Kunesidingo esikhulayo sokufunda okugxile kubafundi (SCL) ezikhungweni zemfundo ephakeme, okuhlanganisa nodokotela bamazinyo. Kodwa-ke, i-SCL inokusetshenziswa okulinganiselwe emfundweni yamazinyo. Ngakho-ke, lolu cwaningo luhlose ukukhuthaza ukusetshenziswa kwe-SCL kudokotela wamazinyo ngokusebenzisa ubuchwepheshe bokufunda komshini we-decision tree (ML) ukuze kudwetshwe isitayela sokufunda esithandwayo (LS) kanye namasu okufunda ahambisanayo (IS) abafundi bamazinyo njengethuluzi eliwusizo lokuthuthukisa iziqondiso ze-IS. Izindlela ezithembisayo zabafundi bamazinyo.
Abafundi bamazinyo abangu-255 abavela eNyuvesi yaseMalaya baqedele uhlu lwemibuzo oluguquliwe lwe-Index of Learning Styles (m-ILS), olwaluqukethe izinto ezingu-44 zokuzihlukanisa ngokwe-LS zabo. Idatha eqoqwe (ebizwa ngokuthi isethi yedatha) isetshenziswa ekufundeni kwesihlahla sesinqumo esigadiwe ukuze kuhambisane ngokuzenzakalelayo nezitayela zokufunda zabafundi ne-IS efanele kakhulu. Ukunemba kwethuluzi lokuncoma le-IS elisekelwe ekufundeni komshini kuyahlolwa.
Ukusetshenziswa kwamamodeli esihlahla sesinqumo enqubweni yokumapha ezenzakalelayo phakathi kwe-LS (okufakwayo) ne-IS (okukhiphayo okuqondiwe) kuvumela uhlu olusheshayo lwamasu okufunda afanele omfundi ngamunye wamazinyo. Ithuluzi lokuncoma le-IS libonise ukunemba okuphelele kanye nokukhumbula ukunemba kwemodeli iyonke, okubonisa ukuthi ukufanisa i-LS ne-IS kunozwela oluhle kanye nokucacisa.
Ithuluzi lokuncoma le-IS elisekelwe esihlahleni sesinqumo se-ML lifakazele ikhono lalo lokufanisa ngokunembile izitayela zokufunda zabafundi bamazinyo namasu okufunda afanele. Leli thuluzi linikeza izinketho ezinamandla zokuhlela izifundo noma amamojula agxile kubafundi angathuthukisa ulwazi lokufunda lwabafundi.
Ukufundisa nokufunda kuyimisebenzi eyisisekelo ezikhungweni zemfundo. Lapho kuthuthukiswa uhlelo lwemfundo yobuchwepheshe olusezingeni eliphezulu, kubalulekile ukugxila ezidingweni zokufunda zabafundi. Ukusebenzisana phakathi kwabafundi nendawo yabo yokufunda kungatholakala ngokusebenzisa i-LS yabo. Ucwaningo luphakamisa ukuthi ukungafani okuhloswe nguthisha phakathi kwe-LS yabafundi kanye ne-IS kungaba nemiphumela emibi ekufundeni kwabafundi, njengokuncipha kokunaka kanye nogqozi. Lokhu kuzothinta ngokungaqondile ukusebenza komfundi [1,2].
I-IS iyindlela esetshenziswa othisha ukudlulisela ulwazi namakhono kubafundi, okuhlanganisa nokusiza abafundi ukuthi bafunde [3]. Ngokuvamile, othisha abahle bahlela amasu okufundisa noma i-IS ehambisana kahle nezinga lolwazi lwabafundi babo, imiqondo abayifundayo, kanye nesigaba sabo sokufunda. Ngokwethiyori, lapho i-LS ne-IS zihambisana, abafundi bazokwazi ukuhlela nokusebenzisa isethi ethile yamakhono ukuze bafunde ngempumelelo. Ngokuvamile, uhlelo lwesifundo luhlanganisa ukuguquka okuningana phakathi kwezigaba, njengokusuka ekufundiseni kuya ekuzijwayezeni okuqondisiwe noma ukusuka ekuzijwayezeni okuqondisiwe kuya ekuzijwayezeni okuzimele. Benalokhu engqondweni, othisha abaphumelelayo bavame ukuhlela ukufundisa ngenhloso yokwakha ulwazi namakhono abafundi [4].
Isidingo se-SCL siyakhula ezikhungweni zemfundo ephakeme, okuhlanganisa nodokotela bamazinyo. Amasu e-SCL aklanyelwe ukuhlangabezana nezidingo zokufunda zabafundi. Lokhu kungafezwa, isibonelo, uma abafundi behlanganyela ngenkuthalo emisebenzini yokufunda futhi othisha besebenza njengabagqugquzeli futhi benesibopho sokunikeza impendulo ebalulekile. Kuthiwa ukuhlinzeka ngezinto zokufunda nemisebenzi efanele izinga lemfundo labafundi noma okuthandwa yibo kungathuthukisa indawo yokufunda yabafundi futhi kukhuthaze okuhlangenwe nakho okuhle kokufunda [5].
