Perspective Of Learning Theory Research Articles

Robust Semi-Supervised Learning by Wisely Leveraging Open-Set Data.

Open-set Semi-supervised Learning (OSSL) holds a realistic setting that unlabeled data may come from classes unseen in the labeled set, i.e., out-of-distribution (OOD) data, which could cause performance degradation in conventional SSL models. To handle this issue, except for the traditional in-distribution (ID) classifier, some existing OSSL approaches employ an extra OOD detection module to avoid the potential negative impact of the OOD data. Nevertheless, these approaches typically employ the entire set of open-set data during their training process, which may contain data unfriendly to the OSSL task that can negatively influence the model performance. This inspires us to develop a robust open-set data selection strategy for OSSL. Through a theoretical understanding from the perspective of learning theory, we propose Wise Open-set Semi-supervised Learning (WiseOpen), a generic OSSL framework that selectively leverages the open-set data for training the model. By applying a gradient-variance-based selection mechanism, WiseOpen exploits a friendly subset instead of the whole open-set dataset to enhance the model's capability of ID classification. Moreover, to reduce the computational expense, we also propose two practical variants of WiseOpen by adopting low-frequency update and loss-based selection respectively. Extensive experiments demonstrate the effectiveness of WiseOpen in comparison with the state-of-the-art.

Livestreaming clinical experience to remotely located learners: A critical narrative review.

Medical education relies on real patient learning (RPL) to provide medical students with essential clinical experience. However, growing demand for clinical placements continues to be a challenge in providing sufficient RPL opportunities. The COVID-19 pandemic forced academic institutions to rethink the delivery of traditional clinical training and innovations in online clinical learning experiences, specifically livestreamed clinical experiences, have emerged which show promise in addressing the capacity limitations of traditional placements. Although previous reviews have explored the use of livestreamed clinical experiences during the pandemic, there is a lack of rigorous theoretical framing to support these innovations. The aim of this review is two-fold: to examine the effectiveness of livestreamed clinical experiences through an experience-based learning (ExBL) theory perspective and to provide practical recommendations to optimise and implement these innovations. A review of literature was conducted to identify journal articles published between September 2019 and January 2023 reporting on innovations relating to livestreamed clinical experiences. The search focused on undergraduate and postgraduate medical education but relevant evidence from other healthcare professions were also included due to a limited evidence base. Strengths and weaknesses were derived from the literature and analysed in relation to ExBL components. Principal strengths of livestreamed clinical experiences included expanded access to RPL opportunities and medical specialties, enhanced standardisation of learning experiences and positive perceptions from students regarding convenience. Clinical educators found these innovations enabled teaching at scale. Patients did not perceive such innovations to negatively impact their standard of care. Limitations included the inability to practice physical examination skills, challenges in ensuring learner engagement and connectivity issues. Livestreamed clinical experiences have the potential to effectively expand placement capacity and provide high-quality educational experiences for medical students. Although certain limitations exist, technological and pedagogical adaptations can help overcome these challenges. The application of theoretical frameworks to future online innovations will be fundamental to ensure effective clinical learning.

Machine Learning in Quasi-Newton Methods

In this article, we consider the correction of metric matrices in quasi-Newton methods (QNM) from the perspective of machine learning theory. Based on training information for estimating the matrix of the second derivatives of a function, we formulate a quality functional and minimize it by using gradient machine learning algorithms. We demonstrate that this approach leads us to the well-known ways of updating metric matrices used in QNM. The learning algorithm for finding metric matrices performs minimization along a system of directions, the orthogonality of which determines the convergence rate of the learning process. The degree of learning vectors’ orthogonality can be increased both by choosing a QNM and by using additional orthogonalization methods. It has been shown theoretically that the orthogonality degree of learning vectors in the Broyden–Fletcher–Goldfarb–Shanno (BFGS) method is higher than in the Davidon–Fletcher–Powell (DFP) method, which determines the advantage of the BFGS method. In our paper, we discuss some orthogonalization techniques. One of them is to include iterations with orthogonalization or an exact one-dimensional descent. As a result, it is theoretically possible to detect the cumulative effect of reducing the optimization space on quadratic functions. Another way to increase the orthogonality degree of learning vectors at the initial stages of the QNM is a special choice of initial metric matrices. Our computational experiments on problems with a high degree of conditionality have confirmed the stated theoretical assumptions.

