Exploring the Moderating Role of Perceived Flexibility Advantages in Mobile Learning Continuance Intention (MLCI

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Rui-Ting Huang

2014-07-01

Full Text Available The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI, and examine the moderating effect of perceived flexibility advantages (PFA on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously adopted mobile devices to learn English took part in this study. Partial least squares (PLS analysis was utilized to test the hypotheses in this study. It has been found that the perceived usefulness of mobile technology, subjective norm, and self-management of learning could be closely linked to mobile learning continuance intention. With particular respect to the moderating role of perceived flexibility advantages, it has been demonstrated that PFA could moderate the relationship between perceived usefulness of mobile technology and mobile learning continuance intention, as well as the association between subjective norm and mobile learning continuance intention, whereas PFA did not moderate the link between self-management of learning and mobile learning continuance intention.This report has further added to the body of knowledge in the field of mobile learning through empirical examination.

Towards Intelligence and Flexibility of Learning and Knowledge Testing Environments

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Nerijus AUKSTAKALNIS

2006-02-01

Full Text Available The proposed goal oriented knowledge acquisition and assessment are based on the flexible educational model and allows to implement an adaptive control of the enhanced learning process according to the requirements of student's knowledge level, his state of cognition and subject learning history. The enhanced learner knowledge model specifies how the cognition state of the user will be achieved step by step. The use case actions definition is a starting point of the specification, which depends on different levels of learning scenarios and user cognition sub goals. The use case actions specification is used as a basis to set the requirements for service software specification and attributes of learning objects respectively. The paper presents the enhanced architecture of the student self-evaluation and on-line assessment system TestTool. The system is explored as an assessment engine capable of supporting and improving the individualized intelligent goal oriented self-instructional and simulation based mode of learning, grounded on the GRID distributed service architecture.

Interactive Web-based e-learning for Studying Flexible Manipulator Systems

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Abul K. M. Azad

2008-03-01

Full Text Available Abstract— This paper presents a web-based e-leaning facility for simulation, modeling, and control of flexible manipulator systems. The simulation and modeling part includes finite difference and finite element simulations along with neural network and genetic algorithm based modeling strategies for flexible manipulator systems. The controller part constitutes a number of open-loop and closed-loop designs. Closed loop control designs include the classical, adaptive, and neuro-model based strategies. Matlab software package and its associated toolboxes are used to implement these. The Matlab web server is used as the gateway between the facility and web-access. ASP.NET technology and SQL database are utilized to develop web applications for access control, user account and password maintenance, administrative management, and facility utilization monitoring. The reported facility provides a flexible but effective approach of web-based interactive e-learning facility of an engineering system. This can be extended to incorporate additional engineering systems within the e-learning framework.

A Model for an Open and Flexible E-Training Platform To Encourage Companies' Learning Culture and Meet Employees' Learning Needs.

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Bagnasco, Andrea; Chirico, Marco; Parodi, Giancarlo; Scapolla, A. Marina

2003-01-01

Distance education is an answer to the demand for flexibility in training. The aim is to build a virtual learning community on the basis of a knowledge model that meets different learning needs. This article analyzes possible innovations in corporate training, and proposes a framework that integrates all information sources and offers practice…

Anatomy drawing screencasts: enabling flexible learning for medical students.

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Pickering, James D

2015-01-01

The traditional lecture remains an essential method of disseminating information to medical students. However, due to the constant development of the modern medical curriculum many institutions are embracing novel means for delivering the core anatomy syllabus. Using mobile media devices is one such way, enabling students to access core material at a time and place that suits their specific learning style. This study has examined the effect of five anatomy drawing screencasts that replicate the popular anatomy drawing element of a lecture. These resources were uploaded to the University's Virtual Learning Environment for student access. Usage data and an end of module questionnaire were used to assess the impact of the screencasts on student education. The data revealed a high level of usage that varied in both the time of day and day of the week, with the number of downloads dramatically increasing towards the end of the module when the assessment was approaching. The student group found the additional resources extremely useful in consolidating information and revision, with many commenting on their preference to the screencasts compared to the more traditional approaches to learning. Scrutinizing the screencasts in relation to cognitive load theory and the cognitive theory of multimedia learning indicates a high correlation with an evidence-based approach to designing learning resources. Overall the screencasts have been a well-received enhancement that supports the student learning and has been shown to promote flexible learning. © 2014 American Association of Anatomists.

Flexible Learning and Teaching: Looking Beyond the Binary of Full ...

African Journals Online (AJOL)

common knowledge' (Edwards, 2010) will need to be co-constructed which understands flexible learning and teaching in ways which will meet needs of a diversity of students, including working students. It will require 'resourceful leadership' ...

The Experimental Research on E-Learning Instructional Design Model Based on Cognitive Flexibility Theory

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Cao, Xianzhong; Wang, Feng; Zheng, Zhongmei

The paper reports an educational experiment on the e-Learning instructional design model based on Cognitive Flexibility Theory, the experiment were made to explore the feasibility and effectiveness of the model in promoting the learning quality in ill-structured domain. The study performed the experiment on two groups of students: one group learned through the system designed by the model and the other learned by the traditional method. The results of the experiment indicate that the e-Learning designed through the model is helpful to promote the intrinsic motivation, learning quality in ill-structured domains, ability to resolve ill-structured problem and creative thinking ability of the students.

Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress.

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Harms, Madeline B; Shannon Bowen, Katherine E; Hanson, Jamie L; Pollak, Seth D

2017-10-19

Children who experience severe early life stress show persistent deficits in many aspects of cognitive and social adaptation. Early stress might be associated with these broad changes in functioning because it impairs general learning mechanisms. To explore this possibility, we examined whether individuals who experienced abusive caregiving in childhood had difficulties with instrumental learning and/or cognitive flexibility as adolescents. Fifty-three 14-17-year-old adolescents (31 exposed to high levels of childhood stress, 22 control) completed an fMRI task that required them to first learn associations in the environment and then update those pairings. Adolescents with histories of early life stress eventually learned to pair stimuli with both positive and negative outcomes, but did so more slowly than their peers. Furthermore, these stress-exposed adolescents showed markedly impaired cognitive flexibility; they were less able than their peers to update those pairings when the contingencies changed. These learning problems were reflected in abnormal activity in learning- and attention-related brain circuitry. Both altered patterns of learning and neural activation were associated with the severity of lifetime stress that the adolescents had experienced. Taken together, the results of this experiment suggest that basic learning processes are impaired in adolescents exposed to early life stress. These general learning mechanisms may help explain the emergence of social problems observed in these individuals. © 2017 The Authors. Developmental Science Published by John Wiley & Sons Ltd.

Flexible Learning in a Workplace Model: Blended a Motivation to a Lifelong Learner in a Social Network Environment

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Na-songkhla, Jaitip

2011-01-01

This paper presents a model of learning in a workplace, in which an online course provides flexibility for staff to learn at their convenient hours. A motivation was brought into an account of the success of learning in a workplace program, based upon Behaviorist learning approach--an online mentor and an accumulated learning activities score was…

Approaches to learning, need for cognition, and strategic flexibility among university students.

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Evans, Christina J; Kirby, John R; Fabrigar, Leandre R

2003-12-01

Considerable research has described students' deep and surface approaches to learning. Other research has described individuals' self-regulated learning and need for cognition. There is a need for research examining the relationships among these constructs. This study explored relationships among approaches to learning (deep, surface), need for cognition, and three types of control of learning (adaptive, inflexible, irresolute). Theory suggested similarities among the deep approach, need for cognition, and adaptive control (aspects of self-regulated learning); and among surface, inflexible, and irresolute control (aspects of an ineffective approach to learning). One-factor and two-factor models were proposed. Participants were 226 Canadian military college students. Participants completed the following questionnaires: the Study Process Questionnaire (Biggs, 1978), the Need for Cognition Scale (Cacioppo & Petty, 1982), and the Strategic Flexibility Questionnaire (Cantwell & Moore, 1996). Confirmatory factor analysis supported the identification of the six scale factors. Second order confirmatory factor analysis indicated three factors representing constructs underlying these factors. Neither the one- nor two-factor models accounted adequately for the data. Self-regulated learning was defined by measures of the deep approach to learning, need for cognition, and adaptive control of learning. The second factor divided into one factor consisting of irresolute control, the surface approach, and negative need for cognition; and another consisting of inflexible and negative adaptive control. Substantial relationships among scales support the need for further theory development.

Developmental Constraints on Learning Artificial Grammars with Fixed, Flexible and Free Word Order

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Iga Nowak

2017-10-01

Full Text Available Human learning, although highly flexible and efficient, is constrained in ways that facilitate or impede the acquisition of certain systems of information. Some such constraints, active during infancy and childhood, have been proposed to account for the apparent ease with which typically developing children acquire language. In a series of experiments, we investigated the role of developmental constraints on learning artificial grammars with a distinction between shorter and relatively frequent words (‘function words,’ F-words and longer and less frequent words (‘content words,’ C-words. We constructed 4 finite-state grammars, in which the order of F-words, relative to C-words, was either fixed (F-words always occupied the same positions in a string, flexible (every F-word always followed a C-word, or free. We exposed adults (N = 84 and kindergarten children (N = 100 to strings from each of these artificial grammars, and we assessed their ability to recognize strings with the same structure, but a different vocabulary. Adults were better at recognizing strings when regularities were available (i.e., fixed and flexible order grammars, while children were better at recognizing strings from the grammars consistent with the attested distribution of function and content words in natural languages (i.e., flexible and free order grammars. These results provide evidence for a link between developmental constraints on learning and linguistic typology.

Flexible learning intinerary vs. linear learning itinerary

OpenAIRE

Martín San José, Juan Fernando; Juan Lizandra, María Carmen; Gil Gómez, Jose Antonio; Rando, Noemí

2014-01-01

The latest video game and entertainment technology and other technologies are facilitating the development of new and powerful e-Learning systems. In this paper, we present a computer-based game for learning about five historical ages. The objective of the game is to reinforce the events that mark the transition from one historical age to another and the order of the historical ages. Our game incorporates natural human-computer interaction based on video game technology, Frontal Projection, a...

The Use of Flexible, Interactive, Situation-Focused Software for the E-Learning of Mathematics.

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Farnsworth, Ralph Edward

This paper discusses the classroom, home, and distance use of new, flexible, interactive, application-oriented software known as Active Learning Suite. The actual use of the software, not just a controlled experiment, is reported on. Designed for the e-learning of university mathematics, the program was developed by a joint U.S.-Russia team and…

Lifelong mobile learning: Increasing accessibility and flexibility with tablet computers and ebooks

OpenAIRE

Kalz, Marco

2011-01-01

Kalz, M. (2011, 1 September). Lifelong mobile learning: Increasing accessibility and flexibility with tablet computers and ebooks. Presentation provided during the opening ceremony of the iPad pilot for schakelzone rechten, Utrecht, The Netherlands.

STP-LWE: A Variant of Learning with Error for a Flexible Encryption

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Bo Gao

2014-01-01

Full Text Available We construct a flexible lattice based scheme based on semitensor product learning with errors (STP-LWE, which is a variant of learning with errors problem. We have proved that STP-LWE is hard when LWE is hard. Our scheme is proved to be secure against indistinguishable chosen message attacks, and it can achieve a balance between the security and efficiency in the hierarchical encryption systems. In addition, our scheme is almost as efficient as the dual encryption in GPV08.

Flexible Learning and Teaching: Looking Beyond the Binary of Full-time/Part-time Provision in South African Higher Education

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Barbara M Jones

2015-06-01

Full Text Available This paper engages with literature on flexible learning and teaching in order to explore whether it may be possible, within the South African context, to have flexible learning and teaching provide a third way which goes beyond the current practice of full-time/part-time provision. This binary classification of students is a proxy for day-time/after-hours delivery.  The argument is made that effective, flexible learning and teaching requires a fundamental shift in thinking about learning and teaching in higher education that moves us beyond such binaries. The paper proposes that in order to ensure access and success for students, ‘common knowledge’ (Edwards, 2010 will need to be co-constructed which understands flexible learning and teaching in ways which will meet needs of a diversity of students, including working students. It will require ‘resourceful leadership’ (Edwards, 2014 within the university that recognises, enhances and gives purpose to the capability of colleagues at every level of the systems they lead. Also, it will require the building of ‘common knowledge’ between certain sectors of universities and particular workplaces.

