Stages Of Learning Process Research Articles

Evaluating improvements in students’ learning outcome with virtual laboratory tool: a Case Study in Engineering Chemistry

Students can comprehend the conceptual contents of any subject in general, by three methods: by involving in experimental activities in physical lab, by simulating the experimentation through Virtual Laboratory (now on, VL) and simply by visualization. But the visualization method is relatively difficult as it demands a lot of attention and subject expertise and hence will only help in the later stages of learning process. Physical lab set up inherently has certain obvious constraints like accessibility, time, cost etc. The VL is the buzz word in the current scenario of booming e- learning and online classes. VLs are computer simulations that make real life conditions. Research studies in the past have demonstrated the utility of integrating VL tools with traditional teaching methods in enhancing students understanding, thinking and creativity. The present case study deals with evaluating student’s engineering chemistry learning outcomes in terms of scores secured in internal assessment test. The study also aimed at identifying and analyzing the data collected through robust feedback system, about the effectiveness of VL tools in increasing students’ understanding, active participation in classes and performance. Keywords— Virtual Laboratory, Amrita Lab, Engineering Chemistry, Learning Outcomes

Teaching Media “Powtoon” to Assist Students’ Writing Narrative Text

This research explores teaching media “Powtoon” to assist students’ writing narrative text. This research aims to investigate strategies used by the teacher in using media “Powtoon” to assist students’ writing narrative text and to know how the students perceive about the use of media “Powtoon”. It was argued that the use of media “Powtoon” would provide students with powerful tool to use in the classroom. Bowman (2013) arguessthat “Powtoon offers teachers more creativity and flexibility in students instruction to help introduce, develop, and reinforce key education concept”. So, this strategy is appropriate for the teacher to invite students’ motivation and participation in learning English especially in assessing writing skill. A qualitative descriptive research was used in this research, and this research was conducted at the tenth grade of Vocational School in Karawang, and took an English teacher who teaches writing class and 18 students as samples which were chosen purposively as the sample of the study. The data were collected by using classroom observation, and interview. The result from this study showed a positive perception through strategies which were used by the teacher and help the students in improving their self confidence in practicing writing. Beside that, the students’ spelling, grammar, content and vocabulary improved because the students feel free in conveying and expressing their idea and some sentences in writing the script of the story helped them in arranging the sentences to make a good sentences. Therefore, the researcher analyzed the students’ interview. The data were displayed in four questions.The dominant answer of the students’ interview indicates that they enjoyed and motivated in following teacher’s instruction in every stages of learning process. Based on these research findings, it is recommended that the teacher can use media Powtoon in teaching writing narrative text to Vocational School students. Furthermore, this strategy was not only increasing students’ writing skill, but also increase students’ technology skill through the use of media Powtoon and classroom interaction strategies. In addition, this study also suggests that English teacher to use media Powtoon

Spatial transmission network construction of influenza-like illness using dynamic Bayesian network and vector-autoregressive moving average model

BackgroundAlthough vaccination is one of the main countermeasures against influenza epidemic, it is highly essential to make informed prevention decisions to guarantee that limited vaccination resources are allocated to the places where they are most needed. Hence, one of the fundamental steps for decision making in influenza prevention is to characterize its spatio-temporal trend, especially on the key problem about how influenza transmits among adjacent places and how much impact the influenza of one place could have on its neighbors. To solve this problem while avoiding too much additional time-consuming work on data collection, this study proposed a new concept of spatio-temporal route as well as its estimation methods to construct the influenza transmission network.MethodsThe influenza-like illness (ILI) data of Sichuan province in 21 cities was collected from 2010 to 2016. A joint pattern based on the dynamic Bayesian network (DBN) model and the vector autoregressive moving average (VARMA) model was utilized to estimate the spatio-temporal routes, which were applied to the two stages of learning process respectively, namely structure learning and parameter learning. In structure learning, the first-order conditional dependencies approximation algorithm was used to generate the DBN, which could visualize the spatio-temporal routes of influenza among adjacent cities and infer which cities have impacts on others in influenza transmission. In parameter learning, the VARMA model was adopted to estimate the strength of these impacts. Finally, all the estimated spatio-temporal routes were put together to form the final influenza transmission network.ResultsThe results showed that the period of influenza transmission cycle was longer in Western Sichuan and Chengdu Plain than that in Northeastern Sichuan, and there would be potential spatio-temporal routes of influenza from bordering provinces or municipalities into Sichuan province. Furthermore, this study also pointed out several estimated spatio-temporal routes with relatively high strength of associations, which could serve as clues of hot spot areas detection for influenza surveillance.ConclusionsThis study proposed a new framework for exploring the potentially stable spatio-temporal routes between different places and measuring specific the sizes of transmission effects. It could help making timely and reliable prediction of the spatio-temporal trend of infectious diseases, and further determining the possible key areas of the next epidemic by considering their neighbors’ incidence and the transmission relationships.

