This paper deeply discusses the application of artificial intelligence technology in college Chinese teaching, aiming at promoting the modernization transformation of traditional literature education through intellige...
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The combination of a large number of students and a diverse student population poses additional pedagogical challenges in higher education courses. The teacher's perception of student engagement becomes more chall...
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ISBN:
(纸本)9798350394023;9798350394030
The combination of a large number of students and a diverse student population poses additional pedagogical challenges in higher education courses. The teacher's perception of student engagement becomes more challenging in a large group, and students may experience reduced motivation despite the teacher's efforts and pedagogical approach. This paper discusses the challenges of teaching approaches and students' motivation in large groups. For that, a survey at Blekinge Tekniska H ogskola (BTH) in Sweden was performed to evaluate and discuss learning improvement in science, technology, engineering, and mathematical (STEM) courses attended by Swedish and international students. The survey explores how teachers can encourage student motivation in large classes, and it was based on related works reporting teaching methods and common issues in teaching STEM courses. Based on the survey's result analysis, we can observe that the physical learning environment and teaching style do not play an essential role in the student's motivation. However, the teacher and student interaction influences their motivation. These findings provide insight into the diverse perceptions of students regarding the connections between teaching style, feedback, learning environment, and motivation, for example. The conclusions derived from the survey are expected to serve as guidelines for improving student performance in large STEM groups.
Having the ability of self-regulation learning is a key factor influencing whether students can achieve the desired learning goals in learning contexts. It is important to know how to promote students' self-regula...
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ISBN:
(纸本)9781665453318
Having the ability of self-regulation learning is a key factor influencing whether students can achieve the desired learning goals in learning contexts. It is important to know how to promote students' self-regulation learning. Incorporating gamification teaching designs, like Kahoot!, might be a possible approach. In the face of students getting distracted and using their phones due to the tedious nature of electronic theoretical lectures, this study explores the practice and effectiveness of self-regulation learning by integrating Kahoot!. The research adopted a pre-experimental research design with a single-group pre- and post-test. A sample of 24 sophomores was assessed on four dimensions of self-regulation learning. The research results showed (1) a significant correlation between scores of Kahoot! responses and Kahoot! learning behaviors;(2) a significant correlation between the number of reading pages and the metacognition dimension of self-regulation learning in the post-test;(3) a significant correlation between scores of Kahoot! responses and learning effectiveness;(4) a significant correlation between the number of reading pages, along with the number of Kahoot! responses for after-class review, and learning effectiveness;(5) a significant correlation between the post-test of self-regulation learning and learning effectiveness. The study also discusses and provides relevant suggestions regarding the guidance of Kahoot! in promoting self-regulation learning.
With the great success of machine learning (ML) algorithms represented by deep learning in vision, speech recognition and other fields, while looking forward to and promoting the large-scale educational application of...
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In the process of digital transformation of higher education teaching, knowledge graph technology is applied to the construction and reform of curriculum teaching. This paper analyzes the current situation and problem...
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Active distance learning is an appealing approach that allows students to study at a distance by completing learning activities at their own pace without watching recorded or live lectures. This approach, however, rai...
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ISBN:
(纸本)9781665453318
Active distance learning is an appealing approach that allows students to study at a distance by completing learning activities at their own pace without watching recorded or live lectures. This approach, however, raises some concerns due to the lack of teacher guidance, feedback, and scaffolding. Still, a thoughtful design of the learning activities can mitigate this issue. In this study, we aimed to investigate how students perceive distance learning activities and how their perceptions affect their performance on immediate short tests. Using regression analysis of 103 students' data and 62 learning activities, we investigated the relationship between the grades and completion time of the learning activities and students' ratings of the perceived level of interest, motivation, challenge, frustration, and boredom. We found out, for example, that student perceptions of interest and motivation are essentially affected by grades rather than the activity's completion time. Furthermore, we investigated the relationship between the perceptions of the learning activities and students' performance on immediate, short tests. The regression model showed that the perceived motivation, interest, and challenge have a remarkably strong impact on students' performance. We conclude that active distance learning can benefit from a thoughtful design of learning activities that takes students' perceptions seriously into consideration.
In the past, learning physics outside of the classroom received little consideration, but in recent times, it has gained popularity. The study provides a detailed explanation of how the COVID-19 pandemic has led to th...
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Educational teaching apps are primarily available in app stores to educate students in various contexts. Lack of educational resources, physical and mental health conditions, and poverty cause some students to skip sc...
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Teachers require reliable feedback to refine their skills and to analyze their methods in the classroom. However, it can be challenging for teachers to be aware of the characterization and distribution of classroom ac...
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ISBN:
(纸本)9781665453318
Teachers require reliable feedback to refine their skills and to analyze their methods in the classroom. However, it can be challenging for teachers to be aware of the characterization and distribution of classroom activities while simultaneously delivering lectures. Traditional methods of achieving expertise through deliberate practice under the guidance of a human coach are not suitable, due to the long turnover time required for training coaches, observing classrooms, and coding activities. To address these challenges, automated approaches using artificial intelligence (AI) techniques to analyze audio recordings have been proposed to infer the climate in classrooms, model teacher discourse, and classify teaching activities. While these approaches have shown promising results inferring activities, there is a need for additional proposals that support tools and analytics enabling teachers to reflect on their practice and track their progress. In this paper, we present a novel framework that leverages deep learning for speaker diarization and machine learning algorithms for the classification of teaching practices and the analysis of different teaching styles. Our approach utilizes several non-verbal discursive features to provide informative insights. Specifically, we have defined 12 different features that are employed to classify up to three distinct practices: lecture, group discussion, and the use of audience response systems. We show that those features are also informative to analyze the behavior of the teachers for each teaching practice.
This research-in-progress article discusses the results of an interview study to investigate the outcomes for a group of mature postgraduate students who completed at least one technology-focused micro-credential as p...
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ISBN:
(纸本)9781665453318
This research-in-progress article discusses the results of an interview study to investigate the outcomes for a group of mature postgraduate students who completed at least one technology-focused micro-credential as part of a larger set of qualifications. The results suggest that these micro-credentials provide a valuable complement to other types of study, either as part of a formal pathway or as an informal combination of study choices. In particular, they provide a platform for rapid updating in technology, a confidence-building experience for mature learners, and a sound platform for enrolment in larger qualifications. Some of the issues raised included the difficulty of providing a consistent micro-credential experience across diverse domains of practice, ensuring that there is sufficient institutional and peer support for mature students, and designing small, focused courses that still provide sufficient depth and breadth to enable students to apply their learning in their practice contexts.
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