The level of self-learning ability among university students in the light of dealing with innovative technologies
Notice bibliographique
Résumé
Introduction. A crucial topic of investigation in modern education is the study of self-learning abilities among college students, especially in using innovative technologies. In order to improve educational practices and student results, it is crucial to understand how students adapt to and use digital tools and online resources for self-directed learning. This is because these resources are becoming increasingly important to academic performance. The purpose of this study is to explore how college students utilize digital tools and online resources for self-learning. Study participants and methods. This investigation, which involved 500 pupils, set out to answer four primary questions: (1) the confidence that college students have in their abilities to learn independently with the help of digital tools; (2) how students' use and familiarity with cutting-edge tools change as they progress through college; (3) whether there are any gender variations in students' ability to learn on their own using modern technology; and (4) whether or not there are any relationships between students' grades and their use of cutting-edge study tools, using a Likert-scale survey. Results. The results demonstrated that out of 500 college students, 60% had faith in self-directed learning through innovative technology, with 200 agreeing and 100 strongly agreeing. On the other side, nearly a quarter were uneasy, with seventeen percent remaining indifferent and sixty-five percent strongly opposing. Just 10% of first-year students reported often utilizing tools, indicating reduced tool utilization and comfort. Whereas half of the fourth-year students regularly used them, the other half used them more frequently and were more comfortable with them. The study did not find any notable difference in the usage of technology for self-learning based on gender. There was an association between grade point average and technology use; students whose GPAs were between 3.5 and 4.0 were more likely to use technology frequently (4.8 out of 5.0) and were more comfortable using it (4.5 out of 5.0). Practical significance. This study has the ability to shed light on current educational procedures and strategies, which is where its practical significance lies. Teachers can gain a better grasp of how students make use of and adjust to digital resources for independent study in order to incorporate these technologies into lessons in a way that may improve students' learning experiences and outcomes. Insights from this study regarding the link between tech use and higher GPAs can help schools design better online classrooms. More personalized and efficient methods of higher education instruction can be a result of the study's impact on educational technology policy decisions.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».