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personalization of learning resources.</title> <meta name="description" content="Search results for: personalization of learning resources."> <meta name="keywords" content="personalization of learning resources."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open 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style="font-size:1.6rem;">Search results for: personalization of learning resources.</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2954</span> The Determinants of Senior Students' Behavioral Intention on the Blended E-Learning for the Ceramics Teaching Course at the Active Aging University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Horng-Jyh%20Chen">Horng-Jyh Chen</a>, <a href="https://publications.waset.org/search?q=Yi-Fang%20Chen"> Yi-Fang Chen</a>, <a href="https://publications.waset.org/search?q=Chien-Liang%20Lin"> Chien-Liang Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this paper, the authors try to investigate the determinants of behavioral intention of the blended E-learning course for senior students at the Active Ageing University in Taiwan. Due to lower proficiency in the use of computers and less experience on learning styles of the blended E-learning course for senior students will be expected quite different from those for most young students. After more than five weeks course for two years the questionnaire survey is executed to collect data for statistical analysis in order to understand the determinants of the behavioral intention for senior students. The object of this study is at one of the Active Ageing University in Taiwan total of 84 senior students in the blended E-learning for the ceramics teaching course. The research results show that only the perceived usefulness of the blended E-learning course has significant positive relationship with the behavioral intention.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Active%20Aging%20University" title="Active Aging University">Active Aging University</a>, <a href="https://publications.waset.org/search?q=blended%20E-learning" title=" blended E-learning"> blended E-learning</a>, <a href="https://publications.waset.org/search?q=ceramics%20teaching%20course" title=" ceramics teaching course"> ceramics teaching course</a>, <a href="https://publications.waset.org/search?q=behavioral%20intention" title=" behavioral intention"> behavioral intention</a> </p> <a href="https://publications.waset.org/9998575/the-determinants-of-senior-students-behavioral-intention-on-the-blended-e-learning-for-the-ceramics-teaching-course-at-the-active-aging-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998575/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998575/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998575/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998575/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998575/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998575/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998575/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998575/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998575/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998575/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998575.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1761</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2953</span> Machine Learning Development Audit Framework: Assessment and Inspection of Risk and Quality of Data, Model and Development Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jan%20Stodt">Jan Stodt</a>, <a href="https://publications.waset.org/search?q=Christoph%20Reich"> Christoph Reich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The usage of machine learning models for prediction is growing rapidly and proof that the intended requirements are met is essential. Audits are a proven method to determine whether requirements or guidelines are met. However, machine learning models have intrinsic characteristics, such as the quality of training data, that make it difficult to demonstrate the required behavior and make audits more challenging. This paper describes an ML audit framework that evaluates and reviews the risks of machine learning applications, the quality of the training data, and the machine learning model. We evaluate and demonstrate the functionality of the proposed framework by auditing an steel plate fault prediction model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Audit" title="Audit">Audit</a>, <a href="https://publications.waset.org/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/search?q=metrics." title=" metrics."> metrics.</a> </p> <a href="https://publications.waset.org/10011898/machine-learning-development-audit-framework-assessment-and-inspection-of-risk-and-quality-of-data-model-and-development-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011898/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011898/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011898/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011898/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011898/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011898/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011898/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011898/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011898/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011898/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011898.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1029</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2952</span> Improvement of Learning Motivation and Negotiation of Learning Disorders of Students Using Integrative Teaching Methodology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Juris%20Porozovs">Juris Porozovs</a>, <a href="https://publications.waset.org/search?q=Daina%20Voita"> Daina Voita</a>, <a href="https://publications.waset.org/search?q=Anda%20Kauli%C5%86a"> Anda Kauliņa</a>, <a href="https://publications.waset.org/search?q=Toms%20Voits"> Toms Voits</a>, <a href="https://publications.waset.org/search?q=Evita%20Va%C4%BC%C4%93vi%C4%8Da"> Evita Vaļēviča</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Integrative teaching methodology is based on connecting and summarizing knowledge from different subjects in order to create better understanding of different disciplines and improvement of competences in general. Integrative teaching methodology was implemented and realised during one academic year in 17 Latvian schools according with specially worked out programme by specialists of different fields for adaptation in social environment of children and young people with learning, cognitive functions and motor disorders. Implemented integrative teaching methodology consisted from three subsections which were specialised for adaptation in social environment, improvement of cognitive functions and improvement and harmonization of personality. The results of investigation showed that the use of integrative teaching methodology is an effective way for improvement of learning motivation and negotiation of learning disorders of different age schoolchildren. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adaptation%20in%20social%20environment" title="Adaptation in social environment">Adaptation in social environment</a>, <a href="https://publications.waset.org/search?q=integrative%20teaching%20methodology" title=" integrative teaching methodology"> integrative teaching methodology</a>, <a href="https://publications.waset.org/search?q=learning%20disorders" title=" learning disorders"> learning disorders</a>, <a href="https://publications.waset.org/search?q=learning%20motivation." title=" learning motivation."> learning motivation.</a> </p> <a href="https://publications.waset.org/4232/improvement-of-learning-motivation-and-negotiation-of-learning-disorders-of-students-using-integrative-teaching-methodology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4232/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4232/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4232/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4232/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4232/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4232/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4232/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4232/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4232/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4232/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4232.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1950</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2951</span> Reducing the Imbalance Penalty through Artificial Intelligence Methods Geothermal Production Forecasting: A Case Study for Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=H.%20An%C4%B1l">H. Anıl</a>, <a href="https://publications.waset.org/search?q=G.%20Kar"> G. Kar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In addition to being rich in renewable energy resources, Turkey is one of the countries that promise potential in geothermal energy production with its high installed power, cheapness, and sustainability. Increasing imbalance penalties become an economic burden for organizations, since the geothermal generation plants cannot maintain the balance of supply and demand due to the inadequacy of the production forecasts given in the day-ahead market. A better production forecast reduces the imbalance penalties of market participants and provides a better imbalance in the day ahead market. In this study, using machine learning, deep learning and time series methods, the total generation of the power plants belonging to Zorlu Doğal Electricity Generation, which has a high installed capacity in terms of geothermal, was predicted for the first one-week and first two-weeks of March, then the imbalance penalties were calculated with these estimates and compared with the real values. These modeling operations were carried out on two datasets, the basic dataset and the dataset created by extracting new features from this dataset with the feature engineering method. According to the results, Support Vector Regression from traditional machine learning models outperformed other models and exhibited the best performance. In addition, the estimation results in the feature engineering dataset showed lower error rates than the basic dataset. It has been concluded that the estimated imbalance penalty calculated for the selected organization is lower than the actual imbalance penalty, optimum and profitable accounts.