Predicting students’ performance in e-learning using learning process and behaviour data

E-learning is achieved by the deep integration of modern education and information technology, and plays an important role in promoting educational equity. With the continuous expansion of user groups and application areas, it has become increasingly important to effectively ensure the quality of e-learning. Currently, one of the methods to ensure the quality of e-learning is to use mutually independent e-learning behaviour data to build a learning performance predictor to achieve real-time supervision and feedback during the learning process. However, this method ignores the inherent correlation between e-learning behaviours. Therefore, we propose the behaviour classification-based e-learning performance (BCEP) prediction framework, which selects the features of e-learning behaviours, uses feature fusion with behaviour data according to the behaviour classification model to obtain the category feature values of each type of behaviour, and finally builds a learning performance predictor based on machine learning. In addition, because existing e-learning behaviour classification methods do not fully consider the process of learning, we also propose an online behaviour classification model based on the e-learning process called the process-behaviour classification (PBC) model. Experimental results with the Open University Learning Analytics Dataset (OULAD) show that the learning performance predictor based on the BCEP prediction framework has a good prediction effect, and the performance of the PBC model in learning performance prediction is better than traditional classification methods. We construct an e-learning performance predictor from a new perspective and provide a new solution for the quantitative evaluation of e-learning classification methods.

EFFECTS OF YOGA PRACTICE ON LEARNING BEHAVIOUR AND ASSERTIVENESS AMONG SCHOOL CHILDREN IN TAMILNADU

The purpose of the present study was to find out the effect of yoga practice on learning behaviour and assertiveness among school children of Tamilnadu. For this purpose, ninety male adolescents studying in socially backward region of Tamilnadu, with the age group of 15 to 17 years who were studying in Nandanar Boys Higher Secondary School, Chidambaram (Cuddalore District), Government Boys Higher Secondary School, Vallalapatty, Madurai (Madurai District) and Government Boys Higher Secondary School, Thiruvannamalai (Thiruvannamalai District), were chosen as subjects. They were divided into two equal groups, each group consisted of forty-five subjects, in which experimental group - I underwent yoga practice and experimental group - II acted as control that did not participate in any special activities apart from their regular curricular activities. The training period for the study was five days (Monday to Friday) a week for twelve weeks. Prior to and after the experimental period, the subjects were tested on learning behaviour and assertiveness. Learning behavior was surveyed by the Jegadheesh Srivastava learning behaviour Questionnaire and Assertiveness was surveyed by Rathu’s Assertiveness inventory. The Analysis of Covariance (ANCOVA) was applied to find out any significant difference between the experimental groups and control group on selected criterion variables. The result of the study shows that the yoga practice group was significantly improved the learning behaviour and assertiveness when compared with the control group.

Polyglots’ multisensory language learning behaviour and its application in teaching languages

The article describes the study of Hebrew by Alexander Arguelles, one of the outstanding polyglots of our time. The monitoring results demonstrate that the polyglot himself is not always aware of his effective strategies of learning the language. For example, the active use of sensory-motor input of new language information was identified as one of the unconscious language acquisition strategies.

Language learner cognition: Exploring adult migrants’ L2 activity beyond the classroom