Learning stability of partially observed switched linear systems

This paper deals with learning stability of partially observed switched linear systems under arbitrary switching. Such systems are widely used to describe cyber–physical systems which arise by combining physical systems with digital components. In many real-world applications, the internal states cannot be observed directly. It is thus more realistic to conduct system analysis using the outputs of the system. Stability is one of the most frequent requirement for safety and robustness of cyber–physical systems. Existing methods for analyzing stability of switched linear systems often require the knowledge of the parameters and/or all the states of the underlying system. In this paper, we propose an algorithm for deciding stability of switched linear systems under arbitrary switching based purely on observed output data. The proposed algorithm essentially relies on an output-based Lyapunov stability framework and returns an estimate of the joint spectral radius (JSR). We also prove a probably approximately correct error bound on the quality of the estimate of the JSR from the perspective of statistical learning theory.

Towards Evidential and Class Separable Open Set Object Detection

Detecting in open-world scenarios poses a formidable challenge for models intended for real-world deployment. The advanced closed set object detectors achieve impressive performance under the closed set setting, but often produce overconfident misprediction on unknown objects due to the lack of supervision. In this paper, we propose a novel Evidential Object Detector (EOD) to formulate the Open Set Object Detection (OSOD) problem from the perspective of Evidential Deep Learning (EDL) theory, which quantifies classification uncertainty by placing the Dirichlet Prior over the categorical distribution parameters. The task-specific customized evidential framework, equipped with meticulously designed model architecture and loss function, effectively bridges the gap between EDL theory and detection tasks. Moreover, we utilize contrastive learning as an implicit means of evidential regularization and to encourage the class separation in the latent space. Alongside, we innovatively model the background uncertainty to further improve the unknown discovery ability. Extensive experiments on benchmark datasets demonstrate the outperformance of the proposed method over existing ones.

Parenting and disruptive child behavior: A daily diary study during the COVID-19 pandemic.

We examined how mothers' daily parenting cognitions and behaviors implicated by different theoretical perspectives (i.e., relational, learning theory, and cognitive perspectives) associated in linear or nonlinear ways with disruptive child behavior during the COVID-19 pandemic. We examined levels of heterogeneity between families in these patterns and whether this heterogeneity could be explained by mother and child characteristics. Mothers of 150 children, 3-8 years; 48% girls; 68% (sub)clinical conduct problems, completed 14 daily assessments (Nassessments = 1,993). Multilevel models indicate significant associations with daily disruptive child behavior for each of the parenting indicators, except for lax discipline. Positive involvement-implicated by relational perspectives-had a consistent, negative cubic association across families. Other associations were quadratic (for parental self-efficacy) or linear (for positive reinforcement, harsh discipline, and nonviolent discipline) and differed between families. Parenting behaviors indicative of learning theory and cognitive perspectives appeared more important in families with more maternal and child mental health problems; learning theory perspectives appeared more important also in families with older children. Our findings indicate the importance of considering nonlinear patterns of parent-child interactions in the context of disruptive behavior, at least in times where families are under pandemic-related stress. The identified between-family variation could potentially provide guidance as to what parenting support is most likely to benefit different families. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

小组游戏治疗提升心智障碍儿童社会互动能力研究

This research is an exploration and attempt to apply play therapy to the daily curriculum of special education schools by using the professional methods of social work groups from the perspective of social learning theory. In the research process, the research methods of participatory observation, semi-structured interview and questionnaire survey were used to compare before and after intervention, and it was found that the combination of play therapy and group work method could be integrated into the special education teaching curriculum and had a significant effect on improving the social interaction ability of children with intellectual disabilities. The improvement of social interaction ability of children with mental disabilities is specifically reflected in the project: improving the ability to abide by game discipline, improving game cognition, strengthening game performance and overall ability improvement, but for individuals with relatively severe mental disabilities, further casework methods are needed to achieve obvious results. The research can provide reference for social work to intervene in the mentally disabled groups in special education schools.

PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM PERSPEKTIF TEORI BELAJAR HUMANISTIK

This research aims to find out the application of differentiated learning from the perspective of humanistic learning theory. The concept used in this research provides nearly the same concept between differentiated learning and humanistic learning theory because both of them provide an understanding of the importance of humanizing humans to suit their characteristic. This research was conducted on 5th grade students of SD Negeri Kiyaran 2 Cangkringan. The method of this research used descriptive qualitative with a case study approach. The researcher in this research hope to find natural patterns that occur in the application of differentiated learning in the perspective of humanistic learning theory that occurs in the classroom. The researcher of this research observed learning activities starting from planning, implementing, and evaluating during the implementation of differentiated learning. The researcher gathered the data by used diagnostic tests, observation, work method, and final tests. The subjects of this research were the 5th grade students of SD Negeri Kiyaran 2 Cangkringan in the 2022/2023 academic year with a total of 14 students, consisting of 8 boys and 6 girls. The results of this research showed that the used of differentiated learning in the perspective of learning theory has a positive influence on creativity and learning outcomes of students. This is indicated by the increase in the average value of the creativity on students from the initial condition of 67.86 to 80.21. Moreover, differentiated learning in the perspective of learning theory can improve student learning outcomes by showing the average test score which was initially 79.29 increased to 84,86.

The role of ethical leadership to employees work engagement: a social learning theory perspective

PurposeThis study examines the role of ethical leadership in building employee trust, knowledge sharing (KS), job satisfaction and then influencing employee engagement in the workplace.Design/methodology/approachThe sample included 610 employees of Indonesia Islamic Bank, obtained through an online survey. Structural equation modelling was used to test the research hypotheses.FindingsEthical leadership actively contributes to the growth of employee trust, exchange knowledge frequent and job satisfaction and then become key points to enhance employees’ engagement.Research limitations/implicationsFuture research is required to validate across regions and organisations to in light of the findings of the topic study.Practical implicationsOrganisational leaders and employees obtain a better understanding of ethics and organisation management field, hence employees and leaders must encourage ethical values as code of conduct in the workplace.Originality/valueThis study demonstrated the extent of the Khan concept for a combination of employee engagement, ethical leadership and KS. It also incorporates employee job satisfaction and the organisational engagement among employees.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-03-2023-0218

Can transactional use of AI-controlled voice assistants for service delivery pickup pace in the near future? A social learning theory (SLT) perspective

This paper examines, through the lens of social learning theory, the possibility of transactional use of AI-controlled voice assistants for service delivery to pick up speed in the near future (SLT). In this work, we use the Partial Least Square Structural Equation Modeling (PLS-SEM), (N = 316), to test the suggested model. The SLT, which contends that learning is a social process that occurs via observation and imitation of other people's behaviour, is the foundation of the study's theoretical framework. The study discovered that the perceived usefulness of AI Voice assistants, technological attractiveness, and technological trust can all have an impact on the transactional use of AI-controlled voice assistants for service delivery. According to the study's findings, all three variables were directly related to the transactional use of AI-controlled voice assistants and were also mediated by behavioural intention. Results also indicated that increasing users' perceptions of the technology's usefulness and ease of use will speed up the adoption of transactional use of AI-controlled VAs for service delivery. The study also emphasises the significance of customer churn and social resistance in influencing customers' attitudes towards technology and willingness to adopt it. Findings also highlight the necessity for businesses to consider the elements that impact the customers' adoption and offer insightful arguments of how the potential of AI-controlled VAs for service delivery is to accelerate in the coming future.

Retrospective on ESP Courses in the Global English Era

With the rise of the medical tourism industry in Taiwan and changes in the country's population structure, nurses are facing greater challenges than ever before. Both professional knowledge and English proficiency are indispensable. Various types of English for Specific Purposes (ESP) courses have emerged to assist healthcare professionals to build their English abilities and cope with the changing demands of their profession. However, related research indicates that the deficient state of English communication skills among nurses in Taiwan may hinder the country's ability to effectively promote medical internationalization and handle ongoing changes in its population structure. To effectively face this predicament, educators must re-examine the current design of ESP courses. Therefore, this article was developed to explore ESP courses from the three perspectives of language descriptions, needs analysis, and learning theories. Furthermore, the concepts and research related to these three perspectives, including the nurse-patient relationship, community of practice, situated learning, and English as a medium of instruction, were reviewed. Some insights into how these concepts may be applied to ESP courses are also proposed with the goals of better incorporating the needs of learners into course designs and placing learners at the center of language learning.

