Cette recherche définit la personnalisation comme une approche centrée sur l'apprenant où la personne est prise dans son ensemble (émotions, cognition et socialisation). L’apprenant est actif, prend des initiatives et collabore avec les autres. Elle détaille les attributs de l'apprentissage personnalisé, ses perspectives et ses théories et propose un modèle personnalisé testé via le développement d’une application mobile pour les cours de base en informatique pour les étudiants en première année universitaire. Les résultats portent principalement sur l'impact de la personnalisation sur la performance, l'engagement et l'autonomie des apprenants. Les analyses de données montrent que la performance du groupe personnalisé dans les tests théoriques est significativement meilleure que les groupes suivant un enseignement traditionnel, mais les résultats ne sont pas significatifs pour les tests pratiques. La performance des apprenants dans le groupe personnalisé est indépendante du type d'évaluation choisi (tests théoriques et pratiques, projets individuels ou collaboratifs). Les apprenants ont manifesté une certaine responsabilité et un comportement autonome et ils ont été capables, avec une grille,d’évaluer d’une manière correcte et objective le travail de leurs pairs. L'engagement émotionnel est le type d'engagement le plus élevé et il apparaît indépendant de l’engagement cognitif, comportemental et agentique qui le suivent dans l’ordre respectif. / This research adopts a definition of personalization as a learner centered approach that takes into consideration the person as a whole (emotions, cognition and socialization) and where the learner is active, takes initiatives and collaborates with others. It details attributes of personalized learning, its perspectives and theories behind it. It proposes a personalized model that is tested through designing a mobile app for computer basics courses for first year university students. Results focus mainly on the impact of personalization on learners’ performance, engagement and autonomy. Data analyses showed that the personalized group did significantly better in theoretical tests than groups taught in a traditional way, but results were not significant for practical tests. The performance of learners in the personalized group does not depend on the type of evaluation used (theoretical and practical tests, individual or collaborative projects). Learners manifested autonomous behavior and responsibility and were able with a rubric in hand to conduct a fair and objective judgement of peers’ work. The emotional engagement was the highest type of engagement and was independent of the cognitive, behavioral and agentic one that come next respectively.

Thesis (Ph.D. Education (Curriculum Studies)) -- University of Limpopo, 2022 / The introduction of technologies in our lifetime necessitates transformation in our lifestyles. This expectation is not an exception to the education system. The curriculum and the ways of teaching and learning are affected the most by new technologies. It is therefore imperative that schools, educational officials and teachers change in tandem with these new technologies. The transitioning to technologies, therefore, tends to make it obligatory for schools, principals, deputy principals, heads of departments and teachers to be competent in these new innovations and the accompanying digital strategies. The aim of this study is to investigate the implementation of blended learning as one of the technological platforms in Sekhukhune District schools in Limpopo Province, South Africa. The study was guided by blending Connected Learning Theory (CLT), Technology Acceptance Model (TAM) and Connectivism Theory (CT) frameworks. The theories assisted in the formulation of research questions which led to the study findings. The research questions of the study included How do teachers perceive the usefulness of blended learning approaches in teaching and learning? How do teachers connect information using technology resources in blended learning? “To what extent do teachers display the necessary skills for successful implementation of blended learning?” What are teachers’ recommendations for the introduction and improvement of blended learning in rural schools? and What are the elements to be considered for the designing of blended learning model? The study used mixed methods research (MMR) to achieve the aim of the study. Convergent parallel design was used to collect, analyse and interpret data. The study was guided by a pragmatic paradigm where 10 schools were purposively sampled for the QUAN strand while 4 schools were purposively sampled for the QUAL strand. The participants of the study comprised x principals, deputy principals and teachers. For the QUAN strand 10 principals, 9 deputy principals, 35 heads of departments and 123 teachers participated while for the AQUAL strand 4 principals, 4 head of departments and 4 teachers took part in the investigation. The total sample for the QUAN was 177 participants and 12 participants for the QUAL strand. A questionnaire was used to collect data in the QUAN strand while for the QUAL strand interviews and document study were used. Data gathered through questionnaires was analysed through the IBM SPSS version 28. Thematic, content and narrative analyses were used to assess data collected from the interviews and document study. The results of the two strands were merged to obtain the final results of the study. The study established that teachers embraced the introduction and implementation of blended learning in schools. However, challenges such as lack of e-technological supply and internet connection; inadequacies in the use of classroom technologies; lack of e-tech policies; lack of teachers’ digital training; insufficient teachers′ technological competencies; and inadequate teacher support in technologies impede the effective implementation of blended learning in Sekhukhune-Limpopo schools. The study therefore recommends that the Limpopo Department of Education (LDE) should prioritise the supply of e-tech in Sekhukhune-Limpopo through fiscal policies. The study further recommends that the Department of Basic Education, through the provincial education departments and districts, train and develop officials and teachers in digital technologies for the successful implementation of blended technologies in teaching and learning. The study also suggested a proposed Blended Learning Model (BLM) which might assist in the implementation of blended learning in schools. Keywords: blended learning, blended learning model, E-Tech, EEducation policy, teachers’ digital framework

