Learning Self Research Articles

Self Directed Learning Scale at University Context

This research was carried out to investigate a relationship between self-directedness, self-involvement, expressive language, self-assessment, language varieties, metacognitive skills, editing and problem solving, text processing, knowledge rehearsal, idea planning, goal oriented monitoring and evaluating, peer learning, feedback handling, interest enhancement, motivational self-talk, and emotional control and the main and forming factors of self-directedness, self-involvement, expressive language, self-assessment, language varieties, metacognitive skills, editing and problem solving, text processing, knowledge rehearsal, idea planning, goal oriented monitoring and evaluating, peer learning, feedback handling, interest enhancing, motivational self-talk, and emotional control of self directed learning. A convenience sample approach was used to recruit English majors from a range of State University of Yogyakarta. All participants were recruited intentionally, and that they were informed that they might leave the study at any moment either during collecting data. The participant criteria include second-year English major students from various State Universities of Yogyakarta. As the result of pearson correlation in this research, it was found that there was a substantial relationship between the variables examined in this research. Moreover, as the result of factor analysis in this research was found that from the 11 variables included in the research namely self involvement, expressive language, self assessment, language varieties, metacognitive skills, editing and problem solving, Cognition, Metacognition, Social Behavior, and Motivational Regulation, they can be grouped into two main factors. The implications of these findings lie in a deeper understanding of the underlying conceptual structure of self-directed learning in a university context. With the identification of the key factors emerging from these variables, a more focused approach can be developed to enhance students' self-directed learning. This can also aid in the development of more precise and measurable assessment instruments to gauge progress in crucial aspects of self-directed learning. Thus, the implications of these findings can enrich teaching and learning practices in higher education settings.

A Colorectal Coordinate-Driven Method for Colorectum and Colorectal Cancer Segmentation in Conventional CT Scans.

Automated colorectal cancer (CRC) segmentation in medical imaging is the key to achieving automation of CRC detection, staging, and treatment response monitoring. Compared with magnetic resonance imaging (MRI) and computed tomography colonography (CTC), conventional computed tomography (CT) has enormous potential because of its broad implementation, superiority for the hollow viscera (colon), and convenience without needing bowel preparation. However, the segmentation of CRC in conventional CT is more challenging due to the difficulties presenting with the unprepared bowel, such as distinguishing the colorectum from other structures with similar appearance and distinguishing the CRC from the contents of the colorectum. To tackle these challenges, we introduce DeepCRC-SL, the first automated segmentation algorithm for CRC and colorectum in conventional contrast-enhanced CT scans. We propose a topology-aware deep learning-based approach, which builds a novel 1-D colorectal coordinate system and encodes each voxel of the colorectum with a relative position along the coordinate system. We then induce an auxiliary regression task to predict the colorectal coordinate value of each voxel, aiming to integrate global topology into the segmentation network and thus improve the colorectum's continuity. Self-attention layers are utilized to capture global contexts for the coordinate regression task and enhance the ability to differentiate CRC and colorectum tissues. Moreover, a coordinate-driven self-learning (SL) strategy is introduced to leverage a large amount of unlabeled data to improve segmentation performance. We validate the proposed approach on a dataset including 227 labeled and 585 unlabeled CRC cases by fivefold cross-validation. Experimental results demonstrate that our method outperforms some recent related segmentation methods and achieves the segmentation accuracy in DSC for CRC of 0.669 and colorectum of 0.892, reaching to the performance (at 0.639 and 0.890, respectively) of a medical resident with two years of specialized CRC imaging fellowship.

