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- Title
- Examination of an Online College Mathematics Course: Correlation between Learning Styles and Student Achievement.
- Creator
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Steele, Bridget, Dixon, Juli, Hynes, Michael, Haciomeroglu, Erhan, Hopp, Carolyn, Dziuban, Charles, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face...
Show moreThe purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age groups.
Show less - Date Issued
- 2012
- Identifier
- CFE0004445, ucf:49320
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004445
- Title
- Training Neural Networks Through the Integration of Evolution and Gradient Descent.
- Creator
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Morse, Gregory, Stanley, Kenneth, Wu, Annie, Shah, Mubarak, Wiegand, Rudolf, University of Central Florida
- Abstract / Description
-
Neural networks have achieved widespread adoption due to both their applicability to a wide range of problems and their success relative to other machine learning algorithms. The training of neural networks is achieved through any of several paradigms, most prominently gradient-based approaches (including deep learning), but also through up-and-coming approaches like neuroevolution. However, while both of these neural network training paradigms have seen major improvements over the past...
Show moreNeural networks have achieved widespread adoption due to both their applicability to a wide range of problems and their success relative to other machine learning algorithms. The training of neural networks is achieved through any of several paradigms, most prominently gradient-based approaches (including deep learning), but also through up-and-coming approaches like neuroevolution. However, while both of these neural network training paradigms have seen major improvements over the past decade, little work has been invested in developing algorithms that incorporate the advances from both deep learning and neuroevolution. This dissertation introduces two new algorithms that are steps towards the integration of gradient descent and neuroevolution for training neural networks. The first is (1) the Limited Evaluation Evolutionary Algorithm (LEEA), which implements a novel form of evolution where individuals are partially evaluated, allowing rapid learning and enabling the evolutionary algorithm to behave more like gradient descent. This conception provides a critical stepping stone to future algorithms that more tightly couple evolutionary and gradient descent components. The second major algorithm (2) is Divergent Discriminative Feature Accumulation (DDFA), which combines a neuroevolution phase, where features are collected in an unsupervised manner, with a gradient descent phase for fine tuning of the neural network weights. The neuroevolution phase of DDFA utilizes an indirect encoding and novelty search, which are sophisticated neuroevolution components rarely incorporated into gradient descent-based systems. Further contributions of this work that build on DDFA include (3) an empirical analysis to identify an effective distance function for novelty search in high dimensions and (4) the extension of DDFA for the purpose of discovering convolutional features. The results of these DDFA experiments together show that DDFA discovers features that are effective as a starting point for gradient descent, with significant improvement over gradient descent alone. Additionally, the method of collecting features in an unsupervised manner allows DDFA to be applied to domains with abundant unlabeled data and relatively sparse labeled data. This ability is highlighted in the STL-10 domain, where DDFA is shown to make effective use of unlabeled data.
Show less - Date Issued
- 2019
- Identifier
- CFE0007840, ucf:52819
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007840
- Title
- Robust, Scalable, and Provable Approaches to High Dimensional Unsupervised Learning.
- Creator
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Rahmani, Mostafa, Atia, George, Vosoughi, Azadeh, Mikhael, Wasfy, Nashed, M, Pensky, Marianna, University of Central Florida
- Abstract / Description
-
This doctoral thesis focuses on three popular unsupervised learning problems: subspace clustering, robust PCA, and column sampling. For the subspace clustering problem, a new transformative idea is presented. The proposed approach, termed Innovation Pursuit, is a new geometrical solution to the subspace clustering problem whereby subspaces are identified based on their relative novelties. A detailed mathematical analysis is provided establishing sufficient conditions for the proposed method...
Show moreThis doctoral thesis focuses on three popular unsupervised learning problems: subspace clustering, robust PCA, and column sampling. For the subspace clustering problem, a new transformative idea is presented. The proposed approach, termed Innovation Pursuit, is a new geometrical solution to the subspace clustering problem whereby subspaces are identified based on their relative novelties. A detailed mathematical analysis is provided establishing sufficient conditions for the proposed method to correctly cluster the data points. The numerical simulations with both real and synthetic data demonstrate that Innovation Pursuit notably outperforms the state-of-the-art subspace clustering algorithms. For the robust PCA problem, we focus on both the outlier detection and the matrix decomposition problems. For the outlier detection problem, we present a new algorithm, termed Coherence Pursuit, in addition to two scalable randomized frameworks for the implementation of outlier detection algorithms. The Coherence Pursuit method is the first provable and non-iterative robust PCA method which is provably robust to both unstructured and structured outliers. Coherence Pursuit is remarkably simple and it notably outperforms the existing methods in dealing with structured outliers. In the proposed randomized designs, we leverage the low dimensional structure of the low rank component to apply the robust PCA algorithm to a random sketch of the data as opposed to the full scale data. Importantly, it is analytically shown that the presented randomized designs can make the computation or sample complexity of the low rank matrix recovery algorithm independent of the size of the data. At the end, we focus on the column sampling problem. A new sampling tool, dubbed Spatial Random Sampling, is presented which performs the random sampling in the spatial domain. The most compelling feature of Spatial Random Sampling is that it is the first unsupervised column sampling method which preserves the spatial distribution of the data.