<p>    </p> <p>Mutual learning algorithm is a machine learning algorithm where multiple machine learning algorithms learns from different sources and then share their knowledge among themselves so that all the agents can improve their classification and prediction accuracies simultaneously. Mutual learning algorithm can be an efficient mechanism for improving the machine learning and neural network efficiency in a multi-agent system. Usually, in knowledge distillation algorithms, a big network plays the role of a static teacher and passes the data to smaller networks, known as student networks, to improve the efficiency of the latter. In this thesis, it is showed that two small networks can dynamically and interchangeably play the changing roles of teacher and student to share their knowledge and hence, the efficiency of both the networks improve simultaneously. This type of dynamic learning mechanism can be very useful in mobile environment where there is resource constraint for training with big dataset. Data exchange in multi agent, teacher-student network system can lead to efficient learning.  </p>

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The inability to differentiate the English vowels /o/ and / O/ has become a stigmatized marker of a lower prestige and widespread dialect of Sri Lankan English. This lower prestige (LP) dialect is often referred to with the derogative phrase “Not pot English”. This study aims to investigate the production of the vowel contrast by native Sinhala speakers of English. To this end, speech samples of three adult learners were analyzed. The findings of the study are discussed according to hypotheses of the Speech Learning Model, which suggests that the existent L1 specific phonetic categories hinder the formation of new L2 sound categories. Here, sounds that are similar, but not identical to L1 sounds are considered to be the most difficult to acquire. Also, the percentage of L1 use and the age of second language acquisition seem to have influenced the production of the vowels. Finally, in order to address this pronunciation issue, an instructional framework to teach pronunciation is proposed.

The purpose of this study was to examine the effects of constructivist instruction on the achievement, attitude towards science teaching, science process skills and retention of fourth grade preservice science teachers in Science Teaching Methods II course. Two groups (one experimental and one control) were assigned from Hacettepe University Faculty of Education Department of Science Education. Experimental group consisted of 53 preservice science teachers and the control group consisted of 50 preservice science teachers / totally 103 preservice science teachers participated in this study. Quasi experimental research design was used in this study. Constructivist instruction was used in experimental group and traditional instruction was used in control group during the teaching and learning process. This research study was conducted in fall semester of the 2007-2008 academic year and lasted 15 weeks including the final examination term. Science Process Skills Test, Attitude towards Science Teaching Scale and Achievement Test in Science Teaching Methods II course were administered to participants three times / at the beginning of the study, immediately after the implementation process and 10 weeks later. A mixed between within ANOVA with repeated measures was used as a statistical technique for analyzing quantitative data and both descriptive and content analysis was used for analyzing questionnaire, formative and summative focus group interviews. Statistical mean difference was obtained for all tests in favor of experimental group and the findings of quantitative data analysis results were supported by the qualitative data analysis results. After interpreting the results, it can be claimed that constructivist instruction is effective in preservice science education.