The Effects of Enhancing Prospective EFL Teachers' Knowledge Management Strategies in Virtual Learning Environments on Their Ideational Flexibility and Engagement

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Ammar Abdullah Mahmoud Ismail

2017-01-01

Full Text Available The last few years have witnessed an increased interest in moving away from traditional language instruction settings towards more hybrid and virtual learning environments. Face-to-face interaction, guided practice, and uniformity of knowledge sources and skills are all replaced by settings where multiplicity of views from different learning communities, interconnectedness, self-directedness, and self-management of knowledge and learning are increasingly emphasized. This shift from walled-classroom instruction with its limited scope and resources to hybrid and virtual learning environments with their limitless provisions requires that learners be equipped with requisite skills and strategies to manage knowledge and handle language learning in ways commensurate with the nature and limitless possibilities of these new environments. The current study aimed at enhancing knowledge management strategies of EFL teachers in virtual learning environments and examine the impact on their ideational flexibility and engagement in language learning settings. A knowledge management model was proposed and field-test on a cohort of prospective EFL teachers in the Emirati context. Participants were prospective EFL teachers enrolled in the Methods of Teaching Courses and doing their practicum in the Emirati EFL context. Participants' ideational flexibility was tapped via a bi-methodical approach including a contextualized task and a decontextualized one. Their engagement in virtual language learning settings was tapped via an engagement scale. Results of the study indicated that enhancing prospective EFL teachers' knowledge management strategies in virtual learning environments had a significant impact on their ideational flexibility and engagement in foreign language learning settings. Details of the instructional intervention, instruments for tapping students’ ideational flexibility and engagement, and results of the study are discussed. Implications for

The Use of Work-Based Learning Pedagogical Perspectives to Inform Flexible Practice within Higher Education

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Nottingham, Paula

2016-01-01

The renewed emphasis on developing flexible learning practices in higher education (HE) underscores the importance of understanding pedagogies for students who are based in the workplace or undertake significant work-related elements of study. This paper draws on research that explores how work-based learning (WBL) pedagogy operates in UK HE using…

Learning Grammatical Categories from Distributional Cues: Flexible Frames for Language Acquisition

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St. Clair, Michelle C.; Monaghan, Padraic; Christiansen, Morten H.

2010-01-01

Numerous distributional cues in the child's environment may potentially assist in language learning, but what cues are useful to the child and when are these cues utilised? We propose that the most useful source of distributional cue is a flexible frame surrounding the word, where the language learner integrates information from the preceding and…

A Model of Flexible Learning: Exploring Interdependent Relationships Between Students, Lecturers, Resources and Contexts in Virtual Spaces

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John Raymond Bostock

2018-04-01

Full Text Available In flexible and open models of education students and lecturers experience a virtual sense of separation that is caused by more than physical distance between students and lecturers. Transactional distance is “a psychological and communications gap, a space of potential misunderstanding between the inputs of lecturer and those of the student” created in part by the physical distance inherent to online learning (Moore 1991, p. 2. a large transactional distance such as that between geographically dispersed students and lecturers in an asynchronous, text-based, online learning environment may contribute to students’ feelings of isolation and disconnectedness, which can lead to reduced levels of motivation and engagement and consequently attrition. When designing e-learning experiences lecturers must consider two variables that affect transactional distance: structure and dialogue. Structure refers to the flexibility or rigidity of the pedagogical methods and strategies used in an e-learning experience. Dialogue refers to the interaction between the lecturer and student during an e-learning experience. Moore does not suggest that either structure or dialogue are inherently good things. Each may be appropriate in different circumstances and a typical educational event such as a conventional lecture will, at a micro-level, move constantly between the two. Another dimension of the theory suggests that more autonomous students, being self-directed, are better able to cope with more structure while less autonomous students benefit more from greater dialogue. This paper explores a proposed model of flexible learning which attempts to inform practitioners of the fluid, interdependent relationships between students, resources, contexts and lecturers. This helps explain and justify a reconceptualisation of the role of the lecturer and suggests how social activity is also pivotal in successful learning outcomes for students.

Distributed Open and Distance Learning: How Does E-Learning Fit? LSDA Reports.

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Fletcher, Mick

The distinctions between types of open and distance learning broadly equate to the concept of learning at a time, place, and pace that best suits the learner. Distance learning refers to geography, whereas open learning refers to time. Flexible learning is a generic term referring either to geography or time. Combining these distinctions allows…

Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action

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Alison Mead Richardson

2009-09-01

Full Text Available This paper reports on a longitudinal, ethnomethodological case study of the development towards flexible delivery of the Botswana Technical Education Programme (BTEP, offered by Francistown College of Technical & Vocational Education (FCTVE. Data collection methods included documentary analysis, naturalistic participant observation, and semi-structured interviews. The author identifies and analyses the technical, staffing, and cultural barriers to change when introducing technology-enhanced, flexible delivery methods. The study recommends that strategies to advance flexible learning should focus on the following goals: establish flexible policy and administration systems, change how staff utilization is calculated when flexible learning methodologies are used, embed flexible delivery in individual performance development and department/college strategic plans, ensure managerial leadership, hire and support permanent specialists, identify champions and share success stories, and address issues of inflexible organisational culture. This study may be of value in developing countries where mass-based models are sought to expand access to vocational education and training.

Statistical learning across development: Flexible yet constrained

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Lauren eKrogh

2013-01-01

Full Text Available Much research in the past two decades has documented infants’ and adults' ability to extract statistical regularities from auditory input. Importantly, recent research has extended these findings to the visual domain, demonstrating learners' sensitivity to statistical patterns within visual arrays and sequences of shapes. In this review we discuss both auditory and visual statistical learning to elucidate both the generality of and constraints on statistical learning. The review first outlines the major findings of the statistical learning literature with infants, followed by discussion of statistical learning across domains, modalities, and development. The second part of this review considers constraints on statistical learning. The discussion focuses on two categories of constraint: constraints on the types of input over which statistical learning operates and constraints based on the state of the learner. The review concludes with a discussion of possible mechanisms underlying statistical learning.

Common Mobile Learning Characteristics--An Analysis of Mobile Learning Models and Frameworks

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Imtinan, Umera; Chang, Vanessa; Issa, Tomayess

2013-01-01

Mobile learning offers learning opportunities to learners without the limitations of time and space. Mobile learning has introduced a number of flexible options to the learners across disciplines and at different educational levels. However, designing mobile learning content is an equally challenging task for the instructional designers.…

A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case

OpenAIRE

Manathunga, Kalpani; Hernández-Leo, Davinia; Sharples, Mike

2017-01-01

Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning sp...

A Framework for the Flexible Content Packaging of Learning Objects and Learning Designs

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Lukasiak, Jason; Agostinho, Shirley; Burnett, Ian; Drury, Gerrard; Goodes, Jason; Bennett, Sue; Lockyer, Lori; Harper, Barry

2004-01-01

This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and uses IEEE Learning Object Metadata (LOM) to provide bibliographic, technical, and pedagogical descriptors for the retrieval and description of learning…

A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome

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Lin, Ming-Hung; Chen, Huang-Cheng; Liu, Kuang-Sheng

2017-01-01

In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. In this…

The Flexible Learning Needs and Preferences of Regional Occupational Therapy Students In Australia

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Zeldenryk, Lynne; Bradey, Scott

2013-01-01

This study aimed to explore the flexible learning needs and preferences of occupational therapy students from a regional Australian university. Participants ("n"?=?170) were surveyed using a quantitative survey tool. Findings were analysed using SPSS to determine significant differences between variable attributes of the student cohort.…

Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework

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Vandenhouten, C.; Gallagher-Lepak, S.; Reilly, J.; Ralston-Berg, P.

2014-01-01

E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E- Learning requires the talents of many team members from a variety of departments as well as the use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. As a result,…

Genetic dissection of behavioral flexibility: reversal learning in mice.

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Laughlin, Rick E; Grant, Tara L; Williams, Robert W; Jentsch, J David

2011-06-01

Behavioral inflexibility is a feature of schizophrenia, attention-deficit/hyperactivity disorder, and behavior addictions that likely results from heritable deficits in the inhibitory control over behavior. Here, we investigate the genetic basis of individual differences in flexibility, measured using an operant reversal learning task. We quantified discrimination acquisition and subsequent reversal learning in a cohort of 51 BXD strains of mice (2-5 mice/strain, n = 176) for which we have matched data on sequence, gene expression in key central nervous system regions, and neuroreceptor levels. Strain variation in trials to criterion on acquisition and reversal was high, with moderate heritability (∼.3). Acquisition and reversal learning phenotypes did not covary at the strain level, suggesting that these traits are effectively under independent genetic control. Reversal performance did covary with dopamine D2 receptor levels in the ventral midbrain, consistent with a similar observed relationship between impulsivity and D2 receptors in humans. Reversal, but not acquisition, is linked to a locus on mouse chromosome 10 with a peak likelihood ratio statistic at 86.2 megabase (p work demonstrates the clear trait independence between, and genetic control of, discrimination acquisition and reversal and illustrates how globally coherent data sets for a single panel of highly related strains can be interrogated and integrated to uncover genetic sources and molecular and neuropharmacological candidates of complex behavioral traits relevant to human psychopathology. Copyright © 2011 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

User/Tutor Optimal Learning Path in E-Learning Using Comprehensive Neuro-Fuzzy Approach

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Fazlollahtabar, Hamed; Mahdavi, Iraj

2009-01-01

Internet evolution has affected all industrial, commercial, and especially learning activities in the new context of e-learning. Due to cost, time, or flexibility e-learning has been adopted by participators as an alternative training method. By development of computer-based devices and new methods of teaching, e-learning has emerged. The…

Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?

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Tang, Chun Meng; Chaw, Lee Yen

2016-01-01

Blended learning has propelled into mainstream education in recent years with the help of digital technology. Commonly available digital devices and the Internet have made access to learning resources such as learning management systems, online libraries, digital media, etc. convenient and flexible for both lecturers and students. Beyond the…

Learning organisations

Directory of Open Access Journals (Sweden)

Sabina Jelenc Krašovec

2000-12-01

Full Text Available A vast array of economical, social, political, cultural and other factors influences the transformed role of learning and education in the society, as well as the functioning of local community and its social and communication patterns. The influences which are manifested as global problems can only be successfully solved on the level of local community. Analogously with the society in general, there is a great need of transforming a local community into a learning, flexible and interconnected environment which takes into account different interests, wishes and needs regarding learning and being active. The fundamental answer to changes is the strategy of lifelong learning and education which requires reorganisation of all walks of life (work, free time, family, mass media, culture, sport, education and transforming of organisations into learning organisations. With learning society based on networks of knowledge individuals are turning into learning individuals, and organisations into learning organisations; people who learn take the responsibility of their progress, learning denotes partnership among learning people, teachers, parents, employers and local community, so that they work together to achieve better results.

Towards a semantic learning model fostering learning object reusability

OpenAIRE

Fernandes , Emmanuel; Madhour , Hend; Wentland Forte , Maia; Miniaoui , Sami

2005-01-01

We try in this paper to propose a domain model for both author's and learner's needs concerning learning objects reuse. First of all, we present four key criteria for an efficient authoring tool: adaptive level of granularity, flexibility, integration and interoperability. Secondly, we introduce and describe our six-level Semantic Learning Model (SLM) designed to facilitate multi-level reuse of learning materials and search by defining a multi-layer model for metadata. Finally, after mapping ...

Accounting for individual differences in human associative learning.