Show less - Date Issued
- 2018
- Identifier
- CFE0007083, ucf:52010
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007083
- Title
- Weighting Policies for Robust Unsupervised Ensemble Learning.
- Creator
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Unlu, Ramazan, Xanthopoulos, Petros, Zheng, Qipeng, Rabelo, Luis, Yun, Hae-Bum, University of Central Florida
- Abstract / Description
-
The unsupervised ensemble learning, or consensus clustering, consists of finding the optimal com- bination strategy of individual partitions that is robust in comparison to the selection of an algorithmic clustering pool. Despite its strong properties, this approach assigns the same weight to the contribution of each clustering to the final solution. We propose a weighting policy for this problem that is based on internal clustering quality measures and compare against other modern approaches...
Show moreThe unsupervised ensemble learning, or consensus clustering, consists of finding the optimal com- bination strategy of individual partitions that is robust in comparison to the selection of an algorithmic clustering pool. Despite its strong properties, this approach assigns the same weight to the contribution of each clustering to the final solution. We propose a weighting policy for this problem that is based on internal clustering quality measures and compare against other modern approaches. Results on publicly available datasets show that weights can significantly improve the accuracy performance while retaining the robust properties. Since the issue of determining an appropriate number of clusters, which is a primary input for many clustering methods is one of the significant challenges, we have used the same methodology to predict correct or the most suitable number of clusters as well. Among various methods, using internal validity indexes in conjunction with a suitable algorithm is one of the most popular way to determine the appropriate number of cluster. Thus, we use weighted consensus clustering along with four different indexes which are Silhouette (SH), Calinski-Harabasz (CH), Davies-Bouldin (DB), and Consensus (CI) indexes. Our experiment indicates that weighted consensus clustering together with chosen indexes is a useful method to determine right or the most appropriate number of clusters in comparison to individual clustering methods (e.g., k-means) and consensus clustering. Lastly, to decrease the variance of proposed weighted consensus clustering, we borrow the idea of Markowitz portfolio theory and implement its core idea to clustering domain. We aim to optimize the combination of individual clustering methods to minimize the variance of clustering accuracy. This is a new weighting policy to produce partition with a lower variance which might be crucial for a decision maker. Our study shows that using the idea of Markowitz portfolio theory will create a partition with a less variation in comparison to traditional consensus clustering and proposed weighted consensus clustering.
Show less - Date Issued
- 2017
- Identifier
- CFE0006813, ucf:51786
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006813
- Title
- Learning robotic manipulation from user demonstrations.
- Creator
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Rahmatizadeh, Rouhollah, Boloni, Ladislau, Turgut, Damla, Jha, Sumit Kumar, University of Central Florida
- Abstract / Description
-
Personal robots that help disabled or elderly people in their activities of daily living need to be able to autonomously perform complex manipulation tasks. Traditional approaches to this problem employ task-specific controllers. However, these must to be designed by expert programmers, are focused on a single task, and will perform the task as programmed, not according to the preferences of the user. In this dissertation, we investigate methods that enable an assistive robot to learn to...
Show morePersonal robots that help disabled or elderly people in their activities of daily living need to be able to autonomously perform complex manipulation tasks. Traditional approaches to this problem employ task-specific controllers. However, these must to be designed by expert programmers, are focused on a single task, and will perform the task as programmed, not according to the preferences of the user. In this dissertation, we investigate methods that enable an assistive robot to learn to execute tasks as demonstrated by the user. First, we describe a learning from demonstration (LfD) method that learns assistive tasks that need to be adapted to the position and orientation of the user's head. Then we discuss a recurrent neural network controller that learns to generate movement trajectories for the end-effector of the robot arm to accomplish a task. The input to this controller is the pose of related objects and the current pose of the end-effector itself. Next, we discuss how to extract user preferences from the demonstration using reinforcement learning. Finally, we extend this controller to one that learns to observe images of the environment and generate joint movements for the robot to accomplish a desired task. We discuss several techniques that improve the performance of the controller and reduce the number of required demonstrations. One of this is multi-task learning: learning multiple tasks simultaneously with the same neural network. Another technique is to make the controller output one joint at a time-step, therefore to condition the prediction of each joint on the previous joints. We evaluate these controllers on a set of manipulation tasks and show that they can learn complex tasks, overcome failure, and attempt a task several times until they succeed.
Show less - Date Issued
- 2017
- Identifier
- CFE0006908, ucf:51686
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006908
- Title
- Exploring Theatre of the Oppressed and Media Synchronicity to Supplement Virtual Learning Environments: Experiences with Mados.
