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Neural network algorithms are becoming more commonly used to model big data, such as images and speech. Although they often offer superior performance, they require more training time than traditional approaches. Graphics processing units (GPUs) are an excellent solution for reducing training time. The use of multiple GPUs, in addition to a single GPU, can further improve computing power. Training DNNs with algorithm and computer hardware support can be challenging when selecting an appropriate learning strategy. In this work, we investigate various learning strategies for training DNNs using multiple GPUs. Experimental data show that using six GPUs with the suggested approach results in a speed boost of approximately four times that of using a single GPU. Moreover, the precision of the suggested method using six GPUs is similar to that of using a single GPU. [ABSTRACT FROM AUTHOR]

The present large-scale quantitative study investigated the predictive effects of learning strategies and styles on Chinese undergraduate students' English achievement and their mediating effects on each other's relation to English achievement. A total of 439 students from different universities answered the 30-item Perceptual Learning Style Preference Questionnaire and 50-item Strategy Inventory for Language Learning as well as a background questionnaire. Analyses of the data revealed the following major findings: (a) Learning strategies were significantly positively related to learning styles, (b) both learning strategies and styles were significantly positively related to and predicted students' English achievement, and (c) learning strategies significantly mediated the relation between learning styles and English achievement. These findings clearly highlight the importance of learning strategies and styles in second/foreign language learning. Based on these findings, some implications are discussed. [ABSTRACT FROM AUTHOR]

The widespread application of mobile robots holds significant importance for advancing social intelligence. However, as the complexity of the environment increases, existing Obstacle Avoidance Path Planning (OAPP) methods tend to fall into local optimal paths, compromising reliability and practicality. Therefore, based on the Spider-Wasp Optimizer (SWO), this paper proposes an improved OAPP method called the LMBSWO to address these challenges. Firstly, the learning strategy is introduced to enhance the diversity of the algorithm population, thereby improving its global optimization performance. Secondly, the dual-median-point guidance strategy is incorporated to enhance the algorithm's exploitation capability and increase its path searchability. Lastly, a better guidance strategy is introduced to enhance the algorithm's ability to escape local optimal paths. Subsequently, the LMBSWO is employed for OAPP in five different map environments. The experimental results show that the LMBSWO achieves an advantage in collision-free path length, with 100% probability, across five maps of different complexity, while obtaining 80% fault tolerance across different maps, compared to nine existing novel OAPP methods with efficient performance. The LMBSWO ranks first in the trade-off between planning time and path length. With these results, the LMBSWO can be considered as a robust OAPP method with efficient solving performance, along with high robustness. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the level of students' learning motivation in the application of product differentiation learning strategies in Pancasila Education subjects. This study uses a quantitative descriptive method, with data collection through questionnaires. The questionnaires were distributed to two classes, totaling 67 students of grade VIII at SMP Negeri 15 Yogyakarta, with random class selection. The questionnaire includes five indicators of student learning motivation, namely enjoyment in learning, willingness to work, desire to get high grades, awareness to learn, and independence. The results showed that the average of all indicators of student learning motivation reached 83.9%, which is a very high category. This indicates that the application of product differentiation learning strategies to the material of national spirit and commitment in Pancasila Education subjects can significantly increase student learning motivation. [ABSTRACT FROM AUTHOR]

The learning strategies commonly used by teachers are lecture, discussion and demonstration strategies. Even though there are many learning strategies, one of them is the Project Based Learning strategy. This strategy is very suitable for students' learning to deepen their knowledge and develop their abilities in carrying out activities. The purpose of this research is to determine the role of project-based Project Based Learning strategies in fiqh lessons. This research uses quantitative methods using survey models and indepth interviews. The survey used in this research is online based. The results of this research show that students' understanding increases when the Project Based Learning strategy is applied by the teacher in the learning process. Conclusion pThis research explains that the role of the Project Based Learning strategy really helps teachers in the teaching and learning process in fiqh subjects. So that student achievement increases and student enthusiasm for learning increases. Therefore, the limitation of this research is that the researcher only conducted research on the role of Project Based Learning strategies in fiqh lessons. The researcher hopes that future researchers can conduct research on Project Based Learning strategies by developing this strategy in other subjects. [ABSTRACT FROM AUTHOR]

Existing Super-Resolution (SR) methods are typically trained using bicubic degradation simulations, resulting in unsatisfactory results when applied to remote sensing images that contain a wide variety of object shapes and sizes. The insufficient learning approach reduces the focus of models on critical object regions within the images. As a result, their practical performance is significantly hindered, especially in real-world applications where accuracy in object reconstruction is crucial. In this work, we propose a general learning strategy for SR models based on expert knowledge supervision, named EKS-SR, which can incorporate a few coarse-grained semantic information derived from high-level visual tasks into the SR reconstruction process. It utilizes prior information from three perspectives: regional constraints, feature constraints, and attributive constraints, to guide the model to focus more on the object regions within the images. By integrating these expert knowledge-driven constraints, EKS-SR can enhance the model's ability to accurately reconstruct object regions and capture the key information needed for practical applications. Importantly, this improvement does not increase the inference time and does not require full annotation of the large-scale datasets, but only a few labels, making EKS-SR both efficient and effective. Experimental results demonstrate that the proposed method can achieve improvements in both reconstruction quality and machine vision analysis performance. [ABSTRACT FROM AUTHOR]

