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1.
This study examined the effectiveness of 3 online courses compared with the same 3 courses in a face‐to‐face (F2F) format, which had the same characteristics (e.g., the same instructor and final exam content and place). Effectiveness was examined by utilizing a wide range of variables, including 2 objective measures (N = 968): grades and completion rate; and 9 subjective measures (N = 360): 7 measures include instructional aspects (course structure, learning content, lessons watched, assignments, communication), engagement, and satisfaction. Findings indicate significant differences between online and F2F courses in most of the examined variables. Students in the online courses reported better understanding of the course structure, better communication with the course staff, watching the videos lessens more, and higher engagement and satisfaction. Students in the F2F courses reported better contribution of the learning content. Students' final grades were higher in the online courses, and no differences were found in the completion rate. The findings suggest that in many of the examined effectiveness aspects, online courses are as effective as, or more effective than, F2F courses. Interpretations of the findings are discussed. 相似文献
2.
Some children enter elementary school with large vocabulary delays, which negatively influence their later school performance. A rich home language environment can support vocabulary development through frequent high‐quality parent–toddler interaction. Elaborated picture home activities can support this rich home language environment. This study compares the effects of a multimedia versus a paper elaborated picture on the parent–toddler interaction and toddlers' vocabulary development. In a within‐subjects design, 20 toddlers (age 3–4) discussed a multimedia and a paper elaborated picture with a parent. Results showed that toddlers knew significantly more words (receptively and expressively) after both activities. Moreover, the improvement in receptive vocabulary knowledge was significantly larger with the multimedia elaborated picture compared with the paper‐based picture. In addition, both parent and toddler engaged in a significant higher level of decontextualized language in response to multimedia. The present study shows that multimedia elaborated pictures can support parents at home to engage in a parent–toddler interaction that is richer and supports the development of receptive vocabulary more compared with traditional paper‐based activities. In the future, multimedia‐based home activities for toddlers' vocabulary development, supporting parent–child interaction, can be offered relatively cheap and easily via internet. 相似文献
3.
Takaya Shizume Gosuke Ohashi Hiroaki Takamatsu Yoshifumi Shimodaira 《Journal of the Society for Information Display》2014,22(11):588-596
The Helmholtz–Kohlrausch (H‐K) effect is the phenomenon in which two color stimuli have the same luminance but different chroma in a certain hue, so the perceived brightness induced by the two stimuli are different. In expanding gamut, it is necessary to consider the H‐K effect. A quantification of the H‐K effect is required in order to evaluate and develop display devices for which the change of perceived brightness of gamut expansion must be considered. For quantification of the H‐K effect, prediction equations that can derive the equivalent luminance in a single color image have been proposed in previous studies. However, these equations have not been applied to natural images that are important. Therefore, the purpose of this study is to quantify the H‐K effect by deriving calculated values for natural images. For this purpose, first, we conducted the quantification of the H‐K effect in natural images by deriving the equivalent luminance as calculated values expanding the three prediction equations proposed in previous studies. Next, we carried out a subjective evaluation experiment by varying image's chroma and luminance. We then verified the effectiveness of the calculated values by comparing them with the result from the experiment. 相似文献
4.
R. Fleming L.C. Stoiber H.M. Pfeiffer S.E. Kienzler R.R. Fleming L.E. Pedrick D.J. Barth D.M. Reddy 《Journal of Computer Assisted Learning》2016,32(4):304-313
This study was undertaken to evaluate whether the student success associated with the U‐Pace instructional approach, which integrates mastery‐based learning with proactive instructor support in an online learning environment, would replicate for both economically disadvantaged students and students who are not economically disadvantaged. Undergraduates were enrolled in U‐Pace (intervention) or comparison sections of a gateway course at two universities with different learning management systems. Course content was held constant. At both universities, intervention students earned a significantly greater percentage of objectively determined final grades of A or B. This academic success was found for both economically disadvantaged intervention students and intervention students who were not economically disadvantaged. Improvement from the beginning to the end of the semester in intervention students' rate of mastering concepts was found at University 1, but not at University 2. The assessment of learning conducted at University 1, independent of final course grades, showed that intervention students scored significantly higher on the proctored cumulative exam than comparison students. Findings suggest that the U‐Pace instructional intervention holds promise for increasing the success of undergraduates regardless of economic status. 相似文献
5.
