Learning Mode Research Articles

Design of Expert System for Identification of Learning Modalities and Multiple Intelligences in Students with Fuzzy Logic Method

Multiple intelligences and learning modalities possessed by each student need to be considered by teachers. Because to maximize the learning process, both of these things are needed. However, this is often ignored by teachers. The learning process that is carried out only focuses on single intelligence and learning methods that focus on paying attention to the teacher explaining the material. This method certainly causes the learning process to be less than optimal. therefore , an expert system is needed that can help teachers and students know this. The expert system that will be processed takes knowledge from the Guidance and Counseling teacher of SMAN 15 Padang using the Fuzzy Logic Tsukamoto method. This expert system is processed using the Visual Basic.Net programming language, this expert system can identify 4 types of multiple intelligences, namely linguistics, mathematical logic, music and intrapersonal and also the learning modalities possessed by each student with predetermined rules. The results of the expert system can help teachers and students in improving the learning process. With this system, it can help schools, especially Guidance and Counseling teachers, in identifying the types of learning and multiple intelligences possessed by each student. So that it can develop and provide solutions for developing student abilities.

Exploring links between visuospatial ability and anatomy learning in education: A bibliometric analysis and scientific mapping

The field of medical education faces a significant challenge in teaching human anatomy, a fundamental aspect of medical science that is often perceived as complex and demanding. Understanding the shapes and anatomical structure locations is crucial for students to master the intricacies of anatomy. Visuospatial ability, which involves comprehending three-dimensional structures and their spatial relationships, plays a pivotal role in anatomy learning. The aim of this study was to examine keywords, territories/countries, the number of publications, institutions, authors, and associated journals related to visuospatial ability in anatomy learning through extensive bibliometric analysis. Data were gathered from the Scopus database, and VOSviewer was employed to conduct a bibliometric analysis. Approximately 552 eligible articles were examined in their entirety. The findings indicated that the most significant research growth occurred in 2012, with the United States of America emerging as the leading country in the field. Furthermore, Anatomical Science Education was recognized as the most esteemed journal in this field, with Wilson, T.D. being credited as the most influential author. The bibliometric data also demonstrated various approaches to improve visuospatial capacity in anatomy learning, such as utilizing virtual reality or other computer-assisted learning modalities and their integration into medical education practice. In conclusion, these findings highlight the critical role of visuospatial ability in facilitating the acquisition of anatomical knowledge and offer direction for future research in this area.

KNOWLEDGE, ATTITUDES AND PRACTICES TOWARDS OPEN EDUCATIONAL RESOURCES IN HIGHER EDUCATION INSTITUTIONS IN THE PHILIPPINES

Open educational resources (OER) are well-known around the world and globally it gives revenue to Higher Education Institutions (HEIs). It also gives benefits in various Asian countries. However, in the Philippines there is a lack of information and implementation. With the update in education and the shift in learning modality a great need for educational resources - free and open to the public increases, especially in the outrage of the pandemic. These events and phenomena also create a schism between librarians' perspectives and practices on OER. This paper examines the academic librarians' knowledge, attitudes, and practices (KAP) toward OER in higher education institutions in the Philippines. Specifically, this paper is aimed at assessing the level of KAP toward OER among the librarians. It also investigates the relationship between KAP-OER and the profiles of academic librarians and libraries, as well as the differences between KAP-OER and sex, higher educational attainment, and years of service. The respondents of the study were the 57 academic librarians from different HEIs in the Philippines. An adapted questionnaire was used, and it was administered online through Google forms. Results show that academic librarians reinforce the trend of infrequent engagement in OER practices at the school. In terms of reuse, revise, remix, and redistribution, the respondents express a tendency to rarely engage in these practices at our school, with mean scores ranging from 5.31 to 5.75. On the general aspects of OER, the respondents exhibit a positive attitude, with a mean score of 5.27. The respondents and library profiles record no relationship to KAP. In contrast, print and nonprint resources can positively affect KAP. While sexes, highest educational attainment, and number of years of service shows no difference. This study concludes that Philippine academic librarians challenged in terms of KAP-OER. Thus, require the interventions for improvement. This study confirms that more research is needed. It suggests providing OER seminars and training, promoting OER through collaboration, funding, institutional incentives, and support for OER activities.