WSNs (Wireless sensor networks) are used in multiple applications including IoT (Internet of Things) applications like intelligent control, prediction, tracking, and other communication network services (Internet-of-Things). Due to their limited design for two-dimensional space, high computing costs, or sensitivity to measurement errors, the typical localization frameworks might not perform well in real-world settings. Location information of deployed sensor nodes in their surrounding environments is important for algorithmic three-dimensional localizations. But there are drawbacks to current 3D localization algorithms in many parameters including complexity, positional precisions, and excessive energy consumption. Hence, this work proposes Enhanced 3D-DV-Hop (3D-Distance Vector Hop) localizations based on PSO (Particle Swarm Optimization) and GAs (Genetic algorithms) for the aforementioned issues. To further increase the diversity and accuracy of the DV-Hop outputs, a learning technique is employed. The learning technique leads to an improvement in search effectiveness, convergence speed, and result in quality. The simulation results demonstrate that the suggested strategy can improve positioning coverage while maintaining positioning accuracy. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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.)

An obstacle accounting educators face in facilitating learning effectiveness is the perennial student studying strategy—the dreaded "cramming cycle." We present a novel approach to help resolve this issue, based on W. Edwards Deming's Plan-Do-Study-Act (PDSA) cycle. This learning strategy is intended to reduce the need for cramming by providing a systematic approach to engage students in active learning, reflection, and continuous improvement processes. Following our implementation of this approach in undergraduate and graduate managerial accounting courses, our observations indicate the PDSA method increases student preparation for class, enhances participation during class, and boosts retention of material. We provide implementation guidelines that are easily adaptable to on-ground, online, and hybrid course delivery modes. [ABSTRACT FROM AUTHOR]

This research aims to describe the implementation of the At-Tibyan method in read the Al-Qur’an online at Graha Qur’an Wadi Mubarak, as well as the strategies and factors that support or inhbiting read the Al-Qur’an online using the At-Tibyan method. The research methodology employed is qualitative research, with 7 participants involved. Data analysis follows the Miles Huberman analysis approach, involving data collection, data reduction, data presentation, and verification/conclusion. The research findings indicate that the At-Tibyan method used in read the Al-Qur’an online at Graha Qur’an Wadi Mubarak involves preparation, implementation, and evaluation stages, and is supported by factors such as qualified instructors and active participant involvement. However, challenges such as poor internet connectivity and limited participant engagement are also encountered.

Abstract Background Health Data Science (HDS) is a novel interdisciplinary field that integrates biological, clinical, and computational sciences with the aim of analysing clinical and biological data through the utilisation of computational methods. Training healthcare specialists who are knowledgeable in both health and data sciences is highly required, important, and challenging. Therefore, it is essential to analyse students’ learning experiences through artificial intelligence techniques in order to provide both teachers and learners with insights about effective learning strategies and to improve existing HDS course designs. Methods We applied artificial intelligence methods to uncover learning tactics and strategies employed by students in an HDS massive open online course with over 3,000 students enrolled. We also used statistical tests to explore students’ engagement with different resources (such as reading materials and lecture videos) and their level of engagement with various HDS topics. Results We found that students in HDS employed four learning tactics, such as actively connecting new information to their prior knowledge, taking assessments and practising programming to evaluate their understanding, collaborating with their classmates, and repeating information to memorise. Based on the employed tactics, we also found three types of learning strategies, including low engagement (Surface learners), moderate engagement (Strategic learners), and high engagement (Deep learners), which are in line with well-known educational theories. The results indicate that successful students allocate more time to practical topics, such as projects and discussions, make connections among concepts, and employ peer learning. Conclusions We applied artificial intelligence techniques to provide new insights into HDS education. Based on the findings, we provide pedagogical suggestions not only for course designers but also for teachers and learners that have the potential to improve the learning experience of HDS students.

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia 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.)

