Independent Learning Ability Research Articles

The rise of big data on the development of music education and innovation to promote

Abstract We must seize the chance for growth in the big data era for innovation and optimization to efficiently optimize music education instruction in colleges and universities. This paper applies the SVM method to studying vocal recognition in popular music to build a music learning aid system. The system gives the exact location of the intro, bridge, and outro through the recognition of vocals in pop music, which helps learners to practice in a targeted way. MFCC features are used, and low-pass filtering is applied to the classification results later, resulting in a recognition rate of 85.74% on a frame-by-frame basis. From the test results, SVM has a better generalization ability than other classifiers, including ANN, GMM, and HMM, with a recognition rate of at least 8.84% higher. In the practicality test, the experimental class applied the music-assisted system for learning, and the comparison class used the traditional teaching method. 46 more people in the experimental class rated good music ability than the control class, 68 more rated good innovation status than the control class, and 71 more rated good independent learning ability than the control class. Therefore, big data technology must be used to innovate music education in colleges and universities to increase teaching efficacy successfully.

Exploring the impact of intelligent learning tools on students’ independent learning abilities: a PLS-SEM analysis of grade 6 students in China

The purpose of this study was to investigate the influence of interaction quality and information quality of intelligent learning tools on students’ satisfaction and intention to use these tools, as well as to examine the relationship between the intention to use intelligent learning tools and students’ independent learning abilities. The study utilized Smart-PLS 3, a Partial Least Squares Structural Equation Modeling (PLS-SEM), to analyze data collected from 384 Grade 6 students in China. The results of the study showed that (a) intention to use intelligent learning tools had a significant and direct impact on students’ independent learning abilities; (b) interaction quality did not have a significant impact on intention to use, but information quality and satisfaction with the tools did have an impact on intention to use; (c) interaction quality and information quality indirectly influenced intention to use through students’ satisfaction with the tools. Furthermore, this research provided valuable recommendations for improving the interaction quality and information quality of intelligent learning tools, which can ultimately enhance students’ independent learning abilities.

Exploration of factors affecting changes in student learning behavior: A systematic literature review

<span lang="EN-US">The general learning behavior has a major impact on the psychological and mental adjustment of students to learn. Therefore, this study reviews relevant studies on the factors causing changes in student learning behavior. The review used PRISMA, so several stages were carried out to filter and collect relevant information. The results of the synthesis revealed 19 broad factors influencing student learning behavior. Furthermore, these factors can be seen in more detail in four main groupings: i) Student learning behavior in the classroom; ii) Student learning behavior outside the classroom; iii) Student learning motivation; and iv) Student learning behavior results. Student learning behavior in the classroom is influenced by motivation, reflection, learning satisfaction, and learning activities. Meanwhile, student learning behavior outside the classroom is influenced by technology, independent learning abilities, learning resources, learning environment, and students’ internal conditions. The final result showed that students with a positive learning environment consistently acquire good knowledge in achieving learning objectives. There are many challenges in forming good student learning behavior. Therefore, this study benefits the education experts, counselors, teachers, parents, and the learning environment by increasing student motivation and satisfaction in learning to minimize the negative impact of changes in student learning behavior.</span>

BLENDED LEARNING ON WECHAT PLATFORM-BASED SPOC IN LOWER-SECONDARY SCHOOL SCIENCE TEACHING

This paper proposes a blended teaching design model on WeChat Platform-based SPOC and carries out an empirical study of its applicability and effectiveness in lower-secondary school science teaching. Participants were from two eighth grade classes with different academic performance, and after conducting the same blended teaching, it was found that pre-class knowledge transmission on the WeChat platform considerably enhanced students’ classroom participation, which was also highly related to their improved post-class test scores. The improvement in the performance of the weak groups is more obvious. In addition, backend data from the WeChat platform revealed that the number of resource clicks was significantly higher than the total number of students, indicating that the sharing function of the WeChat platform facilitated the sharing of educational resources. Seven in-service science teachers were also interviewed to qualitatively evaluate and analyze the teaching model from the perspective of in-service teachers. The comprehensive results indicate that the teaching model constructed in this study achieves good results, facilitates the development of students’ independent learning ability, and allows for the integration of this blended teaching model into lower-secondary curriculum. Keywords: Blended teaching; Science education; SPOC; Teaching design model; WeChat platform-assisted teaching