Ngokuvamile, inqubo yokufunda yabafundi bamazinyo ithonywa yizinqubo ezahlukene zezokwelapha okudingeka bazenze kanye nendawo yokwelapha lapho bathuthukisa khona amakhono okuxhumana nabantu asebenzayo. Inhloso yokuqeqeshwa ukuvumela abafundi ukuthi bahlanganise ulwazi oluyisisekelo lwezokwelapha amazinyo namakhono ezokwelapha amazinyo futhi basebenzise ulwazi abalutholile ezimweni ezintsha zezokwelapha [6, 7]. Ucwaningo lwasekuqaleni mayelana nobudlelwano phakathi kwe-LS ne-IS luthole ukuthi ukulungisa amasu okufunda ahlelwe ku-LS ethandwayo kungasiza ekuthuthukiseni inqubo yemfundo [8]. Abalobi batusa futhi ukusebenzisa izindlela ezahlukene zokufundisa nokuhlola ukuze zivumelane nokufunda nezidingo zabafundi.
Othisha bayazuza ngokusebenzisa ulwazi lwe-LS ukubasiza baklame, bathuthukise, futhi basebenzise imfundo ezothuthukisa ukutholwa kolwazi olujulile nokuqonda kwesihloko. Abacwaningi bathuthukise amathuluzi amaningana okuhlola i-LS, njenge-Kolb Experiential Learning Model, i-Felder-Silverman Learning Style Model (FSLSM), kanye ne-Fleming VAK/VARK Model [5, 9, 10]. Ngokusho kwezincwadi, lawa mamodeli okufunda ayimodeli okufunda asetshenziswa kakhulu futhi afundwa kakhulu. Emsebenzini wocwaningo wamanje, i-FSLSM isetshenziselwa ukuhlola i-LS phakathi kwabafundi bamazinyo.
I-FSLSM iyimodeli esetshenziswa kabanzi yokuhlola ukufunda okuguquguqukayo kobunjiniyela. Kunemisebenzi eminingi eshicilelwe kwezesayensi yezempilo (kufaka phakathi ezokwelapha, ubuhlengikazi, ikhemisi kanye nodokotela bamazinyo) engatholakala kusetshenziswa amamodeli e-FSLSM [5, 11, 12, 13]. Ithuluzi elisetshenziselwa ukukala ubukhulu be-LS ku-FLSM libizwa ngokuthi i-Index of Learning Styles (ILS) [8], equkethe izinto ezingu-44 ezihlola ubukhulu obune be-LS: ukucubungula (okusebenzayo/okubonisayo), ukuqonda (okuqondayo/okuqondayo), ukufaka (okubonakalayo). /okukhulunywayo) kanye nokuqonda (okulandelanayo/omhlaba wonke) [14].
Njengoba kuboniswe kuMfanekiso 1, ubukhulu ngabunye be-FSLSM bunokukhethwa okukhulu. Isibonelo, esigabeni sokucubungula, abafundi abane-LS "esebenzayo" bakhetha ukucubungula ulwazi ngokusebenzisana ngqo nezinto zokufunda, bafunde ngokwenza, futhi bathambekele ekufundeni ngamaqembu. I-LS "ebonisayo" ibhekisela ekufundeni ngokucabanga futhi ikhetha ukusebenza yodwa. Ubukhulu "bokuqonda" be-LS bungahlukaniswa ngokuthi "umuzwa" kanye/noma "ukuqonda." Abafundi "abazizwayo" bakhetha ulwazi oluqondile kakhulu kanye nezinqubo ezisebenzayo, bagxile emaqinisweni uma kuqhathaniswa nabafundi "abanokuqonda" abakhetha izinto ezingabonakali futhi banekhono lokudala kakhulu. Ubukhulu "bokufaka" be-LS buqukethe abafundi "ababonakalayo" kanye "nabakhulumayo". Abantu abane-LS "ebonakalayo" bakhetha ukufunda ngemiboniso ebonakalayo (njengemidwebo, amavidiyo, noma imiboniso ebukhoma), kanti abantu abane-LS "ekhulumayo" bakhetha ukufunda ngamazwi achazwe ngokubhala noma ngomlomo. Ukuze "baqonde" ubukhulu be-LS, abafundi abanjalo bangahlukaniswa ngokuthi "okulandelanayo" kanye "nomhlaba wonke". "Abafundi abalandelanayo bakhetha inqubo yokucabanga eqondile futhi bafunda isinyathelo ngesinyathelo, kuyilapho abafundi bomhlaba wonke bevame ukuba nenqubo yokucabanga ephelele futhi bahlale benokuqonda okungcono ngalokho abakufundayo."