This paper reports an empirical study that takes a multimodal analytical approach to examine how mobile technologies shape students' exploration and experience of place during a history learning activity in situ. In history education, mobile technologies provide opportunities for authentic experiential learning activities that have the potential to re‐mediate students' understanding of space and place through enacted interaction, and to make the learning more memorable. A key question is how learners work with the physical and digital information in the context of that learning experience, and how this supports new experiences and understanding of space and place. Findings suggest that embodied mobile experiences foster the creation of both physical and digital markers, which were instrumental in concretizing the history experience and developing new narratives. The findings also show how different representational forms of digital information mediated interaction in specific ways and how digital augmentation can lead to conflation in student understanding of space and time. These findings inform our understanding of the value of mobile applications in supporting embodied learning experiences and provide key implications for pedagogical design, both in situ and back in the classroom. 相似文献
6.
One of the most commonly used forms of video lectures is a combination of an instructor's image and accompanying lecture slides as a picture‐in‐picture. As the image size of the instructor varies significantly across video lectures, and so do the learning outcomes associated with this technology, the influence of the instructor's image size should be evaluated. This study tested the effect of image size of the instructor on learners' experience of social presence, cognitive load, learning performance and satisfaction. In the study, 87 Chinese undergraduates were randomly assigned to view a video lecture with a small image of the instructor, with a medium image size of the instructor or with a large image of the instructor. The results of analyses of variances and analysis of covariance suggested that learners perceived the same level of social presence and cognitive load across video lectures with different image sizes of the instructor; learners who watched the video lecture with the small image of the instructor learned better than those who watched the video lectures with the medium and the large images of the instructors. Furthermore, learners who watched the video lecture with the small image and medium image of the instructor experienced more learning satisfaction. The findings highlight the importance of image size of the instructor in video lecture learning. 相似文献
7.
Hong‐You Wang Vivien Lin Gwo‐Jen Hwang Gi‐Zen Liu 《Journal of Computer Assisted Learning》2019,35(3):359-377
To assess the effects and learner perceptions of context‐aware ubiquitous language learning (CAULL), a green‐building English‐learning application (GBELA) employing sensing technology was created to develop participants' English listening and reading skills using smartphones and QR codes. This study investigated the effects of 40 participants' perceived ease of use, usability, usefulness, learner attitude, satisfaction with the use of GBELA, and self‐efficacy in smartphone and GBELA usage. Quantitative and qualitative data through pretest/post‐test, questionnaires, and semistructured interviews were collected with a focus on green building–based English (GBbE) reading and listening skills. Results proved the effectiveness of the GBELA for both high‐achievement (HA) and low‐achievement (LA) groups. Furthermore, correlations were found between the HA group and ease of use of the GBELA. The correlations among learner perceptions and self‐efficacy showed that a well‐designed context‐aware learning system can help learners enhance self‐efficacy in CAULL mode. Implications for the design of effective context‐ and knowledge‐specific ubiquitous learning systems are provided in the study. 相似文献
8.
Ana Beatriz Hernández-Lara 《Behaviour & Information Technology》2018,37(4):419-429
Digital technology offers new teaching methods with controversial results over learning. They allow students to develop a more active participation in their learning process although it does not always drive to unequivocal better learning outcomes. This study aims to offer additional evidence on the contribution of business simulation games to students’ learning outcomes, considering student interactions in online discussion forums. We conducted a qualitative research with the online discussion forums of 5 different courses at bachelor and master levels, which involves 41 students’ teams. The final sample was composed of 3681 messages posted by the students. The results reveal that some generic and specific managerial skills exert a positive influence on learning outcomes. Students mostly highlighted teamwork, decision-making, information processing, reaching agreements, and dealing with uncertainty as the most relevant contributions of the game towards their learning. These results have instructional and pedagogical implications for determining the best way to enhance students’ motivation and learning outcomes when using digital technology methods, which involves recommendations that affect their design and monitoring. 相似文献
9.
This paper addresses a central need among people who are blind, access to inquiry‐based science learning materials, which are addressed by few other learning environments that use assistive technologies. In this study, we investigated ways in which learning environments based on sound mediation can support science learning by blind people. We used NetLogo, a multi‐agent programmable modeling environment that is widely used for learning about complex systems. In order to provide blind people with access to such models, we used a component that supports sound‐based mediation. The sound‐based mediation provided real‐time information regarding objects' speed, location, and interactions with other objects. We examined blind people's learning about a chemical system of contained gas particles. The study employs a pre‐test intervention–post‐test design. Four adults participated individually in the study. They achieved most referent‐representation connections; their scientific conceptual knowledge became more specific and aligned with scientific knowledge; and their systems reasoning showed greater discrimination and relation between components. Discussion addresses learning with sound‐based mediation in broader terms and suggests further research into the potential of this unique type of low‐cost learning environment to assist blind people in their science learning. 相似文献
10.
