Web-based e-learning education research and development now focuses on the inclusion of new technological features and the exploration of software standards. However, far less effort is going into finding solutions to psychopedagogical problems in this new educational category. This paper proposes a psychopedagogical instructional model based on content structure, the latest research into information processing psychology and social contructivism, and defines a blended approach to the learning process. Technologically speaking, the instructional model is supported by learning objects, a concept inherited from the object-oriented paradigm.
This paper presents a blended learning approach and a study evaluating instruction in a software engineering-related course unit as part of an undergraduate engineering degree program in computing. In the past, the course unit had a lecture-based format. In view of student underachievement and the high course unit dropout rate, a distance-learning system was deployed, where students were allowed to choose between a distance-learning approach driven by a modérate constructivist instructional model or a blended-learning approach. The results of this experience are presented, with the aim of showing the effectiveness of the teaching/learning system deployed compared to the lecture-based system previously in place. The grades earned by students under the new system, following the distance-learning and blended-learning courses, are compared statistically to the grades attained in earlier years in the traditional face-to-face classroom (lecture-based) learning.
Educational research and development into e-learning mainly focuses on the inclusion of new technological features without taking into account psycho-pedagogical concerns that are likely to improve a learner's cognitive process in this new educational category. This paper presents an instructional model that combines objectivist and constructivist learning theories. The model is based on the concept of a learning objective which is composed of a set of learning objects. A software tool, called the Instruction Aid System (IAS), has been developed to guide instructors through the development of learning objectives and the execution of the analysis and design phases of the proposed instructional model. Additionally, a blended approach to the learning process in Webbased distance education is also presented. This approach combines various event-based activities: self-p acec j [earning, live e-leaming and the use of face-to-face contact in classrooms.
This paper proposes a new grammar-guided genetic programming (GGGP) system by introducing two original genetic operators: crossover and mutation, which most influence the evolution process. The first, the so-called grammar-based crossover operator, strikes a good balance between search space exploration and exploitation capabilities and, therefore, enhances GGGP system performance. And the second is a grammar-based mutation operator, based on the crossover, which has been designed to generate individuals that match the syntactical constraints of the context-free grammar that defines the programs to be handled. The use of these operators together in the same GGGP system assures a higher convergence speed and less likelihood of getting trapped in local optima than other related approaches. These features are shown throughout the comparison of the results achieved by the proposed system with other important crossover and mutation methods in two experiments: a laboratory problem and the real-world task of breast cancer prognosis.
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