Different Levels Of Learning Research Articles

Error Corrective Treatment in Spanish L1 ESL Learners: Suggesting an Empirical Method

Error Analysis and Treatment seems to be paramount to the success of the learning-teaching process of a second (or further) language as it deals with the very material produced by learners during their learning process. This study aims to propose an error analysis and treatment method that could link the theoretical background of Error Analysis and the daily practice of English as a Second Language in the classroom. To reach the objective we analysed (following and applying the proposed method) 100 different written outputs of learners of different levels of English. The proposed method Discussion, Analysis, and Feedback (ADF) has clear classroom implications that can improve teachers’ and learners’ performance and, can also help assess and reassess the syllabi of ESL.

Personality may modulate learning and memory differences in two taxa of the African striped mouse genus Rhabdomys

AbstractDifferent environments place different cognitive demands on constituent taxa. Learning and memory involve cognitive processes with associated costs, and it is expected that different levels of learning will occur in taxa from different environments. Greater memory loads linked to increased environmental complexity require greater learning and memory capacities. We investigated the variation in learning and memory in sister taxa of striped mice (genus Rhabdomys). We studied two populations each of the mesic grassland‐occurring R. d. chakae and the mostly arid‐occurring R. pumilio. We conducted two sets of experiments. (1) In a novel object recognition (NOR) test, we assessed memory by recording the duration of exploration of similar and novel objects by test mice. (2) In an associative learning task, we assessed whether mice could associate specific scents with or without a food incentive or with different quantities of the food incentive in previous training phases. We measured the latency of mice to contact scents in a two‐sample choice in the test phase. In the NOR test, R. pumilio spent less time investigating similar objects in a training trial than R. d. chakae but increased absolute exploration of the novel object when presented with a novel and a familiar object in the retention trial, suggesting a sensitization to the novel object by R. pumilio. In the associative learning experiments, R. pumilio approached the stimuli faster than R. d. chakae, whereas mice from both taxa preferred scents associated with a seed versus no seed and scents associated with 5 seeds versus 1 seed. The data provide evidence of taxon‐level differences in learning and memory, likely related to environmentally modulated personality differences between the taxa.

Integrating four teaching and learning methods to deliver transformational social work education online

ABSTRACT As responsive social work education is about meeting the dynamic needs of learners, social work educators engage with innovative approaches that promote teaching and learning (TAL). The purpose of this article is to address the research question: Based on our experience as educators, what TAL methods can support social work and human services curriculum delivery in an online environment? Using the co-operative research method and analyzing our reflections, we proposed a model of curriculum delivery which conceptualizes the application of four methods of TAL (pedagogy, andragogy, heutagogy, and paragogy). We also illustrate how this teaching approach can promote different levels of learning (single, double, and triple- loop learning). The model is based on internationally agreed principles of social work and can incorporate non-Western and Indigenous learning processes. We argue that when educators and learners use these four methods in different combinations, it is possible to produce learning experiences that augment social work skills and knowledge development, as well as prepare learners for a multi-dimensional world of change. The implication is that there is scope in the presented model to promote transformational learning and ways of positive engagement during social disruption and dynamic change, both features in our current global environment.

The development of L2 collocational familiarity and its relationship with collocational frequency and congruency.

The present study took L2 English learners of different levels in China as subjects to investigate the relationship between collocational familiarity and collocational frequency as well as L1-L2 congruency, and then explored the development of the above relationship as L2 proficiency develops. The results showed that: a moderate positive correlation existed between familiarity and frequency, and the correlation increased with proficiency; a moderate positive correlation also existed between familiarity and congruency, but the correlation decreased with proficiency. Based on previous studies and the present findings, the research group infer that: low familiarity collocations tend to be represented and processed in analytic way and same-translation effect helps accelerate the semantic access of congruent collocations in this process; with the increase in learners' proficiency, collocation familiarity develops from low to high with frequency effect; high familiarity collocations tend to be represented and processed in holistic way to have direct semantic access; furthermore, learners of two levels have two kinds of collocational representation and semantic access, but low-level learners show more analytic representation and indirect semantic access because of having more low familiarity collocations in the mental lexicon.