Validating an Online Learning Dexterity Survey of University Students’ Online Learning Competence

AbstractCompetent online learners have dexterity as they can manoeuvre a wide range of learning technologies and online learning strategies to learn successfully. In this study, we approach university students’ online learning competence as ‘online learning dexterity’ or an ability to manage different aspects of online learning with appropriate technological and pedagogical strategies. Aligning with emerging visions of more individualised, flexible, multi-modal, and community-driven experiences through online learning in universities, we operationalised an Online Learning Dexterity Survey instrument that assesses online learning competence through six dimensions: (1) asynchronous learning dexterity (2) synchronous learning dexterity (3) self-directed learning dexterity (4) online collaboration dexterity (5) learning technologies dexterity, and (6) learning access dexterity. Construct validity was established through confirmatory factor analysis of responses from 273 university students and discriminant validity was established through cluster analysis. The three-cluster solution show that learning technologies dexterity and learning access dexterity can be used to identify student profiles with lower confidence in their technical competencies but the other dimensions reveal students’ pedagogical challenges with managing learning, online collaboration, and different online learning modalities. The contributions of online learning dexterity factors to improving the assessment and development of university students’ online learning competency are discussed.

Covid-19 pandemic and student academic performance: a systematic review and meta-analysis

Abstract Background The COVID-19 pandemic led to widespread disruptions in educational systems globally, forcing a transition to remote learning modalities. This systemic change raised concerns about its potential impact on the academic performance of students in developmental ages. This systematic review and meta-analysis aimed to evaluate the association between the COVID-19 pandemic and academic performance among developmental-age students, quantifying the effect size using Cohen’s d. Methods We searched PubMed/MEDLINE, Scopus, and Embase for studies published up to December 2023 that assessed the impact of the COVID-19 pandemic on academic performance. The review was performed following the PRISMA 2020 guidelines. The quality of the included studies was evaluated using the Newcastle-Ottawa Scale. The pooled effect size was calculated using Cohen’s d, with its 95% confidence interval. The protocol has been registered in PROSPERO. Results Out of 3671 retrieved articles, 30 studies met the inclusion criteria, and 13 were suitable for meta-analysis, involving a combined total of 4,893,499 students. The Cohen’s d was -0.07 (95% CI = -0.10 to -0.03; p < 0.001), indicating a small but statistically significant decline in academic performance associated with the pandemic. Subgroup analyses revealed that mathematics suffered the most significant impact, with a Cohen’s d of -0.14 (95% CI = -0.18 to -0.10; p < 0.001). All the included studies were judged as moderate-high quality. Conclusions The COVID-19 pandemic has had a negative effect on the academic performance of students of developmental ages, particularly in mathematics. These findings highlight the need for targeted interventions to mitigate the educational setbacks caused by the pandemic, especially in core subjects where the decline in performance was most pronounced. Key messages • The COVID-19 pandemic has significantly disrupted educational systems worldwide, resulting in a small but statistically significant decline in academic performance among students of developmental ages. • The shift in educational delivery during the pandemic particularly affected learning outcomes in mathematics more than in other subjects.

The Impact of COVID-19: A study of academic stress in high school students in Vietnam due to the transition from offline to online lessons.

CoViD-19 had a detrimental impact on all humans in our society, from white-collar office workers to students. The outbreak caused stress in all individuals, leading to pres- sure, and a decline in learnability, even though its magnitude and origins varied. In con- text with the education domain, the students have suffered adverse repercussions due to the shift from traditional in-person classes to online learning modes, which has been a major cause of their mental health’s downward spiral, leading to poor performances, and the inability to learn in unmonitored classroom conditions. Aim. To assess the stress in high school students and correlate their stress levels with their end-of-year examination results for 2021. Method. This can be achieved using Pearson’s correlation coefficient, by assessing 78 high school students selected as per inclusion and exclusion criteria, from the public schools of Hanoi, with their respective results obtained for their end-of-year examina- tions of March 2021. The Academic stress will be calculated with the Student Academic Stress Scale (SASS), and, all the percentage of grades will be out of 100. Results. The results obtained from the following Pearson’s correlation coefficient tests showed a moderate negative correlation existing between Academic Stress levels and marks it obtained, with the r value of -0.447. Limitations: The sample was collected from 4 public schools in Hanoi, not taking the rest of the country into account, and the accuracy of the stress level grading using SASS which can be affected by an impairment in cognitive function, excludes outliers from the research that was conducted.