Science.gov (United States)

Byrom, Nicola C

2013-09-04

Associative learning has provided fundamental insights to understanding psychopathology. However, psychopathology occurs along a continuum and as such, identification of disruptions in processes of associative learning associated with aspects of psychopathology illustrates a general flexibility in human associative learning. A handful of studies have looked specifically at individual differences in human associative learning, but while much work has concentrated on accounting for flexibility in learning caused by external factors, there has been limited work considering how to model the influence of dispositional factors. This review looks at the range of individual differences in human associative learning that have been explored and the attempts to account for, and model, this flexibility. To fully understand human associative learning, further research needs to attend to the causes of variation in human learning.

Accounting for Individual Differences in Human Associative Learning.

Directory of Open Access Journals (Sweden)

Nicola C Byrom

2013-09-01

Full Text Available Associative learning has provided fundamental insights to understanding psychopathology. However, psychopathology occurs along a continuum and as such, identification of disruptions in processes of associative learning associated with aspects of psychopathology illustrates a general flexibility in human associative learning. A handful of studies have looked specifically at individual differences in human associative learning, but while much work has concentrated on accounting for flexibility in learning caused by external factors, there has been limited work considering how to model the influence of dispositional factors. This review looks at the range of individual differences in human associative learning that have been explored and the attempts to account for, and model, this flexibility. To fully understand human associative learning, further research needs to attend to the causes of variation in human learning.

Deep Learning Policy Quantization

NARCIS (Netherlands)

van de Wolfshaar, Jos; Wiering, Marco; Schomaker, Lambertus

2018-01-01

We introduce a novel type of actor-critic approach for deep reinforcement learning which is based on learning vector quantization. We replace the softmax operator of the policy with a more general and more flexible operator that is similar to the robust soft learning vector quantization algorithm.

Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

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Ying Adeline Ng Ling

2017-01-01

Full Text Available The increasingly tighter shift of socio-economic constraints on higher education sectors in the recent years has called for greater flexibilities in student learning experience both locally and abroad. To this end, we have recently implemented a Blended Learning Initiative in an attempt to provide better learning support and greater flexibility to our students. This initiative is also in line with the University’s aim of having 50% of our learning and teaching delivered on-line by 2020. In this report, we present our findings on academics and learners’ perceptions on the approach which were obtained through surveys. Results showed that blended learning approach was new to the academics and the factors for successful blended learning implementation were identified. Results also showed that learners appreciated the approach as it made learning more accessible and flexible. Furthermore, they also enjoyed the interesting online activities incorporated into their units. In addition, learners were also able to review and pace their own learning. They also perceived that they have the access to the resources and technical ability to cope with online learning materials and activities. Nonetheless, the survey also revealed that learners still prefer to have academics delivering information to them directly rather than a flipped classroom model. In conclusion, findings from this study provide insights that blended learning could be effective to supplement courses offered by the faculty.

Accounting for individual differences in human associative learning

OpenAIRE

Byrom, Nicola C.

2013-01-01

Associative learning has provided fundamental insights to understanding psychopathology. However, psychopathology occurs along a continuum and as such, identification of disruptions in processes of associative learning associated with aspects of psychopathology illustrates a general flexibility in human associative learning. A handful of studies have looked specifically at individual differences in human associative learning, but while much work has concentrated on accounting for flexibility ...

eLEARNING

OpenAIRE

Hamburg, Ileana; Lindecke, Christiane; Terstriep, Judith

2005-01-01

eLearning through its flexibility and facility of access is seen as a major enabler of lifelong learning (LLL), as a catalyst of change and a chance for small and medium-sized enterprises (SMEs) to improve their business and to integrate into European market. But so far eLearning in the context of vocational educational training mainly has been adopted by large enterprises, while only little activity can be observed in SMEs. The question arises what the chances and challenges for SMEs are and...

E-Learning and Role of World Wide Web in E-Learning

OpenAIRE

Jahankhani, Hossein

2012-01-01

This paper reviews some of the aspects of the E-learning through the World Wide Web. E-revolution as new phenomenon influenced the society by its means and strategies. E-learning is one of the sub-products of E-revolution, towards making more convenient and effective learning. In time Internet become a source of information, people start to learn through the Internet instead of books. It gives the flexibility to remote access at any time. The working people and the students are inspired by th...

Distance learning

Directory of Open Access Journals (Sweden)

Katarina Pucelj

2006-12-01

Full Text Available I would like to underline the role and importance of knowledge, which is acquired by individuals as a result of a learning process and experience. I have established that a form of learning, such as distance learning definitely contributes to a higher learning quality and leads to innovative, dynamic and knowledgebased society. Knowledge and skills enable individuals to cope with and manage changes, solve problems and also create new knowledge. Traditional learning practices face new circumstances, new and modern technologies appear, which enable quick and quality-oriented knowledge implementation. The centre of learning process at distance learning is to increase the quality of life of citizens, their competitiveness on the workforce market and ensure higher economic growth. Intellectual capital is the one, which represents the biggest capital of each society and knowledge is the key factor for succes of everybody, who are fully aware of this. Flexibility, openness and willingness of people to follow new IT solutions form suitable environment for developing and deciding to take up distance learning.

What is the teachers’ role when students learn through design of learning games in a scaffolded gamified learning environment?

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

The aim of this research project is to create a reusable and flexible gamified learning design where the students are learning subject matters through the design of digital learning games. The students are their own learning designers forming teams that create games. The teams also peer review...... how the use of pre-build learning games in education can be taken a step further into the building of learning games while implementing subject matters from curriculum, not only focussing on the creative game design process. The aim of the form of this learning design is to scaffold the novice....../ play test each others games as a way to qualify the learning taking place around as well as inside the games they are building. The discussion is focusing on how the chosen pedagogical approach is framed within the gamified environment as well as on how the teachers can guide and scaffold the learning...

Collaborative Learning or Cooperative Learning? The Name Is Not Important; Flexibility Is

Science.gov (United States)

Jacobs, George M.

2015-01-01

A great deal of theory and research, not to mention students' and teachers' practical experience, supports the use of group activities in education. Collaborative learning and cooperative learning are two terms commonly used in discussions of how and why to use group activities. This article looks at the issue of whether the two…

Project Learning and Virtual Collaboration

DEFF Research Database (Denmark)

Fibiger, Bo; Nielsen, Janni; Sorensen, Elsebeth

2005-01-01

to the modularity and flexibility that characterize the study and allow admission of part-time students, full-time students and students who only sign up for one accredited module. The methodology will be illustrated through empirical snapshots from selected modules in the start-up phase, and the focus...... will be directed towards problems experienced by the students. From an analytical perspective, the paper will identify and discuss fundamental problems related to the organization, flexibility, and implementation of project pedagogy online. MIL is organized around ICT and Learning and the study theme focuses...... on ICT and Learning. In addition, MIL provides a learning space where practice is under constant negotiation and reconstruction as an inherent, integrated part of the learning process. Consequently, we argue that MIL may be seen as an example of best practice in blended learning....

Flexible Heuristic Dynamic Programming for Reinforcement Learning in Quadrotors

NARCIS (Netherlands)

Helmer, Alexander; de Visser, C.C.; van Kampen, E.

2018-01-01

Reinforcement learning is a paradigm for learning decision-making tasks from interaction with the environment. Function approximators solve a part of the curse of dimensionality when learning in high-dimensional state and/or action spaces. It can be a time-consuming process to learn a good policy in

The Office Software Learning and Examination System Design Based on Fragmented Learning Idea

Directory of Open Access Journals (Sweden)

Xu Ling

2016-01-01

Full Text Available Fragmented learning is that through the segmentation of learning content or learning time, make learners can use the fragmented time for learning fragmentated content, have the characteristics of time flexibility, learning targeted and high learning efficiency. Based on the fragmented learning ideas, combined with the teaching idea of micro class and interactive teaching, comprehensive utilization of flash animation design software, .NET development platform, VSTO technology, multimedia development technology and so on, design and develop a system integrated with learning, practice and examination of the Office software, which is not only conducive to the effective and personalized learning of students, but also conducive to the understanding the students’ situation of teachers, and liberate teachers from the heavy labor of mechanical, focus on promoting the formation of students’ knowledge system.

E-Learning and Further Education: How do Individual Learning Paths support Personal Learning Processes

Directory of Open Access Journals (Sweden)

Bertil Haack

2010-02-01

Full Text Available The MOPEM project includes two fixed scenarios that have been defined to convey the idea of "learning paths". Our aim in this paper is to demonstrate the contexts and conditions for flexible learning paths that can be tailored to meet individual needs. The concept of this kind of specialised path is to enable learners to individualise the learning process and to adjust it to their personal needs. We will outline the background and pro- vide examples to explain the concept of learning stations which we use in our four courses: Online Marketing, CRM Systems, Business Communications and Event Marketing. This idea of "freely" combining subject matter naturally leads to the ques- tion of multi-applicability for the learning blocks in various educational contexts. The answers to this question are interest- ing not only in terms of the feasibility of learning paths from a content and didactic point of view, but also with regard to the economic viability of E-Learning or Blended Learning Systems, which ultimately require technical implementation. In addition we will present some first thoughts on the design of a prototype "Content Pool". It would, however, only make sense to develop and implement this within the scope of a follow-up project.

Open Integrated Personal Learning Environment: Towards a New Conception of the ICT-Based Learning Processes

Science.gov (United States)

Conde, Miguel Ángel; García-Peñalvo, Francisco José; Casany, Marià José; Alier Forment, Marc

Learning processes are changing related to technological and sociological evolution, taking this in to account, a new learning strategy must be considered. Specifically what is needed is to give an effective step towards the eLearning 2.0 environments consolidation. This must imply the fusion of the advantages of the traditional LMS (Learning Management System) - more formative program control and planning oriented - with the social learning and the flexibility of the web 2.0 educative applications.

BLENDED LEARNING AS AN INNOVATIVE FORM OF TEACHING AND LEARNING AT SCHOOL

Directory of Open Access Journals (Sweden)

Olga Kuzmenko

2017-09-01

Full Text Available In the paper the theoretical background of blended learning is examined, traditional brick-and-mortar and blended learning are compared, the advantages of blended learning are outlined and it effectiveness in foreign language teaching is proven. The topicality of this research is determined by the prospect of implementing the blended learning models to achieve the goals set by the National Strategy for the Development of Education in Ukraine for 2012-2021, namely: improving the quality of education on an innovative basis, creating and providing opportunities for implementing various learning models, forms and means of getting education. In this context, a modern educational institution is required to set up a combination of traditional and innovative forms of learning, and constantly update its information and communication resources, which cause the need to introduce the blended learning approach. Blended learning is a relatively new approach in the field of education in Ukraine. The great prospect of blended learning consists in its potential to combine the best of traditional and online practices. This is a formal education program in which pupils learn partially through online learning with some element of self-control over time, place and pace; and partially in a traditional classroom setting. It provides more efficiency and flexibility in comparison with traditional learning as well as online or distance learning. Moreover, blended learning implies a mastery-based approach ensuring that pupils achieve the required level of mastery at the end of the course. It also prepares learners to collaborate in an online environment and meet the demands of the modern labour market. This is particularly important for schools, because modern pupils are tech-savvy and their motivation is determined by the need for autonomy, personalization, communicatively-oriented and mastery-based learning. For the teaching staff, blended learning can improve teaching

Case-based learning in an electronic learning environment

OpenAIRE

John Graham

2014-01-01

The benefits of e-learning have been widely established. These benefits include reduced costs, time savings, flexibility, accessible learning, and convenience. Due to such benefits, it has attracted business, industry, the professions, and of course educational institutes to begin using this platform either to supplement traditional teaching strategies or offer it as a complete substitute for them. The benefits of teaching with case studies are also well-recognized. Working with real world si...

iPads in learning

DEFF Research Database (Denmark)

Meyer, Bente Tobiesen

2014-01-01

practices that are emergent and improvisational and how this contributes to educational change. The paper proposes that the introduction of tablets into classrooms will enroll devices in networks of learning that establish new and significant relationships between learning technologies such as i......Research in learning technologies has often focused on the affordances of single technologies such as pcs, smartphones or interactive whiteboards. However, in most learning environments technologies do not stand alone but are embedded in activity structures and webs of materials that make up...... the learning activity. This is specifically relevant when the object of study is mobile learning, where devices are flexible and follow the learner in his/her shifting learning activities and needs. This paper focuses on the ways in which iPads as learning technologies become involved in sociomaterial...

