Online Self-learning Research Articles

Development and students' evaluation of a blended online and offline pedagogy for physical education theory curriculum in China during the COVID-19 pandemic.

The outbreak and continuation of the COVID-19 pandemic has challenged the implementation of physical education theory (PET) curriculums among global colleges and universities. This study aimed to describe the design and students’ evaluation of a blended “Sports Multimedia Courseware Design” course among Chinese university students during the COVID-19 pandemic. Using information communication technologies, a 4-month blended course was developed, which consisted of 36 credits (18-credit online self-learning + 18-credit offline group-learning). A total of 1300 Chinese university students who majored in physical education, completed the blended course from Mar to Jun 2020, among which 238 (69.75% males; 21 ± 1.2 years) were randomly recruited to evaluate the course in terms of three aspects: (1) online self-learning, (2) offline group-learning, and (3) overall learning outcomes. A descriptive analysis was conducted using the IBM SPSS 27.0. Students’ overall positive evaluation supported a successful development and implementation of the blended course. Over 90% of students fulfilled the learning tasks and satisfied with the online learning resources. About 83% of students indicated high levels of autonomous motivation and engagement in online self-learning. Approximately 88% of students showed positive attitudes to the offline group-learning content, while the participation rate (60%) was relatively lower than of the online self-learning. Over 50% of the students indicated self-improvements in diverse aspects after attending the blended course. Blended online and offline pedagogy shows apparent promise in delivering the PET course among Chinese university students during the COVID-19 pandemic. Further application and comprehensive evaluation are warranted in the future.

Research on the Dynamic Evaluation Mode of Advanced English Teaching

Based on the dynamic evaluation theory, combined with the characteristics of English language teaching and teaching objectives, this paper constructed a dynamic evaluation mode for the "Advanced English" course. The evaluation mode divided Advanced English teaching into four teaching sections: pre-class online self-learning, classroom partner interaction internalization, after-class study notes evaluation and feedback, and subject paper project refinement and improvement; through the establishment of a " curriculum learning portfolio", evaluation runs through the entire teaching process, promotes the organic combination of teaching and evaluation, and realizes the cultivation of students' individual cognitive strategies and the stimulation of their learning potential. The dynamic evaluation mode of Advanced English course plays a positive role in shaping the cognitive structure of students and developing other related course evaluations.

A study on the user experience design analysis of self-learning applications in terms of learning flow

본 연구는 비대면 상황에서 대안으로 사용되고 있는 자율학습 애플리케이션의 사용자 경험 디자인 요소들을 학습몰입의 관점에서 분석하였다. 온라인 자율학습은 수많은 장점으로 인해 비대면 상황 종료 후에도 계속될 것으로 보인다. 선행 연구들에 의하면 학습몰입은 학업성취도에 유의미한 영향을 미치기 때문에, 온라인 도구의 사용자 경험 디자인이 학습몰입 유도에 효과적이면 학업성취도를 높이는 데에도 도움이 될 것이다. 본 연구에서는 선행 연구를 통해 정리한 학습몰입 구성요인의 관점에서 각 애플리케이션에서 어떠한 사용자 경험 디자인을 제공하고 있는지 분석해 보았다. 행동적 몰입, 인지적 몰입, 정서적 몰입을 유도하는 사용자 경험 디자인을 수행 계획, 참여 유도, 규칙 준수, 계획 점검, 상호작용, 실생활과의 유사함 등에서 발견하고 분석하였다. 향후 본 연구의 한계를 보완할 수 있도록 기존의 자율학습 환경과 애플리케이션을 활용한 자율학습 환경의 학습몰입 효과를 비교하는 실증적 연구를 계속하고자 한다.This study analyzed the user experience design elements of self-learning applications that are used as alternatives in non-face-to-face situations from the perspective of learning immersion. Online self-learning is expected to continue even after the end of non-face-to-face situations due to numerous advantages. According to previous studies, since learning immersion has a significant effect on academic achievement, if the user experience design of an online tool is effective in inducing learning immersion, it will also help to increase academic achievement. In this study, we analyzed what kind of user experience design each application provides from the perspective of learning immersion components summarized through previous studies. User experience design that induces behavioral learning flow, cognitive learning flow, and emotional learning flow was discovered and analyzed in performance planning, participation induction, rule compliance, performance plan check, interaction, and similarity with real life. To supplement the limitations of this study in the future, we intend to continue an empirical study comparing the learning immersion effect of the existing self-learning environment and the self-learning environment using applications.

