Search

Abstract Digital learning environments provide opportunities to support learning in higher education. However, it is yet unclear why and how learners use these opportunities. We propose that learners’ achievement goals and their beliefs regarding the instrumentality of e-learning tools to achieve those goals are predictive for learning behavior within digital learning environments. Furthermore, we assume learning behavior characterized by longer overall learning time, more distributed learning, and less learning delay predicts higher exam performance. To test these hypotheses, we analyzed log-file data of 91 university students who had used an intelligent tutoring system as exam preparation in a pre-registered study. Beyond the overall predictive validity of the intelligent tutoring system, we found a negative association between learning delay and exam performance. Achievement goals predicted learning time and time distribution, an association that was partly moderated by perceived instrumentality. This suggests that goals and beliefs are important puzzle pieces for understanding e-learning (behavior).

This study explored the learning patterns of undergraduate students in Kuwait using Vermunt's model and investigated the relationships between these patterns, cognitive engagement, and academic achievement. The ILS was used to identify the learning patterns of 563 university students. The three identified learning patterns were active, passive, and undirected, with the passive pattern being the most prevalent among Kuwaiti undergraduates. Active learners used self- and external regulation strategies and managed their learning actively, while passive learners studied for tests to find a job and had idealistic learning expectations. The undirected pattern characterized students who did not have a specific learning strategy and required cooperation for learning. The study found that active and passive patterns were positively correlated with academic achievement. Moreover, cognitive engagement was found to moderate the relationship between learning patterns and academic achievement, with a stronger effect observed for passive learners. The study emphasizes the need to shift teaching practices in Kuwait towards problem-based learning to foster critical thinking and highlights the cultural gap between students and teachers. [ABSTRACT FROM AUTHOR]

The increasing availability of learning activity data in Massive Open Online Courses (MOOCs) enables us to conduct a large-scale analysis of learners' learning behavior. In this paper, we analyze a dataset of 351 million learning activities from 0.8 million unique learners enrolled in over 1.6 thousand courses within two years. Specifically, we mine and identify the learning patterns of the crowd from both temporal and course enrollment perspectives leveraging mutual information theory and sequential pattern mining methods. From the temporal perspective, we find that the time intervals between consecutive learning activities of learners exhibit a mix of power-law and periodic cosine function distribution. By qualifying the relationship between course pairs, we observe that the most frequently co-enrolled courses usually fall in the same category or the same university. We demonstrate these findings can facilitate manifold applications including recommendation tasks on courses. A simple recommendation model utilizing the course enrollment patterns is competitive to the baselines with 200× faster training time. [ABSTRACT FROM AUTHOR]

This qualitative research study delves into the transformative impact of data mining on educational practices and the identification of learning patterns within diverse educational contexts. As educational institutions increasingly integrate data mining techniques, it is essential to understand how these practices influence teaching methodologies, student engagement, and overall educational outcomes. This study employs a multiple case study design, utilizing semi-structured interviews, document analysis, and observational data from various educational institutions that have adopted educational data mining (EDM) systems. The research reveals several key themes regarding the integration of data mining into educational settings. First, educators reported significant enhancements in their teaching practices, facilitated by insights drawn from data analysis. These insights allow for the customization of instruction tailored to individual student needs, fostering a more personalized learning experience that enhances student engagement and retention. Additionally, the identification of learning patterns through data mining provides educators with a comprehensive understanding of student behaviors, enabling them to track progress, pinpoint at-risk students, and implement targeted interventions effectively. Another important finding of this study is the shift towards data-driven decision-making within educational institutions. Administrators leverage data mining to inform policy decisions, resource allocation, and curriculum design, leading to improved operational efficiency and accountability. However, the research also identifies several challenges and ethical considerations associated with the use of data mining in education. Concerns regarding data privacy, the potential for biased outcomes, and the complexity of data interpretation highlight the need for a careful and responsible approach to data mining practices. The study underscores the importance of ongoing professional development initiatives to equip educators with the necessary skills to interpret and utilize data insights effectively. Additionally, fostering a collaborative culture among educators, administrators, and data specialists is crucial for maximizing the benefits of data mining in educational settings. By contributing to the growing body of literature on educational data mining, this research provides valuable insights that can inform future policy and practice, ultimately enhancing the educational experience for students and educators alike. [ABSTRACT FROM AUTHOR]

Studies on learning strategies across cultures in higher education inform the internationalisation of teaching and learning. Previous comparisons relied on geographical generalisations (e.g., "Asian", "Western", "Latin-American") or only variable-centred methods, which can overgeneralise the contexts they represent. Eight learning strategy datasets (ILS; Inventory of Learning patterns of Students) from seven countries (n = 4883) were obtained and (re-)analysed using variable-centred and person-centred (Latent Profile Analysis; LPA) methods. Employing Hofstede's individualism-collectivism and power distance indices as predictors, lower individualism and higher power distance scores corresponded to students' overall combined reporting of meaning-directed, reproduction-directed and application-directed learning strategies. Furthermore, sample LPAs found that less individualistic contexts presented profiles with similar shape (i.e., profiles differed by similar amounts across most learning strategies). More individualistic contexts presented profiles with different shapes (i.e., different profiles preferred different strategies). Multiple "Western" contexts presented profiles that describe the "Asian" and "Latin-American" learner stereotypes. These results question the existence of such stereotypes and point to the usefulness of cultural indicators for making cross-cultural learning strategy comparisons. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study introduces a framework that integrates business analytics into educational decision-making to improve learner engagement and performance in Massive Open Online Courses (MOOCs), focusing on learning environments in English as a Foreign Language (EFL). By examining three specific research questions, this paper delineates patterns in learner engagement, evaluates factors that affect these patterns, and examines the relationship between these factors and educational outcomes. The study provides an empirical analysis that elucidates the connection between learner behaviors and learning outcomes by employing machine learning, process mining, and statistical methods such as hierarchical clustering, process discovery, and the Mann–Kendall test. The analysis determines that learning patterns, characterized as single-phase or multi-phase, repetitive or non-repetitive, and sequential or self-regulated, are more closely associated with the nature of the educational content—such as books, series, or reading levels—than learner characteristics. Furthermore, it has been observed that learners exhibiting self-regulated learning patterns tend to achieve superior academic outcomes. The findings advocate for integrating analytics in educational practices, offer strategic insights for educational enhancements, and propose a new perspective on the connection between learner behavior and educational success. [ABSTRACT FROM AUTHOR]