EXPLORING STUDENTS’ LEARNING STYLES AND MATHEMATICS PERFORMANCE AMONG LOWER SECONDARY SCHOOL STUDENTS

Based on the result in TIMSS Mathematics Achievement 2019 for student grade 8, it shows that mathematics performance has not yet achieved the desired position in the Malaysia Education Blueprint (2013-2025). Furthermore, the average mathematics score reported by PISA 2022 in Malaysia declined by 31 points compared to the achievement in PISA 2018. The impact from this result will affects the quality of education in Malaysia compared to other countries. Students' academic performance may be reflected to some extent based on their learning styles. As such, it becomes useful information to guide teacher’s instruction. Many studies have discussed on student learning styles; however, there are varying findings among different levels of learners. Therefore, this paper aims to investigate the learning styles and mathematics performance of lower secondary students (Form 1 and Form 2) in one of the schools in the Klang Valley by using cluster sampling. There were 147 respondents from Form 1 and Form 2 selected in this study. This study was conducted using a quantitative method; a set of VARK learning style questionnaire was distributed to the respondents, and mathematics performance results were taken from midterm test. The framework of the study adopted VARK learning style which has 30 items with seven dimensions that include visual, auditory, reading/writing, kinaesthetic, group and individual learning styles preference. The data analysed descriptive and inferential statistical techniques by using SPSS tool. The results revealed no significant difference in learning styles and mathematics performance between high and low mathematics achiever. However, upon examining each learning style individually, it was found that high mathematics achiever students exhibited significant difference in their learning styles. Furthermore, the study found there is no relationship between students' learning styles and mathematics performance across both high and low mathematics achiever groups.

The online learning adaptability and its influencing factors for low-proficiency English learners in China

The proliferation of online teaching has emerged as a pivotal trajectory in the evolution of English education, necessitating a critical examination of online learning dynamics tailored to specific learner cohorts. This study endeavours to scrutinize the present status of online learning adaptability and its influencing factors among 262 low-proficiency English learners in China, employing a methodological blend of questionnaires and interviews. The findings are as follows: (1) There exists no statistically significant difference in learning engagement among learners of different levels. Notably, low-proficiency learners manifest a diminished psychological adaptability relative to their high-proficiency counterparts, albeit concurrently expressing heightened satisfaction with online learning modalities. (2) With regard to the influencing factors of online learning adaptability, the salience of environmental adaptation strategies surpasses that of perceived environmental affordance. Moreover, a compelling interaction effect between these two factors is observed in shaping online learning adaptability. Strategic augmentation of support within the learning milieu, fortifying cognizance of online learning strategies, and synergistically amalgamating the strengths of online and offline pedagogical approaches emerge as efficacious measures to cultivate enhanced online learning adaptability for intermediate and low-proficiency learners.

Adult learning principles in the development of an academic half day session

<abstract> <p>Post-graduate trainees serve a dual role as learner and practitioner, and their clinical education must be supported by an academic curriculum that meets the objectives of their training program. Principles of adult learning that encourage critical thinking and collaboration can enhance the effectiveness of academic sessions for adult learners. This paper will review the practical use of adult learning in the context of an academic half day session for residents in Pediatrics. The specific focus on a single topic models adult learning techniques that can be broadly applied across different branches of medicine and different levels of learners.</p> </abstract>

Research and Practice of Intelligent Improvement Strategies for Teacher-Student Relationships Toward Educational Community

