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Learning from Weak Teachers

Ruth Urner, Shai Ben-David, Ohad Shamir
2012 Journal of machine learning research  
We view this paper as a first step towards the development of a theory of learning from labels generated by teachers of varying accuracy, a scenario that is relevant in various practical applications.  ...  We introduce a formal framework for such learning scenarios with label sources of varying quality, and we propose a parametric model for such label sources ("weak teachers"), reflecting the intuition that  ...  Outline of our model and results We propose a formal model of what we call learning from weak teachers.  ... 
dblp:journals/jmlr/UrnerBS12 fatcat:t74l4kdtybhstdsxvexceg55ma

The Strengths and Weaknesses of Cooperative Learning and Problem-based Learning in EFL Writing Class: Teachers and Students' Perspectives

M. Ali Ghufron, Siti Ermawati
2018 International Journal of Instruction  
On the other hand, the weaknesses of CL are that it needs much more time to implement, it needs active participation from both teachers and students, it is difficult to manage, and it needs more preparation  ...  This study was aimed at evaluating the strengths and weaknesses of cooperative learning and problem-based learning in EFL writing classes. This study employed a case study method.  ...  CL needs active participation not only from students but also from teachers 3. CL is difficult to manage Teacher 2: Weaknesses: 1. It needs more time 2.  ... 
doi:10.12973/iji.2018.11441a fatcat:dwagfrpv4fcjzfqsl6dcikzrzq

Learning to Rank from Samples of Variable Quality [article]

Mostafa Dehghani, Jaap Kamps
2018 arXiv   pre-print
might be from heuristics or other sources of weak supervision such as crowd-sourcing.  ...  Both student and teacher are learned from the data. We evaluate FWL on document ranking where we outperform state-of-the-art alternative semi-supervised methods.  ...  This gives us the weak dataset Step 1: Pre-train student on weak data, Step 2: Fit teacher to observations from the true function, and Step 3: Fine-tune student on labels generated by teacher, taking the  ... 
arXiv:1806.08694v1 fatcat:qn7njxdfyvct7ceh3yub7jewg4

Meta Self-Refinement for Robust Learning with Weak Supervision [article]

Dawei Zhu, Xiaoyu Shen, Michael A. Hedderich, Dietrich Klakow
2022 arXiv   pre-print
In this work, we propose Meta Self-Refinement (MSR), a noise-resistant learning framework, to effectively combat noisy labels from weak supervision sources.  ...  However, labels from weak supervision can be rather noisy and the high capacity of DNNs makes them easy to overfit the noisy labels.  ...  By this means, only low-entropy (high-confidence) predictions from the teacher is learned.  ... 
arXiv:2205.07290v1 fatcat:hsdmxpj5j5a2fcboymxwafwyom

The Strengths and Weaknesses of Using Google Classroom for Blended Learning

Ni Luh Putu Sumartini, Dewa Ayu Eka Agustina, Luh Diah Surya Adnyani
2021 Jurnal Pendidikan Bahasa Inggris Undiksha  
Blended learning is one way teachers should facilitate learning interactions that combine conventional learning methods with technology.  ...  Learning Technology plays a crucial role in the development of education in Indonesia. Teachers should use IT to increase students' learning motivation.  ...  However, Google Classroom has weaknesses as a tool for blended learning.  ... 
doi:10.23887/jpbi.v9i2.34820 fatcat:lpwbledvgbcj5mwmhyrwqz6lqu

Shifting the emphasis from teaching to learning: Process-based assessment in nurse education

Peter Bergström
2011 International Review of Research in Open and Distance Learning  
<p>Shifting from an emphasis on teaching to learning is a complex task for both teachers and students.  ...  This shift highlighted a teacher-student relationship with a shared responsibility in the orchestration of the learning experience.  ...  Weak classification is by definition a weak insulation between what the teachers can expect of the students' text in relation to the learning outcome.  ... 
doi:10.19173/irrodl.v12i5.957 fatcat:j5tjtmelcvdqtgrjoi7jqemvse

The teaching of Thirukkural based on HOTS among the students of Tamil primary schools in the state of Perak

Ponniah et al.
2019 International Journal of Advanced and Applied Sciences  
Through the grading which was conducted by referring to SPSS, the results of the research revealed that the mastery of HOTS among teachers in this category is average and weak from the eight criteria which  ...  The approach of quantitative was employed to obtain the data of the research. 80 teachers were chosen as samples from four different schools in Perak to elicit information pertaining to the mastery of  ...  Does this weakness exist due to incompetence of teachers in mastering the content of HOTS in teaching and learning that are art based?  ... 
doi:10.21833/ijaas.2019.02.014 fatcat:uklwjseeqvavvfeneg4c2otkl4

The Effects of TBLT's Strong Form and Weak Form on ESL Students' Vocabulary Acquisition

Rui Wu
2018 Theory and Practice in Language Studies  
Based on the different ideas of TBLT types—the strong form (i.e. the strong task-based approach) and the weak form (i.e. the weak task-based approach), it designed different teaching procedures aiming  ...  The result showed that the students as a whole had a better learning result when they were taught by the strong form of TBLT, especially when dealing with productive vocabulary.  ...  From the angle of the learner, they are explicit learning and implicit learning.  ... 
doi:10.17507/tpls.0807.09 fatcat:r5hh4tjgk5f7dktaypoxt2e5ia

