Learning Guide Research Articles

Gaya Komunikasi Trainer Sekolah Mengemudi Dalam Proses Belajar Mengemudi Siswa VIP Driving School Padang

Communication style is a way that is shown by someone in the process of conveying messages and using the correct language style. This style can be in the form of words or called verbal or non-verbal such as gestures, body language, and roles in the use of space, time and distance. The style of communication used by the VIP driving school trainer during the driving course makes the student understand the material conveyed by the trainer during the learning process. Course service users are accompanied and trained by trainers during driving courses. This is a learning guidance related to driving skills which aims to provide driving course students with knowledge of how to drive a car. This research method uses qualitative research methods and uses Adaptation Interaction theory. This theory was developed by Judee Burgoon, Lesa Stren, and Leesa Dillman in 1995. The results of this study are the communication style of VIP driving school driving course trainers who use effective communication during the driving learning process. going on. What makes driving course students easy to understand the material provided by the trainer. And there are several kinds of communication styles that are used as long as the trainer teaches students to drive.

Examining educational continuity in distance learning guidance documents: A content analysis of the Ministry of Education response to COVID-19 in Belize

This article examines educational continuity in distance learning guidance documents developed by the Ministry of Education, Culture, Science and Technology in Belize during school closure for the 2019–2020 school year. Documents that were purposefully developed as part of the ministry's response to school closure because of the pandemic were collected and analyzed. The four themes that emerged from the analysis—access to technology, home-based learning and resources, continuing professional development, and adjustments to instructional planning and academic policies—describe how the ministry's guidance documents on distance learning supported educational continuity in Belize during school closure for the 2019–2020 school year. The analysis also reveals that the ministry’s reachability effort relied heavily on low or no-tech modalities to ensure educational continuity in response to the pandemic.

Target hierarchy-guided knowledge tracing : Fine-grained knowledge state modeling

Knowledge Tracing (KT) focuses on modeling the exercise process of students, assessing their knowledge state changes during the exercise process, and further providing targeted guidance for teaching and learning. Current KT models have made significant progress by utilizing deep learning technologies to model relevant attributes of the questions. However, in current knowledge tracing strategies, we have yet to exhaustively explore how to precisely evaluate the hierarchies of students’ knowledge mastery to better discern their current target hierarchy. To address the limitations of the KT model in accurately identifying and positioning target hierarchy, our research focuses on two key areas: first, we dynamically track students’ target hierarchies by evaluating their feedback on questions at different hierarchies ; second, we assess their actual question-solving abilities within these target hierarchies, thereby optimizing our evaluation of their knowledge status. Based on these insights, we propose the Target Hierarchy-guided Knowledge Tracing (THKT) model. In this model, we first incorporate the identification of question hierarchy into the model representation. Then, to avoid homogenization of the target hierarchy, we dynamically track the appropriate hierarchy for students based on their varying feedback to questions of the same hierarchy, thereby pinpointing their learning target hierarchies. Simultaneously, we develop a KCs applied ability learning module that works in conjunction with the target hierarchies to generate interpretable prediction results. The proposed THKT model has been tested and evaluated using three public, real-world educational datasets. The findings clearly demonstrate that our approach shines in the realm of KT prediction tasks, providing significantly interpretability. For broader research, we plan to provide the source code at: https://github.com/xinjiesun-ustc/THKT to ensure accessibility and promote further innovation in this field.

Enhancing point annotations with superpixel and confident learning guided for improving semi-supervised OCT fluid segmentation

Automatic segmentation of fluid in Optical Coherence Tomography (OCT) images is beneficial for ophthalmologists to make an accurate diagnosis. Although semi-supervised OCT fluid segmentation networks enhance their performance by introducing additional unlabeled data, the performance enhancement is limited. To address this, we propose Superpixel and Confident Learning Guide Point Annotations Network (SCLGPA-Net) based on the teacher-student architecture, which can learn OCT fluid segmentation from limited fully-annotated data and abundant point-annotated data. Specifically, we use points to annotate fluid regions in unlabeled OCT images and the Superpixel-Guided Pseudo-Label Generation (SGPLG) module generates pseudo-labels and pixel-level label trust maps from the point annotations. The label trust maps provide an indication of the reliability of the pseudo-labels. Furthermore, we propose the Confident Learning Guided Label Refinement (CLGLR) module identifies error information in the pseudo-labels and leads to further refinement. Experiments on the RETOUCH dataset show that we are able to reduce the need for fully-annotated data by 94.22%, closing the gap with the best fully supervised baselines to a mean IoU of only 2%. Furthermore, we constructed a private 2D OCT fluid segmentation dataset for evaluation. Compared with other methods, comprehensive experimental results demonstrate that the proposed method can achieve excellent performance in OCT fluid segmentation.

