scholarly journals Effects of Visual Communication on Memory Enhancement of Thai Undergraduate Students, Kasetsart University

2020 ◽  
Vol 11 (1) ◽  
pp. 34
Author(s):  
Patchara Vanichvasin
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Visual Communication ◽  
Learning Performance ◽  
Online Course ◽  
Memory Enhancement ◽  
Research Findings ◽  
Dependent Samples ◽  
Positive Results ◽  
Analyze Data

Memory is important in a learning process. The more students can memorize or retain information from a learning process, the greater possibility students can perform better in their learning. Therefore, this research aimed to explore visual communication in terms of its effectiveness and effects on memory enhancement with 19 Thai undergraduate students by using a communication skills online course with visual communication, an evaluation questionnaire of the selected course, an effectiveness questionnaire of visual communication, and a memory test on the selected course. Mean, standard deviation, content analysis and a t-test for dependent samples were used to analyze data collected from all research instruments. The research findings indicated that using visual communication produced positive results in enhancing student memory and thus generating greater student learning, which can be concluded that visual communication has high potential to be implemented in class as an effective tool for teaching courses to enhance student memory and thus create better learning performance.

The consistency of least-square regularized regression with negative association sequence

2018 ◽  
Vol 16 (03) ◽  
pp. 1850019 ◽  
Author(s):  
Fen Chen ◽  
Bin Zou ◽  
Na Chen
Keyword(s):  
Learning Theory ◽  
Learning Process ◽  
Negative Association ◽  
Least Square ◽  
Learning Performance ◽  
Regularized Regression ◽  
Identical Distribution ◽  
Na Sequence ◽  
Mixing Sequences ◽  
Dependent Samples

In the last few years, many known works in learning theory stepped over the classical assumption that samples are independent and identical distribution and investigated learning performance based on non-independent samples, as mixing sequences (e.g., [Formula: see text]-mixing, [Formula: see text]-mixing, [Formula: see text]-mixing etc.), they derived similar results with the investigation based on classical sample assumption. Negative association (NA) sequence is a kind of significant dependent random variables and plays an important role in non-independent sequences. It is widely applied to various subjects such as probability theory, statistics and stochastic processes. Therefore, it is essential to study the learning performance of learning process for dependent samples drawn from NA process. Obviously, samples in this learning process are not independent and identical distribution. The results in classical learning theory are not applied directly. In this paper, we study the consistency of least-square regularized regression with NA samples. We establish the error bound of least-square regularized regression for NA samples, and prove that the learning rate of least-square regularized regression for NA samples is [Formula: see text], which is tend to [Formula: see text] when [Formula: see text] arbitrarily close to 0, where [Formula: see text] denote the number of the samples. The simulation experiment of convergence rate on NA samples reveals that the least-square regularized regression algorithm for NA samples is consistent. This result generalizes the classical result of independent and identical distribution.

scholarly journals STUDENT’S EXPERIENCE OF E-LEARNING, LEARNING PROCESS AND PERCEIVED LEARNING OUTCOMES IN ECONOMIC MATH COURSE

2019 ◽  
Vol 3 (2) ◽  
pp. 67-71
Author(s):  
Yunia Mulyani Azis ◽  
Henny Suharyati ◽  
Sussy Susanti
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning Process ◽  
Indirect Effect ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Perceived Learning ◽  
E Learning ◽  
Research Findings ◽  
Economics Courses

This paper reveals research findings about the effect of E-learning experiences on student learning outcomes felt for Mathematics Economics courses. This study examines perceived learning outcomes in terms of effectiveness, number and productivity of learning in the context of E-learning. The participants were undergraduate students at the School of Economis EKUITAS. The results are interpreted using quantitative and verification research approaches. The results show that the E-learning experience of students is significantly correlated with learning process, and have indirect effect on perceived learning outcomes. This study uses a learning model developed by Biggs and Moore. Specific recommendations for practitioners are also given, and their implications for educators are discussed. Finally, suggestions for further research on E-learning are provided.

scholarly journals The effect of autonomous learning process on learner autonomy of English public speaking students

2020 ◽  
Vol 10 (1) ◽  
pp. 194-205
Author(s):  
Nida Boonma ◽  
Rosukhon Swatevacharkul
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Process ◽  
Effect Size ◽  
Public Speaking ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Cluster Sampling ◽  
Emerging Themes ◽  
Dependent Samples