Learner engagement and language learning: a narrative inquiry of a successful language learner

ABSTRACT The concept of learner engagement has traditionally been examined in the field of education and it has been found to be associated with positive educational outcomes. While several studies in second language acquisition have looked at learner engagement with corrective feedback, there is a dearth of research investigating its relevance to successful language learners and effective language learning. Through a narrative inquiry, this study reports an individual language learner’s engagement in the acquisition of a second language (L2) – Cantonese. The learner went through three different stages in his learning process, namely the period of silence, the period of early production and experimentation, and the period of continued development and communicative competence. At each stage of learning process, three major types of engagement were observed: behavioural, affective, and cognitive. Individual and contextual factors that influenced learner engagement with language learning were also identified. The findings of this study suggest that the integration of the three types of learner engagement with L2 learning goals, tasks, and context is conducive to effective language learning. The study concludes with some pedagogical implications for both L2 teachers and learners.

PGSD student’s mathematical creative thinking skills judging from creativity quotations by making vba-based teaching

This study aims to examine the mathematical thinking ability of PGSD students in terms of Creativity Quotient by making props based on VBA Ms. Excel. The method used in this study was a qualitative method, carried out in a University in Cimahi City. The analysed data was obtained through the results of props products, questionnaires and interviews for mathematical creative thinking ability in terms of Creativity Quotient. Result shows that students’ mathematical creative thinking ability are better than before learning process that conducted by making props based on the VBA Ms. Excel. In addition, almost all students said that they were very happy with learning to make props based on VBA Ms. Excel, they were more active and creative in following the stages in learning process, so as to lead to high learning motivation.

Experimenting Technology Enhancement Active Learning with Support of Mobile Device, Gamification and Augmented Reality Application

Having lecture series as the main instructional design in tertiary education is considered no longer relevant recently. Students nowadays are exposed to gadget and online environment that imposing them into listening to lectures alone does not produce effective learning result. This research investigates how an instructional design could be planned to make learning enjoyable, by experimenting digital technology to enhance active learning, with support of mobile devices and augmented reality application. First, an innovative instructional design is developed using combination of traditional and modern techniques of teaching and learning, for the dissemination of knowledge in timber building construction class. The improved instructional design engages students to experience five stages of learning processes that have been enhanced with game elements; listening to the lecture, gamifying quiz, experimenting the visualization of augmented reality models, gamifying quiz again, and expressing their opinion. The instructional design is tested in a session of building construction class, specifically focusing on timber construction of Malaysian traditional houses. Students’ insight is later sought via online survey, to obtain their feedback on the tested instructional design. The majority of respondents confirmed that conventional teaching method is still relevant in this digital era. However, the usage of Technology Enhancement Active Leaning (TEAL) is preferred by very high percentage of the respondents. The majority of respondents also agreed that mLearning of Augmented Reality helps to enhance active learning in the classroom setting.