The school that moves towards inclusive learning encounters

This article presents the conceptions of pedagogical practices, from the framework of the DUA, developed by the teachers of the Simón Bolívar educational institution, in Samaniego (Nariño). It is qualitative research, with a hermeneutic method, which allows to recognize meanings from the interpretation. It was carried out with the participation of 10 teachers from the primary and high school levels, from the IE Simón Bolívar, in Samaniego (Nariño). The information was collected virtually, complying with the biosafety regulations adopted during the confinement associated with Covid-19. The interview, the semi-structured survey, and the review of learning guides (managed in the educational institution from the home school modality) were used. Among the results, it can be highlighted that teachers develop and promote pedagogical practices from the DUA framework. However, these are developed as unarticulated activities, making this an unintended process. Finally, we reflect on the school we want, rethinking, transforming and articulating the teaching-learning process from diversity, towards education for all. One of the conclusions leads to working towards the comprehensive development of students, which requires teachers committed to constant training, which allows them to keep up with the evolution of societies. Moving towards spaces that promote education for all requires intentional, thoughtful and conscious pedagogical practices. Articulating the UDL framework to these practices is a strategy that allows work in the classroom to be enhanced.

일본 초등학교 도덕과 교육과정의 내용 계열성 분석

[Purpose] The purpose of this study is to analyze the sequence of Japan's 2017 revised elementary school learning guidance explanation “Special Subject Moral Education”.
 [Methods] In order to achieve this purpose, we presented criteria for systematic analysis from the perspective of connection-disconnection through analysis of existing previous research, and then analyzed Japanese content items in “Special Subject Moral Education”.
 [Results] The main research results show that Japan most often uses the expansion-deepening method in linking content. Next, the same-deepening method was chosen, and the weakening method of lowering the level was never used. Looking at this, we can see that deepening is more important than expansion in the learning process.
 [Conclusion] Considering that the type of linkage appears differently depending on the ‘viewpoint’ corresponding to the ‘area’ in Korea, it can be considered that when Korea revises the curriculum in the future, it will be necessary to set the type of linkage by considering the characteristics of the area.

Designing a pedagogical framework for mobile-assisted language learning

With the high penetration of mobile devices and wide coverage of wireless networks, mobile-assisted language learning (MALL) has been widely utilized to enhance language teaching and learning. However, the integration of MALL into language pedagogy has been hampered by a lack of a cohesive and unified framework for MALL pedagogy. Most of the existing frameworks were not specifically designed for language pedagogy and failed to balance the technological and pedagogical dimensions of MALL pedagogy. This study sought to promote the incorporation of MALL and tertiary EFL pedagogy by designing a pedagogical framework for MALL (PF4M) using design-based research (DBR) as the overarching research methodology. The DBR investigation adopted a mixed research approach, incorporating systematic review, expert survey, thematic analysis, and expert review. The resulting PF4M is anticipated to aid in the integration of MALL into language pedagogy by offering practical and theoretical guidance for effective teaching and learning. The findings may also suggest future directions for pedagogical innovations in MALL.

Multi-Class Support Vector Machine with Maximizing Minimum Margin

Support Vector Machine (SVM) stands out as a prominent machine learning technique widely applied in practical pattern recognition tasks. It achieves binary classification by maximizing the "margin", which represents the minimum distance between instances and the decision boundary. Although many efforts have been dedicated to expanding SVM for multi-class case through strategies such as one versus one and one versus the rest, satisfactory solutions remain to be developed. In this paper, we propose a novel method for multi-class SVM that incorporates pairwise class loss considerations and maximizes the minimum margin. Adhering to this concept, we embrace a new formulation that imparts heightened flexibility to multi-class SVM. Furthermore, the correlations between the proposed method and multiple forms of multi-class SVM are analyzed. The proposed regularizer, akin to the concept of "margin", can serve as a seamless enhancement over the softmax in deep learning, providing guidance for network parameter learning. Empirical evaluations demonstrate the effectiveness and superiority of our proposed method over existing multi-classification methods. Complete version is available at https://arxiv.org/pdf/2312.06578.pdf. Code is available at https://github.com/zz-haooo/M3SVM.

