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This study determined the relationship between the learner's level of preference in terms of peer study and individualized learning and the learners' academic performance. Further, this study aimed to propose intervention programs to enhance the learners' educational performance through peer study and/or individualized learning. This study utilized a quantitative correlational and comparative research design to determine the relationship between the learner's level of preference in peer study and individualized education and the learners' academic performance. This study was conducted at Talisay High School during the school year 2022-2023 with two hundred thirty-two (232) selected Junior High School learners as respondents. Random sampling was employed to specify the total number of respondents, and the sample size was determined using the Yamane Formula. Mean, standard deviation and percentage were used to determine the level of preference to peer tusdy and individualized learning. Moreover, Paired T test was used to measure the significant differences between the peer study and the individualized learning and Pearson R correlational coefficient was used to measure the linear association between variables. In addition, the researchers utilized an adapted modified questionnaire from Uzezi and Deya (2017) which underwent validation and reliability tests by experts. Based on the findings, there was a significant difference between the learners' preference level regarding peer study and individualized learning. Thus, the null hypothesis was rejected. This means that peer study and individualized learning are distinct and utilized by the learners. Moreover, peer study is not significantly associated with learners' academic performance; thus, the null hypothesis failed to be rejected. On the other hand, there was a significant relationship between the learners' preference for individualized learning and the academic performance of the learners. Thus, learners who preferred individualized learning excelled more in classes, increasing their academic performance. Since peer study is not significantly associated with the academic performance, the proposed intervention program is focused on improving peer study as a strategy to enhance the academic performance of the learners because peer study is still significantly preferred by the learners, like individualized learning. It is recommended that educators, parents, and school administrators are encouraged to prioritize and promote individualized learning approaches in the classroom and apply the proposed intervention program for both peer study and individualized learning. [ABSTRACT FROM AUTHOR]

While online learning has been widely adopted to substitute in-person schooling and sustain children's learning at home during the COVID-19 pandemic, some schools have implemented "offline" distance learning instead of depending on technology. This case study documented how offline home learning focusing on child-centredness and authentic learning experiences was implemented through home and school involvement in a typical preschool in Hong Kong. This study aimed at examining the phenomenon of this home learning practice and its effectiveness from the perspectives of school administrators (n = 3), teachers (n = 8), and parents (n = 18). Qualitative data collected from interviews and supplemental school documents revealed that the effective implementation of offline home learning primarily depended on (1) a child-centred approach with individualized learning support and (2) family-based support tailored for diverse families. The findings also suggested that a connection among peers was lacking as a result of social distancing and limits on physical interactions. Based on the findings, implications for further studies and parent education for strengthening competence in home learning are discussed. [ABSTRACT FROM AUTHOR]

I've often heard young students say, "Let me check on the internet," when they're unsure of an answer. It's also evident that traditional paper dictionaries are rarely used nowadays, with foreign language words being automatically translated online. While the internet provides quick access to information, the accuracy of these answers needs research on sources and may require deep reading of different materials. This raises questions about the internet's role as a learning tool and how it's shaping our learning habits. Conducted in February 2024, a survey among 35 Romanian high school students aged 15-19 serves as the basis for this paper, which seeks to delve into students' internet usage for learning, their platform preferences, and their perceptions of how internet usage affects their learning styles. In conclusion, the paper will underscore the evolving learning needs identified and suggest ways educators can adapt to maintain students' interest in learning, guiding them towards focused research topics that align with their passions and future career aspirations.

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The pedagogical community comes to the idea that a future specialist in the field of education and upbringing should have a set of psychological and pedagogical knowledge, skills, and also specific personal qualities values and readiness for self-education and self-development, capability of responsible choice of professional goals, creative and non-standard search for solutions to a large number of pedagogical tasks. Thus, an educational psychologist becomes one of the most important specialists in the modern education system. The article discusses the professional activity of an educational psychologist. The stages of formation of the educational psychologist profession are highlighted, legal acts are analyzed. The role of an educational psychologist in the conditions of modernization of education is considered. It is proved that tutor competence is necessary for the successful professional activity of an educational psychologist in the process of individualization and personalization of education. The definition of the tutor competence of an educational psychologist is given as personality traits that integrates knowledge of methods for diagnosing individual characteristics of a student, methods of motivation and stimulation, development of skills for optimal selection of individual education trajectories in an open educational space for the purpose of professional, life and personal self-determination.

