The Influence of Academic Self-Efficacy on Learning Engagement in Online Education in China:The Mediating Role of Effort

The shift towards online intelligent learning has become the norm in education and is now a fundamental part of modern educational activities.However,this new model can influence students’learning behavior and lead to changes in their approach to learning.Based on online intelligent learning,we investigated how the academic self-efficacy of nursing students affects their engagement with learning and explored the role of academic attribution as a mediator.Five hundred fifty-three nursing college students from Hebei and Hunan provinces in China participated in the online questionnaire.The results revealed that effort plays a mediating role in the relationship between academic self-efficacy and learning engagement.

Modulated-ISRJ rejection using online dictionary learning for synthetic aperture radar imagery

In electromagnetic countermeasures circumstances,synthetic aperture radar(SAR)imagery usually suffers from severe quality degradation from modulated interrupt sampling repeater jamming(MISRJ),which usually owes considerable coherence with the SAR transmission waveform together with periodical modulation patterns.This paper develops an MISRJ suppression algorithm for SAR imagery with online dictionary learning.In the algorithm,the jamming modulation temporal properties are exploited with extracting and sorting MISRJ slices using fast-time autocorrelation.Online dictionary learning is followed to separate real signals from jamming slices.Under the learned representation,time-varying MISRJs are suppressed effectively.Both simulated and real-measured SAR data are also used to confirm advantages in suppressing time-varying MISRJs over traditional methods.

Prediction of lime utilization ratio of dephosphorization in BOF steelmaking based on online sequential extreme learning machine with forgetting mechanism

The machine learning models of multiple linear regression(MLR),support vector regression(SVR),and extreme learning ma-chine(ELM)and the proposed ELM models of online sequential ELM(OS-ELM)and OS-ELM with forgetting mechanism(FOS-ELM)are applied in the prediction of the lime utilization ratio of dephosphorization in the basic oxygen furnace steelmaking process.The ELM model exhibites the best performance compared with the models of MLR and SVR.OS-ELM and FOS-ELM are applied for sequential learning and model updating.The optimal number of samples in validity term of the FOS-ELM model is determined to be 1500,with the smallest population mean absolute relative error(MARE)value of 0.058226 for the population.The variable importance analysis reveals lime weight,initial P content,and hot metal weight as the most important variables for the lime utilization ratio.The lime utilization ratio increases with the decrease in lime weight and the increases in the initial P content and hot metal weight.A prediction system based on FOS-ELM is applied in actual industrial production for one month.The hit ratios of the predicted lime utilization ratio in the error ranges of±1%,±3%,and±5%are 61.16%,90.63%,and 94.11%,respectively.The coefficient of determination,MARE,and root mean square error are 0.8670,0.06823,and 1.4265,respectively.The system exhibits desirable performance for applications in actual industrial pro-duction.

QoE oriented intelligent online learning evaluation technology in B5G scenario

Students'demand for online learning has exploded during the post-COvID-19 pandemic era.However,due to their poor learning experience,students'dropout rate and learning performance of online learning are not always satisfactory.The technical advantages of Beyond Fifth Generation(B5G)can guarantee a good multimedia Quality of Experience(QoE).As a special case of multimedia services,online learning takes into account both the usability of the service and the cognitive development of the users.Factors that affect the Quality of Online Learning Experience(OL-QoE)become more complicated.To get over this dilemma,we propose a systematic scheme by integrating big data,Machine Learning(ML)technologies,and educational psychology theory.Specifically,we first formulate a general definition of OL-QoE by data analysis and experimental verification.This formula considers both the subjective and objective factors(i.e.,video watching ratio and test scores)that most affect OLQoE.Then,we induce an extended layer to the classic Broad Learning System(BLS)to construct an Extended Broad Learning System(EBLS)for the students'OL-QoE prediction.Since the extended layer can increase the width of the BLS model and reduce the redundant nodes of BLS,the proposed EBLS can achieve a trade-off between the prediction accuracy and computation complexity.Finally,we provide a series of early intervention suggestions for different types of students according to their predicted OL-QoE values.Through timely interventions,their OL-QoE and learning performance can be improved.Experimental results verify the effectiveness oftheproposed scheme.