Learning procedures change along with the speed of educational developments. In order to achieve educational goals, sustainable and effective learning should be created for learners. Therefore, the current study aims to teach cognitive and metacognitive learning strategies as a progressive necessity from basic education levels to higher education levels. The current study is a descriptive review based on library search and Persian and English language information search engines with the keywords "cognitive learning", "metacognitive learning", "learning strategy" and "training" in the last five years. The findings showed that education based on cognitive and metacognitive learning is effective on both target groups (teachers and learners) and will lead to academic ability, progress and academic hope. Cognitive and metacognitive learning at lower levels will provide a platform for individual and social empowerment at higher levels (higher education and labor market). Metacognition and cognitive and metacognitive strategies play an important role in the teaching and learning process, and the teaching of these strategies may lead to the improvement of academic performance and individual abilities of students; As a result, teaching cognitive and metacognitive strategies to learners and promoting the use of these strategies in the educational environment by educators can lead to the improvement of educational capability in all educational systems. [ABSTRACT FROM AUTHOR]

Self-regulated learning has been frequently investigated and reported to be effective for second language education, so increasingly more researchers and educators have been interested in cultivating self-regulated second language learners. To assist researchers and educators, it appears beneficial to review previous studies concerning the strategies and teacher support conducive to self-regulated second language learning. Accordingly, we reviewed 58 relevant SSCI articles extracted from Web of Science databases. Findings revealed metacognitive strategies as the most frequently investigated strategy among the articles. Three main modes of teacher support were also uncovered: in-class instruction, guidance in authentic settings, and instruction-plus-guidance. The application of self-regulated language learning strategies was effective in academic (i.e. vocabulary, grammar, writing, reading, listening, speaking, and integrated language knowledge and skills) and affective (i.e. self-efficacy, motivation, and learning attitudes) domains. Specifically, metacognitive strategies could assist students in error identification, reduce procrastination, and strengthen their sense of control. Cognitive strategies could facilitate knowledge internalisation. Motivational strategies could increase learner efforts and persistence and improve their emotions. Behavioural strategies could encourage knowledge input and output and optimise the learning experience. To help students' self-regulated second language learning, the reviewed articles recommended that teachers provide them with explicit strategy instruction, monitor and offer help in their learning progress, and give technological support. Based on the results, we identified the interactions among learners, strategies, learning tasks, and learning environment in self-regulated second language learning and provided implications for future investigations concerning the effectiveness of various strategies, the frequency of students' use of SRLL strategies in authentic settings, and the effects of self-regulated learning on various aspects of language development. [ABSTRACT FROM AUTHOR]

The Snake Optimizer (SO) is an advanced metaheuristic algorithm for solving complicated real-world optimization problems. However, despite its advantages, the SO faces certain challenges, such as susceptibility to local optima and suboptimal convergence performance in cases involving discretized, high-dimensional, and multi-constraint problems. To address these problems, this paper presents an improved version of the SO, known as the Snake Optimizer using Sobol sequential nonlinear factors and different learning strategies (SNDSO). Firstly, using Sobol sequences to generate better distributed initial populations helps to locate the global optimum solution faster. Secondly, the use of nonlinear factors based on the inverse tangent function to control the exploration and exploitation phases effectively improves the exploitation capability of the algorithm. Finally, introducing learning strategies improves the population diversity and reduces the probability of the algorithm falling into the local optimum trap. The effectiveness of the proposed SNDSO in solving discretized, high-dimensional, and multi-constraint problems is validated through a series of experiments. The performance of the SNDSO in tackling high-dimensional numerical optimization problems is first confirmed by using the Congress on Evolutionary Computation (CEC) 2015 and CEC2017 test sets. Then, twelve feature selection problems are used to evaluate the effectiveness of the SNDSO in discretized scenarios. Finally, five real-world technical multi-constraint optimization problems are employed to evaluate the performance of the SNDSO in high-dimensional and multi-constraint domains. The experiments show that the SNDSO effectively overcomes the challenges of discretization, high dimensionality, and multi-constraint problems and outperforms superior algorithms. [ABSTRACT FROM AUTHOR]

Gamification as a teaching method is becoming increasingly important in education. It is recognized that it facilitates student participation, which favors higher levels of freedom and learning from mistakes, in an environment of satisfaction. In mathematics teaching, it is presented as a strategy to improve motivation and learning, as well as the development of key skills and competencies. The present research evaluates the effectiveness of gamification in mathematics learning in fifth-grade students of the Luis Pauta Rodriguez educational unit. It is based on the mixed approach, which allows the triangulation of information, from a descriptive-explanatory scope. It was carried out through three fundamental phases: diagnosis, strategy development, and validation. The diagnosis allowed knowing the students' performance, as well as the teacher's skills and the possibilities of using gamification for the development of learning. The strategy showed effectiveness in the main aspects analyzed in the research. The analysis of the final results in comparison with those obtained at the beginning of the research shows an important positive transformation, by having an impact on the performance and performance of the students in the activities. The consultation with experts evidenced favorable criteria in all aspects; the understanding of the coherence and quality of the design was verified, as well as its correspondence with the topic addressed. [ABSTRACT FROM AUTHOR]