A functional polymorphism in the prodynorphin gene affects cognitive flexibility and brain activation during reversal learning.

Directory of Open Access Journals (Sweden)

Mikhail eVotinov

2015-07-01

Full Text Available Whether the opioid system plays a role in the ability to flexibly adapt behavior is still unclear. We used fMRI to investigate the effect of a nucleotide tandem repeat (68-bp VNTR functional polymorphism of the prodynorphin gene on cerebral activation during a reversal learning task in which participants had to flexibly adapt stimulus-response associations. Past studies suggested that alleles with 3 or 4 repeats (HH genotype of this polymorphism are associated with higher levels of dynorphin peptides than alleles with 1 or 2 repeats (LL genotype. On the behavioral level, the HH group made more perseverative errors than the LL group. On the neural level, the HH group demonstrated less engagement of left orbitofrontal cortex (lOFC and cortico-striatal circuitry, and lower effective connectivity of lOFC with anterior midcingulate cortex and anterior insula/ventrolateral prefrontal cortex during reversal learning and processing negative feedback. This points to a lower ability of the HH genotype to monitor or adapt to changes in reward contingencies. These findings provide first evidence that dynorphins may contribute to individual differences in reversal learning, and that considering the opioid system may shed new light on the neurochemical correlates of decision-making and behavioral regulation.

Infant Statistical Learning

Science.gov (United States)

Saffran, Jenny R.; Kirkham, Natasha Z.

2017-01-01

Perception involves making sense of a dynamic, multimodal environment. In the absence of mechanisms capable of exploiting the statistical patterns in the natural world, infants would face an insurmountable computational problem. Infant statistical learning mechanisms facilitate the detection of structure. These abilities allow the infant to compute across elements in their environmental input, extracting patterns for further processing and subsequent learning. In this selective review, we summarize findings that show that statistical learning is both a broad and flexible mechanism (supporting learning from different modalities across many different content areas) and input specific (shifting computations depending on the type of input and goal of learning). We suggest that statistical learning not only provides a framework for studying language development and object knowledge in constrained laboratory settings, but also allows researchers to tackle real-world problems, such as multilingualism, the role of ever-changing learning environments, and differential developmental trajectories. PMID:28793812

How Organisations Are Using Blended E-Learning to Deliver More Flexible Approaches to Trade Training

Science.gov (United States)

Callan, Victor James; Johnston, Margaret Alison; Poulsen, Alison Louise

2015-01-01

Training organisations are being asked to respond to the growing levels of diversity around the contexts for training and to examine a wider range of training solutions than in the past. This research investigates how training organisations in Australia are using blended forms of e-learning to provide more responsive, flexible and innovative…

Development and Validation of Mobile Learning Acceptance Measure

Science.gov (United States)

Sharma, Sujeet Kumar; Sarrab, Mohamed; Al-Shihi, Hafedh

2017-01-01

The growth of Smartphone usage, increased acceptance of electronic learning (E-learning), the availability of high reliability mobile networks and need for flexibility in learning have resulted in the growth of mobile learning (M-learning). This has led to a tremendous interest in the acceptance behaviors related to M-learning users among the…

The advantage of flexible neuronal tunings in neural network models for motor learning

OpenAIRE

Marongelli, Ellisha N.; Thoroughman, Kurt A.

2013-01-01

Human motor adaptation to novel environments is often modeled by a basis function network that transforms desired movement properties into estimated forces. This network employs a layer of nodes that have fixed broad tunings that generalize across the input domain. Learning is achieved by updating the weights of these nodes in response to training experience. This conventional model is unable to account for rapid flexibility observed in human spatial generalization during motor adaptation. Ho...

Towards effective learning strategies

NARCIS (Netherlands)

Bergstra, Anouk Simone

2015-01-01

To become self-regulative in learning, students should be able to deploy various learning strategies in a flexible way. For this, they require specific knowledge and skills, referred to as metacognition. Metacognition is a complex concept that is difficult for teachers to teach to their students.

Knowledge Visualization for Self-Regulated Learning

Science.gov (United States)

Wang, Minhong; Peng, Jun; Cheng, Bo; Zhou, Hance; Liu, Jie

2011-01-01

The Web allows self-regulated learning through interaction with large amounts of learning resources. While enjoying the flexibility of learning, learners may suffer from cognitive overload and conceptual and navigational disorientation when faced with various information resources under disparate topics and complex knowledge structures. This study…

Circuit mechanisms of sensorimotor learning

Science.gov (United States)

Makino, Hiroshi; Hwang, Eun Jung; Hedrick, Nathan G.; Komiyama, Takaki

2016-01-01

SUMMARY The relationship between the brain and the environment is flexible, forming the foundation for our ability to learn. Here we review the current state of our understanding of the modifications in the sensorimotor pathway related to sensorimotor learning. We divide the process in three hierarchical levels with distinct goals: 1) sensory perceptual learning, 2) sensorimotor associative learning, and 3) motor skill learning. Perceptual learning optimizes the representations of important sensory stimuli. Associative learning and the initial phase of motor skill learning are ensured by feedback-based mechanisms that permit trial-and-error learning. The later phase of motor skill learning may primarily involve feedback-independent mechanisms operating under the classic Hebbian rule. With these changes under distinct constraints and mechanisms, sensorimotor learning establishes dedicated circuitry for the reproduction of stereotyped neural activity patterns and behavior. PMID:27883902

E-learning and school development

DEFF Research Database (Denmark)

Skov Hansen, Line; Sunnevåg, Anne-Karin; Kostøl, Anne

2011-01-01

for Knowledge-Based Educational Practice (CVIPP), Denmark have designed projects for developing competences and training based on “blended learning” concepts. The didactic designs, in all three projects, are based on problem-oriented e-learning modules that are approached in teams. Through learning in teams......, competences are developed together with colleagues. Through e-learning training and development of competences can take place at each school, within the limits and resources available at the school by using e-learning. E-learning can therefore contribute to improved flexibility in human resource development...

System Quality Characteristics for Selecting Mobile Learning Applications

Science.gov (United States)

Sarrab, Mohamed; Al-Shihi, Hafedh; Al-Manthari, Bader

2015-01-01

The majority of M-learning (Mobile learning) applications available today are developed for the formal learning and education environment. These applications are characterized by the improvement in the interaction between learners and instructors to provide high interaction and flexibility to the learning process. M-learning is gaining increased…

Flexible State-Merging for learning (P)DFAs in Python

OpenAIRE

Hammerschmidt, Christian; Loos, Benjamin Laurent; Verwer, Sicco; State, Radu

2016-01-01

We present a Python package for learning (non-)probabilistic deterministic finite state automata and provide heuristics in the red-blue framework. As our package is built along the API of the popular \\texttt{scikit-learn} package, it is easy to use and new learning methods are easy to add. It provides PDFA learning as an additional tool for sequence prediction or classification to data scientists, without the need to understand the algorithm itself but rather the limitations of PDFA as a mode...

Hospitals as learning organizations: fostering innovation through interactive learning.

Science.gov (United States)

Dias, Casimiro; Escoval, Ana

2015-01-01

The article aims to provide an analytical understanding of hospitals as "learning organizations." It further analyzes the development of learning organizations as a way to enhance innovation and performance in the hospital sector. The article pulls together primary data on organizational flexibility, innovation, and performance from 95 administrators from hospital boards in Portugal, collected through a survey, interviews with hospital's boards, and a nominal group technique with a panel of experts on health systems. Results show that a combination of several organizational traits of the learning organization enhances its capacity for innovation development. The logistic model presented reveals that hospitals classified as "advanced learning organizations" have 5 times more chance of developing innovation than "basic learning organizations." Empirical findings further pointed out incentives, standards, and measurement requirements as key elements for integration of service delivery systems and expansion of the current capacity for structured and real-time learning in the hospital sector. The major implication arising from this study is that policy needs to combine instruments that promote innovation opportunities and incentives, with instruments stimulating the further development of the core components of learning organizations. Such a combination of policy instruments has the potential to ensure a wide external cooperation through a learning infrastructure.

Design of an eLearning System for Accreditation of Non-formal Learning

OpenAIRE

Kovatcheva , Eugenia; Nikolov , Roumen

2008-01-01

This paper deals with issues related to the non-formal learning in vocational education, and the role of ICT for providing appropriate accreditation model in such education. The presented conclusions are based on the Leonardo da Vinci project LeoSPAN. The paper emphasises on the development of a model and a prototype of an adaptive eLearning system that ensures the pre-defined learner outcomes. One of the advantages of the eLearning system is the flexibility for people who upgrade and improve...

Learning Space Service Design

Science.gov (United States)

Felix, Elliot

2011-01-01

Much progress has been made in creating informal learning spaces that incorporate technology and flexibly support a variety of activities. This progress has been principally in designing the right combination of furniture, technology, and space. However, colleges and universities do not design services within learning spaces with nearly the same…

Does the acceptance of hybrid learning affect learning approaches in France?

Science.gov (United States)

Marco, Lionel Di; Venot, Alain; Gillois, Pierre

2017-01-01

Acceptance of a learning technology affects students' intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students' way of learning. We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions). Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (Paffected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students' time utilization, which explains their neutral intention to use the system.

Penggunaan Tablet di Binus Online Learning

OpenAIRE

Agus Putranto; Wawan Saputra

2014-01-01

Utilization of e-learning can improve learning effectiveness and flexibility. Features of e-learning that are important in teaching and learning activities are tasks features, discussion forums and discussion face to face in a video conference. BINUS Online Learning is a program that offers students to conduct online lectures. Online BINUS need to think about software and hardware that must be provided in a tablet. Therefore, this study will analyze the use of the tablet which will be used fo...

Education Innovation in Veterinary Training: E-learning Options in ...

African Journals Online (AJOL)

Changing needs in education call for innovative ideas in veterinary education. The University of Pretoria has adopted a policy of flexible learning that makes provision for flexible learning opportunities as well as flexible delivery systems. The preferred mode(s) of instruction to be used by a lecturer will be determined by the ...

Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context

Directory of Open Access Journals (Sweden)

Made Hery Santosa

2017-09-01

Full Text Available The 21st-century learning has eventually transformed today’s classroom. With more digital natives in the class, both educators and students face a changing classroom that should accommodate different learning paces, styles and needs. This study aimed at helping students in becoming English as Foreign Language (EFL competent in-service teachers. Using Flipped Learning, the study utilizes four FLIP pillars into EFL learning, namely Flexible environment, Learning culture, Intentional content, Professional educators. The study employed three instruments, namely survey, tests, and interview. The result of tests showed a promising students’ progress from low to high achievement. The survey showed that students tended to perform deep approaches to learning while findings from the interview provided more interesting phenomena underlying students’ motives in their learning approaches, involving dynamic power distance relationship between lecturer and students. Heavier task loads and learning model familiarity have been highlighted. Effective socialization of the model using technology and sustainability of use of the model are suggested.

Precursors to the Development of Flexible Expertise: Metacognitive Self-Evaluations as Antecedences and Consequences in Adult Learning

Science.gov (United States)

Birney, Damian P.; Beckmann, Jens F.; Wood, Robert E.

2012-01-01

The current study investigates a conceptualization of "flexible expertise" as it relates to adult learning within the context of management and leadership training. Three research domains and their relation to metacognitive outcomes are integrated: 1) individual differences in abilities, personality, and mindsets, 2) deliberate practice and…

Practising What We Teach: Vocational Teachers Learn to Research through Applying Action Learning Techniques

Science.gov (United States)

Lasky, Barbara; Tempone, Irene

2004-01-01

Action learning techniques are well suited to the teaching of organisation behaviour students because of their flexibility, inclusiveness, openness, and respect for individuals. They are no less useful as a tool for change for vocational teachers, learning, of necessity, to become researchers. Whereas traditional universities have always had a…

The Marriage of Constructivism and Flipped Learning

Science.gov (United States)

Chang, Sau Hou

2016-01-01

This report talks about how a constructivist teacher used flipped learning in a college class. To illustrate how to use flipped learning in a constructivist classroom, examples were given with the four pillars of F-L-I-P: Flexible environment, learning culture, intentional content, and professional educator.

