Pace Of Learning Research Articles

Teachers' Job Satisfaction and Perceptions of Online Courses during Covid-19: A Comparative Study among Israel, Jordan and Lebanon

This paper is a comparative study of teacher job satisfaction in Israel, Jordan, and Lebanon. This study will examine the extent to which demography, teacher satisfaction in online classes, and teacher-student interaction, affect their job satisfaction. The study will also examine the challenges that confront teachers in the process of online learning during the Covid-19pandemic. The study adopted a quantitative approach. To achieve the objectives of this study, the author utilized responses from 431 teachers working across Israel, Jordan, and Lebanon. The study revealed that the perception of teachers and teacher-student interaction in online classes influenced the job satisfaction of teachers. The findings revealed that teacher job satisfaction in (Israel) and (Jordan and Lebanon) were independent of demographic attributes. The online classes also came along with their challenges such as, attitude of students toward learning via online classes, to technical problems affecting the speed and pace of learning in online classes which all the countries' teachers ranked high.

A30Safe Interdepartmental Learning from clinical incidents using a Quality Improvement Framework

Mistakes are an inherent learning opportunity within healthcare that can be used to prevent future loss of lives and reduce suffering. We aim to create a safe learning space within our organization that can be embedded within our quality improvement (QI) process. We have designed a bespoke framework ( Safe Interdepartmental Learning with a Quality Improvement Framework Our tertiary hospital clinical governance team in collaboration with the multi-professional education, simulation, and patient safety departments has identified 5 topics based on the root cause analysis of serious clinical incidents. This description from our recent cohort involves the recruitment of 5 different specialty teams, each consisting of 1 experienced consultant faculty and 3 other facilitating clinicians with different levels of experience in healthcare simulation. The teams prepared and designed the most suitable clinical scenario progression to address the learning objectives based on their allocated topics. Learner and peer feedback along with reflections on the session, highlighted possible change ideas to modify the subsequent scenario running. Over a period of 6 months, different learner sets were involved in the same simulation exercise with 2 further iterative modifications. The 5 teams have generated a total of 15 hours of simulation sessions using standard pre-briefing, debriefing, and evidence-based simulation techniques. The level of independent facilitation and mentoring by more advanced debriefers has been adjusted to fit the individual pace of experiential learning. To further enhance the embedded faculty development a total of 270 minutes of online discussion, reflections, and 15 topics were presented by the facilitators to create a multi-professional learning experience. The content was structured to reflect the national outcome’s framework for faculty development and the ASPIH standards guidance for simulation-based education. The recorded simulation sessions, debriefing, and topic discussions have generated a useful asynchronous online reference for the current and future cohorts. The feasibility of implementing this simulation programme integrated with a QI framework is a major step for our future prospective evaluation of the impact of translational simulation as theorized in the current literature [2] on patient outcomes and healthcare performance indicators. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Blended learning in human anatomy education in undergraduate medical programmes: A review

Objective: This review aims to evaluate the trends, teaching-learning practices, strengths, limitations, and outcomes of the blended-learning approach in Anatomy education in undergraduate programmes in Medicine.Methods: An electronic search for literature was done in the MEDLINE database. Original research articles on blended learning in Anatomy, in undergraduate medical programmes, published in English, and available in full text were included, and narrative description and synthesis were done.Results: Seventeen articles were reviewed, and the majority were published in 2021 and 2022. Blended learning was used in all components of Anatomy courses with different combinations of face-to-face and online teaching-learning methods. Commonly cited benefits of blended learning were higher knowledge acquisition and consolidation, improved self-directed learning, flexibility in time, place and pace of learning, increased motivation, higher level of engagement, and more opportunities to review. The main problems were related to connectivity and interactivity during online instruction. Blended learning courses have generally improved the course outcomes in terms of students’ cognitive gain, especially at the knowledge and comprehension level.Conclusion: Several recommendations were derived from this review. These include proper needs analysis and planning, increasing awareness and provision of training to students and teachers, developing support systems for students and teachers, and continuous monitoring and review of the courses. The need for collaborative planning and development of learning material and teaching-learning activities, with appropriate quality and quantity of the content, systematic and timely delivery and regular evaluation and review were recognized. These recommendations will be useful in planning and successful implementation of blended learning in Human Anatomy courses in medical undergraduate programmes.