This article investigates the use of in-real-time Study with Me streaming sessions as an out-ofclass tool for English-language learning among Austrian secondary school students. Taking the form of a multiple-case study, this paper examines how three students utilize Study with Me to support their English-language development. Through semi-structured interviews and member checking, the study explores participants' motivations, interaction patterns, and learning strategies during Study with Me sessions. Findings reveal a nuanced approach to Study with Me use, emphasizing its role in minimizing distractions, fostering a sense of community, and enhancing self-regulation skills. While participants perceive Study with Me as beneficial primarily for subjects requiring process internalization, they acknowledge only limited utility for English-language learning. The study underscores the need for further research on the efficacy of Study with Me in non-language learning contexts and highlights students' adaptive learning strategies within an exams-oriented education system. [ABSTRACT FROM AUTHOR]

Background: Health Data Science (HDS) is a novel interdisciplinary field that integrates biological, clinical, and computational sciences with the aim of analysing clinical and biological data through the utilisation of computational methods. Training healthcare specialists who are knowledgeable in both health and data sciences is highly required, important, and challenging. Therefore, it is essential to analyse students' learning experiences through artificial intelligence techniques in order to provide both teachers and learners with insights about effective learning strategies and to improve existing HDS course designs. Methods: We applied artificial intelligence methods to uncover learning tactics and strategies employed by students in an HDS massive open online course with over 3,000 students enrolled. We also used statistical tests to explore students' engagement with different resources (such as reading materials and lecture videos) and their level of engagement with various HDS topics. Results: We found that students in HDS employed four learning tactics, such as actively connecting new information to their prior knowledge, taking assessments and practising programming to evaluate their understanding, collaborating with their classmates, and repeating information to memorise. Based on the employed tactics, we also found three types of learning strategies, including low engagement (Surface learners), moderate engagement (Strategic learners), and high engagement (Deep learners), which are in line with well-known educational theories. The results indicate that successful students allocate more time to practical topics, such as projects and discussions, make connections among concepts, and employ peer learning. Conclusions: We applied artificial intelligence techniques to provide new insights into HDS education. Based on the findings, we provide pedagogical suggestions not only for course designers but also for teachers and learners that have the potential to improve the learning experience of HDS students. [ABSTRACT FROM AUTHOR]

This study identified maths motivation profiles in a sample of 878 Chinese secondary school students, and examined the effects of perceived parent/teacher achievement goals on maths motivation profiles and the effects of the latter on academic outcomes. Latent profile analysis conducting on three achievement goals (mastery-approach, performance-approach, and performance-avoidance) and four interest components (emotion, value, knowledge, engagement) identified four profiles: medium, high all, low, and high mastery-oriented and interest. Students who perceived more parent/teacher mastery-approach and performance-approach goals were more likely to belong to the high all profiles. Students with the high all and the high mastery-oriented and interest profiles showed the highest use of deep and surface learning strategies and maths achievement. The results revealed distinct motivational profiles by integrating achievement goal theory and four-phase interest development theory, and provided preliminary evidence to help parents and teachers enhance students' maths motivation. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to determine and discuss the factors that influence the learning outcomes of preservice teacher students in a blended learning environment. This quantitative study used a structured online questionnaire to collect responses from preservice teacher students (n=602) from five universities in Indonesia. Measurement analysis was used to validate the instrument, and the structural equation model was used to test the relationship between constructs. The model had four constructs: support system, learning strategy, digital literacy, and learning outcome. This study integrates three factors, namely support systems, learning strategies, and digital literacy, to identify the determinants of student-teacher learning outcomes in a blended learning environment. The research revealed that support systems and learning strategies have an effect on digital literacy and that digital literacy has a direct effect on learning outcomes. This research provides important insights regarding the contribution of support systems, learning strategies, and digital literacy to improve student learning outcomes in a blended learning environment. [ABSTRACT FROM AUTHOR]

Despite the proliferation of educational programmes in Health Informatics (HI) worldwide, there is limited knowledge regarding students' preferences and learning strategies in HI courses. To address this gap, we conducted a study to gather and analyse data from three HI courses. Employing the Motivated Strategies for Learning Questionnaire (MSLQ) and theories of deep and surface learning, we designed a questionnaire to collect data. The analysis of students' responses indicates that machine learning emerges as one of the most interesting topics, while certain topics such as data wrangling of genomics data were more challenging for students. Students expressed a preference for sequential learning. They exhibited multimodal tendencies regarding the type of learning resources, with tendency to prefer learning resources that have more visual contents. In all three courses, learners reported using deep learning strategy rather than surface learning, yet they appear to struggle with employing organisation, elaboration, and peer learning tactics. This study provides valuable insights into HI education, offering recommendations for educators, learners, and researchers to enhance HI education. [ABSTRACT FROM AUTHOR]