Study on the Participation of College Students in Digital Online Learning in Guangzhou

Digital online learning ability and as a necessary condition for learners to participate in digital learning greatly affect the participation of learners and the enthusiasm of digital learning.Digital online learning, as a form to verify the ability of self-learning, it has become the focus of learners and teachers to improve students' participation. College students' digital online learning ability and participation need to improve the effectiveness through various new teaching methods.Therefore, the forms and strategies of digital online teaching should keep pace with The Times, and more attractive and innovative teaching methods should be researched to improve students' learning interest and independent learning ability, and enhance their participation in online learning.Based on the analysis of the relationship between the digital online learning ability, online learning participation and online learning completion rate of Guangzhou college students, this paper puts forward some suggestions on how to improve the digital online learning effect of college students.

Exploration and Practice of Enhancing Students' Independent Learning and Innovation Ability in Biochemistry Based on the "Innovation and Entrepreneurship Competition"

Biochemistry plays a crucial role in cultivating hands-on practice and scientific research literacy among students majoring in bioengineering. In order to cultivate students' innovative and practical abilities, as well as the ability to analyze and solve problems, and to change the drawbacks of traditional teaching, we fully leverage the role of science education integration in biochemistry teaching. We rely on the science education integration teaching team to optimize the design of the curriculum teaching system, incorporate competitions into biochemistry teaching, stimulate students' learning interest, and cultivate their independent learning and innovation abilities.

Research on the construction and effect evaluation of OMO mode of professional practical training teaching of landscape engineering technology based on virtual simulation technology

Abstract Under the Internet+ information era background, the barriers between traditional and modern education are melting away. This paper takes the OMO teaching mode as the entry point and constructs the design of professional practical training teaching of landscape engineering technology based on virtual simulation technology analysis of the OMO teaching mode. While drawing on the OMO teaching mode, it combines the system posture detection and binocular vision position-solving technology in virtual simulation to build a cyclic development system of OMO mode and professional practical teaching of landscape engineering technology and promote the deep integration of the two. The experimental results show that through 18 weeks of comparison between the OMO teaching mode based on virtual simulation technology and the traditional teaching mode of practical teaching, it is found that the average scores of students are 84.31 and 77.41, respectively, with an effective increase of 10% in performance. Regarding student participation, the OMO teaching mode based on virtual simulation technology mainly focuses on the 68-82 range, effectively stimulating students’ enthusiasm. The OMO teaching mode based on virtual simulation technology proposed in this paper can effectively improve the current problems of traditional teachings, such as resources without rules and regulations, poor correlation, and one-sided evaluation methods, to more effectively cultivate students’ independent learning ability and improve their vocational skills.

Application of teaching mode based on VR display and interaction

In the context of rapid social and economic development, traditional classroom teaching mode has been unable to meet the needs of educational guidance. In order to continuously expand students' thinking consciousness and imagination ability, and scientifically solve the problems of single teaching method and limited learning content in the past, the education field proposes to realize a teaching system based on VR display and interactive design. Actively cultivate students' ability of independent learning and independent thinking. Therefore, after understanding the teaching system architecture based on VR display and interaction, this paper deeply discusses the practical teaching model and evaluation system according to the application characteristics of the system, so as to clarify the direction and measures for the application of micro-R technology in the future education field.

School Excellence and Acceleration Policy: A Review of Theory and Implementation

This research aims to describe the advantages, disadvantages, and ideal picture of superior schools and acceleration programs. The research method used is descriptive qualitative with literature study. The results of the theoretical review present concepts and definitions of excellent schools and acceleration programs. The advantages of excellent schools include a quality learning environment, skilled teachers, and a curriculum focused on critical skills. Disadvantages of excellent schools include high competition and lack of involvement in non-academic aspects. The strengths of accelerated programs are that the academic challenges match the abilities of gifted and bright students. Disadvantages of accelerated programs include social and emotional gaps and a lack of focus on non-academic skills. The ideal picture of excellent schools and accelerated programs includes a balanced approach between academic and non-academic needs, emotional and social support for students, and flexibility in the curriculum. In conjunction with the curriculum reform in Curriculum 2013 (K13), a school policy with an SKS (Satuan Kredit Semester) system was created that emphasizes students' independent and collaborative learning abilities based on Independent Learning Activity Units (UKBM).