Designing and Implementing of a Learning Management Process for Enhancing Health Literacy among Nursing Students: An Application of Design-Based Research

The research objectives were: to design and develop a learning management process to enhance nursing students’ health literacy by applying the social cognitive theory with design-based research; and 2) to study the post implementation results of the learning management process on health literacy among nursing students. The sample consisted of 60 undergraduate nursing students. The research instruments included the use of learning management plans based on the social cognitive theory with design-based research; and the health literacy of the nursing student’s scale. The data was analyzed utilizing descriptive statistics, Hotelling T2, and MANCOVA. The findings were: 1) the learning management processes to enhance the health literacy of nursing students by applying design-based research consisted of five steps: (i) learning and understanding of self and others, (ii) inquiry and exchange, (iii) consideration and decision making, (iv) modifying the actions, and (v) reflections and transfers; 2) The health literacy scores of nursing students in the experimental group after intervention were significantly higher than for the control group at a level of .05 and the health literacy scores of nursing students in the experimental group on the posttest after manipulation were significantly higher than for the control group at.05

Self-Learning about Herbal and Dietary Supplements: Perspectives Using the Theoretical Domains Framework.

Background: Self-learning (SL) is a process in which individuals take the initiative to acquire knowledge with or without the help of others. Knowledge about herbal and dietary supplements (HDS) is important for pharmacists. Unfortunately, there is limited coverage of topics relating to HDS in the pharmacy curricula. The present focus group study applies the Theoretical Domains Framework (TDF) to explore pharmacy students’ practices and beliefs regarding SL about HDS (SL-HDS). Methods: Focus group interviews (FGIs) were conducted between April and May 2019 among a sample of undergraduate pharmacy students at a public university (n = 20). Four FGI sessions were conducted, each lasting about 60 to 75 min, and all the sessions were audio-recorded. The interviews were transcribed verbatim and analysed using thematic content analysis. Results: Beliefs about SL-HDS were categorised into 12 domains based on the TDF. Students showed positive attitudes towards SL-HDS and agreed that their involvement in SL-HDS was instrumental in improving their knowledge about various aspects of HDS including indications, adverse effects, and HDS-drug interactions. Various facilitators and barriers influencing students’ participation in SL-HDS were uncovered (e.g., access to the internet, time, availability of reference resources). The students demanded to be equipped with critical appraisal skills, as they had limited confidence in assessing literature or information about HDS. Conclusion: This study revealed that the students saw the benefits of SL-HDS. They also perceived that engaging in SL-HDS is compatible with the role of pharmacy students. The findings showed students’ readiness and willingness to conduct SL-HDS.