The role of teacher immediacy and its impact upon student learning within the traditional classroom has been established within the instructional communication discipline in the past 30 years. In recent years, with the advent of computer-mediated distance education (i.e. online courses), some researchers have attempted to apply the same theories and measures of concepts without making the distinction between actual teacher behavioral indicants of immediacy and student perceptions of immediacy, nor recognizing that there may be a different number of variables involved between a single lesson presented online and an entire course presented over a period of time. Building upon previous models, the Short-Term Motivational Model of Learning was proposed and tested, using survey results from 229 undergraduate students who completed an online lesson presented in six different formats, and who were tested for learning outcomes. In comparison to a direct measure of learning outcomes (number of correct test answers), it was found that the Perceived Cognitive Learning Scale correlated highly with the direct measure, while the Learning Loss Scale did not. Three of the three study hypotheses were supported. Hypothesis one proposed that higher student perception of immediacy would correlate with higher student state motivation and was supported. Hypothesis two proposed that higher student trait motivation would correlate with higher student state motivation and was supported. Hypothesis three proposed that higher student state motivation would correlate with higher student cognitive learning. Student cognitive learning determined through three measures: the Perceived Cognitive Learning Scale, pretest-posttest scores differences, and the Learning Loss Scale. Using the Perceived Cognitive Learning Scale, hypothesis three was supported. Using the pretest-posttest scores differences, hypothesis three was supported weakly. Using the Learning Loss Scale, hypothesis three was also supported weakly. In testing whether teacher behavioral indicants of immediacy, student perception of immediacy and student trait motivation would explain significant variance in student state motivation in a single lesson presented online, trait motivation failed to be a predictor. Subsequently, in testing whether all of these variables would explain significant variance in student cognitive learning (and using each of the three measures of student cognitive learning), trait motivation again failed to be a predictor. In general the results support the idea that perceived learning is affected by the degree of motivation as affected by immediacy. While an attempt to vary degrees of immediacy was not fully successful, results also suggest that adding audio to online lessons may not produce significant gains in learning when compared to text-only presentations.

Made available in DSpace on 2016-03-15T19:41:21Z (GMT). No. of bitstreams: 1 Carmen Silvia de Souza Nogueira.pdf: 8637337 bytes, checksum: 138deae09a8e7a0e9889882438a0f1cf (MD5) Previous issue date: 2014-02-11 / This qualitative study analyzes the modality of learning among the families who received complaints from the school. This is done by identifying the modality of learning of the parents in order to understand their subjective position as teachers in nurturing the bond established with their children in relation to education. We assume that learning does not begin in school, but in the environment in which the child is born and raised, and many of children s attitudes outside the family environment reproduce their parents learning patterns, which in turn reveal the models they had in their relationships with their own parents. To that end, the theoretical axis focuses on authors who consider learning to be a result of not only cognitive potentiality, but also of the relationships established with a significant other, in this case with the parents as teaching figures. Our conception of learning, therefore, is that it is a binding process, shaped by the family legacy that underlies the construction of subjectivity, with each member having peculiarities in their development, albeit belonging to the same biological universe. The instruments for data collection were semi-structured interviews and graphic production of Peer Teaching and Family Teaching projection drawings from Visca (2009), amplified to measure the overlap between the current family and the parental family, thereby creating a joint assessment for the household. The data revealed the similarities and differences of parents in relation to their own and their child s learning, as well as the models brought from their own family backgrounds. The customized analysis of each family, the understanding of the place given to learning in these nuclei, the parental roles and functions associated with the children s needs, as well as the projections of the previous generation on the children, all converged with the identification of a learning model. The knowledge of family models shed light on the scope available to parents as they assist the child s achievements. By identifying parents concepts and modes of learning and the way they contribute to how children meet the challenge of school, we enable a future collaborative intervention process which takes into account points of ease and difficulty to guide the child through its education. / Esta pesquisa qualitativa buscou analisar a modalidade de aprendizagem familiar de crianças com queixa escolar, identificando a modalidade de aprendizagem dos pais e filhos para conhecer o posicionamento subjetivo dos mesmos enquanto ensinantes a nortear o vínculo estabelecido com o filho em relação ao aprender. Partimos do pressuposto de que a aprendizagem não se inicia na escola, e sim no ambiente em que a criança nasce e se desenvolve, sendo que muitas de suas atitudes no ambiente exterior ao familiar reproduzem padrões de aprendizagem dos próprios pais que, por sua vez, também revelam os modelos que tiveram em suas relações com os genitores. Para tanto o eixo teórico concentrou-se nos autores que consideram a aprendizagem como fruto não somente de potencialidades cognitivas, mas também decorrente das relações que se estabelecem com um outro significativo, neste caso com os pais, enquanto figuras ensinantes. Nossa concepção de aprendizagem, portanto, é a de que a mesma é um processo vincular, é-se herdeiro de legados familiares que perpassam a construção da subjetividade, e cada um possui peculiaridades em seu desenvolvimento, embora pertencente ao mesmo universo biológico. Os instrumentos para coleta dos dados foram entrevistas semidirigidas e a produção gráfica de desenhos projetivos Par Educativo e Família Educativa de Visca (2009), ampliando, porém, sua abrangência, ao imbricar a família atual e a de origem dos pais, fechando uma avaliação conjunta para o núcleo familiar. Os resultados encontrados permitiram verificar as semelhanças e diferenças dos pais em relação à aprendizagem deles e do filho como também os modelos trazidos de suas famílias de origem. A análise singularizada de cada família, o entendimento do lugar do saber nestes núcleos, os papéis e funções parentais associados com as demandas dos filhos bem como as projeções da geração precedente sobre as crianças confluíram na identificação de um modelo de aprendizagem. O conhecimento dos modelos familiares lançou luz quanto ao alcance que os pais têm para auxiliar nas novas conquistas do filho. Ao identificarmos as concepções e modalidades de aprendizagem dos pais e como contribuem para os enfrentamentos escolares do filho possibilitamos que um processo interventivo futuro junto a eles contemple os pontos de facilidade e dificuldade para lidar com o filho em seu processo de escolarização.