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Machine%20learning" title="Machine learning">Machine learning</a>, <a href="https://publications.waset.org/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/search?q=time%20series%20models" title=" time series models"> time series models</a>, <a href="https://publications.waset.org/search?q=feature%20engineering" title=" feature engineering"> feature engineering</a>, <a href="https://publications.waset.org/search?q=geothermal%20energy%20production%20forecasting." title=" geothermal energy production forecasting."> geothermal energy production forecasting.</a> </p> <a href="https://publications.waset.org/10013245/reducing-the-imbalance-penalty-through-artificial-intelligence-methods-geothermal-production-forecasting-a-case-study-for-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013245/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013245/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013245/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013245/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013245/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013245/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013245/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013245/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013245/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013245/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2950</span> The Motivating and Demotivating Factors at the Learning of English Center in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Bella%20Llego">Bella Llego</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study aims to investigate the motivating and de-motivating factors that affect the learning ability of students attending the English Learning Center in Thailand. The subjects of this research were 20 students from the Hana Semiconductor Co., Limited. The data were collected by using questionnaire and analyzed using the SPSS program for the percentage, mean and standard deviation. The research results show that the main motivating factor in learning English at Hana Semiconductor Co., Ltd. is that it would help the employees to communicate with foreign customers and managers. Other reasons include the need to read and write e-mails, and reports in English, as well as to increase overall general knowledge. The main de-motivating factor is that there is a lot of vocabulary to remember when learning English. Another de-motivating factor is that when homework is given, the students have no time to complete the tasks required of them at the end of the working day.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivating" title="Motivating">Motivating</a>, <a href="https://publications.waset.org/search?q=demotivating" title=" demotivating"> demotivating</a>, <a href="https://publications.waset.org/search?q=English%20learning%20center" title=" English learning center"> English learning center</a>, <a href="https://publications.waset.org/search?q=student%20communicate." title=" student communicate."> student communicate.</a> </p> <a href="https://publications.waset.org/10005854/the-motivating-and-demotivating-factors-at-the-learning-of-english-center-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005854/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005854/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005854/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005854/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005854/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005854/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005854/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005854/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005854/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005854/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005854.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1221</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2949</span> Using Facebook as an Alternative Learning Tool in Malaysian Higher Learning Institutions: A Structural Equation Modeling Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahasanul%20Haque">Ahasanul Haque</a>, <a href="https://publications.waset.org/search?q=Abdullah%20Sarwar"> Abdullah Sarwar</a>, <a href="https://publications.waset.org/search?q=Khaliq%20Ahmad"> Khaliq Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Networking is important among students to achieve better understanding. Social networking plays an important role in the education. Realizing its huge potential, various organizations, including institutions of higher learning have moved to the area of social networks to interact with their students especially through Facebook. Therefore, measuring the effectiveness of Facebook as a learning tool has become an area of interest to academicians and researchers. Therefore, this study tried to integrate and propose new theoretical and empirical evidences by linking the western idea of adopting Facebook as an alternative learning platform from a Malaysian perspective. This study, thus, aimed to fill a gap by being among the pioneering research that tries to study the effectiveness of adopting Facebook as a learning platform across other cultural settings, namely Malaysia. Structural equation modeling was employed for data analysis and hypothesis testing. This study finding has provided some insights that would likely affect students’ awareness towards using Facebook as an alternative learning platform in the Malaysian higher learning institutions. At the end, future direction is proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20Management%20Tool" title="Learning Management Tool">Learning Management Tool</a>, <a href="https://publications.waset.org/search?q=Social%20Networking" title=" Social Networking"> Social Networking</a>, <a href="https://publications.waset.org/search?q=Education" title=" Education"> Education</a>, <a href="https://publications.waset.org/search?q=Malaysia." title=" Malaysia."> Malaysia.</a> </p> <a href="https://publications.waset.org/10001480/using-facebook-as-an-alternative-learning-tool-in-malaysian-higher-learning-institutions-a-structural-equation-modeling-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001480/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001480/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001480/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001480/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001480/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001480/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001480/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001480/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001480/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001480/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001480.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2425</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2948</span> The Wheel Garden: Project-Based Learning for Cross Curriculum Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sherry%20S.%20Herron">Sherry S. Herron</a>, <a href="https://publications.waset.org/search?q=Douglas%20Magomo"> Douglas Magomo</a>, <a href="https://publications.waset.org/search?q=Paula%20Gossard"> Paula Gossard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this article, we discuss project-based learning in the context of a wheel garden as an instructional tool in science and mathematics education. A wheel garden provides multiple opportunities to teach across the curriculum, to integrate disciplines, and to promote community involvement. Grounded in the theoretical framework of constructivism, the wheel garden provides a multidisciplined educational tool that provides a hands-on, non-traditional arena for learning. We will examine some of the cultural, art, science, and mathematics connections made with this project.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Art%20education" title="Art education">Art education</a>, <a href="https://publications.waset.org/search?q=cross-curriculum%20instruction" title=" cross-curriculum instruction"> cross-curriculum instruction</a>, <a href="https://publications.waset.org/search?q=multicultural%20education" title=" multicultural education"> multicultural education</a>, <a href="https://publications.waset.org/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/search?q=school%20gardens" title=" school gardens"> school gardens</a>, <a href="https://publications.waset.org/search?q=task%20based%20learning." title=" task based learning."> task based learning.</a> </p> <a href="https://publications.waset.org/15385/the-wheel-garden-project-based-learning-for-cross-curriculum-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15385/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15385/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15385/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15385/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15385/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15385/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15385/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15385/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15385/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15385/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15385.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2836</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2947</span> An Experience Report on Course Teaching in Information Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Carlos%20Oliveira">Carlos Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper is a criticism of the traditional model of teaching and presents alternative teaching methods, different from the traditional lecture. These methods are accompanied by reports of experience of their application in a class. It was concluded that in the lecture, the student has a low learning rate and that other methods should be used to make the most engaging learning environment for the student, contributing (or facilitating) his learning process. However, the teacher should not use a single method, but rather a range of different methods to ensure the learning experience does not become repetitive and fatiguing for the student.