House of the Ancients and Other Stories by Clifford Garstang

Reviewed by: House of the Ancients and Other Stories by Clifford Garstang Voyo Gabrilo (bio) house of the ancients and other stories Clifford Garstang Press 53 https://www.press53.com/short-fiction/house-of-the-ancients-and-other-stories-by-clifford-garstang 184 pages; Print, $17.95 Tethered to one another via male character iniquities, Clifford Garstang’s collection of short stories in House of the Ancients and Other Stories methodically traces the steps and missteps of the contemporary man for better or worse. Whether in a dreary former bloc of the Soviet Union, where murder is nonchalantly dismissed as nothing more than “an accident, unavoidable, completely forgivable,” or charging down the mountainous side of a dormant volcano in Hawaii, where physical pain pales in comparison to psychic pain, the collective voice is constant. There persists the struggle for self-acceptance, self-assurance, but, perhaps more crucial and demanding, there is the struggle for outward acknowledgment, for societal acceptance. Divided into four parts—“Nick & Alexis,” “Oliver’s Travels,” “The Great Valley of Virginia,” and “Midwestern Gothic”—House of the Ancients systematically confronts the problems, both real and imagined, that the modern man faces. The singular male figure that is constructed by the multitudinous men Garstang has sketched is drawn against a twenty-first-century milieu that harrowingly reminds the reader that in the contemporary globalized world, man cannot run away from his problems. In the book’s titular story, this inescapability is present as the main character, Nick, finds himself reminded, at every juncture, of his woes, of his home: “The train hurtles through the tunnel, a passage in time for Nick, back to his Chicago commute, images of Alexis flickering on the black windows, their future together, healing the strain of faded newness, feeling their way toward something solid and lasting.” Garstang’s placement of “House of the Ancients” at the book’s outset reminds the reader that the world is closing in on itself. The problems man may face in one arena of life can no longer be sequestered. They are carried, like Casa de los Ancianos, in man’s heart everywhere. [End Page 103] The problems, though, are often brought about from within. While “place” is increasingly becoming obsolete in the face of globalization—it matters little where the characters are, their quarrels and dilemmas follow them—perhaps it is not the homogeneity of the world that forces Garstang’s men to act in self-destructive ways. As part 1 continues, and Nick and Alexis further traverse the world, Nick’s inability to continue to simultaneously suppress and dictate Alexis’s every move is perpetuated not solely by their location but by Nick’s own behavior: “On the beach, Nick watched Alexis through the lens of his camera. . . . Nick lowered the camera. Alexis was laughing, the guy—a tanned, muscular life-guard type—was grinning an impossibly white smile. Sickening. But Nick wondered if they’d had enough of the beach. Couldn’t they find something else to do?” It is Nick’s own behavior—his voyeurism—that engenders his jealousy. He is watching Alexis slip from his grip. And immediately Nick wonders if it is their location—“enough of the beach”—that is causing the growing divide between them. Rather, it is this interrelation of “place” and “self ” that dictates the ways in which Garstang’s characters either resolve their issues or not. In “The Open Book,” in part 2, it is more pointedly the interrelation of “place” and “learning of self ” that is sought. Oliver, whose travels are the subject of part 2, finds himself dealing with his own sexuality in Thailand, learning with himself about himself. The locale of Thailand is crucial to Oliver’s understanding of his own sexuality: Oliver meets Praja, a local monk, and it is in meeting him that Oliver’s initial plans change. To begin, Oliver went to Thailand for nothing more than “to relax, to read, to recharge.” However, upon meeting Praja, Oliver “cannot swallow. He can barely breathe. With this one act his life will change.” The “beautiful” monk had awakened something in Oliver that had hitherto been dormant. However, it is in Oliver’s eventual resignation...

FORMS AND METHODS IN MODERN APPROACHES TO STUDENT SELF LEARNING

FORMS AND METHODS IN MODERN APPROACHES TO STUDENT SELF LEARNING

Pengaruh Interaksi Sosial Teman Sebaya Terhadap Tingkah Laku Salah Suai Peserta Didik di Kelas XI IPS SMAN 2 Tebo

The purpose of this study is to know the students' learning difficulties by grade VI students. The research approach used is qualitative approach. The subject of this research is the students of grade VI State Elementary School 14 Ulakan Tapakis. Key informant in this research is class VI teacher, while the next informant is grade VI student which is taken based on the suggestion of key informant. Data collection techniques used interviews, and documentation, while to test the validity of data used triangulation technique. Based on the result of the research are students' learning difficulties are caused by internal and external factors. The interent factor is a factor from the students themselves; they are cognitive, effective, psychotic. and external factors, namely those that arise from outside the learner's self, such as the family environment, village/community environment. The efforts that can be use by teachers in overcoming the learning difficulties of class VI students at SDN 14 Ulakan Tapakis are given tasks or instructions in detail, teach the main idea of the lesson, provide physical contact/reword..

Kesulitan Belajar Peserta Didik Kelas VI SDN 14 Ulakan Tapakis

The purpose of this study is to know the students' learning difficulties by grade VI students. The research approach used is qualitative approach. The subject of this research is the students of grade VI State Elementary School 14 Ulakan Tapakis. Key informant in this research is class VI teacher, while the next informant is grade VI student which is taken based on the suggestion of key informant. Data collection techniques used interviews, and documentation, while to test the validity of data used triangulation technique. Based on the result of the research are students' learning difficulties are caused by internal and external factors. The interent factor is a factor from the students themselves; they are cognitive, effective, psychotic. and external factors, namely those that arise from outside the learner's self, such as the family environment, village/community environment. The efforts that can be use by teachers in overcoming the learning difficulties of class VI students at SDN 14 Ulakan Tapakis are given tasks or instructions in detail, teach the main idea of ??the lesson, provide physical contact/reword

