Active Learning has emerged as a viable solution for addressing the challenge of labeling extensive amounts of data in data-intensive applications such as computer vision and neural machine translation. The main objective of Active Learning is to automatically identify a subset of unlabeled data samples for annotation. This identification process is based on an acquisition function that assesses the value of each sample for model training. In the context of computer vision, image classification is a crucial task that typically requires a substantial training dataset. This research paper introduces innovative selection methods within the Active Learning framework, aiming to identify informative images from unlabeled datasets while minimizing the number of required training data. The proposed methods, namely Similari-ty-based Selection, Prediction Probability-based Selection, and Competence-based Active Learning, have been extensively evaluated through experiments conducted on popular datasets like Cifar10 and Cifar100. The experimental results demonstrate that the proposed methods outperform random selection and conventional selection techniques. The superior performance of the novel selection methods underscores their effectiveness in enhancing the Active Learning process for image classification tasks.
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http://dx.doi.org/10.1038/s41598-023-50598-z | DOI Listing |
Perfusion
January 2025
Master of Science in Perfusion Program, Milwaukee School of Engineering, Milwaukee, WI, USA.
Background: In the world of academia, traditional lecturing has been the most common pedagogical approach for centuries. However, it can create an environment for students to be passive learners in the classroom. Alternatively, active learning is a pedagogical approach intended to encourage students to engage with content in manners which have been associated with improved exam performance, final course grades, clinical reasoning skills, and critical thinking skills.
View Article and Find Full Text PDFAdv Physiol Educ
January 2025
Emeritus, Department of BioSciences, Rice University, Houston, Texas.
We present an alternative to the traditional classroom lecture on the topics of metabolic scaling, allometric relationships between metabolic rate (MR) and body size, and reasons for rejecting Rubner''s surface "law," concepts that students have described as challenging, counterintuitive, and/or mathematical. In groups, students work with published data on MR and body size for species representing all five vertebrate groups. To support the exercise, we developed a worksheet that has students define the concept in their own words, compare different measures of MR, and evaluate plots of MR and mass-specific MR versus body mass for both homeotherms and poikilotherms.
View Article and Find Full Text PDFNurs Rep
January 2025
Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 287 Giuseppe Campi Street, 41125 Modena, Italy.
: Team-based learning is an educational strategy that promotes active learning and student engagement through structured team activities. It contrasts with traditional teaching models by emphasizing student preparation and collaboration. The TBL-SAI is a reliable and valid instrument designed to evaluate students' attitudes towards TBL, assessing dimensions such as accountability, preference for lecture or team-based learning, and satisfaction with TBL.
View Article and Find Full Text PDFJ Imaging
January 2025
Laboratory Health Systemic Process (P2S), UR4129, University Claude Bernard Lyon 1, University of Lyon, 69008 Lyon, France.
As technology develops, consumer behavior and how people search for what they want are constantly evolving. Online shopping has fundamentally changed the e-commerce industry. Although there are more products available than ever before, only a small portion of them are noticed; as a result, a few items gain disproportionate attention.
View Article and Find Full Text PDFBehav Sci (Basel)
January 2025
Graduate School of Education, Beijing Foreign Studies University, Beijing 100089, China.
This study uses nationally representative data from the Chinese College Student Survey (CCSS) ( = 37,508) to examine the impact of minority-serving institutions (MSIs) on learning opportunities, processes, and outcomes for ethnic minority college students. The CCSS uses a self-report questionnaire with multiple scales to measure ethnic minority students' development, including family and ethnic background, university admission opportunities, learning behavior and psychology, and skill development in areas such as leadership and innovative thinking. We employ logistic regression and propensity score matching and find that MSIs offer valuable learning opportunities to minority students from ethnic areas and economically disadvantaged backgrounds, as well as those with weak academic preparation.
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