- Creator
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Silva, Pedro, Kim, Si Jung, Lindgren, Robb, McDaniel, Thomas, University of Central Florida
- Abstract / Description
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This thesis explored the application of Media Synchronicity Theory and its potential for translating Critical Pedagogy (specifically Boal's Theatre of the Oppressed) into a computer- supported collaborative work (CSCW) environment. It introduces the Maquina dos Oprimidos (Mados) prototype, a CSCW supplement to traditional asynchronous learning networks. Mados operates as a role-playing debate game, in which students debate a pre-selected prompt while performing assigned character roles. The...
Show moreThis thesis explored the application of Media Synchronicity Theory and its potential for translating Critical Pedagogy (specifically Boal's Theatre of the Oppressed) into a computer- supported collaborative work (CSCW) environment. It introduces the Maquina dos Oprimidos (Mados) prototype, a CSCW supplement to traditional asynchronous learning networks. Mados operates as a role-playing debate game, in which students debate a pre-selected prompt while performing assigned character roles. The study explores the prototype's potential to affect student's identification with their assigned character and personal attitude toward the prompt, as well as examining the effect of presence on students' performances.The study was performed with 38 8th grade students. Subjects debated a prompt which proposed a banning cell phones from classrooms. Results show that subjects collaboratively constructed solutions that compromised between both positions, while slightly favoring the anti- ban position. Results also show that subjects experienced gains in character identification after participating in the task regardless of assigned character, hinting at a separation between perceived similarity to characters and affinity for characters' position. The ability of subjects to defend their assigned character's position while inhabiting their own perspective, that of an 8th grade student, also hints at this separation. Additionally, results indicated correlations between subjects' control factors, a subset measure for presence, and total change in prompt agreement. Other positive correlation exist between subject's reprocessing attempts and task performance, as well as total presence and task performance.
Show less - Date Issued
- 2013
- Identifier
- CFE0004939, ucf:49627
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004939
- Title
- RELATIONSHIP OF STUDENT SATISFACTION LEVELS IN DISTANCE LEARNING AND TRADITIONAL CLASSROOM ENVIRONMENTSAT EMBRY-RIDDLE AERONAUTICAL UNIVERSITY.
- Creator
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Gallogly, James, Bozeman, William, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine (a) what differences, if any, exist between Embry-Riddle Aeronautical University (ERAU) students enrolled in distance learning and traditional courses during 2004 with regard to their satisfaction with course quality and (b) the level of satisfaction of distance learning students with regard to online delivery technology and administrative services provided to them in distance learning. Data were gathered using information from 400 distance learning...
Show moreThe purpose of this study was to determine (a) what differences, if any, exist between Embry-Riddle Aeronautical University (ERAU) students enrolled in distance learning and traditional courses during 2004 with regard to their satisfaction with course quality and (b) the level of satisfaction of distance learning students with regard to online delivery technology and administrative services provided to them in distance learning. Data were gathered using information from 400 distance learning undergraduate students using the Distance Learning Student Response Questionnaire (DLSRQ) and 400 traditional undergraduate students using the Student Survey Form (SSF). These students were enrolled in at least one of the four courses selected from the general education competency areas of Communications, Mathematics, Humanities, and Social Sciences during 2004. It was concluded that distance learning and traditional classroom students experienced a high level of satisfaction in regard to almost all aspects of course quality. It was also determined that there was very little difference in the levels of satisfaction between the two groups. Unlike traditional classroom students, distance learning students did not express a high level of satisfaction with the timeliness of instructor feedback. They did, however, express a high level of satisfaction with online delivery technology and administrative services. Implications and recommendations addressed a mentoring program, expanded quality control and professional development initiatives. Recommendations for future research were also offered.
Show less - Date Issued
- 2005
- Identifier
- CFE0000395, ucf:46326
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000395
- Title
- A STUDY OF BLENDED LEARNING AT A METROPOLITAN RESEARCH UNIVERSITY.
- Creator
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Futch, Linda, Dziuban, Charles, University of Central Florida
- Abstract / Description
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The goal of this research was to better understand blended learning at the University of Central Florida (UCF). The investigator examined blended learning from the institutional, faculty, and student perspectives in an attempt to capture the complexities of this learning environment. For the institutional perspective, models emerged that were critical to the development of UCF's initiative and ongoing support of both fully online and blended courses. The individual faculty perspective...