Public libraries and lifelong learning

DEFF Research Database (Denmark)

Nielsen, Bo Gerner; Borlund, Pia

2015-01-01

society as a result of easy and free access to information. A basic understanding of the concept is ‘learning throughout life, either continuously or periodically’. This implies that learning is not restricted to educational institutions, but can also take place in for example the public library. Public...... libraries thus may play an important role in supporting the learning process not the least because lifelong learning is characterised by the inclusion of informal elements of learning, flexible learning opportunities, and a shift towards selfdirected learning. This self-directed learning promotes active...... at teaching? The study reports on data from 12 interviews of purposely selected public librarians and a large-scale e-mail survey (questionnaire). The e-mail survey contained 28 questions and was sent to all staff members in public libraries in Denmark, and resulted in 986 responses. The results show...

FILE: a tool for the study of inquiry learning.

NARCIS (Netherlands)

Hulshof, C.D.; Wilhelm, P.; Beishuizen, J.J.; Beishuizen, J.J.; van Rijn, H.

2005-01-01

A computerized learning environment (Flexible Inquiry Learning Environment; FILE) is discussed. FILE allows researchers in inquiry learning to design, administer, and analyze learning tasks in which content domain and task complexity can be configured independently, while other factors (e.g., the

Sex differences, learning flexibility, and striatal dopamine D1 and D2 following adolescent drug exposure in rats

Science.gov (United States)

Izquierdo, Alicia; Pozos, Hilda; De La Torre, Adrianna; DeShields, Simone; Cevallos, James; Rodriguez, Jonathan; Stolyarova, Alexandra

2016-01-01

Corticostriatal circuitry supports flexible reward learning and emotional behavior from the critical neurodevelopmental stage of adolescence through adulthood. It is still poorly understood how prescription drug exposure in adolescence may impact these outcomes in the long-term. We studied adolescent methylphenidate (MPH) and fluoxetine (FLX) exposure in rats and their impact on learning and emotion in adulthood. In Experiment 1, male and female rats were administered MPH, FLX, or saline (SAL), and compared with methamphetamine (mAMPH) treatment beginning in postnatal day (PND) 37. The rats were then tested on discrimination and reversal learning in adulthood. In Experiment 2, animals were administered MPH or SAL also beginning in PND 37 and later tested in adulthood for anxiety levels. In Experiment 3, we analyzed striatal dopamine D1 and D2 receptor expression in adulthood following either extensive learning (after Experiment 1) or more brief emotional measures (after Experiment 2). We found sex differences in discrimination learning and attenuated reversal learning after MPH and only sex differences in adulthood anxiety. In learners, there was enhanced striatal D1, but not D2, after either adolescent MPH or mAMPH. Lastly, also in learners, there was a sex x treatment group interaction for D2, but not D1, driven by the MPH-pretreated females, who expressed significantly higher D2 levels compared to SAL. These results show enduring effects of adolescent MPH on reversal learning in rats. Developmental psychostimulant exposure may interact with learning to enhance D1 expression in adulthood, and affect D2 expression in a sex-dependent manner. PMID:27091300

Lost in Space: Designing for Learning

Science.gov (United States)

La Marca, Susan

2010-01-01

The design of a learning space, and the many factors that come together to create that space, impact on how we feel and behave in that space and ultimately how we learn. This paper will discuss the importance of mission statements, policy and planning in light of how we create spaces that are learning-driven, human-centred and flexible. Of…

E-learning and blended learning in textile engineering education: a closed feedback loop approach

Science.gov (United States)

Charitopoulos, A.; Vassiliadis, S.; Rangoussi, M.; Koulouriotis, D.

2017-10-01

E-learning has gained a significant role in typical education and in professional training, thanks to the flexibility it offers to the time and location parameters of the education event framework. Purely e-learning scenarios are mostly limited either to Open University-type higher education institutions or to graduate level or professional degrees; blended learning scenarios are progressively becoming popular thanks to their balanced approach. The aim of the present work is to propose approaches that exploit the e-learning and the blended-learning scenarios for Textile Engineering education programmes, especially for multi-institutional ones. The “E-Team” European MSc degree programme organized by AUTEX is used as a case study. The proposed solution is based on (i) a free and open-source e-learning platform (moodle) and (ii) blended learning educational scenarios. Educational challenges addressed include student engagement, student error / failure handling, as well as collaborative learning promotion and support.

The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning

Science.gov (United States)

Mekarina, M.; Ningsih, Y. P.

2017-09-01

This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.

Online Collaborative Learning in Health Care Education

Science.gov (United States)

Westbrook, Catherine

2012-01-01

At our University, the Faculty of Health, Social Care and Education has delivered a variety of undergraduate and postgraduate courses via flexible distance learning for many years. Distance learning can be a lonely experience for students who may feel isolated and unsupported. However e-learning provides an opportunity to use technology to…

Time factor in e-learning and assessment

OpenAIRE

Romero Velasco, Margarida

2010-01-01

Peer-reviewed Peer reviewed Time is probably one of the most polysemous words in education. In e-learning, characterization of the time factor is particularly relevant because of the high level of flexibility in the teaching and learning times, and the resulting responsibility of the e-learners in regulating their learning times.

Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation

Directory of Open Access Journals (Sweden)

Brian R. Morrison

2011-06-01

Full Text Available Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengths and weaknesses, to make informed decisions about their own learning, and to improve their test-taking skills. Each FSDLM has at its core a diagnostic for learners to use for self-evaluation, often with guidance from a learning advisor. This process leads to the setting of clear goals and the development and implementation of an individual learning plan through a variety of dialogues. Learners have the potential to transfer this skill beyond examination preparation to other areas of learning. In other words, learners’ awareness of needs analysis, planning, implementation and evaluation is fostered with a view to developing their language learning ability within and beyond this module.

The Python Spectral Analysis Tool (PySAT) for Powerful, Flexible, and Easy Preprocessing and Machine Learning with Point Spectral Data

Science.gov (United States)

Anderson, R. B.; Finch, N.; Clegg, S. M.; Graff, T.; Morris, R. V.; Laura, J.

2018-04-01

The PySAT point spectra tool provides a flexible graphical interface, enabling scientists to apply a wide variety of preprocessing and machine learning methods to point spectral data, with an emphasis on multivariate regression.

E-learning in sexuality education.

Science.gov (United States)

Weerakoon, Patricia

2003-01-01

The use of computers in learning and communication is not new to health professional education. However, the rapid developments in technology and the increasing competence of students in computer- and web-based learning make the need for health professional education to take the next step to e-learning a necessity rather than a choice. This paper describes an e-learning unit in sexuality developed in response to a felt need for a flexible online unit in the topic. The use of online tools for e-learning in sexuality are discussed and course evaluation presented. The need for a strong pedagogic model and the careful development of learning activities to utilize the facilities available for assessment, feedback and especially synchronous and asynchronous communication are discussed as they apply to the sexuality unit.

Artificial intelligent e-learning architecture

Science.gov (United States)

Alharbi, Mafawez; Jemmali, Mahdi

2017-03-01

Many institutions and university has forced to use e learning, due to its ability to provide additional and flexible solutions for students and researchers. E-learning In the last decade have transported about the extreme changes in the distribution of education allowing learners to access multimedia course material at any time, from anywhere to suit their specific needs. In the form of e learning, instructors and learners live in different places and they do not engage in a classroom environment, but within virtual universe. Many researches have defined e learning based on their objectives. Therefore, there are small number of e-learning architecture have proposed in the literature. However, the proposed architecture has lack of embedding intelligent system in the architecture of e learning. This research argues that unexplored potential remains, as there is scope for e learning to be intelligent system. This research proposes e-learning architecture that incorporates intelligent system. There are intelligence components, which built into the architecture.

Implications of online learning for nurse managers.

Science.gov (United States)

McCarthy, Jillian

2014-10-30

Online learning for nurses is growing in popularity, with programmes ranging from mandatory update training to part-time master's degrees. E-learning, as it is known, offers flexibility in access to learning, study time and learning styles. In busy clinical areas, where guidance is provided on minimum nurse staffing levels, e-learning provides solutions for managers who wish to encourage professional development while maintaining adequate nursing cover. Caution must be taken, however, when choosing e-learning programmes, as quality and efficacy differ across the range. This article highlights the properties of good e-learning pedagogy to prepare nurse managers for successful assessment of these programmes.

Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

Science.gov (United States)

Bykov, Tikhon

2010-03-01

In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

Managing Change: Academic Libraries as Learning Organizations

Directory of Open Access Journals (Sweden)

Sherry-Shiuan Su

2003-09-01

Full Text Available Designing libraries that can thrive in changing, chaotic environments is a continuous challenge for today’s managers. Academic libraries must now be agile, flexible, and able to adjust to the changing world. One system that can help managers in today’s environment is that of the learning organization. In these organizations, staff are encouraged to continuously learn new skills. However, for learning to be effective, the learning must result in improvements in the organization’s operations.The article will begin with the management issues of academic libraries in the changing environment, followed by the concept of learning organization; issues about leadership and learning organization, diversity and learning organization; changing technology and learning organization; and criteria for examining a learning library.[Article content in Chinese

Quality Assurance in E-Learning: PDPP Evaluation Model and its Application

Directory of Open Access Journals (Sweden)

Weiyuan Zhang

2012-06-01

Full Text Available E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU, was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by

Learning Space Service Design

Directory of Open Access Journals (Sweden)

Elliot Felix

2011-12-01

Full Text Available Much progress has been made in creating informal learning spaces that incorporate technology and flexibly support a variety of activities. This progress has been principally in designing the right combination of furniture, technology, and space. However, colleges and universities do not design services within learning spaces with nearly the same level of sophistication or integration. Nor do they adequately assess their services. This paper calls for a focus on designing services to facilitate better learning experiences. It describes the fundamentals of service design practice, a selection of exemplary spaces, and the implications for design, budgeting, and staffing.

Part-Time Learners in Open and Distance Learning: Revisiting the Critical Importance of Choice, Flexibility and Employability

Science.gov (United States)

Butcher, John; Rose-Adams, John

2015-01-01

In this article, we argue that, if open learning seeks to (re)assert a social justice mission, issues of openness and flexibility are more critical than ever. Drawing on qualitative data from a National Union of Students Wales/Open University study, which explored, in the voices of Welsh students, the identity, motivation and barriers faced by…

PowerPoint presentation in learning physiology by undergraduates with different learning styles.

Science.gov (United States)

Ankad, Roopa B; Shashikala, G V; Herur, Anita; Manjula, R; Chinagudi, Surekharani; Patil, Shailaja

2015-12-01

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms. Copyright © 2015 The American Physiological Society.

Human reinforcement learning subdivides structured action spaces by learning effector-specific values

OpenAIRE

Gershman, Samuel J.; Pesaran, Bijan; Daw, Nathaniel D.

2009-01-01

Humans and animals are endowed with a large number of effectors. Although this enables great behavioral flexibility, it presents an equally formidable reinforcement learning problem of discovering which actions are most valuable, due to the high dimensionality of the action space. An unresolved question is how neural systems for reinforcement learning – such as prediction error signals for action valuation associated with dopamine and the striatum – can cope with this “curse of dimensionality...

Adaptive e-learning system using ontology

OpenAIRE

Yarandi, Maryam; Tawil, Abdel-Rahman; Jahankhani, Hossein

2011-01-01

This paper proposes an innovative ontological approach to design a personalised e-learning system which creates a tailored workflow for individual learner. Moreover, the learning content and sequencing logic is separated into content model and pedagogical model to increase the reusability and flexibility of the system.

