Learning-based Courses Research Articles

A Deep Learning-Based Course Recommender System for Sustainable Development in Education

Recently, the worldwide COVID-19 pandemic has led to an increasing demand for online education platforms. However, it is challenging to correctly choose course content from among many online education resources due to the differences in users’ knowledge structures. Therefore, a course recommender system has the essential role of improving the learning efficiency of users. At present, many online education platforms have built diverse recommender systems that utilize traditional data mining methods, such as Collaborative Filtering (CF). Despite the development and contributions of many recommender systems based on CF, diverse deep learning models for personalized recommendation are being studied because of problems such as sparsity and scalability. Therefore, to solve traditional recommendation problems, this study proposes a novel deep learning-based course recommender system (DECOR), which elaborately captures high-level user behaviors and course attribute features. The DECOR model can reduce information overload, solve high-dimensional data sparsity problems, and achieve high feature information extraction performance. We perform several experiments utilizing real-world datasets to evaluate the DECOR model’s performance compared with that of traditional recommendation approaches. The experimental results indicate that the DECOR model offers better and more robust recommendation performance than the traditional methods.

온라인 수업 유형에 대한 대학교 중국어 학습자의 인식 조사 연구 - 전공계열별 비교 분석을 중심으로

Due to the global spread of the Corona 19, the online lecture is rapidly diffused in university education. Thus, this thesis aimed to seek for the future direction by comparing the perception of university Chinese language learners who took online courses in different methods. First, as the subjects of comparison, this study selected the students who learnt elementary Chinese language just from prerecorded video, and the students who took the flipped learning-based course by participating in real-time video lecture after watching prerecorded video. After conducting two times of surveys in the first semester of 2020 and the second semester of 2020, the results were comparatively analyzed in each major field. Hopefully, the results of this study could be utilized as the basic data for the design and effective enforcement of online curriculum in the future.

Application of the Deep Learning Algorithm and Similarity Calculation Model in Optimization of Personalized Online Teaching System of English Course.

This study provides an in-depth study and analysis of English course recommendation techniques through a combination of bee colony algorithm and neural network algorithm. In this study, the acquired text is trained with a document vector by a deep learning model and combined with a collaborative filtering method to recommend suitable courses for users. Based on the analysis of the current research status and development of the technology related to course resource recommendation, the deep learning technology is applied to the course resource recommendation based on the current problems of sparse data and low accuracy of the course recommendation. For the problem that the importance of learning resources to users changes with time, this study proposes to fuse the time information into the neural collaborative filtering algorithm through the clustering classification algorithm and proposes a deep learning-based course resource recommendation algorithm to better recommend the course that users want to learn at this stage promptly. Secondly, the course cosine similarity calculation model is improved for the course recommendation algorithm. Considering the impact of the number of times users rate courses and the time interval between users rating different courses on the course similarity calculation, the contribution of active users to the cosine similarity is reduced and a time decay penalty is given to users rating courses at different periods. By improving the hybrid recommendation algorithm and similarity calculation model, the error value, recall, and accuracy of course recommendation results outperform other algorithmic models. The requirements analysis identifies the personalized online teaching system with rural primary and secondary school students as the main service target and then designs the overall architecture and functional modules of the recommendation system and the database table structure to implement the user registration, login, and personal center functional modules, course publishing, popular recommendation, personalized recommendation, Q&A, and rating functional modules.

Preservice Physical Education Teachers’ Perceptions of a Flipped Basketball Course: Benefits, Challenges, and Recommendations

Purpose: Information and communication technologies can enable educators in the development of innovative and contextually relevant approaches for the provision of enhanced learning experiences. This study examined preservice physical education teachers’ perceptions of a flipped learning basketball course in a physical education teacher education program. Method: Semi-structured interviews were conducted with eight preservice physical education teachers (three females; Mage = 23.5 years) who had completed the course. Interview data were coded using inductive and deductive thematic analysis. Results: Six main themes were identified reflecting benefits, challenges, and recommendations of flipped learning: (a) facilitate student-centered learning, (b) promote self-directed learning, (c) encourage real-world application, (d) insufficient avenues to assess understanding, (e) preclass preparation too time consuming, and (f) modification of materials and structure. Discussion/Conclusion: Flipped learning can potentially enhance preservice physical education teachers’ motivation for learning and increase active learning time in the sport-based courses in physical education teacher education. The identified challenges and recommendations are valuable for physical education teacher education educators to effectively prepare and execute flipped learning-based courses.