The importance of the self: using online diaries in the EFL classroom

Abstract Learner journals, diaries, and logs have been used in a variety of learning contexts, including foreign language learning. This paper investigates how diary writing can be used in the EFL classroom to encourage students to express their identities through the language they are learning; it is also a way of supporting them in their quest for greater autonomy, with a view to exploring the interconnections between learner autonomy, learner self (L2 self), and learner emotions. More specifically, it will be shown how reflective writing – in the form of online diaries – can offer learners an important tool to explore their thoughts and emotions and reflect on their identity as learners and users of English. Moreover, diaries are a qualitative research tool for teachers and scholars, who can examine metacognitive and affective aspects of language learning. The paper reports a study conducted within a university English Language course, in which the students were encouraged to keep a reflective online diary throughout a semester. The analysis of their personal and expressive writing has shed light on their need to speak as themselves, not just as language learners, and to explore their emotions, both positive and negative. A final questionnaire has revealed that the students were generally positive about the activity, highlighting its usefulness in terms of learner autonomy, self-awareness, and self-regulation.

Influence of individual versus collaborative peer assessment on score accuracy and learning outcomes in higher education: an empirical study

Maximising the accuracy and learning of self and peer assessment activities in higher education requires instructors to make several design decisions, including whether the assessment process should be individual or collaborative, and, if collaborative, determining the number of members of each peer assessment team. In order to support this decision, a quasi-experiment was carried out in which 82 first-year students used three peer assessment modalities. A total of 1574 assessments were obtained. The accuracy of both the students’ self-assessment and their peer assessment was measured. Results show that students’ self-assessment significantly improved when groups of three were used, provided that those with the 20% poorest performances were excluded from the analysis. This suggests that collaborative peer assessment improves learning. Peer assessment scores were more accurate than self-assessment, regardless of the modality, and the accuracy improved with the number of assessments received. Instructors need to consider the trade-off between students’ improved understanding, which favours peer assessment using groups of three, and a higher number of assessments, which, under time constraints, favours individual peer assessment.

A Reforming Inclusive Quality Educational System for a Sustainable Glocal Learning-a Countering Paradigm to the Massive Backward Curriculum and Instruction Pedagogies

Humans are different individuals by nature and have diverse personality traits, cognitive powers, thinking speeds, timelines, and live spaces for thinking, searching, and learning. Despite this psycho-educational logical approved fact, massive curriculum pedagogies are observed throughout hundreds of years of the Common Era. The Author believes ‘putting "whole" students or massive groups together in one large 'container' hall for one-way instruction with no regard to their understanding powers is in itself non-educating, non-dignifying and a gross violation of human rights and values. To understand the status quo of this everlasting schooling problem and to offer effective solutions for learning generations in the Info Digital Age; the descriptive ‘Causal Comparative/ Ex Post Facto techniques and the 'Action developmental' method’ were used. While the Author searched the accumulated massive groups’ literature since the Greek Sophists 500 BCE up to the period of Guttenberg large paper printing and the educational setbacks of the Factory Educational Model, coupled with the implications and possibilities of ICTs' integrations for reforming the concepts and methodologies of schooling and higher education. The Author concluded the article by offering a reforming paradigm "Inclusive Quality Education System for a Sustainable Glocal Learning." This 'system', when applied according to proposed descriptions and criteria, will lead to profound progressive changes, such as paradigms of learners-centered-growth, interests and hobbies needs; ICTs' non-directive 'Blend-Digit' pedagogies; learner self and collaborative peer groups; learners' torturing one other(s); and blended school personnel, e.g., Teachers and support services who are indirect leaning guide counselors and standby collaborators.

