作者:
Zhao, Yue;Peng, Jiangtao;Wei, Yantao;Peng, Qinmu;Mou, Yi
期刊:
IEEE GEOSCIENCE AND REMOTE SENSING LETTERS,2021年18(10):1836-1840 ISSN:1545-598X
通讯作者:
Peng, J.
作者机构:
[Zhao, Yue] Hubei Univ, Sch Comp Sci & Informat Engn, Wuhan 430062, Peoples R China.;[Peng, Jiangtao] Hubei Univ, Fac Math & Stat, Hubei Key Lab Appl Math, Wuhan 430062, Peoples R China.;[Wei, Yantao] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Peoples R China.;[Peng, Qinmu] Huazhong Univ Sci & Technol, Sch Elect Informat & Commun, Wuhan 430074, Peoples R China.;[Mou, Yi] Wuhan Polytech Univ, Sch Elect & Elect Engn, Wuhan 430023, Peoples R China.
通讯机构:
[Peng, J.] H;Hubei Key Laboratory of Applied Mathematics, China
关键词:
Feature extraction;Training;Hyperspectral imaging;Learning systems;Computational complexity;Electronic mail;Hyperspectral image (HSI) classification;multiple-feature latent space (MFLS) learning;spatial information
摘要:
Considering that multiple features can improve the classification performance as they contain diversity information of images, a multiple-feature latent space learning-based method is proposed for hyperspectral image (HSI) classification in this letter. In the proposed method, a latent space that contains diversity information of multiple features and transformation matrices between the latent space and features are both learned. Moreover, spatial information is used for labeling unlabeled samples in the classification. Experimental results on the Indian Pines and University of Pavia data sets demonstrate the effectiveness of the proposed method.
期刊:
Advances in Intelligent Systems and Computing,2021年 1247: 419-428 ISSN:2194-5357
通讯作者:
Tyshchenko, O.K.
作者机构:
[Hu Z.] School of Educational Information Technology, Central China Normal University, 152 Louyu Road, Wuhan, 430079, China;[Tyshchenko O.K.] Institute for Research and Applications of Fuzzy Modeling, CE IT4Innovations, University of Ostrava, 30. dubna 22, Ostrava, 701 03, Czech Republic
通讯机构:
[Tyshchenko, O.K.] I;Institute for Research and Applications of Fuzzy Modeling, 30. dubna 22, Czech Republic
会议名称:
3rd International Conference on Computer Science, Engineering and Education Applications, ICCSEEA 2020
会议时间:
21 January 2020 through 22 January 2020
会议论文集名称:
Advances in Computer Science for Engineering and Education III
关键词:
Distance measure;Ellipsoidal cluster;Fuzzifier;Fuzzy clustering;Goal function;Hypersphere;Membership function
期刊:
Advances in Intelligent Systems and Computing,2021年 1247: 508-517 ISSN:2194-5357
通讯作者:
Tereikovskyi, I.
作者机构:
[Hu Z.] School of Educational Information Technology, Central China Normal University, Wuhan, China;[Tereikovskyi I.] National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Kiev, Ukraine;[Korystin O.] Scientifically Research Institute of the Ministry of Internal Affairs, Kiev, Ukraine;[Mihaylenko V.; Tereikovska L.] Kyiv National University of Construction and Architecture, Kiev, Ukraine
通讯机构:
[Tereikovskyi, I.] N;National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”Ukraine
会议名称:
3rd International Conference on Computer Science, Engineering and Education Applications, ICCSEEA 2020
会议时间:
21 January 2020 through 22 January 2020
会议论文集名称:
Advances in Computer Science for Engineering and Education III
关键词:
Cepstral coefficients;Neural network model;Speaker recognition;Two-layer perceptron;Voice signal
作者:
Shi, Yu;Zhou, Qing;Tong, Ming Wen;Cheng, Qi;Cui, Xiao Xiao;...
作者机构:
[Shi, Yu; Zhou, Qing; Tong, Ming Wen; Cheng, Qi; Cui, Xiao Xiao; Cao, Pan; Fei Shi, Ya] School of Educational Information Technology, Central China Normal University, Wuhan, China
会议名称:
7th International Conference on Frontiers of Educational Technologies, ICFET 2021
期刊:
Professional Development in Education,2021年47(5):729-744 ISSN:1941-5257
通讯作者:
Zhao, Guoqing
作者机构:
[Long, Taotao] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Zhao, Guoqing; Yang, Xuanyang; Zhao, Rongchi] Beijing Normal Univ, Sch Educ Technol, Fac Educ, Beijing, Peoples R China.;[Chen, Qianqian] Donghua Univ, Coll Fash & Design, Shanghai, Peoples R China.;[Zhao, Guoqing] Beijing Normal Univ, Room 113,Yanbo Hall, Beijing 100875, Peoples R China.
通讯机构:
[Zhao, Guoqing] B;Beijing Normal Univ, Room 113,Yanbo Hall, Beijing 100875, Peoples R China.
关键词:
Belief-action gap;professional learning community;belief;engagement;participation in a PLC
摘要:
This study aims at exploring the influence of The Alliance of Thinking Schools, a multi-regional, researcher-practitioner partnered teachers’ professional learning community (PLC) on the teaching of thinking in China, on bridging teachers’ belief-action gap. Specifically, this study aims to investigate the relationships between teachers’ beliefs about learning, participation in the PLC, engagement in learning, and engagement in practice. A total of 478 teachers from 39 schools participated in this study. A questionnaire adapted from existing studies and verified with confirmatory factor analysis was sent to these teachers. Structural Equation Model revealed that: (a) teachers’ beliefs about learning had no significant direct effects on their engagement in learning, but had significant indirect effects mediated by their participation in the PLC; (b) teachers’ beliefs about learning had significant effects on their engagement in practice, both directly and mediated by their participation in the PLC; and (c) teachers’ engagement in practice had significant direct effects on their engagement in learning, but cannot be reversed. The findings of this study confirmed the existence of a belief-action gap in teacher’ continuing learning with empirical evidence. The findings also revealed that a well-accepted PLC could help to bridge this gap. Implications for teachers’ continuing learning were discussed.
摘要:
Pre-class preparedness is critical to students' in-class learning and overall success in the flipped classroom. This study used both trace data and self-report data to identify students' pre-class learning behavior profiles and investigate the relations of the identified learning profiles with the achievement trajectory over time and students' perceived achievement goal orientations in a flipped undergraduate math class. Three distinctive types of pre-class learning profiles emerged from the study, including the lecture-focused and low time-spent profile, lecture-quiz-balanced and average time-spent profile, and quiz-focused and high time-spent profile. The results show that students' performance trajectories were significantly different among the three learning profiles. In addition, achievement goals significantly impacted the membership of the learning profiles, indicating students' perceived goal orientations shape their pre-class learning behaviors. The theoretical and instructional implications are discussed, and specific design suggestions were provided to improve students' pre-class preparedness in the flipped math classroom.