ANALYSIS OF BLENDED LEARNING METHODS IN INCREASING STUDENT LEARNING MOTIVATION IN ELEMENTARY SCHOOL

ABSTRACTAlong with the development of science and technology requires teachers to make an innovation in teaching and learning activities, one of which is by using strategies and learning models. The purpose of this study is to describe the use of blended learning methods in improving students' learning motivation. The method used is the library research approach through library resources related to blended learning methods in improving learning motivation as well as various other literature sources. Then analyzed and presented the findings of the data objectively. The results showed that Blended Learning is a learning that combines conventional learning, self-learning and online selflearning. In improving learning motivation with Blended Learning method in elementary school can be done with several steps, namely 1) preparing the syllabus and Learning Program Plan (RPP), 2) making a draft assessment 3) determining suitable methods, and 4) implementing the learning process that takes place effectively. With this, the teaching and learning process can take place well and produce an educated generation, who are able to compete and answer future challenges, as well as excel.Keywords: Method, Blended Learning, Motivational Learning.

Analysis of learning difficulties in vertebrate zoology during the COVID-19 pandemic based on student learning styles

Vertebrate zoology lectures during the COVID-19 pandemic brought about a transformation from face-to-face lecture systems to online self-learning. Students with various learning styles experience difficulties in studying vertebrate zoology courses. The purpose of this study was to analyze the learning difficulties of the COVID-19 pandemic zoology vertebrate course as a whole and based on student learning styles. This research was conducted at the University of PGRI Madiun and IKIP Budi Utomo in May 2020. The number of respondents was 140 students of the Biology Education Department. This type of research is qualitative research with a survey method. The instrument used was a questionnaire analysis of vertebrate zoological learning difficulties using the google form. Data were analyzed descriptively qualitatively. The results showed that the learning difficulties of students, in general, were related to the understanding of scientific names as much as 71% and the fulfillment of teaching materials as much as 51%. The learning difficulties of students with a visual learning style consisted of understanding scientific names (69%) and the fulfillment of teaching materials (57%). The learning difficulties of students with auditory learning styles consist of understanding scientific names (81%). The learning difficulties of students with the kinesthetic learning style consisted of understanding scientific names (67%). This study concludes that students' difficulties are dominated by understanding scientific names and the availability of teaching materials.

The Internal Logic and Generation Path of the Synergy Between Labor Education and Professional Education in Institutions of Higher Learning

The quality of labor education is an important guarantee for institutions of higher learning to accomplish the fundamental task of building morality and cultivating talents. The new objectives of labor education and the new standards of law major education in institutions of higher learning in the new era were analyzed to find their commonality and integrating points, in which the existing problems of law major labor education were further analyzed, including inconsistency between the cognition of labor concept, the construction of curriculum system, the evaluation of labor education and the goal of talent training. We explore and put forward the generation path of synergy between law major labor education and professional education, including combining online self-learning with offline interactive counseling, combining in-class theoretical lecturing with extracurricular practical experience, combining theoretical knowledge with practical needs, combining process management with result evaluation, and combining campus culture edification with innovation and entrepreneurship education, which provide a reference for the research on the collaborative education mechanism of professional education and labor education in the same or similar disciplines.

