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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
221

Spiritual and Character Development in Online Education at Brigham Young University

Hyatt, Frederick Roger 19 June 2020 (has links)
With the increasingly widespread adoption of online learning, education is at an important crossroads. Spirituality and character building were once an important part of formal education. In the more secular modern era, many institutions of higher learning have neglected the spiritual aspects of teaching and learning. There is increasing academic interest in the relationship between spirituality and education. At the same time, relatively little attention has been paid to how spiritual and character development can be facilitated in online courses. This study seeks to better understand the how to develop spirituality and character building more effectively in online education through three related studies. The first article explores published research related to spirituality and education. Definitions are derived for two different perspectives, a contemporary North American view, and the Brigham Young University view. A second article reports on a quantitative analysis of how spiritually strengthening and character building, both Aims of a BYU Education, were accomplished in 63 online courses taught recently at BYU from the perspective of approximately 1730 students. The third article, “Spiritual and Character Development in Online Education from the Instructors’ Perspective”, qualitatively investigates the actions of instructors to more effectively accomplish these two Aims in their online courses based on their self-reported responses to six open-ended questions. Students responded to 77 questions (using 7-point Likert Scales) related to these two Aims. Structural Equation Modeling showed four constructs as having significant influence on their spiritual and character development: genuine caring for students (by teachers), Gospel connections, instructor’s morality, and ethics in relation to the course. Twelve subfactors of social, cognitive and teacher presence, and student engagement indicated these four subfactors related to spiritual and character development. Instructors that are more intentional and explicit also utilize active learning techniques. These ask students to do more than just read about or talk about spirituality and character development. Rather, they involve students in active learning activities such as reflecting on ethics, creating personal value statements/constitutions, and setting and periodically reporting on related goals.
222

An Experimental Analysis of Lecture and Active Learning: How Dosage Amount and Dosage Schedule Affect Student Learning

Amedee Marchand Martella (12190895) 09 March 2022 (has links)
<p>The active learning literature lacks systematic investigations into whether the amount of active learning implemented in class and the ordering of lecture and active learning make a difference in how much students learn in STEM disciplines. Therefore, I investigated how the dosage amount and schedule of lecture and active learning affect student learning of science content. The first experiment involved 146 subjects who learned about biological taxonomies through either a lecture (100% lecture/0% active learning) or an active learning activity (0% lecture/100% active learning). Results indicated that subjects in the pure lecture condition scored 20.27 percentage points higher on the posttest as compared to the pure active learning condition; these results held across different question types. Further, the pure lecture condition did not significantly differ from the pure active learning condition on subjects’ judgements of learning and their satisfaction with the instructional mode they received. The second experiment involved 219 subjects who learned about biological taxonomies through a lecture, a lecture and active learning activity that were interspersed (alternation between lecture and the active learning activity), or a lecture and active learning activity that were blocked (all lecture done before the active learning activity). Results indicated that subjects in the interspersed condition scored significantly higher than subjects in the blocked and pure lecture conditions (by 10.96 and 13.95 percentage points, respectively); these results generally held across different question types. Further, the pure lecture condition was significantly lower than the interspersed and blocked conditions on subjects’ judgements of learning and their satisfaction with the lecture. Based on these two experiments, it may not be a question of whether to choose lecture or active learning but rather a question of how to integrate them to maximize their benefits.</p>
223

The Role of Task and Environment in Biologically Inspired Artificial Intelligence: Learning as an Active, Sensorimotor Process

