Dynamic learning

This study focused on the relationship of rapport between teachers and learners in the context of the Central Visayan Institute Foundation-Dynamic Learning Program (CVIF-DLP) and learner autonomy. The concept of rapport and learner autonomy in the field of education is often untouched in varied contexts, including the CVIF-DLP which shows a systems approach to process-induced learning, specifically designed to train learners to learn autonomously or independently. In this approach, learners are only provided intervention whenever the need arises, allowing them to learn with little to no assistance of the teacher; thus, the development of rapport between teachers and learners might diminish, compared to a conventional teaching approach that is teacher-centered, where more rapport may be provided due to more interaction between teacher and learner. A correlational study was conducted among 174 learners by answering scales intended to measure rapport with their teacher and autonomous learning. The results revealed an overall moderate, positive, and very significant correlation across all groups. Therefore, rejecting the generalization of most learners in their adolescence has lower rapport with their teachers as they mature; moreover, autonomy-supportive attitudes might have been a foundation instilled among learners by their teachers in the approach. The conclusion led to mediating factors such as the teaching approach itself and a strong guidance program. This study recommends more studies on the CVIF-DLP teaching approach, its effect on learner autonomy, and a detailed description of the rapport among specific subject teachers for further in-depth understanding.

In the current digital era, education system has witness tremendous growth in data storage and efficient retrieval. Many Institutes have very huge databases which may be of terabytes of knowledge and information. The complexity of the data is an important issue as educational data consists of structural as well as non-structural type which includes various text editors like node pad, word, PDF files, images, video, etc. The problem lies in proper storage and correct retrieval of this information. Different types of learning platform like Moodle have implemented to integrate the requirement of educators, administrators and learner. Although this type of platforms are indeed a great support of educators, still mining of the large data is required to uncover various interesting patterns and facts for decision making process for the benefits of the students. In this research work, different data mining classification models are applied to analyse and predict students' feedback based on their Moodle usage data. The models described in this paper surely assist the educators, decision maker, mentors to early engage with the issues as address by students. In this research, real data from a semester has been experimented and evaluated. To achieve the better classification models, discretization and weight adjustment techniques have also been applied as part of the pre-processing steps. Finally, we conclude that for efficient decision making with the student's feedback the classifier model must be appropriate in terms of accuracy and other important evaluation measures. Our experiments also shows that by using weight adjustment techniques like information gain and support vector machines improves the performance of classification models.

This study focused on the relationship of rapport between teachers and learners in the context of the Central Visayan Institute Foundation-Dynamic Learning Program (CVIF-DLP) and learner autonomy. The concept of rapport and learner autonomy in the field of education is often untouched in varied contexts, including the CVIF-DLP which shows a systems approach to process-induced learning, specifically designed to train learners to learn autonomously or independently. In this approach, learners are only provided intervention whenever the need arises, allowing them to learn with little to no assistance of the teacher; thus, the development of rapport between teachers and learners might diminish, compared to a conventional teaching approach that is teacher-centered, where more rapport may be provided due to more interaction between teacher and learner. A correlational study was conducted among 174 learners by answering scales intended to measure rapport with their teacher and autonomous learning. The results revealed an overall moderate, positive, and very significant correlation across all groups. Therefore, rejecting the generalization of most learners in their adolescence has lower rapport with their teachers as they mature; moreover, autonomy-supportive attitudes might have been a foundation instilled among learners by their teachers in the approach. The conclusion led to mediating factors such as the teaching approach itself and a strong guidance program. This study recommends more studies on the CVIF-DLP teaching approach, its effect on learner autonomy, and a detailed description of the rapport among specific subject teachers for further in-depth understanding.

iPad apps are emergent technologies that require research to analyze their educational potential.  vBlocks, one such app, is the first of several iPad apps being created for use in primary and elementary school classrooms.  The vBlocks app builds pattern recognition skills in students, ages three through six years, and early combinatorics tasks allow students to engage in critical thinking at age five years.  The technological pedagogical content knowledge (TPACK) framework will be used to analyze the significance of vBlocks.  Dynamic interactive mathematics learning environments (DIMLE) offer educators a new form of pedagogically sound tools for use in classrooms.  DIMLE, such as vBlocks, are important educational tools that require research as they are implemented in classroom learning.