Muva nje, abacwaningi abaningi baqale ukuhlola izindlela zokuthola idatha ngokuzenzakalelayo, okuhlanganisa ukuthuthukiswa kwama-algorithms amasha namamodeli akwazi ukuhumusha idatha eningi [15, 16]. Ngokusekelwe kudatha enikeziwe, i-ML egadiwe (ukufunda komshini) iyakwazi ukukhiqiza amaphethini kanye nemibono ebikezela imiphumela yesikhathi esizayo ngokusekelwe ekwakhiweni kwama-algorithms [17]. Kalula nje, amasu okufunda komshini agadiwe alawula idatha yokufaka futhi aqeqeshe ama-algorithms. Bese ikhiqiza ububanzi obuhlukanisa noma obubikezela umphumela ngokusekelwe ezimweni ezifanayo zedatha yokufaka enikeziwe. Inzuzo eyinhloko yama-algorithms okufunda komshini agadiwe yikhono layo lokusungula imiphumela emihle nefiselekayo [17].
Ngokusebenzisa izindlela eziqhutshwa idatha kanye namamodeli okulawula umuthi wezinqumo, ukutholwa okuzenzakalelayo kwe-LS kungenzeka. Izihlahla zezinqumo kubikwe ukuthi zisetshenziswa kabanzi ezinhlelweni zokuqeqesha emikhakheni eyahlukene, okuhlanganisa nesayensi yezempilo [18, 19]. Kulesi sifundo, imodeli yaqeqeshwa ngokukhethekile ngabathuthukisi bohlelo ukuze bathole i-LS yabafundi futhi batuse i-IS engcono kakhulu kubo.
Inhloso yalolu cwaningo ukuthuthukisa amasu okulethwa kwe-IS asekelwe ku-LS yabafundi nokusebenzisa indlela ye-SCL ngokuthuthukisa ithuluzi lokuncoma le-IS eliqondiswe ku-LS. Ukugeleza komklamo wethuluzi lokuncoma le-IS njengesu lendlela ye-SCL kuboniswe kuMfanekiso 1. Ithuluzi lokuncoma le-IS lihlukaniswe izingxenye ezimbili, okuhlanganisa indlela yokuhlukanisa i-LS kusetshenziswa i-ILS kanye nesibonisi se-IS esifaneleka kakhulu kubafundi.
Ikakhulukazi, izici zamathuluzi okuncoma ukuphepha kolwazi zifaka phakathi ukusetshenziswa kobuchwepheshe bewebhu kanye nokusetshenziswa kokufunda komshini wesihlahla sezinqumo. Abathuthukisi besistimu bathuthukisa ulwazi lomsebenzisi kanye nokuhambahamba ngokuzivumelanisa namadivayisi eselula afana namafoni eselula namathebulethi.
Ukuhlolwa kwenziwa ngezigaba ezimbili kanti abafundi abavela kwi-Faculty of Dentistry eNyuvesi yaseMalaya bahlanganyele ngokuzithandela. Abahlanganyeli baphendule ku-m-ILS yomfundi wamazinyo eku-inthanethi ngesiNgisi. Esigabeni sokuqala, kwasetshenziswa isethi yedatha yabafundi abangu-50 ukuqeqesha i-algorithm yokufunda komshini wesihlahla sezinqumo. Esigabeni sesibili senqubo yokuthuthukisa, kwasetshenziswa isethi yedatha yabafundi abangu-255 ukuthuthukisa ukunemba kwethuluzi elithuthukisiwe.
Bonke abahlanganyeli bathola ulwazi oluku-inthanethi ekuqaleni kwesigaba ngasinye, kuye ngonyaka wezifundo, nge-Microsoft Teams. Inhloso yocwaningo yachazwa futhi kwatholakala imvume enolwazi. Bonke abahlanganyeli banikezwe isixhumanisi sokufinyelela i-m-ILS. Umfundi ngamunye wayalwa ukuba aphendule zonke izinto ezingu-44 ezikuhlu lwemibuzo. Banikwa isonto elilodwa lokuqedela i-ILS eguquliwe ngesikhathi nendawo evumelana nabo ngesikhathi sekhefu lesemester ngaphambi kokuqala kwesemester. I-m-ILS isekelwe kuthuluzi lokuqala le-ILS futhi iguquliwe kubafundi bamazinyo. Njenge-ILS yokuqala, iqukethe izinto ezingu-44 ezisatshalaliswe ngokulinganayo (a, b), ezinezinto ezingu-11 ngayinye, ezisetshenziselwa ukuhlola izici zobukhulu be-FSLSM ngayinye.
Ngesikhathi sokuqala kokuthuthukiswa kwamathuluzi, abacwaningi babhala phansi amamephu ngesandla besebenzisa isethi yedatha yabafundi bamazinyo abangu-50. Ngokusho kwe-FSLM, uhlelo lunikeza isamba sezimpendulo u-“a” no-“b”. Kuyo yonke inkomba, uma umfundi ekhetha u-“a” njengempendulo, i-LS ihlukaniswa njengo-Active/Perceptual/Visual/Sequential, futhi uma umfundi ekhetha u-“b” njengempendulo, umfundi uhlukaniswa njengo-Reflective/Intuitive/Linguistic. / global learner.