This study focuses on the administrative leadership, financial oversight, and instructional practices of the boarding schools al-Amanah Junwangi, Manba'ul Hikam Putat, and Annur Penatarsewu, Sidoarjo. This study employed a quantitative approach and a case study methodology. Respondents who served as informants for the study included KH. Nurcholis Misbah from al-Amanah, KH. Muh. Salim Imron from Manba'ul Hikam, and KH. Anwar Ichsan from Annur. To give more pertinent supporting information, additional respondents were also included. The findings of this study include Islamic boarding schools applying various learning patterns, ranging from full online, hybrid class systems, to face-to-face by maintaining distance. Additionally, al-Amanah and Manba'ul Hikam were not as negatively impacted financially because the two boarding schools had sufficient "reservoirs" that could accommodate all activities that caused costs to arise during the pandemic and strong confidence and resolve to face the pandemic. In contrast, Annur Islamic boarding school had sufficient impacts on learning and financial management. The fact that Annur Islamic Boarding School has several alumni who support the academic success of students who are impacted by the moving learning model, however, is another strength that has helped it survive during the COVID-19 pandemic.

Background Pulmonary hypertension is a disease that manifests itself by excessive and chronic elevation of pressure in the pulmonary arteries. Pulmonary Hypertension (PH) presents non-specific initial symptoms, and this leads to an often-late diagnosis with a prognosis that can compromise the survival of the patient.Methods This paper will propose a combined methodological approach of the survival Support Vector Machine (SVM), Cox Proportional-Hazards Model (Cox-PHM), and Association Rule Mining (ARM) methods to examine the associated factors that are critical to the survival prognosis of patients with pulmonary hypertension (PAH).Results This approach was applied to data from 171 patients with PAH from 9 hospitals in 4 sub-Saharan African countries. For the study, nine PAH-related parameters were recorded for each patient. The SVM and Cox-PHM models showed that ''Associated with Schistosomiasis'' was the most significant parameter on death status. These allowed the ARM model to identify all the rules related to this significant parameter to provide more necessary information, such as detecting any other parameter that may enter the game with more precision.Conclusion The interpretation of results from the combined approach offers clarifications that are useful for a good understanding of the etiological factors and influential variables in the prognosis of survival of pulmonary hypertension. This provides an additional perspective in line with the messages of recent international recommendations which suggest that early diagnosis and treatment contribute to improving the vital prognosis of patients.

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores the “Diz lá!” mobile application, an innovative tool released in 2018 that aims to enable users, especially Chinese speakers, to learn Portuguese. This mobile application harnesses the principles of Mobile-Assisted Language Learning (MALL) and Self-Determination Theory (SDT), facilitating continued language education amid the COVID-19 pandemic. Our research exploits user habits reflected in more than five years of data to build multi-dimensional models for visualizing large datasets, with a focus on learning patterns related to verb conjugation. Insights reveal that most users are language school students from Macao, China, and Portuguese-speaking counties/regions, with a remarkable preference for learning Portuguese verb conjugations. The research results also show that people like to learn verbs for comparison. Notably, despite the pandemic, an upward trend was observed in the learning of these conjugations. Our findings offer crucial implications for the design of pedagogical strategies and refinement of language learning (MALL) apps, highlighting areas of difficulty and learner preferences. We also used machine learning (ML) technologies to create a predictive model to recommend relevant learning materials to users. As a result, this study stands at the intersection of technology-enhanced language learning and educational research, demonstrating how they can synergistically contribute to optimizing language learning outcomes.

Advances in neuro-technology provide new insights into how individual students learn in educational contexts. However, applying it poses challenges for teachers in natural settings. This paper presents an example of the use and applicability of eye-tracking technology in Higher Education. We worked with a sample of 20 students from three universities (Burgos and Valladolid in Spain and Miño in Portugal). The objectives were: (1) to determine whether there were significant differences in indicators of cognitive effort (FC, FD, SC, PD, VC) found with eye-tracking technology between students with and without prior knowledge; (2) to determine whether there were clusters of learning behavior patterns among students; and (3) to analyze differences in the visualization of behavior patterns. A quasi-experimental design without a control group and a descriptive design were used. The results indicated significant differences in learning outcomes between students with and without prior knowledge. In addition, two clusters were found in indicators of cognitive effort. Finally, a comparative analysis of learning behavior patterns between students in cluster 1 vs. cluster 2 was performed. Eye-tracking technology makes it possible to record large data about the learning process. However, using it in natural educational settings currently requires teachers to have technological and data mining skills. [ABSTRACT FROM AUTHOR]