The goals of this research were to learn about the many tactics used by teachers to develop Arabic speaking skills in Pondok Modern Darussalam Gontor, and explain the various Arabic environments that help students improve their Arabic speaking skills at Pondok Modern Darussalam Gontor. This is a qualitative study conducted using a case study approach. The process of gathering information through observation, interviews, and documentation. Data Analysis Techniques comprise four steps: 1) collecting data, 2) integrating data, 3) condensing data distribution, and 4) drawing conclusions from data. The findings of this study indicate that: (1) Pondok Modern Darussalam Gontor's technique for increasing Arabic speaking skills is divided into classroom and out-of-classroom learning. Classroom learning methods include direct strategy, dialogue strategy, discussion strategy, and question and answer strategy. Outside of the classroom, there are two types of language justification strategies: direct and shared. (2) The Arabic Language Environment, which includes the development of students' confidence in speaking Arabic, as well as Discussion activities such as Vocabulary Division and Repetition, Arabic Speech, and Punishment for Violating the Official Language, contribute significantly to students' Arabic speaking skills. 3) Develop several techniques to increase pupils' speaking skills in Modern Darussalam gontor.

Abstract Learning strategies have been recognized as important predictors of mathematical achievement. In recent studies, it has been found that Asian students use combined learning strategies, primarily including metacognitive strategies, rather than rote memorization. To the best of the authors’ knowledge, there is only one prior study including South Korea in investigations of the relationship between learning strategies and mathematics achievement in PISA 2012. In that study, students were classified into groups using specific learning strategies, and their mathematics achievements were compared. There are two research gaps: (1) previous studies insufficiently explored how students use learning strategies in the South Korean education system, and (2) there is little research applying the nominal response model (NRM) to explore the association between learning strategy use and mathematics achievement in PISA 2012. Thus, the present study explores to what extent the NRM fits the data compared to the generalized partial credit model (GPCM). We created a learning strategy score from the NRM for South Korean students in PISA 2012 (N = 3,310). Then, using correlation analysis and quadratic regression analysis, we identified linear and nonlinear relations between learning strategy scores from the NRM and mathematics achievement. The findings indicated that (1) NRM was a better fit for creating learning strategy scores than GPCM, (2) the average correlation coefficient between the learning strategy score and mathematics achievement was 0.18 (p

Abstract Learner autonomy is particularly important in higher education, where students are fully responsible for their own learning. Despite this, there is a lack of research on aspects of autonomy support in higher education compared with that of primary and secondary education. To address this gap, this study explored autonomy support and learning preference in higher education, introducing a flexible and individualized learning environment with technology after the COVID-19 pandemic. A survey was conducted among 849 Japanese university students to gather their perceptions about autonomous support, learning preferences (face-to-face or distance), use of learning strategies, and academic performance (grade point average). Correlations were identified between certain variables: for example, perceived autonomy support, class format preference, and grade point average. The scores of different scales were compared among the subject groups. Autonomy support provided by instructors included explaining the lesson’s outline to students. A few teachers provided opportunities for students to select learning methods, teaching materials, and assignment content; yet, few instructors seemed to truly understand students’ learning needs. Although many participants took face-to-face courses, students’ learning preferences were evenly split between face-to-face and distance learning courses. Students who strongly preferred face-to-face learning performed well regardless of instructional format. Students with a little preference for distance education performed well, especially in distance education courses. Students with no preference performed the worst. This study suggests that a learning environment that provides students with options to suit their diverse learning preferences is beneficial and that introducing “hybrid-flexible” courses and feedback for students’ learning strategies has the potential to promote learner autonomy in higher education.

Based on scientific studies that have been conducted, data shows that the achievement of Indonesian students in the numeracy aspect is low. This study aims to improve students' numeracy skills through the utilization of origami paper media in the learning process. The type of research is descriptive qualitative. The subjects in this study were 5th grade students at SDN Alastlogo 1 Lekok, Pasuruan Regency, totaling 25 people. The instruments used were the Minimum Competency Assessment (AKM) pretest and posttest sheets and field notes. The source of data in this study came from the results of the pretest and posttest of the Minimum Competency Assessment (AKM Class). The data collection technique used is to carry out the AKM Pretest. Then make a learning strategy for flat building material using origami media to students. After that, the Class AKM Posttest was conducted as a student evaluation. The data analysis technique used is comparative analysis. In addition, analyzing each learning process using folding paper or origami media, to determine the effectiveness of learning implemented in the study. The results of this study show that there is an increase in students' numeracy skills by 80%. Students can answer correctly from the flat building questions tested on the AKM Posttest, whereas previously in the AKM Pretest, only 20% of students could answer correctly. This proves that folding paper or origami media is very effective to help improve students' numeracy skills regarding flat shapes.