《Behaviour & Information Technology》2012,31(10):1021-1032
Online computer gaming is growing at a rapid pace. However, this phenomenon is stigmatised by many negative connotations. This study investigated the influence of intangibility on perceived risks (social, time, financial, physical, performance and psychology) among online gamers. The self-completed market survey questionnaire employs the Intangibility and Perceived Risk scales. Data were gathered in Taipei city, the biggest metropolitan areain Taiwan. Both public (1018) and online (400) voluntary interviews were conducted. The collected data were analysed with a structural equation model. There is a significant positive relationship between intangibility and alldimensions of perceived risk. The findings have managerial implications and future research is suggested. 相似文献
11.
ABSTRACTWith the rapid e-commerce growth and changes in consumers’ behaviors, many businesses are forced to adapt their business model to match their target customers’ needs. To provide consumers with more product details and increase their confidence in making online purchases, online businesses offer an online review as an alternative to physically interacting with a product. Although consumers have become familiar with the use of online product reviews, many aspects of user behavior toward the usage of online reviews are still not well understood. This study explores the factors underlying the acceptance of consumers’ online review usage when considering purchasing an item. The study results provide insight into the factors that affect customers’ use of online reviews prior to a purchase. This study furthers the body of knowledge that deals with online reviews and system usage, providing results that allow e-commerce businesses to adapt their business model to better fit consumers’ expectations. 相似文献
12.
R. Ferguson 《Journal of Computer Assisted Learning》2010,26(6):574-584
This study investigates how university students on distance learning courses experience interaction with their peers. Students on two distance learning courses at The Open University (UK) were interviewed, to investigate learners' experience of interaction on these courses. The analysis, using a grounded‐theory approach, reveals disparities between course designers' and students' reasons for integrating computer‐mediated interaction within the courses. It draws attention to the significant affective challenges that online students face when working together, and demonstrates a need to pay attention to their problems with self‐presentation. The study also reinforces the socio‐cultural view that it is important to consider the various contexts in which online learning takes place. Distance students have opportunities to structure their own learning contexts, and this allows them to source face‐to‐face learning interaction and other forms of support as they engage with individuals in their everyday environment. 相似文献
13.
Effects of social-interactive engagement on the dropout ratio in online learning: insights from MOOC
In online learning, the high dropout ratio is a serious problem and reflects a poor level of motivation in e-learning programmes. Social-interactive engagement may greatly affect users’ attitudes and choices in many fields; among these, online learning is inevitably impacted by factors such as social connections. To study the impact of social-interactive engagement on the dropout ratio and learning progress, iMOOC was employed as the study object using data from 619 courses and 2,071,147 learners, as well as 19,451,428 learning records. As engagement is a process of collecting experiences, the learner’s experience plays a significant role in reducing the dropout ratio. Social-interactive engagement helps to reduce the dropout ratio; thus, learners should be encouraged to engage in online activities, such as discussions, note sharing, commenting and Q&A, to alleviate the feelings of being disconnected and isolated. Through an empirical study, we also find that the longer a learner's registered time is, the lower the dropout ratio. From the perspective of the courses themselves, the dropout ratios of shorter or more difficult courses are lower than those of longer or less-difficult courses. This paper provides theoretical and practical recommendations for reducing the dropout ratio in online learning and improving learning efficiency. 相似文献
14.
Hüseyin Ateş;Mustafa Köroğlu; 《Journal of Computer Assisted Learning》2024,40(3):1052-1067
Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain. 相似文献
15.
This paper introduces a new approach to control a robot manipulator in a way that is safe for humans in the robot's workspace. Conceptually the robot is viewed as a tool with limited autonomy. The limited perception capabilities of automatic systems prohibits the construction of failsafe robots of the capability of people Instead, the goal of our control paradigm is to make the interaction with a robot manipulator safe by making the robot's actions predictable and understandable to the human operator. At the same time the forces the robot applies with any part of its body to its environment have to be controllable and limited. Experimental results are presented of a human-friendly robot controller that is under development for a Barrett Whole Arm Manipulator robot. 相似文献
16.
This paper presents an approach to full-body human pose recognition using features extracted from stereo silhouettes via multilinear analysis in a semi-supervised learning framework. Inputs to the proposed approach are pairs of silhouette images obtained from wide baseline binocular cameras. Through multilinear analysis, low dimensional view-invariant pose coefficient vectors can be extracted from these stereo silhouette pairs. Taking these pose coefficient vectors as features, a recently proposed state-of-the-art semi-supervised learning method, Universum, is adopted for pose recognition. Experiment results obtained using real image data showed the efficacy of the proposed approach. 相似文献
17.