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Educational%20practices" title="Educational practices">Educational practices</a>, <a href="https://publications.waset.org/search?q=experience%20report" title=" experience report"> experience report</a>, <a href="https://publications.waset.org/search?q=IT%20in%20education" title=" IT in education"> IT in education</a>, <a href="https://publications.waset.org/search?q=teaching%20methods." title=" teaching methods. "> teaching methods. </a> </p> <a href="https://publications.waset.org/10005840/an-experience-report-on-course-teaching-in-information-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005840/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005840/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005840/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005840/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005840/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005840/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005840/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005840/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005840/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005840/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005840.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1114</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2946</span> An Exploratory Study of the Student’s Learning Experience by Applying Different Tools for e-Learning and e-Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Angel%20Daniel%20Mu%C3%B1oz%20Guzm%C3%A1n">Angel Daniel Muñoz Guzmán</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning is becoming more and more common every day. For online, hybrid or traditional face-to-face programs, there are some e-teaching platforms like Google classroom, Blackboard, Moodle and Canvas, and there are platforms for full e-learning like Coursera, edX or Udemy. These tools are changing the way students acquire knowledge at schools; however, in today’s changing world that is not enough. As students’ needs and skills change and become more complex, new tools will need to be added to keep them engaged and potentialize their learning. This is especially important in the current global situation that is changing everything: the Covid-19 pandemic. Due to Covid-19, education had to make an unexpected switch from face-to-face courses to digital courses. In this study, the students’ learning experience is analyzed by applying different e-tools and following the Tec21 Model and a flexible and digital model, both developed by the Tecnologico de Monterrey University. The evaluation of the students’ learning experience has been made by the quantitative PrEmo method of emotions. Findings suggest that the quantity of e-tools used during a course does not affect the students’ learning experience as much as how a teacher links every available tool and makes them work as one in order to keep the student engaged and motivated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Student" title="Student">Student</a>, <a href="https://publications.waset.org/search?q=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=e-teaching" title=" e-teaching"> e-teaching</a>, <a href="https://publications.waset.org/search?q=e-tools" title=" e-tools"> e-tools</a>, <a href="https://publications.waset.org/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/search?q=education." title=" education. "> education. </a> </p> <a href="https://publications.waset.org/10011512/an-exploratory-study-of-the-students-learning-experience-by-applying-different-tools-for-e-learning-and-e-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011512/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011512/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011512/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011512/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011512/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011512/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011512/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011512/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011512/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011512/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011512.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">756</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2945</span> Web Application for Evaluating Tests in Distance Learning Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Bogdan%20Walek">Bogdan Walek</a>, <a href="https://publications.waset.org/search?q=Vladimir%20Bradac"> Vladimir Bradac</a>, <a href="https://publications.waset.org/search?q=Radim%20Farana"> Radim Farana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Distance learning systems offer useful methods of learning and usually contain a final course test or another form of test. The paper proposes a web application for evaluating tests using an expert system in distance learning systems. The proposed web application is appropriate for didactic tests or tests with results for subsequent studying follow-up courses. The web application works with test questions and uses an expert system and LFLC tool for test evaluation. After test evaluation, the results are visualized and shown to the student. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Distance%20learning" title="Distance learning">Distance learning</a>, <a href="https://publications.waset.org/search?q=test" title=" test"> test</a>, <a href="https://publications.waset.org/search?q=uncertainty" title=" uncertainty"> uncertainty</a>, <a href="https://publications.waset.org/search?q=fuzzy" title=" fuzzy"> fuzzy</a>, <a href="https://publications.waset.org/search?q=expert%0D%0Asystem" title=" expert system"> expert system</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10002882/web-application-for-evaluating-tests-in-distance-learning-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002882/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002882/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002882/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002882/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002882/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002882/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002882/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002882/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002882/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002882/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1547</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2944</span> Organisational Blogging: Reviewing Its Effectiveness as an Organisational Learning Tool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Gavin%20J.%20Baxter">Gavin J. Baxter</a>, <a href="https://publications.waset.org/search?q=Mark%20H.%20Stansfield"> Mark H. Stansfield</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper reviews the internal use of blogs and their potential effectiveness as organisational learning tools. Since the emergence of the concept of ‘Enterprise 2.0’ there remains a lack of empirical evidence associated with how organisations are applying social media tools and whether they are effective towards supporting organisational learning. Surprisingly, blogs, one of the more traditional social media tools, still remains under-researched in the context of ‘Enterprise 2.0’ and organisational learning. The aim of this paper is to identify the theoretical linkage between blogs and organisational learning in addition to reviewing prior research on organisational blogging exploring why this area remains underresearched. Through a literature review, one of the principal findings of this paper is that organisational blogs have a mutual compatibility with the interpretivist aspect of organisational learning. This paper further advocates that further empirical work in this subject area is required to substantiate this theoretical assumption.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blogs" title="Blogs">Blogs</a>, <a href="https://publications.waset.org/search?q=Enterprise%202.0" title=" Enterprise 2.0"> Enterprise 2.0</a>, <a href="https://publications.waset.org/search?q=Organisational%20Learning" title=" Organisational Learning"> Organisational Learning</a>, <a href="https://publications.waset.org/search?q=Social%20Media%20Tools." title=" Social Media Tools."> Social Media Tools.</a> </p> <a href="https://publications.waset.org/10000112/organisational-blogging-reviewing-its-effectiveness-as-an-organisational-learning-tool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000112/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000112/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000112/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000112/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000112/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000112/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000112/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000112/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000112/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000112/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2122</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2943</span> An Investigation into the Role of School Social Workers and Psychologists with Children Experiencing Special Educational Needs in Libya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdelbasit%20Gadour">Abdelbasit Gadour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study explores the function of schools’ psychosocial services within Libyan mainstream schools in relation to children’s special educational needs (SEN). This is with the aim to examine the role of school social workers and psychologists in the assessment procedure of children with SEN. A semi-structured interview was used in this study, with 21 professionals working in the schools’ psychosocial services, of whom 13 were school social workers (SSWs) and eight were school psychologists (SPs). The results of the interviews with SSWs and SPs provided insights into how SEN children are identified, assessed, and dealt with by school professionals. It appears from the results that what constitutes a problem has not changed significantly, and the link between learning difficulties and behavioural difficulties is also evident from this study. Children with behaviour difficulties are more likely to be referred to school psychosocial services than children with learning difficulties. Yet, it is not clear from the interviews with SSWs and SPs whether children are excluded merely because of their behaviour problems. Instead, they would surely be expelled from the school if they failed academically. Furthermore, the interviews with SSWs and SPs yield a rather unusual source accountable for children’s SEN; school-related difficulties were a major factor in which almost all participants attributed children’s learning and behaviour problems to teachers’ deficiencies, followed by school lack of resources.