How Presence Affects College Students’Online Learning Outcomes:Unveiling Its Underlying Mechanism

Over the past few years,China’s higher education institutions have experienced remarkable growth in online teaching.However,it remains uncertain whether and how the sense of presence perceived by students affects their online learning outcomes when teachers use online teaching media for communication.This sense specifically pertains to the extent to which students perceive themselves as“real persons”and establish connections with others.Therefore,this study constructs a conceptual model elucidating the impact of presence on students’online learning outcomes and empirically examines the mechanism through which three types of presence influence students’online learning.The test results of the structural equation modeling(SEM)indicate that:(a)teaching presence,social presence,and cognitive presence all exhibit significantly positive outcomes on students’online learning outcomes;(b)these three types of presence can also indirectly and positively influence students’online learning outcomes through the mediating effect of flow experience and learning satisfaction;and(c)flow experience and learning satisfaction play a sequential mediating role in the process by which presence impacts students’online learning outcomes.We hope that the relevant research findings may contribute to unveiling the“black box”of the impact of presence on students’online learning outcomes and offer valuable insights for college educators to overcome online teaching constraints and enhance online teaching quality.

Computational intelligence interception guidance law using online off-policy integral reinforcement learning

Missile interception problem can be regarded as a two-person zero-sum differential games problem,which depends on the solution of Hamilton-Jacobi-Isaacs(HJI)equa-tion.It has been proved impossible to obtain a closed-form solu-tion due to the nonlinearity of HJI equation,and many iterative algorithms are proposed to solve the HJI equation.Simultane-ous policy updating algorithm(SPUA)is an effective algorithm for solving HJI equation,but it is an on-policy integral reinforce-ment learning(IRL).For online implementation of SPUA,the dis-turbance signals need to be adjustable,which is unrealistic.In this paper,an off-policy IRL algorithm based on SPUA is pro-posed without making use of any knowledge of the systems dynamics.Then,a neural-network based online adaptive critic implementation scheme of the off-policy IRL algorithm is pre-sented.Based on the online off-policy IRL method,a computa-tional intelligence interception guidance(CIIG)law is developed for intercepting high-maneuvering target.As a model-free method,intercepting targets can be achieved through measur-ing system data online.The effectiveness of the CIIG is verified through two missile and target engagement scenarios.

Investigation on the Current Status and Effects of Online Course Learning for Nursing Students

[Objectives]To explore the current situation and effects of online learning from the perspective of students,as well as the learning dynamics,and to explore the online teaching methods.It is possible to put forward relevant suggestions for the problems presented by online teaching,find effective teaching methods,and explore appropriate online teaching methods.[Methods]The nursing students of the 2020,2021,and 2022 grades of Chengde Nursing Vocational College were selected as the research subjects.A self-made questionnaire survey method was adopted.The questionnaire had 5 items and 44 questions:3 questions on personal information,9 questions on the teacher level,12 ques-tions on the student level,7 questions on the technical level,and 13 questions on online learning satisfaction.[Results]In the process of on-line teaching,the cooperation between family and school can be carried out to give full play to the important role of family supervision in online learning and other education,which is conducive to maintaining the discipline of online courses on the Internet,increasing the online learning effect of students,and avoiding the temptation of the Internet to the greatest extent.In the process,we should increase students'self-control in online learning,help students shape realistic goals,and thus improve the effect of online learning.Technical level:increase information-based teaching,enrich teaching content,and introduce virtual simulation software to simulate clinical operations,so as to increase students’interest and enthusiasm in learning.[Conclusions]This study is expected to provide a certain reference for the smooth and efficient development of online teaching and online learning skills.

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment:Learning Experience as a Mediator

Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.