Navigating educational transformation: Understanding learning styles’ preferences of Egyptian students in the post-pandemic era

This study investigated the Learning style preferences of Egyptian EFL learners post-COVID-19. It aims to examine differences emerging in multimodal and bimodal learning preferences based on demographic variables of age and gender and consider the cultural educational context in Egypt during and post the pandemic era. Utilizing the VARK Model, Mayor’s Multimodal Learning Theory, and the Connectivism Learning Theory a survey comprising 19 questions was disseminated to 211 Egyptian EFL students from various age groups. Findings reveal a predominant preference for multimodal learning, particularly visual and read/write styles, with significant variations between genders. Female learners exhibited a stronger inclination towards kinesthetic styles, while males preferred visual methods. Younger learners and female students showed a stronger preference toward the multimodal approach that integrates technology-mediated learning, whereas older students and male learners were in favor of the more traditional modes of learning. The study highlights the importance of integrating traditional instruction wit multimedia resources, particularly for younger learners who thrive in interactive settings. Recommendations include encouraging collaboration between public and private educational sectors, increase the community services and initiatives for community-based learning to address the diverse needs of unprivileged learners. The study advocates for an innovative and holistic teaching approach to enhance engagement and motivation, achieve quality education, and cultivate an informed, skilled generation capable of contributing to the sustainable future of Egypt 2030.

Path Analysis of Grit, Self-Efficacy, Self-Regulation, and Science Academic Performance in Online Learning

Aims: This study investigates the relationships between grit, self-efficacy, self-regulation, and Science academic performance among junior high school students in an online learning context. While previous research has established the importance of these non-cognitive skills in academic success, their specific interplay during the pandemic remains underexplored. This study tested a model examining the impact of grit, self-regulation, and self-efficacy on students' Science academic performance in an online setting, focusing on the extent of these traits, their relationships with performance, individual contributions, and the mediating role of self-regulation and self-efficacy. Study Design: The research employed a quantitative design and path analysis. Place and Duration of Study: The study included 216 junior high school students from a private school in Bacolod City during the 2020-2021 school year selected through random sampling. Methodology: Data were collected through online surveys, completed via Google Forms over two weeks. The instruments used were the Short Grit Scale, Self-Efficacy Online Learning Questionnaire, and Academic Self-Efficacy Scale for Filipino Junior High School. Descriptive and inferential statistics were used to analyze data, with model relationships tested using path analysis. Results: Findings revealed that students exhibited average levels of grit and moderately high levels of self-efficacy and self-regulation. Grit did not directly impact Science academic performance, nor did self-regulation or self-efficacy mediate this relationship. An unexpected finding was that consistency of interest negatively impacted time management, while perseverance of effort positively influenced metacognitive skills, time management, and persistence. Conclusion: These results highlight the complexity of factors influencing academic performance in online learning environments. While grit, self-efficacy, and self-regulation are essential for student development, their direct impact on academic performance requires further investigation. This study underscores the need for educational strategies that cultivate these non-cognitive skills to improve students' academic performance across diverse learning settings and modalities.

Research on Blended Learning Mode of College English based on the Chaoxing Learning Platform

College English is one of the public courses in many majors in universities. Traditional teaching often adopts the traditional large class approach, with face-to-face teaching between teachers and students. In the context of the development of the Internet, online courses have begun to rise. In addition to the influence of many objective factors, online teaching mode has been favored by many schools. At present, applying the information technology teaching mode to subject teaching has become a trend. This article focuses on college English courses and researches the blended learning mode under the application of the Chaoxing Learning Platform to improve teaching efficiency.

The effectiveness of Gen AI in assisting students’ knowledge construction in humanities and social sciences courses: learning behaviour analysis

ABSTRACT Currently, generative AI has undergone rapid development. Numerous studies have attested to the benefits of Gen AI in programming, mathematics and other disciplines. However, since Gen AI mostly uses English as the intrinsic training parameter, it is more effective in facilitating the teaching of courses that use international common notation, but few scholars have researched the fitness of Gen AI-assisted teaching of humanities courses in Chinese-language environments. To address these gaps, this study examined the learning behaviours of 30 students using Gen AI to help them answer questions on economic law tests using the Lag Sequential Analysis. The results show that the following: (1) The use of Gen AI to aid learning in an economic law course did not significantly improve the cognitive level of academics from the perspective of knowledge construction. (2) According to the characteristics of students’ behavioural paths via Gen AI-assisted learning, their behavioural patterns can be classified into autonomous and innovative, moderate, and lacking innovation. (3) Different learning modes when Gen AI-assisted teaching was used affected the final results, which were as follows: High-performing students favoured the autonomous and innovative pattern, medium-performing students favoured the moderate pattern, and low-performing students favoured the lacking innovation pattern.

