Individual Learning Research Articles

교육과정의 교과 편제와 내용조직 비교 연구: 독일의 교과 편제와 역사 교육과정을 중심으로

This study aims to discuss the subject organization and time allocation by linking them to the contents of subject curriculum. To this end, this study compares the subject organization and time allocation of the secondary school curriculum and contents of learning of history subject curriculum by grade using the cases of three German regions (North Rhine-Westphalia, Bavaria, and Baden- Württemberg), in juxtaposition with the grade-specific learning topics in the current history curriculum of South Korea. In Germany, history is allocated a constant two hours per week for six years in grades 5 through 10. The scope of study is dominated by the history of Western Europe and Germany, and is organized to cover ancient, medieval, and modern times in chronological order only one time over the six years. This differs significantly from the curriculum of Korea, where Korean history is taught three times in chronological order for one semester or one year each in elementary, middle, and high school. World history taught once for one year covering all eras in middle school. This study argues the following two points. First, the Secondary Stufe I curriculum in Germany, based on the school system of grades 5-10, covers the content of a subject curriculum in a continuous manner without poses between school levels and grades, and this organization and allocation of time provides a foundation for depth of learning. Second, the Korean history curriculum, which covers the entire chronological period in a single semester or year, needs to be changed to lay the foundation for in-depth learning. In terms of individual students' learning experience and growth, the organization of subject and its content should be discussed beyond the distinction between school levels.

한국어 학습자의 학습 양식과 듣기 효능감의 상관관계 연구 - 중국인 KFL 학습자를 중심으로-

The purpose of this study is to examine the learning styles and listening self-efficacy patterns of Chinese KFL (Korean as a Foreign Language) learners and to investigate the correlation between learning styles and listening self-efficacy. The survey for this research was conducted among Chinese KFL learners studying Korean at a university in China. The results showed that the most preferred learning style among Chinese KFL learners is the authority-oriented learning style, while the analytic learning style is the least preferred. There were no significant differences in listening efficacy according to grade level or Korean proficiency. Finally, only the communicative learning styles of Chinese KFL learners were found to have correlations with all sub-factors of listening self-efficacy, indicating that emphasizing a communicative learning style in education effectively enhances learners' listening self-efficacy. This study explored the previously unexamined correlation between learning styles and listening self-efficacy, and the results highlight the significance of applying learning methods tailored to individual learner characteristics in Korean listening education to maximize its effectiveness.

Contemporary Management Innovations in Shaping the Educational Process: Insights from Europe

Today, globalisation processes, technological progress, and changes in socio-economic conditions require educational institutions to implement new approaches to managing the educational process. This paper analyses innovative approaches in modern management to model the educational process based on European experience. The contribution of the research to the scientific discussion is to substantiate the impact of the introduction of digital technologies and adaptive and personalised programs, as well as the development of collaboration skills, on the educational process’s effectiveness in the educational process’s modelling. For this purpose, a correlation matrix was formed based on the assessments by university professors and university students. The research design included verification of the objectivity of expert assessments on the achievement of goals and management functions in the performance of educational tasks, which effectively ensured the quality of the digital skills of students and professors. The main conclusions of the study indicate that to model the educational process effectively, it is necessary to focus on planning the introduction of digital technologies and creating individual learning environments. Implications for further research include the development of new methods for managing the educational process in the context of rapid technological progress.

A case study on reducing language anxiety and enhancing speaking skills through online conversation lessons

Second language learners, particularly those with lower proficiency, often struggle with insufficient practice and heightened anxiety when speaking. This case study investigates the impact of one-onone online conversation lessons on a university student’s speaking skills and language anxiety. The participant, a university student with low proficiency in the target language, engaged in eight online lessons. Quantitative measurements of speaking skills and anxiety levels were taken using pre- and post-tests. Results indicated that the online lessons effectively improved the participant’s speaking abilities and reduced their anxiety. Qualitative analysis of lesson and interview transcripts highlighted specific factors contributing to these changes, such as the role of feedback. This study adds to the field of technology in language learning by demonstrating the potential of online conversation lessons with corrective feedback as an effective individual learning modality for lower-level second language learners.

