scholarly journals Project Activity as a Means of Multicultural Values Development in the Internet-Mediated Learning Environment

2020 ◽  
Author(s):  
E. Gulyaeva ◽  
Yulia G. Semikina
Keyword(s):  
Learning Environment ◽  
The Internet ◽  
Mediated Learning ◽  
Project Activity ◽  
Values Development

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%.

Text-based peer–peer collaborative dialogue in a computer-mediated learning environment in the EFL context

System ◽  
2009 ◽  
Vol 37 (3) ◽  
pp. 434-446 ◽  
Author(s):  
Gang Zeng ◽  
Shigenobu Takatsuka
Keyword(s):  
Learning Environment ◽  
Mediated Learning ◽  
Collaborative Dialogue ◽  
Efl Context ◽  
Computer Mediated

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).  

The Internet as a Cross-Disciplinary Learning Environment

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

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.

Computer Mediated Learning

2011 ◽  
pp. 73-86
Author(s):  
Alison Ruth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Theory ◽  
Computer Mediated Communication ◽  
Online Learning Environment ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Needs

This chapter proposes that Burke’s (1969) dramatistic analysis using the Pentad (act, scene, agent, agency, purpose) is a valuable methodological tool for investigating how learning theory offers a better understanding of mediated learning environments. It is argued that this framework provides a coherent and comprehensive consideration of learning and communication mediated by electronic means. Research into computer mediated communication needs to acknowledge the intertwining notion of the agents, acts and agency (mediation) within a specific scene, particularly in an online learning environment. Burke’s (1969) work provides a useful framework for discussing and describing a mediated environment and appears to be a valid framework within which to analyze different learning and communicative environments.

Identities, Borders, Change

2012 ◽  
Vol 3 (3) ◽  
pp. 60-80
Author(s):  
Sébastien Dubreil
Keyword(s):  
Learning Environment ◽  
Learning Communities ◽  
Developmental Process ◽  
Mediated Learning ◽  
Culture Learning ◽  
Conditions Of Possibility ◽  
Sense Of Identity ◽  
Dynamic Trajectory

The purpose of this case study was to examine one learner’s (Keira) personal trajectory in an online, transnational telecollaborative learning environment, focusing on how she negotiated (1) her own sense of identity, (2) her perspective on French and American cultures, and (3) the possibility of a transcultural dialogue. The data (observations, journals, interviews) showed that early on, Keira’s expectations of the class shifted drastically. Consequently, she began to engage her own conception of self and being American through introspection and, ultimately, a redefinition of her own subjectivity. Keira progressively developed her own transcultural stance and reached a point where her sense of the conditions of possibility of culture learning and the transcultural encounter, buttressed by a much deeper and nuanced knowledge of both culture(s), led to a completely new understanding and repositioning of her posture in this encounter, which she called “an opportunity for liberation.” This study supports the effectiveness of technology-mediated learning communities (MLCs) in fostering transcultural learning seen as a developmental process, a dynamic trajectory.

Enhancing Student Learning through Blending Varied Learning and Assessment Experiences

2010 ◽  
pp. 50-69 ◽  
Author(s):  
Paula Hodgson
Keyword(s):  
Hong Kong ◽  
Learning Environment ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experiences ◽  
Peer Feedback ◽  
Learning Opportunities ◽  
Future Trends ◽  
Mediated Learning

The purpose of this chapter is to compare the learning opportunities that are available in conventional and the current Web-mediated learning environment in Hong Kong in relation to some of the applications that are available in Web 2.0 and practice-based simulation. Some of these applications can provide faster access to subject-related resources, offer greater connectivity and wider interactions with stakeholders, such as students and professionals locally and overseas, and keep track of students’ learning experiences across their years of university study. Furthermore, Web-mediated assessment can provide faster feedback than conventional paper-based methods, which can streamline the process of reporting and the provision of peer feedback. The potential of and future trends in web-mediated assessment are also discussed.

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