Can Physical Activity Breaks Assist Mathematics Learning? A Domain Learning Theory Perspective

Purpose: Guided by the model of domain learning theory, this study was intended to determine the extent to which integrating a 10-min physical activity (PA) break in elementary school mathematics lessons would enhance the learning of mathematics content. Methods: A sample of 22 intact classes from a random sample of eight schools in Taiwan were randomly assigned to an experimental condition with PA breaks (n = 11) and a control condition (n = 11) for 12 weeks. Students’ (N = 420) mathematics knowledge was assessed using the standardized aptitude tests accompanying the curriculum, which encompassed five knowledge domains. Results: Analysis on class means showed that adding the PA breaks did not benefit mathematics learning, which lends support to the model of domain learning theory. Discussion/Conclusion: The findings seem to question the theoretical foundation for adding PA breaks to classroom-taught content, including mathematics. Although interdisciplinary or cross-disciplinary instruction and learning may be necessary to advance students’ knowledge, including PA in classroom-taught subjects needs extensive research.

Entrepreneurial learning and entrepreneurial performance: evidence from Chinese farmer entrepreneurs

ABSTRACT Entrepreneurship is an area where farmers often struggle to perform well. This study aims to explore how entrepreneurial learning can enhance entrepreneurial performance. Specifically, the authors investigate the moderating effects of two key factors entrepreneurial environment munificence and innovation ability on this relationship. The study employs a quantitative survey method to collect data, using a sample of 329 Chinese farmer entrepreneurs. Hierarchical regression analysis is used to evaluate the theoretical model. The results demonstrate that entrepreneurial learning has a positive impact on entrepreneurial performance. Furthermore, it is found that entrepreneurial environment munificence positively moderates the relationship between guidance learning, communication learning and entrepreneurial performance. Jointly, entrepreneurial environment munificence and innovation ability also have a positive moderating effect on the relationship between imitation learning, guidance learning and entrepreneurial performance. These findings reveal that through external environment construction and internal innovation improvement, training can significantly improve farmers’ entrepreneurial performance. Additionally, the research provides insights into the relationship between dimensions of entrepreneurial learning and entrepreneurial performance. Overall, from the perspective of social learning theory, this study sheds light on the boundary conditions of farmers’ entrepreneurial learning that affect their entrepreneurial performance.

Training of Political Skills as Moderator between Cultural Intelligence and Expatriate Adjustment: A Social Learning Theory Perspective

Background - Applying social learning theory, we propose a relationship of cultural intelligence with the moderation effect of political skills to predict expatriate adjustment. Design/methodology/approach - Three ninety-one participants voluntarily participated in the survey for the data collection from four sectors (banking, telecom, software, and public). Findings - The findings reveal that a direct positive influence of cultural intelligence on expatriate adjustment and political skills positively moderates this relationship.Practical Implications- This study provides guidance to policymakers and practitioners that by using the tools of cultural intelligence and political skills, they can overcome the hurdles faced by the expatriates for adjustment in multi-national firms and culture.Originality/value - This study emphasized the primary domain of political skills, which enables the expatriates to adjust themselves with higher cultural intelligence in the environment of multinational firms.

An Exploration of Motivations for Online Identity Reconstruction from the Perspective of Social Learning Theory

On social network platforms, people may edit their photos and alter personal information to build an online identity that is different from their offline identity. The increasingly close connection between the online and offline world may have some impact on the behavior of online identity reconstruction. This study explored the motivations for online identity reconstruction with personal interviews. Sixty-five university students participated in this study. Data were analyzed by content analysis method. We identified that people may reconstruct their identity due to vanity, self-confidence, bridging social capital, enjoyment, detachment, privacy concerns, and conformity. The motivations were interpreted based on Akers’ social learning theory. It is found that people’s social network (e.g., the individuals/groups around them) can influence their motivations for online identity reconstruction. The use of mobile technology also facilitates online identity reconstruction. This study contributes to the research on online identity reconstruction by taking into account the influence of people’s social networks and the effect of online-offline integration, providing a better understanding of motivations for online identity reconstruction.