Abstract A good teacher-student relationship is an important part of the educational community and a symbol of spiritual civilization. Effective teaching in the classroom requires even better communication and interactive actions between teachers and students, and measures to improve teacher-student relationships are proposed for the sake of classroom teaching. In this paper, an adaptive learning system based on cognitive diagnosis is constructed, which utilizes the DINA cognitive diagnosis model to obtain the learner’s cognitive structure, perceive the changes in the student’s cognitive structure in real time, and allow the learning task to make adaptive adjustments. The K-means clustering algorithm randomly selects the number of K objects as the center of mass for the initial clustering, and after the output of clustering and layering results, the students will be classified according to the categorization of the student’s learning needs. The students are divided into three groups that are similar within the group. By doing this, the learning task becomes adaptive, and appropriate learning tasks are adjusted for different levels of learners. Most of them believe that the adaptive learning system can help learners improve their learning efficiency and are very satisfied with the effectiveness of the system. The proportion of teachers who were satisfied with overall perception reached 89.1%, and the proportion of students who were satisfied was also high. The overall perceived effect of the improved teacher-student relationship is excellent, suggesting that the adaptive learning system can effectively improve the teacher-student relationship.

Un repertorio di siti e risorse online per l’apprendimento/insegnamento del russo

Starting from the assumption of the added value of using information technology in language teaching, this work presents a vast inventory of sites and online resources for learning/teaching Russian. The resources have been divided into different sections according to the skills (phonetic, phonological, lexical, morphosyntactic, textual) that are intended to be practised and developed. In addition, a section is specifically dedicated to various tools, useful for inserting the graphic accent, for nominal and verbal inflection and for checking the declension of anthroponyms, toponyms and numerals, aspects that usually present difficulties for learners. The aim of the description and analysis of the resources is to put the user, teacher or learner, in a position in which they consciously and safely choose supports that are functional to the teaching objectives. Selected sites, resources and tools are aimed at learners of different levels of language proficiency, from absolute beginners to advanced learners.

Intracranial Entrainment Reveals Statistical Learning across Levels of Abstraction.

We encounter the same people, places, and objects in predictable sequences and configurations. Humans efficiently learn these regularities via statistical learning. Importantly, statistical learning creates knowledge not only of specific regularities but also of regularities that apply more generally across related experiences (i.e., across members of a category). Prior evidence for different levels of learning comes from post-exposure behavioral tests, leaving open the question of whether more abstract regularities are detected online during initial exposure. We address this question by measuring neural entrainment in intracranial recordings. Neurosurgical patients viewed a stream of photographs with regularities at 1 of 2 levels: In the exemplar-level structured condition, the same photographs appeared repeatedly in pairs. In the category-level structured condition, the photographs were trial-unique but their categories were paired across repetitions. In a baseline random condition, the same photographs repeated but in a scrambled order. We measured entrainment at the frequency of individual photographs, which was expected in all conditions, but critically also at half that frequency-the rate at which to-be-learned pairs appeared in the 2 structured (but not random) conditions. Entrainment to both exemplar and category pairs emerged within minutes throughout visual cortex and in frontal and temporal regions. Many electrode contacts were sensitive to only one level of structure, but a significant number encoded both levels. These findings suggest that the brain spontaneously uncovers category-level regularities during statistical learning, providing insight into the brain's unsupervised mechanisms for building flexible and robust knowledge that generalizes across input variation and conceptual hierarchies.

New Voices for a New World: a Review of Learner-Centered Methods of Learning English

English is becoming the lingua franca in an increasingly globalized world. Professionals with a sound knowledge of the language coupled with the ability to communicate in English are on high demand. English is increasingly being rewarded as the global language; it is also known as the window to the world. To make the grade in terms of the basic skills of English language, effective and technical learning is extremely important. To be above board, effective learning of English language depends on the methods of language learning and teaching. There are numerous methods that are the pathways to learn English proficiently. Learner-centered methods are always preferred by the different levels of learners of English language. Trainers or the pedagogues should use learner- centered methods based on the levels of the learners' competence in the training sessions. This paper focuses on the different learner-centered methods of learning English along with their principles, prospects, goals, and procedures that help the learners to succeed in terms of becoming competent in effective listening, speaking, reading and writing.

