MAPPING FAST AND SLOW LEARNERS IN OFFLINE AND ONLINE MODE OF TEACHING LEARNING”

Abstract

TEACHING LEARNING” The invention provides a comprehensive system for mapping fast and slow learners in both offline and online modes of education. Using a consensus-based Delphi method, expert opinions, stakeholder viewpoints, and student input were incorporated to design a learner assessment model. The mapping process integrates multiple variables, including self-assessment, grades, and evaluations from family members, subject teachers, mentors, peers, seniors, and juniors. Each variable is assigned a weight, dynamically updated based on real-time data. The model is adaptable to various teaching modes: offline, online (one-way and two-way), and hybrid, addressing challenges in modern education systems. The framework assists educators in identifying slow learners, offering tailored interventions, improving institutional performance, and supporting accreditation and ranking processes, bridging gaps between traditional and virtual learning environments for better academic outcomes. No Figure.

Specification

Description:TECHNICAL FIELD
[0001] The present invention relates to the field of online teaching learning systems, and more particularly, the present invention relates to the mapping fast and slow learners in offline and online mode of teaching learning.
BACKGROUND ART
[0002] The following discussion of the background of the invention is intended to facilitate an understanding of the present invention. However, it should be appreciated that the discussion is not an acknowledgment or admission that any of the material referred to was published, known, or part of the common general knowledge in any jurisdiction as of the application's priority date. The details provided herein the background if belongs to any publication is taken only as a reference for describing the problems, in general terminologies or principles or both of science and technology in the associated prior art.
[0003] In earlier works grades of students and opinion of teacher were used to segregate slow learners from fast learners. Students of current time period devote time and recourses for other activities, hobbies and passion other than studies (which is even encouraged in educationally developed nations like UK, USA, and Germany). Youths now a day is involved into novel and innovative sources of revenue generation (job opportunities) like being a you tuber, standup comedian, motivational speaker and many more. Thus, even though grades of students and opinion of teacher are prominent source of information to differentiate the two group slow learners from fast learners yet are not sufficient. Few more sources (variables) need to be considered to separate out slow learners from fast learners.
[0004] In light of the foregoing, there is a need for Mapping fast and slow learners in offline and online mode of teaching learning that overcomes problems prevalent in the prior art associated with the traditionally available method or system, of the above-mentioned inventions that can be used with the presented disclosed technique with or without modification.
[0005] All publications herein are incorporated by reference to the same extent as if each individual publication or patent application were specifically and individually indicated to be incorporated by reference. Where a definition or use of a term in an incorporated reference is inconsistent or contrary to the definition of that term provided herein, the definition of that term provided herein applies, and the definition of that term in the reference does not apply.
OBJECTS OF THE INVENTION
[0006] The principal object of the present invention is to overcome the disadvantages of the prior art by providing Mapping fast and slow learners in offline and online mode of teaching learning.
[0007] Another object of the present invention is to provide mapping fast and slow learners in offline and online mode of teaching learning that gains consensus Delphi method was used for listing of variables.
[0008] Another object of the present invention is to provide mapping fast and slow learners in offline and online mode of teaching learning, wherein expert opinion, stakeholder's viewpoint along with student's point of view was considered for mapping fast and slow learners. After brainstorming for 45 days the model was designed.
[0009] The foregoing and other objects of the present invention will become readily apparent upon further review of the following detailed description of the embodiments as illustrated in the accompanying drawings.
SUMMARY OF THE INVENTION
[0010] The present invention relates to mapping fast and slow learners in offline and online mode of teaching learning, wherein gain consensus Delphi method was used for listing of variables. Expert opinion, stakeholder's viewpoint along with student's point of view was considered for mapping fast and slow learners. After brainstorming for 45 days the model was designed.
Mapping Process = f ( Self-assessment, Grade, assessment of family, assessment of subject teacher, assessment of mentor, assessment of peer groups, assessment of seniors, assessment of juniors) 
Self-assessment is the most accurate assessment given the level of expose that students have currently. Self-assessment helps in acquiring knowledge, understanding its applications, consolidating similar situations, and promoting independence (self-study).
Students normally aim for good marks. Good grades help in boosting self-confidence, getting seat in desired educational institutes, gaining better job opportunities. Thus, grades play one of the key roles in the mapping process
Family members (parents and sibling) spend maximum time with the students. They have the potentiality to assess the learning ability of their ward from early childhood.
Subject teachers apparently help in mapping process. Since subject teacher has to deal with large number of students at a time so the mapping process becomes tedious.
Mentors (may or may not be subject teacher) can assess a students learning ability better because of less student strength. None the less they have to be cautious of halo and horn effect.
Peer assessment is helps to give and receive feedback. Students who feel shy to speak to grownups, open up to their own peer group. Thus, peers play a vital role in mapping process.
Assessment of seniors and juniors play a key role among students pursuing higher secondary educations and above. And it is more prominent among hostilities compared to day borders. Based on data collected from 800 students during the month of November 2022, the weights assigned to each of the above categories are:
Table 1: List of variables with assigned weights