Learning strategies have been recognized as important predictors of mathematical achievement. In recent studies, it has been found that Asian students use combined learning strategies, primarily including metacognitive strategies, rather than rote memorization. To the best of the authors' knowledge, there is only one prior study including South Korea in investigations of the relationship between learning strategies and mathematics achievement in PISA 2012. In that study, students were classified into groups using specific learning strategies, and their mathematics achievements were compared. There are two research gaps: (1) previous studies insufficiently explored how students use learning strategies in the South Korean education system, and (2) there is little research applying the nominal response model (NRM) to explore the association between learning strategy use and mathematics achievement in PISA 2012. Thus, the present study explores to what extent the NRM fits the data compared to the generalized partial credit model (GPCM). We created a learning strategy score from the NRM for South Korean students in PISA 2012 (N = 3,310). Then, using correlation analysis and quadratic regression analysis, we identified linear and nonlinear relations between learning strategy scores from the NRM and mathematics achievement. The findings indicated that (1) NRM was a better fit for creating learning strategy scores than GPCM, (2) the average correlation coefficient between the learning strategy score and mathematics achievement was 0.18 (p <.05), and (3) for the curvilinear relationship between the learning strategy score and mathematics achievement, the standardized quadratic coefficient was − 0.090 (p <.001). Overall, the NRM represents an appropriate model for explaining the relationship between learning strategy and mathematical achievement. Additionally, high-performing South Korean students tend to primarily use metacognitive strategies with memorization. The negative quadratic coefficient captured the limited effect of the primary use of metacognitive strategies with memorization. The implications for the South Korean education system are discussed. [ABSTRACT FROM AUTHOR]

Despite the growing emphasis on integrating collaborative problem-solving (CPS) into science, technology, engineering, and mathematics (STEM) education, a comprehensive understanding of the critical factors that affect the effectiveness of this educational approach remains a challenge. This study aims to identify effective strategic and behavioral factors in course design and assess how these factors contribute to students' learning performance. This study collected data from 106 students enrolled in seventh-grade science classes by using a mixed-method approach. First, the t-test results indicate that students' learning performance was improved through CPS-based STEM learning. A path analysis shows that CPS awareness and several behavioral factors had direct effects, while several strategic factors had indirect effects on the improvement of learning performance. Finally, a dialog analysis indicates that students' integrative use of CPS skills, especially task regulation skills used along with other skills, helped improve learning performance. This study not only bridges the gap in understanding the effectiveness of CPS in STEM education but also provides specific suggestions for improving instructional design. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

Purpose: Nikoletta Taylor and Close, (2022) asserts that a skill gap analysis can be used to determine the lacking skill and carry out recruitment based on that gap. It goes without saying that for a student, that would be their first employment, and with internships, there is no way to experience all aspects of the working world. Need for This Study: When it comes to the recruiter's expectations and the applicant's skills, specifically among students, a gap still exists, leading to a need for practical exposure for applicants. Study Design/Methodology/Approach: A quantitative study was adopted. A questionnaire was prepared with constructs and variables from the review and a total of 403 responses was collected from reputed institutions in Tamil Nadu. Findings: This study reveals that skill development is needed; it is found that experiential learning through the gamification process is a suitable learning strategy. The experiential learning factors supporting skill development are self-efficacy, outcome expectation, interest, choice actions, and performance, followed by review, feedback, and continuous improvement. Originality/Value: Learning all these factors through the gamification process would give students practical exposure to real-time scenarios of the corporate world. The proposed model gives students experience through gamification and learning activities. [ABSTRACT FROM AUTHOR]

This study explores the relationship between extroversion personality traits, as measured by the Myers-Briggs Type Indicator (MBTI) test, and learning strategy preferences among English language learners. Employing a quantitative methodology, data were collected from a sample of 1621 participants to investigate the predominant extroversion personality traits and differences in learning strategy selection. The research background emphasizes the significance of understanding individual differences in personality traits and their impact on learning behaviors. The study aims to discern whether extroverted individuals exhibit distinct preferences for specific learning strategies, particularly in metacognition, cognition, compensation, affect, and social interaction. By elucidating these relationships, educators can tailor instructional approaches better to accommodate learners' diverse needs and strengths, ultimately enhancing educational outcomes. [ABSTRACT FROM AUTHOR]

Prior studies have reported positive outcomes of technology-enhanced vocabulary learning and recommended self-regulated learning (SRL) as a design principle for the relevant technologies. However, there has not hitherto been any comprehensive study of the combined use of SRL and specific vocabulary-learning strategies in technology-enhanced learning environments. This study addresses this gap by conducting an experiment on the development of an educational website that promotes self-regulated vocabulary learning. Prior to undergoing a six-week training program, 120 participants were randomly assigned to one of three groups based on two vocabulary-learning strategies: (1) a lexical-inference group; (2) a dictionary-use group; or (3) a dictionary-use with lexical-inference group. Comparisons of the gain scores among the three groups revealed that the lexical-inference group demonstrated the best performance in terms of vocabulary retention, while the dictionary-use group excelled in vocabulary knowledge and reading comprehension. Additionally, simultaneous utilization of these strategies may lead to some adverse effects. These findings highlight the importance of vocabulary learners developing a clear understanding of when to employ a specific strategy, honing their ability to effectively transfer between strategies, and enhancing their proficiency in each strategy. By doing so, learners can potentially maximize the benefits derived from their vocabulary learning endeavors. [ABSTRACT FROM AUTHOR]

