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Related Concept Videos

Purposive Learning01:22

Purposive Learning

329
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Reinforcement Schedules01:24

Reinforcement Schedules

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Positive reinforcement is a powerful method for teaching new behaviors to both animals and humans. B.F. Skinner demonstrated this with his experiments using rats in a Skinner box. When a rat pressed a lever, it received a food pellet. This immediate reward encouraged the rat to repeat the behavior. This method, where a reward follows every instance of the behavior, is known as continuous reinforcement. It is highly effective for establishing new behaviors quickly.
Once a behavior is learned,...
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Case Studies01:22

Case Studies

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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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Introduction to Learning01:18

Introduction to Learning

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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
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Social Loafing01:37

Social Loafing

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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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"Individualized learning in a course with a tight schedule".

Jacek Marciniak1, Marcin Szczepański1

  • 1Adam Mickiewicz University in Poznań, ul. Uniwersytetu Poznańskiego 4, 61-614 Poznań, Poland.

Procedia Computer Science
|October 12, 2020
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Summary

This study introduces an Intelligent Tutoring System (ITS) for personalized e-learning in time-constrained courses. The ITS dynamically delivers tailored content based on identified student needs, enhancing learning efficiency.

Keywords:
Intelligent Tutoring Systemscontent repositoriesindividualized learning

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Area of Science:

  • Artificial Intelligence
  • Educational Technology

Background:

  • Traditional e-learning systems face challenges in time-constrained courses.
  • Individualized learning requires adaptive content delivery mechanisms.
  • Organizational hurdles in short-schedule courses necessitate specialized tools.

Purpose of the Study:

  • To present a novel Intelligent Tutoring System (ITS) for personalized learning in accelerated academic programs.
  • To enhance the adaptability and content relevance of e-learning platforms for students with immediate learning needs.

Main Methods:

  • Development of an Intelligent Tutoring System (ITS) integrated with an e-learning content repository.
  • Implementation of content modularization and logical division using the UCTS taxonomy.
  • Content description using domain-specific concepts for accurate ITS selection.
  • Deployment of the ITS for an 'Applications of Fuzzy Logic' course within an Artificial Intelligence program.

Main Results:

  • The ITS successfully provided individualized content selection based on real-time student needs.
  • Modularized and concept-tagged content facilitated flexible and relevant learning material delivery.
  • The system proved effective even within the compressed timeframe of a COVID-19 impacted academic term.

Conclusions:

  • The proposed ITS offers a flexible and effective solution for personalized e-learning in demanding, short-schedule courses.
  • Dynamic content adaptation is crucial for optimizing learning outcomes in time-sensitive educational settings.
  • The UCTS taxonomy and concept-based resource description enhance the ITS's ability to deliver targeted educational content.