ЖACAНДЫ ИНТEЛЛEКТ ПEН AҚПAРAТТЫҚ ТEХНOЛOГИЯЛAРДЫҢ ИНТEГРAЦИЯCЫ: ҚAЗІРГІ ЖAҒДAЙЫ ЖӘНE ДAМУ ПEРCПEКТИВAЛAРЫ

The integration of artificial intelligence (AI) and information technology (IT) plays a key role in today's digital world, leading to revolutionary changes in various industries such as healthcare, finance, manufacturing and transportation. In this article, we will review the current state of AI and IT integration, discuss the main advantages of such integration, and identify prospects for its further development. Artificial intelligence allows you to analyze a large amount of data, which is important for analyzing the academic performance of each individual and forming an individual learning plan taking into account specific gaps in each individual area or topic. To date, it is difficult to imagine an enterprise that does not use or has not attempted to use AI in its activities. Examples of enterprises actively integrating intelligent solutions in their activities are the oil and gas industry, the energy sector, aircraft manufacturing and many others. In each of these areas, AI can significantly reduce the number of emergencies, increasing the operational reliability and safety of technological equipment and machinery.

Artificial intelligence as a means of developing creativity in future technology teachers.

The article considers and analyzes the possibilities of using artificial intelligence (CatGPT, AI) in the training of future specialists, namely for the development of creativity in future technology teachers. The key aspects that should be taken into account and used for the development of creativity are identified, and possible disadvantages of this innovative technology are noted. The rapid development of artificial intelligence has burst into almost all spheres of life, we focused on the use of some AI tools in the training of future technology teachers and the development of their creativity. We analyzed several approaches to using CatGPT to facilitate the organization of classes. Such as: idea generation, scenario building, storytelling and role-playing, problem-solving exercises, creative writing and documentation, interactive learning modules, individual learning paths, innovative challenges that help future teachers gain practical experience and adapt faster to the modern requirements of pedagogical practice. In the article, we offer several working tools from our own "piggy bank" and the principles of their use. The article highlights the current state of AI use in the educational environment and provides recommendations for practicing teachers on the effective use of artificial intelligence technologies. We are convinced that the use of artificial intelligence in the development of creativity of future technology teachers has an important impact on the personal development of creative potential. By using artificial intelligence, we can ensure the active participation of students in the learning process. AI tools stimulate curiosity, promote active research, experimentation, and problem solving. However, along with the great opportunities for using artificial intelligence, there are also threats such as the loss of the human factor, the dissemination of personal data, and financial losses. Therefore, for a good result in the development of creativity of future technology teachers, it is necessary to take into account all the advantages and disadvantages of using AI using strategies balanced between opportunities and challenges.

Integrating Scientific and Everyday Concepts: Student Leadership in a Language Learning Community

This study examines the role of everyday and scientific concepts in developing student leadership in a self-access learning center (SALC) in Japan. For this purpose, data from three student learning community leaders and one SALC faculty member participating in an 18-month ethnographic case study of the Learning Group (LG), a student-led learning community within a university-based SALC in central Japan, was reexamined according to a framework informed by concept-based learning. Data was first coded inductively utilizing reflective thematic analysis (Braun & Clarke, 2006) and subsequently deductively using communities of practice theory and the themes of scientific and everyday knowledge. This data highlights numerous ways three leaders of the LG had internalized concepts introduced to them through a SALC-based leadership course administered by a learning advisor (LA) and how this influenced not only their individual learning trajectories, but also the path of their community. Furthermore, the LG leaders were able to develop coherent management/facilitation guidelines for themselves and for future generations of leaders from the social mediation that collaborative group reflection and intentional reflective dialogue afforded. The implications of this study highlight the potential value within SALCs of learning advisors engaging in concept-based instructional approaches where explicit instruction is internalized through dialogic and communicative verbalization and through finding avenues for learners to apply scientific concepts to everyday practice.