Rating-Based Reinforcement Learning

This paper develops a novel rating-based reinforcement learning approach that uses human ratings to obtain human guidance in reinforcement learning. Different from the existing preference-based and ranking-based reinforcement learning paradigms, based on human relative preferences over sample pairs, the proposed rating-based reinforcement learning approach is based on human evaluation of individual trajectories without relative comparisons between sample pairs. The rating-based reinforcement learning approach builds on a new prediction model for human ratings and a novel multi-class loss function. We conduct several experimental studies based on synthetic ratings and real human ratings to evaluate the effectiveness and benefits of the new rating-based reinforcement learning approach.

Zero-1-to-3: Domain-Level Zero-Shot Cognitive Diagnosis via One Batch of Early-Bird Students towards Three Diagnostic Objectives

Cognitive diagnosis seeks to estimate the cognitive states of students by exploring their logged practice quiz data. It plays a pivotal role in personalized learning guidance within intelligent education systems. In this paper, we focus on an important, practical, yet often underexplored task: domain-level zero-shot cognitive diagnosis (DZCD), which arises due to the absence of student practice logs in newly launched domains. Recent cross-domain diagnostic models have been demonstrated to be a promising strategy for DZCD. These methods primarily focus on how to transfer student states across domains. However, they might inadvertently incorporate non-transferable information into student representations, thereby limiting the efficacy of knowledge transfer. To tackle this, we propose Zero-1-to-3, a domain-level zero-shot cognitive diagnosis framework via one batch of early-bird students towards three diagnostic objectives. Our approach initiates with pre-training a diagnosis model with dual regularizers, which decouples student states into domain-shared and domain-specific parts. The shared cognitive signals can be transferred to the target domain, enriching the cognitive priors for the new domain, which ensures the cognitive state propagation objective. Subsequently, we devise a strategy to generate simulated practice logs for cold-start students through analyzing the behavioral patterns from early-bird students, fulfilling the domain-adaption goal. Consequently, we refine the cognitive states of cold-start students as diagnostic outcomes via virtual data, aligning with the diagnosis-oriented goal. Finally, extensive experiments on six real-world datasets highlight the efficacy of our model for DZCD and its practical application in question recommendation. The code is publicly available at https://github.com/bigdata-ustc/Zero-1-to-3.

Machine learning assisted design of BCC high entropy alloys for room temperature hydrogen storage

Body-centered cubic (BCC) alloy systems can theoretically store double amounts of hydrogen compared with commercial metal hydrides at room temperature, and BCC high entropy alloys (HEAs) have shown the potential to reach this theoretic limit. However, the high thermodynamic stability of the dihydrides formed during hydrogen storage results in high operating temperatures. Here, by employing multi-objective Bayesian optimization-aided density functional theory calculations, we discovered 8 new HEA candidates for hydrogen storage, including the VNbCrMoMn HEA that can store 2.83 wt% hydrogen at room temperature and atmospheric pressure, vastly exceeding the hydrogen capacities of 1.38 wt% and 1.91 wt% for commercial LaNi5H6 and TiFeH2. Such a high performance of VNbCrMoMn is ascribed to the optimized hydrogen absorption thermodynamics, which is achieved under the guidance of interpretable machine learning which revealed that the thermodynamics of the first and second stages of absorption are largely determined by the bulk modulus and the number of states in the d-band, respectively.

A BIBLIOMETRIC ANALYSIS OF EMPLOYEE DIGITAL LITERACY: CURRENT STATUS AND FUTURE RESEARCH DIRECTIONS

This paper presents a bibliometric analysis of employee digital literacy, examining its status, scientific structure, and future research directions. Following the PRISMA diagram and employing bibliometric methods, the study evaluates academic articles on employee digital literacy, analyzing 99 selected articles through descriptive analysis, citation analysis, and cluster analysis. The results indicate a thriving development phase in the research on employee digital literacy. Noteworthy subject areas, influential authors, journals, articles, and countries have been identified. The present state of progress in this domain and five future directions are outlined through keywords and term co-occurrence analysis. Given the limited availability of literature reviews on employee digital literacy, this study contributes to the theoretical foundation and offers guidance for digital learning and training in academia. Organizations can strengthen their competitive edge by enhancing employee digital literacy and adapting effectively to digital transformation challenges.