This article, titled "Editorial: Beyond cognition - adaptive technology for individualized learning," discusses the use of adaptive technology in personalized learning. The article highlights the increasing prevalence of artificial intelligence (AI) applications and immersive technologies, such as virtual reality (VR), in adapting the learning process to individual learners' abilities, motivation, and preferences. The article emphasizes the importance of considering a range of learner characteristics, including cognitive, metacognitive, motivational/affective, and social factors. The article presents four studies that explore learner motivation and self-regulated learning in the context of adaptive technology-supported learning. These studies demonstrate the potential of immersive technologies, AI-supported learning, and adaptive scaffolding to enhance learning experiences and improve learning outcomes. The article concludes by emphasizing the need to incorporate innovative approaches and technologies to improve individualized learning experiences and educational processes. [Extracted from the article]

Preparation to serve multilingual learners is often required for P-12 teacher certification. Teachers come to this preparation with varied experiences and urgent needs to better serve their students. When teacher preparation courses use a one-size-fits-all approach to satisfy certification requirements, teachers may not find learning meaningful to their current context. Further, without common mechanisms for sharing resources produced through teacher preparation, each novice teacher starts assignments from the beginning rather than learning from, and building upon, previous assignments of peers. Reusable teacher preparation assignments through open education pedagogy (OEP) may address the challenges of providing collaborative, relevant, and optimally challenging state-mandated teacher preparation. However, personalized learning may not be aligned with university course evaluations. Thus, faculty members may be concerned about the impact of personalization on student course evaluations. This exploratory study examined personalization and OEP in a required, graduate-level teacher preparation course by analyzing assignment completion data to explore teacher personalized learning paths and comparing standard university course evaluation items from four course runs pre- and post-personalization (N=230). Descriptive analyses illustrate negative changes in teacher evaluation of course organization, feedback timeliness, and time spent outside of class. Teacher satisfaction increased in the areas of diversity, use of technology, access, and online discussions. Results from examining personalized paths and course satisfaction provide recommendations for designing personalized teacher preparation. [ABSTRACT FROM AUTHOR]

The text underscores the growing importance of digital education higher institutions and the need to adopt a 'human-centered' approach to maximize learners' potential. This approach focuses on the needs of both learners and educators, recognizing their unique perspectives. The shift to online learning presents challenges, requiring educators to design virtual courses that replicate in-person dynamics. Sustaining engagement and meaningful relationships in virtual classes is crucial for the well-being of both students and instructors. The text emphasizes the significance of strategies such as office hours, online group work, and overall interaction to create a classroom-like atmosphere and foster connections between students and instructors. These measures contribute to a more responsive online learning environment that addresses individual student needs. Humanizing online learning involves recognizing students as individuals with unique needs, moving beyond mere device interaction. The text discusses challenges in asynchronous online environments, emphasizing the importance of synchronous interactions to combat feelings of disconnection. Various strategies are suggested to humanize online learning, including the use of technology to enhance availability and engagement, personalized feedback, and the incorporation of diverse learning activities. Instructor-student relationships are highlighted as crucial in online learning, impacting students' perceptions and satisfaction. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Shanghai University / Shanghai Daxue Xuebao is the property of Journal of Shanghai University (Natural Sciences) Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper is the first time to build English education resource network, which significantly improves the accuracy and personalization of resource recommendation on English online education platform. The main contribution of this paper is the successful construction of English education resource network using knowledge graph, and the adaptive recommendation algorithm (ARA) to provide users with customized learning resources based on the in-depth analysis of user behavior data and course content. In terms of data collection and processing, we have integrated more than 100,000 pieces of user learning behavior data, including users’ learning history, preferences, and resource interaction. Based on these data, we use knowledge graph technology to semantically represent educational resources and build an information network containing rich associations. This network not only covers the logical relationship between knowledge points but also includes the interaction relationship between users and resources, which provides a solid foundation for subsequent recommendation algorithms. In the aspect of recommendation algorithm, we adopt adaptive recommendation algorithm. The algorithm can filter out the learning resources that best meet the user’s individual needs from the knowledge graph according to the user’s learning progress, historical behavior, and current needs. Through comparative experiments with other recommendation algorithms, we found that the ARA algorithm improves the accuracy rate by 25% and the recall rate by 18%, which is significantly better than the traditional recommendation method. Specifically, when users access the online education platform, the system will quickly retrieve relevant learning resources from the knowledge graph based on their historical learning data and current needs, and sort and recommend them based on the ARA algorithm. The experimental results show that the system can recommend more than 80% of the content that users are really interested in, and cover more than 90% of user needs, which significantly improves the user’s learning experience and efficiency. This study not only provides a new resource recommendation method for online English education platforms but also provides a valuable reference for personalized recommendation research in other fields. [ABSTRACT FROM AUTHOR]