대학 영어 수업에서 AI 기반 적응형 학습이 TOEIC 학업성취도와 자기 주도적 학습 능력에 미치는 영향

Objectives This article aims to validate the efficacy of AI-adaptive learning (AI-AL) in college English courses. It achieves this aim by examining the influence of AI-AL on learner's academic achievements in TOEIC and self-perception of self-directed learning abilities. This investigation involves analyzing TOEIC exam outcomes, encompassing key English education components like listening, grammar, vocabulary, and reading.
 Methods We computed descriptive statistics using SPSS 25.0 and performed a paired t-test on the pre- and post- exam results of an online mock TOEIC for 61 students enrolled in Sections A and B of AI English 2 at H University. To explore the change in learners’ self-perception of their academic achievements and improved self-directed learning skills, we examined 56 selected reflective journals. Additionally, we conducted two rounds of expert Delphi assessments to validate the content.
 Results First, the analysis of the online exams showed a modest increase of 5.246 points in the average score of the listening comprehension section, although no statistically significant difference was observed. Secondly, the average score of the reading comprehension section exhibited a significant increase of 12.459 points, indicat-ing a statistically notable difference. Thirdly, upon analyzing students' reflective journals using factors employed to assess self-directed learning ability, it was found that “desire to learn” had the highest frequency (96.4%). This was followed by “self-reflection” (91.1%), “attributing results to their efforts” (66.1%), “persistence in learning” (62.5%), “goal setting” (48.2%), “self-management” (46.4%), “identifying learning resources” (35.7%), and “selecting learning strategies” (30.4%).
 Conclusions This study demonstrates that AI-AL positively influences learners’ proficiency in TOEIC RC and self-perception of self-directed learning abilities. This research is particularly relevant in today's era of hy-per-connectivity and personalized learning, as it substantiates the potential of AI-AL in catering to individual lear-ners' needs and learning pace, while offering practical solutions to enhance its effectiveness. The results of this research are expected to be useful as foundational materials for colleges looking to integrate AI-AL programs into their curriculum.

Engaging learners in online learning without external incentives: Evidence from a field experiment

AbstractOnline learning platforms increase opportunities for learners to participate in learning out of interest, without any external incentives such as fulfilling requirements for degree programmes or certificates. However, such forms of online learning often suffer from low sustained learning engagement. Building on theories related to normative influences, this study extends the literature by focusing on the effect of peer information on learning engagement and outcomes in an online learning setting without external incentives. A field experiment was conducted through a leading massive open online course platform in China, and information interventions were manipulated in social media groups associated with the course. Surprisingly, the results revealed that the presence of peers' active learning behaviour information did not always lead to enhanced learning engagement. Specifically, it had a positive influence only when question intervention was applied, that is, when the learners were also presented with questions related to the course content prior to learning. Moreover, question intervention alone was effective in enhancing learning engagement. Our results also showed that the learners with question interventions were more likely to pay attention to their peers' behaviour and align their learning pace with that of their peers. Implications for theory and practice are discussed.