A Study on Syntactic Complexity and Topic Difference Influence in Second Language Writing Based on Dependency Treebank

Using Stanford parser as a tool, taking 1840 articles on two topics by 920 English learners of four levels after random selection as the research corpus, this study attempts to explore the development trend of syntactic complexity of learners of different levels and what influence divergent topic can have on it. Results show that multi-level learners generally prefer adverbial clauses (advcl) and complement clauses (ccomp) to relative clauses (acl: recl); adjective modifiers (amod) are the best in distinguishing the level of English learners, which can be used as an important basis for judging the level of L2; in addition, different topics of the same task type have no significant effect on L2 learners’ syntactic complexity. It can be concluded that most syntactic complexity measures at the clause and phrase level show a non-linear development trend. Based upon the findings, implications are provided for English textbook development and English pedagogical practices.

Learning fluid dynamics and the principles of flight: from primary school to STEM degrees

This article covers fluid dynamics and principles of flight. This complex topic and the related theory are typically taught in the second and third years of aerospace engineering degrees, but the present work adapts it to three different levels of learning: primary school, secondary school and science, technology, engineering and mathematics (STEM) degrees. Here we divide the topic into three sections, each one representing a project that can be developed in class. Depending on the student’s level, we propose to develop project 1 (primary school), project 2 (secondary school) or project 3 (STEM degree). The main goal of the article is twofold: (i) to increase students’ motivation from primary to university levels in the topics of mathematics and physics, showing students that the theoretical concepts that they learn in class can be applied to solve real-life problems, and (ii) to introduce original ideas for teachers to develop extracurricular activities in class, also with the aim of motivating students. Projects 1 and 3 have been carried out in class and results show that after performing these activities, students have acquired new complex knowledge and at the same time their motivation in scientific subjects has increased. Project-based learning and learning by playing are the two main methodologies of the activities presented in this article. The present work follows the spirit of ‘The Enigma of Aerodynamic Lift’ (an article recently published in Scientific American 322, 2020), and can be considered as an original extension with new material suitable for the teacher to be used in class.

A convolutional neural network based online teaching method using edge-cloud computing platform

Teaching has become a complex essential tool for students’ abilities, due to their different levels of learning and understanding. In the traditional offline teaching methods, dance teachers lack a target for students ‘classroom teaching. Furthermore, teachers have limited time, so they cannot take full care of each student’s learning needs according to their understanding and learning ability, which leads to the polarization of the learning effect. Because of this, this paper proposes an online teaching method based on Artificial Intelligence and edge calculation. In the first phase, standard teaching and student-recorded dance learning videos are conducted through the key frames extraction through a deep convolutional neural network. In the second phase, the extracted key frame images were then extracted for human key points using grid coding, and the fully convolutional neural network was used to predict the human posture. The guidance vector is used to correct the dance movements to achieve the purpose of online learning. The CNN model is distributed into two parts so that the training occurs at the cloud and prediction happens at the edge server. Moreover, the questionnaire was used to obtain the students’ learning status, understand their difficulties in dance learning, and record the corresponding dance teaching videos to make up for their weak links. Finally, the edge-cloud computing platform is used to help the training model learn quickly form vast amount of collected data. Our experiments show that the cloud-edge platform helps to support new teaching forms, enhance the platform’s overall application performance and intelligence level, and improve the online learning experience. The application of this paper can help dance students to achieve efficient learning.