[0011] Notations used
- Offline mode: Teaching learning (TL) and examination done in classroom (brick and motors)
- Online mode (One way): Teaching learning (TL) and examination all in virtual mode with one way communication facility (Example- Coursera, edX etc)
- Online mode (Two ways): Teaching learning (TL) and examination all in virtual mode with two way communication facility (Example- Using Google Meet, Zoom etc)
- Hybrid mode: Teaching learning (TL) in virtual mode but examination in
[0012] While the invention has been described and shown with reference to the preferred embodiment, it will be apparent that variations might be possible that would fall within the scope of the present invention.
BRIEF DESCRIPTION OF DRAWINGS
[0013] So that the manner in which the above-recited features of the present invention can be understood in detail, a more particular description of the invention, briefly summarized above, may have been referred by embodiments, some of which are illustrated in the appended drawings. It is to be noted, however, that the appended drawings illustrate only typical embodiments of this invention and are therefore not to be considered limiting of its scope, for the invention may admit to other equally effective embodiments.
[0014] These and other features, benefits, and advantages of the present invention will become apparent by reference to the following text figure, with like reference numbers referring to like structures across the views, wherein:
[0015] No Figure.
DETAILED DESCRIPTION OF THE INVENTION
[0016] While the present invention is described herein by way of example using embodiments and illustrative drawings, those skilled in the art will recognize that the invention is not limited to the embodiments of drawing or drawings described and are not intended to represent the scale of the various components. Further, some components that may form a part of the invention may not be illustrated in certain figures, for ease of illustration, and such omissions do not limit the embodiments outlined in any way. It should be understood that the drawings and the detailed description thereto are not intended to limit the invention to the particular form disclosed, but on the contrary, the invention is to cover all modifications, equivalents, and alternatives falling within the scope of the present invention as defined by the appended claim.
[0017] As used throughout this description, the word "may" is used in a permissive sense (i.e. meaning having the potential to), rather than the mandatory sense, (i.e. meaning must). Further, the words "a" or "an" mean "at least one" and the word "plurality" means "one or more" unless otherwise mentioned. Furthermore, the terminology and phraseology used herein are solely used for descriptive purposes and should not be construed as limiting in scope. Language such as "including," "comprising," "having," "containing," or "involving," and variations thereof, is intended to be broad and encompass the subject matter listed thereafter, equivalents, and additional subject matter not recited, and is not intended to exclude other additives, components, integers, or steps. Likewise, the term "comprising" is considered synonymous with the terms "including" or "containing" for applicable legal purposes. Any discussion of documents, acts, materials, devices, articles, and the like are included in the specification solely for the purpose of providing a context for the present invention. It is not suggested or represented that any or all these matters form part of the prior art base or were common general knowledge in the field relevant to the present invention.
