Learning Context Restrained Correlation Tracking Filters via Adversarial Negative Instance Generation

2021 ◽  
pp. 1-14
Author(s):  
Bo Huang ◽  
Tingfa Xu ◽  
Jianan Li ◽  
Fei Luo ◽  
Qingwang Qin ◽  
...  
Keyword(s):  
Negative Instance ◽  
Learning Context ◽  
Instance Generation ◽  
Correlation Tracking

Multidisciplinary symmetry education with Poly-Universe toolkit in schools and informal learning context in Finland

2020 ◽  
Vol 31 (1) ◽  
pp. 23-34
Author(s):  
Kristóf Fenyvesi ◽  
Kerry Osborne ◽  
Matias Kaukolinna ◽  
Merja Sinnemäki ◽  
Leena Kuorikosi ◽  
...  
Keyword(s):  
Informal Learning ◽  
Learning Context

Science Motivation Questionnaire II (SMQ-II):Analysis of Validity and Reliability of Bahasa Indonesia Version in Science Learning Context

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Secondary School ◽  
Science Learning ◽  
Essential Element ◽  
Self Determination ◽  
Motivation To Learn ◽  
Career Motivation ◽  
Validity And Reliability ◽  
Learning Context ◽  
Science Motivation ◽  
Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, I was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 240 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, I suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

Science Motivation Questionnaire II (SMQ-II): Analysis on Validity and Reliability of Bahasa Indonesia Version Through Various Learning Context

2019 ◽  
Author(s):  
Whasfi Velasufah ◽  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Survey Data ◽  
Essential Element ◽  
Self Determination ◽  
Motivation To Learn ◽  
Career Motivation ◽  
Validity And Reliability ◽  
Learning Context ◽  
Science Motivation ◽  
Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we have examined empirically the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Bahasa Indonesia. The 4 expert judged our Indonesian translation version of SMQ-II and 240 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work shows that the questionnaire is a valid and reliable and the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest our version of SMQ-II in Bahasa Indonesia as an efficient instrument for assessing components of Indonesia students’ motivation to learn in various learning context.

University musical training in a blended-learning context

2017 ◽  
Vol 75 (268) ◽  
Author(s):  
Susana TOBOSO ONTORIA ◽  
Inmaculada TELLO DÍAZ-MAROTO ◽  
Francisco José ÁLVAREZ GARCÍA
Keyword(s):  
Blended Learning ◽  
Musical Training ◽  
Learning Context

Preservice Music Teacher Identity Construction Through Metaphor

2020 ◽  
pp. 105708372098227
Author(s):  
Cynthia L. Wagoner
Keyword(s):  
Preservice Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Instrumental Music ◽  
Methods Course ◽  
Learning Context ◽  
Context Learning ◽  
Instrumental Methods ◽  
The Impact ◽  
Authentic Context

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

The More, the Merrier? Roles of Device-Student Ratio in Collaborative Inquiries and Its Interactions With External Scripts and Task Complexity

2021 ◽  
pp. 073563312110107
Author(s):  
Cixiao Wang ◽  
Huixiao Le
Keyword(s):  
Conceptual Understanding ◽  
Repeated Measures ◽  
Task Complexity ◽  
Mainland China ◽  
Fifth Grade ◽  
Learning Context ◽  
Simple Task ◽  
Fifth Grade Students ◽  
Main Effect ◽  
The Relationship

In collaborative learning, the intuition “the more device, the merrier” is somehow widely acknowledged, but little research has investigated the relationship between device-student ratio and the learning outcome. This study aims to investigate not only the main effect of different device-student ratio, also to identify the moderators in the learning context including task complexity, external script availability and students’ familiarity to the collaboration settings. A three-round quasi-experiment was conducted in a primary school in mainland China, 130 fifth-grade students from four classes participated. Group worksheet including conceptual understanding and problem-solving tasks were used to collect participants’ inquiry performance. Repeated measures ANOVA was employed in data analysis. Findings indicate that 1:m device-student ratio could be beneficial, and external scripts, and prior collaboration experience could moderate such effect. The different effect of 1:m device-student ratio to 1:1 is only significant in the situation when students are faced with relatively simple task, and the effect size is larger when external script is present. When the task is more complicated, such effect of device-student ratio would only emerge after a period of collaboration. This finding challenged the intuition that one-to-one device-student ratio could be better. Related discussions and recommendations to teaching were made.

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