Class (philosophy)

About: Class (philosophy) is a research topic. Over the lifetime, 821 publications have been published within this topic receiving 28000 citations.

Method for state-based oriented testing

Abstract: An object oriented test provides a hierarchy of classes under test, each of the classes under test having a predefined inheritance structure. The test provides a test class for each corresponding class under test. Each class under test has a test member function, a set state member function, a verify state member function, and a test vector which includes an initial complete state, an expected complete state, a set of function inputs for a member function being tested, and a set of expected results. The test sets an initial complete state of the test class by implicitly calling the set state member functions through the inheritance structure of the test classes. Next a member function of a desired class under test is executed. The final complete state of the class under test as well as the outputs and returned values of all member functions which were executed are compared with the set of expected results.

Transfromation of marked up documents using a base architecture

Abstract: A tool for transforming SGML documents using SGML architectures determines to what class of element an element in a first document belongs, from the first document type definition, by searching at least part of the first document type definition for a qualifier to an element, indicating an association with a definition of the class of element. It then determines for that class, at least one corresponding element in the second document type definition, and includes in the second document, an instance of the corresponding element or elements. Interchange of documents becomes easier because a single generic tool can be used for transformation between many different types of documents.

An Empirical Study On Effectiveness of E-Learning Over Conventional Class Room Learning – A Case Study with Respect to Online Degree Programmes in Higher Education

Abstract: Learning and teaching domains is going on major higher education companies of e-learning Ideas and practices changes due to quick acceptance. Many universities all over the world are now begins to offer Internet based courses that complement classroom-based courses. Online courses offer learners various such as benefits facilities, Teachers and other close to students to serve flexibility and opportunities from various schools or around the world. The education system and mode of education is changing over the period of time. In instructional technology Innovations often are implemented in traditional ways. TV significantly changes the way people learn, and it stays that way Existing instruction by providing a speaking head as an instructional tool built into the paradigm for sending information to students. Active learning, Cooperative learning, Project-based teaching and despite such educational innovations contextual face-to-face instruction in learning changed character, online courses tend develop more traditional concepts Learning. Mostly an online course primary objective is to transfer information from the Instructor to the student accessing information to students and expecting them Prove their learning in an exam. The development of online instruction programs for online course developers raise an interesting question. Online study designers follow traditional method or incorporate online programs innovative approaches. Primary factors behind the use of online learning improve the quality of education, and also improve the cost effectiveness of education by reducing costs. With face-to-face Online learning is used successfully with positive effects in career and education. A geographically distributed team within an organization can simultaneously train their skills through online sites and gain greater Competitiveness. Online learning can be beneficial because Students at their own pace can learn through online products. Virtual classrooms are available anywhere with Internet connection, take advantage of this great way to travel. Gurukul system of education changed to imparting knowledge in a class room setting followed by hybrid learning and at present one new way of learning has emerged as a full-fledged mode to earn a degree i.e. online learning. Online learning comprises of both hybrid/ bended learning (comprises traditional face-to face classes, learning over the internet and learning supported by other technologies) and purely online learning is competing course delivery through internet. Due to its flexible and user friendly features, on-line learning has been gaining attention from learners and education institutions. Learning is self-phased and effectiveness of learning is achieved if it fulfils the learners’ expectation in imparting knowledge, uninterrupted support from the instructor whenever needed, disbursement of the learning materials, communication and motivation. The objectives of this paper are to study the effectiveness of elearning compared to conventional classroom learning. The study also shows that major portion of learners cannot set time for study, homework and assignments completion. The institutions along with the routine learning can also include sessions for motivation, sense of accountability and responsibility which may enhance discipline among learners. Significant portion of learners feel that online learning will not enhance sense of belongingness. The institutions can create provision at the campus for the e-learners to meet up occasionally for the interaction between learners and faculties. A portion of E-learners feel that the learning material in e-learning is not effective as that of conventional mode.

1: Learning Studies in Science Education:

Abstract: s, and Dissertation Abstracts, shows that there is a relatively standard set of categories ("concept learning," "problem solving," "discovery learning," "critical thinking," etc.) for classifying learning studies. Each category might be thought to represent a closely bound set of ideas, but further problems emerge as one begins to read the studies. Take as an example the category "discovery learning." In a hypothetical study conducted by Mr. X and clearly labeled a discovery study in the title, second and third grade pupils were taught a series of "discovery lessons on flowers." The pupils used programed directions written in the Initial Teaching Alphabet. The "Mr. X Test of Discovery Learning" was given as a preand posttest. The reader knows little about the test other than that it consists of twenty items constructed by Mr. X. After analysis of pre-post data, Mr. X reports that discovery learning was far superior to conventially taught lessons. In another hypothetical study, by Mr. Y, college freshmen in an introductory geology class were engaged in a series of "discovery lessons" employing geological maps on field trips. An achievement test constructed by Mr. Y was given to classes using the discovery lessons and to a control class using only the text and lectures. Analysis of data revealed significant differences in achievement in favor of the experimental discovery class.