scholarly journals A Study on Reinforcement of Self Directed Learning using Controlling Face Emotion

2022 ◽  
pp. 76-83
Author(s):  
Prof. Dr. Dong Hwa Kim ◽  
◽  
Prof. Dr. Young Sung Kim ◽  
Keyword(s):  
Deep Learning ◽  
Control System ◽  
Online Education ◽  
Teaching And Learning ◽  
Reference Data ◽  
Control Signal ◽  
Self Directed Learning ◽  
Learning Efficiency ◽  
Directed Learning

This paper deals with emotion-based self-directed teaching and learning in online education. Teachers and learners cannot understand how much their communication exchanges well with each other. So, their teaching and learning efficiency decreases than their expectation. To increase teaching and learning efficiency, this paper analyzes face emotional patterns to figure out which emotion segments have dominant facts in teaching and learning through Korean women’s face data. These dominant factors are sent to control for improving self-directed learning. In the control system, deep learning compares face data with reference data and finally decides the control signal to improve self-directed learning. Keywords: Face Emotion, Online Education, Self-Directed Teaching and Learning, Emotion Reinforcement.

scholarly journals The Relationship between Massive Online Open Courses (MOOCs) Content Design and Students’ Performance

2021 ◽  
Vol 15 (04) ◽  
pp. 4
Author(s):  
Norhidayah Mohamad ◽  
Azrina Othman ◽  
Tan Siew Ying ◽  
Neerosha Rajah ◽  
Norsamsinar Samsudin
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Self Directed Learning ◽  
Open Networks ◽  
Massive Online Open Courses ◽  
Directed Learning ◽  
Open Courses ◽  
The Relationship ◽  
Content Design

Over the years, there has been tremendous growth in online social networking which contributed to the revolution of higher education’s learning environment. Massive Online Open Courses (MOOC) is now common in online education, which provides open networks of self-directed learning. MOOCs are referred as a continuation trend in innovation that initiated by learning from geographical distance and online. MOOCs is a current evolvement in higher learning institution in Malaysia with the aims to provide quality education for the students. However, there are some challenges in developing effective instructional design courses and retaining learners in MOOCs. Therefore, the purpose of this study is to discover the relationship between MOOC’s content design and students’ performances among UTeM’s engineering students. Through literature review, variables are identified such as courses content design, enhancement in teaching and learning and students’ performance. In this study, 373 samples have been collected and the data analysed using SPSS. The results revealed that there are significant relationships between courses materials, courses activities, and courses tools with students’ performance. It is believed that this research paper will beneficial to higher education to improve MOOC’s content design in order to enhance the students’ performance in the future.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

Drama in Education and Self-Directed Learning for Adults

2011 ◽  
Vol 17 (2) ◽  
pp. 64-79
Author(s):  
Athina A. Karavoltsou ◽  
Carmel O'Sullivan
Keyword(s):  
Adult Education ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Drama In Education ◽  
The Arts ◽  
Education School ◽  
Shared Authority ◽  
Directed Learning ◽  
Motivation To Participate ◽  
Second Chance

Drama in Education (DIE), as an artistic and educational experience, is sufficiently evidenced in the literature as a dialogical, liberating practice of education. This article discusses a practitioner research project in a second chance adult education school in Greece, where the use of a DIE teaching and learning approach was explored in an environmental adult education module. Self-directed learning in this study referred to learner-control and was used to uncover how power relations are constructed through the micro-politics of the classroom. The primary aim of the study was to establish whether the use of a DIE approach could enhance learners' motivation to participate in classroom choices and decisions, and thus take greater control and responsibility for their own learning process. The results indicate that resistance occurred when the teacher delegated greater responsibility than the learners were equipped to handle. The article concludes by advocating an educational encounter of shared authority and vulnerability between teacher and learners when working in and through the arts.

The Evolving Role of the Instructor in the Digital Age

2013 ◽  
pp. 233-247 ◽  
Author(s):  
Michael F. Beaudoin
Keyword(s):  
Online Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Management Systems ◽  
Management Systems ◽  
Self Directed Learning ◽  
Student Centered ◽  
Learning Management

In this era of student-centered, collaborative, constructivist learning, augmented by social networks and other virtual environments featuring learner autonomy, self-direction and independence, the role of instructors in online education is undergoing continuous evolution since the advent of the Internet, and the proliferation of Learning Management Systems (LSM) to support teaching and learning. This chapter examines the role of the online instructor, and indeed, poses the provocative question: does there remain a useful and meaningful role for what is arguably the increasingly ‘invisible’ instructor in many online settings. Factors that contribute to this phenomenon, such as the proliferation of new technology, the emphasis on self-directed learning, a changing student clientele, emerging modes of assessment, etc. are noted. Findings from a various studies of student attitudes, behaviors, and perceptions of what is critical for success in online courses are highlighted, including data suggesting that the role of instructors and the features of Learning Management Systems are relatively minor factors for achieving success in online learning. The implications of these trends for the future role of the professoriate are also considered.