An open-sharing platform for physical education course resources based on the MOOC network

Abstract How to optimize course learning resources and learning methods to promote higher-order learning is an important research topic in current teaching reform. Based on the background of the big data era, this paper uses the MOOC network to build an open-sharing platform for physical education teaching course resources. Firstly, the MOOC network classroom teaching model is summarized through the analysis paradigm of the MOOC platform analyzing indicators to deal with teaching big data. The third-order nonlinear model is used in the teaching model to dynamically express the physical education teaching resource-sharing design system and establish a physical education simulation model. In the simulation model, the search optimal solution is improved for resource platform search, and global search is performed when the inertia factor is large and local search is performed when it is small. The univariate validation test for group S students revealed that the mean value of the performance of the answers selected by group S students before the test compared to after the test changed from negative to positive, from -0.46 to 0.16, which was a significant improvement. It can be seen that the teaching model based on the MOOC web-supported open-sharing platform of physical education course resources has positively contributed to students’ learning performance, learning interest, and independent learning ability.

'Internet+' comprehensive nursing training course in the post-epidemic era-an exploration of the mixed teaching mode: a randomized trial.

To explore the effect of the application of the 'Internet+' nursing teaching mode on the comprehensive teaching 'Fundamentals of Nursing'. Parallel design and convenient sampling were used to select vocational nursing students from the Nursing College of Capital Medical University. Selected students were randomly divided into two groups. The control group consisted of 30 students in Grade 2020 higher vocational nursing education (traditional teaching mode). The observation group consisted of 30 students in Grade 2021 higher vocational nursing education (Internet+ mixed teaching mode). Training assessment results, automatic learning ability, professional identity, and satisfaction were compared between the two groups. Compared with the control group, the students in the observation group scored higher in the following operation practices: venous blood sampling, intradermal injection, cardiopulmonary resuscitation (CPR), sputum aspiration, and putting on and taking off robes (84.01 ± 0.87 vs. 92.14 ± 1.23; 91.41 ± 0.82 vs. 96.86 ± 0.27; 87.56 ± 0.31 vs. 93.91 ± 2.79; 88.11 ± 0.51 vs. 93.75 ± 0.29; and 82.29 ± 0.29 vs. 90.96 ± 0.34, respectively, with p < 0.05 for all scores). The total scores for autonomous learning ability and subjective satisfaction were also higher in the observation group compared with the control group (82.98 ± 4.72 vs. 93.17 ± 5.01 and 96.67% vs. 90.00%, respectively, with p < 0.05 for all scores). In the post-epidemic era, the 'Internet+ hybrid teaching mode' was applied to comprehensive nursing teaching. This changed the traditional education mode, which focuses only on professional knowledge. The 'Internet+' teaching mode results showed that the professional, ideological, and political courses exhibited the same value guidance, which improved students' independent learning ability, practical operation ability, professional identity, and satisfaction.

PELATIHAN ONLINE KARYAWAN INDUSTRI OTOMOTIF: KESIAPAN DIRI BERDASARKAN PERSPEKTIF CALON PESERTA

Currently, in response to rapid developments, many automotive industries are holding retraining for employees through online training. However, it is necessary to know the readiness of employees to participate. Therefore, this study aims to determine the profile of employee readiness to take part in online training in terms of various aspects. This research was conducted through a survey method. This data was obtained through online questionnaire on 89 employees. Proof of the validity of the instrument is done through content and construct validity. Data analysis used descriptive statistics and comparative tests. The results show that: First, the readiness of employees can be seen from aspects of basic computer skills, self-management, self-control, and willingness to learn. Second, the average readiness of employees is in the "very high" category. The online training readiness of employees is not significantly different from variations of respondents, both in terms of gender, age, training experience, length of work, and position in the workplace. Thus, the employees are ready to take online training in terms of their independent learning abilities.