Learner autonomy is particularly important in higher education, where students are fully responsible for their own learning. Despite this, there is a lack of research on aspects of autonomy support in higher education compared with that of primary and secondary education. To address this gap, this study explored autonomy support and learning preference in higher education, introducing a flexible and individualized learning environment with technology after the COVID-19 pandemic. A survey was conducted among 849 Japanese university students to gather their perceptions about autonomous support, learning preferences (face-to-face or distance), use of learning strategies, and academic performance (grade point average). Correlations were identified between certain variables: for example, perceived autonomy support, class format preference, and grade point average. The scores of different scales were compared among the subject groups. Autonomy support provided by instructors included explaining the lesson's outline to students. A few teachers provided opportunities for students to select learning methods, teaching materials, and assignment content; yet, few instructors seemed to truly understand students' learning needs. Although many participants took face-to-face courses, students' learning preferences were evenly split between face-to-face and distance learning courses. Students who strongly preferred face-to-face learning performed well regardless of instructional format. Students with a little preference for distance education performed well, especially in distance education courses. Students with no preference performed the worst. This study suggests that a learning environment that provides students with options to suit their diverse learning preferences is beneficial and that introducing "hybrid-flexible" courses and feedback for students' learning strategies has the potential to promote learner autonomy in higher education. [ABSTRACT FROM AUTHOR]

Despite the popularity of strategy courses and the fact that managers make consequential decisions using ideas they learn in such courses, few studies examine the learning outcomes of taking a strategy course—a research gap most likely the result of the methodological challenges of measuring these outcomes in realistic ways. This paper provides a large-sample study of what individuals learn from taking a strategy course and how those learning outcomes depend on individual characteristics. We examine how 2,269 master of business administration (MBA) students evaluate real-world video cases before and after taking the MBA core strategy course at a large U.S. business school. We document several changes in their performance, mental representations, and self-perceptions. Among other findings, we show that taking a strategy course improves strategic decision making, increases the depth of mental representations and the attention paid to broader industry and competitive concerns, and boosts students' confidence, while making them more aware of the uncertainty pervading strategic decisions. We also find that the magnitude and significance of these changes are associated with individual characteristics, such as cognitive ability, prior knowledge, and gender. [ABSTRACT FROM AUTHOR]

The English language classrooms especially at the university level are based on the lecturing instruction method. This traditional method is commonly used despite its drawbacks. In order to avoid these drawbacks, learners develop certain techniques and strategies such as note taking. In fact, this strategy is defined as the act of recording newly exposed piece of knowledge or information in short notes to recall later. Despite the importance of note taking as an indispensable skill that university students should develop and master, the literature on the topic is still scarce especially in the Middle East which urges the need to conduct the current research whose main aim is to elicit the higher education students’ attitudes towards the implementation of this skill in their learning process. In fact, 93 male students currently studying at the University of Jeddah as English language students participated in the current work through the use of a semi structured interview and the submission of their note taking drafts. Results indicated that these participants misperceive what note taking really means and thus do not know and use much of the micro skills of this strategy. The educational partakers should reconsider note taking in lectures and instruct learners to use it in an effective way as this would help them promote their learning especially in the case of second/ foreign language learning. [ABSTRACT FROM AUTHOR]

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This study aims to explain the modelling-based Islamic Religious Education (PAI) learning strategy applied at Sabilus Sholihin Socah Bangkalan Junior High School to foster student independence. The research method used is qualitative with a phenomenological approach. The results showed that the modeling-based Islamic Religious Education learning strategy in this school is based on values such as exemplary independence, creativity, and self-confidence. Through this approach, students are given relevant examples related to independence, creativity, and responsibility. The results of this study provide important insights into the importance of modeling-based learning strategies in the context of Islamic religious education in Indonesia, as well as identifying factors that support or hinder the implementation of these strategies in schools. Supporting factors in this learning strategy include school facilities and infrastructure, such as the musholla and hall, which provide support for the formation of students' independence in activities. Students are also given the opportunity to develop their independence in terms of knowledge and skills. However, the inhibiting factor lies in the lack of awareness of students and parents toward education, primarily due to economic pressure. In addition, television shows, smartphones, and social media are also inhibiting factors in the effort to foster students' independence.

