AIPRO: An AI Framework as a Student Learning Support Tool

2017 ◽  
Vol 23 (8) ◽  
pp. 7666-7669
Author(s):  
Munir Naveed ◽  
Muath Alrammal ◽  
Mukti Sharma ◽  
Kausar Fatima
Keyword(s):  
Student Learning ◽  
Learning Support ◽  
Support Tool

A typology of student diversity and an inclusive student learning support system: Insights for higher education

2020 ◽  
Vol 42 (1) ◽  
pp. 81-87
Author(s):  
Weng Marc Lim
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Support System ◽  
Life Experience ◽  
Student Diversity ◽  
Learning Support ◽  
Indigenous Students ◽  
Learning Support System ◽  
Education Today ◽  
Student Classification

Higher education today is characterized by a highly diversified student population. This, in turn, calls for greater inclusivity in higher education. To answer this call, this paper introduces a typology of student diversity in, and an inclusive student learning support system for, higher education. More specifically, the typology of student diversity suggests that students in higher education may comprise of adults, school leavers, indigenous students, low socio-economic background students, and international students. The typology explains each student classification in detail using five relevant factors, namely autonomy, anxiety, motivation, discipline, and life experience. Finally, the paper offers some pertinent insights to create an inclusive student learning support system for higher education based on the insights derived from the typology of student diversity in higher education.

scholarly journals Kontribusi Keterampilan Guru Abad 21 Terhadap Implementasi Kurikulum 2013 di SMK 1 Sumbar

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Ririn Nurpendah
Keyword(s):  
21St Century ◽  
Quantitative Research ◽  
Learning Objectives ◽  
Learning Support ◽  
Attitude Assessment ◽  
Support Tool ◽  
Teacher Skills ◽  
West Sumatra ◽  
Relationship Of ◽  
The Relationship

The problem in this study is that teachers still have difficulty in carrying out student attitude assessment through the attitude assessment rubric, in the 2013 curriculum students are required to be more active and the teacher acts as a facilitator, but the teachers in SMK 1 West Sumatra have not been able to position themselves as facilitators. So the learning objectives that have been outlined by the 2013 curriculum have not been maximally achieved. Furthermore, the lack of use of instructional media as a learning support tool, so that learning implemented by SMK 1 West Sumatra is less varied, learning direct learning models that are still not maximally implemented by teachers and the lack of awareness of SMK 1 West Sumatra teachers in participating in curriculum training in 2013. The research objective is to explain the relationship of 21st century teacher skills with the implementation of the 2013 curriculum at SMK 1 West Sumatra. This research uses correlational quantitative research. Based on the research results obtained that there is a positive and significant relationship of 21st century teacher skills with the implementation of the 2013 curriculum at SMK 1 West Sumatra with a contribution percentage of 50.4%.

scholarly journals Web Based Academic Monitoring and Analysis Dashboard

2021 ◽  
pp. 195-199
Author(s):  
Prateek Motwani ◽  
Ratnesh Choudhary ◽  
Pratik Ramteke ◽  
Prayag Nimburkar ◽  
Nitin Chilate ◽  
...  
Keyword(s):  
Business Intelligence ◽  
Visual Information ◽  
High Accuracy ◽  
Faculty Members ◽  
Behavior Patterns ◽  
Teaching Mathematics ◽  
Learning Support ◽  
Teaching English ◽  
Web Based ◽  
Support Tool

Web Based Academic Monitoring and Analysis Dashboard is a newly developed learning support tool that is believed to allow students and teachers to review their online learning behavior patterns intuitively through the provision of visual information. The purpose of this study was to provide virtual experience to users using business intelligence (BI) for better decision making relation to academics and To optimize the work and to bring efficiency in data analysis and make it more convinent to understand. Owing to the multitude of benefits, Web Based Academic Monitoring integrated with Analytics Dashboard System has become a buzz amongst top-notch educators these days. It can handle everyday tasks of institutions & generate various reports with high accuracy that can minimize the workload of faculty. However, education experts state that tracking student’s progress is an integral part of institutional growth. So, educators must choose an efficient ERP Software that can monitor & track student’s progress. Faculty members can note down the weak areas & ask students with low grades to attend extra-classes. Teachers can monitor their weekly & monthly performance simply by logging in their dashboard portal at regular intervals to understand whether their hard work is paying off or not. Sometimes what happens is, a faculty member better at teaching Mathematics may not be able to deliver good performance while teaching English. So, with the help of analytics dashboards reports, educators can analyze the forte of teachers and assign them subjects where they can excel. It will make the task of teachers much simpler & help them monitor their students with ease.

scholarly journals Challenges in the use of a support tool with automated review in student learning of programming courses

2018 ◽  
Vol 139 ◽  
pp. 424-431
Author(s):  
Fredi E. Palominos ◽  
Seomara K. Palominos ◽  
Claudia A. Durán ◽  
Felisa M. Córdova ◽  
Hernán Díaz
Keyword(s):  
Student Learning ◽  
Support Tool ◽  
Programming Courses

A generative framework for creative learning: A tool for planning creative-collaborative tasks in the classroom

2011 ◽  
Vol 1 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Sylvia Truman
Keyword(s):  
Social Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Learning Theories ◽  
Learning Support ◽  
Support Tool ◽  
Creative Learning

In this paper a generative framework for creativity is presented which extends upon Wallas’s model of creativity (1926), social learning theories and creativity theories. The framework offered here presents a distillation of learning and crea-tivity theory drawing upon salient roots of both creativity and learning theories in the 21st century. The generative framework can be instantiated for use as a learning support tool to assist with the design of classroom and / or other crea-tive learning experiences. Creativity theories are discussed in relation to their appropriateness of the framework. An explanation of the framework is present-ed and an example instantiation provided. The development of the generative framework has been influenced by psychological accounts of creativity and socio-constructivist accounts of learning. The framework presented here has a number of implications for creativity theory as well as teaching and learning practice.

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