Show moreThe goal of this research was to better understand blended learning at the University of Central Florida (UCF). The investigator examined blended learning from the institutional, faculty, and student perspectives in an attempt to capture the complexities of this learning environment. For the institutional perspective, models emerged that were critical to the development of UCF's initiative and ongoing support of both fully online and blended courses. The individual faculty perspective outlined unique characteristics of one blended course, HFT4932 - Exploring Wines of the World. The professor explained his/her choices and reasons for an instructional model as well as why the blended format was selected. The student perspective indexed student attitudes toward blended classes at UCF. Students continued to report high overall satisfaction with blended courses as well as high levels of quality interaction among students and with faculty. However, there continued to be a downward trend in satisfaction levels with younger generations of students. Students still reported convenience and flexibility as their primary reasons for taking blended courses. Many students viewed the blended format as a way to become active participants in their learning thereby developing new learning skills. Infrequently, technology difficulties were reported. Challenges for students were time management and poor course organization. Web-based instructional delivery is still relatively new with a growing need for models that provide guidelines and strategies for instructors. The investigator suggests the possibility that this study serve as a model for a blended learning assessment for other institutions.
Show less - Date Issued
- 2005
- Identifier
- CFE0000843, ucf:46663
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000843
- Title
- Exploring FPGA Implementation for Binarized Neural Network Inference.
- Creator
-
Yang, Li, Fan, Deliang, Zhang, Wei, Lin, Mingjie, University of Central Florida
- Abstract / Description
-
Deep convolutional neural network has taken an important role in machine learning algorithm. It is widely used in different areas such as computer vision, robotics, and biology. However, the models of deep neural networks become larger and more computation complexity which is a big obstacle for such huge model to implement on embedded systems. Recent works have shown the binarized neural networks (BNN), utilizing binarized (i.e. +1 and -1) convolution kernel and binarized activation function,...
Show moreDeep convolutional neural network has taken an important role in machine learning algorithm. It is widely used in different areas such as computer vision, robotics, and biology. However, the models of deep neural networks become larger and more computation complexity which is a big obstacle for such huge model to implement on embedded systems. Recent works have shown the binarized neural networks (BNN), utilizing binarized (i.e. +1 and -1) convolution kernel and binarized activation function, can significantly reduce the parameter size and computation cost, which makes it hardware-friendly for Field-Programmable Gate Arrays (FPGAs) implementation with efficient energy cost. This thesis proposes to implement a new parallel convolutional binarized neural network (i.e. PC-BNN) on FPGA with accurate inference. The embedded PC-BNN is designed for image classification on CIFAR-10 dataset and explores the hardware architecture and optimization of customized CNN topology.The parallel-convolution binarized neural network has two parallel binarized convolution layers which replaces the original single binarized convolution layer. It achieves around 86% on CIFAR-10 dataset and owns 2.3Mb parameter size. We implement our PC-BNN inference into the Xilinx PYNQ Z1 FPGA board which only has 4.9Mb on-chip Block RAM. Since the ultra-small network parameter, the whole model parameters can be stored on on-chip memory which can greatly reduce energy consumption and computation latency. Meanwhile, we design a new pipeline streaming architecture for PC-BNN hardware inference which can further increase the performance. The experiment results show that our PC-BNN inference on FPGA achieves 930 frames per second and 387.5 FPS/Watt, which are among the best throughput and energy efficiency compared to most recent works.
Show less - Date Issued
- 2018
- Identifier
- CFE0007384, ucf:52067
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007384
- Title
- EXAMINING FACULTY SOCIALIZATION THROUGH THE LENS OF TRANSFORMATIVE LEARNING.
- Creator
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Plant, Jennifer, King, Kathy (Kathleen), Cox, Thomas, Campbell, Laurie, Marshall, Nancy, Mazerolle, Stephanie, University of Central Florida
- Abstract / Description
-
Socialization may be described as a process in which an individual learns and takes on the knowledge, values, attitudes, and expectations of a group within an organization (Corcoran (&) Clark 1984; Staton (&) Darling, 1989), ultimately leading to the development of a professional identity that includes attributes of the group (Merton, Reader, (&) Kendall, 1957). Much of the literature regarding professional and organizational socialization experiences of new faculty focus solely on either...
Show moreSocialization may be described as a process in which an individual learns and takes on the knowledge, values, attitudes, and expectations of a group within an organization (Corcoran (&) Clark 1984; Staton (&) Darling, 1989), ultimately leading to the development of a professional identity that includes attributes of the group (Merton, Reader, (&) Kendall, 1957). Much of the literature regarding professional and organizational socialization experiences of new faculty focus solely on either clinically trained faculty or academically trained faculty, with minimal research comparing the professional and organizational socialization experiences of both degree types. Therefore, this research study explored the professional and organizational socialization experiences of new clinically trained and academically trained faculty. A qualitative phenomenological research design was implemented to explore these experiences and emergent themes revealed from the research study. During the data analysis process, there were ten clinically trained and academically trained faculty themes that emerged from the interviews and represented similarities and differences in professional and organizational socialization experiences of the faculty groups. Those themes included: self-awareness, clinician to academic, how to be an academic, mentoring, orientation, research preparation, lack of andragogy, graduate student experience, role balancing, and learn as you go. The participants' professional and organizational socialization experiences within each degree type reflected different, yet similar findings, as both groups encountered difficulties socializing into their respective faculty roles. The information gained through this research may lead to practices and program development that may improve the efficacy of professional and organizational tactics used to prepare future faculty members and for those already active in faculty member roles.
