Search Results for
"deep learning"

The internet has greatly enhanced people’s lives in many ways, but it has also resulted in certain unexpected implications due to its general use. Because fewer internet users are aware of the risks and taking precautions, incidents of online harassment, online fraud, racial abuse, pornographic material, and illegal gaming are all on the rise. However, studies show that internet users are only mildly aware of their surroundings. One of the most important things that needs to be done is to educate and increase internet users’ knowledge, starting with young children. Children should start learning to use the internet safely as soon as possible, especially younger children. Today, a country’s long-term development, the well-being of its people, the dependability of its vital infrastructure, and the defense of its borders all depend on digital information and telecommunication technologies. They are also necessary for people to live their daily lives. As a result, countries must take action to protect their online actions against criminal behavior. This highlights the value of cyber education since it can be used to build systems that are more resilient to attacks and have greater cyber independence. Cybersecurity has been a significant problem for the past 20 years, posing threats to corporations, government agencies, and educational institutions. Online learning resources are regularly cited as essential to modern classrooms, as our highly developed educational system now includes digital equipment as a fundamental element. Traditional educational institutions and online learning environments demand technology and information systems in higher education. This is done to meet the wide range of student needs in today’s classrooms. However, due to the link to the internet, higher education institutions are more vulnerable to cyber threats. The reliability of an institution’s data and information may be compromised if these dangers come to pass. This chapter aims to determine the reasons why it is so important to teach students about cybersecurity as well as the best methods for doing so. This study also focuses on cybersecurity issues and gives some possible solutions in different fields. © 2024 selection and editorial matter, Ahmed A. Abd El-Latif, Yassine Maleh, Mohammed A. El-Affendi and Sadique Ahmad; individual chapters, the contributors.

A must-read for every teacher in the 21st century, this book provides a comprehensive guide to facilitating joyful, sustainable, holistic, multidisciplinary, and active learning. The book discusses different approaches, principles, techniques, and activities for creating a classroom where different learning types can thrive. The methods outlined in this volume help teachers ensure that every learner, regardless of background or orientation, can engage in participatory, reflective, self-directed, experiential, entrepreneurial, and collaborative learning and develop holistically. Essential for the 21st century, the book highlights the significance of digital technologies and examines how teachers can easily use digital technologies to offer personalized and blended learning. This book is a vital resource for teachers who want to improve their teaching skills and create a positive and engaging learning environment for their learners. This book helps teachers across the globe to enhance learning outcomes in classrooms and, subsequently, develop the quality of their education systems. This volume is useful to students, researchers, and teachers in education, psychology, development studies, social work, and sociology. It is also an invaluable companion to policymakers and professionals from government and non-government organisations working in the education and social development sectors. © 2024 Pradeep Kumar Misra.

University students’ approaches to learning and generic skills have important consequences for studying and success in higher education. However, person-oriented research, which explores how students with different learning profiles evaluate their learning of individual generic skills, has not been the core interest of previous studies. This study investigates the learning profiles of university students (N = 901) in two disciplines and their relations to the experiences of learning critical thinking, collaboration and communication at the end of the first study year. The interrelations of the variables were analyzed with correlations and Latent Profile Analysis (LPA) estimating auxiliary variable relation. LPA yielded three learning profile groups that differed from each other in their approaches to learning: unreflective, dissonant and deep-organized, which, respectively, comprised 7, 58 and 35% of the sample. The experiences of learning generic skills of the three learning profiles varied. The comparison of the profiles showed that students representing the deep-organized profile scored highest on all measured generic skills compared to the other two learning profiles. © © 2024 Hyytinen, Tuononen and Haarala-Muhonen.

The conventional, teacher-centered ways of teaching have given way to more contemporary, participatory techniques. Active learning, problem-based learning (PBL), and collaborative activities are becoming more prominent in order to increase student engagement. These methods support deeper comprehension and long-term information retention while fostering critical thinking, problem-solving, and cooperation. Therefore, through a critical review of relevant literature, this paper presents the implementation process of PBL and the opinion of scholars on its impact on teacher and student motivation in K-12 settings. It is revealed that students who are motivated are often more involved in their learning process and produce superior academic results. Teachers are crucial in influencing the next generation and the level of instructional delivery is largely impacted by their commitment as well as motivation. It is critical to identify and address the motivating elements for teachers and students in the application of instructional methods. Therefore, this paper also creates a pathway for further empirical research. © 2023 IEEE.

The landscape of higher education has changed dynamically with an increasing focus on online education, especially in response to the pandemic and learner-centered pedagogies. However, changes with respect to increased effective use of online learning in many Asian universities have been minimal, and many Asian educators claim that it is mostly due to cultural disposition and that instructors teach based on how they were taught. We describe the use of learner-centered teaching and e-portfolios that empowers students and nurtures deeper learning in courses for training pre- and in-service teachers at a public university in Macau. A total of 67 teacher students in three cohorts across two academic years participated in the study. During the 14-week courses, they were required to do weekly e-portfolio entries of their learning experience, which were shared with peers to build community and foster peer learning and the entries provided formative assessments to the instructor. A survey instrument was used to assess the impact of these changes by using e-portfolio to facilitate pre-service and in-service teachers’ development. Student survey responses strongly support that the use of e-portfolios fosters deep learning by helping them to document their learning, engage in self-directed learning, receive feedback from their peers, and increase motivation for learning and the use of online technologies through pedagogies focused on students’ actions or active learning. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG, part of Springer Nature 2023.