Teaching Strategies for Enhancing Reading Fluency and Comprehension Among Learners with Mild Hearing Impairment in Mainstream Classrooms

This paper presents the findings of a qualitative case study, which adopted the concept of communicative democracy to investigate the teaching strategies teachers use to enhance reading fluency and comprehension among learners with mild hearing impairment who were in mainstream classrooms. The purposively selected sample comprised two female teachers and 15 Grade 8 learners, aged between 14 and 15, from a public school in Gauteng province, South Africa. The data-collection methods included classroom observations and unstructured interviews with the teaching staff. Systematic sampling was used for the selection of suitable participants. Employing this technique meant acquiring a sample by selecting a random starting point close to the beginning of the target population list, and subsequently selecting every fourth name in a uniformly spaced unit thereafter. The findings revealed that the teachers’ use of strategies that emphasised active participation and learner-centred approaches considerably contributed to improving reading fluency and comprehension among learners with mild hearing impairment. These strategies included interactive reading activities, visual aids for vocabulary building, phonological awareness and rhyming techniques using visual aids, text immersion through peer collaboration, the adaptation of materials to suit individual learning needs, and word identification. The researcher concluded that learner-centred activities can be effective in enhancing reading fluency and comprehension amongst learners with mild hearing impairment. The recommendation is that future research should explore the long-term impact these teaching strategies have on the academic achievement and social inclusion of learners with mild hearing impairment in mainstream classrooms.

Optimizing breast cancer diagnosis: Harnessing the power of nature-inspired metaheuristics for feature selection with soft voting classifiers

Breast cancer is a widespread and serious condition that poses a significant threat to women's health globally, contributing significantly to mortality rates. Machine learning tools play a critical role in both the effective management and early detection of this disease. Feature selection (FS) methods are essential for identifying the most impactful features to improve breast cancer diagnosis. These methods reduce data dimensionality, eliminate irrelevant information, enhance learning accuracy, and improve the comprehensibility of results. However, the increasing complexity and dimensionality of cancer data pose substantial challenges to many existing FS methods, thereby reducing their efficiency and effectiveness. To overcome these challenges, numerous studies have demonstrated the success of nature-inspired optimization (NIO) algorithms across various domains. These algorithms excel in mimicking natural processes and efficiently solving complex optimization problems. Building on these advancements, we propose an innovative approach that combines powerful feature selection methods based on NIO techniques with a soft voting classifier. The NIO techniques employed include the Genetic Algorithm, Cuckoo Search, Salp Swarm, Jaya, Flower Pollination, Whale Optimization, Sine Cosine, Harris Hawks, and Grey Wolf Optimization algorithms. The Soft Voting Classifier integrates various machine learning models, including Support Vector Machines, Gaussian Naive Bayes, Logistic Regression, Decision Tree, and Gradient Boosting. These are used to improve the effectiveness and accuracy of breast cancer diagnosis. The proposed approach has been empirically evaluated using a variety of evaluation measures, such as F1 score, precision, recall, accuracy and Area Under the Curve (AUC), for performance comparison with individual machine learning techniques. The results demonstrate that the soft-voting ensemble technique, particularly when combined with feature selection based on the Jaya algorithm, outperforms all individual classifiers on the breast cancer dataset. It achieves the highest scores for accuracy, precision, recall, F1-score, and AUC, with values of 99.6 %, 99.21 %, 100 %, 99.6 %, and 99.6 %, respectively. Following closely, both the Genetic Algorithm and Salp Swarm feature selection demonstrate strong performance, with scores of 99.5 %, 100 %, 99 %, 99.5 %, and 99.5 %, respectively. Furthermore, the approach's effectiveness in identifying the minimal set of relevant features has been evaluated. Given the critical importance of selecting relevant features in complex cancer datasets, the proposed method proves to be a valuable tool for achieving early detection and improved interpretability. This method can also support healthcare professionals in making well-informed decisions regarding cancer diagnosis and treatment strategies.

Generative AI as a New Paradigm for Personalized Tutoring in Modern Education

Conventional education often falls short when delivering personalized and immediate support to all students, resulting in disparities in understanding and unequal learning opportunities. Generative Artificial Intelligence (GenAI) provides a scalable and cost-effective solution for on-demand tutoring, offering personalized support 24/7. This paper delves into the potential application of GenAI as an on-demand tutoring system, addressing the critical need for immediate and personalized educational support. Implementing GenAI to establish an on-demand tutoring system that delivers personalized, real-time assistance is vital in meeting the demands of today’s academic landscape. Critical components of this approach encompass advanced natural language processing techniques to comprehend and respond to student inquiries, machine learning algorithms to tailor support to individual learning styles, and a scalable cloud-based infrastructure to ensure round-the-clock availability. This approach’s expected scientific surplus value lies in its capacity to significantly enhance educational outcomes by providing scalable, personalized learning experiences. This paper elucidates a pathway for future research and development in this area, highlighting the potential of GenAI to revolutionize education and improve learning outcomes for all students.