A multi-dimensional EBP educational program to improve evidence-based practice and critical thinking of hospital-based nurses: Development, implementation, and preliminary outcomes

Improving outcomes and quality of care through evidence-based practice (EBP) is a priority globally. But most nurses have insufficient competence in EBP. How to conduct Educational interventions to enhance clinical nurses' EBP competencies and critical thinking disposition (CTD) requires more evidence. One hundred eleven clinical nurses from a Chinese four-campus hospital were enrolled in our EBP education program. The Johns Hopkins Nursing Evidence-Based Practice Model was used to develop and guide the educational and practical sessions. Multi-dimensional learning strategies —including online self-learning, on-site lectures, workshops, and social media-facilitated group discussions—were used to facilitate the implementation of the education sessions. After education, nurses embedded evidence into practice. The Chinese versions of the EBP Believe scale (EBPB), EBP Implementation scale (EBPI), and the Simplified Chinese Version of the Critical Thinking Disposition Inventory (CTDI-SCV) were applied to assess the relevant competencies among clinical nurses before and after the education program. Clinical nurses' EBPB, EBPI, and CTDI-SCV scores improved. But only EBPB and EBP skills and attitudes were enhanced with a statistical difference (t = −2.980, −4.141, and −2.695, with all p < 0.01). There was a small positive association between EBPB and CTDI-SCV (r = 0.396, p < 0.01). Fifteen EBP programs were successfully accomplished.

Effectiveness of Psychological Capital Intervention and Its Influence on Work-Related Attitudes: Daily Online Self-Learning Method and Randomized Controlled Trial Design.

Research on positive psychology intervention is in its infancy; only a few empirical studies have proved the effectiveness and benefits of psychological capital interventions in workplaces. From a practical perspective, a more convenient intervention approach is needed for when organizations have difficulties in finding qualified trainers. This study aims to extend the psychological capital intervention (PCI) model and examine its influence on work-related attitudes. A daily online self-learning approach and a randomized controlled trial design are utilized. A final sample of 104 full-time employees, recruited online, is randomly divided into three groups to fill in self-report questionnaires immediately before (T1), immediately after (T2), and one week after (T3) the intervention. The results indicate that the intervention is effective at improving psychological capital (PsyCap), increasing job satisfaction, and reducing turnover intention. The practical implications for human resource managers conducting a flexible and low-cost PsyCap intervention in organizations are discussed. Limitations related to sample characteristics, short duration effect, small sample size, and small effect size are also emphasized. Due to these non-negligible drawbacks of the study design, this study should only be considered as a pilot study of daily online self-learning PsyCap intervention research.

Online self-learning

In this paper four short sessions are reviewed in the theme of introductory programming. The sessions were performed in four different student groups from the age twelve to seventeen in two different schools. The paper summarizes important input and output properties of the groups, like the preliminary studies of Informatics and the grades in both Informatics and Mathematics – if available – also the results of the learning process during the sessions. The focus is on the skills of programming and self-learning, and the differences of it in respect to the age, the gender and the preliminary studies.

Model-free adaptive optimal design for trajectory tracking control of rocket-powered vehicle

An adaptive optimal trajectory tracking controller is presented for the Solid-Rocket-Powered Vehicle (SRPV) with uncertain nonlinear non-affine dynamics in the framework of adaptive dynamic programming. First, considering that the ascent model of the SRPV is non-affine, a model-free Single Network Adaptive Critic (SNAC) method is developed based on the dynamic neural network and the traditional SNAC method. This developed model-free SNAC method overcomes the limitation of the traditional SNAC method that can only be applied to affine systems. Then, a closed-form adaptive optimal controller is designed for the non-affine dynamics of SRPVs. This controller can adjust its parameters under different flight conditions and converge to the approximate optimal controller through online self-learning. Finally, the convergence to the approximate optimal controller is proved. The theoretical analysis of the uniformly ultimate boundedness of the tracking error is also presented. Simulation results demonstrate the effectiveness of the proposed controller.

Blended learning in basic medical laboratory courses improves medical students' abilities in self-learning, understanding, and problem solving.

