From traditional face-to-face courses, asynchronous distance learning, synchronous live learning, to even blended learning approaches, the learning approach can be more learner-centralized, enabling students to learn anytime and anywhere. In this study, we applied educational data mining to explore the learning behaviors in data generated by students in a blended learning course. The experimental data were collected from two classes of Python programming related courses for first-year students in a university in northern Taiwan. During the semester, high-risk learners could be predicted accurately by data generated from the blended educational environment. The f1-score of the random forest model was 0.83, which was higher than the f1-score of logistic regression and decision tree. The model built in this study could be extrapolated to other courses to predict students’ learning performance, where the F1-score was 0.77. Furthermore, we used machine learning and symmetry-based learning algorithms to explore learning behaviors. By using the hierarchical clustering heat map, this study could define the students’ learning patterns including the positive interactive group, stable learning group, positive teaching material group, and negative learning group. These groups also corresponded with the student conscious questionnaire. With the results of this research, teachers can use the mid-term forecasting system to find high-risk groups during the semester and remedy their learning behaviors in the future.
This study examines how social media and live-streaming services can be used to assist onjob MBA students with their learning of Management cases. A learning framework called e-Case Live, which integrates a popular live-steaming broadcast service with social media, is proposed. A total of 48 onjob MBA students participated in this study to learn about the practices of Management in a case-based course. In terms of the two case-learning scenarios, the traditional case-based learning method group (TG) consisted of 23 participants, while the e-Case Live learning method group (e-CaseG) consisted of 25 participants. Students' perceptions were explored in terms of synchronous discussion, asynchronous discussion, and social presence. The results of this study indicate that: (1) compared to traditional classroom instructional methods, most on-job MBA students were more satisfied with e-Case Live in terms of synchronous and asynchronous discussion, but no significant difference was found in terms of social presence; (2) integrating live-streaming services with social media platforms can offer a valuable instructional method for on-job students who practice authentic problem solving by applying what they learn; (3) the e-Case Live framework can effectively enhance student involvement and engagement in understanding the contexts embedded in Management cases; and (4) social media has increased the interaction between teachers and students both in and out of the classroom.
Cognisant that the examination-driven culture in most Asian schools will hinder future educational innovation, a group of concerned Asian researchers started collaboration in 2014 to develop a theory to serve as a guide to design interest- driven learning activities. This endeavour then spawned the development of the Interest-Driven Creator (IDC) Theory. The theory postulates that when their learning is driven by interest, students can be engaged in knowledge creation. The continued practice of this creation process in their daily learning routines can lead students to excel in learning performance, develop 21st century competences and eventually form creation habits to be lifelong learners. This paper, therefore, adds on to the current articulation of IDC Theory by highlighting the implementation of an IDC experimental school in Taiwan and by presenting the story of how it embodies the spirit of IDC. The school curriculum prepares students to be lifelong readers and reflective writers with broad knowledge in the fields of Math, English Language, Science, and Interdisciplinary Social Studies. It emphasises not only students’ academic growth but also their physical wellness and character building. The endeavour intends to be a comprehensive example of practice-driven research, demonstrating how theory and practice can be bridged, and how a virtuous cycle of research improving practice and practice informing research can be developed. This paper also provides a glimpse of how IDC Theory can inspire the planning and integration of IDC-based education approaches in academic curricula beyond Taiwan. The paper ends with the call for a more concerted effort to create a sustainable alliance to share professional insights into IDC Theory through a non- governmental organisation.
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