Use of Kirkpatrick’s model for evaluation of reaction and learning of participant of national level workshop on linear regression

Background: Workshop is a very useful learning method for increasing the understanding and knowledge of participant. We conducted a workshop and evaluated it using Kirpatrick's model for evaluation.Methods: A national level workshop was conducted for MBBS and MD students. Feedback about the reaction of the participant was taken at the end of the participant and also a pre-test and post-test assessment was done.Results: Out of total 28 participants 19 (67.9%) were females and 9 (32.1%) were males. All (100%) attendee said that they liked, enjoyed and considered the training relevant. For learning evaluation the pretest score and posttest score were taken. The average pretest score was 4.1 (SD=2.1). The average posttest score was 6.5 (SD=2.1). The difference was statistically significant (p=0.0002). On question of rating of overall conduct of the workshop 11 (39.3%) rated the workshop excellent, 13 (46.4%) good and 4 (14.29%) did not answer the question. On asking the question on the topic on future workshop they would like to be conducted 16 (57.1%) said multiple linear regression, 12 (42.3%) each on logistic regression and met-analysis, 09 (32.1%) on cox proportional hazard ratio, 3 (10.7%) on SPSS, and 01 (3.5%) on infectious disease modeling.Conclusions: Evaluation of workshop is important for continuing improvement of teaching learning process. Participant positive feedback and objective evidence of improvement in learning proves effectiveness of the workshop. Kirpatrick’s offers a model for various stages of learning process and can be used for assessment of workshops.

A Study on Andragogy & Heutagogy in Adult Education with Reference to Bloom’s Taxonomy

The contemporary education portals have been witnessing the transformational change in terms of teaching-learning endeavours. It is also evident that as the learners climb the stairs of academic portals, the pedagogy is being gradually replaced by the andragogy that focuses more student-centric education rather than teacher-centric education. Besides, the Heutagogy is also gaining tremendous response from the professional learners’ community. As per the Heutagogy, the learners may pursue their education online without any constant instructions from the teacher, besides, it also focuses at connecting the learners across the geographical boundaries. Due to the factors like convenient learning and effective mode of knowledge transfer, the Heutagogy has been accepted by the renowned universities and they are offering many professional courses through online. The only purpose of these certificate is to build workplace skills among the professionals The study focuses on the importance Andragogy and Heutagogy in the contemporary academic portals with reference to the Bloom’s Taxonomy in which the stages of learning processes are widely discussed. Besides, the population of 180 students were taken as sampling in order to collect the data. The results of the survey reports also determine that the professionals aspire more of Andragogical/Heutagogical learning processes than the traditional mode of learning in a classroom set-up. Further, the paper also suggests some of the effective learner-centric tools under Heutagogy that can effectively build the required professional skills among the professionals. Indeed, the suggested tools help the learners for an independent study and they are also intended to enhance their cognitive abilities.

The Implementation Of Podcast In Teaching Listening At The First Semester Students Of IKIP PGRI Madiun.

The Implementation of Podcast in Teaching Listening at the First Semester Students of IKIP PGRI Madiun. This research is aimed at describing the process, the problems and solusions of the implementation of Podcast in teaching listening at the first semester students of IKIP PGRI Madiun. The type of research applied is a descriptive qualitative research. The reseach is conducted in English teaching Department of IKIP PGRI Madiun. The sample is class 1A chosen by purposive sampling technique. The collecting of the data is done by observation and interview method. To analyze the data, first reduce data, second classify the data to answer the statement of the problem, and third, interpret and conclude the data. The result of this research points out that the implementation of Podcast consists of three steps, namely, pre activity, whilst activity and post activity. Meanwhile, the problems arisen in teaching listening by using podcast are the lecturer says that the preparation has some difficulties in downloading the material from internet and the problem concerns with the crowded teaching situation. The solutions used to face the problem arisen are the lecturer should be more creative to find the material in podcast that is completely appropriate with the teaching objectives and to solve the problem of crowded teaching situation, the lecturer frequently asks the students to keep focusing on the stages of learning process while observing. Key words: Metode Demonstrasi (dengan IT), dan Hasil Belajar.