Multi-agent system-based framework for an intelligent management of competency building

To measure the effectiveness of learning activities, intensive research works have focused on the process of competency building through the identification of learning stages as well as the setup of related key performance indictors to measure the attainment of specific learning objectives. To organize the learning activities as per the background and skills of each learner, individual learning styles have been identified and measured by several researchers. Despite their importance in personalizing the learning activities, these styles are difficult to implement for large groups of learners. They have also been rarely correlated with each specific learning stage. New approaches are, therefore, needed to intelligently coordinate all the learning activities while self-adapting to the ongoing progress of learning as well as to the specific requirements and backgrounds of learners. To address these issues, we propose in this paper a new framework for an intelligent management of the competency building process during learning. Our framework is based on a recursive spiral Assess-Predict-Oversee-Transit model that is orchestrated by a multi-agent system. This system is particularly responsible of enabling smart transitions between learning stages. It is also responsible of assessing and predicting the process of competency building of the learner and, then, making the right decisions about the learning progress, accordingly. Results of our solution were demonstrated via an Augmented Reality app that we created using the Unity3D engine to train learners on Air Conditioner maintenance.

Effects of pedagogical intervention on Chinese EFL learners' use of motivational regulation strategies and oral English proficiency improvement

This study investigated the role of motivational regulation strategies (MRSs) in English as a foreign language (EFL) pedagogy, with a focus on Chinese university students. While prior research has explored MRSs, their specific impact on the oral proficiency of Chinese EFL learners remains under-examined. This mixed-methods research offers empirical insights, advocating for the integration of MRSs into EFL instruction to bolster students' oral proficiency. The study is bifurcated, with the first phase dedicated to cataloging MRSs' usage among Chinese university students and crafting the Speaking Strategies for Motivational Regulation Questionnaire (SSMRQ). This initial phase engaged 171 EFL students from a northern Chinese "211 project" university, employing convenience sampling. Factor analysis of participant responses culminated in a 15-item SSMRQ, spanning five dimensions: Environment Structuring (ES), Mastery Self-Talk (MST), Self-Consequating (SC), Self-Oriented Performance Self-Talk (SPST), and Externally-Oriented Performance Self-Talk (EPST). The second phase assessed the efficacy of MRSs-oriented instruction on student application of MRSs and oral English proficiency. This quasi-experimental study involved 22 consenting second-year English majors from the participating university. Data collection instruments encompassed the SSMRQ, oral English proficiency tasks, reflective journals, and semi-structured interviews. The instructional intervention spanned four weekly 30-min sessions, targeting the five MRSs' dimensions and offering feedback on oral performance. Assessments were conducted pre- and post-intervention using the SSMRQ, oral tasks, and reflective journals. Six participants, selected based on their oral English performance, were interviewed in-depth. Results suggest that the instructional intervention had a significant effect on the students' use of MRSs and their oral English proficiency. The study offers pedagogical insights into EFL speaking instruction in the higher education context, underscoring the importance of personalized teaching strategies tailored to individual learner needs. Collectively, this research introduces the SSMRQ and elucidates the pedagogical merits of MRSs-based instruction on oral English proficiency, establishing an empirical base for subsequent inquiry and pedagogical advancement in language education.

Lines of Flight and Nomadic Trajectories: Visualising Rhizomatic Learning with Cartography