Determining the optimal surgical case start times is a challenging stochastic optimization problem that shares a key feature with many other healthcare operations problems. Namely, successful problem solutions require using a vast array of available historical data to create distributions that accurately capture a case duration's uncertainty for integration into an optimization model. Distribution fitting is the conventional approach to generate these distributions, but it can only employ a limited, aggregate portion of the detailed patient features available in Electronic Medical Records systems today. If all the available information can be taken advantage of, then distributions individualized to every case can be constructed whose precision would support higher quality solutions in the presence of uncertainty. Our individualized stochastic optimization framework shows how the quantile regression forest (QRF) method predicts individualized distributions that are integrable into sample-average approximation, robust optimization, and distributionally robust optimization models for problems like surgery scheduling. In this paper, we present some related theoretical performance guarantees for each formulation. Numerically, we also study our approach's benefits relative to three other traditional models using data from Memorial Sloan Kettering Cancer Center in New York, NY, USA. [ABSTRACT FROM AUTHOR]

In this theoretical paper, we argue that Tech enthusiasts and skeptics are animated by the same sociotechnical personalization imaginary to improve education and teaching through personalization, but see very different paths to this goal. Tech boosters point to well-known problems of the existing education system – and rhetorically ask: ‘why shouldn’t we solve these problems with technology?’ Doomsters claim that only humans can do this and ask ‘why should we relinquish power to machines?’ We believe that the full implications of incorporating adaptive technologies in schools have neither been considered, fully revealed, or adequately prepared for by either side. But we are not interested in evaluating either the claims of techboosters or doomsters. Through an analysis through the lens of imaginaries, we reveal the false dichotomy of for or against technology, which obfuscates the fundamental question of whether the social technology we have put in place to educate ourselves solves the right problem and solves the problem well? We conclude with a brief discussion on the value of the personalization imaginary. We argue that the question is not whether platforms enable or disable teacher agency per se, but rather why should we hold up personalization as an ideal for education?

This paper will explore some aspects of the Montessori method and pedagogy that are pertinent in rethinking today's increasingly interdependent and heterogeneous educational and school contexts (Zoletto, 2012). Personalized learning and differentiation are constant tensions in Montessori thinking, taking shape in the environment prepared by the adult specifically for each child, where the developmental materials offered are not conditioned by cultural affiliations (Pesci e Trabalzini, 2007) and linguistic plurality is a structural feature of the context (Consalvo, 2020), as occurs in many method schools that are experimenting with bilingual projects. According to Montessori (2000), children acquire language, habits and the characteristics of the community they are part of from the environment, and for this reason school environments and the relational atmospheres based on the uniqueness and differences of each individual are intercultural (Pesci, 2006). The paper offers some initial reflections starting from an investigation of Montessori's intercultural relevance in a multilingual perspective, one of the PRIN (2017) research areas Maria Montessori from the past to the present (Research Units: Bologna, Milan, Rome, Aosta).

The purpose of this study was to derive a learner model from technological education for AI convergence individualized learning. The learning model devised in this study reflects the characteristics of technological problem-solving as it considers all areas of cognition, definition, and psychodynamics. Among the dimensions of recognition, judgment, creativity, execution, attitude, and interaction of technological problem-solving learning styles, the dimensions that acted mainly according to the content of the problem and the learning type could be selected and constructed as a model. In this study, a creativity-execution model was devised in consideration of the 'adaptationinnovation type' of the creativity level and the 'reflection-action type' of the execution level. In addition, an interactive-attitude model was devised in which the 'independent-cooperative type' in the interaction dimension and the 'avoidance-participation type' in the attitude dimension act dynamically. Furthermore, a three-factor learner model was developed considering the dimensions of cognitive judgment, creativity, and execution. Also, a five-factor learner model for technological problem-solving was devised and presented, with all five dimensions of cognition-judgment, creativity, execution, interaction, and attitude of the technological problem-solving learning style as factors. The learner characteristics defined through the model design suggested the direction of AI convergence education considering individual characteristics of learners and provided basic data for it. In the future, it is suggested that specific individualized teaching and learning development research be conducted in AI convergence education, considering the characteristics of learners according to the learning style of technological problem-solving. [ABSTRACT FROM AUTHOR]