The understanding of consumer interaction with online EC Websites is one of the big current challenges for online marketers. The present paper investigates what drives and impedes Net customers to interact with a marketer's websites and, more specifically, with decision support interface systems (DSISs) employed in these sites to assist users when shopping or searching for high-involvement consumer goods. DSIS are considered as a predecessor or partially already integrator of more elaborated agent systems that may be used in future EC environments. It is shown that the design of today's DSISs is sub-optimal for both marketers and consumers, because it fails to motivate user interaction. One reason for this might be that little effort has been made to transfer the insights from consumer behavior to the design of EC user interfaces. The current paper aims to address this gap by proposing a number of new DSIS design principles, all of which are based on insights from traditional marketing search- and perceived risk theory. The main contribution of this paper is that it proposes a design approach for EC Websites that intuitively makes the user model available to the user [Shneiderman and Maes, 36]. 相似文献
18.
This study used survey data to measure the effect of learners' reported interactions with content, peers, and instructors on several course outcomes in two virtual high school courses that emphasized interactive learning. Surveys found that the large majority of students viewed all investigated types of interaction as educational and motivational. Students perceived learner–instructor and learner–content interactions to have significantly higher educational value (α < 0.01) than learner–learner interactions, and viewed learner–instructor interaction to be significantly more motivational (α < 0.01) than learner–content interaction. Furthermore, nine significant correlations were found involving the time students reported spending on human interaction and course outcomes. Seven of the significant correlations were related to the time students reported spending in human interaction and the more affective outcomes, such as course satisfaction and disposition towards the subject area. Outcomes also indicate that learner–learner interaction had higher correlations with course outcomes than learners' interactions with the content or their instructor. Students' perceived learning was not significantly correlated with any type of interaction, and only students' total reported time spent on learner–learner interaction and students' social learner–learner interaction were significantly correlated with their grade. 相似文献
19.
The second-order method using a Newton step is a suitable technique in online learning to guarantee a regret bound. The large data are a challenge in the Newton method to store second-order matrices such as the hessian. In this article, we have proposed a modified online Newton step that stores first- and second-order matrices of dimension m (classes) by d (features). We have used elementwise arithmetic operations to maintain the size of matrices. The modified second-order matrix size results in faster computations. Also, the mistake rate is on par with respect to popular methods in the literature. The experimental outcome indicates that proposed method could be helpful to handle large multiclass datasets on common desktop machines using second-order method as the Newton step. 相似文献
20.
This work is concerned with online learning from expert advice. Extensive work on this problem generated numerous expert advice algorithms whose total loss is provably bounded above in terms of the loss incurred by the best expert in hindsight. Such algorithms were devised for various problem variants corresponding to various loss functions. For some loss functions, such as the square, Hellinger and entropy losses, optimal algorithms are known. However, for two of the most widely used loss functions, namely the 0/1 and absolute loss, there are still gaps between the known lower and upper bounds.In this paper we present two new expert advice algorithms and prove for them the best known 0/1 and absolute loss bounds. Given an expert advice algorithm ALG, the goal is to form an upper bound on the regret
L
ALG – L* of ALG, where L
ALG is the loss of ALG and L* is the loss of the best expert in hindsight. Typically, regret bounds of a canonical form C ·
are sought where N is the number of experts and C is a constant. So far, the best known constant for the absolute loss function is C = 2.83, which is achieved by the recent IAWM algorithm of Auer et al. (2002). For the 0/1 loss function no bounds of this canonical form are known and the best known regret bound is
, where C
1 = e – 2 and C
2 = 2
. This bound is achieved by a P-norm algorithm of Gentile and Littlestone (1999). Our first algorithm is a randomized extension of the guess and double algorithm of Cesa-Bianchi et al. (1997). While the guess and double algorithm achieves a canonical regret bound with C = 3.32, the expected regret of our randomized algorithm is canonically bounded with C = 2.49 for the absolute loss function. The algorithm utilizes one random choice at the start of the game. Like the deterministic guess and double algorithm, a deficiency of our algorithm is that it occasionally restarts itself and therefore forgets what it learned. Our second algorithm does not forget and enjoys the best known asymptotic performance guarantees for both the absolute and 0/1 loss functions. Specifically, in the case of the absolute loss, our algorithm is canonically bounded with C approaching
and in the case of the 0/1 loss, with C approaching 3/
. In the 0/1 loss case the algorithm is randomized and the bound is on the expected regret. 相似文献