Multiplying success: the power of multiple simulations with graduated weighting and coordinated sequencing for learner engagement

PurposeThe increasing need for student engagement and the wide availability of digital teaching resources are providing opportunities for careful consideration and planning of assignments within and among business management courses. This paper aims to examine implementation strategies for integrating multiple business simulations with gradually increased assignment weighting and coordinated implementation in a university business curriculum.Design/methodology/approachA case study research design with a pattern-matching logic is used to represent a critical test of formulated programmatic and learning theories that have a set of propositions and circumstances with which the proposals are believed to be true. Applied digital management education tools used in a graduated weighting scheme compare an empirically-based pattern with a predicted pattern.FindingsSystemic program-wide implementation of teaching resources such as simulations, microsimulations and application-based activity role-playing assignments can deliver engaging internal course and coordinated management program experiential-type learning. Carefully planning graduated assignment weights can be a practical strategy for using a low-risk approach to enhance experiential learning.Practical implicationsThe strategies proposed provide a practical approach for controlling the learning pace and facilitating low-risk experiential learning through the modern digital business education landscape.Originality/valueThis paper investigates innovative implementation ideas to strategically arrange simulation assignments that can enhance success and prepare students future management work-based training. It explores the value of incorporating different types of business simulations and advanced active learning activities to provide students with engaging experiential learning experiences.

Transforming traditional physiotherapy hands-on skills teaching into video-based learning

BackgroundPandemic-induced restrictions forced curriculum transformation from on-site education to virtual learning options. This report describes this transition, the challenge of creating technology-enhanced learning for hands-on psychomotor skills teaching in physiotherapy, and students’ evaluations of the new technology-enhanced learning approach in Complex Decongestive Physiotherapy.MethodsOn-site theoretical background lectures were replaced with e-learning sessions. Faculty hands-on skills demonstrations for the entire class were replaced with video-recorded demonstrations. Videos included verbal and written instructions and were complemented with checklists guiding the students, training in pairs, through their learning tasks. A cross-sectional observational survey for teaching quality evaluated this new technology-enhanced learning approach and assessed students’ preference for traditional or video-based hands-on skills learning.ResultsSurvey return rate was > 50% (46 participating students). Teaching quality was rated between 1.5 ± 0.5 and 1.8 ± 0.4 (Likert scale from − 2 to + 2). Most students (66.7%) preferred the new approach. They appreciated for example that videos were available all the time, enabling self-paced learning, providing an equally good view on skills demonstrations, and the convenience to be able to rewind, re-view, and use speed adjustment options.ConclusionsStudents preferred the new video-based learning of skills for Complex Decongestive Physiotherapy. Because in-class live skills demonstrations were omitted, faculty had more time to provide individual feedback and answer questions. The shift from teacher- to student-centered learning enabled students to control their own learning pace. The innovative program was maintained after pandemic-induced restrictions were lifted. The success of this approach should be tested in other physiotherapy settings and different educational institutions.

Training model of basic football techniques for early age: systematic review

Study Purpose. The purpose of this study was to describe the training model of basic football techniques for the early-age group. Materials and Methods. The primary method used in this study was a literature review. A literature review is a research design utilized to gather data sources related to a specific topic to depict the core content based on the retrieved information. As part of the data collection for the literature review, databases were employed to search for relevant literature. The data was aggregated using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method. This research entailed analyzing journal articles and formulating a summary concerning the research questions and objectives. The journal search and review procedures were executed via the PICOT method. Each question addressed P = problem/population, with this study zeroing in on the pertinent problem. The research analyzed the model of basic soccer technique training segmented by age groups, as represented by the I/E = implementation/intervention/exposure component of PICOT. The subsequent component, C = control/comparative intervention, was not incorporated in this study. Finally, T = time was delimited by narrowing the review to journals published within the last decade. Journal articles evaluated in this study were sourced from both national and international publications via numerous scientific journal platforms. Results. The study determined that the training model for basic football techniques can be categorized by age group, which includes (1) 6–7 years old, (2) 7–8 years old, and (3) 10–11 years old. The training methodology encompasses (1) ball mastery and juggling, (2) dribbling and running with the ball, (3) passing and receiving, (4) heading, (5) throw-ins, and (6) small-sided games. Essential equipment for training includes (a) portable goalposts of varying sizes, (b) a kicking board or rebound goal, (c) a mobile free-kick wall, (d) cones of different dimensions, (e) basic physical exercise equipment, (f) balls of diverse sizes and colors, (g) areas designated for soccer tennis and soccer volleyball drills, (h) a video camera, and (i) a storage section for equipment. Conclusion. Mastering the fundamental techniques of football is paramount in cultivating children's soccer skills. Consequently, the instruction for basic football techniques is sequentially administered based on the unique attributes of each age group. The rudimentary football technique training model, stratified by age, includes (1) ball mastery and juggling, (2) dribbling and running with the ball, (3) passing and receiving, (4) heading, (5) throw-ins, and (6) small-sided games, each tailored according to the learners' requirements and progress. By grasping the traits affiliated with soccer, trainers and educators can proffer suitable training materials during sessions. Solo and small-group exercises, primarily in duos, are vital for refining ball control and facilitating paced learning. Training exercises are often executed in pairs to bolster communication, foster collaboration, and deepen the understanding of soccer tenets.