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Special%20education" title="Special education">Special education</a>, <a href="https://publications.waset.org/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/search?q=social%20workers" title=" social workers"> social workers</a>, <a href="https://publications.waset.org/search?q=psychologist." title=" psychologist."> psychologist.</a> </p> <a href="https://publications.waset.org/10012143/an-investigation-into-the-role-of-school-social-workers-and-psychologists-with-children-experiencing-special-educational-needs-in-libya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012143/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012143/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012143/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012143/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012143/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012143/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012143/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012143/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012143/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012143/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012143.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">690</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2942</span> The Effect of e-learning on the Promotion of Optoelectronics Technology and Daily Livings Literacy among Students in Universities of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chin-Pin%20Chen">Chin-Pin Chen</a>, <a href="https://publications.waset.org/search?q=David%20W.S.%20Tai"> David W.S. Tai</a>, <a href="https://publications.waset.org/search?q=Wen-Jong%20Chen"> Wen-Jong Chen</a>, <a href="https://publications.waset.org/search?q=Hui-Min%20Lai"> Hui-Min Lai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to analyze the effect of e-learning on photonics technology and daily livings among college students. The course contents of photonics technology and daily livings are first drafted based on research discussions and expert interviews. Having expert questionnaires with Delphi Technique for three times, the knowledge units and items for the course of photonics technology and daily livings are established. The e-learning materials and the drafts of instructional strategies, academic achievement, and learning attitude scales are then developed. With expert inspection, reliability and validity test, and experimental instructions, the scales and the material are further revised. Finally, the formal instructions are implemented to test the effect of different instructional methods on the academic achievement of photonics technology and daily livings among students in universities of technology. The research results show that e-learning could effectively promote academic achievement and learning attitude, and the students with e-learning obviously outperform the ones with trandition instructions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=Photonics%20Technology%20and%20Daily%20Livings" title=" Photonics Technology and Daily Livings"> Photonics Technology and Daily Livings</a>, <a href="https://publications.waset.org/search?q=Academic%20Achievement" title=" Academic Achievement"> Academic Achievement</a> </p> <a href="https://publications.waset.org/11444/the-effect-of-e-learning-on-the-promotion-of-optoelectronics-technology-and-daily-livings-literacy-among-students-in-universities-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11444/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11444/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11444/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11444/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11444/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11444/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11444/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11444/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11444/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11444/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11444.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1714</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2941</span> Efficient Boosting-Based Active Learning for Specific Object Detection Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Thuy%20Thi%20Nguyen">Thuy Thi Nguyen</a>, <a href="https://publications.waset.org/search?q=Nguyen%20Dang%20Binh"> Nguyen Dang Binh</a>, <a href="https://publications.waset.org/search?q=Horst%20Bischof"> Horst Bischof</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this work, we present a novel active learning approach for learning a visual object detection system. Our system is composed of an active learning mechanism as wrapper around a sub-algorithm which implement an online boosting-based learning object detector. In the core is a combination of a bootstrap procedure and a semi automatic learning process based on the online boosting procedure. The idea is to exploit the availability of classifier during learning to automatically label training samples and increasingly improves the classifier. This addresses the issue of reducing labeling effort meanwhile obtain better performance. In addition, we propose a verification process for further improvement of the classifier. The idea is to allow re-update on seen data during learning for stabilizing the detector. The main contribution of this empirical study is a demonstration that active learning based on an online boosting approach trained in this manner can achieve results comparable or even outperform a framework trained in conventional manner using much more labeling effort. Empirical experiments on challenging data set for specific object deteciton problems show the effectiveness of our approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20vision" title="Computer vision">Computer vision</a>, <a href="https://publications.waset.org/search?q=object%20detection" title=" object detection"> object detection</a>, <a href="https://publications.waset.org/search?q=online%20boosting" title=" online boosting"> online boosting</a>, <a href="https://publications.waset.org/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/search?q=labeling%20complexity." title=" labeling complexity."> labeling complexity.</a> </p> <a href="https://publications.waset.org/9569/efficient-boosting-based-active-learning-for-specific-object-detection-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9569/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9569/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9569/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9569/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9569/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9569/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9569/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9569/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9569/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9569/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9569.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1784</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2940</span> International Service Learning 3.0: Using Technology to Improve Outcomes and Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anthony%20Vandarakis">Anthony Vandarakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today’s International Service Learning practices require an update: modern technologies, fresh educational frameworks, and a new operating system to accountably prosper. This paper describes a model of International Service Learning (ISL), which combines current technological hardware, electronic platforms, and asynchronous communications that are grounded in inclusive pedagogy. This model builds on the work around collaborative field trip learning, extending the reach to international partnerships across continents. Mobile technology, 21<sup>st</sup> century skills and summit-basecamp modeling intersect to support novel forms of learning that tread lightly on fragile natural ecosystems, affirm local reciprocal partnership in projects, and protect traveling participants from common yet avoidable cultural pitfalls. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=International%20Service%20Learning" title="International Service Learning">International Service Learning</a>, <a href="https://publications.waset.org/search?q=ISL" title=" ISL"> ISL</a>, <a href="https://publications.waset.org/search?q=field%20experiences" title=" field experiences"> field experiences</a>, <a href="https://publications.waset.org/search?q=mobile%20technology" title=" mobile technology"> mobile technology</a>, <a href="https://publications.waset.org/search?q=%E2%80%98out%20there%20in%20here%E2%80%99" title=" ‘out there in here’"> ‘out there in here’</a>, <a href="https://publications.waset.org/search?q=summit%20basecamp%20pedagogy." title=" summit basecamp pedagogy."> summit basecamp pedagogy.