Efficacy of Online Learning and Influence on Skin and Eyes Among College Students

To evaluate the efficacy of online learning and explore the impact of long-term use of electronic products on facial skin as well as eyes.A cross-sectional survey was conducted to 180 sophomores in Xi′an Jiaotong University by cluster random sampling from September to October 2021.The questionnaire covering study condition,skin lesion and Ocular Surface Disease Index.χ_(2) test was used to compare the facial skin condition among different groups,and spearman correlation test was used to test the correlation of rank data.During online education,students′learning pressure is reduced,their autonomy is improved,and the learning efficiency is reduced.There were differences in the incidence of facial itching and papules among different groups.Duration of use of electronic products was positively correlated with the facial itching,with an r value of 0.231(P<0.05);the proportion of pigmentation in non-blue light protection groups(12.8%)was higher than that in blue light protection groups(1.7%),the difference was statistically significant(χ_(2)=8.384,P<0.05).The prevalence of dry eye among college students is 66.7%,and the proportion of moderate to severe dry eye is 34.5%.The study autonomy has been improved during online teaching.Long-term use of electronic products and no blue light protection have an impact on facial skin.Students should enhance the knowledge of skin-care and eye-care and develop better habits.

Statistical Analysis of Students’Learning Effectiveness in Online Courses Offered by British Partners in China-UK Joint Education Program

In the context of internationalization,China-UK Joint Education Programs are receiving increasing attention from universities.Based on the difficulties faced in China-UK Joint Education Program,this paper adopts a questionnaire survey method to study the learning effectiveness of students majoring in digital media technology in the China-UK Joint Education Program at Guangxi University of Finance and Economics,focusing on four aspects:learning materials,learning content,teacher conditions,and student learning outcomes.The research analysis in this paper not only provides strong support for the construction of China-UK Joint Education Program but also offers references for other China-UK Joint Education Programs.

Study of The Technical Index of Online Learning Behavior Analysis of Nursing Majors on The Superstar Platform Based on The Kirkpatrick Evaluation Model

Objective:To analyze the technical indexes of students’online learning behavior analysis based on Kirkman’s evaluation model,sort out the basic indexes of online learning behavior,and extract scientific and efficient evaluation indexes of online learning effect through statistical analysis.Methods:The online learning behavior data of Physiology of nursing students from 2021-2023 and the first semester of 22 nursing classes(3 and 4)were collected and analyzed.The preset learning behavior indexes were analyzed by multi-dimensional analysis and a correlation analysis was conducted between the indexes and the final examination scores to screen for the dominant important indexes for online learning effect evaluation.Results:The study found that the demand for online learning of nursing students from 2021-2023 increased and the effect was statistically significant.Compared with the stage assessment results,the online learning effect was statistically significant.Conclusion:The main indicators for evaluating and classifying online learning behaviors were summarized.These two indicators can help teachers predict which part of students need learning intervention,optimize the teaching process,and help students improve their learning behavior and academic performance.

A Study of Multimodal Intelligent Adaptive Learning System and Its Pattern of Promoting Learners’Online Learning Engagement

As the field of artificial intelligence continues to evolve,so too does the application of multimodal learning analysis and intelligent adaptive learning systems.This trend has the potential to promote the equalization of educational resources,the intellectualization of educational methods,and the modernization of educational reform,among other benefits.This study proposes a construction framework for an intelligent adaptive learning system that is supported by multimodal data.It provides a detailed explanation of the system’s working principles and patterns,which aim to enhance learners’online engagement in behavior,emotion,and cognition.The study seeks to address the issue of intelligent adaptive learning systems diagnosing learners’learning behavior based solely on learning achievement,to improve learners’online engagement,enable them to master more required knowledge,and ultimately achieve better learning outcomes.

Air combat target maneuver trajectory prediction based on robust regularized Volterra series and adaptive ensemble online transfer learning

