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Abstract

Abstract. We present an off-line variant of the mistake-bound model of learning. This is an intermediate model between the on-line learning model (Littlestone, 1988) and the self-directed learning model (Goldman, Rivest & Schapire, 1993, Goldman & Sloan, 1994. Just like in the other two models, a learner in the off-line model has to learn an unknown concept from a sequence of elements of the instance space on which it makes "guess and test" trials. In all models, the aim of the learner is to make as few mistakes as possible. The difference between the models is that, while in the on-line model only the set of possible elements is known, in the off-line model the sequence of elements (i.e., the identity of the elements as well as the order in which they are to be presented) is known to the learner in advance. On the other hand, the learner is weaker than the self-directed learner, which is allowed to choose adaptively the sequence of elements presented to him.We study some of the fundamental properties of the off-line model. In particular, we compare the number of mistakes made by the off-line learner on certain concept classes to those made by the on-line and self-directed learners. We give bounds on the possible gaps between the various models and show examples that prove that our bounds are tight.Another contribution of this paper is the extension of the combinatorial tool of labeled trees to a unified approach that captures the various mistake bound measures of all the models discussed. We believe that this tool will prove to be useful for further study of models of incremental learning.

Kesiapan Sekolah dalam Penyelenggaraan Belajar Tatap Muka Selama Pandemi Covid-19

“…Hal ini ditunjukkan seperti terjadinya diskusi akademik secara vertical (siswa dengan guru) dan horizontal (siswa dengan siswa) melalui tugas kelompok yang diberikan (Villela, 2013). Serta dalam pembelajaran offline tidak memiliki apa yang ada dalam pembelajaran online yaitu ketidakpastian akan fungsi yang ditargetkan tidak konsisten (siswa) dalam mengikuti pembelajaran dan tantangan masa depan bagi pembelajar online menghadapai depersonalisasi dalam relasi sosial (Ben-David et al, 1997). Serta 48,3 % siswa mengalami kelalaian selama kelas online dan 71,6% merasakan tidak puas dengan materi yang diberikan saat proses pembelajaran online.…”

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“…Several studies have revealed online and offline learning systems (Almaiah et al, 2020;Ben-David et al, 1997;Firmansyah et al, 2021;Hari et al, 2020;Koeswanti, 2021;Najib & Mursidi, 2021;Singh et al, 2021;Wua et al, 2022), even another paper proposed the integration of both (Lalima & Lata Dangwal, 2017), and some researchers compared both (Gupta, 2021;Pei & Wu, 2019;Singh et al, 2021;Valentino et al, 2021). The primary objective of both online and offline learning is to provide quality education, hence they are similar to two opposite sides of the same coin (Gupta, 2021).…”

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