Cultural Empowermnet of Communities Through Information Technology in Giripurwo Village, Yogyakarta, Indonesia

Empowering communities based on culture can be achieved through information technology strategies provided to groups in the form of learning guides. Giripurwo is a village with intriguing cultural potential and high market value, yet this potential is not widely known by the communityThis research aims to: a) describe the conditions of the cultural village community of Giripurwo in Gunungkidul, b) identify weaknesses within the Giripuro cultural village community in Gunungkidul, c) develop a design for a cultural-based community empowerment model through information technology, d) assess the feasibility of the empowerment model guide based on culture through information technology, e) evaluate the effectiveness of the empowerment model guide based on culture through information technology.This study is a development research using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this research are the cultural arts groups in the Giripurwo cultural village. Data collection methods include observation, interviews, documentation, and focus group discussions (FGD). Data analysis techniques include data collection, data reduction, data display, and drawing conclusions or verification. The results of this research indicate that: a) the Giripurwo cultural village community already possesses skills in traditional cultural arts, b) the Giripurwo cultural village community has low skills in utilizing information technology as a medium in managing cultural arts, c) the cultural-based community empowerment model is implemented through information technology training for target groups, d) the cultural-based community empowerment model through information technology is deemed suitable for use with a "very good" category, e) the cultural-based community empowerment model has effectiveness for widespread application.

The Principal’s Efforts in Implementing Coaching-Based Academic Supervision for Mobilizing Teachers

The aim of this research is to describe the coaching-based academic supervision model used by school principals to improve teacher’s professional abilities. Apart from that, it is known how well the driving teacher instructors apply learning tips in coaching-based academic supervision in schools. It is an effort to improve the quality of teachers and maintain the quality of the process, which can be achieved by optimizing the role of the school principal as an academic supervisor. This research was conducted using a qualitative approach and the descriptive method with data collection techniques of observation, interviews, and documentation. This model aims to increase the competency of teachers in implementing coaching-based academic supervision activities using pre-supervision, supervision, and post-supervision stages in schools. The model developed and implemented in coaching-based supervision uses the GPAR (Goal, Problem Identification, Action Plans, and Responsibilities) model, namely goals, identification, action plans, and responsibilities, namely preparation for learning supervision and counselling management. A model developed with passion, independence, and teaching. With the help of learning guidance based on the GPAR Coaching model, it should be easier for school principals to communicate with driving teachers so that the teacher’s possibilities in implementing learning activities can be explained well. This can be seen in the results of increasing initial supervision and final supervision scores, which show that the effectiveness between school principals and driving teachers is increasing. The main results of this research show that there are problems with academic supervision based on coaching for driving teachers and school principals, such as supervision by the principal and lack of follow-up by the principal. Additional assistance can help teachers improve their presentations.

Medical Students` perception Regarding Using Study Guides in Clinical Education

Introduction: Study guide is a tool that helps to direct learners on the education path as a road map and can facilitate their learning process. Moreover, it provides useful information for educators to achieve optimal learning outcomes. Therefore, the present study aimed to investigate the students' perception regarding the application of study guides in clerkship and internship courses in the clinical education process at Shahid Sadoughi University of Medical Sciences. Methods: This analytical-cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences in 2020-2021. In this study, the viewpoints of 62 students regarding the use of study guides in the process of clinical education were investigated through a validated Agarwal's (2017) questionnaire. The content validity ratio (CVR) in all items was higher than 0.49, and the content validity index (CVI) in all items was reported to be higher than 0.79, with no items being omitted from the questionnaire. The required data were collected using the field research method. Data were analyzed using descriptive (mean, standard deviation, and percentage) and inferential tests (Students T-Test) in SPSS software (version 16.0). Results: The mean age of participants in this study was 25.32±0.71 years, and 33 participants (53.2%) were female. The mean satisfaction scores of the students from the internship and clerkship courses were calculated as 3.55±0.97 and 3.44±1.59, respectively, indicating the acceptable satisfaction of the externs and interns with the study guide. The results showed that there was no significant difference in the views of the participants regarding the application of the study guide in internship and clerkship courses (P=0.45). The highest mean score was reported in the "instructiveness" item (4.14±0.69). Conclusion: The results showed that the students considered the study guide an informative tool and a motivator for creating motivation for learning through increasing awareness and knowledge concerning the educational program and the learning process. Systematic planning is recommended for the use of learning guides to manage students' learning in medical school.