Copyright of Comunicar (English Edition) is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumen: Introducción: se analizan las relaciones entre los patrones de aprendizaje de estudiantes de posgrado en salud pública y las representaciones sociales sobre identidad profesional, trabajo docente y formación de profesores, en una institución brasileña. Método: participan 166 estudiantes de posgrado que respondieron al cuestionario ILS. Se realizó análisis de conglomerados para identificar los patrones de aprendizaje. Además, se entrevista a 25 docentes en sesiones de grupo focal para identificar identidad profesional, formación pedagógica y trabajo docente. Los datos son analizados aplicando la técnica del Discurso de Sujeto Colectivo. El estudio tuvo aprobación de un comité de ética en Brasil. Resultados: el análisis de conglomerados evidenció 4 patrones de aprendizaje de estudiantes: RD-flexibles (28,3%), AD (31,9%), MD (25,4%) y UD (14,5%). Los grupos focales permitieron describir categorías para cada una de las dimensiones analizadas en los docentes: identidad profesional (contexto sociopolítico y compromiso con los servicios públicos, credibilidad y diversidad del ambiente institucional, experiencia y práctica docente), trabajo docente (gestión del trabajo, condiciones y proceso) y formación pedagógica (necesidades y demandas, perfil de los alumnos y relaciones interpersonales). Conclusión: las percepciones sobre las dimensiones de identidad profesional, trabajo docente y formación pedagógica permitieron incorporar elementos intersubjetivos y contextuales a la comprensión de los patrones de aprendizaje; y sobre la base de ello se definen lineamientos para el diseño de itinerarios formativos en la educación superior en salud que promuevan una educación crítica y reflexiva con participación activa de los estudiantes. Abstract: Introduction: The relationships between the learning patterns of postgraduate students and their social representations of professional identity, teaching work and pedagogical training at the postgraduate level in health at a Brazilian institution are analyzed. Method: 166 graduate students who responded to the ILS questionnaire participated in the study. Cluster analysis was performed to identify learning patterns. In addition, 25 teachers were interviewed in focus group sessions to identify professional identity, pedagogical training and teaching work. The data are analyzed using the Collective Subject Discourse technique. The study was approved by a Brazilian ethics committee. Results: Cluster analysis revealed four patterns of student learning: RD-flexible (28.3%), AD (31.9%), MD (25.4%) and UD (14.5%). The focus groups made it possible to infer certain categories for each of the dimensions analyzed in the teachers: Professional identity (socio-political context and commitment to public services, credibility and diversity of the institutional environment, teaching experience and practice), Teaching work (work management, conditions and process) and pedagogical training (needs and demands, student profile and interpersonal relations). Conclusion: The perceptions on the dimensions of professional identity, teaching work and pedagogical training made it possible to incorporate intersubjective and contextual elements to the understanding of learning patterns; and based on this, guidelines are defined for the design of training itineraries in higher education in health that promote a critical and reflective education with active participation of students.

Latent transition analysis is an informative statistical tool for depicting heterogeneity in learning as latent profiles. We present a Monte Carlo simulation study to guide researchers in selecting fit indices for identifying the correct number of profiles. We simulated data representing profiles of learners within a typical pre- post- follow up-design with continuous indicators, varying sample size (N from 50 to 1,000), attrition rate (none/10% per wave), and profile separation (entropy; from.73 to.87). Results indicate that the most commonly used fit index, the Bayesian information criterion (BIC), and the consistent Akaike information criterion (CAIC) consistently underestimate the real number of profiles. A combination of the AIC or the AIC3 with the adjusted Bayesian Information Criterion (aBIC) provides the most precise choice for selecting the number of profiles and is accurate with sample sizes of at least N = 200. The AIC3 excels starting from N = 500. Results were mostly robust toward differing numbers of time points, profiles, indicator variables, and alternative profiles. We provide an online tool for computing these fit indices and discuss implications for research. [ABSTRACT FROM AUTHOR]

This study investigates the influence of learning patterns on religious tolerance. Variable learning patterns are divided into three aspects: (1) cognitive patterns, (2) socio-affective patterns, and (3) practical-empirical patterns. The variable of religious tolerance is divided into attitude-forming components, including: (1) knowledge of religious tolerance, (2) feeling of religious tolerance, and (3) actual act of religious tolerance. This research is a quantitative type using multiple linear regression analysis models. Data was collected through a survey of 320 research respondents and data analysis used descriptive statistical analysis and inferential statistical analysis. The analysis results with the simultaneous test (F-test) showed that the three learning patterns significantly influence religious tolerance, which can be seen from the p-Value (0.00) < alpha (0.05)); (F > F table)). The partial test results (t-test) show; First, the understanding of religious tolerance is dominantly influenced by cognitive learning patterns with a value (p-Value (0.00) t table (1.97)). Second, the feeling of religious tolerance is dominated by the influence of cognitive and socio-affective learning patterns with each having (p-Value (0.000) t table (1.97) and (p-Value (0.000) < alpha (0.05)); (t (3.65) > t table (1.97)). Third, cognitive, socio-affective, and practical-empirical learning styles had the same influence on tolerant behavior specifically (p-Value = 0.00 alpha = 0.05) (p-Value (0.00) < alpha (0.05)). These findings can be used as a basis for compiling educational regulations so that learning is carried out with strategies that support student learning patterns. [ABSTRACT FROM AUTHOR]