Blended learning, is a teaching approach that integrates online self-learning and classroom teaching. When designed well, blended learning courses in medicine can facilitate students to improve themselves in self-learning, understanding, and problem solving, ultimately enhancing their learning efficiency. However, blended teaching methods are usually used in only a single course, so it is unclear whether these methods can work well in a variety of basic medical courses. The goal of this study is to explore students' perceptions of whether blended laboratory courses are helpful for them in overcoming the difficulties they experience. Blended laboratory courses were taken by medical students at Guilin Medical University. Approximately 71.1% of the students agreed that online lecture courses improved their understanding of threshold concepts and the underlying theories. The majority of the students (63.01%) held the opinion that the blended laboratory courses were more effective than other types of courses in achieving the knowledge goals. The majority of the teachers believed that students' interest in experimentation operations, hands-on abilities, confidence, and other factors were greatly improved compared with those of students taught using the traditional teaching model (face to face). In addition, the average scores for the quizzes of laboratory courses were significantly improved in the blended learning method compared with the traditional learning method. Blended laboratory courses are successful and welcomed by both students and teachers in undergraduate laboratory courses.

Recommendation system based on rule-space model of two-phase blue-red tree and optimized learning path with multimedia learning and cognitive assessment evaluation

Among the various indicators used by the Ministry of Education to assess the learning performance and competencies in Taiwan, a highly emphasized one for students in the vocational education system is the numbers of professional certification they have, which is also an important factor for vocational students to gain suitable job opportunities and to enhance their working competitiveness. As a result, the importance of obtaining professional certifications can never be over emphasized. Specifically, the numbers of certifications they obtained is highly related with the numbers of job opportunities they can expect. In this research, we propose a RS (Recommendation System) based solution. The proposed solution combines two-phase Blue-Red trees of Rule-Space Model and the optimized learning path, and is focused on remedying and analyzing the learning status of MTA courses with the goal of enhancing students’ pass rate of MTA certifications. In phase one, we then identify three SGs (Skill Groups) based on course information from the Certiport of Microsoft certification center, and the three SGs can be utilized for producing both concept maps and Blue-Red trees. In phase two, we classified ten chapters of MTA course into three SGs identified in phase one based on the similarities observed in the ten chapters and the three SGs. The three SGs will then be used for generating the needed concept maps and groups of Blue-Red trees. In this research, we generated three of each. The analysis is based on Rule-Space Mode for all learning objects in each skill group of phase two. For each pair of learning objects, we define the RW (Relation Weight) of them. From all learning paths, we calculate the Confidence Level values of each adjacent pairs of learning objects. Finally, we obtain the optimized learning path through the adoption of the inferred optimized learning path derivation algorithm from the combination of RW (Relation Weight) and CL (Confidence Level). It can be used in OCMLS (Online Course Multimedia Learning System) that recommended the optimized learning path of learning objects for learners to online self-learning, or to RS (Recommendation System) that provides the basis of self-learning remedies for RFRC (Recommended Form of Remedial Course). By adopting this recommendation system for giving guidance for students in preparing for the MTA (Microsoft Technology Associate) certification, we have observed good results in learning performance and pass rate.

Developing an Online Self-learning System of Indonesian Pronunciation for Foreign Learners

The main part of learning a language is pronunciation. In language learning method, pronunciation practice requires more portion than the language theory. There are some obstacles experienced by foreign learners to learn Indonesian because they are still strongly influenced by their mother tongue which is really different from Indonesian. There are some courses of learning Indonesian, indeed, but the foreign learners have to stay in Indonesia to join them. On the other hand, the researchers have successfully proven that the use of Information and Communication Technology (ICT) can help the learners in learning a language. In this paper, we have developed a system of the Online Self-Learning of Indonesian Pronunciation for Foreign Learner using Indonesian Text to Audio Visual Speech which is able to help the foreign learners to overcome their obstacles in learning Indonesian, especially the pronunciation. This system consists of 2(two) application modules: Indonesian Text to Speech (ITTS) and Indonesian Text to Audio Visual Speech (ITTAVS). In order to find out whether this system is feasible or not for foreign learners’ skill in pronouncing the Indonesian words, a subjective measurement using subjective test Mean Opinion Score (MOS) is used. We organized native speakers (Indonesians) as the participants of this test. Some of them are lecturers of Indonesian language and can be considered as experts. The average scores (using MOS scale) of the tests given showed a promising result. This system is dedicated to the foreign learners who need to improve their skill in pronouncing the Indonesian words accurately and to change the classical method of learning into a self-learning method.

