Multiple Learning Approaches Research Articles

THE USE OF INTEGRATED LEARNING MODEL IN INDONESIAN LANGUAGE: AN ANALYTICAL STUDY OF THE EFFECTIVENESS OF LEARNING PROCESS IN THE MERDEKA CURRICULUM ERA

The usage of multiple learning approaches from the remains of the 2013 curriculum cannot be abandoned, especially in the period of Merdeka curriculum. This study builds teacher activities on integrated learning approaches, specifically in Indonesian language acquisition with short story writing material. The relevance of utilizing this model is considered as biased and not in line with the features of learning in the current period. The goal of this study is to demonstrate the efficacy of using an integrated learning in the Merdeka curriculum era. This research is revealed using a qualitative descriptive strategy. In the Merdeka curriculum age, the utilization of an integrated learning strategy for short story writing content is still relevant and aligned with student product objectives. Furthermore, the integrated learning model used by the instructor is effective and efficient, as indicated by the preparation for the organized learning evaluation and alignment with the learning objectives. It should be a source of worry and adaptation for other Indonesian language instructors who wish to continue working with integrated learning models that have the features of learning models in the Merdeka curriculum period.

Speech Emotion Recognition in People at High Risk of Dementia.

The emotions of people at various stages of dementia need to be effectively utilized for prevention, early intervention, and care planning. With technology available for understanding and addressing the emotional needs of people, this study aims to develop speech emotion recognition (SER) technology to classify emotions for people at high risk of dementia. Speech samples from people at high risk of dementia were categorized into distinct emotions via human auditory assessment, the outcomes of which were annotated for guided deep-learning method. The architecture incorporated convolutional neural network, long short-term memory, attention layers, and Wav2Vec2, a novel feature extractor to develop automated speech-emotion recognition. Twenty-seven kinds of Emotions were found in the speech of the participants. These emotions were grouped into 6 detailed emotions: happiness, interest, sadness, frustration, anger, and neutrality, and further into 3 basic emotions: positive, negative, and neutral. To improve algorithmic performance, multiple learning approaches were applied using different data sources-voice and text-and varying the number of emotions. Ultimately, a 2-stage algorithm-initial text-based classification followed by voice-based analysis-achieved the highest accuracy, reaching 70%. The diverse emotions identified in this study were attributed to the characteristics of the participants and the method of data collection. The speech of people at high risk of dementia to companion robots also explains the relatively low performance of the SER algorithm. Accordingly, this study suggests the systematic and comprehensive construction of a dataset from people with dementia.

A Primer on Seq2Seq Models for Generative Chatbots

The recent spread of Deep Learning-based solutions for Artificial Intelligence and the development of Large Language Models has pushed forwards significantly the Natural Language Processing area. The approach has quickly evolved in the last ten years, deeply affecting NLP, from low-level text pre-processing tasks –such as tokenisation or POS tagging– to high-level, complex NLP applications like machine translation and chatbots. This article examines recent trends in the development of open-domain data-driven generative chatbots, focusing on the Seq2Seq architectures. Such architectures are compatible with multiple learning approaches, ranging from supervised to reinforcement and, in the last years, allowed to realise very engaging open-domain chatbots. Not only do these architectures allow to directly output the next turn in a conversation but, to some extent, they also allow to control the style or content of the response. To offer a complete view on the subject, we examine possible architecture implementations as well as training and evaluation approaches. Additionally, we provide information about the openly available corpora to train and evaluate such models and about the current and past chatbot competitions. Finally, we present some insights on possible future directions, given the current research status.

CELL protocol (conferring with English language learners): Supporting ELLs’ reading comprehension in middle level education

This article presents a protocol for utilizing conferring strategies for reading conferences with English Language Learners (ELLs) as a means to support their reading comprehension skills and develop content area vocabulary in middle level education. The Conferring with English Language Learners (CELL) Protocol emphasizes ELLs’ conversational skills to enhance reading comprehension and shifts from a teacher-centered lesson delivery to a reciprocal student-to-student approach that reflects the following This We Believe characteristics: Active Learning, Challenging Curriculum, and Multiple Learning Approaches. The discussion begins by framing the vital role that reading plays in promoting language development for ELLs. Then, we define conferring and outline the steps needed to implement our CELL Protocol with an emphasis on culturally responsive teaching practices.