Collecting and analyzing log data can provide students with individualized learning to maintain their motivation and engagement in learning activities and reduce dropout in Massive Open Online Courses (MOOCs). As online learning becomes more and more important, the demand for learning analytics is surging to design a variety of interventions that can achieve learning success and achieve individual learning goals and targets. In response to significant demand, we intended to derive data standards for learning analytics by specifying more the factors influencing MOOC completion suggested in previous research results. Therefore, this study aims to compare the event logs of students who have achieved scores adjacent to the minimum passing score of Korean Massive Open Online Course (K-MOOC) completion by dividing them into the completion (C) group and the non-completion (NC) group. As a result of analyzing the log data accumulated on the 60 K-MOOCs, what is interesting in the results of this study is that there was no significant difference between the C group and the NC group in video viewing, which is considered the main learning activity on the MOOC platform. On the other hand, there was a statistically significant difference between the C group and the NC group for textbook interactions in the percentage of learners who performed and the average number of logs per learner, as well as problem interactions in the average number of logs per learner. Students' assertive activities such as textbook interaction and problem interaction might have greater value for MOOC completion than passive activities such as video watching. Therefore, MOOC instructors and developers should explore more specific design guidelines on how to provide problems with individualized hints and feedback and offer effective digital textbooks or reference materials for the large number of students. The results suggest that collecting and analyzing MOOC students' log data on interactions, for understanding their motivation and engagement, should be investigated to create an individualized learning environment and increase their learning persistence in completing MOOCs. Future studies should focus on investigating meaningful patterns of the event logs on learning activities in massive quantitative and qualitative data sets. [ABSTRACT FROM AUTHOR]

The paper aims to determine the factors that hinder forming and developing critical thinking of students and ways to overcome them in higher education. First, it is a problem of low motivation and a low level of self-regulation in critical thinking training. These problems reduce the effectiveness of all those methods and techniques for forming critical thinking that teachers use. We propose applying differentiated learning (multilevel learning) as one of the most effective ways to solve the problem of organizing critical thinking training. Moreover, we consider that at the beginning of training, it is necessary to determine the personal qualities of students, such as purposefulness, self-discipline, perseverance, tolerance, academic motivation, and self-regulation of cognitive activity. During the learning process, it is necessary to use multilevel tasks and exercises to cover all categories of students. This is because these tasks are based on some volitional qualities of the personality and motivation for learning. This approach is systemic and makes it possible to achieve high efficiency in teaching critical thinking. [ABSTRACT FROM AUTHOR]

Through the use of a case study, this paper explores the provision of educational and support services to a group of marginalized young parents in Melbourne, Australia. Teenage parents present as a vulnerable population, and are at risk of becoming socially, economically and culturally disadvantaged. However, young parent support programs, such as the program under study in this project, act as rafts, providing a much-needed lifeline to student participants. These programs engage young parents back into education, after withdrawal due to pregnancy, and increase their likelihood of a life without social disadvantage. Utilizing one site from the young parents’ program, this study examined the educational and support provision to young parents, through a strengths-based, social justice lens. The study yielded the RAFT framework, which may be used to better position young parents to tackle the challenges of their dual roles. Targeting educational providers, teachers and community organizations, the projects attempts to reduce social distance and barriers for the participants.

The present article provides a review of 48 studies related to mobile assisted language learning, published mostly in the last decade with the aim of demonstrating a mind map of how mobile devices have been put into learning experience among learners with diverse backgrounds and learning settings such as formal, informal, blended, etc. In this way, it is attempted to compare the concepts such as CALL and MALL; to present the theoretical underpinnings that have been focused on the empirical studies; to revise the opportunities and the obstacles related to the MALL implementations identified in the reviewed studies; and to provide further research guidelines for the researchers interested in the field. The results yield that the feature of being independent from time and place limitations is regarded as standing out characteristic of MALL. On the other hand, being distractive and addictive is listed among the obstacles in the reviewed studies. A positive link between vocabulary development and MALL tools is scrutinized with some considerations. Through this review, the footsteps of the most recent researchers are targeted to be made visible for the eyes of the researchers and the practitioners to a great extent.

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, in the field of education, there has been a clear progressive trend toward precision education. As a rapidly evolving AI technique, machine learning is viewed as an important means to realize it. In this paper, we systematically review 40 empirical studies regarding machine-learning-based precision education. The results showed that the majority of studies focused on the prediction of learning performance or dropouts, and were carried out in online or blended learning environments among university students majoring in computer science or STEM, whereas the data sources were divergent. The commonly used machine learning algorithms, evaluation methods, and validation approaches are presented. The emerging issues and future directions are discussed accordingly.