Ngemva kokulinganisa ukuhamba komsebenzi phakathi kwabacwaningi bezemfundo yamazinyo nabathuthukisi bezinhlelo, imibuzo yakhethwa ngokusekelwe kusizinda se-FLSSM futhi yafakwa kumodeli ye-ML ukubikezela i-LS yomfundi ngamunye. "Udoti ungene, udoti uphume" yisisho esidumile emkhakheni wokufunda komshini, sigcizelela ikhwalithi yedatha. Ikhwalithi yedatha yokufaka inquma ukunemba nokunemba kwemodeli yokufunda komshini. Ngesikhathi sesigaba sobunjiniyela besici, kudalwa isethi entsha yesici okuyisamba sezimpendulo "a" kanye "b" ngokusekelwe ku-FLSSM. Izinombolo zokuhlonza zezikhundla zezidakamizwa zinikezwe kuThebula 1.
Bala amaphuzu ngokusekelwe ezimpendulweni bese unquma i-LS yomfundi. Kumfundi ngamunye, ububanzi bamaphuzu buqala ku-1 kuya ku-11. Amaphuzu asukela ku-1 kuya ku-3 abonisa ibhalansi yezintandokazi zokufunda ngaphakathi kwesilinganiso esifanayo, kanti amaphuzu asukela ku-5 kuya ku-7 abonisa ukukhetha okulingene, okubonisa ukuthi abafundi bavame ukukhetha indawo eyodwa ukufundisa abanye. Okunye ukuhlukahluka kwesilinganiso esifanayo ukuthi amaphuzu asukela ku-9 kuya ku-11 abonisa ukukhetha okunamandla kolunye uhlangothi noma kolunye [8].
Kuyo yonke imingcele, izidakamizwa zahlukaniswa zaba “ezisebenzayo”, “ezibonisa ukukhanya” kanye “nezilinganiselayo”. Isibonelo, lapho umfundi ephendula “a” kaningi kuno-“b” entweni ethile futhi amaphuzu akhe edlula umkhawulo ongu-5 wento ethile emele imingcele ye-LS Yokucubungula, ungowesizinda se-LS “esisebenzayo”. Kodwa-ke, abafundi bahlukaniswa njenge-LS “ebonisa ukukhanya” lapho bekhetha “b” ngaphezu kuka-“a” emibuzweni ethile eyi-11 (Ithebula 1) futhi bathola amaphuzu angaphezu kwama-5. Okokugcina, umfundi usesimweni “sokulingana.” Uma amaphuzu engadluli amaphuzu ama-5, khona-ke lokhu kuyi-LS “yenqubo”. Inqubo yokuhlukanisa yaphindwa kwezinye izigaba ze-LS, okungukuthi ukuqonda (okusebenzayo/okubonisa ukukhanya), ukufaka (okubonakalayo/okukhulunywayo), kanye nokuqonda (okulandelanayo/komhlaba wonke).
Amamodeli esihlahla sezinqumo angasebenzisa izici ezihlukene kanye nemithetho yezinqumo ezigabeni ezahlukene zenqubo yokuhlukanisa. Kubhekwa njengethuluzi elidumile lokuhlukanisa nokubikezela. Kungamelwa kusetshenziswa isakhiwo sesihlahla njengeshadi lokugeleza [20], lapho kukhona khona ama-node angaphakathi amele ukuhlolwa ngemfanelo, igatsha ngalinye limele imiphumela yokuhlolwa, kanye ne-node ngayinye yeqabunga (i-node yeqabunga) equkethe ilebula lekilasi.
Uhlelo olulula olusekelwe emithethweni lwadalwa ukuze lunikeze amaphuzu ngokuzenzakalelayo futhi lunikeze amanothi ku-LS yomfundi ngamunye ngokusekelwe ezimpendulweni zakhe. Okusekelwe emithethweni kuthatha isimo sesitatimende se-IF, lapho u-“UMA” echaza khona isisusa kanye no-“THEN” echaza isenzo okufanele senziwe, isibonelo: “Uma u-X esenzeka, khona-ke yenza u-Y” (Liu et al., 2014). Uma isethi yedatha ibonisa ukuhlobana futhi imodeli yesihlahla sesinqumo iqeqeshwe kahle futhi ihlolwe kahle, le ndlela ingaba yindlela ephumelelayo yokwenza inqubo yokufanisa i-LS ne-IS ibe ngokuzenzakalela.