Interdisciplinary Learning and Multiple Learning Approaches in Enhancing the Learning of ESL among STEM Learners

As the world is moving towards Industrial Revolution 4.0 (IR 4.0), the need to develop creative thinking is demonstrated in Science, Technology, Engineering and Mathematics (STEM) curriculum. Students are prepared to nurture the problem-solving skills which are vital in their future STEM career. As this field is needed globally, communication skills are as important as content knowledge. Generally known as lingua franca, acquiring English enables people to communicate globally, hence broadening their chance of having their career. Thus, developing critical thinking should be in line with developing the language skills especially for the English as second language (ESL) learners. This paper views the interdisciplinary learning and multiple learning approaches that could help student’s attainment in STEM and ESL. This paper proposes the collaboration among ESL and STEM teachers to conduct interdisciplinary learning experience by the application of student-centred learning approaches such as inquiry-based learning, project-based learning, blended learning and problem-based learning. The proposed learning approaches are the bridge to integrate ESL and STEM disciplines in interdisciplinary learning and it provides advantages for teachers and learners. Hence, it is accepted to promote and implement interdisciplinary learning in the current curriculum environment.

The Individual Experience of Online Chemistry Teacher Education in China: Coping with COVID-19 Pandemic

The practice and research on online chemistry education have received great attention in the context of the COVID-19 pandemic worldwide. This paper describes the teaching practice of online learning based on three online courses for pre-service chemistry teachers. To adapt online teaching requirements, we reshaped the structure of the physical chemistry course, for example, adjusting the assessment approaches, and reinforcing long-distance instruction. Besides, we also shared the course of training chemistry teaching skills online publicly, and provided multiple learning approaches after class. Moreover, we introduced chemistry education research based on website data in an educational research methods course and shared ideas through the technology platform.

Approaches to Learning Traditional Performing Arts in Central Java through a Direct Encounter

This paper examines learning approaches that are used by Javanese practitioners of traditional performing arts, including gamelan musicians, dhalang (puppet masters of wayang) and dancers. Based on fieldwork interviews and participant observation in and around Surakarta (Solo), Central Java, I described five learning approaches that have in common a direct encounter with live performing arts, which triggers an immediate learning process. These are learning by ear, simultaneous imitation, rehearsing and performing, exposure and absorption, and learning by association. Each learning approach is described based on the artists’ own accounts of teaching and learning, and supported by pre-existing literature in cognition studies and ethnomusicology. I show that most practitioners have engaged in multiple learning approaches, and also that knowledge of one art form often enables or aids learning in other art forms. Javanese performing arts continue to be popular and sustainable. The learning approaches examined in this paper contribute to such success because they support sites for knowledge transmission through direct encounters with arts as they are performed.

Anatomy integration blueprint: a 4th year musculoskeletal anatomy elective model (343.5)

Medical school curricular trends focus on an increase in basic science education in clinical years. This vertical integration is difficult and poorly reported in the literature. We have outlined a course wherein the primary learning objective is to integrate anatomy knowledge with clinical education. This course has a foundation in adult learning theories and was developed through collaboration by a multi‐specialist course development team, composed of both basic scientists and physicians. The course developers utilized current published reports regarding the areas of clinical care relying heavily on anatomy knowledge. The course focuses on the role of anatomy in the diagnosis and treatment of musculoskeletal conditions. This iterative implementation and research approach to course development has yielded a curricular template for anatomy integration into clinical years. Positive findings included: Clinical anatomy curriculum can be developed which is applicable to multiple future specialties, faculty enthusiasm and investment in course objectives impacts course effectiveness, providing multiple learning approaches enhances the educational experience, communication between specialists is an important course component and that having the student perform as the teacher enhances learning and student enjoyment. This work serves to enhance current methods of anatomy integration.

Multiple Learning Approaches in the Professional Development of School Leaders – Theoretical Perspectives and Empirical Findings on Self-assessment and Feedback

This article investigates the use of multiple learning approaches and different modes and types of learning in the (continuous) professional development (PD) of school leaders, particularly the use of self-assessment and feedback. First, formats and multiple approaches to professional learning are described. Second, a possible approach to self-assessment and feedback is explored including the ‘Competence Profile School Management (CPSM)’, which is one component of the modularized four-phase-PD program of three German states. Third, the quality and the impact of self-assessment and feedback is examined using quantitative as well as qualitative measures. The participants experience it as an enriching learning opportunity which promotes reflection and the motivation to gather more information about one’s own behavior in day-to-day practice, supports other learning opportunities and promotes the participants’ professional competencies in areas they identify as beneficial to improving their practice. Moreover, participants change the way they approach career planning after participating in this PD program. They seem to have developed a more differentiated subjective theory of leadership and identified different leadership career possibilities or career steps to principalship than they had before participating in the program. Overall, there are more participants willing to apply for different types of leadership position at schools and in the school system.