This research aimed to identify the effect of learning patterns on the achievement motivation of public-school students in Irbid governorate. The descriptive correlative approach was used to achieve the goal of the research, and a questionnaire was selected as an instrument to collect data. The sample of the study included 277 students who were chosen by the simple random method. The results of the study showed that public school students tend to use different learning styles during the learning process at a high level, where the mean scores for the learning styles dimension reached (4.0587). The results also revealed that public school students have a high level of achievement motivation, where the mean score was (3.8621). The findings showed that there is a direct statistically significant relationship between learning patterns and achievement motivation among public school students, and there is a statistically significant effect of learning patterns on achievement motivation among public school students, and the possibility of predicting achievement motivation through learning patterns among public school students. [ABSTRACT FROM AUTHOR]

Much of formal higher education research on learning experiences has focused on processing strategies and outcomes, however, less attention has been paid to their precursors. This study employed Biggs' 3P model to examine the contributions of learning conceptions (as part of learning patterns (LPs) research; construction of knowledge, intake of knowledge) and perceptions of learning environment (appropriate workload, good teaching) as Presage factors affecting both (stepwise, deep) processing and (self-, external, lack of) regulation strategies (Process), which collectively affect outcomes (Product; generic skills, satisfaction, and end-of-term grade). Psychology students (n = 242) in second and third year attending a major state-supported university completed the Inventory of Learning Styles, the Course Experience Questionnaire and student satisfaction of teaching scale. Fully-forward latent-variable SEM was undertaken according to the stages of the 3P model. Though some relationships in part reflected meaning-directed (construction of knowledge predicting deep processing and self-regulation) and reproduction-directed (intake of knowledge predicting stepwise processing and external regulation) LPs, several associations did not support traditional learning patterns (construction of knowledge predicting external regulation, intake of knowledge predicting lack of regulation). The results warrant the continued investigation of these relationships between learning components of LPs using more robust research designs and analyses. A positive learning environment (appropriate workload) predicted deep processing and negatively predicted lack of regulation. Deep processing positively predicted achievement while lack of regulation negatively predicted all outcomes. Learning conceptions and learning environment simultaneously had large effects on learning strategies and outcomes, indicating the importance of supporting their development. A separate Latent Profile Analysis of Presage variables revealed three subgroups: Inactive, Passive-Idealist and Environment Driven; none of which revealed a preference for either construction or intake of knowledge. Learning environment positively associated with achievement. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Ethno pedagogy examines the interaction of pedagogical and cultural traditions as well as social and pedagogical processes and examines educational methods and solutions used by the Lematang people in Lahat District. This study aims to analyze the application of Ethno pedagogy in learning erai-erai dance. Art-based qualitative methods with an ethnopedagogical approach as a data collection strategy based on observation, interviews and document research. Several stages of the interview activities included interview planning, conducting interviews, recording interview data and activities after the interview, namely checking the validity of the data and making systematic data so that it was ready to be used as material for further analysis. Source triangulation techniques to check data accuracy and test the credibility of data from various sources, then to compare the results of interviews between informants who are directly or indirectly involved. The results of this study are the dissemination of erai-erai dance performances through a socialization process so that ethnopedagogical practices emerge in the community with various learning strategies for erai-erai dance practised by each social class with their respective roles, thus directly or indirectly creating ethnopedagogical practices. Then, a conservation strategy involving ethnopedagogical practices in erai-erai dance is implemented using social media. The discussion above shows the contribution of research, although, on the other hand, this research has many weaknesses. [ABSTRACT FROM AUTHOR]

The determination of e-learners' learning style in an online environment has raised the potential scope of interest as its exact estimation prompts a sensational improvement in the contents of the learning framework and student performance. It requires a deep investigation of the learning habits of the learner. Grouping e-learners together provides a more quantifiable way to analyze the learner's feedback and log files to discriminate them based on their learning style. This is accomplished with the help of clustering algorithms in data mining that aids in determining their learning styles well. The target clusters are analyzed by generating functional patterns or rules using the rule induction algorithms. Most of the existing works in the literature attributed to the elucidation of learning styles fail to address the uncertainty and inconsistency in the learner's characteristics. The RST is an optimal method for analyzing the learner's behavior in this context. Thus, a Rough set based least dissimilarity normalized index (RS-LDNI) is proposed for resolving uncertainty while estimating e-learners' learning patterns. This RS-LNDI used the merits of Maximum Dependency Attributes (MDA) for categorical clustering such that the maximal dependency between attributes can be determined by splitting attributes instead of Roughness. It also adopted categorical data clustering to attain the correlation between attributes that cannot be used for learning style prediction. The experimental results of the RS-LNDI algorithm outperform the demerits of these existing clustering algorithms by utilizing the reduct and equivalence class property of rough set theory.

This article was inspired by the first author’s observations in the teaching process, which refer to different learning patterns in studying a piece of music. I have noticed that although I teach all the students by using quite the same methods, part of them remember the pieces rather quickly and they prefer to play and practise them from memory. Some others, on the other hand, prefer to play from notes, and they continue doing it during the whole learning process. The aim of this article is to find, by an evidence-based method, the occurrence of the abovementioned learning patterns and describe their characteristic features. In case peculiarities occur, which can be projected against the typology of different learning patterns, it is possible to study connections with the earlier learning styles and learning and information processing theories. It also enables us to offer applications for a more person-centred approach in piano pedagogy to enhance both the learning process, student-teacher collaboration, and the student’s development as well as make them subjectively more pleasant for both parties. To investigate the learning patterns in basic piano studies, I video-recorded the classes with students of possibly similar backgrounds, giving them tasks testing their memory and note-reading skills. Based on the analysis of the collected information, I made conclusions about the existence and nature of hypothetical intuitive learning patterns. The interesting observations made by formal and non-formal examination add material for future in-depth studies, as the described phenomenon should be approached, above all, as a continuum, which enables us to estimate students’ inclination towards one or the other side to a greater or lesser extent, and consequently, the application of a better adapted teaching strategies.