Analysis of User Resistance Towards Adopting E-Learning

SHARE ITS - Sharable and Reusable e-learning of ITS, has been implemented by Institut Teknologi Sepuluh Nopember (ITS) since 2006. The web-based Learning Management System has been utilized by lectures to manage blended learning-based courses. Although previous researches have discussed the readiness assessment from student perspectives, and technology adoption factors to improve continuous use of SHARE ITS, only small number of courses are active among hundred courses registered in SHARE ITS, based on the statistics provided by ITS Academic Director in 2017. The lack of participation from lecturers to deliver blended learning-based courses, and the absence of policy and resources to support the participation, is seen as the main drivers of the lagging implementation of SHARE ITS. In the light of understanding these issues, the study aimed at analyzing the factors that influence the users’ resistance toward SHARE ITS implementation. The perspective of lecturers was taken into consideration based on a conceptual model developed by Lin et al. The model introduced resistance factors, including perceived threat, perceived usefulness, perceived inequity, and behavior intention. The study showed that perceived threat factor contributes to the low level of user intention toward SHARE ITS. The perceived inequity factor also influenced the perceived threat factor due to the inequalities impact toward SHARE ITS adoption. Therefore, both factors may have an impact toward the continuous usage of SHARE ITS.

Abstract 650 Hospital Disaster Preparedness (HDP??): a ???blended learning-based course??? to learn how to manage a massive influx of casualties in a hospital

Abstract 650 Hospital Disaster Preparedness (HDP??): a ???blended learning-based course??? to learn how to manage a massive influx of casualties in a hospital

A multi-level distance learning-based course for high-school computer science leading-teachers

In this poster we present a flexible model for a multi-level distance learning-based teacher training. The model was implemented to introduce curricular and pedagogical aspects of teaching logic programming (LP) to high-school computer science in-service leading-teachers.

Development of a Microbiology Course for Diverse Majors; Longitudinal Survey of the Use of Various Active, Problem-Based Learning Assignments

Educators are increasingly being encouraged to use more active- and problem-based-learning techniques and assignments in the classroom to improve critical and analytical thinking skills. Active learning-based courses have been purported to be more time consuming than traditional lecture methods and for many instructors have therefore proven difficult to include in many one-semester science courses. To address this problem, a series of assignments was developed for use in a basic microbiology course involving sophomore-, junior-, and senior-level students from five different biology majors (environmental science, biology, biochemistry, premedicine, and physician assistant). Writing assignments included global, historical, and social themes for which a standardized grading format was established. Students also participated in a class debate in which the merits of the living microbial kingdoms were discussed, with only one kingdom being saved from an imaginary global catastrophe. Traditional lectures were facilitated by the use of a dedicated note packet developed by the instructor and specific for course content. Laboratories involved group analysis of mini-case history studies involving pathogenic microbes. Students' perceptions of the subject were assessed using an exit questionnaire sent to 100 of the 174 students who had taken the course during the 5-year time period. The majority of the 64 students who responded were sophomores (78%), in keeping with the target audience, and their perception of the course's challenge level was significantly higher (p < 0.03, 8.7) than their junior and senior counterparts (7.9). Students rated the most useful learning tools as case history studies (9.4) and the class debate (9.1), with the introduction of a dedicated microbiology links web page to the University website representing the sole component resulting in a statistically significant increase in students' perceptions of the importance of the course (p < 0.03).

Development of a Microbiology Course for Diverse Majors; Longitudinal Survey of the Use of Various Active, Problem-Based Learning Assignments

Educators are increasingly being encouraged to use more active- and problem-based-learning techniques and assignments in the classroom to improve critical and analytical thinking skills. Active learning-based courses have been purported to be more time consuming than traditional lecture methods and for many instructors have therefore proven difficult to include in many one-semester science courses. To address this problem, a series of assignments was developed for use in a basic microbiology course involving sophomore-, junior-, and senior-level students from five different biology majors (environmental science, biology, biochemistry, premedicine, and physician assistant). Writing assignments included global, historical, and social themes for which a standardized grading format was established. Students also participated in a class debate in which the merits of the living microbial kingdoms were discussed, with only one kingdom being saved from an imaginary global catastrophe. Traditional lectures were facilitated by the use of a dedicated note packet developed by the instructor and specific for course content. Laboratories involved group analysis of mini-case history studies involving pathogenic microbes. Students’ perceptions of the subject were assessed using an exit questionnaire sent to 100 of the 174 students who had taken the course during the 5-year time period. The majority of the 64 students who responded were sophomores (78%), in keeping with the target audience, and their perception of the course’s challenge level was significantly higher (p &lt; 0.03, 8.7) than their junior and senior counterparts (7.9). Students rated the most useful learning tools as case history studies (9.4) and the class debate (9.1), with the introduction of a dedicated microbiology links web page to the University website representing the sole component resulting in a statistically significant increase in students’ perceptions of the importance of the course (p &lt; 0.03).