Clay, Viviane 22 April 2022 (has links)
The fields of biologically inspired artificial intelligence, neuroscience, and psychology have had exciting influences on each other over the past decades. Especially recently, with the increased popularity and success of artificial neural networks (ANNs), ANNs have enjoyed frequent use as models for brain function. However, there are still many disparities between the implementation, algorithms, and learning environment used for deep learning and those employed by the brain, which is reflected in their differing abilities. I first briefly introduce ANNs and survey the differences and similarities between them and the brain. I then make a case for designing the learning environment of ANNs to be more similar to that in which brains learn, namely by allowing them to actively interact with the world and decreasing the amount of external supervision. To implement this sensorimotor learning in an artificial agent, I use deep reinforcement learning, which I will also briefly introduce and compare to learning in the brain. In the research presented in this dissertation, I focus on testing the hypothesis that the learning environment matters and that learning in an embodied way leads to acquiring different representations of the world. We first tested this on human subjects, comparing spatial knowledge acquisition in virtual reality to learning from an interactive map. The corresponding two publications are complemented by a methods paper describing eye tracking in virtual reality as a helpful tool in this type of research. After demonstrating that subjects do indeed learn different spatial knowledge in the two conditions, we test whether this transfers to artificial agents. Two further publications show that an ANN learning through interaction learns significantly different representations of the sensory input than ANNs that learn without interaction. We also demonstrate that through end-to-end sensorimotor learning, an ANN can learn visually-guided motor control and navigation behavior in a complex 3D maze environment without any external supervision using curiosity as an intrinsic reward signal. The learned representations are sparse, encode meaningful, action-oriented information about the environment, and can perform few-shot object recognition despite not knowing any labeled data beforehand. Overall, I make a case for increasing the realism of the computational tasks ANNs need to solve (largely self-supervised, sensorimotor learning) to improve some of their shortcomings and make them better models of the brain.
224

Spiritual and Character Development in Online Education at Brigham Young University

Hyatt, Frederick Roger 19 June 2020 (has links)
With the increasingly widespread adoption of online learning, education is at an important crossroads. Spirituality and character building were once an important part of formal education. In the more secular modern era, many institutions of higher learning have neglected the spiritual aspects of teaching and learning. There is increasing academic interest in the relationship between spirituality and education. At the same time, relatively little attention has been paid to how spiritual and character development can be facilitated in online courses. This study seeks to better understand the how to develop spirituality and character building more effectively in online education through three related studies. The first article explores published research related to spirituality and education. Definitions are derived for two different perspectives, a contemporary North American view, and the Brigham Young University view. A second article reports on a quantitative analysis of how spiritually strengthening and character building, both Aims of a BYU Education, were accomplished in 63 online courses taught recently at BYU from the perspective of approximately 1730 students. The third article, “Spiritual and Character Development in Online Education from the Instructors’ Perspective”, qualitatively investigates the actions of instructors to more effectively accomplish these two Aims in their online courses based on their self-reported responses to six open-ended questions. Students responded to 77 questions (using 7-point Likert Scales) related to these two Aims. Structural Equation Modeling showed four constructs as having significant influence on their spiritual and character development: genuine caring for students (by teachers), Gospel connections, instructor’s morality, and ethics in relation to the course. Twelve subfactors of social, cognitive and teacher presence, and student engagement indicated these four subfactors related to spiritual and character development. Instructors that are more intentional and explicit also utilize active learning techniques. These ask students to do more than just read about or talk about spirituality and character development. Rather, they involve students in active learning activities such as reflecting on ethics, creating personal value statements/constitutions, and setting and periodically reporting on related goals.
225

Hur kan kooperativt lärande användas som lektionsstruktur för att minska matematikångest?

Bengtsson, Dennis, Nilsson, Sandra January 2020 (has links)
This study is a study of literature which focused on the research question How can cooperative learning reduced perceived mathematics anxiety. This was conducted via a literature search in a variety of databases, such as ERC, ERIC, and finally libsearch. The searchwords that were used were connected to the reasearch question, for instance cooperative learning in mathematics and anxiety. The studies that were chosen based on relevance were then analyzed and summarized. Based on the summarization subcategories such as shared responsibility, complement each other, helping, not competing, active learning, and setbacks were established based on recurring concepts. The results were then presented based on these subcategories’ effect on perceived mathematics anxiety. The conclusion that was made was that cooperative learning can reduce mathematics anxiety by giving students an improved sense of responsibility, cooperation, and support by their peers as well as creating a less competitive environment with more focus on active learning
226

Towards Personalized Recommendation Systems: Domain-Driven Machine Learning Techniques and Frameworks