</a> </p> <a href="https://publications.waset.org/10011608/international-service-learning-30-using-technology-to-improve-outcomes-and-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011608/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011608/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011608/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011608/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011608/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011608/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011608/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011608/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011608/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011608/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011608.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">562</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2939</span> Analysis of Student Motivation Behavior on e-Learning Based on Association Rule Mining</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kunyanuth%20Kularbphettong">Kunyanuth Kularbphettong</a>, <a href="https://publications.waset.org/search?q=Phanu%20Waraporn"> Phanu Waraporn</a>, <a href="https://publications.waset.org/search?q=Cholticha%20Tongsiri"> Cholticha Tongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research aims to create a model for analysis of student motivation behavior on e-Learning based on association rule mining techniques in case of the Information Technology for Communication and Learning Course at Suan Sunandha Rajabhat University. The model was created under association rules, one of the data mining techniques with minimum confidence. The results showed that the student motivation behavior model by using association rule technique can indicate the important variables that influence the student motivation behavior on e-Learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20behavior" title="Motivation behavior">Motivation behavior</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=moodle%20log" title=" moodle log"> moodle log</a>, <a href="https://publications.waset.org/search?q=association%20rule%20mining." title=" association rule mining."> association rule mining.</a> </p> <a href="https://publications.waset.org/4005/analysis-of-student-motivation-behavior-on-e-learning-based-on-association-rule-mining" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4005/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4005/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4005/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4005/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4005/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4005/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4005/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4005/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4005/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4005/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4005.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1886</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2938</span> Predictors of Academic Achievement of Student ICT Teachers with Different Learning Styles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Deniz%20Deryakulu">Deniz Deryakulu</a>, <a href="https://publications.waset.org/search?q=%C5%9Eener%20B%C3%BCy%C3%BCk%C3%B6zt%C3%BCrk%20H%C3%BCseyin%20%C3%96z%C3%A7%C4%B1nar"> Şener Büyüköztürk Hüseyin Özçınar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main purpose of this study was to determine the predictors of academic achievement of student Information and Communications Technologies (ICT) teachers with different learning styles. Participants were 148 student ICT teachers from Ankara University. Participants were asked to fill out a personal information sheet, the Turkish version of Kolb-s Learning Style Inventory, Weinstein-s Learning and Study Strategies Inventory, Schommer's Epistemological Beliefs Questionnaire, and Eysenck-s Personality Questionnaire. Stepwise regression analyses showed that the statistically significant predictors of the academic achievement of the accommodators were attitudes and high school GPAs; of the divergers was anxiety; of the convergers were gender, epistemological beliefs, and motivation; and of the assimilators were gender, personality, and test strategies. Implications for ICT teaching-learning processes and teacher education are discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20achievement" title="Academic achievement">Academic achievement</a>, <a href="https://publications.waset.org/search?q=student%20ICT%20teachers" title=" student ICT teachers"> student ICT teachers</a>, <a href="https://publications.waset.org/search?q=Kolb%20learning%20styles" title=" Kolb learning styles"> Kolb learning styles</a>, <a href="https://publications.waset.org/search?q=experiential%20learning." title=" experiential learning."> experiential learning.</a> </p> <a href="https://publications.waset.org/6852/predictors-of-academic-achievement-of-student-ict-teachers-with-different-learning-styles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6852/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6852/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6852/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6852/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6852/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6852/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6852/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6852/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6852/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6852/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6852.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2608</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2937</span> A Framework for SQL Learning: Linking Learning Taxonomy, Cognitive Model and Cross Cutting Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Huda%20Al%20Shuaily">Huda Al Shuaily</a>, <a href="https://publications.waset.org/search?q=Karen%20Renaud"> Karen Renaud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Databases comprise the foundation of most software systems. System developers inevitably write code to query these databases. The de facto language for querying is SQL and this, consequently, is the default language taught by higher education institutions. There is evidence that learners find it hard to master SQL, harder than mastering other programming languages such as Java. Educators do not agree about explanations for this seeming anomaly. Further investigation may well reveal the reasons. In this paper, we report on our investigations into how novices learn SQL, the actual problems they experience when writing SQL, as well as the differences between expert and novice SQL query writers. We conclude by presenting a model of SQL learning that should inform the instructional material design process better to support the SQL learning process.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Pattern" title="Pattern">Pattern</a>, <a href="https://publications.waset.org/search?q=SQL" title=" SQL"> SQL</a>, <a href="https://publications.waset.org/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/search?q=model." title=" model."> model.</a> </p> <a href="https://publications.waset.org/10005310/a-framework-for-sql-learning-linking-learning-taxonomy-cognitive-model-and-cross-cutting-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005310/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005310/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005310/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005310/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005310/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005310/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005310/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005310/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005310/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005310/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005310.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1342</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2936</span> Use of a Learner's Log for Effective Self-Directed Learning in PBL</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Amudha%20Kadirvelu">Amudha Kadirvelu</a>, <a href="https://publications.waset.org/search?q=Sivalal%20Sadasivan"> Sivalal Sadasivan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>While the problem based learning (PBL) approach promotes unsupervised self-directed learning (SDL), many students experience difficulty juggling the role of being an information recipient and information seeker. Logbooks have been used to assess trainee doctors but not in other areas. This study aimed to determine the effectiveness of logbook for assessing SDL during PBL sessions in first year medical students. The log book included a learning checklist and knowledge and skills components. Comparisons with the baseline assessment of student performance in PBL and that at semester end after logbook intervention showed significant improvements in student performance (31.5 ± 8 vs. 17.7 ± 4.4; p<0.001) with a large effect size of 3.93. The learner-s log for PBL has played an important role in enhancing SDL in first year medical students. Learner-s log could be a good self-assessment tool for the undergraduate medical students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Problem%20based%20learning" title="Problem based learning">Problem based learning</a>, <a href="https://publications.waset.org/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a>, <a href="https://publications.waset.org/search?q=logbook" title=" logbook"> logbook</a>, <a href="https://publications.waset.org/search?q=self-assessment." title=" self-assessment."> self-assessment.</a> </p> <a href="https://publications.waset.org/4942/use-of-a-learners-log-for-effective-self-directed-learning-in-pbl" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4942/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4942/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4942/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4942/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4942/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4942/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4942/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4942/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4942/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4942/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4942.