Aim. This article presents the research on using cartography as a research method based on Gilles Deleuze and Félix Guattari’s (2004) insights. The aim of the study – to unfold and visualise students' learning experiences in non-formal and informal learning contexts beyond the classroom. Methods. Cartography and rhizoanalysis. Cartography is a method of mapping (Wilmott, 2020). In order to create rhizomatic maps we used Deleuze and Guattari (2004) theoretical insights. The rhizoanalysis (Masny, 2015) was carried out according to Deleuze and Guattari’s (2004) rhizome principles: connectivity and heterogeneity multiplicity and rupture, cartography and decalcomania. The rhizoanalysis simultaneously reveals Alecia Youngblood Jackson and Lisa Mazzei's (2012) process of "thinking with theory". Thirty-eight students from upper-grade classes participated in this research. Each student’s learning path was depicted as their rhizomatic journeys, using various concepts such as nomads, lines of flight, becoming. Results. The rhizoanalysis makes it possible to reveal students’ rhizomatic learning experiences, areas of interest and learning styles. Such a map challenges an existing hierarchical framework and conveys how students’ freely make connections through lines of flight and create their own learning paths. Conclusions. This study demonstrates cartography as a useful methodology for visualising students’ learning experiences. Also, this study is unique and distinctive because it reveals the nomadic trajectories of individual learners and offers a thorough investigation of their activity destinations. The researchers of this study advise that students' non-formal and informal learning experiences be included into their formal education by using nomadic pedagogy.

Prospects for Using E-Learning Tools to Implement the Concept of “Lifelong Learning”

This article examines the current state and prospects of utilising e-learning tools within lifelong learning. The study aims to identify methods for leveraging various e-learning platforms to enhance adult lifelong education and assess the potential effectiveness of electronic tools in advancing "lifelong learning." The research employed a case study approach, analysing existing scientific literature and focusing on nine popular adult e-learning tools, such as Coursera, EdX, Moodle, Udemy, and Google Classroom. To achieve this, 50 scientific articles from various databases were reviewed, and the characteristics and potential applications of popular e-learning tools and the role of artificial intelligence in education were investigated. The findings were systematically organised and presented in tables and diagrams, showcasing different categories and applications of e-learning tools for lifelong learning. The study categorises these e-learning tools and highlights their features and applications in the context of lifelong learning. Additionally, the study explores the integration of artificial intelligence in e-learning, discussing its various applications and how it can facilitate adult education. The e-learning tools selected for adult education are divided into four categories: Open Educational Resources (OER), Massive Open Online Courses (MOOC), Technical and Vocational Education and Training (TVET) (digital), and Communication tools (MS Teams, Zoom, and Google Classroom). This research contributes to lifelong learning by demonstrating the potential of selected online platforms and programs to increase the accessibility, inclusivity, and personalisation of lifelong learning tailored to individual learner needs.

Lessons learned from designing an open-source automated feedback system for STEM education

AbstractAs distance learning becomes increasingly important and artificial intelligence tools continue to advance, automated systems for individual learning have attracted significant attention. However, the scarcity of open-source online tools that are capable of providing personalized feedback has restricted the widespread implementation of research-based feedback systems. In this work, we present RATsApp, an open-source automated feedback system (AFS) that incorporates research-based features such as formative feedback. The system focuses on core STEM competencies such as mathematical competence, representational competence, and data literacy. It also allows lecturers to monitor students’ progress. RATsApp can be used at different levels of STEM education or research, as it allows the creation and customization of the educational content. We present a specific case of its implementation in higher education, where we report the results of a usability survey (N=64), using the technology acceptance model 2 (TAM2), to evaluate the user experience of undergraduate students. Our findings confirm the applicability of the TAM2 framework, revealing that factors such as the relevance to the course of study, output quality, and ease of use significantly influence the perceived usefulness. We also found a linear relation between the perceived usefulness and the intention to use, which in turn is a significant predictor of the frequency of use. Moreover, the formative feedback feature of RATsApp received positive feedback, indicating its potential as an educational tool. Furthermore, as an open-source platform, RATsApp encourages public contributions to its ongoing development, fostering a collaborative approach to improve educational tools.

Customizing English Language Teaching to Suit Individual Learning Styles of Students

This article explores the importance of understanding individual learning styles in the context of English language instruction for students. It argues that tailoring instructional methods and materials, to match the learning preferences of each student can enhance their overall learning experience and lead to better outcomes. The article reviews different learning styles and presents strategies for identifying them through assessment tools. It then discusses specific techniques and activities that can be used to target each learning style, including visual, auditory, kinesthetic, and tactile approaches. The article concludes by emphasizing the importance of flexibility and creativity in instructional design to meet the diverse needs of students. Keywords: learning styles, English language instruction, individual needs, instructional design, assessment, visual, auditory, kinesthetic

Effects of Split-Attention and Task Complexity on Individual and Collaborative Learning