Show less - Date Issued
- 2018
- Identifier
- CFE0007075, ucf:51995
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007075
- Title
- Life Long Learning in Sparse Learning Environments.
- Creator
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Reeder, John, Georgiopoulos, Michael, Gonzalez, Avelino, Sukthankar, Gita, Anagnostopoulos, Georgios, University of Central Florida
- Abstract / Description
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Life long learning is a machine learning technique that deals with learning sequential tasks over time. It seeks to transfer knowledge from previous learning tasks to new learning tasks in order to increase generalization performance and learning speed. Real-time learning environments in which many agents are participating may provide learning opportunities but they are spread out in time and space outside of the geographical scope of a single learning agent. This research seeks to provide an...
Show moreLife long learning is a machine learning technique that deals with learning sequential tasks over time. It seeks to transfer knowledge from previous learning tasks to new learning tasks in order to increase generalization performance and learning speed. Real-time learning environments in which many agents are participating may provide learning opportunities but they are spread out in time and space outside of the geographical scope of a single learning agent. This research seeks to provide an algorithm and framework for life long learning among a network of agents in a sparse real-time learning environment. This work will utilize the robust knowledge representation of neural networks, and make use of both functional and representational knowledge transfer to accomplish this task. A new generative life long learning algorithm utilizing cascade correlation and reverberating pseudo-rehearsal and incorporating a method for merging divergent life long learning paths will be implemented.
Show less - Date Issued
- 2013
- Identifier
- CFE0004917, ucf:49601
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004917
- Title
- EFFECTS OF INSTRUCTOR IMMEDIACY AND STUDENT NEED FOR COGNITION ON STUDENT MOTIVATION AND PERCEPTIONS OF LEARNING.
- Creator
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Kalish, Sabrina, Hastings, Sally, University of Central Florida
- Abstract / Description
-
This study built on previous literature linking instructor immediacy, student motivation, and student learning. The purpose of this research was to examine main and interaction effects of instructor immediacy and student trait motivation on student state motivation and cognitive learning. A main effect of instructor nonverbal immediacy on student state motivation and cognitive learning was found to be statistically significant. Further exploratory research did not yield statistical...
Show moreThis study built on previous literature linking instructor immediacy, student motivation, and student learning. The purpose of this research was to examine main and interaction effects of instructor immediacy and student trait motivation on student state motivation and cognitive learning. A main effect of instructor nonverbal immediacy on student state motivation and cognitive learning was found to be statistically significant. Further exploratory research did not yield statistical significance for a main effect of trait motivation, as measured by need for cognition, on student state motivation and cognitive learning, nor an interaction effect of immediacy and trait motivation on both state motivation and cognitive learning.
Show less - Date Issued
- 2009
- Identifier
- CFE0002785, ucf:48103
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002785
- Title
- The Relationship between Service-learning and Civic Engagement in the 2-Year College.
- Creator
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Koopmann, Shari, Hewitt, Randall, Allen, Kay, Kaplan, Jeffrey, Morrison, Elizabeth, Miller, Margaret, University of Central Florida
- Abstract / Description
-
This study examined the relationship between service-learning and civic engagement in the 2-year college and also investigated specific differences between service experiences to determine whether those differences moderated the relationship between service participation and civic engagement outcomes. The study yielded 110 matching pre- and post-Student Civic Engagement surveys from service-learners in five different course subject areas at a large southeastern community college. The findings...
Show moreThis study examined the relationship between service-learning and civic engagement in the 2-year college and also investigated specific differences between service experiences to determine whether those differences moderated the relationship between service participation and civic engagement outcomes. The study yielded 110 matching pre- and post-Student Civic Engagement surveys from service-learners in five different course subject areas at a large southeastern community college. The findings of the paired-samples t tests suggest that students experienced significant gains in four of the seven dimensions of civic engagement after participating in service. Students in comparable courses in subject matter but without service-components were also surveyed, yielding 117 matching pre- and post-surveys. A comparison of the mean differences between pre- and post-responses of the non-service-learners and service-learners suggests that the service-learners had a higher tendency than the non-service-learners to participate in the majority of assessed civic engagement activities. The data were sorted by subject area to allow for an analysis of the service-learners and the non-service-learners in comparable courses. Those results, however, were inconclusive, and no clear trends emerged. ANOVAs and independent-samples t tests were used to determine the relationship between gains in civic outcomes and select variables. The findings suggest that the type of service-learning activity, the duration of the service experience, the participant-perceived quality of the service experience, the amount of required student reflection, and the teacher's frequency of use of active and passive instructional strategies significantly moderate the relationship between service participation and a number of measures of civic engagement.
