Correlations between Online Learning Media Types, First Access Time, Access Frequency, and Students’ Achievement in a Flipped Classroom Implementation

Sengkey, Daniel Febrian; Paturusi, Sary D.E.; Sambul, Alwin M.

doi:10.21609/jsi.v17i1.1008

Cited by 5 publications

(15 citation statements)

References 16 publications

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“…An inverse optimal approach is investigated to design distributed consistent protocols to achieve certain square performance indicators within the system with consistency and global optimality on a directed graph of a continuous linear system, and the inverse optimal theory is developed by introducing the concept of local stability [ 9 ]. A robust optimal control design-based approach for uncertain nonlinear systems is proposed by self-adjusting dynamic programming combined with neural networks, and feedback gains are added to the optimal controller of the nominal system to derive a control protocol for the original uncertain system, and a batch network is constructed to solve the HJB equation corresponding to the nominal system, thus solving the control problem of the system.…”

Section: Related Workmentioning

confidence: 99%

A Study of an IT-Assisted Higher Education Model Based on Distributed Hardware-Assisted Tracking Intervention

Liu

2022

Occupational Therapy International

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This paper presents an in-depth study and analysis of the model of higher education using distributed hardware tracking intervention of information technology. The MEC-based dynamic adaptive video stream caching technology model is proposed. The model dynamically adjusts the bit rate by referring to the broadband estimation and cache occupancy data to ensure users have a smooth experience effect. Simulation results show that the model has fewer transcoding times and generates lower latency than the traditional model, which is suitable for dual-teacher classroom scenarios and further improves the quality of the user’s video viewing experience. The model uses an edge cloud collaborative architecture to migrate the rendering technology to an edge server closer to the user side, enabling real-time interaction, computation, and rendering, reducing the time of data transmission as well as computation time. According to the blended learning-based adaptive intervention model, three rounds of teaching practice are conducted to validate the effectiveness of the intervention model in terms of both student process performance and outcome performance, thereby improving learning adaptability and improving learning effect. Teachers’ teaching has a significant impact on learning motivation ( β = 0.311 , p < 0.01 ), which in turn affects learning adaptability. Teachers use scientific teaching methods to stimulate students’ learning motivation, mobilize enthusiasm, and improve learning adaptability. Under the communication topology of the system as a directed graph, a multi-intelligent system dynamic model with grouping is established; i.e., the intragroup intelligence has the same dynamics but is different between groups, and all system dynamics are unknown. The proposed novel policy iterative algorithm is used to learn the optimal control protocol and achieve optimal consistency control. The effectiveness of the algorithm is demonstrated by the simulation experimental results. The simulation results show that the model has lower latency and energy consumption compared to the cloud rendering model, which is suitable for the safety education classroom scenario and solves the outstanding problems of network connection rate and cloud service latency.

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Section: Related Workmentioning

confidence: 99%

A Study of an IT-Assisted Higher Education Model Based on Distributed Hardware-Assisted Tracking Intervention

Liu

2022

Occupational Therapy International

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“…Cognitive style is a habit or way that individuals prefer consistently in receiving, processing and describing information in solving a problem (Fuady et al, 2020). One type or type of interpersonal cognitive style, social skills and receiving information is a free cognitive style and dependent cognitive style (Sengkey et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Online Learning Satisfaction in the Time of Covid 19 and the Effect on Learning Outcomes Review From Student’s Cognitive Style

et al. 2023

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The purpose of the study was to describe the state of student satisfaction in online learning during covid 19 in terms of tangible, reliability, responsiveness, assurance, and empathy dimensions and to examine the effect of satisfaction and cognitive style on student learning outcomes in participating in online learning during covid 19. The form of the research used mixed methods with commensurate status, namely using a qualitative descriptive approach and quantitative analysis. The research was conducted at FKIP Untan Pontianak, Mathematics Education Study Program. As the main independent variable is cognitive style and the second independent variable is learning satisfaction. The dependent variable is learning outcomes. The research sample is students who take the mathematics learning process assessment course for the 2021/2022 academic year. This study uses 3 instruments, namely the cognitive style scale, learning satisfaction questionnaire and learning outcomes test. Hypothesis testing is a two-way ANOVA test. The results showed (a) students who had a free cognitive style were as much as 43.47% and students who had a dependent cognitive style were 56.52%. (b) Satisfaction aspects, Tangibles, Reliability, Responsivenes, Assurance and Empathy are classified as high. Research conclusions: (1) The average percentage of very satisfactory and satisfactory satisfaction levels is greater than the average percentage of unsatisfactory and unsatisfactory levels of satisfaction for all dimensions of tangible, reliability, responsiveness, assurance, and empathy. (2) a. The learning outcomes of students who have a free cognitive style are higher than the learning outcomes of students who have a dependent cognitive style, (b) Cognitive style factors and satisfaction factors do not affect jointly on student learning outcomes, (c) Students who have a level of learning satisfaction high, learning outcomes with independent cognitive styles are higher than student learning outcomes with dependent cognitive styles, (d) students with low levels of learning satisfaction, learning outcomes with independent cognitive styles are higher than student learning outcomes with dependent cognitive styles.

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Section: Introductionmentioning

confidence: 99%

“…Some studies in this field specifically addressed the use of learning media [12]- [15]. It is explainable since the use of the right media would give the utmost benefit to the learners, since the different types of media might have different impacts on learning achievements [15], [16]. The studies [12]- [15] were dedicated to comparing three types of learning media: ones with only text and images; recorded slideshow with audio narration from the lecturer/instructor; and recorded slideshow with the lecturer appearing in-frame, explaining the particular topic.…”

Section: Introductionmentioning

confidence: 99%

“…It is explainable since the use of the right media would give the utmost benefit to the learners, since the different types of media might have different impacts on learning achievements [15], [16]. The studies [12]- [15] were dedicated to comparing three types of learning media: ones with only text and images; recorded slideshow with audio narration from the lecturer/instructor; and recorded slideshow with the lecturer appearing in-frame, explaining the particular topic. Several aspects have been examined, such as the preferences of the learners, their behavior in a flipped classroom (which one got the earliest access?…”

Section: Introductionmentioning

confidence: 99%

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Mixed-type Variables Clustering for Learners’ Behavior in Flipped Classroom Implementation

Sengkey

Masengi

2023

IJEEI

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Numerous approaches have been developed to group learners' behavior in an online/blended learning environment. However, most clustering analyses in this particular field only consider numeric features despite the existence of categoric features that are found important in other studies. In this study, we compare K-Means and K-Prototypes algorithms to cluster learners' behavior in a flipped classroom implementation. From the model selection, we found that the model produced by the K-Prototypes algorithmwhich included categoric featuresis a better one. The statistical analysis of the clustering results of the selected K-Prototypes model shows significant differences in most of the inter-cluster comparisons, implying a good separation of the data. More importantly, we can identify the behavior in each cluster which then can be used to help learners in achieving better results in learning.

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Correlations between Online Learning Media Types, First Access Time, Access Frequency, and Students’ Achievement in a Flipped Classroom Implementation

Cited by 5 publications

References 16 publications

A Study of an IT-Assisted Higher Education Model Based on Distributed Hardware-Assisted Tracking Intervention

A Study of an IT-Assisted Higher Education Model Based on Distributed Hardware-Assisted Tracking Intervention

Online Learning Satisfaction in the Time of Covid 19 and the Effect on Learning Outcomes Review From Student’s Cognitive Style

Mixed-type Variables Clustering for Learners’ Behavior in Flipped Classroom Implementation

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