Target maneuver trajectory prediction is an important prerequisite for air combat situation awareness and maneuver decision-making.However,how to use a large amount of trajectory data generated by air combat confrontation training to achieve real-time and accurate prediction of target maneuver trajectory is an urgent problem to be solved.To solve this problem,in this paper,a hybrid algorithm based on transfer learning,online learning,ensemble learning,regularization technology,target maneuvering segmentation point recognition algorithm,and Volterra series,abbreviated as AERTrOS-Volterra is proposed.Firstly,the model makes full use of a large number of trajectory sample data generated by air combat confrontation training,and constructs a Tr-Volterra algorithm framework suitable for air combat target maneuver trajectory prediction,which realizes the extraction of effective information from the historical trajectory data.Secondly,in order to improve the real-time online prediction accuracy and robustness of the prediction model in complex electromagnetic environments,on the basis of the TrVolterra algorithm framework,a robust regularized online Sequential Volterra prediction model is proposed by integrating online learning method,regularization technology and inverse weighting calculation method based on the priori error.Finally,inspired by the preferable performance of models ensemble,ensemble learning scheme is also incorporated into our proposed algorithm,which adaptively updates the ensemble prediction model according to the performance of the model on real-time samples and the recognition results of target maneuvering segmentation points,including the adaptation of model weights;adaptation of parameters;and dynamic inclusion and removal of models.Compared with many existing time series prediction methods,the newly proposed target maneuver trajectory prediction algorithm can fully mine the prior knowledge contained in the historical data to assist the current prediction.The rationality and effectiveness of the proposed algorithm are verified by simulation on three sets of chaotic time series data sets and a set of real target maneuver trajectory data sets.

QoS-Aware Congestion Control with Online Learning

In emerging applications such as industrial control and autonomous driving,end-to-end deterministic quality of service(QoS)transmission guarantee has become an urgent problem to be solved.Internet congestion control algorithms are essential to the performance of applications.However,existing congestion control schemes follow the best-effort principle of data transmission without the perception of application QoS requirements.To enable data delivery within application QoS constraints,we leverage an online learning mechanism to design Crimson,a novel congestion control algorithm in which each sender continuously observes the gap between current performance and pre-defined QoS.Crimson can change rates adaptively that satisfy application QoS requirements as a result.Across many emulation environments and real-world experiments,our proposed scheme can efficiently balance the different trade-offs between throughput,delay and loss rate.Crimson also achieves consistent performance over a wide range of QoS constraints under diverse network scenarios.

Surviving the shift: College student satisfaction with emergency online learning during COVID-19 pandemic

BACKGROUND The coronavirus disease 2019(COVID-19)epidemic disrupted education systems by forcing systems to shift to emergency online leaning.Online learning satisfaction affects academic achievement.Many factors affect online learning satisfaction.However there is little study focused on personal characteristics,mental status,and coping style when college students participated in emergency online courses.regression analyses were performed to identify factors that affected online learning satisfaction.RESULTS Descriptive findings indicated that 62.9%(994/1580)of students were satisfied with online learning.Factors that had significant positive effects on online learning satisfaction were online learning at scheduled times,strong exercise intensity,good health,regular schedule,focusing on the epidemic less than one hour a day,and maintaining emotional stability.Positive coping styles were protective factors of online learning satisfaction.Risk factors for poor satisfaction were depression,neurasthenia,and negative coping style.CONCLUSION College students with different personal characteristics,mental status,and coping style exhibited different degrees of online learning satisfaction.Our findings provide reference for educators,psychologists,and school adminis-trators to conduct health education intervention of college students during emergency online learning.

Achieve Intended Learning Outcomes and Improving Digital Literacy Skills for Practical-Based Subjects Using Online Teaching via Propagation of OER Materials

As professors are subjected to teaching their classes online due to the recent COVID-19, our local Hong Kong students find it difficult to consult their teachers, and ultimately would fail to achieve the intended learning outcomes, especially for practical-based subjects. In this research, students having online classes of a practical-based fabric design subject were encouraged to self-study from Open Educational Resource (OER) materials for a further and better understanding of their subject. Additionally, online materials were developed to improve students’ understanding via skill of digital literacy. Their learning progress was evaluated and compared to the face-to-face version. The majority of students found online classes combined with self-studying OER materials, potentially be a substitute for face-to-face classes. Most of the students further opined different OER videos assisted them without any face-to-face instructions in practical works, to develop new fabric samples from the inspiration. Analysis of test results, and comparison of students’ final grades with different learning modes, supported these phenomena.