In this theoretical paper, we argue that Tech enthusiasts and skeptics are animated by the same sociotechnical personalization imaginary to improve education and teaching through personalization, but see very different paths to this goal. Tech boosters point to well-known problems of the existing education system – and rhetorically ask: 'why shouldn't we solve these problems with technology?' Doomsters claim that only humans can do this and ask 'why should we relinquish power to machines?' We believe that the full implications of incorporating adaptive technologies in schools have neither been considered, fully revealed, or adequately prepared for by either side. But we are not interested in evaluating either the claims of techboosters or doomsters. Through an analysis through the lens of imaginaries, we reveal the false dichotomy of for or against technology, which obfuscates the fundamental question of whether the social technology we have put in place to educate ourselves solves the right problem and solves the problem well? We conclude with a brief discussion on the value of the personalization imaginary. We argue that the question is not whether platforms enable or disable teacher agency per se, but rather why should we hold up personalization as an ideal for education? [ABSTRACT FROM AUTHOR]

Objective To establish a method to predict style, experience and gains of research participation by undergraduates' personal traits, thus to provide decision-making reference for individualized learning. Methods Gather data through the relevant questionnaire, and analyze reliability and validity of the questionnaire; then extract 4 latent variables (personal traits, research participation style, research participation experience and research participation gains) from observed variables in the questionnaire, and build structural equation modeling (SEM) consisting of the above 4 latent variables; at last establish predicting equations of personal traits and style/experience/gains of research participation respectively based on SEM analysis results. Results With 94.99% (417/439) efficiency, the alpha reliability coefficient of the questionnaire is 0.774, KMO of the validity analysis is 0.804, Bartlett's test is significant and extracted common factors can explain 53.94% of the total variance; three SEMs do not show negative variance, and the three SEMs' Chi-square P＞0.05, Normed Chi-square are all greater than 1 less than 3, AGFI and GFI are all greater than 0.9, RMSEA are all less than 0.05, and NC are all greater than 200; the three predicting equations are all linear functions (with the independent variable: personal traits and the dependent variable: observed variables of research participation style/experience/gains respectively). Conclusions This questionnaire is highly efficient with good reliability and validity. The constructed SEMs have no unreasonable parameters and fit the data well. Based on SME, the method to predict style, experience and gains of research participation through undergraduates' personal traits is objectively and feasible.

The current health situation has posed a significant challenge for students and teachers of all educational stages, as they have had to adapt the teaching-learning process to the health restrictions imposed during the COVID-19 pandemic. The aim of this study is to analyze the motivation of university students in education sciences in relation to their gender, religious tendencies, and social skills. A total of 130 university students enrolled in the University of Granada at the Ceuta and Melilla campuses (M = 23.38; SD = 6.95) participated in this research in an ex post facto quantitative study with a descriptive, correlational, and cross-sectional design. The students responded to the adaptation into Spanish of the Situational Motivation Scale of Guay et al. (2000). Among the results, it can be highlighted that the most intrinsically motivated population is female and Catholic. Regarding social skills, sociability, communication, and assertiveness are the skills that most influence student's degree of motivation. The data drawn from this study demonstrate the usefulness of analyzing students' motivation to provide them with more individualized teaching, as well as the need to work on students' social skills. [ABSTRACT FROM AUTHOR]

"EFL Teachers' Perceptions of the Individualized Learning (IL) Model: A Case at an English Language Center" was conducted to obtain two research aims: (1) to find out the teachers' perceptions of the IL model; (2) to investigate the benefits and difficulties teachers face when they implement the IL model in their classrooms. The research utilized the questionnaire and semi-structured interview to collect data from 26 teachers from the English language center where the individualized learning model is implemented. The results show that the mean scores of all items related to teachers' perceptions show that their perceptions of the IL were high (M=3.8423) on the five-point Likert scale (see Table 2). As a result, the teacher understood the IL rather well and revealed four main advantages related to the flexibility of the learning pace, the material and the learning schedule; the instant supports from the teachers; the increase in learners' confidence; and the improvement of learners' academic performance. However, the results of the interview also revealed two main disadvantages including timeconsuming and lack of interaction between learners and learners. In addition, the results also show that there was a positive correlation between teachers' perceptions and the way they implemented the IL in their classroom. The contention is that decision should be made as to what degree of the individualization will be implemented. [ABSTRACT FROM AUTHOR]

The rapid development of artificial intelligence deeply affects social and business life, and one of the areas where this will upset the balance will undoubtedly be the education system. The primary purpose of this study is to determine the relationship between ChatGPT as an artificial intelligence technology and learning outcomes in tourism education. Secondly, the role of digital literacy and individualized learning on learning outcomes was also examined. The data were collected from the students of the tourism faculty, first using ChatGPT experimentally and then through online surveys. The results indicated that ChatGPT affected learning outcomes, that digital literacy had a mediating role, and that individualized learning had a moderating role in this relationship. [ABSTRACT FROM AUTHOR]