Agape—The Melody of the Teaching Church

This article is addressed to the teaching Church—the local church, Christian universities, and colleges, as well as parachurch or Christian-based ministries. Organized around an exegesis of 1 Timothy 1:5, the article promotes agape-love as a goal of discipleship. Agape, an evidence of Christian maturity exerts considerable impact on the methods and objectives of the ministry of discipleship. Consequently, the disciple-maker will utilize various learning and teaching modes which benefit their student-disciples.

Modality deep-learning frameworks for fake news detection on social networks: a systematic literature review

Fake news on social networks is a challenging problem due to the rapid dissemination and volume of information, as well as the ease of creating and sharing content anonymously. Fake news stories are problematic not only for the credibility of online journalism, but also due to their detrimental real-world consequences. The primary research objective of this study is: What are the recent state-of-the-art modalities based on deep learning to detect fake news in social networks. This paper presents a systematic literature review of deep learning-based fake news detection models in social networks. The methodology followed a rigorous approach, including predefined criteria for study selection of deep learning modalities. This study focuses on the types of deep learning modalities; unimodal (refers to the use of a single model for analysis or modeling purposes) and multimodal models (refers to the integration of multiple models). The results of this review reveal the strengths and weaknesses of modalities approaches, as well as the limitations of low-resource languages datasets. Furthermore, it provides insights into future directions for deep learning models and different fact checking techniques. At the end of this study, we discuss the problem of fake news detection in the era of large language models in terms of advantages, drawbacks, and challenges.

Impact of teaching modality on soft skill development: Oral health literacy awareness skills assessed using standardized patient experiences.

Health literacy awareness is a crucial skill for health professionals, yet training may be lacking. Didactic lectures may improve health literacy awareness in future health professionals, however, compressed curricula may lead educators to consider the incorporation of eLearning into the delivery of health literacy education. E-modules have been shown to engage learners, yet little is known about their effectiveness in instilling behavioral change in learners' clinical communication skills. This study aimed to shed light on the impact of learning modality on dental students' ability to learn and translate soft skills into clinical settings. An e-module on health literacy awareness was created by the researchers with an equivalent lecture developed. Fifty-six dental students were randomly assigned to a control or intervention cohort (lecture or e-module) and all cohorts participated in standardized patient experiences to be assessed in a simulated but authentic patient care scenario. Pre- and post-intervention scores, simulation scores, and learner reflections were compared. Fifty-six students participated in the study. Post-intervention health literacy awareness knowledge increased for both intervention cohorts. In clinical simulation, intervention cohorts scored significantly higher on nearly all variables, with the lecture cohort scoring consistently better than e-learners. Both lecture and e-learning are effective learning modalities for promoting health literacy awareness, but dental students learning the subject via lecture may translate certain newly acquired soft skills more effectively in clinical scenarios.

Gaming the System? A Qualitative Exploration of Physician Assistant Learner Perceptions of Virtual Patient Education.

Virtual patients (VPs) are increasingly used in health professions education. How learners engage with VPs and the relationship between engagement and authenticity is not well understood. We explored learners' perceptions of VP education to gain an understanding of the characteristics promoting meaningful engagement in learning, including perceived authenticity. Using a constructivist grounded theory approach, we conducted interviews and focus groups with 11 students from 2 Canadian Physician Assistant programs, where VP learning was implemented to supplement clinical education during the COVID-19 pandemic. We explored trainee perspectives on the use of VPs as an educational modality. Data were iteratively collected and descriptively analyzed thematically using a constant comparison approach until theoretical sufficiency was reached. We identified 3 groups of factors influencing these students' VP learning experiences: (1) technical factors related to the VP platform influenced the perceived authenticity of the patient interactions; (2) individual factors of learners' attitudes influenced their engagement and motivation; and (3) contextual factors related to the learning environment influenced the acceptability and perceived value of the learning experience. Overall, the psychological authenticity of the learning platform and students' motivation for self-directed learning were perceived as most important for students' learning experiences. Implementing VP learning as a supplement to clinical education should be done with consideration of factors that enhance the psychological authenticity of the learning platform, promote learner engagement and accountability, and encourage acceptability of the learning modality through curricular placement and messaging.