Esigabeni sesibili sokuthuthukiswa, isethi yedatha yandiswa yaba ngu-255 ukuze kuthuthukiswe ukunemba kwethuluzi lokuncoma. Isethi yedatha ihlukaniswe ngesilinganiso esingu-1:4. Ama-25% (64) esethi yedatha asetshenziswe kusethi yokuhlola, kanti ama-75% asele (191) asetshenziswa njengesethi yokuqeqesha (Isithombe 2). Isethi yedatha idinga ukuhlukaniswa ukuze kuvinjelwe imodeli ukuthi ingaqeqeshwa futhi ihlolwe kusethi efanayo yedatha, okungabangela ukuthi imodeli ikhumbule kunokufunda. Imodeli iqeqeshwe kusethi yokuqeqesha futhi ihlola ukusebenza kwayo kusethi yokuhlola—idatha imodeli engakaze ibonwe ngaphambili.
Uma ithuluzi le-IS selithuthukisiwe, uhlelo lokusebenza luzokwazi ukuhlukanisa i-LS ngokusekelwe ezimpendulweni zabafundi bamazinyo ngokusebenzisa isikhombimsebenzisi sewebhu. Uhlelo lwamathuluzi okuncoma ukuphepha kolwazi olusekelwe kuwebhu lwakhiwe kusetshenziswa ulimi lokuhlela lwe-Python kusetshenziswa uhlaka lwe-Django njenge-backend. Ithebula 2 libala imitapo yolwazi esetshenziswa ekuthuthukisweni kwalolu hlelo.
Isethi yedatha ifakwa kumodeli yesihlahla sesinqumo ukuze kubalwe futhi kukhishwe izimpendulo zabafundi ukuze kuhlukaniswe ngokuzenzakalelayo izilinganiso ze-LS zabafundi.
I-matrix yokudideka isetshenziselwa ukuhlola ukunemba kwe-algorithm yokufunda komshini wesihlahla sesinqumo kusethi yedatha enikeziwe. Ngesikhathi esifanayo, ihlola ukusebenza kwemodeli yokuhlukanisa. Ifingqa izibikezelo zemodeli bese iziqhathanisa namalebula edatha angempela. Imiphumela yokuhlola isekelwe kumanani amane ahlukene: I-True Positive (TP) - imodeli yabikezela kahle isigaba esihle, I-False Positive (FP) - imodeli yabikezela isigaba esihle, kodwa ilebula langempela lalilibi, I-True Negative (TN) - imodeli yabikezela kahle isigaba esibi, kanye ne-false negative (FN) - Imodeli ibikezela isigaba esibi, kodwa ilebula langempela lihle.
Lawa manani abe esesetshenziselwa ukubala amamethrikhi ahlukahlukene okusebenza kwemodeli yokuhlukaniswa kwe-scikit-learn ku-Python, okungukuthi ukunemba, ukunemba, ukukhumbula, kanye ne-F1 score. Nazi izibonelo:
Ukukhumbula (noma ukuzwela) kulinganisa ikhono lomodeli lokuhlukanisa ngokunembile i-LS yomfundi ngemva kokuphendula imibuzo ye-m-ILS.
Ukucaciswa kubizwa ngokuthi izinga elibi langempela. Njengoba ubona kufomula engenhla, lokhu kufanele kube yisilinganiso se-negative yangempela (TN) kuya kwe-negative yangempela kanye ne-false positive (FP). Njengengxenye yethuluzi elinconywayo lokuhlukanisa izidakamizwa zabafundi, kufanele likwazi ukuhlonza ngokunembile.
Isethi yedatha yokuqala yabafundi abangu-50 abasetshenziswa ukuqeqesha imodeli ye-ML yesihlahla sesinqumo ibonise ukunemba okuphansi ngenxa yamaphutha abantu ezichasisweni (Ithebula 3). Ngemva kokudala uhlelo olulula olusekelwe emithethweni ukuze kubalwe ngokuzenzakalelayo amaphuzu e-LS kanye nezichasiso zabafundi, inani elikhulayo lamasethi edatha (255) asetshenziswa ukuqeqesha nokuhlola uhlelo lwabancomi.
Ku-matrix yokudideka kwamakilasi amaningi, izakhi ezima-diagonal zimelela inani lezibikezelo ezifanele zohlobo ngalunye lwe-LS (Isithombe 4). Kusetshenziswa imodeli yesihlahla sesinqumo, amasampula angu-64 abikezelwe kahle. Ngakho-ke, kulolu cwaningo, izakhi ezima-diagonal zibonisa imiphumela elindelekile, okubonisa ukuthi imodeli isebenza kahle futhi ibikezela ngokunembile ilebula lekilasi lesigaba ngasinye se-LS. Ngakho-ke, ukunemba okuphelele kwethuluzi lokuncoma kungu-100%.
Amanani okunemba, ukunemba, ukukhumbula, kanye nesilinganiso se-F1 aboniswe kuMfanekiso 5. Kuhlelo lokuncoma olusebenzisa imodeli yesihlahla sesinqumo, isilinganiso salo se-F1 singu-1.0 “esiphelele,” okubonisa ukunemba okuphelele kanye nokukhumbula, okubonisa ukuzwela okubalulekile kanye namanani okucacile.