Introduction: A "Primary Learner Assessment" (PLA) was created to provide an individualized learning plan, offering education as part of a 4‐step computer‐based process. The PLA is intended to improve learner's knowledge, skills, and patient safety perceptions, regarding interpretation of electronic fetal monitoring (EFM) data and administration of appropriate interventions in a timely fashion to mitigate fetal and maternal risks. Research was conducted to determine if learner knowledge, skills, and patient safety perceptions improved after completion of a 4‐step computer‐based, individualized adaptive‐learning process. Methods: Participants were registered nurses (RNs) responsible for administering and interpreting EFM, from three U.S. hospitals with labor and delivery units. This mixed method pilot study was determined to be exempt by the institutional review board; all participants provided consent. The process included four steps. In step one, RNs completed the baseline PLA. Based on incorrect quantitative and EFM interpretation responses, computer‐based EFM education courses were recommended (step two). After completion of recommended courses weeks or greater of practice (step three), the RNs completed a follow‐up PLA (step four). Results: Of the 55 RN participants, most (85.5%) were clinical nurses, had a bachelor degree in nursing or higher (80.0%), and 11.2 average years of labor and delivery experience. There was a statistically significant improvement (P <.0001) in overall average percentage of correct PLA scores from baseline (76.7, SD = 9.1) to follow‐up (82.5, SD = 6.9). Practice‐related perceptions showed increased ranking of familiarity with the National Institute of Child Health and Human Development (NICHD) 2008 EFM terminology and guidelines from baseline of 49.0% to follow‐up of 87.4% and of impact to which the participants integrated EFM administration and interpretation of NICHD EFM terminology and guidelines into practice from 52.8% at baseline to 94.5% at follow‐up. In addition, RNs perceived improvement in their oxygen therapy competence and accuracy in interpreting EFM data with implementation of appropriate interventions. Conclusion: These pilot study findings support a 4‐step, computer‐based individualized adaptive‐learning process as RNs responsible for EFM to potentially mitigate fetal and maternal risk had improved knowledge and skills. Research is warranted in larger samples. [ABSTRACT FROM AUTHOR]

In the Fall of 2014, several universities came together to offer a unique “dual-layer” open online course. This course was designed with two complete layers from two different course design modalities (instructivism and connectivism). Learners were granted the freedom to create an individualized pathway through the course involving either layer, both layers, or a custom combination of both layers at any given point in the course. Since these options gave learners the ability to map their own pathway as a learning process, this course structure is now referred to as Self-Mapped Learning Pathways. The goal of this design methodology is to allow for true individualization of the learning process for each learner. This article will examine the theoretical underpinnings of Self-Mapped Learning Pathways design methodology. Additionally, several design considerations will be suggested based on practical application as well as research results.

Using technology to create online examination is important, more than that, exploring the recent research in the area of standardization of the learning and the assessment content is of paramount. However, there is still a lack of reusable, interoperable and exchangeable learning resources that afford much motivation to instructors. Assessing acquired knowledge is the primary task of any Learning Management Systems (LMS). Consequently, sharing evaluation contents is a major challenge for software engineering. In this paper, we present the "CleverTesting" assessment authoring tool, focusing on its architecture and its conformance to the Question and Test Interoperability (QTI) specification proposed by IMS Global Learning Consortium. We adopt the QTI specification to create reusable, interoperable and sharable assessment content. Our system has three important components: The first component is "CleverTesting" a quiz authoring tool that allows building sharable question items. The second represents a question bank. The latest component is a player for interpreting and parsing QTI XML documents. [ABSTRACT FROM AUTHOR]

In the Fall of 2014, several universities came together to offer a unique "dual-layer" open online course. This course was designed with two complete layers from two different course design modalities (instructivism and connectivism). Learners were granted the freedom to create an individualized pathway through the course involving either layer, both layers, or a custom combination of both layers at any given point in the course. Since these options gave learners the ability to map their own pathway as a learning process, this course structure is now referred to as Self-Mapped Learning Pathways. The goal of this design methodology is to allow for true individualization of the learning process for each learner. This article will examine the theoretical underpinnings of Self-Mapped Learning Pathways design methodology. Additionally, several design considerations will be suggested based on practical applicat ion as well as research results. [ABSTRACT FROM AUTHOR]

This paper discusses the unprecedented challenges and possible directions in which the field of educational assessment is going after the outbreak of COVID‐19. Though the pandemic leads to a lot of pressure related to instruction, learning, and assessment, it also provides opportunities that are likely to require changes to the current theories and practices as well as the assumptions that are no longer justified. It is hoped that the challenges will motivate our field and the instructional experts to work closely together with the learning and instruction process so that assessment will be better integrated and can provide data‐driven insights related to the sequence and content of instruction based on the diagnosis of students' strengths and weaknesses from assessment data. We expect that the integration of assessment in learning and instruction will definitely exert significant positive impact on learning outcomes. We believe the field will become aware of the assessment issues that teaching at a distance presents and will come up with innovative solutions to the many emerging problems when the world of instruction and learning undergoes significant changes from social distancing. This paper provides comments, and predictions about what the challenges and directions in educational assessment will be. [ABSTRACT FROM AUTHOR]