[0018] In this disclosure, whenever a composition or an element or a group of elements is preceded with the transitional phrase "comprising", it is understood that we also contemplate the same composition, element, or group of elements with transitional phrases "consisting of", "consisting", "selected from the group of consisting of, "including", or "is" preceding the recitation of the composition, element or group of elements and vice versa.
[0019] The present invention is described hereinafter by various embodiments with reference to the accompanying drawing, wherein reference numerals used in the accompanying drawing correspond to the like elements throughout the description. This invention may, however, be embodied in many different forms and should not be construed as limited to the embodiment set forth herein. Rather, the embodiment is provided so that this disclosure will be thorough and complete and will fully convey the scope of the invention to those skilled in the art. In the following detailed description, numeric values and ranges are provided for various aspects of the implementations described. These values and ranges are to be treated as examples only and are not intended to limit the scope of the claims. In addition, several materials are identified as suitable for various facets of the implementations. These materials are to be treated as exemplary and are not intended to limit the scope of the invention.
[0020] The present invention relates to mapping fast and slow learners in offline and online mode of teaching learning, wherein gain consensus Delphi method was used for listing of variables. Expert opinion, stakeholder's viewpoint along with student's point of view was considered for mapping fast and slow learners. After brainstorming for 45 days the model was designed.
Mapping Process = f ( Self-assessment, Grade, assessment of family, assessment of subject teacher, assessment of mentor, assessment of peer groups, assessment of seniors, assessment of juniors) 
Self-assessment is the most accurate assessment given the level of expose that students have currently. Self-assessment helps in acquiring knowledge, understanding its applications, consolidating similar situations, and promoting independence (self-study).
Students normally aim for good marks. Good grades help in boosting self-confidence, getting seat in desired educational institutes, gaining better job opportunities. Thus, grades play one of the key roles in the mapping process
Family members (parents and sibling ) spend maximum time with the students. They have the potentiality to assess the learning ability of their ward from early childhood.
Subject teachers apparently help in mapping process. Since subject teacher has to deal with large number of students at a time so the mapping process becomes tedious.
Mentors (may or may not be subject teacher) can assess a students learning ability better because of less student strength. None the less they have to be cautious of halo and horn effect.
Peer assessment is helps to give and receive feedback. Students who feel shy to speak to grownups, open up to their own peer group. Thus, peers play a vital role in mapping process.
Assessment of seniors and juniors play a key role among students pursuing higher secondary educations and above. And it is more prominent among hostilities compared to day borders. Based on data collected from 800 students during the month of November 2022, the weights assigned to each of the above categories are:
Table 1: List of variables with assigned weights