REFLECTION AS A MEANS FOR LEARNING SKILL IMPROVEMENT IN STUDENTS

Self-regulation is one of the criteria in good or competent learning. Self-regulated learning means that the learning person understands the process of one's learning i.e. understands what one needs; understands what happens to one during such learning; one is responsible for own learning; one has acquired and independently applies learning skills. Many scholars regard reflection as being means for improvement of competent learning. Reflection in pedagogy is to be understood as a process of awareness the performance and / or action which took place in educational process or any part. Reflection is based on analysis of one's actions and/or activities. Reflection may differ both in terms of the goal as well as in terms of the subject across various stages of learning process and activities. Russian educator and psychologist A. Stepanova classifies reflection in accordance with the subject of reflection (Степанова, 2009): mood and emotional status reflection; reflection of learning content; learning activity reflection. Mood and emotional status reflection and learning content reflection are often applied in Latvian schools; while reflection on learning activities has enjoyed little recognition. Educators in Latvian schools often offer students use questions and visualisation as methods of reflection (latter is used in work with younger students), but negotiations are offer relatively rare. Educators recognise reflection better according to the actions but they lack knowledge on reflection during action thus not offering it to students. Nevertheless, some secondary education students use reflection during action in an unaware manner. Reflection on average is given 5 - 10 minutes during a lesson.

Adaptive Learning of RBF Network Based on Adaptation Complexity

Radial neural network can be used to decompose complex problems with good biological properties. Adaptive control for neural network is helpful to improve the efficiency of pattern classification. In order to solve pattern classifica- tion with different adaptive characteristics, multiple adaptive algorithms are embedded in radial neural network. Through the test of the objective function, it is found that not all of the combinational algorithms can get desired results. After sys- temic tests, it is found that shifting strategy in the later stage of learning process can get good effect with the appropriate change strategy. Keeping consistent major evolutionary strategy is correct and necessary. Only if the simulation stop op- timizing, appropriate other strategy should be taken for reaching better effect.

Wybrane aktywizujące metody nauczania w pracy z uczniem na przykładzie lekcji podstaw przedsiębiorczości

The subject of entrepreneurship needs an affective attitude of a teacher who: - besides he or she has got great knowledge about the subject he/she is at the same time careful about good and achievements of his or her students, - he or she has got knowledge about the teaching - learning process, - he or she knows different methods and ways of working. This kind of the teacher is a reflective and experienced person. He knows not only „what?” should be taught but also „how?” and „why?”.This teacher accepts behaviours that are described by Schoen, and he aims at the professional perfection. He thinks teaching of Entrepreneurship is a permanent process which is connected with him and his students. During every stage of learning process, teacher plays the roles: an organizer of a teaching process, a tutor, a carer, and an adviser who helps students to find new ways of a personal development. /diagram 1/ The teacher has to assume the teaching aims which come up to requirements of educational and examination standards. It is explained in a the diagram 2. The article does not deal with teaching in a comprehensive way. It is only a focus on methods and techniques of work with a student while using a script „Etyka i korupcja w biznesie” (Ethics and Corruption in Business). The methods and techniques are based on NLP- neuro-linguistic programming of student’s work. It is based on teaching by experience that is D. Kolb’s cycle. You will understand better both issues if you look at diagram 3 and 4. The most important for understanding the essence of the teaching by experience is acquainting readers with teacher, s and learner, s duties (diagram 5 and 6). On the next pages of the article there are some practical hints about using active student methods: brainstorming, map of thoughts, importance hierarchy triangle, fish skeleton, panel discussion. If you illustrate and schematically show the teacher above methods it will be easier for him to select them with a syllabus and lesson organization. At the end of the article there is an outline of a two-hour lesson. During the lesson, students will be able to acquire skills of distinction some different basic ideas and ethical and unethical behaviours in business. Learners will know laws and institutions that protect a society from corruption and corrupting. The outline shows not only the order of the lesson, but describes in details the teacher, s and students, behaviours. For every operation we weed specified time. It suggests the sources of information that can be useful while we are executing the syllabus during the lesson. There are presumable learner, s achievements after the lesson. There is a game Bingo titled „Are You Contaminated by Corruption?” in the enclosure.

