National Institute of Agricultural Sciences, Rural Development Administration, Jeonju, 54874, Republic of Korea; Department of Biology Education, Jeju National University, Jeju, 63243, Republic of Korea. Electronic address: paper777@jejunu.ac.kr.
Institute of Crop Sciences/National Key Facility for Crop Gene Resources and Genetic Improvement, Chinese Academy of Agricultural Sciences, 12 South Zhong-Guan-Cun Street, Beijing, 100081, China.
Graduate School of Chinese Academy of Agricultural Sciences, 12 Zhong-Guan-Cun Street, Beijing, 100081, China.
School of Plant Protection, Anhui Agricultural University, Hefei 230036, China; Key Laboratory of Agri-products Quality and Biosafety (Anhui Agricultural University), Ministry of Education, Hefei 230036, China; Key Laboratory of Integrated Crop Pest Management of Anhui Province, School of Plant Protection, Anhui Agricultural University, Hefei 230036, China. Electronic address: chenyu66891@sina.com.
Key Laboratory of Mollisols Agroecology, Northeast Institute of Geography and Agroecology, Chinese Academy of Sciences, Changchun, 130102, Jilin Province, China; Key Laboratory of Vegetation Ecology, Ministry of Education, Institute of Grassland Science, Northeast Normal University, Changchun, 130024, Jilin Province, China.
Key Laboratory of Mollisols Agroecology, Northeast Institute of Geography and Agroecology, Chinese Academy of Sciences, Changchun, 130102, Jilin Province, China.
Key Laboratory of Mollisols Agroecology, Northeast Institute of Geography and Agroecology, Chinese Academy of Sciences, Changchun, 130102, Jilin Province, China.
Key Laboratory of Mollisols Agroecology, Northeast Institute of Geography and Agroecology, Chinese Academy of Sciences, Changchun, 130102, Jilin Province, China.
Key Laboratory of Mollisols Agroecology, Northeast Institute of Geography and Agroecology, Chinese Academy of Sciences, Changchun, 130102, Jilin Province, China.
Key Laboratory of Vegetation Ecology, Ministry of Education, Institute of Grassland Science, Northeast Normal University, Changchun, 130024, Jilin Province, China. Electronic address: gaoyz108@nenu.edu.cn.
Key Laboratory of Mollisols Agroecology, Northeast Institute of Geography and Agroecology, Chinese Academy of Sciences, Changchun, 130102, Jilin Province, China. Electronic address: tiancj@neigae.ac.cn.
Key Laboratory of Molecular Medicine and Biotherapy in the Ministry of Industry and Information Technology, Department of Biology, School of Life Sciences, Beijing Institute of Technology, Beijing, People's Republic of China.
State Key Laboratory of Pathogen and Biosecurity, Beijing Institute of Microbiology and Epidemiology, Beijing, 100071, People's Republic of China.
State Key Laboratory of Agricultural Microbiology, College of Life Science and Technology, Huazhong Agricultural University, Wuhan, 430070, Hubei, People's Republic of China.
State Key Laboratory of Agricultural Microbiology, College of Life Science and Technology, Huazhong Agricultural University, Wuhan, 430070, Hubei, People's Republic of China.
Key Laboratory of Molecular Medicine and Biotherapy in the Ministry of Industry and Information Technology, Department of Biology, School of Life Sciences, Beijing Institute of Technology, Beijing, People's Republic of China.
Key Laboratory of Molecular Medicine and Biotherapy in the Ministry of Industry and Information Technology, Department of Biology, School of Life Sciences, Beijing Institute of Technology, Beijing, People's Republic of China. donghaipeng@mail.hzau.edu.cn.
IT tools has brought a new perspective to collaborative learning where students do not just sit in a chair and swallow lecture content but instead participate in creating and sharing knowledge. Howeve...
This research develops an interactive application for learning calculus that promotes human-system interaction via augmented reality (AR) and human-human interaction through chat functions. The study ...
The research adopted a quasi-experimental study design and pre-post test data analysis to evaluate the effect of interactivities on learning experience and consequently the effect of learning experien...
The results found that both interactivities affect learning experience positively; human-human interactivity has a higher impact than the human-system interactivity. It was also found that learning pe...
The application of non-cognitive factors represented by facial emotion in educational evaluation has attracted much attention in recent years. There are many existing studies on facial emotion assiste...
Binz et al. highlight the potential of meta-learning to greatly enhance the flexibility of AI algorithms, as well as to approximate human behavior more accurately than traditional learning methods. We...
Analysing movement learning can rely on human evaluation, e.g. annotating video recordings, or on computing means in applying metrics on behavioural data. However, it remains challenging to relate hum...
This study reports from a municipality in Norway that implemented a competence enhancement programme for all its institutional nursing staff during the COVID-19 pandemic to fill identified competence ...
Many Norwegian municipalities are experiencing a demand for expanded community healthcare services due to an increase in elderly patients and patients with extensive and complex needs. At the same tim...
Nursing staff were encouraged to complete targeted competence enhancing activities with the aim of enhancing their competence in identified areas. The learning activities were blended and consisted of...
The results provide insight into the competence development of registered nurses and assistant nurses in institutional community health services. They show that the implementation of a workplace-based...
Offering workplace-based competence enhancing activities seems to be a sustainable way of facilitating lifelong learning among nursing staff. Facilitation of learning activities in a blended learning ...
A spatial iterative learning control (sILC) method is proposed for a robot to learn a desired path in an unknown environment. When interacting with the environment, the robot initially starts with a p...
This study explores the interplay between Self-Determination (SDT), relatedness, and teaching presence and CoI's presence (teaching, cognitive, and social) in the context of online educational setting...
Our knowledge of the world is populated with categories such as dogs, cups, and chairs. Such categories shape how we perceive, remember, and reason about their members. Much of our exposure to the ent...
In contrast to conventional cognitive training paradigms, where learning effects are specific to trained parameters, playing action video games has been shown to produce broad enhancements in many cog...
Assessment can positively influence learning, however designing effective assessment-for-learning interventions has proved challenging. We implemented a mandatory assessment-for-learning system compri...
We conducted semi-structured interviews with year-3 and 4 medical students at McGill University to explore how the assessment system had influenced their learning in year 3. We conducted theory-inform...
Eleven students participated, revealing that the assessment influenced learning through several mechanisms. Some required little student engagement (i.e., feed-up, test-enhanced learning, looking thin...
Our assessment system failed to engage students enough to leverage its full potential. We discuss the inherent flaws and external factors that hindered student engagement. Assessment designers should ...