Buta The objectives of this study were to examine the effect of the autonomous learning process (ALP) on learner autonomy of undergraduate students in English public speaking class and its effect size; and  to explore how learner autonomy is revealed through the ALP. This study employed a variant of a mixed-methods approach, which is an embedded experimental design. Employing the cluster sampling method, nineteen Thai students were included. The students were trained in the ALP based on the four dimensions of learner autonomy (technical, psychological, political-critical, and sociocultural.) Quantitative data were collected from the Learner Autonomy for Public Speaking (LAPS) questionnaires and analyzed by the dependent samples t-test. Qualitative data were drawn from the Overall Written Reflections, and thematic content analysis was used to analyze the data. The findings revealed that the level of students’ learner autonomy in the post-questionnaire significantly increased from the pre-questionnaire (p = 0.00). Its effect size is large (d = 1.28), and learner autonomy, as revealed through the ALP, can be classified into five emerging themes. The themes are (1) use and plans of the learning strategies, (2) evaluation of learning and learning strategies, (3) capacity to provide and accept praise and criticism, (4) increased positive emotions and (5) sense of awareness and a better understanding of self. Recommendations for further study are provided.The objectives of this study were to examine the effect of the autonomous learning process (ALP) on learner autonomy of undergraduate students in English public speaking class and its effect size; and  to explore how learner autonomy is revealed through the ALP. This study employed a variant of a mixed-methods approach, which is an embedded experimental design. Employing the cluster sampling method, nineteen Thai students were included. The students were trained in the ALP based on the four dimensions of learner autonomy (technical, psychological, political-critical, and sociocultural.) Quantitative data were collected from the Learner Autonomy for Public Speaking (LAPS) questionnaires and analyzed by the dependent samples t-test. Qualitative data were drawn from the Overall Written Reflections, and thematic content analysis was used to analyze the data. [A1] The findings revealed that the level of students’ learner autonomy in the post-questionnaire significantly increased from the pre-questionnaire (p = 0.00). Its effect size is large (d = 1.28), and learner autonomy, as revealed through the ALP, can be classified into five emerging themes. [A2] The themes are (1) use and plans of the learning strategies, (2) evaluation of learning and learning strategies, (3) capacity to provide and accept praise and criticism, (4) increased positive emotions and (5) sense of awareness and a better understanding of self. Recommendations for further study are provided. [A1]S-V agreement [A2]Emerging themes or emerging themes, or emergent themes?

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

Establishing Partnerships for Effective Academic Programs

2017 ◽  
Vol 6 (4) ◽  
pp. 384-390 ◽  
Author(s):  
Joanna L. Morrissey ◽  
Joseph A. Beckett ◽  
Ross Sherman ◽  
Lisa J. Leininger
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Community Partnerships ◽  
Academic Programs ◽  
Campus Community ◽  
Specific Service ◽  
Internship Programs

As undergraduate students prepare to enter the workforce and become engaged members in their communities, it is necessary for universities to provide students with opportunities and resources to develop the knowledge, skills, and attitudes needed to be successful in their professional, personal, and social pursuits. Experiential learning is one approach that may be used to facilitate and strengthen the learning process for undergraduate students. Grounded in experiential learning, Kinesiology-specific service learning and internship programs can help students develop the skillset needed to be successful in their major and future careers. To best facilitate students’ learning, it is imperative that such academic programs build collaborative, sustainable and genuine campus-community partnerships. This paper presents a series of practical and successful partnership-building strategies from three unique institutions.

8. Development of the Simplified Sign System

2020 ◽  
pp. 281-310
Author(s):  
John D. Bonvillian ◽  
Nicole Kissane Lee ◽  
Tracy T. Dooley ◽  
Filip T. Loncke
Keyword(s):  
Undergraduate Students ◽  
Background Information ◽  
Sign Languages ◽  
Memory Aids ◽  
Sign Systems ◽  
Sign System ◽  
Deaf Parents ◽  
Research Findings ◽  
Students With Autism ◽  
Initial Results

Chapter 8 provides background information on the development of the Simplified Sign System. These steps are included so that investigators may replicate research findings and/or develop additional signs for their own sign-intervention programs. The authors first discuss efforts to find highly iconic or representative gestures in the dictionaries of various sign languages and sign systems from around the world. If necessary, signs were then modified to make them easier to produce based on the results of prior studies of signing errors made by students with autism, the sign-learning children of Deaf parents, and undergraduate students unfamiliar with any sign language. These potential signs were then tested with different undergraduate students to determine whether the signs were sufficiently memorable and accurately formed. Signs that did not meet criterion were either dropped from the system or subsequently modified and re-tested. Initial results from comparison studies between Simplified Signs and ASL signs and between Simplified Signs and Amer-Ind signs are presented as well. Finally, feedback from users influenced the course of the project. Memory aids were developed, especially for those persons who have less familiarity with sign languages, to help explain the ties between each sign and its referent in case that relationship is not readily or immediately apparent to a potential learner.

scholarly journals Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Gaye D. Ceyhan ◽  
John W. Tillotson
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Intrinsic Value ◽  
Value Theory ◽  
Research Experience ◽  
Expectancy Value ◽  
Research Experiences ◽  
Research Findings ◽  
Future Work

Abstract Background Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for understanding undergraduate students’ engagement with research in their first and second years in college. The current study utilizes the expectancy-value theory of achievement motivation to qualitatively explore how much and in what ways early year undergraduate researchers value their research experience and what kinds of costs they associate with it. Results The results revealed that intrinsic value had the highest expression in participants’ motivation to engage in research. The second most expressed value type was the utility value of undergraduate research with regards to obtaining the desired outcomes, and attainment value played the least important role in participants’ motivation to engage in research. Findings also indicated that some of the participants associated a cost(s) to their research experience. The highest mentioned perceived cost was opportunity cost, where participants commented on losing other valued alternatives when engaging in research. Participants commented on the time, effort, or amount of work needed to engage in research, and a few participants commented on the emotional cost associated with their research experience in terms of the fear of failure. Conclusion As perceived cost is the least studied in the expectancy-value framework, this study contributes to cost values within college students, particularly about early year undergraduate researchers. The findings of this study can form the basis for future work on exploring ways to increase the values and decrease the costs students experience in their undergraduate research experiences.

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