TOEIC is one indicator for mastery of English language skills. SMKN 1 Kadipaten and SMKN 1 Majalengka are two vocational schools that get the opportunity for a free TOEIC test from Ministry of Education and Culture. This research was conducted to find out how students' learning strategies in the pandemic dealing with the TOEIC test to achieve high scores related to learning situations during the pandemic. The study was conducted on the12th grade students in two vocational schools. Data were obtained from the distribution of questionnaires to students in the two vocational schools, observations and interviews with English teachers. The most of them said they didn’t prepare specially for the test (61,9%). For learning strategy they used, just prepare by browse and look at TOEIC tutorial video (24,2%), discuss with a friend (11%), and 6,6% said they did the exercise from the sources that teacher shared. Only 1,6% who got guidance from teacher by WhatsApp chat, 4,9% by direct explanation, 0,5% by zoom/google meet. In conclusion, they used learning strategy by self-study. The lack of guidance from the teachers caused their TOEIC test score to be low. This is also correlated with their low awareness of the benefits of taking the TOEC test. They said did the test just for experience (51,9%). To improve test results in the future, it is very necessary to have more intensive guidance from teachers and also to growth motivation so that they have the purpose to get the best results.

The widespread application of mobile robots holds significant importance for advancing social intelligence. However, as the complexity of the environment increases, existing Obstacle Avoidance Path Planning (OAPP) methods tend to fall into local optimal paths, compromising reliability and practicality. Therefore, based on the Spider-Wasp Optimizer (SWO), this paper proposes an improved OAPP method called the LMBSWO to address these challenges. Firstly, the learning strategy is introduced to enhance the diversity of the algorithm population, thereby improving its global optimization performance. Secondly, the dual-median-point guidance strategy is incorporated to enhance the algorithm’s exploitation capability and increase its path searchability. Lastly, a better guidance strategy is introduced to enhance the algorithm’s ability to escape local optimal paths. Subsequently, the LMBSWO is employed for OAPP in five different map environments. The experimental results show that the LMBSWO achieves an advantage in collision-free path length, with 100% probability, across five maps of different complexity, while obtaining 80% fault tolerance across different maps, compared to nine existing novel OAPP methods with efficient performance. The LMBSWO ranks first in the trade-off between planning time and path length. With these results, the LMBSWO can be considered as a robust OAPP method with efficient solving performance, along with high robustness.

Existing Super-Resolution (SR) methods are typically trained using bicubic degradation simulations, resulting in unsatisfactory results when applied to remote sensing images that contain a wide variety of object shapes and sizes. The insufficient learning approach reduces the focus of models on critical object regions within the images. As a result, their practical performance is significantly hindered, especially in real-world applications where accuracy in object reconstruction is crucial. In this work, we propose a general learning strategy for SR models based on expert knowledge supervision, named EKS-SR, which can incorporate a few coarse-grained semantic information derived from high-level visual tasks into the SR reconstruction process. It utilizes prior information from three perspectives: regional constraints, feature constraints, and attributive constraints, to guide the model to focus more on the object regions within the images. By integrating these expert knowledge-driven constraints, EKS-SR can enhance the model’s ability to accurately reconstruct object regions and capture the key information needed for practical applications. Importantly, this improvement does not increase the inference time and does not require full annotation of the large-scale datasets, but only a few labels, making EKS-SR both efficient and effective. Experimental results demonstrate that the proposed method can achieve improvements in both reconstruction quality and machine vision analysis performance.

This paper aims to study the level of social eco-literacy around sustainable development among teachers at secondary school level (ESO), and to understand how they incorporate this into their educational practice, in order to better understand the theoretical-practical state of sustainability in education in Spain. A questionnaire was created to study the level of ecosocial literacy among teachers at secondary school level (O = .89). The sample is made up of secondary school teachers (N = 826), using non-probabilistic snowball sampling, during the 2020-2021 academic year. A descriptive and inferential analysis was performed using Pearson's Chi-square (p < .05), via JAMOVI 2.2.5 and SPSS. The results showed that teachers with a higher degree of knowledge have a tendency to apply active participatory and technology-based methodologies that improve social transformation, encouraging the analysis and critical thinking necessary for students to acquire skills in sustainability. It was also shown that it is necessary to incorporate a sustainability perspective into ongoing training, given the complex, holistic and dynamic current situation, in order to provide responses to the planet's problems. [ABSTRACT FROM AUTHOR]

Background. Learning strategies in the independent curriculum must be optimized for teachers as the spearhead in advancing mutually beneficial education. If this is not realized, then the government's hopes of overcoming the weaknesses of Indonesian education will not be realized. This benchmark is the reference for researchers to describe how the Merdeka Curriculum learning strategies are used to build student potential. Purpose. This qualitative research describes how the Merdeka Curriculum learning strategies build student potential. Method. This study refers to "Literature Studies," where books and research results are the main sources of data as material for describing good Merdeka Curriculum learning strategies. Results. In the Merdeka Curriculum, appropriate learning strategies to achieve goals can be realized through project-based, collaborative, technology-based, problem-based, and experience-based learning. Conclusion. If this project-based, collaborative, technology-based, problem-based, and experience-based learning strategy can be realized well, students can develop interests, talents, and skills that match their potential. Thus, applying these strategies in the Merdeka Curriculum can provide meaningful and relevant learning experiences for students. [ABSTRACT FROM AUTHOR]

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