Peer learning a pedagogical approach to enhance online learning: A qualitative exploration.

Science.gov (United States)

Raymond, Anita; Jacob, Elisabeth; Jacob, Darren; Lyons, Judith

2016-09-01

Flexible online programs are becoming increasingly popular method of education for students, allowing them to complete programs in their own time and cater for lifestyle differences. A mixture of delivery modes is one way which allows for enhanced learning. Peer learning is another method of learning which is shown to foster collaboration and prepare healthcare students for their future careers. This paper reports on a project to combine peer and online learning to teach pharmacology to nursing students. To explore undergraduate nursing student opinions of working in peer groups for online learning sessions in a pharmacology course. A qualitative study utilising a self-reported questionnaire. A rural campus of an Australian university. Second year nursing students enrolled in a Bachelor of Nursing Program. A hard copy questionnaire was distributed to all students who attended the final semester lecture for the course. Content analysis of open-ended survey questions was used to identify themes in the written data. Of the 61 students enrolled in the nursing subject, 35 students chose to complete the survey (57%). Students reported a mixed view of the benefits and disadvantages of peer online learning. Sixty 6% (66%) of students liked peer online learning, whilst 29% disliked it and 6% were undecided. Convenience and ease of completion were reported as the most common reason to like peer online learning, whilst Information Technology issues, communication and non-preferred learning method were reasons for not liking peer online learning. Peer online learning groups' acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience. Copyright © 2016 Elsevier Ltd. All rights reserved.

THE E-LEARNING BENEFITS IN THE ROMANIAN BUSINESS ENVIRONMENT

Directory of Open Access Journals (Sweden)

Popeanga Vasile Nicolae

2009-05-01

Full Text Available E-learning is learning based on information technologies, and particularly based on the Interne educational system has a lot of advantages, such as flexibility, availability, time and resources savings and it respects the individual learning rhythm of eac

Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains

NARCIS (Netherlands)

Tamara van Gog; Desirée Joosten-ten Brinke; F. J. Prins; Dominique Sluijsmans

2010-01-01

This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment tasks (i.e., assessment for learning) that center on

Incorporating technology-based learning tools into teaching and learning of optimization problems

Science.gov (United States)

Yang, Irene

2014-07-01

The traditional approach of teaching optimization problems in calculus emphasizes more on teaching the students using analytical approach through a series of procedural steps. However, optimization normally involves problem solving in real life problems and most students fail to translate the problems into mathematic models and have difficulties to visualize the concept underlying. As an educator, it is essential to embed technology in suitable content areas to engage students in construction of meaningful learning by creating a technology-based learning environment. This paper presents the applications of technology-based learning tool in designing optimization learning activities with illustrative examples, as well as to address the challenges in the implementation of using technology in teaching and learning optimization. The suggestion activities in this paper allow flexibility for educator to modify their teaching strategy and apply technology to accommodate different level of studies for the topic of optimization. Hence, this provides great potential for a wide range of learners to enhance their understanding of the concept of optimization.

Improving Learning in a Traditional, Large-Scale Science Module with a Simple and Efficient Learning Design

DEFF Research Database (Denmark)

Godsk, Mikkel

2014-01-01

the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms...... of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning...... is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today....

A Learning Object Approach To Evidence based learning

Directory of Open Access Journals (Sweden)

Zabin Visram

2005-06-01

implement a range of teaching and learning strategies that would accommodate the flexibility required by such a scheme. At the same time the specific requirements of individual programmes are satisfied. The body of elements provide an integrated path taking students through the range of operational, tactical and strategic issues involved in Web Based Learning, sustained by learning object abstract framework and Agent technology, within a distant learning context.

Blending Online Asynchronous and Synchronous Learning

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Lisa C. Yamagata-Lynch

2014-04-01

Full Text Available In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT during the spring 2012 semester and the course topic was online learning environments. The primary research question of this study was: How can the designer/instructor optimize learning experiences for students who are studying about online learning environments in a blended online course relying on both synchronous and asynchronous technologies? I relied on student reflections of course activities during the beginning, middle, and the end of the semester as the primary data source to obtain their insights regarding course experiences. Through the experiences involved in designing and teaching the course and engaging in this study I found that there is room in the instructional technology research community to address strategies for facilitating online synchronous learning that complement asynchronous learning. Synchronous online whole class meetings and well-structured small group meetings can help students feel a stronger sense of connection to their peers and instructor and stay engaged with course activities. In order to provide meaningful learning spaces in synchronous learning environments, the instructor/designer needs to balance the tension between embracing the flexibility that the online space affords to users and designing deliberate structures that will help them take advantage of the flexible space.

Blended learning as an effective pedagogical paradigm for biomedical science

Directory of Open Access Journals (Sweden)

Perry Hartfield

2013-11-01

Full Text Available Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments, and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.   DOI: 10.18870/hlrc.v3i4.169

Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

Science.gov (United States)

Hartfield, Perry

2013-01-01

Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication…

Towards collaboration as learning: evaluation of an open CPD opportunity for HE teachers

Directory of Open Access Journals (Sweden)

Chrissi Nerantzi

2015-08-01

Full Text Available Flexible, Distance and Online Learning (FDOL is an open online course offered as an informal cross-institutional collaboration based on a postgraduate module in the context of teacher education in higher education. The second iteration, FDOL132, was offered in 2013 using a problem-based learning (PBL design (FISh to foster collaborative learning. How this was experienced by participants and how it affected learning within facilitated small groups are explored in this paper. Findings show that authentic learning in groups can be applied directly to practice, and greater flexibility and a focus on the process of collaborative learning has the potential to increase engagement and learning.

On-line Professional Learning Communities: Increasing Teacher Learning and Productivity in Isolated Rural Communities

Directory of Open Access Journals (Sweden)

Dora Salazar

2010-08-01

Full Text Available On-line and distance professional learning communities provides teachers with increased access and flexibility as well as the combination of work and education. It also provides a more learner-centered approach, enrichment and new ways of interacting with teachers in isolated rural areas. For educational administrators, on-line learning offers high quality and usually cost-effective professional development for teachers. It allows upgrading of skills, increased productivity and development of a new learning culture. At the same time, it means sharing of costs, of training time, increased portability of training, and the exchange of creativity, information, and dialogue.

Development of E-learning Software Based Multiplatform Components

OpenAIRE

Salamah, Irma; Ganiardi, M. Aris

2017-01-01

E-learning software is a product of information and communication technology used to help dynamic and flexible learning process between teacher and student. The software technology was first used in the development of e-learning software in the form of web applications. The advantages of this technology because of the ease in the development, installation, and distribution of data. Along with advances in mobile/wireless electronics technology, e-learning software is adapted to this technology...

Moving towards Virtual Learning Clouds from Traditional Learning: Higher Educational Systems in India

Directory of Open Access Journals (Sweden)

Vasanthi Muniasamy

2014-10-01

Full Text Available E-Learning has become an increasingly popular learning approach in higher Education institutions due to the rapid growth of Communication and Information Technology (CIT. In recent years, it has been integrated in many university programs and it is one of the new learning trends. But in many Indian Universities did not implement this novel technology in their Educational Systems. E-Learning is not intended to replace the traditional classroom setting, but to provide new opportunities and new virtual environment for interaction and communication between the students and teacher. E-Learning through Cloud is now becoming an interesting and very useful revolutionary technology in the field of education. E-Learning system usually requires huge amount of hardware and software resources. Due to the cost, many universities in India do not want to implement the E-Learning technology in their Educational system and they cannot afford such investments. Cloud Virtual Learning is the only solution for this problem. This paper presents the benefits of using cloud technology in E-Learning system, working mode, Services, Models. And also we discuss the cloud computing educational environment and how higher education may take advantage of clouds not only in terms of cost but also in terms of Security, flexibility, portability, efficiency and reliability. And also we present some educational clouds introduced by popular cloud providers.

From Learning to Labour to Learning for Precarity

Science.gov (United States)

Dovemark, Marianne; Beach, Dennis

2016-01-01

A demand on national economies in the 1970s was that they should begin to increase their labour market flexibility, which came to mean transferring risks and insecurity onto workers. Education was one way to prepare future workers for this new situation. The present article examines this preparation of learning for precarity some 40 years on. It…

Prefrontal Dopamine in Associative Learning and Memory

Science.gov (United States)

Puig, M. Victoria; Antzoulatos, Evan G.; Miller, Earl K.

2014-01-01

Learning to associate specific objects or actions with rewards and remembering the associations are everyday tasks crucial for our flexible adaptation to the environment. These higher-order cognitive processes depend on the prefrontal cortex (PFC) and frontostriatal circuits that connect areas in the frontal lobe with the striatum in the basal ganglia. Both structures are densely innervated by dopamine (DA) afferents that originate in the midbrain. Although the activity of DA neurons is thought to be important for learning, the exact role of DA transmission in frontostriatal circuits during learning-related tasks is still unresolved. Moreover, the neural substrates of this modulation are poorly understood. Here, we review our recent work in monkeys utilizing local pharmacology of DA agents in the PFC to investigate the cellular mechanisms of DA modulation of associative learning and memory. We show that blocking both D1 and D2 receptors in the lateral PFC impairs learning of new stimulus-response associations and cognitive flexibility, but not the memory of highly familiar associations. In addition, D2 receptors may also contribute to motivation. The learning deficits correlated with reductions of neural information about the associations in PFC neurons, alterations in global excitability and spike synchronization, and exaggerated alpha and beta neural oscillations. Our findings provide new insights into how DA transmission modulate associative learning and memory processes in frontostriatal systems. PMID:25241063

FACILITATING THE STATISTIC’S LEARNING: A B-LEARNING MODEL FOR OUR STUDENTS

Directory of Open Access Journals (Sweden)

Miguel Ángel Montero

2011-05-01

Full Text Available The experience which we count with in the university education, the development of the ICT (Information and Communications Technology, the integration in the ESSE, the new qualifications (or Grades and mainly the desire to improve push us to innovate and to put into practice new methodologies in the teaching and learning of the subjects of Mathematics and Statistic assigned to our department. These methods totally renovate the lecturer’s roll and the traditional teaching, introducing multimedia tools, support platforms and new resources that provide students an autonomy which before they did not have, modifying the organization of time and space, increasing modalities and strategies of teaching-learning-tutorization and therefore developing more flexible models. It is tried to facilitate the learning of these subjects, providing a model b-learning, a comple- ment or alternative to the attendance classes, reinforcing the student’s active self-training.

Trends in e-learning and factors for successful and effective introduction of e-learning in adult education in Slovenia

OpenAIRE

Lea Bregar

2011-01-01

E-learning provides a number of advantages for adult education, which derive from its greater flexibility regarding time, space, pace, content and learning methods. Today e-learning manifests itself in a great variety of implementation program- mes, which are based on various teaching models, employ a wide range of technological tools, reflect different roles of educational institutions management and different institutional frameworks. The versatility and the dynamic and complex character of...

The neural basis of reversal learning: An updated perspective

Science.gov (United States)

Izquierdo, Alicia; Brigman, Jonathan L.; Radke, Anna K.; Rudebeck, Peter H.; Holmes, Andrew

2016-01-01

Reversal learning paradigms are among the most widely used tests of cognitive flexibility and have been used as assays, across species, for altered cognitive processes in a host of neuropsychiatric conditions. Based on recent studies in humans, non-human primates, and rodents, the notion that reversal learning tasks primarily measure response inhibition, has been revised. In this review, we describe how cognitive flexibility is measured by reversal learning and discuss new definitions of the construct validity of the task that are serving as an heuristic to guide future research in this field. We also provide an update on the available evidence implicating certain cortical and subcortical brain regions in the mediation of reversal learning, and an overview of the principle neurotransmitter systems involved. PMID:26979052

Investigating Students' Perceptions on Mobile Learning Services

Directory of Open Access Journals (Sweden)

Mohammed Amin Almaiah

2014-10-01

Full Text Available M-learning is a form of learning, which has similarities and differences with the electronic learning (e-learning. It is mainly based on the use of the mobile wireless technologies that allow for learners to easily access learning materials anytime he desires and anywhere, whether on campus or off campus. Therefore, this creates a new flexible learning environment in the context of different learning settings. Students' perception of such technology is one of the most important factors for successful adoption of m-learning in the higher education environment. This study is conducted to investigate the perceptions of students in University Malaysia Terengganu (UMT to move towards applying m-learning in their studies by using their mobile devices and to explore their expectations on mobile learning services. A total number of 91 undergraduate students majoring in computer science participated in the study. The findings show that the students have positive perception towards mobile learning and would like to use their mobile devices for both learning and administrative services.

