جستجوی مقالات مرتبط با کلیدواژه « Deep Learning » در نشریات گروه « علوم تربیتی »

The purpose of this study was to determine students' perception of the effect of teamwork in the hybrid environment of Adobe Connect and WhatsApp.

This study was carried out in a quantitative phase as a one-stage pre-experimental design. Seventeen master students as the experimental group of the questionnaire "What is happening in this class?" completed. Their academic achievement was measured by the summative evaluation.

The results showed that teamwork has a positive effect on the classroom attitude and students' academic achievement. To follow up quantitative data and also to identify how teamwork is effective, 17 students voluntarily participated in semi-structured interviews. Using Atlas/ti qualitative analysis software, two main categories including classroom environment and learning quality were identified.

The results of this study can increase teachers' motivation to implement teamwork in online hybrid environments and encourage administrators to provide a suitable platform for implementation.

The growing volume of information on the Web and the Internet has made difficult the process of deciding and selecting the information, data, or products needed for many web users. This study proposed a novel method to improve the performance of collaborative filtering recommender systems. The goal is to use deep feature extraction to provide more effective and desirable recommendations to the user. In the preprocessing step, the input data is first entered into the primary processing system and the feature values are normalized. Then, in order to perform more accurate calculations and reduce computation time, the size of the data is reduced using a deep belief network (DBN), while extracting deep features. Afterwards, using the collaborative filtering technique, the recommended items are offerd to the user. Finally, according to the system outputs in the recommendation to the user, the accuracy of the proposed items is evaluated. To evaluate the proposed method, a comparison of its performance on the real-world MovieLens dataset with basic methods has been used. Experimental results showed that the proposed method has better performance in terms of coverage and support than other compared methods.

In this paper, a content analysis study is reported seeking to assess lower secondary math textbooks with regard to deep learning of mathematical concepts. Accordingly, three topics from the seventh, eighth and ninth grade math textbooks were selected for this content analysis, namely arithmetic, algebra and numbers. During the procedure for this content analysis, each problem was considered as an analysis unit. Theoretical framework derived from the literature and modified to investigate the textbook problems with four criteria: procedural complexity, type of solving processes, the degree of repetition, Exercise/Application. The results showed that with the first criterion, almost 80% of all three textbooks’ problems were in the "low procedural complexity" category; With the second criterion, 90% of the eighth and ninth grade textbooks’ problems could be solved with the solving process "using procedures", while this proportion was 80% for the seventh grade textbooks problems. With the third and fourth criteria, in all three textbooks, the problems were mainly categoized as "repetition" (60%) and "exercise" (90%). To sum up, the results of the analysis showed that in the mentioned topics, there were a high number of low complexity exercises that can be solved by using pre-learned procedures. As a result, it could be deduced that lower secondary math textbooks are far from the intended curriculum objectives and rely further on learning through drill and practice.

The aim of this study was to develop the Flipped Teaching Method in order to improve students' deep learning. This was an embedded mixed method that included a statistical population of 2340 students of the Faculty of Literature and Humanities as well as 15 professors in the field of Educational Sciences at Bu-Ali Sina University. Given the qualitative phase, 36 students were selected through accidental random sampling method and, given the qualitative phase, 20 students and 5 professors were selected purposefully. In the qualitative and qualitative phases, it was attempted to make use of semi-structured interviews and a researcher-made test, respectively, in order to collect the required data. The validity of the test was confirmed through collecting the experts’ views and its reliability was obtained using Cohen's Kappa Coefficient (89%). Having analyzed the data in the qualitative phase, seven main components were developed for the Flipped Teaching Method, including the flexibility of the environment, learning culture, educational content and activities, teacher as a coach, learner’s activism and accountability, learning as mastery and time management. The internal validity of this model was evaluated by experts and the validity of this model was examined using the developmental methodology. Finally, the findings indicated the positive impacts of the model on students’ deep learning.

This study investigated the hypothetical model of self-regulated learning strategies in the subject of mathematics based on motivational and mediating factors of academic emotions. In order to test this model, 395 of male students from among those in the five districts of Tabriz were selected using the cluster multistep sampling method and completed the questionnaire of self-regulated learning and achievement emotions. The data were analyzed by means of the route analysis statistical method. Results suggested that there is a significant relation between task value and the strategies founded on deep and superficial learning. There relation between self-efficacy and deep and superficial learning strategies is positive and significant. There relation between task and self-efficacy and positive emotions is positive and significant and the one between task and self-efficacy and negative emotions is negative and significant. Findings indicate there is no significant relation between negative emotions and deep learning strategies, whereas there is a significant relation between negative emotions and superficial learning. In the end, the research results suggest that positive emotions are related to the learners’ tendency to deep and superficial learning strategies.

This paper aims at studying the relation between faculty members’ teaching approaches and students’ learning approaches. This was correlative descriptive survey. Statistical population included all the faculty members and students in University of Sistan and Balouchestan from which 600 persons (170 faculty members and 430 students) were selected by multi-stage sampling. Students’ study techniques and approaches questionnaire (Biggs et al، 2001) with 32 items and teaching approaches questionnaire (Prosser &Trigwell، 2007) with 22 items in five-point Likert Scale were used for data collection. Formal and content validity of questionnaires was approved while their reliability was approved by Cronbach’s alpha، respectively equal to 0. 78 and 0. 84. Data analysis was implemented through calculations of frequency، percentage، mean، standard deviation، correlation coefficient test، independent t-test، and single-way variance analysis. Findings indicated that teaching method for majority of faculty members is teacher-oriented and most of students use strategic learning method followed by deep learning method. Also، it was shown that there is no significant relation between teacher-oriented teaching and student-oriented teaching methods، and students’ deep learning approach while meaningful relation was not observed between student-oriented teaching methods and superficial learning approach. Significant relation was observed between teaching methods of faculty members according to their scientific rank. In addition، there was meaningful relation between student-oriented learning methods according to colleges where faculty members teach in. Female students rather than males، youngsters rather than olds، and unexpectedly، bachelor level students rather than master level ones use strategic and deep learning approach.