The rapid increase of smartphone usage in recent years has provided students the opportunity to participate in mobile learning (m-learning) anywhere, anytime. Academic institutions are also following this trend to launch many m-learning services. This article investigates the differences of the user needs between undergraduate (UG) and postgraduate (PG) students though an online survey with 140 Library Information Systems (LIS) subjects in a Japanese university in order to provide solid foundations for future m-learning studies. We find that UG and PG students do not show significant differences in adopting m-learning by smartphones despite the fact that they have different learning patterns. The m-learning frequencies of smartphones generally range from weekly to monthly, where using search engines is the most frequent, and reading academic resources is the least frequent. They tend to use these services for handling their daily routines (such as search engine, social networks) rather than their academic activities (such as using online databases to search for academic materials). Further, the results also show that content displaying issues (e.g., small display screen, text unable to enlarge) are barriers for most subjects in using these m-learning services. [ABSTRACT FROM AUTHOR]

Self-regulated learning (SRL) can be defined as the ability of learners to act independently and actively manage their own learning process. This skill becomes especially important in online environments, which allow learners to decide where and how to study. Most research on SRL has focused on students; few studies have addressed teachers' SRL as learners, and only a handful has done so in the context of online learning. A better understanding of teachers' SRL is essential since teachers are expected to support the development of their students' SRL abilities. This study contributes to bridging this gap by examining how online learning patterns reflect the self-regulated learning of teachers as learners in an online professional development (PD) course on nanotechnology. The study applies a mixed methods approach that combines the qualitative analysis of interviews with teacher learners and a personal summary of their learning process represented in four vignettes as well as quantitative log-file analysis to identify teachers' learning patterns. The patterns identified are interval learning, on-track learning, skipping difficult parts, concentrated learning toward the end of the course (i.e., "bingeing"), and watching together. These patterns indirectly shed light on teachers' SRL skills, especially their time management and task strategies, demonstrating that there is no one-size-fits-all approach to learning. The study highlights the need for a holistic approach, provides deeper insights into teachers' learning experiences, and helps design future online PD courses. • We identified teachers' learning patterns in an online professional development course. • Four vignettes represent teachers' learning strategies and their time management skills. • We show that most teachers studied weekly, whereas others 'binged' or engaged in 'interval learning'. • The learning patterns taught us about teachers' self-regulated learning (SRL) skills. • Digital footprints show how teachers adapted and combined learning patterns during the course. [ABSTRACT FROM AUTHOR]

Conventional nursing teaching usually adopts one-way teaching approaches. As such, students cannot think deeply and engage in learning, which results in lower learning motivation and learning achievement. Several studies have indicated that problem-posing is a learning process that has students think about problems and actively construct knowledge, which helps their in-depth thinking and promotes their learning achievement. However, problem-posing is a task with a higher difficulty level; in particular, with insufficient learning motivation, it is not easy for students to pose in-depth questions. Therefore, the present study introduced competition to a problem-posing activity to facilitate students' motivation. This study adopted a quasi-experimental design and conducted an experiment in the unit of Care of Critically Ill Patients. The results showed that the proposed competition-based problem-posing mobile learning approach could significantly enhance students' learning achievement and learning motivation and would not cause an excessive cognitive load. Moreover, competition increased students' learning motivation, and fostered them to actively reflect on and revise their questions, thereby increasing their problem-posing quality and learning achievement. This study can serve as a reference for future clinical practice to enhance the quality and sustainability of apprenticeships. [ABSTRACT FROM AUTHOR]

A data-driven model where individual learning behavior is a linear combination of certain stylized learning patterns scaled by learners' affinities is proposed. The absorption of stylized behavior through the affinities constitutes "building blocks" in the model. Non-negative matrix factorization is employed to extract common learning patterns and their affinities from online learning data ensuring meaningful non-negativity of the result. The empirical learning patterns resulting from the actual course interaction data of 111 undergraduate university students are connected to a learning style system. Bootstrap-based inference allows to check the significance of the pattern coefficients. Dividing the learners in two groups "failed" and "passed" and considering their mean affinities leads to a bootstrap-based test on whether the course structure is well balanced regarding the learning preferences. [ABSTRACT FROM AUTHOR]

Learning languages is inevitably related to one's learning culture and patterns. Despite the existence of different language learning strategies in Indonesia, students' achievements, in general, show unsatisfying facts. Several learning patterns have the potential to stymie foreignlanguage learning at particular educational levels. Those learning patterns are the accumulation of long traditions and practices in teaching and learning foreign languages. This study examined the practices of teaching and learning French as a foreign language at two universities in Indonesia. These institutions were selected based on their approaches to teaching and learning the language; one employs a pedagogic approach, while the other applies a generalist approach. Data were collected through in-depth interviews with nine students and six lecturers, as well as observation of four classes between March 2016 and October 2017. The data were subsequently selected and analyzed with a didactic of foreign language methodology. The methodology was based on a post-structural paradigm with an emphasis on intertextuality and interdiscursivity. This method implied the approach to discourse analyses referred to as the French perspective. Results from the analysis showed that the universities tended to teach French with a repetitive and uniform approach. The most prominent didactic technique was rote memorization through mnemonics, which permeated almost all aspects of learning the foreign language. The failure to combine this technique with other learning strategies stymied students' efforts to learn the language. [ABSTRACT FROM AUTHOR]