Show less - Date Issued
- 2013
- Identifier
- CFE0004706, ucf:49807
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004706
- Title
- Complementary Layered Learning.
- Creator
-
Mondesire, Sean, Wu, Annie, Wiegand, Rudolf, Sukthankar, Gita, Proctor, Michael, University of Central Florida
- Abstract / Description
-
Layered learning is a machine learning paradigm used to develop autonomous robotic-based agents by decomposing a complex task into simpler subtasks and learns each sequentially. Although the paradigm continues to have success in multiple domains, performance can be unexpectedly unsatisfactory. Using Boolean-logic problems and autonomous agent navigation, we show poor performance is due to the learner forgetting how to perform earlier learned subtasks too quickly (favoring plasticity) or...
Show moreLayered learning is a machine learning paradigm used to develop autonomous robotic-based agents by decomposing a complex task into simpler subtasks and learns each sequentially. Although the paradigm continues to have success in multiple domains, performance can be unexpectedly unsatisfactory. Using Boolean-logic problems and autonomous agent navigation, we show poor performance is due to the learner forgetting how to perform earlier learned subtasks too quickly (favoring plasticity) or having difficulty learning new things (favoring stability). We demonstrate that this imbalance can hinder learning so that task performance is no better than that of a sub-optimal learning technique, monolithic learning, which does not use decomposition. Through the resulting analyses, we have identified factors that can lead to imbalance and their negative effects, providing a deeper understanding of stability and plasticity in decomposition-based approaches, such as layered learning.To combat the negative effects of the imbalance, a complementary learning system is applied to layered learning. The new technique augments the original learning approach with dual storage region policies to preserve useful information from being removed from an agent's policy prematurely. Through multi-agent experiments, a 28% task performance increase is obtained with the proposed augmentations over the original technique.
Show less - Date Issued
- 2014
- Identifier
- CFE0005213, ucf:50626
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005213
- Title
- A CASE STUDY OF THE LIBRARIES IN THE VANGUARD LEARNING COLLEGES.
- Creator
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Swaine, Linda G, Magann, Doug, University of Central Florida
- Abstract / Description
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This study was conducted to determine the characteristics of a learning-centered library from the perspective of the libraries in the 12 Vanguard Learning Colleges which were participants in the Learning College Project sponsored by the League for Innovation in the Community College. The 12 Vanguard Learning Colleges were: Cascadia Community College (WA), Community College of Baltimore County (MD), Community College of Denver (CO), Humber College, (Ontario), Kirkwood Community College (IA),...
Show moreThis study was conducted to determine the characteristics of a learning-centered library from the perspective of the libraries in the 12 Vanguard Learning Colleges which were participants in the Learning College Project sponsored by the League for Innovation in the Community College. The 12 Vanguard Learning Colleges were: Cascadia Community College (WA), Community College of Baltimore County (MD), Community College of Denver (CO), Humber College, (Ontario), Kirkwood Community College (IA), Lane Community College, OR), Madison Area Technical College (WI), Moraine Valley Community College (IL), Palomar College (CA), Richland College (TX), Sinclair Community College (OH), and Valencia Community College (FL).Furthermore, the researcher was interested in discovering the extent to which the learning-centered concept had been implemented in these libraries as it related to the objectives of the Learning College Project and to chronicle the journeys of the libraries to become more learning-centered. The case study methodology was selected as the most appropriate method for collecting data from the libraries. The researcher interviewed the library administrators or their designees using a semi-structured telephone interview format. The interview questions were open-ended in nature and were developed based on the objectives of the Learning College Project under the guidance of a panel of experts from the fields of information studies and qualitative research. An analysis of the data derived from the telephone interviews and archival documents was analyzed using qualitative analysis strategies. The researcher sought to identify recurring patterns. Findings indicated that a learning-centered library: (a) supports the teaching and learning processes of the college, (b) empowers library staff to be facilitators of learning, (c) conducts strategic planning and assessment, (d) markets its services and resources to its learning community, (e) has facilities that are welcoming and conducive to the learning needs of its users, and (f) uses benchmarking with peer libraries and other organizations to improve its resources and services. When the library administrators or their designees rated the level of learning-centeredness attained by their libraries on a scale of one to ten with one being lowest and ten being highest, the most frequently reported level was 7 and the mean was 6.75. Findings on the implementation of the objectives of the Learning College Project suggested that while the libraries had made tremendous strides in this endeavor, their journeys were not yet completed.
Show less - Date Issued
- 2004
- Identifier
- CFE0000045, ucf:46123
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000045
- Title
- A CASE STUDY OF THE LIBRARIES IN THE VANGUARD LEARNING COLLEGES.