Concept maps can serve as versatile tools for learning, teaching, and assessment to support integrating complex concepts. Research suggests that concept maps can be successfully implemented in a wide variety of settings, from K12 to higher and professional education. However, the effectiveness of concept maps depends on different factors, such as concept map training, choosing a suitable form of concept map to match the task and learner, and how to evaluate concept maps. This chapter presents two case studies that use a particular form of concept map, a Knowledge Integration Map, to illustrate different concept mapping tasks and evaluations. This chapter concludes that, if implemented thoughtfully, concept maps can be versatile tools to support knowledge integration processes toward a deeper understanding of the relations and structures of complex concepts. © Springer Nature Switzerland AG 2023.

The energy management systems industry in the built environment is currently an important topic. Buildings use about 40% of the total global energy worldwide. Therefore, the energy management system’s sector is one of the most influential sectors to realize changes and transformation of energy use. New data science technologies used in building energy management systems might not only bring many technical challenges, but also they raise significant educational challenges for professionals who work in the field of energy management systems. learning and educational issues are mainly due to the transformation of professional practices and networks, emerging technologies, and a big shift in how people work, communicate, and share their knowledge across the professional and academic sectors. In this study, we have investigated three different companies active in the building services sector to identify the main motivation and barriers to knowledge adoption, transfer, and exchange between different professionals in the energy management sector and explore the technologies that have been used in this field using the boundary-crossing framework. The results of our study show the importance of understanding professional learning networks in the building services sector. Additionally, the role of learning culture, incentive structure, and technologies behind the educational system of each organization are explained. Boundary-crossing helps to analyze the barriers and challenges in the educational setting and how new educational technologies can be embedded. Based on our results, future studies with a bigger sample and deeper analysis of technologies are needed to have a better understanding of current educational problems. © 2023 by the authors.

Purpose: Mezirow's theory of transformative learning aims to evoke change on a deeper level of learning. This qualitative study with 38 pre-service teachers enrolled in a Master's degree programme for teacher education in Austria used semi-structured interviews to explore how diversity skills can transform after diversity training applying Mezirow's theory of transformative learning. In these trainings, a disorienting dilemma was placed at the centre of the diversity training from which transformative learning took its start. Design/methodology/approach: In an increasingly diversified school system, diversity skills have become a pedagogical necessity for teachers in their future workplace. However, many teachers state not feeling adequately prepared for diversity within higher education and their attitudes towards diversity oftentimes remain unchanged despite diversity training. Findings: The findings were deduced from structured content analysis. They show that the diversity trainings led to new cultural frames of reference for the study participants on a cognitive and social level, but to a smaller extent on an emotional level. Originality/value: The study follows a different approach than “typical” diversity trainings through Mezirow's theory on transformative learning contributing to making a real change to preparing students for their workplaces in diversified Austrian schools. © 2022, Katharina Resch.

Although it is widely acknowledged that non-engaged youth (NEY) face different disadvantages in their school-to-work transitions, less attention has been paid to examining the impact of career interventions on NEY's career competency and social well-being. In our study, using data collected in the CLAP@JC community intervention project, we systematically investigated the effects of six career interventions—developing interest, awareness, and motivation (DIAM); semi-structured learning (SL); career counseling (CC); learning through service, volunteering, and caring (LSVC); workplace learning (WL); and facilitating pathway choice and implementation (FPCI)—on NEY's social well-being directly or indirectly through career competency. Two types of data were collected: data about career competency and social well-being, namely from 665 NEY aged 13–29 who participated in both the baseline and four-month follow-up surveys, and aggregated data about career interventions from baseline to follow-up along with NEY's demographic information provided by social workers responsible for supporting the participating NEY. Among our results, the effects of SL and WL on social well-being were significantly mediated by career competency, whereas the effect of LSVC directly contributed to social well-being instead of indirectly through career competency. Moreover, the effects of DIAM, CC, and FPCI were not significant in promoting NEY's career competency and social well-being. Overall, our findings suggest that career interventions involving learning through experience and deep interactions with relevant stakeholders in the workplace have more significant effects for improving NEY's social well-being through career competency. The empirical findings of our study yield practical implications for future career interventions with NEY. © 2023 The Author(s)

The objective of this research was to analyse the differences in stakeholders’ perceptions of the vocational competences acquired by students enrolled in master’s programmes for preparing future accounting professionals in Romania. We collected rich information on twelve master’s programmes at the four biggest universities in Romania. We proposed two indicators for the comparative analysis: the integration index (INTINDEX) and convergence index (CONVINDEX). We expected very specialised programmes focused on several competences necessary for certain professional certifications to have a lower integration level than general programmes aimed at making students familiar with various professional services they may further provide for the labour market. A low level of convergence was expected for the disciplines providing vocational rather than technical competences. The qualitative analysis of the syllabi pertaining to the disciplines studied helped us establish the existence of provisions concerning vocational competences. Two surveys were conducted (among students and educators). We applied Howcroft’s model (2017) to identify the differences in the stakeholders’ perceptions. For a deeper understanding of different perceptions, we conducted interviews with students, educators and employers. Our results may have a series of positive implications for the academic environment, the business environment and professional bodies. This study brings forward evidence that may be used by students when making decisions such as pursuing a career in accounting, or may be used to improve the educational process to train the youth who meet employers’ needs and continue their professional training within professional bodies. © 2023 by the authors.