The article presents a solution supporting individualised learning in courses with a tight schedule. Such courses pose additional organisational challenges and require appropriate tools. The presented solution is based on an Intelligent Tutoring System immersed in repository of e-learning content, which enables selection of content immediately before its provision to the student instead of at the beginning of a course. Thanks to this, the system, having identified the student's needs, is able to make available the most suitable repository content at a given stage of education. The flexibility of the system is guaranteed by modularisation of content and its logical division using the UCTS taxonomy. The content has been described by means of concepts arranged according to the specificity of the domain to which the resources belong in order to ensure that the ITS is able to select relevant content. The proposed solution was used to set up an Applications of Fuzzy Logic course, which was part of an Artificial Intelligence class. The course was conducted within a very limited time frame resulting from the COVID-19 epidemic. [ABSTRACT FROM AUTHOR]

Past research on situated expectancy-value theory has regularly provided evidence of different motivational patterns indicating that not only can students be characterized by different levels of motivation (e.g., low vs. high), but also by divergent profiles (e.g., high success expectancies, low task values). This person-oriented two-wave study (a) identified and compared the motivational patterns of secondary school students from different learning environments (i.e., Student-Centered Learning vs. Teacher-Directed Learning), (b) analyzed the stability of and changes to these patterns during a school year, and (c) examined whether achievement-related choices and performance predicted the pattern changes. Using data from German secondary school students (T1: N = 1153; M = 13.97 years, SD = 1.37; 49% girls) multigroup latent transition analysis revealed four different motivational patterns, including a (a) High Motivational pattern, (b) Medium Motivational pattern, (c) Low Motivational pattern, and (d) Highly Confident/Hardly Interested pattern. The distribution of these patterns differed significantly between students from Student-Centered-Learning and Teacher-Directed-Learning environments. Approximately 47% of students in Teacher-Directed Learning were in the low motivational class whereas the Student-Centered Learning environment exhibited approximately half of that number. The extremely stable nature of these classes highlights the strong relevance of the educational context for student motivation and supports situated expectancy-value theory. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Physical Education (20736452) is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Context: Core competencies (CCs) are now a required component of educational content in all types of Commission on Accreditation of Athletic Training Education-accredited athletic training programs. There is limited eχidence demonstrating which procedures included during patient encounters (PEs) occurring in clinical education allow for implementation of CCs. Objectiχe: To determine the relationship between procedures performed by athletic training students during PEs on CC implementation. competency based, how such a system would operate, and the preχalence of these systems in current practices. Objectiχe: To define CBE through a discussion of its eχolution in health professions education and discuss considerations for its role in the education of athletic trainers (ATs). Background: The CBE framework has solidified its place in medical education to address the need for health care professionals to proχide care that is safe, effectiχe, and responsiχe to patient beliefs, χalues, and circumstances. These same necessities exist in athletic training practice. Howeχer, CBE does not yet haχe a solid place in the preparation of ATs, nor does it seem to be well understood by educators in the field. Recommendations: Athletic training educators should be familiar with CBE as an educational framework that is fundamentally flexible and outcome oriented. Flexible practices allow for progression based on learner capability, opportunistic content deliχery, and χariable timing for assessments. Components of CBE that are outcome centric emphasize preparedness to practice and purposeful location selection for formatiχe assessments. Further, it is important to aχoid misusing the phrase CBE as a means to describe any aspect of learning that pertains to competence, competency, or competencies . Conclusions: To hold and maintain a place in the larger context of health care, athletic training educators should have a firm grasp on the concepts and practices of CBE. Future areas of scholarship should identify strategies to incorporate CBE into athletic training education and determine its effect on patient care. [ABSTRACT FROM AUTHOR]