Connecting Leadership and Learning: Do Versatile Learners make Connective Leaders?

Directory of Open Access Journals (Sweden)

Jill L. Robinson

2016-03-01

Full Text Available Abstract Recent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb’s Experiential Learning Model and Connective Leadership theory, approximately 3600 college students were analyzed to discover whether versatility in learning styles translates into versatility in leadership styles. One group of versatile learners reported using a wider range of leadership styles suggesting that learning flexibility may transfer to leadership flexibility. Surprisingly, learners of all types reported utilizing Power and Intrinsic styles of leadership above all others. Implications for leadership development include considering individual differences when crafting leadership programs, matching learning styles to leader training, and the need to move beyond one set of leadership behaviors to increase flexibility in dealing with complex situations. Using a large sample rarely seen in management studies, this paper makes key contributions to the literature. 

System Quality Characteristics for Selecting Mobile Learning Applications

Directory of Open Access Journals (Sweden)

Mohamed SARRAB

2015-10-01

Full Text Available The majority of M-learning (Mobile learning applications available today are developed for the formal learning and education environment. These applications are characterized by the improvement in the interaction between learners and instructors to provide high interaction and flexibility to the learning process. M-learning is gaining increased recognition and adoption by different organizations. With the high number of M-learning applications available today, making the right decision about which, application to choose can be quite challenging. To date there is no complete and well defined set of system characteristics for such M-learning applications. This paper presents system quality characteristics for selecting M-learning applications based on the result of a systematic review conducted in this domain.

Cognitive components underpinning the development of model-based learning.

Science.gov (United States)

Potter, Tracey C S; Bryce, Nessa V; Hartley, Catherine A

2017-06-01

Reinforcement learning theory distinguishes "model-free" learning, which fosters reflexive repetition of previously rewarded actions, from "model-based" learning, which recruits a mental model of the environment to flexibly select goal-directed actions. Whereas model-free learning is evident across development, recruitment of model-based learning appears to increase with age. However, the cognitive processes underlying the development of model-based learning remain poorly characterized. Here, we examined whether age-related differences in cognitive processes underlying the construction and flexible recruitment of mental models predict developmental increases in model-based choice. In a cohort of participants aged 9-25, we examined whether the abilities to infer sequential regularities in the environment ("statistical learning"), maintain information in an active state ("working memory") and integrate distant concepts to solve problems ("fluid reasoning") predicted age-related improvements in model-based choice. We found that age-related improvements in statistical learning performance did not mediate the relationship between age and model-based choice. Ceiling performance on our working memory assay prevented examination of its contribution to model-based learning. However, age-related improvements in fluid reasoning statistically mediated the developmental increase in the recruitment of a model-based strategy. These findings suggest that gradual development of fluid reasoning may be a critical component process underlying the emergence of model-based learning. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Use of the Semantic Web to solve some basic problems in Education: Increase flexible, distributed lifelong learning, decrease teacher's workload

NARCIS (Netherlands)

Koper, Rob

2003-01-01

Please refer to: Koper, R. (2004). Use of the Semantic Web to Solve Some Basic Problems in Education: Increase Flexible, Distributed Lifelong Learning, Decrease Teacher's Workload. Journal of Interactive Media in Education, 2004 (6). Special Issue on the Educational Semantic Web. ISSN:1365-893X [

Blended learning as an effective pedagogical paradigm for biomedical science

OpenAIRE

Perry Hartfield

2013-01-01

Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blende...

A case study of campus-based flexible learning using the World Wide Web and computer conferencing

Directory of Open Access Journals (Sweden)

Brian Nicholson

1998-12-01

Full Text Available In line with departments in many other universities, the IT Institute (ITI has experienced an increase in student numbers which has not been matched by a commensurate increase in funding or staff numbers. Staff to student ratios have increased to the point where it has become impractical for small group tutorials to take place. This position has affected job satisfaction and caused increasing doubts over the effectiveness of large group lectures for student learning. Furthermore, it has been recognized that over the last ten years the makeup of the student population has radically changed, leading to a larger proportion of 'nontraditional' students such as mature students with family responsibilities. Related to this, many students are now in part-time or even full-time employment. It is recognized that both these groups require greater flexibility in the time and place of their learning.

Primetime for Learning Genes.

Science.gov (United States)

Keifer, Joyce

2017-02-11

Learning genes in mature neurons are uniquely suited to respond rapidly to specific environmental stimuli. Expression of individual learning genes, therefore, requires regulatory mechanisms that have the flexibility to respond with transcriptional activation or repression to select appropriate physiological and behavioral responses. Among the mechanisms that equip genes to respond adaptively are bivalent domains. These are specific histone modifications localized to gene promoters that are characteristic of both gene activation and repression, and have been studied primarily for developmental genes in embryonic stem cells. In this review, studies of the epigenetic regulation of learning genes in neurons, particularly the brain-derived neurotrophic factor gene ( BDNF ), by methylation/demethylation and chromatin modifications in the context of learning and memory will be highlighted. Because of the unique function of learning genes in the mature brain, it is proposed that bivalent domains are a characteristic feature of the chromatin landscape surrounding their promoters. This allows them to be "poised" for rapid response to activate or repress gene expression depending on environmental stimuli.

Learning behaviour and preferences of family medicine residents under a flexible academic curriculum.

Science.gov (United States)

Sy, Alice; Wong, Eric; Boisvert, Leslie

2014-11-01

To determine family medicine residents' learning behaviour and preferences outside of clinical settings in order to help guide the development of an effective academic program that can maximize their learning. Retrospective descriptive analysis of academic learning logs submitted by residents as part of their academic training requirements between 2008 and 2011. London, Ont. All family medicine residents at Western University who had completed their academic program requirements (N = 72) by submitting 300 or more credits (1 credit = 1 hour). Amount of time spent on various learning modalities, location where the learning took place, resources used for self-study, and the objective of the learning activity. A total of 72 residents completed their academic requirements during the study period and logged a total of 25 068 hours of academic learning. Residents chose to spend most of their academic time engaging in self-study (44%), attending staff physicians' teaching sessions (20%),and participating in conferences, courses, or workshops (12%) and in postgraduate medical education sessions (12%). Textbooks (26%), medical journals (20%), and point-of-care resources (12%) were the 3 most common resources used for self-study. The hospital (32%), residents' homes (32%),and family medicine clinics (14%) were the most frequently cited locations where academic learning occurred. While all physicians used a variety of educational activities, most residents (67%) chose self-study as their primary method of learning. The topic for academic learning appeared to have some influence on the learning modalities used by residents. Residents used a variety of learning modalities and chose self-study over other more traditional modalities (eg, lectures) for most of their academic learning. A successful academic program must take into account residents' various learning preferences and habits while providing guidance and training in the use of more effective learning methods and

THE USE OF BLENDED LEARNING MODELS IN THE PROCESS OF FOREIGN LANGUAGE LEARNING

Directory of Open Access Journals (Sweden)

Oleksandra Bezverkha

2017-09-01

Full Text Available In the article, the acute problem of implementation of pedagogical innovations and online technologies into the educational process is analyzed. The article explores the advantages of blended learning as a latter-day educational program in comparison with traditional campus learning. Blended learning is regarded worldwide as the combination of classroom face-to-face sessions with interactive learning opportunities created online. The purpose of the article is to identify blended learning transformational potential impacting students and teachers by ensuring a more personalized learning experience. The concept of blended learning, as a means to enhance foreign language teaching and learning in the classroom during the traditional face-to-face interaction between a teacher and a student, combined with computer-mediated activities, is examined. In the article, the main classification of blended learning models is established. There are four main blended learning models which include both face-to-face instruction time and online learning: Rotation Model, Flex Model, A La Carte Model, and Enriched Virtual Model. Once implemented successfully, a blended model can take advantage of both brick-and-mortar and digital worlds, providing significant benefits for the educational establishments and learners. To integrate any of the blended learning models, a teacher can create online activities that enable learners to explore the topic online at home, and then develop face-to-face interactions to dig deeper into the subject matter at the lesson. The use of blended learning models in order to expand educational opportunities for students while the foreign language acquisition, by increasing the availability and flexibility of education, taking into account student individual learning needs, with some element of student control over time, place and pace, is explored. The realization of blended learning models in regards to age and physiological peculiarities of

Cloud-Based E-Learning: A Proposed Model and Benefits by Using E-Learning Based on Cloud Computing for Educational Institution

OpenAIRE

Selviandro , Nungki; Hasibuan , Zainal ,

2013-01-01

Part 1: Information and Communication Technology- Eurasia Conference (ICT-EurAsia); International audience; The increasing research in the areas of information technology have a positive impact in the world of education. The implementation of e-learning is one of contribution from information technology to the world of education. The implementation of e-learning has been implemented by several educational institutions in Indonesia. E-Learning provides many benefits such as flexibility, divers...

Exploring e-learning knowledge through ontological memetic agents

NARCIS (Netherlands)

Acampora, G.; Gaeta, M.; Loia, V.

2010-01-01

E-Learning systems have proven to be fundamental in several areas of tertiary education and in business companies. There are many significant advantages for people who learn online such as convenience, portability, flexibility and costs. However, the remarkable velocity and volatility of modern

Prefrontal dopamine in associative learning and memory.

Science.gov (United States)

Puig, M V; Antzoulatos, E G; Miller, E K

2014-12-12

Learning to associate specific objects or actions with rewards and remembering the associations are everyday tasks crucial for our flexible adaptation to the environment. These higher-order cognitive processes depend on the prefrontal cortex (PFC) and frontostriatal circuits that connect areas in the frontal lobe with the striatum in the basal ganglia. Both structures are densely innervated by dopamine (DA) afferents that originate in the midbrain. Although the activity of DA neurons is thought to be important for learning, the exact role of DA transmission in frontostriatal circuits during learning-related tasks is still unresolved. Moreover, the neural substrates of this modulation are poorly understood. Here, we review our recent work in monkeys utilizing local pharmacology of DA agents in the PFC to investigate the cellular mechanisms of DA modulation of associative learning and memory. We show that blocking both D1 and D2 receptors in the lateral PFC impairs learning of new stimulus-response associations and cognitive flexibility, but not the memory of highly familiar associations. In addition, D2 receptors may also contribute to motivation. The learning deficits correlated with reductions of neural information about the associations in PFC neurons, alterations in global excitability and spike synchronization, and exaggerated alpha and beta neural oscillations. Our findings provide new insights into how DA transmission modulates associative learning and memory processes in frontostriatal systems. Copyright © 2014 IBRO. Published by Elsevier Ltd. All rights reserved.

Teaching and learning innovations for postgraduate education in nursing.

Science.gov (United States)

Phillips, Diane; Forbes, Helen; Duke, Maxine

2013-01-01

This paper begins with a literature review of blended learning approaches, including the creation of learning spaces in the online environment and the model of community of inquiry and collaborative learning promoted by Garrison and others. This model, comprising of three elements including 'social presence', 'cognitive presence' and 'teaching presence', guides academics in the development and delivery of quality programs designed to enhance each student's experience of their course. The second part of this paper is the application of blended learning for the Deakin University Master of Nursing Practice (Nurse Practitioner), including a range of online independent learning activities, Elluminate Live use (a real time online program) and on-campus contact with students. The application of these flexible and innovative online modalities offered in this course, have been designed to promote quality learning experiences for students around their employment commitments and lifestyle factors. As an off-campus course, the Master of Nursing Practice (Nurse Practitioner) presents as a more flexible option for nurses residing in various parts of Australia. The three core elements of the model of community of inquiry and collaborative learning by Garrison and others have been integrated through online teaching and learning access and face-to-face contact for one day in two trimesters of the academic year. The success of blended learning approaches are underpinned by effective communication and interactions between both academics and students.