Alabdulrahman, Rabaa 16 September 2020 (has links)
Recommendation systems have been widely utilized in e-commerce settings to aid users through their shopping experiences. The principal advantage of these systems is their ability to narrow down the purchase options in addition to marketing items to customers. However, a number of challenges remain, notably those related to obtaining a clearer understanding of users, their profiles, and their preferences in terms of purchased items. Specifically, recommender systems based on collaborative filtering recommend items that have been rated by other users with preferences similar to those of the targeted users. Intuitively, the more information and ratings collected about the user, the more accurate are the recommendations such systems suggest. In a typical recommender systems database, the data are sparse. Sparsity occurs when the number of ratings obtained by the users is much lower than the number required to build a prediction model. This usually occurs because of the users’ reluctance to share their reviews, either due to privacy issues or an unwillingness to make the extra effort. Grey-sheep users pose another challenge. These are users who shared their reviews and ratings yet disagree with the majority in the systems. The current state-of-the-art typically treats these users as outliers and removes them from the system. Our goal is to determine whether keeping these users in the system may benefit learning. Thirdly, cold-start problems refer to the scenario whereby a new item or user enters the system and is another area of active research. In this case, the system will have no information about the new user or item, making it problematic to find a correlation with others in the system. This thesis addresses the three above-mentioned research challenges through the development of machine learning methods for use within the recommendation system setting. First, we focus on the label and data sparsity though the development of the Hybrid Cluster analysis and Classification learning (HCC-Learn) framework, combining supervised and unsupervised learning methods. We show that combining classification algorithms such as k-nearest neighbors and ensembles based on feature subspaces with cluster analysis algorithms such as expectation maximization, hierarchical clustering, canopy, k-means, and cascade k-means methods, generally produces high-quality results when applied to benchmark datasets. That is, cluster analysis clearly benefits the learning process, leading to high predictive accuracies for existing users. Second, to address the cold-start problem, we present the Popular Users Personalized Predictions (PUPP-DA) framework. This framework combines cluster analysis and active learning, or so-called user-in-the-loop, to assign new customers to the most appropriate groups in our framework. Based on our findings from the HCC-Learn framework, we employ the expectation maximization soft clustering technique to create our user segmentations in the PUPP-DA framework, and we further incorporate Convolutional Neural Networks into our design. Our results show the benefits of user segmentation based on soft clustering and the use of active learning to improve predictions for new users. Furthermore, our findings show that focusing on frequent or popular users clearly improves classification accuracy. In addition, we demonstrate that deep learning outperforms machine learning techniques, notably resulting in more accurate predictions for individual users. Thirdly, we address the grey-sheep problem in our Grey-sheep One-class Recommendations (GSOR) framework. The existence of grey-sheep users in the system results in a class imbalance whereby the majority of users will belong to one class and a small portion (grey-sheep users) will fall into the minority class. In this framework, we use one-class classification to provide a class structure for the training examples. As a pre-assessment stage, we assess the characteristics of grey-sheep users and study their impact on model accuracy. Next, as mentioned above, we utilize one-class learning, whereby we focus on the majority class to first learn the decision boundary in order to generate prediction lists for the grey-sheep (minority class). Our results indicate that including grey-sheep users in the training step, as opposed to treating them as outliers and removing them prior to learning, has a positive impact on the general predictive accuracy.
227

Students' Perception on Using Student Response Systems in Flipped Classroom in Higher Education : A Case Study at Linnaeus University in south of Sweden

Åhman, Sebastian, Nguyen, Jonny January 2020 (has links)
The technological improvements and a generation with increased interest in using technology to aid in their learning. Cause a need for a change in the educational approaches or already established methodologies. The modern educational approach hints a move from the traditional passive learning approach, where the students are passive listeners, into an active learning approach, where the students access the information beforehand. Therefore, classroom time is used to elaborate on complex subjects through an active discussion during the lectures. Student Response Systems (SRS) aims to integrate technological tools with the educational environment, thereby improving the students' participation and engagement. The purpose of this thesis is to study the factors influencing the students' engagement when using SRS in a flipped classroom environment. Furthermore, to what extend can the SRS facilitate the students' active participation in the discussion within an educational context. The research is performed at Linnaeus University in a course at a Master level course. A pre-study was conducted, consisting of observing the course later to form the interview question from the acquired knowledge. Afterward, interviews were conducted with 7 of the participating students. The results of the study might provide additional knowledge for the teachers to decide upon an approach to implement the use of SRS with the flipped classroom approach.
228