Evaluation of the Implementation of the Discovery Learning Model by Utilizing M-Edukasi

Manikowati Manikowati
2021 Teknodika  
This research aimed to evaluate the strengths and the weaknesses of the model using M-Edukasi to provide recommendations for the stakeholders, in this case, teachers, school principals, and the Center  ...  Those weaknesses, then, affected the students' learning outcomes that were less than optimal. Abstrak: Menerapkan pembelajaran yang terbaik di masa pandemic Covid 19 sangat menantang.  ...  In other words, these weaknesses originated from the weakness of the lesson plans compiled by the teacher and the incomplete learning media used with instructions for use.  ... 
doi:10.20961/teknodika.v19i1.47094 fatcat:4yrxymvjr5e4bpy6ya7gu3ku2e

An Investigation of the Reasons Behind the Weaknesses in English Among Public Secondary School Leavers

Yehia Ahmed Y. Al-Sohbani
2016 Journal of Teaching and Teacher Education  
Twenty three (23) female English teachers and forty seven (47) female school students participated in this study by writing the reasons which, according to them, affect learning and acquiring English negatively  ...  Such weaknesses are obviously noticed when such students sit for the entrance exams as prerequisite for English studies, engineering and medicine. These weaknesses can be due to many reasons.  ...  From the point of view of teachers and students.  ... 
doi:10.12785/jtte/040105 fatcat:uutb6t6j3ng4ngdle42cnemfta

The Use of Portfolio as an Assessment Tool in the Malaysian L2 Classroom

Charanjit Kaur a/p Swaran Singh, Arshad Abdul Samad
2012 International Journal of English Language Education  
Moreover, the ESL teachers found students showed progress in learning via supplementary exercises which were assessed and then graded.  ...  The teachers disclosed that the core features of a portfolio assessment include purpose, content and structure which were considered crucial to bring about effective results of student learning.  ...  The teachers were able to assist weak and passive learners to improve their learning in English.  ... 
doi:10.5296/ijele.v1i1.2851 fatcat:qjhzoidqebdgbjtsbpeishx3ta

Teachers' use of class talk interaction as a predictor of learning outcomes in chemistry

Newton Irungu Mwangi, Grace Mutitu Nyagah, Mercy Muthoni Mugambi
2020 SN Social Sciences  
The study involved a sample of 384 students and 30 teachers, drawn from 30 public secondary schools in Murang'a County, Kenya.  ...  One critical objective of a chemistry teacher is to create an active learning environment.  ...  Through SMASSE, teachers are discouraged from using passive learning.  ... 
doi:10.1007/s43545-020-00009-1 fatcat:wqqvbwgrfffy7bnnlto2ge4y4q

The outcome-based iCAN! / theyCAN! feedback paradigm differentiates strong and weak learning outcomes, learner diversity, and the learning outcomes of each learner: A shift to metacognitive assessment

Ioannis D K Dimoliatis, Ioannis Zerdes, Athanasia Zampeta, Zoi Tziortzioti, Evangelos Briasoulis, Ioannis Souglakos
2019 Forum of Clinical Oncology  
Background Can learning outcomes be transformed in useful tools revealing strong and weak learning outcomes, learners, teachers; reporting student self-assessment overestimation; informing formative feedback  ...  Individual students self-assessed themselves from 31% to 88% before, and from 54% to 88% after; individual teachers assessed students from 29% to 66% before, and from 55% to 94% after. The iCAN!  ...  Can learning outcomes be transformed into useful tools revealing the strong and weak learning outcomes, the strong and weak learners and teachers, and the strong and weak learning outcomes of each learner  ... 
doi:10.2478/fco-2018-0004 fatcat:47hpkgu37jhpvfemtys5fllshu

Fidelity-Weighted Learning [article]

Mostafa Dehghani, Arash Mehrjou, Stephan Gouws, Jaap Kamps, Bernhard Schölkopf
2018 arXiv   pre-print
Both student and teacher are learned from the data.  ...  might be from heuristics or other sources of weak supervision such as crowd-sourcing.  ...  works on learning from weak labels (Roth, 2017) .  ... 
arXiv:1711.02799v2 fatcat:a7noewnkwzgbrcmcozmttbsfhu

Learning Strategies In The Digital Era

Adi Syaputra, Enung Hasanah
2022 International Journal of Educational Management and Innovation  
The data was obtained by using the interview instrument with the teacher. The interviews showed that the school teachers still felt weaknesses in learning in the digital era.  ...  Implementing learning is growing from a traditional face-to-face system to digital-based learning in the digital era.  ...  Not all learning can be digital because students also have to get direct direction from the teacher and must get feedback from the teacher so that students feel lazy to collect assignments that have been  ... 
doi:10.12928/ijemi.v3i1.5507 fatcat:d5ouqpw7infgljfbino73gzfp4
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