Methodology for Knowledge Management and Self-Directed, Science Program Engineering Computing

2017 ◽  
pp. 63-81
Author(s):  
Marcos Levano
Keyword(s):  
Knowledge Management ◽  
Computer Science ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
The Self ◽  
Science Program ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Generic Competences ◽  
Self Learning

The following chapter shows the development of a learning methodology used to validate self-directed learning generic competences and knowledge management in a competence-based model in the engineering computer science program of the Universidad Católica Temuco (UCT). The design of the methodology shows the steps and activities of the learning-by-doing process, as shown gradually in the learning results of the competence. The designed methodological process allows creating working schemes for theory-based teaching and learning, and also for practicing and experimenting. The problematology as controlled scenarios is integrated in order to answer problems in engineering, allowing the process of validation in the self-learning and knowledge management competences. Thus, the achievements in the results have allowed helping the teachers to use their learning instruments.

scholarly journals Language Learning Sans Frontiers: A Translanguaging View

2018 ◽  
Vol 38 ◽  
pp. 33-59 ◽  
Author(s):  
Li Wei ◽  
Wing Yee (Jenifer) Ho
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Analytical Approach ◽  
Work Experiences ◽  
Writing Systems ◽  
Self Directed Learning ◽  
Transdisciplinary Approach ◽  
Online Platforms ◽  
Directed Learning ◽  
Bilingualism And Multilingualism

ABSTRACTIn this article, we present an analytical approach that focuses on how transnational and translingual learners mobilize their multilingual, multimodal, and multisemiotic repertoires, as well as their learning and work experiences, as resources in language learning. The approach is that of translanguaging, which seeks to push the boundaries not only between different named languages but also between different modalities and across language scripts and writing systems. We base our arguments on a study of self-directed learning of Chinese via online platforms in the context of mobility and aim to demonstrate the transformative capacity of translanguaging. In doing so, we highlight the need for a transdisciplinary approach to language learning that transcends the boundaries between linguistics, psychology, and education, and in particular, the need to go beyond the artificial divides of the different modalities of language learning to strengthen the connections between research on bilingualism and multilingualism and research on language teaching and learning.

scholarly journals A CASE STUDY OF SELF-DIRECTED LEARNING USING MOVIE TO PROMOTE ORAL COMMUNICATION

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Mohammad Amro Mohammad Suleiman ◽  
Mahendran Maniam
Keyword(s):  
Treatment Group ◽  
Test Scores ◽  
Teaching And Learning ◽  
English Language ◽  
Research Question ◽  
Oral Communication ◽  
Self Directed Learning ◽  
Practical Applications ◽  
Directed Learning

The main aim of this study is to help EFL students’ improve their oral communication proficiency out-of-class. To achieve that, video-movie was chosen as a medium for improving the subjects' oral communication proficiency. It was hoped that movie could function as a pseudo-immersion for the students, an accessible and easy alternative to being in the English native countries. Based on that, this study aim has been transformed into this research question ‘what effect does self-directed learning using movies has on the students' perceived oral communication proficiency?’. To answer that, six first year students at the faculty of English language and literature, Ajloun University in Jordan, were selected based on purposive sampling and divided equally into two groups, treatment and control, based on random assignment. The subjects in both groups were asked to take the self-assessment language test twice, once before the beginning of the case study scheme and another after. Likewise, to be interviewed twice, and to fill in the study notes during the case study scheme. Only the treatment group were given eight movies with its guides and asked to self-study with it over eight weeks. The results from the case study indicated that movie could help improve the students' oral communication proficiency with higher post-test scores than pre-test scores. Methodological triangulation from both the interviews and study notes also supports the assertion that movie improved the subjects’ oral communication proficiency. The subjects in the treatment group revealed in the post-interview that movies helped improve their listening skills and two subjects suggested that it could possibly have helped improve their speaking skills as well. Their perception in their study notes also supports the results. In conclusion, it is very likely that self-directed learning using movies has improved the students’ oral communication proficiency. This study has implications for practical applications in language teaching and learning which suggests that movie can be effective out of class. In addition, the results suggest that further larger scale investigations into students' language improvement out of class will be worth carrying out.

scholarly journals International Students’ Experience of Western Pedagogy in a British University

2017 ◽  
Vol 4 (4) ◽  
pp. 620
Author(s):  
Linda Katherine Newsome ◽  
Paul Cooper
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Approaches To Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Using Data ◽  
Far Eastern

<em>This qualitative study examined international students’ experiences with Western pedagogy using data collected through case studies and semi-structured, in-depth, informant style interviews. Participants were all international students (n=18), mostly postgraduate from Asian and Far Eastern countries studying at a British University. This paper focuses on students’ engagements with Western pedagogy as they struggle to adjust to what they experience as unfamiliar and alien approaches to teaching and learning. Reported here is a detailed case study of the lives of these students as they engage with specific pedagogical demands, including: academic self-expression and critical argumentation, self-directed learning, class discussions, presentations, and English language proficiency. It also exposes students’ perceptions of the value of the instructional methods of their tutors and their impact on approaches to learning.</em>

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