Comparison of the Influences of Different Types of Extrinsic Motivation on Different Age Groups of Learners’ Math Anxiety Level

Motivations, including intrinsic and extrinsic motivations, are impactful factors that contribute to the development of math anxiety or increasing math anxiety level of learners at different ages. Considering the importance of mathematics for the population in the society today and the fact that math learning is not enjoyable for everyone, reviewing and comparing the effects of different types of extrinsic motivation on varied age groups of learners’ math anxiety level is necessary. Specifically, the present paper compared the influences of external regulation, introjected regulation, and identification on elementary age learners’ math anxiety level and adolescent learners’ math anxiety level, and found three major differences among the influences of the three types of extrinsic motivations between the two age groups: first, external regulation from authority figures has more negative effects in math anxiety of elementary age learners; second, external regulation from peers and society are more influential factors causing the alteration of the adolescent learners’ math anxiety level; third, identification-led math anxiety aggravates as pressure of math learning increases. It aims to provide assistance to the teachers and caregivers of the learners on promoting the learners to make use of their full potential in math learning, and also, aims to provide reference for future studies in relevant fields. It is expected that future studies would conduct relevant researches more creatively and look into specific areas in the field (for example, identification in different levels of learners and introjected regulation in learners) in order to dig deeper into the field.

An authoring tool for task-oriented dialogue scenarios design in EFL context

Computer-based conversational environments have been advocated as a promising approach for providing virtual, yet realistic opportunities for communication practice to second language learners. However, the high authoring costs of such environments continue to prevent their widespread diffusion and adoption. Furthermore, there is a limited set of authoring interfaces dedicated to making the creation of dialogue scenarios in the context of language learning easier. In this research, we present a dialogue scenario authoring system that could aid the rapid implementation of desirable dialogue scenarios, lowering the barrier to dialogue scenario authoring for non-programmers or even educators. To that end, we built a pseudo-versatile dialogue scenario authoring interface that enables the automatic generation of services-related dialogue scenarios by leveraging the common underlying structure of services (restaurant, hotel, travel planning, etc.) that appear to share a certain degree of similarity at the task level. Here, we describe the proposed system’s features and present the findings of an experimental evaluation study that suggests the usefulness of our approach to facilitating dialogue scenarios designed by people with no prior experience authoring dialogue systems components. According to an evaluation of the tool by a second language teaching expert, the proposed system might also foster second language teaching and learning by allowing both educators and learners to participate in the design of dialogue scenarios that are adapted to different levels of learners.

Say My Name: Understanding the Power of Names, Correct Pronunciation, and Personal Narratives.

Names are a reflection of identity and often have personal meaning. The chronic mispronunciation of names can undermine one's identity and be experienced as a microaggression. This workshop aims to provide historical context for names as well as resources for correct name pronunciation. We developed a 60-minute interactive virtual workshop with didactics, small-group sharing of personal experiences, and case discussions. We used an anonymous postworkshop survey to evaluate workshop effectiveness. We presented the workshop at one local academic conference and two local educational conferences to learners of all levels from medical students to faculty. We collected postworkshop survey results from 78 participants of diverse racial and ethnic backgrounds. Participants reported learning historical context, ways to ask about correct name pronunciation, correcting name mispronunciation, documenting pronunciation, and sources for applications to practice. The main barriers to implementing workshop lessons included personal and structural factors. This workshop effectively fills an educational gap by addressing the importance of correct name pronunciation in order to provide a more inclusive environment for clinicians and patients alike.

A Vocation of Palliation.

I consider myself a "late bloomer," since I never encountered the practice of palliative care during medical school in the Philippines, nor during my internal medicine residency in the USA. It was 3years into my first job after finishing residency, working both as a hospitalist and an urgent care physician, when I came to an early morning session on end-of-life care at a large medical society meeting. That talk changed my life. I now see palliative care as being more than a "profession" or a "medical specialty." It is my vocation, as serendipitous events called me into this line of work. For more than 5years now, I have been practicing palliative care, both in the inpatient and outpatient settings, at our institution's cancer center. In this article, I reflect on my experiences during fellowship, and how I continue to derive satisfaction and joy from teaching palliative care to different levels of learners and through the meaningful connections I form with patients and their loved ones.

Hands-on immunology: Engaging learners of all ages through tactile teaching tools.