Isithombe 6 sibonisa ukuboniswa kwemodeli yesihlahla sesinqumo ngemuva kokuqedwa kokuqeqeshwa nokuhlolwa. Ekuqhathaniseni okuseceleni, imodeli yesihlahla sesinqumo eqeqeshwe ngezici ezimbalwa ibonise ukunemba okuphezulu kanye nokuboniswa okulula kwemodeli. Lokhu kukhombisa ukuthi ubunjiniyela bezici obuholela ekunciphiseni izici kuyisinyathelo esibalulekile ekuthuthukiseni ukusebenza kwemodeli.
Ngokusebenzisa ukufunda okuqondiswe yisihlahla sesinqumo, ukumepha phakathi kwe-LS (okufakwayo) kanye ne-IS (okukhiphayo okuqondiwe) kukhiqizwa ngokuzenzakalelayo futhi kuqukethe ulwazi oluningiliziwe lwe-LS ngayinye.
Imiphumela ikhombisile ukuthi abafundi abangu-34.9% kwabangu-255 bakhethe inketho eyodwa (1) ye-LS. Iningi labo (54.3%) babenezinketho ezimbili noma ngaphezulu ze-LS. Abafundi abangu-12.2% baphawule ukuthi i-LS ilinganisele kahle (Ithebula 4). Ngaphezu kwe-LS eziyisishiyagalombili eziyinhloko, kunezinhlanganisela ezingu-34 zezigaba ze-LS zabafundi bamazinyo base-University of Malaya. Phakathi kwazo, ukuqonda, umbono, kanye nokuhlanganiswa kokuqonda kanye nombono yi-LS eyinhloko ebikwe ngabafundi (Isithombe 7).
Njengoba kungabonakala kuThebula 4, iningi labafundi lalinomqondo ovamile wezinzwa (13.7%) noma obonakalayo (8.6%). Kwabikwa ukuthi abafundi abangu-12.2% bahlanganisa ukuqonda nombono (i-LS yokuqonda-nokubukwa). Lokhu okutholakele kusikisela ukuthi abafundi bakhetha ukufunda nokukhumbula ngezindlela ezimisiwe, balandela izinqubo ezithile nezinemininingwane, futhi banaka kakhulu. Ngesikhathi esifanayo, bayakujabulela ukufunda ngokubuka (besebenzisa imidwebo, njll.) futhi bavame ukuxoxa nokusebenzisa ulwazi emaqenjini noma ngokwabo.
Lolu cwaningo luhlinzeka ngokubuka konke kwamasu okufunda komshini asetshenziswa ekumbeni idatha, kugxilwe ekubikezeleni ngokushesha nangokunembile i-LS yabafundi kanye nokuncoma i-IS efanelekile. Ukusetshenziswa kwemodeli yesihlahla sesinqumo kuhlonze izici ezihlobene kakhulu nokuphila kwabo kanye nokuhlangenwe nakho kwezemfundo. Kuyi-algorithm yokufunda komshini egadiwe esebenzisa isakhiwo sesihlahla ukuhlukanisa idatha ngokuhlukanisa isethi yedatha ngezigaba ezingaphansi ngokusekelwe ezindinganisweni ezithile. Isebenza ngokuhlukanisa idatha yokufaka ngokuphindaphindiwe ibe yizingxenye ezingaphansi ngokusekelwe enanini lesinye sezici zokufaka ze-node ngayinye yangaphakathi kuze kube yilapho kwenziwa isinqumo ku-node yeqabunga.
Ama-node angaphakathi esihlahla sesinqumo amelela ikhambi ngokusekelwe ezicini zokufaka zenkinga ye-m-ILS, kanti ama-node amaqabunga amelela isibikezelo sokugcina sokuhlukaniswa kwe-LS. Kuyo yonke ucwaningo, kulula ukuqonda uhlu lwezihlahla zesinqumo oluchaza futhi lubone ngeso lengqondo inqubo yesinqumo ngokubheka ubudlelwano phakathi kwezici zokufaka kanye nezibikezelo zokukhipha.
Emikhakheni yesayensi yamakhompyutha nobunjiniyela, ama-algorithm okufunda komshini asetshenziswa kabanzi ukubikezela ukusebenza kwabafundi ngokusekelwe emaphuzwini abo okuhlolwa kokungena [21], ulwazi lwabantu, kanye nokuziphatha kokufunda [22]. Ucwaningo lubonise ukuthi i-algorithm ibikezela ngokunembile ukusebenza kwabafundi futhi yabasiza ukuthi babone abafundi abasengozini yobunzima bezemfundo.