A self learned invasive weed-mixed biogeography based optimization algorithm for RFID network planning

The optimal placement of the RFID readers inaugurates an ongoing research field, namely the RFID network planning (RNP). The main issue in the RNP is to know how many readers have to be used and what is their best distribution that guarantees fulfillment of multiple objectives. The common RNP objectives are the optimal coverage, readers’ interference avoidance, redundant reader elimination, load balance among deployed readers and minimum power losses, which are considered as conflicting objectives that leads the RNP to be an NP-hard problem need to be solved. The contributions in this paper are: firstly, utilizing both the Biogeography based optimization (BBO) and the Hybrid Invasive Weed-Biogeography based optimization (HIW-BBO) as new algorithms have not used before for solving the RNP. Secondly, we proposed a Self Learning (SL) strategy with a mixed BBO Migration (MBBOM) operation to modify the HIW-BBO algorithm in an algorithm called Self Learned Invasive Weed-Mixed Biogeography based optimization (SLIWMBBO). Thirdly, the performance of the proposed SLIWMBBO algorithm is compared to both the HIW-BBO and the Self Adaptive Cuckoo Search (SACS) optimization algorithms according to a set of 13 benchmark functions. The results of this comparison encourage the application of the SLIWMBBO as an optimization algorithm for solving the complex problems. Lastly, the BBO, HIW-BBO and SLIWMBBO optimization algorithms are used for solving three complex RNP instances and compared to the SACS algorithm. Simulation results of the SLIWMBBO are outstanding and demonstrate its superiority over the compared algorithms.

Discussion of adaptive intrusion detection technology based on SYN cookie

In order to strengthen the network service security mechanism of enterprises that have online trading business or have key and confidential information circulation, adaptive intrusion detection technology on the basis of SYN Cookie is studied and analyzed. This research proposes a general, self-lea rning and extensible defense system architecture. Based on this, an anti-denial of service products is developed, which can effectively detect and respond to the popular denial of service attacks. At the same time, the network is connected in a transparent way and the traffic flow is detected and intercepted. The system uses the high-performance network processor as the hardware platform, which is divided into three parts: the defense engine, the honey pot system and the monitoring and management center. Finally, in terms of its own security, the defense engine adopts the dual-unit hot standby technology to avoid single point failure, and it uses the failure open policy. Once the system fails or malfunctions, the system will open to all traffic and do nothing to avoid becoming the bottleneck of network entry and exit. The experiment shows that this method can identify the SYN Flood attack in the abnormal data flow accurately. It also shows excellent performance in the experiment.

Examining sequential patterns of self- and socially shared regulation of STEM learning in a CSCL environment

While the importance in collaborative learning of both self- and socially shared regulatory processes has increasingly been emphasized, little research has examined sequences of such processes and how they influence group performance. This study identified sequences of self- and socially shared regulatory activities in the online chats and logs of students completing a STEM task in a computer-supported collaborative learning (CSCL) environment. High school and college students (N = 156) were randomly assigned to groups of three and asked to solve four tasks of increasing complexity in a virtual learning environment designed to teach students about electronics. The results revealed that the students engaged mostly in executing, self-monitoring, and socially shared monitoring activities. The successful groups demonstrated more frequent and more diverse regulatory activities than did the less successful groups. A Markov chain analysis revealed that the successful groups were most likely to start with self-executing and end with socially shared monitoring, while the less successful group were most likely to start with executing and end with self-executing. The results of this study reveal that the timing of socially shared monitoring influences the success of collaborative learning, which have implications for teaching practices and for adaptive scaffolding group learners in CSCL.

Hipótesis transdiagnóstica desde la Psicoterapia Analítica Funcional: La formación del Yo y sus problemas

Se presenta una hipótesis transdiagnóstica surgida desde las terapias contextuales, específicamente desde la Psicoterapia Analítica Funcional (FAP), según la cual habría problemas comunes en muchos transtornos psicopatológicos al haber problemas en la formación del Yo. Desde FAP el Yo se considera un concepto aprendido de tipo verbal y social, como una generalización aprendida desde muy temprana edad a partir de frases que incluyen al Yo como sujeto activo, como lugar o perspectiva desde el que se actúa. Desde FAP se considera que el grado de control privado y/o público que tenga ese aprendizaje del Yo puede dar lugar a problemas leves o graves, según se haya reforzado y mantenido por el contexto social. Se detalla la teoría sobre cómo se formaría el Yo verbal y social por etapas, así como los diversos tipos de problemas psicológicos a los que puede dar lugar. Finalmente, se revisa la evaluación e intervención desde FAP en estos problemas del Yo, especialmente los referidos a los trastornos de personalidad. Concluyendo sobre la necesidad de investigación y prueba de esta hipótesis en los casos clínicos o en estudios de análogos.