Індивідуальна освітня траєкторія в сучасній українській вищій освіті як інструмент адаптивності її середовища

The adaptability of modern education depends on a number of technical and organizational factors, including the provision of the educational process with computer technology, the ability of all participants in the educational process to use cloud technologies, the readiness of the administration of higher education institutions (HEI) to create conditions for studying students according to individual educational trajectories. Adaptability allows HEI to compete on the market of educational services, to maintain the level of education in the unfavorable conditions of a prolonged pandemic and war, to change the content of disciplines in accordance with the rapid development of science and technology. Our research demonstrated the possibilities of predicting the success of individual educational trajectories using the trend method, which works on the basis of the widely used Microsoft Excel office program. The individual educational trajectories of students (separately from each other) studying music and forming valeological competence while studying the valeological discipline "Health Pedagogy" were analyzed. Trend forecasting, based on the use of qualitative indicators of competencies, showed fairly accurate results (with an error of approximately 10%), which allows us to recommend the forecasting method for use by higher education institutions, regardless of the student's study profile. We have also identified four conditions for ensuring the adaptability of higher education: a large number of optional disciplines, the possibility of changing the forms of education, the pace of learning (depending on the abilities and health of students), crediting the results of studies in similar disciplines in other institutions of higher education and in non-formal education. The method proposed by us for predicting the success of training according to an individual educational trajectory can be considered adaptive, because it allows evaluating the results of training in different specialties.

The Influence of AI-Powered Adaptive Learning Platforms on Student Performance in Chinese Classrooms

This study delved into the impact of AI-powered adaptive learning platforms on student performance within the context of Chinese classrooms. Utilizing a comprehensive retrospective approach, the research examined the effects of these innovative platforms on academic achievements, engagement levels, and overall learning outcomes. In the past decade, the integration of artificial intelligence (AI) into educational technology has revolutionized traditional teaching methods. Adaptive learning platforms, driven by AI algorithms, customize learning experiences to cater to individual student needs and learning paces. This study examined a diverse range of Chinese classrooms, encompassing various grade levels and subjects, to ascertain the widespread influence of such platforms. Data collection involved the analysis of historical student performance data from multiple academic years. The study assessed both quantitative metrics, such as test scores and grade improvements, and qualitative indicators, including student feedback and engagement patterns. Through rigorous statistical analyses, the study established correlations between the utilization of AI-powered adaptive learning platforms and enhanced student performance. The findings revealed a significant positive association between the integration of AI-powered platforms and student outcomes. Students exposed to personalized learning experiences exhibited improved academic achievements compared to those in traditional classrooms. Furthermore, the study identified heightened levels of engagement and motivation, as the adaptability of these platforms catered to individual learning preferences. In conclusion, this research underscores the transformative role of AI-powered adaptive learning platforms in Chinese classrooms, highlighting their ability to elevate student performance and engagement. As China continues to embrace technological advancements in education, this study offers valuable insights into the evolution of pedagogical approaches and their positive outcomes on student learning in the past. Keywords: AI-powered, Adaptive learning platforms, Student performance, Chinese classrooms, Influence