Comparison of case-based learning using Watson for oncology and traditional method in teaching undergraduate medical students

BackgroundWatson for Oncology (WFO) is a decision-making system generated by artificial intelligence (AI) and has been widely used in treatment recommendations of cancer patients. However, the application of WFO in clinical teaching among medical students has not been reported. ObjectiveTo establish a novel teaching and learning method with WFO in undergraduate medical students and evaluate its efficiency and students' satisfaction compared with traditional case-based learning model. Methods72 undergraduates majoring in clinical medicine in Wuhan University were enrolled and were randomly divided into the WFO-based group and the control group. 36 students in the WFO-based group learned clinical oncology cases via WFO platform while 36 students in the control group using traditional teaching methods. After the course, final examination and questionnaire survey of teaching assessment were conducted on the two groups of students. ResultsAccording to the questionnaire survey of teaching assessment, WFO-based group showed significant higher score in the aspect of cultivating ability of independent learning (17.67 ± 1.39 vs. 15.17 ± 2.02, P = 0.018), increasing knowledge mastery (17.75 ± 1.10 vs. 16.25 ± 1.18, P = 0.001), enhancing learning interest (18.41 ± 1.42 vs. 17.00 ± 1.37, P = 0.002), increasing course participation (18.33 ± 1.67 vs. 15.75 ± 1.67, P = 0.001) and the overall course satisfaction (89.25 ± 5.92 vs. 80.75 ± 3.42, P = 0.001) than those of the control group students. ConclusionOur practice has established a novel clinical case-based teaching pattern with WFO, providing undergraduate students with convenient and scientific training and guidance. It empowers students with improved learning experiences and equips them with essential tools for clinical practices.

Engineering Curriculum Reform Based on Outcome-Based Education and Five-Color Psychology Theory

Innovation in curriculum design at the system level is crucial for nurturing students’ sustainability skills. This study focuses on the teaching reform of a hydraulic engineering construction and management course, taking a sustainable development perspective and achieving a harmonious integration of knowledge acquisition and skill development. A “One Center, Two Platforms, and Three Education” teaching model is devised, incorporating outcome-based education and five-color psychological theory. This model encompasses a student-centered approach, leveraging the Chaoxing platform and a virtual simulation experiment platform while addressing theoretical, practical, and ideological-political education. The study participants consisted of water and hydropower engineering students at the School of Energy and Power Engineering, Xihua University. This teaching model not only enhances students’ learning motivation but also elevates their academic performance. Moreover, the model has yielded notable improvements in students’ overall quality, independent learning abilities, and innovation aptitude. The effectiveness of this teaching model in engineering courses has garnered positive feedback from both graduates and employers, who acknowledge its contribution to enhancing teaching quality and promoting sustainable development in engineering education. Furthermore, this model can serve as a reference for enhancing college education and fostering students’ abilities and ethical standards.

An investigation into the practice of blended teaching in English courses based on the BOPPPS model

Abstract With the continuous development of information technology, the blended teaching mode is gradually and widely used in English teaching. Various online education platforms have emerged, most of which are student-oriented, through which teachers push various teaching resources to students in the form of text, audio, video, and other multimodal forms, mobilizing students’ visual, auditory and tactile senses to enhance students’ learning effect. It is an inevitable choice of the times for universities to use online resources, practice new education and teaching reform concepts, and constantly reflect on and reshape teaching modes. Because of the learning situation of English majors, teachers actively explore the blended teaching mode of English majors’ audio-visual courses, which helps students form good independent learning abilities and can effectively improve students’ comprehensive English application ability. However, during the initial practice, the disadvantages of blended teaching in English audio-visual courses are highlighted, which are reflected in the lack of Internet teaching resources, poor teacher and student autonomy, and an imperfect teaching evaluation system. With the help of information technology, the BOPPPS teaching model is rapidly and highly integrated with traditional English audio-visual course teaching. Based on the BOPPPS model, this paper combines the background and meaning of blended teaching in English major audiovisual speaking courses with four aspects of practical investigation: constructing a resource base, teachers’ knowledge management ability, students’ self-learning ability, and teaching evaluation system. The results of the teaching experiment show that under the improved teaching mode of the BOPPPS model, students’ English IV exam scores improved by 13.85%, and self-learning ability improved by 21.25% compared with the control group after a period of study, which verifies the feasibility of the hybrid teaching of the BOPPPS model and promotes the convergence of English education with the international level.