Ensuring the public has a fundamental understanding of human–microbe interactions, immune responses, and vaccines is a critical challenge in the midst of a pandemic. These topics are commonly taught in undergraduate- and graduate-level microbiology and immunology courses; however, creating engaging methods of teaching these complex concepts to students of all ages is necessary to keep younger students interested when science seems hard. Building on the Tactile Teaching Tools with Guided Inquiry Learning (TTT-GIL) method we used to create an interactive lac operon molecular puzzle, we report here two TTT-GIL activities designed to engage diverse learners from middle schoolers to masters students in exploring molecular interactions within the immune system. By pairing physical models with structured activities built on the constructivist framework of Process-Oriented Guided Inquiry Learning (POGIL), TTT-GIL activities guide learners through their interaction with the model, using the Learning Cycle to facilitate construction of new concepts. Moreover, TTT-GIL activities are designed utilizing Universal Design for Learning (UDL) principles to include all learners through multiple means of engagement, representation, and action. The TTT-GIL activities reported here include a web-enhanced activity designed to teach concepts related to antibody–epitope binding and specificity to deaf and hard-of-hearing middle and high school students in a remote setting and a team-based activity that simulates the evolution of the Major Histocompatibility Complex (MHC) haplotype of a population exposed to pathogens. These activities incorporate TTT-GIL to engage learners in the exploration of fundamental immunology concepts and can be adapted for use with learners of different levels and educational backgrounds.

Fen Bilgisi Öğretmenlerinin Ölçme ve Değerlendirme İnançlarının ve Uygulamalarının Fen Bilimleri Öğretim Programıyla Uyumu

Mevcut Fen Bilimleri Öğretim Programı’nın amacı fen okuryazarı bireyler yetiştirmek şeklindedir. Fen okuryazarı bireyler, fen alan bilgilerinin yanı sıra bilimin doğası ve bilimsel süreçler konusunda bilgi sahibi olan, üst düzey düşünme becerileri ve fen dersi kapsamında elde ettiği bilgi ve becerileri günlük hayatında karşılaşacakları problemlerin belirlenmesinde ve çözümünde kullanabilecek bilişsel, duyuşsal ve psikomotor becerilere sahip bireyler olarak ifade edilmektedir. Öğretim programında ifade edilen kazanımların başarı düzeylerini değerlendirmek için ön görülen ölçme değerlendirme yaklaşımı, kazanım odaklı, sonucun yanı sıra süreci kapsayan ve bireysel ihtiyaçları karşılayacak geri bildirim esasına dayanan, alternatif ve çoklu yöntemleri ön görmektedir. Ulusal ve uluslararası rekabetin yansımasının açıkça hissedildiği günümüz sınıflarında fen bilgisi öğretmenlerinin kullandıkları ölçme yöntemlerinin programda hedeflenen kazanımlarla ilişkili bir biçimde olduğuna dair inancı önemli bir çalışma alanı olarak değerlendirilebilir. Fenomenoloji yöntemi kullanılarak, çoklu durum deseni kapsamında, bu çalışma Batı Karadeniz Bölgesinde bulunan bir devlet ortaokulunda görev yapan ve demografik özellikleri bakımından farklılık gösteren üç fen bilimleri öğretmeni ile yürütülmüştür. Yapılandırılmış ve yarı yapılandırılmış görüşmelerin yanı sıra, gözlem ve öğretmenlerin dersleri esnasında kullandıkları materyallerin doküman olarak incelenmesi ile toplanan veriler, betimsel analiz yöntemi ile analiz edilmiştir. Araştırma sonucunda, katılımcı öğretmenlerin ölçme ve değerlendirmeye dair inançlarının kullandıkları yöntemlerle uygun olmadığını ve kullandıkları ölçme ve değerlendirme yaklaşımları ile fen bilimleri öğretim programında ifade edilen kazanımları ve fen okuryazarlığı geliştirme süreçlerini sınırlı düzeyde değerlendirebilecekleri sonucuna ulaşılmıştır.