Improved Behavioural Engagement of Students through Low-stakes Online Tests and Immediate Dialogic Feedback

The engagement of students is a recognised challenge for teachers.Technology offers some practical student engagement tools,and this paper examines the use of low-stakes online tests and immediate dialogic feedback to improve behavioural engagement.The academic exploration of low-stakes tests and dialogic feedback has been extensive,and they are credible teaching tools.In this study,we explore the learning benefit of their combination.Postgraduate engineering students’self-reported and learning analytics data shows conclusive evidence of improved behavioural engagement.We measured a 500%increase in the Learning Management System(LMS)page views on the days when we ran the low-stakes tests(each worth 2%of the marks for the subject)and engaged in immediate dialogic feedback.To interpret these results,we draw on theories of behavioural engagement,low-stakes tests,and feedback.We conclude that the combination of low-stakes tests and immediate feedback improves student behavioural engagement.

Influence of Online Learning Attitude in the Blended Teaching Model on the Final Grades

The combination of online teaching and traditional offline teaching can maximize the advantages of both.Based on the blended teaching of English Reading course,39 students were selected as the research subjects to study the relationship between their online learning attitudes and their grades in the final examination.Judged from the number of times for each student to download teaching resources,the number of assignments submitted online,and the quality of the submitted assignments,each student’s attitude toward online learning was examined comprehensively,and a correlation analysis was conducted through SPSS Statistics 21.0 to explore the influence of online learning attitude on English reading performance.Through data collection and analysis of the online learning attitudes over a 16-week period,a significant positive correlation was found between the online learning attitudes and the English reading grades,indicating that the online learning attitude in the blended learning model plays a crucial role in improving the English reading skill,and students should maintain a positive attitude toward online teaching in blended learning.

An Empirical Study of the Influence of Online Learning Behaviors on Learning Outcomes in Blended Teaching Mode—Taking College English Listening as an Example

Blended teaching, which integrates the advantages of online and offline teaching, has become the main direction of higher education teaching reform. In the era of education big data, research on the online learners’ behavior based on data mining has attracted more and more attention from higher education researchers. However, in the field of foreign language teaching, research on the relationship between online learning behaviors and learning outcomes in the blended teaching mode is still at an early stage. Taking the course College English Listening in Zhejiang Yuexiu University (ZYU) as an example, this study conducted a comprehensive data analysis of online learning behaviors of 152 students of ZYU to explore the influence of online learning behaviors on learning outcomes in the blended teaching mode by utilizing Microsoft Excel and SPSS.20 statistic software. The result shows that the number of course login, the quantity and the quality of forum replies, the number of note submission, the quality of the notes, the average score of vocabulary tests, the number of the times of taking listening tests and the average score of listening tests are all significantly and positively correlated with students’ learning outcomes, while the study does not find a correlation between students’ learning outcomes and the number of the times of taking vocabulary tests, the total length of online learning and the length of video viewing. Based on the study results, implications are put forward to give reference for the teaching design and the management of the foreign language blended courses.

Semi-supervised learning based hybrid beamforming under time-varying propagation environments

Hybrid precoding is considered as a promising low-cost technique for millimeter wave(mm-wave)massive Multi-Input Multi-Output(MIMO)systems.In this work,referring to the time-varying propagation circumstances,with semi-supervised Incremental Learning(IL),we propose an online hybrid beamforming scheme.Firstly,given the constraint of constant modulus on analog beamformer and combiner,we propose a new broadnetwork-based structure for the design model of hybrid beamforming.Compared with the existing network structure,the proposed network structure can achieve better transmission performance and lower complexity.Moreover,to enhance the efficiency of IL further,by combining the semi-supervised graph with IL,we propose a hybrid beamforming scheme based on chunk-by-chunk semi-supervised learning,where only few transmissions are required to calculate the label and all other unlabelled transmissions would also be put into a training data chunk.Unlike the existing single-by-single approach where transmissions during the model update are not taken into the consideration of model update,all transmissions,even the ones during the model update,would make contributions to model update in the proposed method.During the model update,the amount of unlabelled transmissions is very large and they also carry some information,the prediction performance can be enhanced to some extent by these unlabelled channel data.Simulation results demonstrate the spectral efficiency of the proposed method outperforms that of the existing single-by-single approach.Besides,we prove the general complexity of the proposed method is lower than that of the existing approach and give the condition under which its absolute complexity outperforms that of the existing approach.