[0021] Notations used
- Offline mode: Teaching learning (TL) and examination done in classroom (brick and motors)
- Online mode (One way): Teaching learning (TL) and examination all in virtual mode with one way communication facility (Example- Coursera, edX etc)
- Online mode (Two ways): Teaching learning (TL) and examination all in virtual mode with two way communication facility (Example- Using Google Meet, Zoom etc)
[0022] Hybrid mode: Teaching learning (TL) in virtual mode but examination in
[0023] Mapping fast and slow learners is essential if an institution wants to apply for accreditation. Not having a common mapping process may lead to biased results. The current mapping process was designed after taking into account expert opinion of educators (supply side), students (demand side) and stakeholders (investors of human capital). Thus, if the process is standardized it can be used by interested institutes for their growth and development.
- The model framework can be used by subject teachers to focus on slow learners in class.
- The model framework can be used by subject teachers to focus on slow learners in laboratories.
- The model framework can be used by subject teachers to focus on slow learners in assignments/ projects/ report writing/ take home tasks.
- The model framework can be used by mentors to locate the specific subjects in which a student is considered slow learners, if any. The model framework can be used by mentors to segregate slow learners based on subjects or in general a student is slow in all domains. The model framework can be used by principal/HoDs to focus on slow learners and arrange tutorials.
- The model framework can be used by management for improving the overall passing rate of the institute.
- The model framework can be used by institutes to help them during accreditation and ranking process.
[0024] Previously, learning ability were a function of grade and assessment of subject teacher only. Other variables were considered in the current work.
[0025] Because of which the weights assigned were also different from the previous work.
[0026] Formerly, (before covid) virtual education was not that prevalent. Online certification was not valued at par with offline certificates thus there was a gap in mapping process. The current models takes the gap into account and designs mode appropriate mapping process.
[0027] Hybrid mode (as per current work) of mapping process was missing as educational institutes did not provide teaching learning (TL) in virtual mode before 2009. The current mapping process considers the missing link and connects it.
[0028] Mapping Fast and Slow Learners has always been challenging.
• Previously, learning ability were a function of grade and assessment of subject teacher. Other variables were not considered.
• Because of which the weights assigned were also different from the current work.
• Formerly, (before covid) virtual education was not that prevalent. Online certification was not valued at par with offline certificates thus there was a gap in mapping process.
• Hybrid mode (as per current work) of mapping process was missing as educational institutes did not provide teaching learning (TL) in virtual mode before 2009.
[0029] Various modifications to these embodiments are apparent to those skilled in the art from the description and the accompanying drawings. The principles associated with the various embodiments described herein may be applied to other embodiments. Therefore, the description is not intended to be limited to the 5 embodiments shown along with the accompanying drawings but is to be providing the broadest scope consistent with the principles and the novel and inventive features disclosed or suggested herein. Accordingly, the invention is anticipated to hold on to all other such alternatives, modifications, and variations that fall within the scope of the present invention and appended claims. , Claims:CLAIMS
We Claim:
1) A system for mapping fast and slow learners in both offline and online modes of teaching, the system comprising:
- a module for collecting and analyzing multiple assessments, including self-assessment, grade-based assessment, and assessments from family members, subject teachers, mentors, peer groups, seniors, and juniors;
- use of expert opinions, stakeholder viewpoints, and student input in the design of the learner mapping process; and
- an algorithm that assigns weighted scores to each of the assessments based on the data collected from a population of students, wherein said weights are determined through a Delphi method.
2) The system as claimed in claim 1, wherein the mapping process is defined by a function:
- Mapping Process=f (Self−assessment,Grade,assessment of family,assessment of subject teacher,assessment of mentor,assessment of peer groups,assessment of seniors,assessment of juniors)Mapping \ Process = f \ (Self-assessment, Grade, assessment \ of \ family, assessment \ of \ subject \ teacher, assessment \ of \ mentor, assessment \ of \ peer \ groups, assessment \ of \ seniors, assessment \ of \ juniors) Mapping Process = f (Self−assessment,Grade,assessment of family,assessment of subject teacher,assessment of mentor,assessment of peer groups,assessment of seniors, assessment of juniors) and self-assessment is given the highest weight in determining the learning ability of students.
3) The system as claimed in claim 1, wherein the mapping process is adaptable to multiple modes of teaching and learning, including:
- offline mode, where teaching and learning (TL) activities and assessments are conducted physically in classrooms;
- online mode (one-way), where TL and assessments are delivered virtually with one-way communication (e.g., Coursera);
- online mode (two-way), where TL and assessments are delivered virtually with two-way communication (e.g., Google Meet, Zoom);
- hybrid mode, where TL is conducted virtually, but assessments are conducted physically.
4) The system as claimed in claim 1, wherein the learner mapping process supports:
- identification and segmentation of slow learners in different subject domains or overall performance;
- utilization of the mapping process by subject teachers, mentors, principals, and management to design tailored interventions for slow learners in classes, labs, assignments, and projects;
- strategic improvement of institutional accreditation and ranking through data-driven learner mapping.
5) The system as claimed in claim 1, wherein the weights assigned to the assessments are dynamically updated based on real-time data from students, and the system accounts for changing modes of education, including online certification and hybrid education models.

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