Flipping the Script in the New Normal: Investigating the Efficacy of Flip Learning for English Language Learning in University Settings

This research aims to illustrate the capacity of flipped learning to revitalize the classroom atmosphere and promote increased levels of student engagement and enthusiasm within the contemporary post-pandemic educational setting. Employing a mixed-methods approach, it includes surveys and interviews with 100 students from Indonesian universities. The study aims to uncover the benefits and challenges of implementing flip learning in non-English department English classrooms and explore how students perceive this approach. The intervention involved delivering pre-recorded lectures and activities for students to complete before class, followed by in-person activities and discussions to reinforce learning. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematic analysis. The results indicate that implementing flip learning for non-English department students at the university level offers several benefits, including enhanced student engagement and motivation, improved short-term learning outcomes, increased student-teacher interaction, more opportunities for problem-solving practice, collaborative learning experiences, and flexible learning pace. However, challenges like increased workload, group activities, limited technology access, and teacher adaptation to new teaching methods may arise. Despite these challenges, the benefits of flip learning outweigh the drawbacks, making it a viable approach for non-English department university students studying English. These findings lay the groundwork for future research to address workload management, effective collaboration, technology accessibility, teacher support, long-term learning assessment, and implementing flipped learning in diverse educational contexts.

Promoting Outcomes-Based Instructional Materials: Testing the Effectiveness of Print Modules for Business Students

<p style="text-align: justify;">Education delivers systematic instruction so effective learning acquisition may take place. It molds students into holistic well-being to contribute to various industries; hence, relevant competencies are developed. Strengthening education significantly encompasses the production of formfitting and distinct instructional materials to invite a sequential way of presenting quality instruction. This research is focused on knowing the effectiveness of the modules developed in Human Resource Management for Filipino business students. Specifically, it is developmental research and utilizes a pretest and post-test control group design. Numerical data were supported by phenomenological interviews, strengthening the study's results. It involved 80 college students classified as the experimental and control group. Moreover, the interview includes 10 participants. Findings reveal that utilizing the modules realized the increase in performance of the experimental group due to their exposure to the materials. However, one of the pitfalls has been revealed in utilizing self-directed learning material; thus, academic performance will only improve if students are organized to set their own goals and learning pace. Using outcomes-based instructional materials leads to substantiating learning, effectively enticing learners' interest. It maximizes students' motivation and participation since topics are well-planned and designed comprehensively. The materials are an essential tool in inviting the enthusiasm of business students to engage in learning. These are valuable means to encourage independent learning without sacrificing the competencies to be learned and applied by the learners.</p>

UNIVERZITETSKO OBRAZOVANJE – KAKO PROKRUSTOVU POSTELJU TRANSFORMISATI U OBRAZOVANJE ZA PROTEANSKU KARIJERU / UNIVERSITY EDUCATION - HOW TO TRANSFORM PROCRUSTEAN BED INTO EDUCATION FOR A PROTEAN CAREER

What is the purpose of universities - education or job training? What should be our priority - competences for the 21st century or finding a job within a year after graduating? The future is unpredictable and today’s actions are not necessarily good, but the worst thing to happen would be doing nothing. The survival and development of university depends on our vision of who are the generations to come, what we will teach them, how we will develop the curricula and how far we will succeed in moving away from linear careers as a Procrustean bed, punishing and forcing us to believe that what we have is the only thing possible if deviations from the prescribed norm happen or if one attempts spurring development. On the other hand, the context in which education takes place is constantly changing, and today’s careers, defined as a collection of all experiences and changes in values and attitudes (not advancement in the workplace) are changing their forms just like Proteus. Therefore, the important question is how to reject the Procrustean bed and accept the concept of a protean career as a guide in the development of higher education? The development of new study programs and the revision of existing ones should be guided by the following postulates: internationalization, interdisciplinarity, equality in access and adaptation to the needs of people who need to build their careers in the next dozen years. Innovative study programs should offer: experiences that will be attractive to students from all over the world, a holistic approach to the learning experience and multiperspective, equality in access to all interested parties at every moment of their lives, and flexibility that will allow the student to have his own pace of learning. Some examples of such programs are dual studies, short cycles, combined studies and recognition of prior learning. The University of Sarajevo is a participant in two ERASMUS+ projects aimed at the development of dual studies and short-cycle programs with the aim of increasing access to education and adapting to the needs of students and employers, which directly support the principles of a protean career.