<p>For years, understanding the relationship between behaviour and cognition has been a central concern of research conducted in the social sciences. In fields as diverse as anthropology, business, medicine, and education it is widely accepted that the development of practice (as a type of behaviour), depends on a precise understanding of how thought gets carried into action. However, studies investigating the complex interplay between a learner’s cognition (i.e. thoughts, knowledge, beliefs, and feelings about L2 learning) and their behaviour (i.e. language-related activity) are only recently garnering attention. In addition, only few studies have looked at this dynamic process with adult participants beyond the language learning classroom. Framed within the context of naturalistic language learning, this investigation explores the social construction of adult (over 30 years of age) L2 learners’ cognition in an ESOL setting. Specifically it aimed to answer the following research questions: RQ 1. What are the prior language learning experiences of a group of adult migrant learners living in New Zealand? RQ 2. How have these prior language learning experiences influenced the construction and development of their beliefs, assumptions, knowledge (BAK) about language learning? RQ 3. What is their perceived need for English in their current socio-cultural context? RQ 4. How do adult migrant language learners engage in language related activities beyond the classroom? RQ 5. How can this language learning behaviour be reflected in a model of language learner cognition? The study combined a longitudinal, ethnographic approach, with elements of narrative and case study inquiry. Six ‘recently arrived’ (Dunstan, Roz, & Shorland, 2004a) Colombian migrants (five refugees; one immigrant) were asked to talk about and discuss both prior and current experiences learning and using an L2. Through these lengthy in-depth, conversation-like interviews conducted in Spanish (the participants’ L1), told over time, a nuanced picture of the participants’ L2-related cognition emerged. As a result, I was able to more clearly observe the dynamic process in which a language learner’s mental life both impacts and is impacted on by language-related activity throughout their day-to day interactions. The participants are seen engaging in the L2 across a range of settings including at home, the doctor’s office, supermarkets and work. Moreover, in their accounts of this engagement we see change and revision (i.e. development) in their thinking about L2 learning and themselves as language learners, as well as their feelings toward the L2, other L2s and L2 users. A single participant was selected as an exemplary case to examine in detail, and facilitate understanding of this development. A case study approach allowed for a more intricate exploration of how the interplay between thought, emotion, and context impacted on the learner’s approaches to language-related activities. Issues regarding readiness to interact in the L2, intelligibility, language variety, and aversion to the ‘sound of English’ were seen as playing significant roles in the learner’s language development. This analysis resulted in the construction of a framework depicting language learner cognition in action. In terms of implications, this research supports the case for more qualitative research in SLA which centres learners’ perspectives of their L2 related experiences, particularly when so much of what seems to be affecting learning is the learners understanding of themselves and their actions. It also argues that studies in L2 cognition should focus their investigations on the developmental processes involved in the social construction of the mental factors which impact language learning and use. Finally, while belief studies in SLA are expanding the scope of their investigations – by looking to include more emotion and other affective factors, as well as by branching out into self-related constructs such as self-concept and self-efficacy in the foreign language domain – these studies remain limited in their almost microscopic view of learners’ mental lives. The picture of cognition I offer provides a more holistic understanding of this phenomenon which helps account at a macro-level for L2 behaviour. The study also highlights the potential and power of data gathering methods which foreground the participants’ voices and ideas (i.e. in-depth, unstructured interviews told over time) – reminding us that it is important when looking for what drives language learning behaviour to consider what the learners feel and think.</p>

Language learner cognition: Exploring adult migrants’ L2 activity beyond the classroom

<p>For years, understanding the relationship between behaviour and cognition has been a central concern of research conducted in the social sciences. In fields as diverse as anthropology, business, medicine, and education it is widely accepted that the development of practice (as a type of behaviour), depends on a precise understanding of how thought gets carried into action. However, studies investigating the complex interplay between a learner’s cognition (i.e. thoughts, knowledge, beliefs, and feelings about L2 learning) and their behaviour (i.e. language-related activity) are only recently garnering attention. In addition, only few studies have looked at this dynamic process with adult participants beyond the language learning classroom. Framed within the context of naturalistic language learning, this investigation explores the social construction of adult (over 30 years of age) L2 learners’ cognition in an ESOL setting. Specifically it aimed to answer the following research questions: RQ 1. What are the prior language learning experiences of a group of adult migrant learners living in New Zealand? RQ 2. How have these prior language learning experiences influenced the construction and development of their beliefs, assumptions, knowledge (BAK) about language learning? RQ 3. What is their perceived need for English in their current socio-cultural context? RQ 4. How do adult migrant language learners engage in language related activities beyond the classroom? RQ 5. How can this language learning behaviour be reflected in a model of language learner cognition? The study combined a longitudinal, ethnographic approach, with elements of narrative and case study inquiry. Six ‘recently arrived’ (Dunstan, Roz, & Shorland, 2004a) Colombian migrants (five refugees; one immigrant) were asked to talk about and discuss both prior and current experiences learning and using an L2. Through these lengthy in-depth, conversation-like interviews conducted in Spanish (the participants’ L1), told over time, a nuanced picture of the participants’ L2-related cognition emerged. As a result, I was able to more clearly observe the dynamic process in which a language learner’s mental life both impacts and is impacted on by language-related activity throughout their day-to day interactions. The participants are seen engaging in the L2 across a range of settings including at home, the doctor’s office, supermarkets and work. Moreover, in their accounts of this engagement we see change and revision (i.e. development) in their thinking about L2 learning and themselves as language learners, as well as their feelings toward the L2, other L2s and L2 users. A single participant was selected as an exemplary case to examine in detail, and facilitate understanding of this development. A case study approach allowed for a more intricate exploration of how the interplay between thought, emotion, and context impacted on the learner’s approaches to language-related activities. Issues regarding readiness to interact in the L2, intelligibility, language variety, and aversion to the ‘sound of English’ were seen as playing significant roles in the learner’s language development. This analysis resulted in the construction of a framework depicting language learner cognition in action. In terms of implications, this research supports the case for more qualitative research in SLA which centres learners’ perspectives of their L2 related experiences, particularly when so much of what seems to be affecting learning is the learners understanding of themselves and their actions. It also argues that studies in L2 cognition should focus their investigations on the developmental processes involved in the social construction of the mental factors which impact language learning and use. Finally, while belief studies in SLA are expanding the scope of their investigations – by looking to include more emotion and other affective factors, as well as by branching out into self-related constructs such as self-concept and self-efficacy in the foreign language domain – these studies remain limited in their almost microscopic view of learners’ mental lives. The picture of cognition I offer provides a more holistic understanding of this phenomenon which helps account at a macro-level for L2 behaviour. The study also highlights the potential and power of data gathering methods which foreground the participants’ voices and ideas (i.e. in-depth, unstructured interviews told over time) – reminding us that it is important when looking for what drives language learning behaviour to consider what the learners feel and think.</p>