- Creator
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Swaine, Linda G, Magann, Doug, University of Central Florida
- Abstract / Description
-
This study was conducted to determine the characteristics of a learning-centered library from the perspective of the libraries in the 12 Vanguard Learning Colleges which were participants in the Learning College Project sponsored by the League for Innovation in the Community College. The 12 Vanguard Learning Colleges were: Cascadia Community College (WA), Community College of Baltimore County (MD), Community College of Denver (CO), Humber College, (Ontario), Kirkwood Community College (IA),...
Show moreThis study was conducted to determine the characteristics of a learning-centered library from the perspective of the libraries in the 12 Vanguard Learning Colleges which were participants in the Learning College Project sponsored by the League for Innovation in the Community College. The 12 Vanguard Learning Colleges were: Cascadia Community College (WA), Community College of Baltimore County (MD), Community College of Denver (CO), Humber College, (Ontario), Kirkwood Community College (IA), Lane Community College, OR), Madison Area Technical College (WI), Moraine Valley Community College (IL), Palomar College (CA), Richland College (TX), Sinclair Community College (OH), and Valencia Community College (FL).Furthermore, the researcher was interested in discovering the extent to which the learning-centered concept had been implemented in these libraries as it related to the objectives of the Learning College Project and to chronicle the journeys of the libraries to become more learning-centered. The case study methodology was selected as the most appropriate method for collecting data from the libraries. The researcher interviewed the library administrators or their designees using a semi-structured telephone interview format. The interview questions were open-ended in nature and were developed based on the objectives of the Learning College Project under the guidance of a panel of experts from the fields of information studies and qualitative research. An analysis of the data derived from the telephone interviews and archival documents was analyzed using qualitative analysis strategies. The researcher sought to identify recurring patterns. Findings indicated that a learning-centered library: (a) supports the teaching and learning processes of the college, (b) empowers library staff to be facilitators of learning, (c) conducts strategic planning and assessment, (d) markets its services and resources to its learning community, (e) has facilities that are welcoming and conducive to the learning needs of its users, and (f) uses benchmarking with peer libraries and other organizations to improve its resources and services. When the library administrators or their designees rated the level of learning-centeredness attained by their libraries on a scale of one to ten with one being lowest and ten being highest, the most frequently reported level was 7 and the mean was 6.75. Findings on the implementation of the objectives of the Learning College Project suggested that while the libraries had made tremendous strides in this endeavor, their journeys were not yet completed.
Show less - Date Issued
- 2004
- Identifier
- CFE0000141, ucf:46165
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000141
- Title
- APPLICATION AND COMPARISON OF ACTIVE LEARNING IMPLEMENTATION METHODS IN BIOCHEMISTRY EDUCATION.
- Creator
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Thibaut, Dylan, Borgon, Robert, Caranto, Jonathan, University of Central Florida
- Abstract / Description
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Biochemistry has continued to be one of the most complex and important subjects in science education. The purpose of this research is to investigate active learning implementation methods in a Biochemistry I context to determine the most effective means of preparing current science undergraduates. Two Biochemistry I classes over two semesters were analyzed in this study, with class A using a variable active learning schedule and class B using a consistent active learning schedule. Four...
Show moreBiochemistry has continued to be one of the most complex and important subjects in science education. The purpose of this research is to investigate active learning implementation methods in a Biochemistry I context to determine the most effective means of preparing current science undergraduates. Two Biochemistry I classes over two semesters were analyzed in this study, with class A using a variable active learning schedule and class B using a consistent active learning schedule. Four aspects were analyzed to determine active learning validity: perception of different active learning properties, standardized final exam grades, class grade, and teaching implementation. The consistent schedule of daily active learning in class B showed an increase in mean final exam score by 12.72%, significantly improved mean student grade in the class from a high C to a low B (p= 0.0038), and comparing student perception of active learning data, showed a significant decrease in student desire for passive learning (p= 0.025), increased desire for active learning (p= 0.022), and increased desire for flipped classrooms (p= 0.042) after first experiencing opposite results in the first semester of implementation which had increased desire for passive learning (p= 0.003) and teacher-centric learning (p= 0.026). A variable active learning schedule showed no significant values besides an increase in individual learning desire (p= 0.037) and a marginally significant increase in desire for passive learning (p= 0.053) both in its second semester of implementation. This research supports that a consistent, daily active learning curriculum making up approximately 40-50% of daily instruction is preferable compared to a variable lecture schedule with active learning days in between lecture days in undergraduate Biochemistry I large-class instruction given that professors perform it over multiple semesters.
Show less - Date Issued
- 2019
- Identifier
- CFH2000578, ucf:45662
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000578
- Title
- THE IMPORTANCE OF SELF-ESTEEM IN LEARNING AND BEHAVIOR IN CHILDREN WITH EXCEPTIONALITIES AND THE ROLE MAGIC TRICKS MAY PLAY IN IMPROVING SELF-ESTEEM AND IN MOTIVATING LEARNING.