Esports have drew considerable attention from Indonesian teenagers. Some of them enjoy them as entertainment; meanwhile, others seriously participate in the esports to gain achievement and earn income. Family communication and the role of parents are critical in providing support to their children to optimize their ability in the esport. This study aims to identify the family's role in learning patterns through various languages ​​conveyed by parents to their children to excel in the esport field. The method employed in this study was semiotic by investigating signs (language used by parents of esport athletes) derived from a YouTube channel content of Bigetron E-sport functioned as the unit of analysis. The data were analyzed and classified into six categories of the sign developed by Thomas Albert Sebeok. The results revealed that the parents’ support conveyed through language uniqueness of learning patterns to their children in pursuing a career in esports is essential to stimulate the children’s mindset and achievements.

This study investigates the influence of learning patterns on religious tolerance. Variable learning patterns are divided into three aspects: (1) cognitive patterns, (2) socio-affective patterns, and (3) practical-empirical patterns. The variable of religious tolerance is divided into attitude-forming components, including: (1) knowledge of religious tolerance, (2) feeling of religious tolerance, and (3) actual act of religious tolerance. This research is a quantitative type using multiple linear regression analysis models. Data was collected through a survey of 320 research respondents and data analysis used descriptive statistical analysis and inferential statistical analysis. The analysis results with the simultaneous test (F-test) showed that the three learning patterns significantly influence religious tolerance, which can be seen from the p-Value (0.00) < alpha (0.05)); (F > F table)). The partial test results (t-test) show; First, the understanding of religious tolerance is dominantly influenced by cognitive learning patterns with a value (p-Value (0.00) t table (1.97)). Second, the feeling of religious tolerance is dominated by the influence of cognitive and socio-affective learning patterns with each having (p-Value (0.000) t table (1.97) and (p-Value (0.000) < alpha (0.05)); (t (3.65) > t table (1.97)). Third, cognitive, socio-affective, and practical-empirical learning styles had the same influence on tolerant behavior specifically (p-Value = 0.00 alpha = 0.05) (p-Value (0.00) < alpha (0.05)). These findings can be used as a basis for compiling educational regulations so that learning is carried out with strategies that support student learning patterns.

To understand the change of learning patterns among pre-service teachers, 1016 students attending a pedagogical university in Bogotá, Colombia, answered the Inventory of Learning Styles (ILS). The sample was divided according to the moment of the career: at the beginning; in the middle and at the end. A cluster analysis was done on the factors obtained by a principal component analysis. Findings indicate four learning patterns: one directed towards meaning and application of knowledge, one directed toward knowledge accumulation, an undirected pattern, and an “inactive” pattern, with low responses in all scales. The proportion of students in each pattern changes throughout the career, with the meaning directed pattern progressively gaining more prevalence. [ABSTRACT FROM AUTHOR]

The determination of e-learners' learning style in an online environment has raised the potential scope of interest as its exact estimation prompts a sensational improvement in the contents of the learning framework and student performance. It requires a deep investigation of the learning habits of the learner. Grouping e-learners together provides a more quantifiable way to analyze the learner's feedback and log files to discriminate them based on their learning style. This is accomplished with the help of clustering algorithms in data mining that aids in determining their learning styles well. The target clusters are analyzed by generating functional patterns or rules using the rule induction algorithms. Most of the existing works in the literature attributed to the elucidation of learning styles fail to address the uncertainty and inconsistency in the learner's characteristics. The RST is an optimal method for analyzing the learner's behavior in this context. Thus, a Rough set based least dissimilarity normalized index (RS-LDNI) is proposed for resolving uncertainty while estimating e-learners' learning patterns. This RS-LNDI used the merits of Maximum Dependency Attributes (MDA) for categorical clustering such that the maximal dependency between attributes can be determined by splitting attributes instead of Roughness. It also adopted categorical data clustering to attain the correlation between attributes that cannot be used for learning style prediction. The experimental results of the RS-LNDI algorithm outperform the demerits of these existing clustering algorithms by utilizing the reduct and equivalence class property of rough set theory. [ABSTRACT FROM AUTHOR]

Lesson study builds a learning community among teachers, students, academics, and education observers. Transcript Based Learning Analysis (TBLA) model is among the models used to analyze learning transcripts more thoroughly. This study aims to describe the patterns of lesson study in science learning through TBLA analysis. Descriptive qualitative approach was employed to describe these phenomena. The study site was SMP Muhammadiyah 8 Batu. The subjects were 8th graders studying about Plant Tissue; through plan, do, see cycle. The research instruments were video and audio recorders, and field notes. The data collection is carried out through documentation, observation and discussion. The collected data was in the forms of transcripts of Lesson Study. The data was analyzed through the TBLA analysis model. Results describe the conversations between teachers and students, in which 43 teacher-student conversations with linear patterned learning were categorized as Student Center Learning. It is implied that in learning about plant tissue, linear pattern communication helped students to achieve learning objectives as they underwent student-centered learning. Results of this study suggest a reference for reflection in teacher professional learning to carry out effective learning.