Medicines—general principles

All the medicines used to treat ADHD aim to normalize the amount of neurotransmitter in the frontal lobes of the brain. Each child with ADHD needs medication that is selected with care and based on several considerations. Medicine can potentially reduce many difficulties experienced by children with ADHD, although some may not need medication. This chapter discusses medicines in the treatment of ADHD, including how they work, how to find the right medicine for a particular child and aspects of ADHD that are helped by medicines (learning, behaviour, social skills, emotional state). It also covers the place of medicine in the treatment of ADHD, treatment of ADHD without medication, and how to explain the role of medications to a child.

Development and psychometric testing of a Learning Behaviour Questionnaire among Chinese undergraduate nursing students

ObjectiveThis study aimed to develop and validate a new Learning Behaviour Questionnaire (LBQ) for the undergraduate nursing students.Study designThis study was performed in two phases. Phase 1 of the study focused on questionnaire development to create a pool of items, while phase 2 focused on validity and reliability testing.MethodsSemistructured interviews were used to explore nursing undergraduates’ perception of learning behaviour. A two-round modified Delphi method was used to test content validity and quantify the degree of consistency in questionnaire items. An item analysis, an exploratory factor analysis (EFA), a confirmatory factor analysis (CFA) and an internal consistency reliability check were conducted. Criterion-related validity was demonstrated through correlations with Self-Regulated Learning Scale for Undergraduates (SRLS-U). A sample of 114 nursing students was evaluated in test–retest reliability to confirm stability.ResultsThe final LBQ consisted of four factors for the 19-item questionnaire with a 5-point rating from ‘1’ (Fully disagree) to ‘5’ (fully agree). The content validity was 0.890. EFA revealed the presence of four factors, including ‘strategy’, ‘attitude’, ‘motivation’ and ‘degree of satisfaction’. The CFA indicated good fit indexes for the proposed model (χ2/df=1.866, root mean square residual=0.037, comparative fit index =0.950, goodness-of-fit index =0.929, Tucker-Lewis index=0.941, adjusted goodness-of-fit index=0.907 and root mean square error of approximation=0.049). The LBQ correlated significantly with SRLS-U subscales (r=0.742–0.837, p<0.01). The Cronbach’s alpha coefficient of the whole questionnaire was 0.936, while the Cronbach’s alphas of the four factors were 0.828, 0.826, 0.804 and 0.805, respectively. The test–retest reliabilities of the four factors were 0.886, 0.904, 0.852 and 0.875, respectively.ConclusionThe validity and reliability of the LBQ were satisfying. The LBQ is a short, well-developed questionnaire that can serve as a generic assessment tool for measuring learning behaviour for Chinese undergraduate nursing students.Cite Now

Students’ Perception towards the Use of Rewards to Enhance Their Learning Behaviours and Self-Development

Rewarding system and reinforcement have often been used in language teaching, and they have been used to help improve students’ academic achievements, and learning competition and control desirable behaviours in the English learning classroom. This exploratory study investigates students’ perceptions of the use of rewards in the classroom for enhancing behaviours and self-development. Participants were 29 mattayom 5 high school students (Grade 11) who studied a fundamental English course in Samut Sakhon Province on the outskirts of Bangkok. The rewarding system was then designed to be used during the 12-week sessions. The course was divided into 3 phases, and each phase lasted for 4 weeks. No rewards were given to students in the first phase, and all rewards were given in the second and third phases. At the end of week 4, 8 and 12, participants were required to write reflective journals to examine their perceptions toward the use of rewards. The journals were analysed via thematic content analysis. The findings revealed that receiving rewards influenced students’ positive emotions - enjoyment, excitement, relaxation and engagement. The findings also showed that they were highly satisfied with the use of rewards which enhanced their self-development since a teacher used them as external goals. Rewards were used as positive reinforcement for learning behaviour. The use of rewards was also used to build more powerful activities in the classroom.