Volume of geometric solids on the Desmos platform – A didactic experience in Cape Verde

This work intends to disseminate a didactic experience in mathematics, in times of pandemic, in an emergency remote teaching situation, at the Portuguese School of Cape Verde, using the Desmos digital platform. The topic addressed was the study of the volume of geometric solids. The main objective was to contribute to the learning of mathematical concepts, using digital tools that promote students’ autonomy while respecting their learning pace, thus improving teaching practices through more assertive methodologies and more innovative resources.<br /> In order to understand how the Desmos platform contributes to improve the learning of geometry an explanatory case study was conducted. The participants in the study are 9th grade students from a Cape Verde school. Preliminary analysis of the data collected through several techniques, using diverse data collecting mechanisms, indicates that the contribution is very positive with clear advantages in the construction of knowledge on the part of the students, centered in a logic of skill development.

Embodied and Embedded Learning: Child, Caregiver, and Context

The pace of infant learning is inspiring. Babies learn new skills while interacting with the people, objects, and spaces in their everyday environments. Grounded in a developmental-systems approach, we highlight the embodied and embedded nature of infant learning. Learning is embodied in that the exuberant infant serendipitously creates an ideal curriculum for learning through immense amounts of varied, time-distributed practice across behavioral domains. Learning is embedded in that infants’ behaviors elicit timely responses from caregivers that are situated in richly informative and structured environments. Feedback loops generated by the active infant, the salience of caregiver responses, and the regularity of environmental contexts propel learning. The study of natural behaviors in natural environments spotlights the roles of infant, caregiver, and context in everyday learning.

Innovative interactive technologies in the training of professional education specialists by means of digital technologies

This article is devoted to the study and analysis of the role and influence of innovative interactive technologies in the training of professional education specialists using digital technologies. Digital technologies are becoming an increasingly integral part of our daily lives and impacting various fields, including education. The article examines the modern foreign and domestic experience of using modern innovative interactive technologies in the professional training of future vocational education specialists. The possibilities of implementing augmented reality (AR) and virtual reality (VR) to create immersive learning environments are described. Emphasis is placed on adaptive educational platforms that are able to individualize the educational process taking into account the personal needs and individual characteristics of students. The analysis of the influence of interactive technologies on the activity and interest of students, increasing the level of involvement and motivation to study was carried out. The advantages of these technologies in the training of specialists are analyzed, their impact on student motivation, understanding of complex concepts and the creation of interactive learning environments is noted. It highlights how the adaptability of learning platforms helps create personalized learning paths for each student, taking into account their needs and pace of learning. The experience of using innovative and interactive technologies in various fields, including education, science and technological development, is outlined.
 The results of the study indicate the importance of integrating digital technologies into the educational process to achieve more effective learning and development of relevant skills among students of vocational education.

Enhancing Engineering Electromagnetics Education: A Comparative Analysis of Synchronous and Asynchronous Learning Environments

This study evaluates implementation of asynchronous learning in teaching engineering electromagnetics module. A group of first-year engineering students participated in the study. The instruction was divided into two periods, with the first period using asynchronous online mode and the second period using synchronous face-to-face mode. The performance evaluation was based on essay questions on class tests, and the data variances were statistically analysed. In addition, student feedback was gathered through interviews conducted at the end of the semester. In terms of overall performance, the results indicate that synchronous and asynchronous learning methods were equally effective, as no significant difference was found. However, individual student grades revealed a variety of outcomes for the asynchronous learning method, suggesting that students have different learning preferences and levels of adaptability. Positive feedback for asynchronous learning included the ability to adjust the pace of learning and conveniently access course materials. Students valued the availability of recorded lectures for reviewing difficult subject matter. Students with lower study motivation or limited experience with independent learning were negatively affected by the absence of scaffolding and immediate feedback in the asynchronous learning approach. Some students emphasized the importance of face-to-face interaction with the instructor, especially in a subject like electromagnetics that requires intuitive thought and elaboration.