Pharmaceutical company blends learning for global general managers

PurposeThe purpose of this paper is to describe a blended‐learning approach to global general manager (GM) development at an international pharmaceutical company.Design/methodology/approachThe reasons for the training are explained, the form it takes and the results it has achieved.FindingsThe paper advances the view that participants' diverse backgrounds make it essential to use multiple learning approaches, including e‐learning, classroom instruction and social networking.Practical implicationsThe role of an advisory council is highlighted in helping to ensure that the learning has significant impact and is supported on the job. By supporting the development of a bio‐technology culture, the training is helping the company to develop innovative medicines that can help patients to prevail over serious diseases.Originality/valueThe paper provides plenty to interest people charged with developing “leaders of leaders” on a global scale.

A Theoretical Framework for Assessing Students’ Cognitive Engagement through Computer-supported Collaborative Learning

Online learning has been addressed as one of the emerging method of learning with multiple learning approaches. However, researchers raised the question whether the computer-mediated educational programmes as in online learning do meet the quality. They call for the investigation of the textual material being produced during online discussions to analyze critical thinking and interactivity. Several previous researches also managed to identify the degree of students' cognitive engagement and found that students' cognitive engagement are at the lower level. In the presented paper, a theoretical framework is proposed for the rationale of addressing the above issue.

Student question-generation: The learning processes involved and their relationships with students' perceived value

Studies on student question-generation have mainly emphasized its value as an instructional intervention and examined its effects using experimental or action research methods. Although the theoretical foundations of student question-generation are sound and its empirical bases are solid, issues with regard to the nature of the enacted learning processes and their relationships with perceived value remain largely unexamined empirically. These issues should have important instructional implications, as well as empirical, methodological, and theoretical significance. Therefore, this study aims to reveal the nature of student question-generation learning processes using information processing and student approaches to learning theories; establish empirical evidence for multiple learning approaches and investigate whether any learning strategies and task value differences exist among different learning approaches; and examine the relationships among learning strategies, learning approaches, and task value. This study uses a survey research method and incorporates a student question-generation component into an undergraduate course that is part of a teacher preparation program. Instruments with established reliability and validity are used. This study has four major findings. First, within a student question-generation context, learners tend to activate learning strategies and use a deep learning approach when studying. Second, students may commit themselves to more than one learning approach during a specific task. Third, learners with different learning approaches are found to have statistically significant differences in their use of learning strategies and perceived task value. Fourth, learners who perceive more value in student question-generation tend to adopt a deep learning approach. The theoretical, methodological, and empirical significance of this study is highlighted, followed by suggestions for instructional implementations and future work.

The impact of professional development: a theoretical model for empirical research, evaluation, planning and conducting training and development programmes

This paper considers several trends in professional development programmes found internationally. The use of multiple learning approaches and of different modes and types of learning in PD is described. Various theories and models of evaluation are discussed in the light of common professional development activities. Several recommendations are made to progress matters and links made with school and leadership effectiveness issues. A theoretical framework for empirical research and evaluation is posited with a plea for more research in this field, especially outside North America.

Aligning leadership development for general managers with global strategy: the Bristol‐Myers Squibb story

PurposeThis paper aims to describe an innovative, blended learning approach to global general manager (GM) development at Bristol‐Myers Squibb that encompasses the career lifecycle from pre‐promotion, on‐boarding and ongoing development for GM incumbents.Design/methodology/approachThis is a case study of a leadership development initiative that included executive sponsorship with ongoing guidance and direction from a General Manager Advisory Council, who ensured that the learning solutions were relevant, high impact and supported on the job. The approach helped global GMs build networks of support and learning through peer coaching, leveraging the diverse and complementary skills these leaders bring to their roles.FindingsBased on their diverse backgrounds, it is essential to use multiple learning approaches to GM development and avoid a “one size fits all” mindset. Blended learning, selective use of classroom instruction and social networking tools were combined to create a comprehensive curriculum that supports organizational strategy and builds the leadership pipeline at Bristol‐Myers Squibb.Originality/valueThis case study will help other learning professionals who are charged with developing “leaders of leaders” on a global scale.