- Creator
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Bauman, Shannon, Ezell, Dan, University of Central Florida
- Abstract / Description
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This paper was written using various research based sources to determine the effects of self-esteem on learning and behaviors and whether or not the use of magic tricks can play a role in raising self-esteem and in motivating learning for children with exceptionalities. There have been multiple studies that show self-esteem has a significant effect on a child's ability to learn as well as studies that show self-esteem plays a role in a child's behavior. There are opposing studies showing that...
Show moreThis paper was written using various research based sources to determine the effects of self-esteem on learning and behaviors and whether or not the use of magic tricks can play a role in raising self-esteem and in motivating learning for children with exceptionalities. There have been multiple studies that show self-esteem has a significant effect on a child's ability to learn as well as studies that show self-esteem plays a role in a child's behavior. There are opposing studies showing that self-esteem has no effect on learning and behavior in children with and without exceptionalities. There was no information found that state high self-esteem has a negative effect on learning or motivation in children with exceptionalities or without exceptionalities. Regardless of whether or not one agrees that self-esteem affects learning and behavior in children with exceptionalities, it is important that educators find ways to help all children with exceptionalities, as well as without exceptionalities, improve their self-esteem thereby possibly helping improve learning, behavior, and motivation. One possible way to help raise self-esteem in children with exceptionalities is the use of magic tricks inside and outside the classroom. Incorporating the use of magic tricks in lessons seems to motivate learning. The information on the use of using magic tricks to raise self-esteem is limited to few articles and only one study. While the information on using magic to improve self-esteem in children with exceptionalities is limited, the information collected to date all state positive results using magic tricks to not only raise self-esteem but to also to motivate learning in children with exceptionalities.
Show less - Date Issued
- 2012
- Identifier
- CFH0004293, ucf:44914
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004293
- Title
- PEDAGOGICAL RE-MEDIATION IN HYBRID COURSES: A CASE STUDY OF FIVE FIRST-YEAR COMPOSITION INSTRUCTORS.
- Creator
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Middlebrook, Rebecca, Wallace, David, University of Central Florida
- Abstract / Description
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As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors have taken on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for the this new teaching and learning environment. This study takes on the task of examining re-mediation as it occurs in the pedagogical practices used by instructors to facilitate peer review...
Show moreAs the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors have taken on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for the this new teaching and learning environment. This study takes on the task of examining re-mediation as it occurs in the pedagogical practices used by instructors to facilitate peer review activities in hybrid, first-year composition courses. At the same time, it is important to understand the varying factors that may influence the degree to which instructors re-mediate their pedagogy for this hybrid environment. This study also uncovers four factors that appeared to influence the degree to which the instructors re-mediated their pedagogical practices over the course of the semester in which this study was conducted. Results from this study will contribute to the field by serving as a guide to instructors and administrators who will teach and design hybrid composition courses or curricula in the future.
Show less - Date Issued
- 2009
- Identifier
- CFE0002881, ucf:48040
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002881
- Title
- Influencing students to become stewards of the Earth's ocean through a residential marine camp experience.
- Creator
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Rembert, Jenifer, Dixon, Juli, Andreasen, Janet, Everett, Robert, University of Central Florida
- Abstract / Description
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ABSTRACTThe purpose of this action research study was to document 8th grade students' experiences at a residential marine learning facility as they discovered the interconnections between life on Earth and its dependency on ocean health. My goal was for students to take their new knowledge and share it with others in a quest to become educated and caring stewards of the Earth's ocean. Students in this study participated in open peer and instructor discussions, performed full and guided...
Show moreABSTRACTThe purpose of this action research study was to document 8th grade students' experiences at a residential marine learning facility as they discovered the interconnections between life on Earth and its dependency on ocean health. My goal was for students to take their new knowledge and share it with others in a quest to become educated and caring stewards of the Earth's ocean. Students in this study participated in open peer and instructor discussions, performed full and guided inquiry activities, and snorkeled among the shallow water habitats that transition from mangroves toward coral reefs to discover the interconnections among shallow water marine habitats and the critical necessity of biological diversity among habitats.The processes used to collect data for this action research study were a pre/post knowledge assessment about coral reefs, videotaped conversations among peers and instructors, photographs documenting student engagement in activities, and interviews conducted at the conclusion of the trip. The themes that emerged included a mindset of ocean stewardship, deep engagement in inquiry-driven activities while interacting among peers, the ability to clearly articulate the effects of human impact on biological diversity and the need to maintain sustainable shallow water ecosystems that are biologically diverse.Although this study was only conducted over a three day weekend, the emergent themes highlight the value of providing students with opportunities to interact with nature. Experiential learning not only contributes to the various ways of knowing but such experiences help students develop a stronger sense of self perception and values as they begin formulating their sense of relationship to and responsibilities toward their own communities and the larger, natural world.
Show less - Date Issued
- 2012
- Identifier
- CFE0004588, ucf:49198
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004588