Kubikwa ukusetshenziswa kwama-algorithms e-ML ekuthuthukiseni ama-simulators eziguli abonakalayo okuqeqeshwa kwamazinyo. I-simulator iyakwazi ukuphinda izimpendulo zomzimba zeziguli zangempela futhi ingasetshenziswa ukuqeqesha abafundi bamazinyo endaweni ephephile nelawulwayo [23]. Ezinye izifundo eziningana zibonisa ukuthi ama-algorithms okufunda komshini angathuthukisa ikhwalithi kanye nokusebenza kahle kwemfundo yamazinyo neyezokwelapha kanye nokunakekelwa kweziguli. Ama-algorithms okufunda komshini asetshenziswe ukusiza ekuxilongweni kwezifo zamazinyo ngokusekelwe kumasethi edatha njengezimpawu kanye nezici zesiguli [24, 25]. Ngenkathi ezinye izifundo zihlole ukusetshenziswa kwama-algorithms okufunda komshini ukwenza imisebenzi efana nokubikezela imiphumela yesiguli, ukuhlonza iziguli ezisengozini enkulu, ukuthuthukisa izinhlelo zokwelapha ezenzelwe wena [26], ukwelashwa kwamazinyo [27], kanye nokwelashwa kokuguga kwamazinyo [25].
Nakuba imibiko mayelana nokusetshenziswa kokufunda komshini kwezokwelapha amazinyo ishicilelwe, ukusetshenziswa kwayo emfundweni yamazinyo kusalokhu kulinganiselwe. Ngakho-ke, lolu cwaningo luhlose ukusebenzisa imodeli yesihlahla sesinqumo ukuhlonza izici ezihlobene kakhulu ne-LS kanye ne-IS phakathi kwabafundi bamazinyo.
Imiphumela yalolu cwaningo ikhombisa ukuthi ithuluzi lokuncoma elithuthukisiwe linokunemba okuphezulu kanye nokunemba okuphelele, okubonisa ukuthi othisha bangazuza kuleli thuluzi. Ngokusebenzisa inqubo yokuhlukanisa eqhutshwa idatha, linganikeza izincomo ezenzelwe wena futhi lithuthukise okuhlangenwe nakho kwezemfundo kanye nemiphumela yothisha nabafundi. Phakathi kwazo, ulwazi olutholwe ngamathuluzi okuncoma lungaxazulula ukungqubuzana phakathi kwezindlela zokufundisa ezikhethwa othisha kanye nezidingo zokufunda zabafundi. Isibonelo, ngenxa yokukhishwa okuzenzakalelayo kwamathuluzi okuncoma, isikhathi esidingekayo sokuhlonza i-IP yomfundi nokuyifanisa ne-IP ehambisanayo sizoncishiswa kakhulu. Ngale ndlela, imisebenzi yokuqeqesha efanele kanye nezinto zokuqeqesha zingahlelwa. Lokhu kusiza ukuthuthukisa ukuziphatha okuhle kokufunda kwabafundi kanye nekhono lokugxila. Ucwaningo olulodwa lubike ukuthi ukunikeza abafundi izinto zokufunda kanye nemisebenzi yokufunda ehambisana ne-LS abayithandayo kungasiza abafundi ukuhlanganisa, ukucubungula, kanye nokujabulela ukufunda ngezindlela eziningi ukuze bafinyelele amandla amakhulu [12]. Ucwaningo luphinde lubonise ukuthi ngaphezu kokuthuthukisa ukubamba iqhaza kwabafundi ekilasini, ukuqonda inqubo yokufunda yabafundi nakho kudlala indima ebalulekile ekuthuthukiseni imikhuba yokufundisa kanye nokuxhumana nabafundi [28, 29].
Kodwa-ke, njenganoma yiluphi ubuchwepheshe besimanje, kunezinkinga kanye nemikhawulo. Lokhu kufaka phakathi izinkinga ezihlobene nobumfihlo bedatha, ukubandlulula kanye nokungakhethi, kanye namakhono ochwepheshe kanye nezinsiza ezidingekayo ukuthuthukisa nokusebenzisa ama-algorithms okufunda komshini emfundweni yamazinyo; Kodwa-ke, intshisekelo ekhulayo kanye nocwaningo kule ndawo kusikisela ukuthi ubuchwepheshe bokufunda komshini bungaba nomthelela omuhle emfundweni yamazinyo kanye nezinsizakalo zamazinyo.