A Large-Scale Multi-Agent Deep Reinforcement Learning Method for Cooperative Output Voltage Control of PEMFCs

To increase the output voltage stability and improve the operating efficiency of proton exchange membrane fuel cells (PEMFCs), a data-driven cooperative method for controlling the PEMFC output voltage is proposed in this paper. The proposed method adapts centralized learning and decentralized implementation, which can nonlinearly and adaptively realize optimal coordinated control over the hydrogen valve and the DC/DC converter. Additionally, a champion multiagent double delay deep deterministic policy gradient (CMA-4DPG) algorithm is proposed in this method, the design of which incorporates the policies of the champion selection mechanism, cooperative exploration, imitation learning guidance and curriculum guidance to improve the robustness of the cooperative method. The method cooperates with multiple controller to prevent output voltage fluctuation. The experimental results show that by simultaneously regulating the hydrogen flow through the hydrogen valve and the duty ratio of the DC/DC converter, the proposed method achieves better robustness and can improve the tracking performance of the PEMFC output voltage.

Teaching & Learning Guide for: Objectionable Commemorations: Ethical and Political Issues

Teaching & Learning Guide for: Objectionable Commemorations: Ethical and Political Issues

Online Arabic Language Teaching Model Based on Collaborative Learning in Indonesian Senior High Schools

This research focuses on the implementation of online/virtual Arabic language learning at Darul Quran Senior High School in Mojokerto, utilizing the collaborative-based learning model known as "The Group Process Model" in the maharah kitabah (Arabic writing skills). Employing the 5M scientific approach and active learning, the study aims to elucidate: (1) the collaborative-based online learning model for maharah kitabah, (2) the application of this learning model, and (3) its impact on improving students' writing skills. Through a descriptive qualitative approach, data were gathered using interviews, observations, and documentation. Analysis involved data reduction, presentation, and drawing conclusions. Findings revealed the preparation of E-learning Moddle, WAG, and Zoom applications, alongside various learning tools such as syllabi, lesson plans, and online learning guides to support collaborative learning and its assessment. The application of the online Arabic Writing Skill model followed a structured approach, including introductory, core, and closing activities, supplemented by assignments and initial activities using the WAG application and Zoom meetings. Students accessed course materials and assignments via the school's E-learning Moddle. The collaborative learning model in Arabic Writing Skill demonstrated enhanced student outcomes and collaborative problem-solving skills in the classroom.

Needs Analysis of Development Ilmu Ashwat to Improve Speaking Skills Using Thunkable Applications/ تحليل احتياجات تطوير علم الأصوات العربية لتحسين مهارة الكلام باستخدام برمجة Thunkable

Limitations of media in learning Arabic phonology, causing non-native Arabic students to experience suprasegmental phoneme errors, especially in learning speaking skills, this study aims to need analysis of students and lecturers in development ilmu ashwat to improve speaking skills with thunkable applications. This need analysis study used the descriptive analysis method. Data are collected by observation, interview, questionnaire, and documentation, and the data analysis technique consists of data collection, reduction, data display, and conclusion. The results of this study showed that 59% of students had difficulty learning the pronunciation of sounds, 89% had difficulty in sound stress, and 85% had trouble intonating words and sentences. At the same time, from the interviews with speaking lecturers, it can be seen that students need help adjusting the correct Arabic sound, which sometimes needs to be clarified about the intended meaning due to their habit of using the Jawa dialect. The design of the "Arabic Phonology" application for speaking skills is the best solution to be used as guidance for learning speaking skills at universities.

A Study of the Instructional Objectives of Key Competencies in Secondary School History Curriculum—A Reflection Based on the Taxonomy of Educational Objectives

Instructional objectives indicate the outcomes teachers want students to achieve. Objectives Taxonomy can enhance the precision of educational objectives, thereby providing better guidance for teacher instruction and student learning. This study presents the development and evolution of educational objectives in China and analyzes the influential international frameworks for taxonomy one- dimensional and two-dimensional educational objectives. Through these analyses, the study reflects on the main problems of secondary school history instructional objectives statements and summarizes some insights of educational objectives taxonomy to guide history instructional objectives statements.