Social media has become an integral part of youth's daily lives. Though it brings many benefits such as creative self-expression and opportunities for social connection and support, studies have revealed that exposure to cyberbullying, misinformation and disinformation, or phishing and scams pose great risks to youth's mental health and long-term development. There is no lack of education programs designed to teach youth media literacy, but very few offer experiential learning environments to support youth's development of social media literacy. Youth learners' engagement patterns and learning outcomes in such environments remain unknown. This study seeks to fill in this gap by examining how learners' engagement patterns predict learning outcomes (social media literacy) in a simulated environment that embodies the core components of experiential learning. Two types of data were collected from: 1) n = 150 youth participants in a controlled environment ("data from the classroom"), and 2) n = 3552 participants on the internet ("data in the wild"). The findings revealed learners' engagement patterns (e.g., time spent, completion rate of actions etc.) in different phases of experiential learning, and highlighted the importance of active participation (taking recommended actions instead of passively viewing the course content) in predicting better learning outcomes. This study contributes to understanding the relationship between learners' engagement patterns in experiential learning environments and their knowledge outcomes in social media literacy, and offers practical implications for the improvement of instructional design to enhance experiential learning. • Transforming learners' understanding of new knowledge into actual actions is the key to achieve better learning outcomes. • Actions taken throughout reflective observation, abstract conceptualization and active experiment phases are instrumental. • Minimizing the distracting posts and facilitate learners' targeted actions can potentially increase knowledge retention. [ABSTRACT FROM AUTHOR]

Introduction: Medical and allied health education and training have grown and changed significantly in the past decades. Students are expected to understand, retain, and apply their knowledge and skills in a limited time during their training in the universities. Students usually join with different educational and scholastic backgrounds and bring with them a diverse range of learning experiences that affect their success in education. Consequently, the students invariably would have developed a preferred approach to acquire and process information.The general objective of this study was to investigate and comprehend the learning pattern of the students of different bachelor programmes of UniKL RCMP. Methods: The students from all the bachelor programmes of UniKL RCMP took part in this study. A questionnaire was prepared and validated before it was converted into the Google form. The questionnaire was circulated through the WhatsApp group, the responses were collected and preliminarily analysed by the Google. Ethical approval was taken from the ethical committee of FOM. Results: A total of 227 students responded to the questionnaire, of them 75.7% were female, 54.4% were in 19-20 years of age and 95.6% were Malay. The highest percentage of respondents (65.9%) were from MBBS programme. A major portion of students were visual learner (78.8%) with a good number were mixed type. 96.5% uses lecture notes as the main resource and 78% take notes during the teaching session. 58% prefers to study alone but 84.5% used to discuss with friends for better understanding. Majority students (71.7%) were committed to their studies but 38% mentioned that external factors affect their studies. 51% agreed that they were self-disciplined but only 25.4% said they were happy with the current habit and commitment to their academic success. Conclusion: This finding of this study will be helpful to teachers and mentors to guide the students in a more appropriate approaches towards their success. However, further studies will be required to validate the findings and to make them valuable. [ABSTRACT FROM AUTHOR]

As more schools incorporate 3D printing into their curriculum to stimulate the creativity of K-12 students with a learning-by-doing approach, it becomes crucial to understand how users work with 3D modeling tools and to evaluate integrated lesson plans in the STEAM (Science, Technology, Engineering, Arts and Math) educational framework. Our work consists of two stages: an investigation of usage patterns of modeling, and an evaluation of the usability of Qmodel Creator, in collaboration with Lanyu Primary and Junior High School, Sanchong High School, and Affiliated Experimental Elementary School of National Chengchi University. Participants operation logs, screen recordings, and finished work for respective 3D modeling software were recorded and analyzed. Two types of indicators have been developed. One is concerned with the quantification of learning behavior, including Effective Operating Period (EOP), Trialand-Error Period (TEP), and Implementation Period (IP). The other has to do with the evaluation of learning outcome, i.e., the complexity of 3D models, including the Degree of Detail (DoD), shape (Cf ), partition (Cp), and block-ratio (Cr) complexity. Based on the proposed features, we are able to identify the key factors that affect students' learning experiences and performance in terms of learning patterns and model completeness. Through these indicators, instructors can gain better insights into student's learning status of 3D modeling software.

Abstract This research is intended to learning patterns of deaf students in Islamic Religious Studies (IRS) class at the elementary school level, determine the preparation of students, and identify the factors that support and hinder the learning process. The methods used in this research is qualitative, with a case study approach. Data was collected using the interview and documentation approaches. Data analysis involved content analysis. The study finds that deaf students follow traditional learning patterns, in which teachers are equipped with materials, tools, and media that can be used to convey abstract ideas. In such a learning pattern, teachers play the most important role in determining content and methods to enable students to follow the lessons. Factors supporting the learning process include parent concern and teacher cooperation. A major factor hindering the learning process, meanwhile, is students' limited linguistic abilities, as a result of which they have difficulty understanding the lessons. Abstrak Penelitian ini dimaksudkan untuk menguraikan pola pembelajaran siswa tunarungu di kelas Pendidikan Agama Islam (PAI) pada tingkat sekolah dasar, memahami persiapan siswa, dan mengidentifikasi faktor-faktor yang mendukung dan menghambat proses pembelajaran. Metode yang digunakan dalam penelitian ini adalah kualitatif, dengan pendekatan studi kasus. Data dikumpulkan melalui wawancara dan dokumentasi. Analisis data yang digunakan adalah analisis isi. Penelitian ini menemukan bahwa siswa tunarungu masih mengikuti pola pembelajaran tradisional, di mana guru dengan menggunakan bahan, alat, dan media menyampaikan ide-ide abstrak. Dalam pola pembelajaran tersebut guru memainkan peran paling penting dalam menentukan konten dan metode yang memungkinkan siswa untuk mengikuti pelajaran. Faktor pendukung proses pembelajaran meliputi perhatian orang tua dan kerjasama guru. Faktor utama yang menghambat proses belajar adalah kemampuan linguistik siswa yang terbatas, sehingga mereka mengalami kesulitan dalam memahami pelajaran.