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2014</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2935</span> Customization of Moodle Open Source LMS for Tanzania Secondary Schools’ Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ellen.%20A.%20Kalinga">Ellen. A. Kalinga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Moodle is an open source learning management system that enables creation of a powerful and flexible learning environment. Many organizations, especially learning institutions have customized Moodle open source LMS for their own use. In general open source LMSs are of great interest due to many advantages they offer in terms of cost, usage and freedom to customize to fit a particular context. Tanzania Secondary School e- Learning (TanSSe-L) system is the learning management system for Tanzania secondary schools. TanSSe-L system was developed using a number of methods, one of them being customization of Moodle Open Source LMS. This paper presents few areas on the way Moodle OS LMS was customized to produce a functional TanSSe-L system fitted to the requirements and specifications of Tanzania secondary schools’ context.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=LMS" title="LMS">LMS</a>, <a href="https://publications.waset.org/search?q=Moodle" title=" Moodle"> Moodle</a>, <a href="https://publications.waset.org/search?q=e-Learning" title="e-Learning">e-Learning</a>, <a href="https://publications.waset.org/search?q=Tanzania" title=" Tanzania"> Tanzania</a>, <a href="https://publications.waset.org/search?q=Secondary%0D%0Aschool." title=" Secondary school."> Secondary school.</a> </p> <a href="https://publications.waset.org/10000843/customization-of-moodle-open-source-lms-for-tanzania-secondary-schools-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000843/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000843/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000843/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000843/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000843/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000843/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000843/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000843/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000843/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000843/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3736</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2934</span> Learning Classifier Systems Approach for Automated Discovery of Censored Production Rules</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Suraiya%20Jabin">Suraiya Jabin</a>, <a href="https://publications.waset.org/search?q=Kamal%20K.%20Bharadwaj"> Kamal K. Bharadwaj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the recent past Learning Classifier Systems have been successfully used for data mining. Learning Classifier System (LCS) is basically a machine learning technique which combines evolutionary computing, reinforcement learning, supervised or unsupervised learning and heuristics to produce adaptive systems. A LCS learns by interacting with an environment from which it receives feedback in the form of numerical reward. Learning is achieved by trying to maximize the amount of reward received. All LCSs models more or less, comprise four main components; a finite population of condition–action rules, called classifiers; the performance component, which governs the interaction with the environment; the credit assignment component, which distributes the reward received from the environment to the classifiers accountable for the rewards obtained; the discovery component, which is responsible for discovering better rules and improving existing ones through a genetic algorithm. The concatenate of the production rules in the LCS form the genotype, and therefore the GA should operate on a population of classifier systems. This approach is known as the 'Pittsburgh' Classifier Systems. Other LCS that perform their GA at the rule level within a population are known as 'Mitchigan' Classifier Systems. The most predominant representation of the discovered knowledge is the standard production rules (PRs) in the form of IF P THEN D. The PRs, however, are unable to handle exceptions and do not exhibit variable precision. The Censored Production Rules (CPRs), an extension of PRs, were proposed by Michalski and Winston that exhibit variable precision and supports an efficient mechanism for handling exceptions. A CPR is an augmented production rule of the form: IF P THEN D UNLESS C, where Censor C is an exception to the rule. Such rules are employed in situations, in which conditional statement IF P THEN D holds frequently and the assertion C holds rarely. By using a rule of this type we are free to ignore the exception conditions, when the resources needed to establish its presence are tight or there is simply no information available as to whether it holds or not. Thus, the IF P THEN D part of CPR expresses important information, while the UNLESS C part acts only as a switch and changes the polarity of D to ~D. In this paper Pittsburgh style LCSs approach is used for automated discovery of CPRs. An appropriate encoding scheme is suggested to represent a chromosome consisting of fixed size set of CPRs. Suitable genetic operators are designed for the set of CPRs and individual CPRs and also appropriate fitness function is proposed that incorporates basic constraints on CPR. Experimental results are presented to demonstrate the performance of the proposed learning classifier system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Censored%20Production%20Rule" title="Censored Production Rule">Censored Production Rule</a>, <a href="https://publications.waset.org/search?q=Data%20Mining" title=" Data Mining"> Data Mining</a>, <a href="https://publications.waset.org/search?q=GeneticAlgorithm" title=" GeneticAlgorithm"> GeneticAlgorithm</a>, <a href="https://publications.waset.org/search?q=Learning%20Classifier%20System" title=" Learning Classifier System"> Learning Classifier System</a>, <a href="https://publications.waset.org/search?q=Machine%20Learning" title=" Machine Learning"> Machine Learning</a>, <a href="https://publications.waset.org/search?q=PittsburgApproach" title=" PittsburgApproach"> PittsburgApproach</a>, <a href="https://publications.waset.org/search?q=" title=" "> </a>, <a href="https://publications.waset.org/search?q=Reinforcement%20learning." title=" Reinforcement learning."> Reinforcement learning.</a> </p> <a href="https://publications.waset.org/2609/learning-classifier-systems-approach-for-automated-discovery-of-censored-production-rules" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2609/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2609/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2609/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2609/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2609/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2609/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2609/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2609/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2609/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2609/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1530</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2933</span> Optimal Design and Intelligent Management of Hybrid Power System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Reza%20Sedaghati">Reza Sedaghati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the increasing energy demand in the world as well as limited fossil energy fuel resources, it is necessary to use renewable energy resources more than ever. Developing a hybrid energy system is suggested to overcome the intermittence of renewable energy resources such as sun and wind, in which the excess electrical energy can be converted and stored. While these resources store the energy, they can provide a more reliable system that is really suitable for off-grid applications. In hybrid systems, a methodology for optimal sizing of power generation systems components is of great importance in terms of economic aspects and efficiency. In this study, a hybrid energy system is designed to supply an off-grid sample load pattern with the aim of supplying necessary energy and minimizing the total production cost throughout the system life as well as increasing the reliability. For this purpose, the optimal size and the cost function of these resources is determined and minimized using evolutionary algorithms and system efficiency is studied with real-time load and meteorological information of Kazerun, a city in southern Iran under different conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Hybrid%20energy%20system" title="Hybrid energy system">Hybrid energy system</a>, <a href="https://publications.waset.org/search?q=intelligent%20method" title=" intelligent method"> intelligent method</a>, <a href="https://publications.waset.org/search?q=optimal%20size" title=" optimal size"> optimal size</a>, <a href="https://publications.waset.org/search?q=minimal." title=" minimal."> minimal.</a> </p> <a href="https://publications.waset.org/10005173/optimal-design-and-intelligent-management-of-hybrid-power-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005173/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005173/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005173/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005173/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005173/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005173/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005173/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005173/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005173/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005173/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005173.