Teachers'challenges in teaching reading to English first Additional Language learners : a case study of Seshego High School

Moswane, Andries Pududu January 2019 (has links)
Thesis (Ph.D.(Language Education)) -- University of Limpopo, 2019 / The purpose of this study was to explore the challenges encountered by teachers in teaching reading to EFAL learners in rural schools. This is based on the fact that reading is a fundamental skill upon which all formal education depends. In view of this, a child who does not learn reading early enough is doom to underperform in their academic pursuits. Thus, any child who doesn’t learn to read early and well would not easily master the other literacy skills and is unlikely to ever perform well in school or in life. However, teaching reading to English first additional language learners comes with a lot of challenges. To this effect, Sentsho (2000) argues that many teachers are not perfect in that regard and this imperfectness impacts negatively on the outcomes which is on the learners (child). If the teachers are incapable of using basic structures correctly, or if his/her pronunciation is so bad that the words are incomprehensible, he/she would not be able to teach the spoken language competently. Among the main challenges identified in the literature review, the lack of teaching skills, remuneration, lack of resources, overcrowded classrooms are the major challenges encountered by the teachers. The study is located in the interpretive paradigm which sought to explore teachers’ experiences and their views. The experiences and the qualifications of teachers were taken into consideration during the empirical study when the interviews, seminar and the observations were conducted. Qualitative research approach was adopted in the study with the intentions of finding as much detail as possible using a case study design. Participants for this study were teachers who teach English first additional language at rural schools in the Seshego Circuit in Polokwane, Limpopo. The empirical investigation revealed that teachers did not have necessary skills and expertise to teach reading to EFAL learners. They knew less about the approaches to teaching reading and that reading was treated as a separate entity from speaking and writing. The conditions that they found themselves were appalling due to lack of motivation and support from the Department of Education, overcrowding in classrooms, lack of resources, socio-economic status etc. and how these factors impact negatively on the teaching of reading. Also important to note was the fact that the teachers did not receive any form of in-service training at their respective schools in relation to the teaching of reading. The investigation concluded that the teachers were qualified and had enough experience in teaching English but not reading per se.
229

Millennial students' preferred learning style : evaluation of collaborative learning versus traditional lecture methods

Roa, Michelle 01 January 2013 (has links)
Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups. The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style. The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions. The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment. The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style. Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.
230

Exploring how process oriented guided inquiry learning elicits learners’ reasoning about stoichiometry

Mamombe, Charles January 2021 (has links)
This study explored how Process-Oriented Guided Inquiry Learning (POGIL) elicits learners’ reasoning about stoichiometry. The study further explored the perceptions of both teachers and learners over the use of POGIL in the field of stoichiometry. A qualitative case study was carried out at two conveniently and purposely sampled township schools in Pretoria, South Africa. For this purpose, two 11th grade physical sciences classes (N=48) and their respective teachers who were previously trained to teach using POGIL, gave consent to participate in the study. Data were collected using pre-intervention test, post-intervention test and lesson observations, as well as focus group interviews for learners and individual interviews for teachers. All data were coded and analysed with the aid of ATLAS.ti software for qualitative data analysis. The pre-intervention test indicated that the learners lacked reasoning in solving stoichiometry questions. The post-intervention test results indicated that the learners improved their mathematical reasoning and achievement. The findings from the observations indicate that the learners were excited, motivated and actively engaged in their work, assisting one another by endeavouring to answer questions supported with justification. The findings from the focus group interviews indicate that the learners were excited to learn using POGIL and wished to use it in other subjects such as mathematics. The learners anticipated an improvement in their grades and understanding of stoichiometry. The findings from the teachers’ interviews indicated that they too appreciated using POGIL. They found POGIL useful in reducing misconceptions, increasing learner participation, increasing understanding and achievement, and felt that their learners were interested in utilising POGIL as a learning tool. The results indicated that POGIL increased learners’ reasoning, understanding, achievement, active participation, and interest in learning. / Thesis (PhD)--University of Pretoria, 2021. / National Research Foundation (NRF) / Science, Mathematics and Technology Education / PhD / Unrestricted

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