Adaptation and Evaluation of Online Self-learning Modules to Teach Critical Appraisal and Evidence-Based Practice in Nursing

Adaptation and Evaluation of Online Self-learning Modules to Teach Critical Appraisal and Evidence-Based Practice in Nursing

The Actual Status of the Provision of Drug Information in Clinical Clerkships and Development of an Online Self-Learning Tool

The Actual Status of the Provision of Drug Information in Clinical Clerkships and Development of an Online Self-Learning Tool

Automatic robotic polishing on titanium alloy parts with compliant force/position control

In this article, an automatic robotic polishing technique and system is developed for the polishing of titanium alloy curved parts. By means of a designed compliant end-effector with a force sensor, the robotic polishing system with a position-based explicit force control architecture is first built to perform the polishing operation. Then, a specially designed multi-axis robotic post-processor based on computer-aided design/computer-aided manufacturing is developed to generate the basic position and posture of the polishing tool without any complicated teaching processes. Subsequently, an adaptive Anti-Saturation Integral Separated Fuzzy PI controller, which is able to imitate the manual polishing operation and prevent undesirable vibrations and mechanical collisions, is designed to control the normal contact force. The basic trajectory is changed each time after the current polishing cycle has been finished by online self-learning, and a new basic trajectory is generated for the next polishing cycle. Finally, the effectiveness of the proposed automatic polishing technique is evaluated by actual polishing experiments on titanium alloy (TC11) parts, and the experimental results show that the proposed automatic robotic polishing technique has a perfect control effect on the contact force and thus can achieve a good and uniform surface quality of the part.

Theory-Intelligent Dynamic Matrix Model of Flatness Control for Cold Rolled Strips

In order to increase the precision of flatness control, considering the principle and the measured data of rolling process essence, the theory-intelligent dynamic matrix model of flatness control is established by using theory and intelligent methods synthetically. The network model for rapidly calculating the theory effective matrix is established by the BP network optimized by the particle swarm algorithm. The network model for rapidly calculating the measurement effective matrix is established by the RBF network optimized by the cluster algorithm. The flatness control model can track the practical situation of rolling process by on-line self-learning. The scheme for flatness control quantity calculation is established by combining the theory control matrix and the measurement control matrix. The simulation result indicates that the establishment of theory-intelligent dynamic matrix model of flatness control with stable control process and high precision supplies a new way and method for studying flatness on-line control model.

Performance Evaluation of an On-Line Self-Learning Fuzzy Logic Controller Applied to Non-Linear Processes

The generation of rule-bases in conventional fuzzy logic controllers can be a difficult and time consuming problem for implementation by process operators thus affecting their wider applicability. A Self-Learning Fuzzy Logic Control (SLFLC) offers a possible solution. A performance study is therefore presented to evaluate the performance of a proposed SLFLC by analysing its transient performance for a variety of on-line tests and examining its ability to generate a consistent set of rules, based on a predetermined criteria. The results presented show that even with a limited knowledge of the process, the self-learning procedure is able to develop a suitable set of rules and produce a satisfactory process performance with some degree of robustness and repeatability when applied to a non-linear single-input single-output (SISO) or multi-input multi-output (MIMO) laboratory liquid-level processes.

Belajar Bahasa Arab dengan Online Self Access Learning

nowadays, internet becomes worldwide life style. E-mail, chatting, sites, web, blog, and other electronic terms like e-book, e-learning, e-journal, become an inseparable part of life. Electronic—especially internet—has great impact on civilization, positive and negative. At education domain, internet can become supporting, obstacle, or even depraving factor. As a learning and education media, internet offer more flexible autodidact learning. Many variation offered by sites that concentrated on Arabic language learning. Online self-learning can increase student enthusiasm, even have to be supported by other education aspect in order to reach successful learning.