Copyright of Maetagused is the property of Estonian Literary Museum, Department of Folkloristics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study uses the Interactive Learning Model theory to explore the nature of self-awareness within each of three L2 learners. Using the Learning Connections Inventory (LCI), a validated and reliable learning instrument, each participant identified their combination of learning patterns. The subjects then recalled specific L2 learning experiences, relating them in first person narratives. Next, each subject composed anecdotes and reflections based on their narratives. They also participated in one-on-one interviews in which they described their learning experiences during basic L2 learning activities: vocabulary, grammar, writing, conversation, and passive listening during movies, live theatre, spectator sports, and television. Our analysis of the LCI outcomes and self-reported learning experiences demonstrated that the self-awareness gained from understanding their combination of learning patterns and expanded by the self-reflection activities, increased the participants’ ability to articulate the nature of their self-awareness and to identify evidence of their growth in self-awareness during L2 learning. [ABSTRACT FROM AUTHOR]

Learning spaces in higher education are changing in crucial and myriad ways. It is important to know how learning spaces are associated with learning in order to provide students with the most appropriate spaces to learn. This study investigates the relationship between students' learning patterns and learning spaces in higher education through empirical work. It was divided into two phases - firstly, it selected two contrasting learning spaces in a Chinese university and used an adapted Inventory of Learning Styles (ILS) to compare how students went about their learning differently within the spaces. In the second stage, students were recruited to participate in focus group interviews, in which they were asked about their learning experiences of, and attitudes towards, the spaces. Quantitative and qualitative data were combined and analysed in order to identify patterns of covariation that related to features of students' learning patterns and preferences for learning spaces. The findings revealed that students with features of a typical application-directed learning pattern preferred flexible, innovative learning spaces; students who showed characteristics of a reproductive learning pattern considered traditional, didactic learning spaces as desirable or necessary; and students who adopted more strategies of a meaning-directed learning pattern placed less emphasis on the importance of space as they tended to choose different types of learning space according to their own learning needs. Implications for further research and practice of learning spaces in higher education, as well as the generalisability of the findings, are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Acta Universitatis Lodziensis: Kształcenie Polonistyczne Cudzoziemców is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research investigates the usability of an e-learning environment that is embedded with sign language videos and deaf students' related academic performances and learning patterns. A mixed-methods research design was utilized, which involved the use of a usability questionnaire, performance tests, learning activities, e-learning log data, and interviews. The results revealed that the deaf students showed a moderate level of e-learning usability. However, there was a statistically significant difference in the performance tests, and the treatment used had a large effect on the deaf students' performance. Through decision tree analysis, eleven learning patterns emerged based on the three increment categories of the deaf students' performance. Briefly, the deaf students who achieved the best performance increment category were those who accessed the sign language videos more frequently compared to other deaf students. The findings and implications are further discussed, and possible future studies are suggested. [ABSTRACT FROM AUTHOR]

Research indicates that educational stratification may lead to a lower-track school culture of futility and a less academically-oriented culture among lower-track teachers, leading to both reduced study involvement and lower educational achievement among their students. This study investigated whether an anti-school culture in the lower tracks [in this study, in technical secondary education (TSE; N = 132) in comparison with general secondary education (GSE; N = 356)] has a solid basis that is supported by personal, ontological differences in intelligence and developmental potential [i.e., overexcitability, according to the theory of positive disintegration (TPD)]. In addition, this study examined the consistency of these results with differences in mathematical and verbal achievement, the use of cognitive processing and metacognitive regulation strategies, and study motivation, as well as differences in the influence of personal competence indicators on the learning approach, all suggesting contextual, educational influences. A Bayesian analysis was applied to address the problem of a frequentist approach in complex statistical models. This study does not primarily reveal competence differences between both tracks (as indicated by no substantive differences in overexcitability and intelligence between respectively former GSE and TSE students and GSE and TSE boys), but rather substantial differences in verbal and mathematical performance, as well as regulatory/motivational problems among former TSE students, corroborating to some extent the abovementioned consequences of academic differentiation. The results are further elucidated from the perspective of self-determination theory and the TPD. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the relationship between future perspective, the adoption of different learning patterns, and academic performance of university students. Participants were 175 students, average age 20, who responded to the Time Perspective Inventory (ZTPI) and the Inventory of Learning Styles (ILS). Results show that learning patterns play a mediating role between future perspectives and academic performance. We suggest the promotion of more equitable teaching contexts that affect the adoption of learning patterns aimed at understanding of meanings. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed to identify the level of test anxiety and the test Wisdom and the pattern of the prevailing learning for students of faculties and departments of Physical Education and Sports sciences at the universities of Al-furat Al-Awsat, and the study tool was 3 measures, the test anxiety consisted of (36) paragraph divided by (3) dimensions and the test Wisdom consisted of (38) paragraph divided by (6) dimensions and the List of Kolb consisted of (9) positions each position consists of (4) options, while the number of sample application (217) student, the most important findings of the study are the controlled and validation of test anxiety measurements and test Wisdom as well as knowledge of the sample level on both scales either The most important recommendations were the adoption of standards as a criterion for identifying students at the level of test anxiety and test Wisdom patterns. [ABSTRACT FROM AUTHOR]