School tasks often include individual and collaborative activities supported by a wide variety of learning materials. These materials can elicit varied levels of attention and learning depending on the complexity (i.e., element interactivity level) and physical separation of the information elements in the study material. The aim of this study was to explore the potential effects of the element interactivity level (i.e., high vs. low) and split attention (i.e., integrated vs. separated information) on individual and collaborative learning. An experimental design was implemented with 192 high school learners, with 64 working individually and 128 in dyads. The results revealed that in tasks with high element interactivity and integrated information, individual students learned more than groups. However, separated information benefited groups more than individual learners. It is concluded that the benefits of individual and group learning are mediated by task element interactivity and the physical separation of information sources in the study material, and recommendations for education professionals are presented.

Closing the Gap? The Ability of Adaptive Learning Courseware to Close Outcome Gaps in Principles of Microeconomics

Research shows that students who identify as low-income, first-generation, and/or racially diverse disproportionately underperform in college and earn fewer degrees than other students. This study explores the integration of adaptive learning courseware assignments as a tool to help close these outcome gaps and to ensure more equitable learning across diverse student groups. Adaptive learning courseware is an educational technology that requires students to master the same learning objectives but, for each student, the courseware determines the order and timing of content based on how that student interacts with the courseware, thus enabling an individualized learning path for each student. Adaptive learning assignments were implemented in five sections of a highly-enrolled Principles of Microeconomics course at a medium-sized state university in the United States. This study draws from student data (n=581), which includes adaptive learning assignment completion data, detailed exam and final grade data, and institutional demographic data. Descriptive statistics and regression analyses are used to explore if the completion of adaptive learning assignments disproportionately benefited low-income, first-generation, or racially diverse students, thus helping close the gap between students from different backgrounds. Findings include significant evidence that adaptive learning assignment completion was correlated with more exam questions answered correctly by all students, with this correlation being disproportionately stronger for students who identify as being from a minority background and for foundational (easy) exam questions.

Communication in the Mirror of Social Semiotics

Introduction. The subject of this article is communicative resources, which are selected by partners from a huge variety of linguistic means, functional styles, rhetorical techniques, and subject activities, and through which a common semantic space between individuals is generated.Methodology and sources. As a methodological platform we propose the principles of praxis-oriented social semiotics. Being one of the relatively late trends of semiotic research, social semiotics focuses attention not so much on signs or sign systems as on social signifying practices as regular, repetitive, recognisable types of actions: the actions of communication participants are endowed with the properties of sign systems through which relations between individuals are discovered, made visible and meaningful. The mechanisms of meaning production, from the point of view of the participants of the event, are analysed using the concept of ‘discursive practices’, understood as speech actions in order to solve a variety of practical interpersonal tasks.Results and discussion. As an individual learns a variety of interpersonal discursive practices, different relational systems become available to him/her. Specific discursive practices allow individuals to present different versions of their self, justify their actions, maintain dominance and/or subordination relations, thus demonstrating mastery of the communicative situation. Following the principles of praxis-oriented social semiotics, it can be argued that interpersonal relationships involve what can be called a discourse of trust, personal involvement in relationships, intimacy/closeness.Conclusion. The described symbolic regulators allow not only to semiotically comprehend the social positions of interacting parties, but also to offer self-control procedures and an arsenal of communicative actions to the participants of interpersonal communication as means of behaviour management in situations of interpersonal communication.

Research on the Design of Performance Evaluation System for Physical Education Major Based on Multimedia Information Processing Technology

The Massive Open Online Course (MOOC) platform, despite its reach and potential, faces significant challenges related to learner diversity, including variations in student backgrounds, work experiences, and learning environments. By integrating the principles of ant colony clustering algorithms with MOOC platform dynamics, our study devises a strategy for grouping students based on shared characteristics, thereby fostering a tailored learning environment. A streamlined MOOC platform design framework is outlined, accompanied by a detailed blueprint for a peer-evaluation information system, aimed at accurately gauging students' academic progress within their disciplines. This platform enables students to effortlessly access and engage with courses aligned with their interests, while the reciprocal assessment mechanism heightens understanding of course materials and alleviates pressure on educators. Our research contributes a pragmatic solution to the challenge of student assignment clustering within MOOCs, enhancing both individual learning outcomes and the broader instructional quality.