Imiphumela yalolu cwaningo ikhombisa ukuthi ingxenye yabafundi bamazinyo inomkhuba "wokubona" izidakamizwa. Lolu hlobo lomfundi luthanda amaqiniso nezibonelo eziqondile, ukuqondiswa okusebenzayo, ukubekezela ngemininingwane, kanye nokukhetha "okubonakalayo" kwe-LS, lapho abafundi bekhetha ukusebenzisa izithombe, ihluzo, imibala, namamephu ukudlulisa imibono nemicabango. Imiphumela yamanje iyahambisana nezinye izifundo ezisebenzisa i-ILS ukuhlola i-LS kubafundi bamazinyo nabezokwelapha, iningi labo elinezici ze-LS yokuqonda neyokubona [12, 30]. UDalmolin nabanye basikisela ukuthi ukwazisa abafundi nge-LS yabo kubavumela ukuthi bafinyelele emandleni abo okufunda. Abacwaningi bathi lapho othisha beqonda ngokugcwele inqubo yemfundo yabafundi, izindlela ezahlukene zokufundisa nemisebenzi ingasetshenziswa ezothuthukisa ukusebenza kwabafundi kanye nokuhlangenwe nakho kokufunda [12, 31, 32]. Ezinye izifundo zibonise ukuthi ukulungisa i-LS yabafundi kukhombisa nokuthuthuka kokuhlangenwe nakho kokufunda kwabafundi kanye nokusebenza kwabo ngemuva kokushintsha izitayela zabo zokufunda ukuze zivumelane ne-LS yabo [13, 33].
Imibono yothisha ingahluka mayelana nokusetshenziswa kwamasu okufundisa ngokusekelwe emakhonweni okufunda abafundi. Nakuba abanye bebona izinzuzo zale ndlela, okuhlanganisa amathuba okuthuthukiswa kobungcweti, ukuqeqeshwa, kanye nokusekelwa komphakathi, abanye bangase bakhathazeke ngesikhathi kanye nokusekelwa kwezikhungo. Ukulwela ukulinganisela kubalulekile ekudaleni isimo sengqondo esigxile kubafundi. Iziphathimandla zemfundo ephakeme, njengabaphathi bamayunivesithi, zingadlala indima ebalulekile ekushayeleni ushintsho oluhle ngokuletha imikhuba emisha kanye nokusekela ukuthuthukiswa kothisha [34]. Ukuze kudalwe uhlelo lwemfundo ephakeme oluguquguqukayo nolusabela ngempela, abenzi benqubomgomo kumele bathathe izinyathelo ezinesibindi, njengokwenza izinguquko zenqubomgomo, ukunikela izinsiza ekuhlanganisweni kobuchwepheshe, kanye nokudala izinhlaka ezikhuthaza izindlela ezigxile kubafundi. Lezi zinyathelo zibalulekile ekufinyeleleni imiphumela efiselekayo. Ucwaningo lwamuva mayelana nokufundiswa okuhlukile lubonise ngokusobala ukuthi ukuqaliswa ngempumelelo kokufundiswa okuhlukile kudinga amathuba okuqeqeshwa okuqhubekayo nokuthuthukiswa kothisha [35].
Leli thuluzi linikeza ukwesekwa okuwusizo kubafundisi bamazinyo abafuna ukuthatha indlela egxile kubafundi yokuhlela imisebenzi yokufunda enobungani nabafundi. Kodwa-ke, lolu cwaningo lukhawulelwe ekusetshenzisweni kwamamodeli we-ML wesihlahla sesinqumo. Esikhathini esizayo, kufanele kuqoqwe idatha eyengeziwe ukuze kuqhathaniswe ukusebenza kwamamodeli ahlukene okufunda komshini ukuze kuqhathaniswe ukunemba, ukuthembeka, kanye nokunemba kwamathuluzi okuncoma. Ngaphezu kwalokho, lapho ukhetha indlela yokufunda komshini efaneleke kakhulu yomsebenzi othile, kubalulekile ukucabangela ezinye izici ezifana nobunzima bemodeli kanye nokuhumusha.
Umkhawulo walolu cwaningo ukuthi lugxile kuphela ekudwebeni i-LS kanye ne-IS phakathi kwabafundi bamazinyo. Ngakho-ke, uhlelo lokuncoma oluthuthukisiwe luzoncoma kuphela labo abafanele abafundi bamazinyo. Izinguquko ziyadingeka ekusetshenzisweni kwabafundi bezemfundo ephakeme jikelele.
Ithuluzi lokuncoma elisekelwe ekufundeni komshini elisanda kuthuthukiswa liyakwazi ukuhlukanisa ngokushesha i-LS yabafundi ne-IS ehambisanayo, okwenza kube uhlelo lokuqala lwemfundo yamazinyo ukusiza othisha bamazinyo ukuhlela imisebenzi efanele yokufundisa nokufunda. Isebenzisa inqubo yokuhlunga eqhutshwa idatha, inganikeza izincomo ezenziwe ngezifiso, yonge isikhathi, ithuthukise amasu okufundisa, isekele ukungenelela okuqondiwe, futhi ikhuthaze intuthuko yobungcweti eqhubekayo. Ukusetshenziswa kwayo kuzokhuthaza izindlela ezigxile kubafundi zemfundo yamazinyo.
I-Gilak Jani Associated Press. Qondanisa noma ukungafani phakathi kwesitayela sokufunda somfundi nesitayela sokufundisa sikathisha. Int J Mod Educ Computer Science. 2012;4(11):51–60. https://doi.org/10.5815/ijmecs.2012.11.05
Isikhathi sokuthunyelwe: Ephreli-29-2024