Example-based Learning

Two students can achieve the same performance in the test, but with different levels of mental effort in learning phase. Thus, the combination of mental effort and performance can determine the efficiency of learning where high efficiency is associated with high performance with low mental effort, while low performance with high mental effort in learning is considered to be of low efficiency. A true experimental study with pre-test post-test design was conducted to investigate the effect of Example-Problem-Based Learning (EPBL) in Circuit Theory teaching and learning on Malaysian first year vocational diploma-level students’ performance and mental effort as well as the efficiency. The experiment was carried out for eight weeks with 38 students. The EPBL was used in the experimental group, while the existing teaching method based on Teacher-Centered Learning (TCL) is maintained for the control group. The students have completed the Circuit Theory Performance Test and the 9-Point Mental Effort Rating Scale. The findings of the study indicated that EPBL enhanced student’s test performance with less mental effort invested during the learning phase and hence increased 2-dimensional instructional efficiency index in learning of Circuit Theory.

Supper-resolution (SR) methods are classified into two different methods: image registration (IR)-based
methods and example-based methods. The proposed joint SR method is focused on estimating highresolution
(HR) video sequences from low-resolution (LR) ones by combining the two different methods.
The IR-based SR method collects information from adjacent frames to reconstruct HR images in the video
sequence. Example-based SR methods give good textures and strong edges in the result HR video. In this
paper, IR-based and example-based SR methods are fused based on the gradient features. The proposed
joint SR method gives smaller peak signal to noise ratio than the example-based method, however it shows
better reconstruction results on high-level features such as characters in images. Experimental result of the
proposed joint SR method shows less noise and higher contrast than the example-based method

Higher education students in the Arabian Gulf face barriers to careers that require 21st century competencies such as information literacy, an essential skill for engagement in the global knowledge economy. Gulf leaders have established Western-modeled higher education institutions that emphasize these skills, however employers report a gap between their workforce requirements and their satisfaction with the quality of Gulf graduates. Theoretical and empirical research related to these gaps suggest that Western curricula and pedagogy may be misaligned with Gulf students’ academic culture and Arab-Islamic epistemology. This research study collected data through a Gulf-wide six-country online survey to understand Gulf academic staff perceptions of information literacy, and their teaching and learning background. Based on the empirical evidence collected and a review of the literature, the study implemented an instructional intervention based on Renkl’s (2014) instructionally oriented theory of example-based learning (EBL) and gathered proof of concept for Gulf higher education academic staff of transitioning from a teacher-led to student-centred approach using EBL. The learning domain of the intervention was the first two steps of Brand-Gruwel, Wopereis, and Walraven’s (2009) information problem-solving (IPS) schema and skills, defining the problem and searching for information. An embedded mixed methods design was used, combining a traditional pre-test/post-test experiment with three treatment conditions with qualitative data collection to implement example-based learning within a college introductory research course for undergraduates. The treatments consisted of two different EBL orienting activities, self-explanation and explanation-help, while the control group received no treatment. Performance and perception data related to information problem-solving schema, skills, and behaviour were analyzed using descriptive and inferential (t-tests, ANOVA, ANCOVA) statistics. Findings indicate significant improvements in performance of IPS skill one - define the problem – by the two treatment groups at retention, and the explanation-help group significantly outperformed the self-explanation group on the same skill immediately following both post-tests but not at retention. Results also suggest significant main effects for the EBL treatment and English language proficiency, and no significant difference between the two treatment groups at retention. Participants’ assessment of the training was positive, and overall, the explanation-help group ratings for both usefulness and difficulty of the training were the highest, though not significantly. Empirical research indicates that explanation-help scaffolds are well-suited when students are not yet able to fully or accurately explain the learning domain principles. The results provide support for the role of worked examples to support schema and skill development for novices, and emerging proof of concept for the use of EBL to transition from teacher-centred to student-centred with worked example scaffolds.

In this paper, we introduce an algorithm for morphological rule induction using meta-rules for Arabic morphology based on inductive logic programming. The processing resources are a set of example pairs (stem and inflected form) with their feature vectors, either positive or negative, and the linguistic background knowledge from the Arabic morphological analysis domain. Each example pair has two words to be analyzed vocally into consonants and vowels. The algorithm applies two levels of mapping: between the vocal representation of the two words (stem, morphed) and between their feature vector. It differentiates between both mappings in order to accurately deduce which changes in the word structure led to which changes in its features. The paper also addresses the irregularity, productivity and model consistency issues. We have developed an Arabic morphological rule induction system (AMRIS). Successful evaluation has been performed and showed that the system performance results achie...