Evaluation of the Information-based Teaching Design Abilities of Educators in Blended Teaching

Wang, Ya

doi:10.3991/ijet.v17i05.29849

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…In the course of the research, special attention was paid to the role of social innovation processes in the convergence processes of peripheral areas. In addition, these studies have highlighted the need to identify factors that focus on knowledge management and learning in the selection process [10,11,12]. In a full description of this process, a specific model interpreting a value-driven training solution is presented (Figure 5).…”

Section: 4mentioning

confidence: 99%

Social Innovations Based on a Value-Driven Training Model

Somosi

Varga

2022

Int. J. Emerg. Technol. Learn.

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Social innovation initiatives are solutions for a sustainable future that can help reduce regional disparities, increase territorial competitiveness and promote closing the gap. Reducing and then eliminating inequalities in education requires long-term solutions that call for new forms of co-operation between social actors. Our participatory action research focused on disadvantaged groups in the Northern Hungary region. The methodological basis of our study is a value-driven training model, built on a process approach capture of and support to social innovation, as one of its pillars, through elements such as change, measurement level and training forms. The other pillar focuses on value drive and knowledge management in its innovative combination with focus on participation, integrating primary, secondary and tertiary training solutions, thus reinforcing the potential interdependencies. The forms of training include structured training, mentoring, spiked training and training courses, thus reinforcing the complexity of the model. In this study, a structured presentation is provided of two good practices that offer the greatest added value among the initiatives we have collected and developed in an effort to eliminate educational inequalities. Our research methodology also integrates elements suitable for measuring the impact of good practices under study in social innovation. As a result of the research, it can be conceived that the value-driven social innovations observed in the Northern Hungary region and integrating young people of different ages and disadvantaged groups contribute to the settlement of community problems by useful methodological solutions.

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Section: 4mentioning

confidence: 99%

Social Innovations Based on a Value-Driven Training Model

Somosi

Varga

2022

Int. J. Emerg. Technol. Learn.

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“…Conventional activities of blended teaching include links such as online preview before class, online and offline learning during class, and online review and test after class [13][14][15][16]. Introducing the link of online and offline experiential practice based on the above mentioned conventional links can facilitate the cultivation of students' comprehensive ability and the enhancement of effectiveness of teacher-student communication.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Blended Teaching in Financial Management Course Based on Experiential Practice

Zhang¹,

Pei²,

Dai³

et al. 2022

Int. J. Emerg. Technol. Learn.

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Adopting blended teaching in financial management course based on experiential practice is conductive to the exploration of new learning methods of the said course, so that students could have a deeper understanding of the financial management knowledge, and the teaching effect of the course could be better. This paper targets at studying the effectiveness of blended teaching in financial management course based on experiential practice. At first, influencing factors of the effectiveness of blended teaching in the said course were analyzed, and the evaluation flow was given. Then, based on the Least Squares Support Vector Machine (LSSVM), this paper built a prediction model for the evaluation of the effectiveness of blended teaching in financial management course, and constructed a Transfer Learning SVM (TL-SVM) for formulating similar teaching design schemes based on federated learning, and used it to finish the learning of the similar implementation laws of multi-type teaching design schemes and the special implementation features of each single teaching design scheme. The proposed method can well cope with small sample size cases in which the evaluation data of the effectiveness of some teaching design schemes are limited, and the validity of the model was verified via experimental results.

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“…e method uses university undergraduate students as the research subjects and proves that the study has a positive effect on teachers' online teaching. Reference [4] applied a neural network model to the assessment of teachers' informational design skills. Reference [5] proposed an electronic assessment system for assessing the learning of students in professional and technical schools.…”

Section: Introductionmentioning

confidence: 99%

Teaching Evaluation Method Based on Fuzzy Support Vector Machine Algorithm

Wang

Xu²,

Wang³

2022

Mobile Information Systems

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For schools, the quality of teaching and learning is an important guarantee for achieving educational goals. There are very many factors affecting teaching quality, including hard and soft factors. Among them, the soft factors mainly refer to the teaching quality of teachers and the teaching management mechanism of schools. The teaching quality of teachers is the most critical among all factors. Traditional teaching quality evaluation (TQE) mainly adopts the way of manual scoring. This way of TQE lacks data support, and there is no evaluation mechanism based on multiple data sources. Therefore, the TQE results obtained in this way are subjective and inaccurate. Considering that the main subjects of the whole teaching session are teachers, students, and schools, each subject generates massive information in the whole teaching process. In our study, a novel evaluation method based on fuzzy classification algorithm is proposed to be applied in teaching evaluation. Firstly, this paper collects the relevant data generated by the three subjects in the teaching process, respectively. Secondly, after removing the unsuitable data, principal component analysis is used to extract the main features of the applicable data. Finally, a fuzzy support vector machine (FSVM) is used to classify and analyze the feature data in order to derive each teacher’s teaching evaluation results. The final evaluation results in this paper are divided into five grades, i.e., five categories: excellent, good, moderate, passing, and failing. The comparison with other algorithms demonstrates that the teaching evaluation model based on fuzzy comprehensive evaluation algorithm used in this paper has the advantages of high evaluation accuracy and objectivity, and we hope that this study will be useful in the field of teaching evaluation.

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Evaluation of the Information-based Teaching Design Abilities of Educators in Blended Teaching

Cited by 3 publications

References 21 publications

Social Innovations Based on a Value-Driven Training Model

Social Innovations Based on a Value-Driven Training Model

The Effectiveness of Blended Teaching in Financial Management Course Based on Experiential Practice

Teaching Evaluation Method Based on Fuzzy Support Vector Machine Algorithm

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