University Educators’ Professional Learning in a PBL Pedagogical Development Programme

This study explored university teachers’ professional learning when participating in a pedagogical development (PD) programme. The PD programme, entitled the Aalborg Certificate on Basics of PBL and Curriculum Change, had a workload of 150 hours and ran for four months, involving 23 teachers from Universidad Nacional de Colombia (Bogotá, Colombia). The programme comprised four modules, delivered in a blended mode, and followed a problem- and project-based learning (PBL) approach, as well as being based on PBL principles. This investigation conceptualizes professional learning from the complex learning theory perspective, describing it as a complex dynamic system involving knowledge, motivations, values, attitudes, and beliefs dependent on social and individual contextual factors, and how these can lead to the implementation of alternative teaching practices in classroom (e.g., PBL). Building on that, this work addresses the following research questions: (1) What knowledge and beliefs have the PD programme participants developed about PBL? (2) In which ways do the developed knowledge and beliefs impact participants’ change towards PBL? This analysis takes a qualitative approach and uses multiple sources of data, namely participants’ portfolios and reflection essays, as well as a qualitative survey. The results show the participants developed a deep understanding of PBL principles and practices by experiencing them through the PD programme, and that reflective practice enables continuous professional learning and development. Additionally, their perceived challenges were related to time, as well as institutional support and infrastructures, in addition to student and teacher training.

Which Data Sets Are Preferred by University Students in Learning Analytics Dashboards? A Situated Learning Theory Perspective

Scholarly interests in developing personalized learning analytics dashboards (LADs) in universities have been increasing. LADs are data visualization tools for both teachers and learners that allow them to support student success and improve teaching and learning. In most LADs, however, a teacher-centric, institutional view drives their designs, treating students only as passive end-users, which results in LADs being less useful to students. To address this limitation, we used a card-sorting technique and asked 42 students at a university in Northern Ireland to construct dashboards that reflect their priorities. Using a situated theory of learning as a lens and with the help of multiple qualitative methods, we collected data on what constitutes useful dashboards. Findings suggest that situated learning data sets, such as information on how students learn by talking and listening to others in their communities, need to be integrated into LADs. Students preferred to see the inclusion of qualitative narratives, self-directed learning data and financial information (money spent versus resources utilized) in LADs. As well as raising new questions on how such LADs could be designed, this study challenges institutional overreliance on measurable digital footprints as proxies for academic success. We call for recognizing the wider social learning that happens in landscapes of practice so that LADs become more useful to students.

Research on the Theoretical Logic and Practical Application of College Mental Health Education from the Perspective of Social Learning Theory

This paper mainly explores the theoretical logic and practical research of college mental health education from the perspective of social learning theory. The study suggests that social learning theory provides a new perspective and approach for college mental health education, and the application of this theory can promote the comprehensive development of students’ mental health. At the same time, this theory also provides guidance and support for the practice of college mental health education. By establishing a diversified and autonomous learning environment, enhancing the cooperation and coordination between school and society education, and establishing feedback and evaluation mechanisms, the effectiveness and quality of students’ learning can be improved. This study has certain reference value for the theoretical research and practical promotion of college mental health education.

Reconceptualising the Silent Period: Stories of Japanese Students Studying Abroad

In this paper I attempt to reconceptualise the silent period from the perspective of situated learning theory to understand how it is experienced by adult second language (L2) learners during study abroad. The silent period has largely been regarded as a cognitive phenomenon during which some beginning L2 learners are unwilling or unable to produce the language they are learning. It initially attracted attention in relation to Krashen’s Input Hypothesis but, even though a number of studies were carried out in the 1970s and 80s, they have not been followed up, leaving a number of questions unanswered. Furthermore, these studies did not take into account the perspective of the learners who experienced the silent period. In the present study I conducted life-story interviews with Japanese university students who experienced a silent period during their study abroad. As a result, it was found that their silence was related to their intolerance of insufficient self-expression in the target language. The study suggests that the silent period is not to be seen as a period of incomprehension, rejection or abandonment of learning but a site of struggle and a pathway to finding new ways for self-expression and participation in the new language.

Analysis of the Flexing Phenomenon on Social Media from an Islamic Perspective

Flexing is a new phenomenon or culture in the current digital era to show off wealth on social media to increase social status and self-existence. This study aims to analyze the impact of the flexing phenomenon from the Islamic perspective, specifically for Muslims on social media. The method uses descriptive qualitative research with a phenomenological approach instrument that discusses a description of a phenomenon that appears in the social environment. The analysis uses Social Learning Theory and data collection methods with observation and literature study. The research's results with Islamic thought from the perspective of Social Learning Theory found several impacts that complete previous studies, specifically, 1). The formation of an attitude of flexing and arrogance, 2). The new paradigm of an understanding of materialism, and 3). Changing the orientation of the afterlife to the temporal. 4). Creating innovative criminality.