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1474</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2932</span> The Use of ICT and e-Learning in Higher Education in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kumiko%20Aoki">Kumiko Aoki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Japan is known to be a technological powerhouse, being noted for its automobiles, consumer electronics, laptop computers, portable gaming devices, and more recently healing animal robots. Japan is also noted for its popular culture; manga, anime, novels, films, character goods, game programs, cosplay cafes, karaoke and so on. It may be natural for people outside Japan to assume that e-learning in Japan must be well advanced and innovative. In reality, the application of technologies in education in Japan is far behind of other developed countries. Especially in higher education, apathy of students towards their study prevails and teachers continue ignoring such student attitudes. E-learning, which is supposed to revolutionalize the way people learn as it has potentials to enable more student-centered learning, has not been realized in Japan and mostly used to perpetuate the teachercentered teaching in a different format.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/search?q=Higher%20Education" title=" Higher Education"> Higher Education</a>, <a href="https://publications.waset.org/search?q=ICT%20in%20Education" title=" ICT in Education"> ICT in Education</a>, <a href="https://publications.waset.org/search?q=Japan" title="Japan">Japan</a> </p> <a href="https://publications.waset.org/8572/the-use-of-ict-and-e-learning-in-higher-education-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8572/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8572/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8572/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8572/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8572/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8572/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8572/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8572/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8572/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8572/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8572.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">7391</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2931</span> Teachers’ Awareness of the Significance of Lifelong Learning: A Case Study of Secondary School Teachers of Batna – Algeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Bahloul%20Amel">Bahloul Amel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study is an attempt to raise the awareness of the stakeholders and the authorities on the sensitivity of Algerian secondary school teachers of English as a Foreign Language about the students’ loss of English language skills learned during formal schooling with effort and at expense and the supposed measures to arrest that loss. Data was collected from secondary school teachers of EFL and analyzed quantitatively using a questionnaire containing open-ended and close-ended questions. The results advocate a consensus about the need for actions to be adopted to make assessment techniques outcome-oriented. Most of the participants were in favor of including curricular activities involving contextualized learning, problem-solving learning critical selfawareness, self and peer-assisted learning, use of computers and internet so as to make learners autonomous.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Contextualized%20learning" title="Contextualized learning">Contextualized learning</a>, <a href="https://publications.waset.org/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/search?q=Lifelong%20learning." title=" Lifelong learning."> Lifelong learning.</a> </p> <a href="https://publications.waset.org/9999722/teachers-awareness-of-the-significance-of-lifelong-learning-a-case-study-of-secondary-school-teachers-of-batna-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999722/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999722/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999722/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999722/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999722/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999722/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999722/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999722/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999722/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999722/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999722.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2062</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2930</span> An Agent Oriented Architecture to Supply Integration in ERP Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hassan%20Haghighi">Hassan Haghighi</a>, <a href="https://publications.waset.org/search?q=Sajad%20Ghorbani"> Sajad Ghorbani</a>, <a href="https://publications.waset.org/search?q=Maryam%20Mohebati"> Maryam Mohebati</a>, <a href="https://publications.waset.org/search?q=Mohammad%20Mahdi%20Javanmard"> Mohammad Mahdi Javanmard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>One of the most important aspects expected from ERP systems is to integrate various operations existing in administrative, financial, commercial, human resources, and production departments of the consumer organization. Also, it is often needed to integrate the new ERP system with the organization legacy systems when implementing the ERP package in the organization. Without relying on an appropriate software architecture to realize the required integration, ERP implementation processes become error prone and time consuming; in some cases, the ERP implementation may even encounters serious risks. In this paper, we propose a new architecture that is based on the agent oriented vision and supplies the integration expected from ERP systems using several independent but cooperator agents. Besides integration which is the main issue of this paper, the presented architecture will address some aspects of intelligence and learning capabilities existing in ERP systems</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=enterprise%20resource%20planning" title="enterprise resource planning">enterprise resource planning</a>, <a href="https://publications.waset.org/search?q=software%20architecture" title=" software architecture"> software architecture</a>, <a href="https://publications.waset.org/search?q=agent%20oriented%20architecture" title=" agent oriented architecture"> agent oriented architecture</a>, <a href="https://publications.waset.org/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/search?q=learning." title=" learning."> learning.</a> </p> <a href="https://publications.waset.org/368/an-agent-oriented-architecture-to-supply-integration-in-erp-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/368/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/368/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/368/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/368/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/368/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/368/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/368/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/368/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/368/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/368/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/368.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1838</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2929</span> The Role of Optimization and Machine Learning in e-Commerce Logistics in 2030</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vincenzo%20Capalbo">Vincenzo Capalbo</a>, <a href="https://publications.waset.org/search?q=Gianpaolo%20Ghiani"> Gianpaolo Ghiani</a>, <a href="https://publications.waset.org/search?q=Emanuele%20Manni"> Emanuele Manni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Global e-commerce sales have reached unprecedented levels in the past few years. As this trend is only predicted to go up as we continue into the ’20s, new challenges will be faced by companies when planning and controlling e-commerce logistics. In this paper, we survey the related literature on Optimization and Machine Learning as well as on combined methodologies. We also identify the distinctive features of next-generation planning algorithms - namely scalability, model-and-run features and learning capabilities - that will be fundamental to cope with the scale and complexity of logistics in the next decade. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=e-Commerce" title="e-Commerce">e-Commerce</a>, <a href="https://publications.waset.org/search?q=Logistics" title=" Logistics"> Logistics</a>, <a href="https://publications.waset.org/search?q=Machine%20Learning" title=" Machine Learning"> Machine Learning</a>, <a href="https://publications.waset.org/search?q=Optimization." title=" Optimization."> Optimization.</a> </p> <a href="https://publications.waset.org/10011929/the-role-of-optimization-and-machine-learning-in-e-commerce-logistics-in-2030" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011929/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011929/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011929/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011929/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011929/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011929/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011929/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011929/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011929/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011929/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011929.