Exploring New Paths for the Internationalization of Vocational Colleges in the Era of Artificial Intelligence

This study analyzes the internationalization development changes of one vocational college in China over the past 10 years. Based on the new requirements and trends of vocational education in the era of artificial intelligence , effective suggestions are proposed for the internationalization development of vocational education from the aspects of establishing international consulting organizations, attracting international capital investment, learn from other vocational colleges, formulating international cooperation plans, building industry education integration communities, constructing international curriculum resource databases, shortening students' learning time in school, changing classroom learning modes, increasing online practical training time, and building international cooperation alliances. This study is expected to promote the improvement of vocational colleges in curriculum construction, teaching resources, learning modes, school enterprise cooperation, and platform construction, ultimately achieving sustainable development of vocational education.

English Writing Anxiety in Mobile Learning Environments

This study investigates online writing anxiety in the context of mobile learning based on contemporary college English writing practices. Using comparative testing, questionnaires, and interviews, we comprehensively assess the state of online writing anxiety under mobile learning conditions. The results indicate no significant difference in writing effectiveness between mobile learning and traditional modes. Students experience moderate levels of anxiety during online writing, with stronger feelings of avoidance. Factors such as online dictionaries, translation tools, and the openness of the network environment in mobile learning facilitate students' English writing. However, issues like online disorientation, discomfort, and feelings of distance also impact online writing.

Monitoring and optimization of autonomous learning mode using English apps based on big data

Monitoring and optimization of autonomous learning mode using English apps based on big data

Blended focus group discussion: a cooperative learning strategy to promote reflection among student teachers

ABSTRACT The global pandemic resulted in different learning modalities to guarantee that academic institutions could provide continuous learning. From a purely online setup during the first year of the pandemic, the learning modality has transitioned to a combination of online and face-to-face instruction after three years. This mixed-method action research aims to promote Blended Focus Group Discussions (BFGDs) via the cooperative learning strategy as a platform for student teachers (STs) to share with their peers and coordinators their experiences in practice teaching. It followed the Plan-Do-Study-Act Cycle with the fourth-year STs in an intact group as the participants. The quantitative analysis revealed the reflective status of the participants before and after the implementation of BFGD. Despite a numerical increase in the participants’ reflective practice, statistical significance was not obtained. Conversely, the qualitative data showed BFGD’s beneficial function in enhancing STs’ reflective practice to become better educators in the future. The intervention also highlighted the areas for improvement, such as the facilitator’s role, technology access, and online engagement. It may serve as an avenue for teacher education institutions to recognize this as a strategy not only to enhance student teaching practices but also to improve their reflective practice.

Leading New Prospects: English Teachers' Perceptions of Technology-Mediated Professional Development

The significance of technology-mediated professional development (PD) in rapidly evolving school education system in Nepal has grown substantially, particularly for English teachers attempting to acclimate to digital modalities of instruction and learning. English teachers' perspectives on technology-facilitated PD were investigated and assessed in this study. The information was gathered through semi-structured interviews conducted using Zoom. English Teachers’ viewpoints on the effectiveness, challenges, and prospective benefits of technology-enabled professional development were revealed in this study. The study encompasses a range of facets such as the accessibility of digital resources, the impact of technology on pedagogical approaches, and the overall enhancement of teaching capabilities. By providing best practices to enhance professional development practices, the study's findings support policymakers and professionals. Moreover, The study also investigated the impact of perceived relevance of professional development (PD) content on instructors' teaching practices, prior technology experience, and institutional support on perceptions

Blockchain-Based Federated Learning: A Survey and New Perspectives

Federated learning, as a novel distributed machine learning mode, enables the training of machine learning models on multiple devices while ensuring data privacy. However, the existence of single-point-of-failure bottlenecks, malicious threats, scalability of federated learning implementation, and lack of incentive mechanisms have seriously hindered the development of federated learning technology. In recent years, as a distributed ledger, blockchain has the characteristics of decentralization, tamper-proof, transparency, security, etc., which can solve the issues encountered in the above-mentioned federated learning. Particularly, the integration of federated learning and blockchain leads to a new paradigm, called blockchain-based federated learning (BFL), which has been successfully applied in many application scenarios. This paper aims to provide a comprehensive review of recent efforts on blockchain-based federated learning. More concretely, we propose and design a taxonomy of blockchain-based federated learning models, along with providing a comprehensive summary of the state of the art. Various applications of federated learning based on blockchain are introduced. Finally, we expand on current trends and provide new perspectives pertaining to this new and exciting development in the field.