoI questionnaire and 19 learners were interviewed. The results revealed that the perceived teaching presence between the two groups did not differ statistically. Findings from the interviews showed that the instructor’s interactivity is a pertinent factor in increasing teaching presence in both groups. Additionally, it seems learners from the asynchronous group valued the instructor’s feedback and positive characteristics while the instructor’s facilitation was essential for those from the synchronous group. The outcome of the study could potentially provide insights and practical solutions in relation to the functions of teaching presence in enhancing the learning experience of learners attending online lessons.

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment: Learning Experience as a Mediator

Blended learning (BL) has been widely adopted to improve students’ academic achievements in higher education. However, its success relies mainly on student engagement, which plays an essential role in active learning and provides a rich understanding of students’ experiences. The study utilized three self-designed scales—the Teacher Support Scale, Student Engagement Scale, and Student Learning Experience Scale—to gauge and examine the impact and relationship between perceived teacher support, student behavioral engagement, and the intermediary role of learning experiences. A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire. The results showed significant correlations between perceived teacher support, learning experience, and behavioral engagement. Perceived teacher support significantly predicted students’ behavioral engagement, with socio-affective support exerting the most substantial predictive effects. All predictive effects were partially mediated by learning experience (learning mode, online resources, overall LMS-based learning, interaction with their instructor and peers, and learning outcome). The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive (vs. negative) learning experiences. Suggestions for further research are offered for consideration.

A ciascuna disciplina il suo risultato. Classi digitali vs. classi a didattica tradizionale: un confronto negli esiti degli apprendimenti

In recent years, Italy has embarked on a transformative journey to embrace technology in education. This article focuses on the adoption of digital technologies, with particular attention to the digital classroom initiative. The digital classroom experience aims to utilize digital tools and resources to facilitate an engaging and innovative mode of learning for students. This contribution examines the effects of student participation in digital classrooms on learning outcomes, comparing them with traditional classrooms within the three-year curriculum of a lower secondary school. Through an evaluative approach based on representative data from a sample of over 200 students, we analyze the impact of digital classrooms on INVALSI test results. The analyses encompass descriptive models and linear regression models applied to the results of tests in Italian, Mathematics, English Reading, and English Listening. The models introduce control variables related to the socio-economic and cultural status of the students’ families of origin, as well as their prior performance in INVALSI tests (grades II and V), for students continuing in the same institution through the primary cycle. The results indicate the need for distinct considerations depending on the discipline under analysis: for Mathematics, belonging to a traditionally taught class seems to yield better results. In the case of Italian, English Reading, and English Listening, the effect is neutral. Socio-economic and cultural status appears to have less influence on English-related disciplines, and the trend, though not statistically significant, demonstrates partially positive effects in digital classroom participation, particularly for students with cognitive vulnerabilities. The outcomes underscore the necessity of discipline-specific differentiation and further assessment of outputs to delve into the specifics of innovative didactics implemented in digital classrooms.

English Teachers’ Perceptions of Supplemental Teaching During the Covid-19 Pandemic

The coronavirus disease, often known as COVID-19, has been a global pandemic since March 2020. According to UNESCO, schools in approximately 100 nations, including the Philippines, are shuttered due to a public health emergency. Due to the condition, teachers migrated from face-to-face instruction to modular learning, online learning, blended learning, and other learning modes. Teachers in Tacloban City switched to modular modality and other forms of learning to reach out to our students. Supplemental teaching was designed as one type of teaching approach in the classroom. Teachers' perceptions of supplemental teaching in English language acquisition were analyzed in this study. Their perspectives were examined in three areas: their opinions on using online platforms, their attitudes toward language teaching and preparations, and their perceptions of the usefulness of online supplemental teaching. The study utilized a qualitative design that gathered in-depth information through a semi-structured interview. The responses of 12 junior and senior high school English instructors at Sagkahan National High School were elicited through an interview. The results of this study showed that during the COVID-19 pandemic, 7 out of 12 participants had a favorable opinion on the effectiveness and usefulness of supplemental teaching-learning approaches. However, 5 out of 12 participants, nevertheless, disagreed with its applicability. They believed that poor and inconsistent internet connections, numerous internet problems, and a lack of efficient teacher-student interaction rendered online learning unproductive. Even though teachers confront numerous challenges in the online teaching process, they can demonstrate the proper attitude toward using technology to educate online amidst the pandemic.

Examination of learning ability development through the implementation of the “autonomy-collaboration” learning mode grounded in evidence-based medicine practice

ObjectiveCurrently, there are still some shortcomings in EBM education in China.The study aimed to investigate the effectiveness of the novel evidence-based medicine (EBM) learning model of “autonomy-collaboration.”MethodsA total of 91 undergraduate students majoring in clinical medicine at Zhongshan Clinical College of Dalian University from the 2019 batch were selected as the participants in this study. They were instructed to follow the EBM learning model of “autonomy-collaboration.” Upon completion of the course, questionnaires, records of participants’ sentiments and insights, and evidence-based clinical practice reports were used as indicators to evaluate the effectiveness of the training.ResultsThis learning modality effectively enhanced independent learning ability of the students, stimulated their interest in learning, and strengthened the communication between students and teachers, thereby improving the quality of teaching.ConclusionThe novel EBM learning model of “autonomy-collaboration,” exhibited robust effectiveness in instruction and facilitated the seamless integration of theoretical knowledge with clinical practice. Consequently, its widespread adoption is strongly recommended.