Organic learning engages undergraduates in discovering new knowledge based on prior learning through variety of guided activities that stimulate inquiry-based learning and critical thinking in the research process. Some activities include searching, browsing, accessing, gathering, evaluating, assessing, reflecting, organizing, linking, and synthesizing. Learning how to access information by using a variety of search strategies as well as delivery platforms such as Google, discovery, individual databases, and the internet can be overwhelming and challenging. When students discover how to search and access desired sources through a variety of explicitly designed information literacy instructions with clearly defined learning outcomes, they take ownership of developing their learning and research skills. Through organic learning, they experience lightbulb moments, asking questions, discussing topics, and then searching again for more information. Organic learning unconsciously involves students in self-education, engaging them in the research process without pressuring them to practice redundant, rote exercises. Often undergraduates encounter difficulty in conceptualizing the research process as complex and multi-faceted. The authors argue that organic learning strategies to activate prior learning that builds advanced searching skills and increase new scholarly knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Magister: Revista de Formación del Profesorado e Innovación Educativa is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Technology & Information Education is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Kernel Fisher discriminant analysis (KFDA) is a very popular learning method for the purpose of classification. In this paper, we propose a novel learning algorithm to improve KFDA and make it very suitable for dealing with the large-scale and high-dimensional data sets. The proposed algorithm is termed individualized KFDA (IKFDA). IKFDA is based on individualized learning , i.e., a strategy to learn and classify the individual test samples one by one. Our approach seeks to find the appropriate training subset, referred to as learning area , for each individual test sample, and then employ the learning area to construct the KFDA model for the test sample. For each individual test sample, IKFDA exploits some types of similarity measures to determine a learning area that consists of the training samples that are most similar to the test sample. Compared with the traditional learning algorithms that often exploit the whole training set to construct the learning models without considering the distribution property of the test samples, IKFDA can adaptively learn the individual test samples. It is a powerful tool to deal with the real-world complicated data sets that are often very large-scale and high-dimensional, and are usually drawn from the different distributions. Extensive experiments show that the proposed algorithm can obtain good classification results. [ABSTRACT FROM AUTHOR]

The current concerns of the Romanian education determine the extension of the researchers' concerns from the differentiation of the learning to its individualizing. In the present study we conducted a research project, using the experiment method. We aimed to analyze the impact of the individual organizing of the learning and of the individualized one on second grade pupils' achievement. The sample's research consisted of 2 teachers, primary school teachers, and 56 pupils of class II. The control group consisted of 27 pupils from the same class who have worked for individual learning. The experiential group was represented by 29 pupils from another class, having the same level of education. This group achieved an individualized learning. The results obtained the pupils of the two groups to final assessment test proved the efficiency of the individualized learning situations organizing at the expense of the individual learning. [ABSTRACT FROM AUTHOR]

Objectives To evaluate whether knowledge on core ambulatory care topics, as measured by pre- and post-testing, improved during ambulatory care advanced pharmacy practice experiences (APPEs) after completing online modules and topic discussions individualized to specific student needs. Methods Preceptors for eight ambulatory care APPE sites developed a 54 question pre-post-test and online modules for 10 knowledge areas, which include guidelines, algorithms, literature, clinical pearls, special populations, lecture handouts, patient education resources, and a self-assessment quiz. Online modules and individualized learning experiences were required for content areas with a score of <60% on the pre-test. Results Overall, 70 students were evaluated. The mean overall pre- and post-test scores were 65.1% and 86.3%, respectively [mean change 21.2% ( p < 0.0001)], and improvement in each content area was significant. Conclusion The use of individualized online modules and topic discussions based on pre-test scores significantly improved student knowledge in core ambulatory care content areas during APPEs. [ABSTRACT FROM AUTHOR]

Copyright of Revista Docencia Universitaria is the property of Universidad Industrial de Santander and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framework’s underlying assumption of the need for sustained, contiguous, two-way communication in higher-level online learning environments. The CoI framework has evolved from the description of a learning process within a social constructivist paradigm to an empirically testable construct in an objectivist paradigm. Related research results indicate that social presence does not impact cognitive presence in a meaningful way and that best teaching practices suggested by CoI-based studies are informed by objectivist, cognitively oriented learning theories. These suggest that higher-order cognition may be achieved through wide and varied combinations of learner–teacher, learner–content, and learner–learner interaction. Controlled studies can and should be undertaken to compare learning outcomes using sustained, contiguous, two-way communication to other learning models. To facilitate this, subcategories of social and teaching presences need to be revamped and analysis adjusted to separate processes that support explicitly group-based learning activities from those used by individual students.

Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Assessment is one of the methods used for evaluation of the learning outputs. Nowadays, use of adaptive assessment systems estimating ability level and abilities of the students is becoming widespread instead of traditional assessment systems. Adaptive assessment system evaluates students not only according to their marks that they take in test exams but also according to their ability levels. In this study, we dealt with theoretical background of the adaptive assessment systems. Study covers the structure, characteristics and architecture of the computerized adaptive test systems in detail. It dwells on the Item Response theory which is used for improving computerized adaptive test systems and the models with which this theory is used. Besides, processing steps which are required to realize a computerized adaptive test system and algorithms used for the validation of the test systems are introduced in detail. Briefly, study introduces the structure and the improvement processes of the computerized adaptive testing systems which can be integrated to distance education software. It is possible to say that integration of these systems into distant education software allows individualized learning and individualized assessment studies to be carried out successively in distant education software as well. [ABSTRACT FROM AUTHOR]