Topic
Passive learning
About: Passive learning is a research topic. Over the lifetime, 858 publications have been published within this topic receiving 15064 citations.
Papers published on a yearly basis
Papers
TL;DR: The proposed research and design model named "FLIPPED" adds three extra letters-P-E-D (Progressive Activities, Engaging Experiences, and Diversified Platforms)-to the F-L-I-P?
Abstract: The flipped learning model, which "flips" traditional in-class lectures with collaborative activities, has gained many followers and converts in K-12 education. However, a review of previous studies shows that the flipped model is still underutilized and underexplored in the higher education context. Research and design models for flipped learning in higher education are also insufficient. This study attempts to fill this gap by developing a model that can provide a foundation for further research and practice for flipped learning in higher education. Building from the four pillars of F-L-I-P? (Flexible Environments, Learning Culture, Intentional Content, and Professional Educators), the proposed research and design model named "FLIPPED" adds three extra letters-P-E-D (Progressive Activities, Engaging Experiences, and Diversified Platforms)-to the F-L-I-P? acronym. This model was implemented in a "Holistic Flipped Classroom" environment and evaluated based on a student survey, interviews, and an analysis of computer system logs. Findings demonstrated that the proposed model was effective; students reported that they were satisfied with the course, their attendance improved, and their study efforts increased. Results also suggested that the transactional distance changed during the learning process: highly motivated students performed much better than less motivated students. However, some students retained their former passive learning habits, and this resulted in an obstruction to full adoption. Reflections on the achievements and challenges of the "FLIPPED" model have culminated in various examples, guidelines, and suggestions for practitioners as they consider their own design, implementation, and adoption.1 Develops the FLIPPED research & design model for higher education.Uses the Holistic Flipped Classroom approach to implement the model.Research was conducted using a survey, interviews, and system log analysis.Identifies challenges and problems during the implementation.Provides strategies, examples, and guidelines for future practitioners.
674 citations
TL;DR: In this paper, the authors propose a conceptual and theoretical framework to understand technical change in late industrializing economies and develop a kind of empirical test of the usefulness of that new framework by means of a comparative study of the Brazilian and South Korean cases.
418 citations
TL;DR: No significant difference in student performance between online and face-to-face (F2F) learners overall and with respect to gender, or withrespect to class rank were found, demonstrating the ability to similarly translate environmental science concepts for non-STEM majors in both traditional and online platforms irrespective of gender or class rank.
Abstract: A growing number of students are now opting for online classes. They find the traditional classroom modality restrictive, inflexible, and impractical. In this age of technological advancement, schools can now provide effective classroom teaching via the Web. This shift in pedagogical medium is forcing academic institutions to rethink how they want to deliver their course content. The overarching purpose of this research was to determine which teaching method proved more effective over the eight-year period. The scores of 548 students, 401 traditional students and 147 online students, in an environmental science class were used to determine which instructional modality generated better student performance. In addition to the overarching objective, we also examined score variabilities between genders and classifications to determine if teaching modality had a greater impact on specific groups. No significant difference in student performance between online and face-to-face (F2F) learners overall, with respect to gender, or with respect to class rank were found. These data demonstrate the ability to similarly translate environmental science concepts for non-STEM majors in both traditional and online platforms irrespective of gender or class rank. A potential exists for increasing the number of non-STEM majors engaged in citizen science using the flexibility of online learning to teach environmental science core concepts.
417 citations
Proceedings Article•
4 Nov 2016TL;DR: This paper proposed a framework for language learning that relies on multi-agent communication in the context of referential games, where a sender and a receiver see a pair of images and the receiver must rely on this message to identify the target.
Abstract: The current mainstream approach to train natural language systems is to expose them to large amounts of text. This passive learning is problematic if we are interested in developing interactive machines, such as conversational agents. We propose a framework for language learning that relies on multi-agent communication. We study this learning in the context of referential games. In these games, a sender and a receiver see a pair of images. The sender is told one of them is the target and is allowed to send a message from a fixed, arbitrary vocabulary to the receiver. The receiver must rely on this message to identify the target. Thus, the agents develop their own language interactively out of the need to communicate. We show that two networks with simple configurations are able to learn to coordinate in the referential game. We further explore how to make changes to the game environment to cause the "word meanings" induced in the game to better reflect intuitive semantic properties of the images. In addition, we present a simple strategy for grounding the agents' code into natural language. Both of these are necessary steps towards developing machines that are able to communicate with humans productively.
400 citations
TL;DR: Quantitative results indicate that, compared to the human-guidance-only model, EDALS successfully stimulates positive emotions and improved learning outcomes among learners, and students performed best when they are learning with EDALS integrated in commentator approach.
Abstract: An antagonistic relationship is traditionally seen as existing between eco-education and technology, with conventional instructional approaches usually characterized by a commentator guiding students in field learning. Unfortunately, in this passive learning approach, the discovery of rich ecological resources in eco-environments to stimulate positive emotions and experiences is often condensed into a "sightseeing". Therefore, precise and systematic guidance focused on providing a rich learning experience is needed in field learning and eco-education. Based on Kolb's experiential learning theory, the current study develops an eco-discovery AR-based learning model (EDALM) which is implemented in an eco-discovery AR-based learning system (EDALS). In a field experiment at a botanical garden, 21 middle school students constitute three groups participated in a learning activity using different learning types and media. Quantitative results indicate that, compared to the human-guidance-only model, EDALS successfully stimulates positive emotions and improved learning outcomes among learners. In post-activity interviews, students indicated they found the exploration mode provided by the proposed system to be more interesting and helpful to their learning in school. The use of attractive technologies increase students' willingness not only to learn more about the environment, but also to develop a more positive emotional attachment to it. Design of an eco-discovery AR-based learning model and system (EDALS) for eco-education.Students used EDALS to connect virtual and real world to enrich exploring experience.Students performed best when they are learning with EDALS integrated in commentator approach.EDALS integrated with eco-environment stimulates students' positive emotions and engagement.
386 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 46 |
| 2020 | 75 |
| 2019 | 46 |
| 2018 | 51 |
| 2017 | 39 |
| 2016 | 50 |