Study of Junior High School English Reading Teaching on Project-based Learning

The overall objective of the compulsory education stage is described in China’s English Curriculum Standards: to enable students to develop initial comprehensive language skills, promote mental development and improve comprehensive humanistic qualities through the study of English. However, in the reality of junior high school English reading teaching, English teachers emphasize lecturing rather than competence, resulting in students not being able to understand the main idea of the text and limiting the development of students’ thinking skills and independent learning abilities. The project-based learning is a student-centred approach to completing projects through individual or group work, based on communicative teaching method and Dewey’s do-it-yourself theory. This study attempts to apply project-based learning to the problems that have arisen in the teaching of English reading in junior high school, and ultimately to verify the feasibility and effectiveness of project-based learning in the teaching of English reading in junior high school. Can project-based learning be effective in improving junior secondary students’ English reading skills? It is the core question of this study. This research was carried out in a secondary school in Sichuan Province with a total of 60 students in two classes in the second year of junior high school. The study was conducted in the form of an experimental class and a control class for 12 weeks. The experimental class adopted the project learning approach, while the control class adopted the traditional reading teaching approach. The students’ reading skills were compared through pre-tests and post-tests, questionnaires, SPSS analysis of the project implementation process and results, as well as interviews and observations. The final conclusion is that the use of project-based learning in junior high school English reading classes can effectively improve students’ reading ability and level, stimulate their interest in reading, and improve their interest in learning English.

Practicality and Effectiveness of the Physics Independent Learning (PIL) Model Toolkit in Online Tutorials to Improve Physics Independent Learning Skills and Physics Problem-Solving Skills

This study aims to analyze the practicality and effectiveness of the PIL model tool in online tutorials to improve self-learning and problem-solving skills in DL physics students in introductory quantum physics courses. This type of research is educational development research with a sample of 75 undergraduate physics education students at Universitas Terbuka in Indonesia. This research was carried out in three stages, namely preliminary and development studies, limited trials, and extensive trials. The results showed that tutors could carry out all stages of online tutorial activities using the PIL model very well with the percentage of implementation of syntax, social systems, and reaction principles. There was an increase in students' problem-solving abilities and independent learning abilities in each class after taking PIL with high N-gain categories. It can be concluded that the PIL model set is valid, practical, and effectively applied to improve problem solving skills and students' independent skills in learning Introduction to Quantum Physics.

Integration of information-based teaching and quality education: ways to achieve and evaluation systems

This thesis discusses the integration of information-based teaching and quality education, aiming to suggest ways to achieve it and evaluation systems. First, the paper reviews the concepts and characteristics of information-based teaching and quality education, emphasizing their importance to student learning and development. The paper then analyses the significance and objectives of the integration of information-based teaching and quality education, pointing out that such integration can promote the development of students' multiple intelligences, innovative thinking and independent learning abilities.

The Structural Relationships among Academic Pressure, Independent Learning Ability, and Academic Self-Efficacy.

The coronavirus disease pandemic has caused significant disruption in the field of education, resulting in the need for more online classes and a blended offline and online teaching model. Therefore, understanding what makes this model effective is important. Accordingly, this study explored the structural relationships among academic pressure, independent learning ability, and academic self-efficacy in a blended teaching environment during the pandemic and independent learning ability's mediating effect on the relationship between academic pressure and academic self-efficacy. Adopting a random sampling method, this study surveyed 761 Chinese college, Shaanxi Province, China in 2022 and university students. Factor analysis, correlation analysis, structural equation modeling, and path analysis were used to analyze the data. The results show that the academic pressure faced by Chinese English majors had a significant negative impact on academic self-efficacy (P<0.001). However, academic pressure had no statistical effect on students' independent learning ability (P=0.317). Moreover, independent learning ability had a significant positive effect on academic self-efficacy (P<0.001) and a mediating effect on the relationship between academic pressure and academic self-efficacy (P=0.032). Independent learning ability can directly and indirectly affect academic self-efficacy. Thus, in an online and offline blended teaching model, teachers should guide students regarding self-exploration, communication, and cooperation based on existing knowledge and experience. They should also enable students to improve their learning process and independent learning ability. Various language learning situations should be established for learning English so that by experiencing success and failure, students can ultimately improve their academic self-efficacy.

Research on the application of data mining in the quality monitoring of talent training in private universities

How to achieve the coordinated development of education scale and talent training quality is closely related to the revitalization of the nation and the future of the country, and is also the only way for private universities to survive and seek development. According to the survey and statistics, the students of private universities have relatively weak independent learning ability and lack of self-supervision. Therefore, in addition to the reform of talent training mode, private undergraduate universities also urgently need to improve the corresponding talent training quality monitoring system. This paper uses data mining technology and statistical analysis methods to carry out relevant research on the quality monitoring of talent cultivation in private universities at this stage. The research results can provide reference for improving the monitoring and evaluation management of talent cultivation quality in private universities.