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1128</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2928</span> The Relationship between Competency-Based Learning and Learning Efficiency of Media Communication Students at Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Somtop%20Keawchuer">Somtop Keawchuer </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research aims to study (1) the relationship between competency-based learning and learning efficiency of new media communication students at Suan Sunandha University (2) the demographic factor effect on learning efficiency of students at Suan Sunandha University. This research method will use quantitative research; data was collected by questionnaires distributed to students from new media communication in management science faculty of Suan Sunandha Rajabhat University for 1340 sample by purposive sampling method. Data was analyzed by descriptive statistic including percentage, mean, standard deviation and inferential statistic including T-test, ANOVA and Pearson correlation for hypothesis testing. The results showed that the competency-based learning in term of ability to communicate, ability to think and solve the problem, life skills and ability to use technology has a significant relationship with learning efficiency in term of the cognitive domain, psychomotor domain and affective domain at the 0.05 level and which is in harmony with the research hypotheses.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Competency-based%20learning" title="Competency-based learning">Competency-based learning</a>, <a href="https://publications.waset.org/search?q=learning%20efficiency" title=" learning efficiency"> learning efficiency</a>, <a href="https://publications.waset.org/search?q=new%20media%20communication%20students" title=" new media communication students"> new media communication students</a>, <a href="https://publications.waset.org/search?q=Suan%20Sunandha%20Rajabhat%20University." title=" Suan Sunandha Rajabhat University."> Suan Sunandha Rajabhat University.</a> </p> <a href="https://publications.waset.org/10006799/the-relationship-between-competency-based-learning-and-learning-efficiency-of-media-communication-students-at-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006799/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006799/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006799/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006799/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006799/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006799/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006799/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006799/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006799/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006799/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006799.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1179</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2927</span> Integration of Best Practices and Requirements for Preliminary E-Learning Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sophie%20Huck">Sophie Huck</a>, <a href="https://publications.waset.org/search?q=Knut%20Linke"> Knut Linke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study will examine how IT practitioners can be motivated for IT studies and which kind of support they need during their occupational studies. Within this research project, the challenge of supporting students being engaged in business for several years arose. Here, it is especially important to successfully guide them through their studies. The problem of this group is that they finished their school education years ago. In order to gather first experiences, preliminary e-learning courses were introduced and tested with a group of users studying General Management. They had to work with these courses and have been questioned later on about their approach to the different methods. Moreover, a second group of potential students was interviewed with the help of online questionnaires to give information about their expectations regarding extra occupational studies. We also want to present best practices and cases in e-education in the subarea of mathematics and distance learning. Within these cases and practices, we use state of the art systems and technologies in e-education to find a way to increase teaching quality and the success of students. Our research indicated that the first group of enrolled students appreciated the new preliminary e-learning courses. The second group of potential students was convinced of this way of learning as a significant component of extra occupational studies. It can be concluded that this part of the project clarified the acceptance of the e-learning strategy by both groups and led to satisfactory results with the enrolled students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning%20evaluation" title="E-learning evaluation">E-learning evaluation</a>, <a href="https://publications.waset.org/search?q=self-learning" title=" self-learning"> self-learning</a>, <a href="https://publications.waset.org/search?q=virtual%20classroom" title=" virtual classroom"> virtual classroom</a>, <a href="https://publications.waset.org/search?q=virtual%20learning%20environments." title=" virtual learning environments."> virtual learning environments.</a> </p> <a href="https://publications.waset.org/10004177/integration-of-best-practices-and-requirements-for-preliminary-e-learning-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004177/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004177/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004177/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004177/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004177/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004177/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004177/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004177/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004177/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004177/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004177.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1681</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2926</span> Post Earthquake Volunteer Learning That Build Up Caring Learning Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Naoki%20Okamura">Naoki Okamura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>From a perspective of moral education, this study has examined the experiences of a group of college students who volunteered in disaster areas after the magnitude 9.0 Earthquake, which struck the Northeastern region of Japan in March, 2011. The research, utilizing the method of grounded theory, has uncovered that most of the students have gone through positive changes in their development of moral and social characters, such as attaining deeper sense of empathy and caring personalities. The study expresses, in identifying the nature of those transformations, that the importance of volunteer work should strongly be recognized by the colleges and universities in Japan, in fulfilling their public responsibility of creating and building learning communities that are responsible and caring.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Moral%20development" title="Moral development">Moral development</a>, <a href="https://publications.waset.org/search?q=moral%20education" title=" moral education"> moral education</a>, <a href="https://publications.waset.org/search?q=service%0D%0Alearning" title=" service learning"> service learning</a>, <a href="https://publications.waset.org/search?q=volunteer%20learning." title=" volunteer learning."> volunteer learning.</a> </p> <a href="https://publications.waset.org/10000021/post-earthquake-volunteer-learning-that-build-up-caring-learning-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000021/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000021/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000021/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000021/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000021/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000021/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000021/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000021/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000021/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000021/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1771</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2925</span> Organization Model of Semantic Document Repository and Search Techniques for Studying Information Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nhon%20Do">Nhon Do</a>, <a href="https://publications.waset.org/search?q=Thuong%20Huynh"> Thuong Huynh</a>, <a href="https://publications.waset.org/search?q=An%20Pham"> An Pham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, organizing a repository of documents and resources for learning on a special field as Information Technology (IT), together with search techniques based on domain knowledge or document-s content is an urgent need in practice of teaching, learning and researching. There have been several works related to methods of organization and search by content. However, the results are still limited and insufficient to meet user-s demand for semantic document retrieval. This paper presents a solution for the organization of a repository that supports semantic representation and processing in search. The proposed solution is a model which integrates components such as an ontology describing domain knowledge, a database of document repository, semantic representation for documents and a file system; with problems, semantic processing techniques and advanced search techniques based on measuring semantic similarity. The solution is applied to build a IT learning materials management system of a university with semantic search function serving students, teachers, and manager as well. The application has been implemented, tested at the University of Information Technology, Ho Chi Minh City, Vietnam and has achieved good results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=document%20retrieval%20system" title="document retrieval system">document retrieval system</a>, <a href="https://publications.waset.org/search?q=knowledgerepresentation" title=" knowledgerepresentation"> knowledgerepresentation</a>, <a href="https://publications.waset.org/search?q=document%20representation" title=" document representation"> document representation</a>, <a href="https://publications.waset.org/search?q=semantic%20search" title=" semantic search"> semantic search</a>, <a href="https://publications.waset.org/search?q=ontology." title=" ontology."> ontology.</a> </p> <a href="https://publications.waset.org/266/organization-model-of-semantic-document-repository-and-search-techniques-for-studying-information-technology" class="btn 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