The Internet as a Cross-Disciplinary Learning Environment

1997 ◽  
pp. 339-341
Author(s):  
M. L. Walker
Keyword(s):  
Learning Environment ◽  
The Internet

Incorporate Syntactic Information for Short Text Classification

2011 ◽  
Vol 268-270 ◽  
pp. 697-700
Author(s):  
Rui Xue Duan ◽  
Xiao Jie Wang ◽  
Wen Feng Li
Keyword(s):  
Machine Learning ◽  
Feature Selection ◽  
Learning Environment ◽  
Text Classification ◽  
The Internet ◽  
Selection Methods ◽  
Text Documents ◽  
Short Text ◽  
Syntactic Information ◽  
Dependency Relations

As the volume of online short text documents grow tremendously on the Internet, it is much more urgent to solve the task of organizing the short texts well. However, the traditional feature selection methods cannot suitable for the short text. In this paper, we proposed a method to incorporate syntactic information for the short text. It emphasizes the feature which has more dependency relations with other words. The classifier SVM and machine learning environment Weka are involved in our experiments. The experiment results show that incorporate syntactic information in the short text, we can get more powerful features than traditional feature selection methods, such as DF, CHI. The precision of short text classification improved from 86.2% to 90.8%.

scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

Designing a New Performing Arts Education through Constructing a Global Theatre

2013 ◽  
pp. 314-336
Author(s):  
Goki Miyakita ◽  
Yumiko Murai ◽  
Takashi Tomine ◽  
Keiko Okawa
Keyword(s):  
Learning Environment ◽  
Performing Arts ◽  
Arts Education ◽  
The Internet ◽  
Intercultural Understanding ◽  
Learning Program ◽  
Collaborative Community ◽  
New Learning ◽  
Performing Arts Education ◽  
Collaborative Play

This chapter proposes a new learning infrastructure of performing arts education called Global Theatre. Global Theatre connects students and theatres over the Internet and creates a unique environment to share performing arts. It enables students to enjoy performing arts together, deepen intercultural understanding, and communicate with a global audience in synchronized time, regardless of location and distance. Global Theatre consists of three basic elements: a learning program focused on performing arts; a collaborative community formed by a university, theatre space, and performing group; and an ICT platform that realizes live appreciation of performing arts. In this chapter, two experimental implementations are carried out. The authors conducted a translated play shared by Thailand and Japan in 2009, and an international collaborative play shared by Thailand, Japan, and Malaysia in 2010. Through those experiments, the effectiveness of this new learning environment for performing arts is discussed from the perspective of the three basic elements of this structure.

Online Learning Environments

2011 ◽  
pp. 678-685 ◽  
Author(s):  
Riu Hu ◽  
Shuyan Wang
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Communication Systems ◽  
The Internet ◽  
Electronic Communications ◽  
Online Learning Environments ◽  
Computer Communication ◽  
E Learning ◽  
The Web

Online learning, which was defined as a learning environment using computer communication systems for learning delivery and interaction (Harasim, 1990), has been involved into all facets of society’s education. Online learning can be considered as a subset of the category of e-learning because it refers specifically to learning that is occurring via the Internet or Intranet. Online learning environment normally refers to learning via electronic communications, coursework, and/or information posted on the Web, and through other instructional activities by using Internet.

scholarly journals ADMINISTERING CLASSES IN VIRTUAL LEARNING ENVIRONMENT: FACILITATIONS, PRINCIPLES, EDUCATORS’ ROLES AND INTERACTIONS

2021 ◽  
Vol 7 (1) ◽  
pp. 180
Author(s):  
Nur Afni Mahiya Usemahu ◽  
Yulia Fernandita
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Mixed Method ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Learning Activities ◽  
The Internet ◽  
Workload Management ◽  
Teachers Training

This study investigates teachers’ competencies in the implementation of facilities, principles, educators’ roles, and interactions in the Virtual Learning Environment (VLE). Using explanatory sequential mixed method, it aims to examine whether all those competencies such as learning system tools and resources, technology quality, and workload management are considered throughout the learning process. In total, 102 students from the Faculty of Tarbiyah and Teachers’ Training at Antasari State Islamic University were involved in the survey. Fourteen of them, as well as three lecturers, were then interviewed. The results indicate that despite students’ limited access to the internet, lecturers attempt to provide all students’ facilities. However, in some departments, various learning activities, monitoring, and feedback still need to be improved. The lecturers generally execute the principle of the virtual learning environment. The students mostly believe that lecturers are aware of their roles, and manage their interactions well. In conclusion, the study suggests teachers’ competencies in the virtual learning environment and calls for further studies in this subject. 

scholarly journals EFL Teachers’ Perspectives on Learner Autonomy

2019 ◽  
Vol 7 (1) ◽  
pp. 51
Author(s):  
Irza Yuzulia ◽  
Fazri Nur Yusuf
Keyword(s):  
Decision Making ◽  
Learning Environment ◽  
Learner Autonomy ◽  
Learning Objectives ◽  
The Internet ◽  
Strong Belief ◽  
Classroom Activities ◽  
Learning Practices ◽  
Masters Degree

Teachers have a central role in fostering learner autonomy and their views regarding LA are essential. They should maintain the learning environment and activities to support LA. This research aimed to find out teachers’ attitudes towards their roles and learning practices to support LA. A questionnaire was administered to 19 teachers who are studying for a Masters degree at UPI. It is found that teachers rated their responsibilities in choosing classroom activities and evaluating students’ progress at the highest point. However, they viewed students’ decision making abilities in choosing learning objectives and evaluating their learning at the lowest score. Furthermore, the activities which teachers often recommended to are listen to English songs, read books and use the internet. It can be concluded that teachers have a strong belief towards their roles in LA. Even though they are already conscious about the importance of LA, it should be implemented into practice.

scholarly journals Students’ Beliefs Regarding the Use of E-portfolio to Enhance Cognitive Skills in a Blended Learning Environment

2019 ◽  
Vol 14 (02) ◽  
pp. 85
Author(s):  
Prakob Koraneekij ◽  
Jintavee Khlaisang
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Cognitive Skills ◽  
Authentic Assessment ◽  
The Internet ◽  
Data Collection Tool ◽  
Sample Group ◽  
Current State ◽  
High Level

This paper reports on a quantitative study on ICT readiness among undergraduate students in Thailand, students’ beliefs about use of e-portfolios in the Blended Learning Environment (BLE), and students’ beliefs about using e-portfolios to enhance their cognitive skills in the BLE. The sample group comprised 360 undergraduate students, divided by study fields. The data collection tool was a questionnaire of students’ beliefs. The reliability value of the questionnaire was 0.889. Data was analyzed using statistical analysis and f-test. The beliefs and needs were ranked by PNI modified. The research found that every student had a computer connected to the Internet. The analysis results of students’ beliefs about the use of e-portfolios in the BLE were positive and the top five results were: (1) learning by creating work, (2) enhancing creativity, (3) enhancing the problem solving skill, (4) enhancing critical thinking, and (5) enhancing authentic assessment. The current state of using e-portfolios to enhance cognitive skills in the BLE was at average level, while the needs were at the high level.

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