Student learning behavior in an unsupervised learning environment
Learning is commonly associated with knowledge transfer involving guidance from a teacher. However, as people grow older they are expected to know how to learn by themselves. In this research, we analyzed student learning in an unsupervised learning environment, i.e., performing academic research, w...
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| Main Authors: | , , , |
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| 格式: | text |
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Animo Repository
2012
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| 在線閱讀: | https://animorepository.dlsu.edu.ph/faculty_research/2782 |
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| 機構: | De La Salle University |
| 總結: | Learning is commonly associated with knowledge transfer involving guidance from a teacher. However, as people grow older they are expected to know how to learn by themselves. In this research, we analyzed student learning in an unsupervised learning environment, i.e., performing academic research, wherein students have complete control over their learning thus requiring them to manage it. Transition likelihood metrics were used to analyze the interplay between emotion, learning and non-learning related activities while students did research. Several observations were seen from students learning in this environment such as students experiencing cognitive disequilibrium but experiencing disengagement faster. Non-learning related activities were also shown to have the potential of motivating students to resume learning. Lastly, user-specific traits and context seem to affect the interplay between learning and non-learning activities in an unsupervised learning environment. This highlights the need to not only create general models to predict student behavior but also user-specific models to allow future systems to provide appropriate feedback in this environment. |
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