This study examines the influence of formal L2 English instruction (FEI) onpronunciation accuracy of similar and new vowels in the framework of Flege’s SpeechLearning Model (Flege, 1995a, 1999, 2002), focusing on selected segmentalpronunciation features produced by native German speakers. A spectral vowelproduction experiment was carried out with 24 German students who attend sixth, ninthand twelfth grade of a south German secondary school by the time this study wasconducted. Spectral characteristics of the similar vowel /ɛ/ and the new vowel /æ/,produced by each subject of the three groups (G6, G9, and G12), were compared tovowel data of native English speakers. In order to test the influence of formalinstruction on selected phonetic segments, which are known to cause difficulties fornative German learners of English, three native English listeners judged on a three pointscale the intelligibility of the segments produced. The results of the vowel experimentshowed significant influence of FEI on pronunciation accuracy of some characteristicsof the similar vowel /ɛ/ but not of the new vowel /æ/. The listener rating experimentshowed that FEI had on average no influence on pronunciation accuracy of the three L2English learner groups.

This study examines the influence of formal L2 English instruction (FEI) on pronunciation accuracy of similar and new vowels in the framework of Flege’s Speech Learning Model (Flege, 1995a, 1999, 2002), focusing on selected segmental pronunciation features produced by native German speakers. A spectral vowel production experiment was carried out with 24 German students who attend sixth, ninth and twelfth grade of a south German secondary school by the time this study was conducted. Spectral characteristics of the similar vowel /ɛ/ and the new vowel /æ/,produced by each subject of the three groups (G6, G9, and G12), were compared to vowel data of native English speakers. In order to test the influence of formal instruction on selected phonetic segments, which are known to cause difficulties for native German learners of English, three native English listeners judged on a three pointscale the intelligibility of the segments produced. The results of the vowel experiment showed significant influence of FEI on pronunciation accuracy of some characteristics of the similar vowel /ɛ/ but not of the new vowel /æ/. The listener rating experiment showed that FEI had on average no influence on pronunciation accuracy of the three L2 English learner groups.