Wybrane aktywizujące metody nauczania w pracy z uczniem na przykładzie lekcji podstaw przedsiębiorczości

The subject of entrepreneurship needs an affective attitude of a teacher who: - besides he or she has got great knowledge about the subject he/she is at the same time careful about good and achievements of his or her students, - he or she has got knowledge about the teaching - learning process, - he or she knows different methods and ways of working. This kind of the teacher is a reflective and experienced person. He knows not only „what?” should be taught but also „how?” and „why?”.This teacher accepts behaviours that are described by Schoen, and he aims at the professional perfection. He thinks teaching of Entrepreneurship is a permanent process which is connected with him and his students. During every stage of learning process, teacher plays the roles: an organizer of a teaching process, a tutor, a carer, and an adviser who helps students to find new ways of a personal development. /diagram 1/ The teacher has to assume the teaching aims which come up to requirements of educational and examination standards. It is explained in a the diagram 2. The article does not deal with teaching in a comprehensive way. It is only a focus on methods and techniques of work with a student while using a script „Etyka i korupcja w biznesie” (Ethics and Corruption in Business). The methods and techniques are based on NLP- neuro-linguistic programming of student’s work. It is based on teaching by experience that is D. Kolb’s cycle. You will understand better both issues if you look at diagram 3 and 4. The most important for understanding the essence of the teaching by experience is acquainting readers with teacher, s and learner, s duties (diagram 5 and 6). On the next pages of the article there are some practical hints about using active student methods: brainstorming, map of thoughts, importance hierarchy triangle, fish skeleton, panel discussion. If you illustrate and schematically show the teacher above methods it will be easier for him to select them with a syllabus and lesson organization. At the end of the article there is an outline of a two-hour lesson. During the lesson, students will be able to acquire skills of distinction some different basic ideas and ethical and unethical behaviours in business. Learners will know laws and institutions that protect a society from corruption and corrupting. The outline shows not only the order of the lesson, but describes in details the teacher, s and students, behaviours. For every operation we weed specified time. It suggests the sources of information that can be useful while we are executing the syllabus during the lesson. There are presumable learner, s achievements after the lesson. There is a game Bingo titled „Are You Contaminated by Corruption?” in the enclosure.

Instructional design principles and Al techniques for development of ICAI

Combination of artificial intelligence (AI) methods and instructional design principles is proposed for the development of pedagogically effective intelligent computer-assisted instruction (ICAI). After a brief review of AI methods and techniques used to develop an ICAI system, specific instructional design suggestions are proposed for the development of future ICAI systems. They are: (a) combining knowledge representation techniques and task analysis procedures for the development of a knowledge base; (b) modeling student learning behaviors for the different stages of learning process; (c) using selected learner variables in the inference process of instructional diagnosis and prescription; (d) developing an instructional strategy knowledge base independent of the instructional diagnostic and prescriptive rule base; (e) developing theory-based and empirically validated instructional diagnostic and prescriptive rules; and (f) considering human-computer interface issues.

Force emission during bar pressing.

This experiment was concerned with a detailed description of emission of forces by rats in a substantially conventional Skinner box as animals proceeded through various stages of learning process (specifically, operant level determinations, regular reinforcement, and extinction) without any experimentermanipulated exteroceptive discriminative stimuli. Rudimentary data of this type were obtained by Skinner (1938, p. 312), but they are—for present purposes—deficient in two respects: measure of force used by Skinner was not linear with actual force, and technique employed did not permit measuring force of single responses. A subsequent major contribution to systematic description of free force emission was made by Trotter (1956). Unfortunately, although he apparently had instrumentation capability, Trotter failed to keep records during acquisition phase of a knob-pressing operant, thereby precluding kind of response-by-response analysis presented here. Nonetheless, his comments concerning the physical properties of bar pressing behaviour remain clearest exposition of physics of bar pressing to date.