Dynamic Seek and Release Model for Self-Learning Based Assessment

Engineering education has become amain attraction, contributing to the global industry revolution and in particular to Indian economy. The exponential growth in technical education has, however, not translated into any significant growth in the number of quality graduates acceptable to industry, due to insufficient availability of qualified faculty, teaching methodology, evaluation techniques and processes. Increasing autonomous institutions and an introduction of a buzz word 'Self learning (SL)', in its infancy stage in autonomous institution under Vishveshwaraya Technological University (VTU) and its impact on quality is amajormatter of concern. Author of this paper propose an induction of 'self - learning' approach for autonomous Institutions,which allows everyone who wish to practice self-learning subjecting them to controlled scrutiny by Department Under Graduate Cell ( DUGC), an academic body at the department level responsible for all academic affairs of an autonomous Institution. It also ensures to keep off those faculties from practicing 'self-learning', who have not fully understood this mechanism.

Blended learning effectiveness: the relationship between student characteristics, design features and outcomes

This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning.

Incorporating Diversity into Self-Learning for Synergetic Classification of Hyperspectral and Panchromatic Images

Derived from semi-supervised learning and active learning approaches, self-learning (SL) was recently developed for the synergetic classification of hyperspectral (HS) and panchromatic (PAN) images. Combining the image segmentation and active learning techniques, SL aims at selecting and labeling the informative unlabeled samples automatically, thereby improving the classification accuracy under the condition of small samples. This paper presents an improved synergetic classification scheme based on the concept of self-learning for HS and PAN images. The investigated scheme considers three basic rules, namely the identity rule, the uncertainty rule, and the diversity rule. By integrating the diversity of samples into the SL scheme, a more stable classifier is trained by using fewer samples. Experiments on three synthetic and real HS and PAN images reveal that the diversity criterion can avoid the problem of bias sampling, and has a certain advantage over the primary self-learning approach.

The ideology of learner agency and the neoliberal self

This paper compares how the neoliberal self and the agentive language learner self have been conceptualized in the scholarly literature. It shows that both selves are construed as self‐regulating and free to choose, but that they are treated very differently in terms of origin or essence. In discussing the apparent contradiction between the neoliberal self as an ideological effect and the agentive self as naturally agentive, the paper proposes a radically social, relational view of learner agency. It illustrates this perspective using narrative analysis to explore the life history account of an Indonesian immigrant to the US and also positions this individual account in its (neoliberal) historical context. It calls for second language scholars to conceptualize agency as always exercised at articulation points within a nexus of practice.

Beyond Useful Knowledge: Developing the Subjective Self

While not underestimating the value of useful knowledge and skills, it is suggested that education should also develop the subjective self of the learner. A distinction is drawn between an ‘additive’ view of education which simply furnishes the individual with knowledge and skills and a ‘transformative’ concept which concerns itself with changes to more central parts of the learner's self. In developing a concept of the subjective self, reference is made to the Enlightenment notion of the autonomous rational self and the interpersonal or cultural self of the Symbolic Interactionists and Communitarians. Particular attention, however, is given to Heidegger's three categories of entities experienced by the phenomenological self: the ‘present at hand’, the ‘ready to hand’ and those entities with whom we share the experience of ‘being with’. An attempt is made to interpret important aspects of education in terms of the development of learners' growing knowledge and deepening understanding of these three kinds of entity and the relation in which they stand to them.