Incorporating “World View” into the LMS or CMS is Best

2011 ◽  
pp. 326-337
Author(s):  
Katherine Watson
Keyword(s):  
United States ◽  
Subject Matter ◽  
World View ◽  
Learning Management Systems ◽  
The United States ◽  
Management Systems ◽  
Course Management ◽  
Educational Materials ◽  
Linguistic Relativism ◽  
Different Cultures

“Linguistic relativism” leads people of different cultures to define, explain, and even see reality in images framed by their diverse languages. The most readily available and commonly used online educational materials are often scaffolded in unyielding structures shrouded in American standards and expectations. These Americano-centric course management and learning management systems render subject matter design and delivery, as well as assignment formulation, scheduling, and grading, difficult for educators who understand the importance of imbuing their materials with atypical alternative views of reality expressed in the worldviews of languages and cultures beyond the borders of the United States.

Incorporating “World View” into the LMS or CMS is Best

2012 ◽  
pp. 1220-1231
Author(s):  
Katherine Watson
Keyword(s):  
United States ◽  
Subject Matter ◽  
World View ◽  
Learning Management Systems ◽  
The United States ◽  
Management Systems ◽  
Course Management ◽  
Educational Materials ◽  
Linguistic Relativism ◽  
Different Cultures

“Linguistic relativism” leads people of different cultures to define, explain, and even see reality in images framed by their diverse languages. The most readily available and commonly used online educational materials are often scaffolded in unyielding structures shrouded in American standards and expectations. These Americano-centric course management and learning management systems render subject matter design and delivery, as well as assignment formulation, scheduling, and grading, difficult for educators who understand the importance of imbuing their materials with atypical alternative views of reality expressed in the worldviews of languages and cultures beyond the borders of the United States.

Incorporating “World View” into the LMS or CMS is Best

2012 ◽  
pp. 71-80
Author(s):  
Katherine Watson
Keyword(s):  
United States ◽  
Subject Matter ◽  
World View ◽  
Learning Management Systems ◽  
The United States ◽  
Management Systems ◽  
Course Management ◽  
Educational Materials ◽  
Linguistic Relativism ◽  
Different Cultures

“Linguistic relativism” leads people of different cultures to define, explain, and even see reality in images framed by their diverse languages. The most readily available and commonly used online educational materials are often scaffolded in unyielding structures shrouded in American standards and expectations. These Americano-centric course management and learning management systems render subject matter design and delivery, as well as assignment formulation, scheduling, and grading, difficult for educators who understand the importance of imbuing their materials with atypical alternative views of reality expressed in the worldviews of languages and cultures beyond the borders of the United States.

Accessing Learning Management Systems With Smartphones

2021 ◽  
pp. 221-243
Author(s):  
Bret Miller ◽  
Michael Thomas
Keyword(s):  
United States ◽  
Online Learning ◽  
Student Engagement ◽  
Quantitative Data ◽  
Learning Management Systems ◽  
The United States ◽  
Management Systems ◽  
Learning Behavior ◽  
Online Classroom ◽  
Laptop Computers

Smartphones have many qualities that have made them potentially useful for learning (e.g., connectivity, interactivity, and personalization) but few studies have considered their role in understanding learning behavior and student engagement. This study investigated differences in the way students approach online learning, comparing those who use smartphones to access their online classroom with students who use more traditional tools, such as desktop and laptop computers. Specifically, the study was designed to investigate the use of smartphones and their effect on learning behavior and student engagement at a regionally accredited university in the United States. The chapter analyzes the quantitative data arising from the study and discusses why the results identified statistically significant differences in the ways students approached their own learning. Moreover, it also explores the engagement patterns which revealed that the type of tasks online students performed with a smartphone varied significantly from the tasks that students performed when using a desktop or tablet.

Cooperative trust and trustworthiness in China and the United States: Does guanxi make a difference?

2019 ◽  
Vol 47 (5) ◽  
pp. 1-11
Author(s):  
Hanjing Huang ◽  
Pei-Luen Patrick Rau
Keyword(s):  
United States ◽  
Supply Chain ◽  
Special Form ◽  
The United States ◽  
Personal Relationship ◽  
Personal Relationships ◽  
Business Context ◽  
Different Cultures

Our aim was to investigate and compare the effects of cooperating with either a friend or a stranger in a business context on trust and trustworthiness in 2 different cultures. In China, guanxi is a special form of personal relationship in which the exchange partners bond through reciprocal obligations. We conducted cooperation experiments based on the supply chain task in which Chinese and U.S. participants cooperated with their friends and with strangers. The results indicated that both Chinese and U.S. participants had higher levels of trust and trustworthiness for their friends than for strangers. Moreover, Chinese participants made a stronger distinction between friends and strangers than did U.S. participants. In addition, Chinese participants had lower levels of trust and trustworthiness than did U.S. participants. The cooperation experiments enrich the theoretical field of investigating the effects of personal relationships on cooperative trust and trustworthiness, and provide practical value to the management of business cooperation in different cultures.

Improving Accuracy using The ASERLU layer in CNN-BiLSTM Architecture on Sentiment Analysis

2021 ◽  
Vol 5 (5) ◽  
pp. 1001-1007
Author(s):  
Sandi Hermawan ◽  
Rilla Mandala
Keyword(s):  
United States ◽  
Activation Function ◽  
The United States ◽  
Activation Method ◽  
Training Process ◽  
Educational Backgrounds ◽  
User Comments ◽  
Sentiment Detection ◽  
Improving Accuracy ◽  
Different Cultures

There have been 350,000 tweets generated by the interaction of social networks with different cultures and educational backgrounds in the last ten years. Various sentiments are expressed in the user comments, from support to hatred. The sentiments regarded the United States General Election in 2020. This dataset has 3,000 data gotten from previous research. We augment it becomes 15,000 data to facilitate training and increase the required data. Sentiment detection is carried out using the CNN-BiLSTM architecture. It is chosen because CNN can filter essential words, and BiLSTM can remember memory in two directions. By utilizing both, the training process becomes maximum. However, this method has disadvantages in the activation. The drawback of the existing activation method, i.e., "Zero-hard Rectifier" and "ReLU Dropout" problem to become the cause of training stopped in the ReLU activation, and the exponential function cannot be set become the activation function still rigid towards output value in the SERLU activation. To overcome this problem, we propose a novel activation method to repair activation in CNN-BiLSTM architecture. It is namely the ASERLU activation function. It can adjust positive value output, negative value output, and exponential value by the setter variables. So, it adapts more conveniently to the output value and becomes a flexible activation function because it can be increased and decreased as needed. It is the first research applied in architecture. Compared with ReLU and SERLU, our proposed method gives higher accuracy based on the experiment results.

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