Intepretable Deep Gaussian Naive Bayes Algorithm (Idgnba) Based Task Offloading Framework for Edge-Cloud Computing

When it comes to Internet of Things (IoT) applications and machine learning based computing, resource-restricted edge devices are inadequate due to the exponential growth of mobile information and the massive need for processing power. An edge offload, the migration of complex tasks from IoT devices to edge cloud servers, is a distributed computing paradigm that has the potential to overcome the IoT device resource limits, lessen the computational load, and increase the effectiveness with which activities are processed. However, due to the NP-hard nature of the optimum offloading decision-making issue, an efficient solution using traditional optimization techniques is difficult. Current deep learning algorithms still have a lot of problems, such as their slow pace of learning and limited ability to adapt to new environments. We provide a unique interpretable deep Gaussian naive Bayes technique (IDGNBA) for extremely fine offloading choices to address these issues. Through several simulation studies, we assess the efficacy of IDGNBA and find that it performs better in terms of offloading than traditional techniques. The model has strong mobility and can quickly adjust to a fresh MEC working atmosphere while taking offloading decisions in real-time.

Sistem Pendukung Metode Pembelajaran Self Paced Learning bagi Mahasiswa di dalam Kelas berbasis Web

Currently Moodle is being used in the classroom learning process for web development courses at Universitas Ciputra by applying the self-paced learning method, but it is not optimal. Moodle features do not limit access to learning materials, so that the learning process in class is not based on actual student understanding and does not follow each student's learning pace. The purpose of this study is to determine the effectiveness of implementing self-paced learning methods in the classroom through the design of a web-based support system. This study uses a quantitative method with the SDLC model consisting of data collection, design, implementation, and system testing with Black Box. The data collection technique uses a questionnaire created with Google Form. At the design stage, the design is carried out on use case diagrams, entity relationship diagrams, and interfaces. The findings from this study are a web-based system to support students in applying self-paced learning methods in class. The test results show that all system functionality works well. This system makes the learning process in the classroom with self-paced learning more effective and helps students understand learning material well and is very effective in facilitating access to communication between students and teachers.

Analogical inference from distributional structure: What recurrent neural networks can tell us about word learning

One proposal that can explain the remarkable pace of word learning in young children is that they leverage the language-internal distributional similarity of familiar and novel words to make analogical inferences about possible meanings of novel words (Lany and Gómez, 2008; Lany and Saffran, 2011; Savic et al., 2022b; Unger and Fisher, 2021; Wojcik and Saffran, 2015). However, a cognitively and developmentally plausible computational account of how language-internal lexical representations are acquired to enable this kind of analogical inference has not been previously investigated. In this work, we tested the feasibility of using the SRN (Elman, 1990) as the supplier of language-internal representations for use in analogical inference. While the SRN is in many ways well suited to this task, we discuss several theoretical challenges that might limit its success. In a series of simulations with controlled artificial languages and the CHILDES corpus, we show that Recurrent Neural Networks (RNNs) are prone to acquiring ‘entangled’ lexical semantic representations, where some features of a word are partially encoded in the representations of other frequently co-occurring words. However, we also show that this problem is mitigated when RNNs are first trained on language input to young children, due to the fact that its distributional structure more reliably predicts semantic category membership of individual words. Overall, our work sheds light on the conditions under which RNNs organize their learned knowledge so that word-level information can be more easily extracted and used in downstream processes, such as word learning.