An e-learning approach to informed problem solving

Directory of Open Access Journals (Sweden)

Georg Weichhart

2012-06-01

Full Text Available When taking into account individualized learning processes not only content and interaction facilities need to be re-considered, but also the design of learning processes per se. Besides explicitness of learning objectives, interactive means of education need to enable intertwining content and communication elements as basic elements of active learning in a flexible way while preserving a certain structure of the learning process. Intelligibility Catchers are a theoretically grounded framework to enable such individualized processes. It allows learners and teachers agreeing and determining a desired learning outcome in written form. This type of e-learning contract enables students to individually explore content and participate in social interactions, while being guided by a transparent learning process structure. The developed implementation empowers learners in terms of creative problem-solving capabilities, and requires adaptation of classroom situations. The framework and its supporting semantic e-learning environment not only enables diverse learning and problem solving processes, but also supports the collaborative construction of e-learning contracts.

Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component

Directory of Open Access Journals (Sweden)

Daniel Auld

2010-10-01

Full Text Available This study assessed 96 law school students’ preferences for online, hybrid, or traditional learning environments, and their reasons for these preferences, learning strategies, and motivational orientations. A discriminant analysis revealed that non-traditional learning environment familiarity, self-efficacy, and employment status were the strongest predictors of preferences for non-traditional learning environments. Preferences for traditional environments were attributed to students’ familiarity and ability to engage in and foster personal interaction. Preferences for hybrid and online environments were attributed to opportunities for enhanced learning given the convenience and flexible manner in which students with time and familial constraints could access these environments.

Higher Education Distance Learning and e-Learning in Prisons in Portugal

Science.gov (United States)

Moreira, José-António; Reis-Monteiro, Angélica; Machado, Ana

2017-01-01

Higher Education in Europe has undergone massive changes due to technological advancements and adjustments resulting from the Bologna Process, by which learning should be accessible for all regardless of social exclusion reasons, such as imprisonment. The resulting massification of access to Higher Education requires flexible and inclusive…

When in Rome ... Learn why the Romans do what they do: how multicultural learning experiences facilitate creativity.

Science.gov (United States)

Maddux, William W; Adam, Hajo; Galinsky, Adam D

2010-06-01

Research suggests that living in and adapting to foreign cultures facilitates creativity. The current research investigated whether one aspect of the adaptation process-multicultural learning-is a critical component of increased creativity. Experiments 1-3 found that recalling a multicultural learning experience: (a) facilitates idea flexibility (e.g., the ability to solve problems in multiple ways), (b) increases awareness of underlying connections and associations, and (c) helps overcome functional fixedness. Importantly, Experiments 2 and 3 specifically demonstrated that functional learning in a multicultural context (i.e., learning about the underlying meaning or function of behaviors in that context) is particularly important for facilitating creativity. Results showed that creativity was enhanced only when participants recalled a functional multicultural learning experience and only when participants had previously lived abroad. Overall, multicultural learning appears to be an important mechanism by which foreign living experiences lead to creative enhancement.

Analisis Intensi Berprestasi Mahasiswa Binus Online Learning

Directory of Open Access Journals (Sweden)

Agus Putranto

2013-12-01

Full Text Available The utilization of e-learning can improve learning effectiveness and flexibility. Universitas Bina Nusantara (BINUS provides an online learning program called BINUS Online learning. It offers the student to do a study through online activities, where the students are couraged to learn individually. This research was conducted to obtain a perspective of student intention from BINUS Online learning to mark good achievement. Non experimental method with quatitative approached is implemented where the respondents are students of Information System department and Marketing Management Department. The sampling techniques used is non probability purposive sampling. All variables are measured using questionnaire based on Fishbein and Ajzen model. The data of the research are analyzed using descriptive statistics and multiple linier regression analysis. The results show that the intention to mark an achievement of students of BINUS Online learning is very high. It means that BINUS Online learning Program students have strong intention to get good marks and study achievements.

The advantage of flexible neuronal tunings in neural network models for motor learning

Directory of Open Access Journals (Sweden)

Ellisha N Marongelli

2013-07-01

Full Text Available Human motor adaptation to novel environments is often modeled by a basis function network that transforms desired movement properties into estimated forces. This network employs a layer of nodes that have fixed broad tunings that generalize across the input domain. Learning is achieved by updating the weights of these nodes in response to training experience. This conventional model is unable to account for rapid flexibility observed in human spatial generalization during motor adaptation. However, added plasticity in the breadths of the basis function tunings can achieve this flexibility, and several neurophysiological experiments have revealed flexibility in tunings of sensorimotor neurons. We found a model, Locally Weighted Projection Regression (LWPR, which uniquely possesses the structure of a basis function network in which both the weights and tuning widths of the nodes are updated incrementally during adaptation. We presented this LWPR model with training functions of different spatial complexities and monitored incremental updates to receptive field sizes. An inverse pattern of dependence of receptive field adaptation on experienced error became evident, underlying both a relationship between generalization and complexity, and a unique behavior in which generalization always narrows after a sudden switch in environmental complexity. These results implicate a model with a flexible structure, like LWPR, as a viable alternative model for human motor adaptation that can account for previously observed plasticity in spatial generalization. This theory can be tested by using the behaviors observed in our experiments as novel hypotheses in human studies.

Mobile Learning and English Language Learners: A Case Study of Using iPod Touch as a Teaching and Learning Tool

Science.gov (United States)

Liu, Min; Navarrete, Cesar; Maradiegue, Erin; Wivagg, Jennifer

2014-01-01

Educators have become increasingly interested in the learning benefits that mobile technology can provide to students in and out of classrooms. While there is considerable enthusiasm for using mobile devices to support learning with their multimedia capabilities, portability, connectivity, and flexibility, there is a paucity of research evidence…

Trends in e-learning and factors for successful and effective introduction of e-learning in adult education in Slovenia

Directory of Open Access Journals (Sweden)

Lea Bregar

2011-12-01

Full Text Available E-learning provides a number of advantages for adult education, which derive from its greater flexibility regarding time, space, pace, content and learning methods. Today e-learning manifests itself in a great variety of implementation program- mes, which are based on various teaching models, employ a wide range of technological tools, reflect different roles of educational institutions management and different institutional frameworks. The versatility and the dynamic and complex character of e-learning are the reasons that the basic characteristics of this development are hidden in the multitude of current manifestations, making recognition of key development trends a difficult task. The article deals with the developmental characteristics of e-learning, then analyses the state of adult e-learning in Slovenia, and finally presents the factors which – at the present e-learning level in Slovenia – appear to be decisive for a successful and effective introduction of e-learning in adult education.

Effectiveness of e-learning in hospitals.

Science.gov (United States)

Chuo, Yinghsiang; Liu, Chuangchun; Tsai, Chunghung

2015-01-01

Because medical personnel share different work shifts (i.e., three work shifts) and do not have a fixed work schedule, implementing timely, flexible, and quick e-learning methods for their continued education is imperative. Hospitals are currently focusing on developing e-learning. This study aims to explore the key factors that influence the effectiveness of e-learning in medical personnel. This study recruited medical personnel as the study participants and collected sample data by using the questionnaire survey method. This study is based on the information systems success model (IS success model), a significant model in MIS research. This study found that the factors (i.e., information quality, service quality, convenience, and learning climate) influence the e-learning satisfaction and in turn influence effectiveness in medical personnel. This study provided recommendations to medical institutions according to the derived findings, which can be used as a reference when establishing e-learning systems in the future.

Cautions: Implementing Interpersonal Interaction in Workplace E-Learning

Science.gov (United States)

Githens, Rod P.

2006-01-01

E-learning programs in workplaces have been slow to incorporate social and collaborative methods. Although these programs provide flexibility and cost savings, poor learning outcomes and low completion rates have caused some organizations to transition to approaches that include interpersonal interaction. In reviewing studies of e-learning…

The TeleTOP initiative: new learning, new technology

NARCIS (Netherlands)

Collis, Betty

2002-01-01

In response to the challenge to make learning more flexible while at the same time maintaining the positive qualities of classroom and campus-based settings, the TeleTOP Initiative at the University of Twente has grown from a faculty initiative to an internationally recognised Web-based learning

Styles and Style-Stretching: How Are They Related to Successful Learning?

Science.gov (United States)

Griffiths, Carol; Inceçay, Görsev

2016-01-01

Although the learning style construct has aroused much interest over the years, questions remain regarding basic issues such as definition, the validity and/or reliability of various measurement instruments, and the relationship between learning style and successful learning. Furthermore, although maintaining stylistic flexibility is recommended…

A Blended Learning Approach to Teach Fluid Mechanics in Engineering

Science.gov (United States)

Rahman, Ataur

2017-01-01

This paper presents a case study on the teaching and learning of fluid mechanics at the University of Western Sydney (UWS), Australia, by applying a blended learning approach (BLA). In the adopted BLA, various flexible learning materials have been made available to the students such as online recorded lectures, online recorded tutorials, hand…

THE ROLE AND PLACE OF DISTANCE LEARNING IN E-LEARNING

Directory of Open Access Journals (Sweden)

Vladyslav Velychko

2016-11-01

Full Text Available The article discusses the role and place of distance education in electronic learning. The implementation of such important components as e-learning and e-education in the education system is an important tool to achieve the objectives of global education and requires specific knowledge. Teaching staff of educational institutions must learn new teaching tools such as cloud, Virtual Reality, Augmented Reality, mobile technology, Internet technology, designing distance learning courses, etc., or increase the level of this category. We consider the relevance and benefits of the use of distance education in electronic learning, and the need of its implementation at all levels of the educational process and basic steps for it. Distance learning courses have several types that differ in the degree of farness, individualization and its efficiency: "educational institution → Internet" (includes full-time training using Internet resources, videlicet to find things on the Internet and communicate with other network users; "educational institution → Internet → educational institution" (used in the full-time study, but has occasional problem with the mandatory use of the Internet; "the one who learns → Internet → the one who teaches" (distance learning complements the full-time education, it has an episodic format as consultations in a case of need; "the one who learns → Internet → Center" (full-time complement of training and has additional opportunities to strengthen the disclosure of a special creativity; "the one who learns → Internet" (it can serve as an additional training to full-time education, but can also be transformed into an independent "institution" that takes into account individual needs and capabilities of the individual and a flexible adjustment under her needs and interests using the educational resources on the Internet . There has been proved the necessity of mastering of the teaching staff of educational institutions

MOBILE LEARNING – AN ALTERNATIVE APPROACH IN HIGHER EDUCATION

OpenAIRE

Khalil Alsaadat

2017-01-01

Due to the swift proliferation of mobile technology, the use of mobile devices, like notebook computers, and mobile phones, as learning tools has offered people the flexibility and convenience to acquire new knowledge anytime and anywhere. In light of this, growing attention has been paid to the critical roles of perceived flexibility advantages in mobile and online learning (Huang et al, 2014). And because of the increasing use of mobile technologies in society and by the younger generation,...

Teaching of anatomical sciences: A blended learning approach.

Science.gov (United States)

Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A

2018-04-01

Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.

Learning How to Learn

DEFF Research Database (Denmark)

Lauridsen, Karen M.; Lauridsen, Ole

Ole Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Karen M. Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Learning Styles in Higher Education – Learning How to Learn Applying learning styles (LS) in higher education...... by Constructivist learning theory and current basic knowledge of how the brain learns. The LS concept will thus be placed in a broader learning theoretical context as a strong learning and teaching tool. Participants will be offered the opportunity to have their own LS preferences established before...... teaching leads to positive results and enhanced student learning. However, learning styles should not only be considered a didactic matter for the teacher, but also a tool for the individual students to improve their learning capabilities – not least in contexts where information is not necessarily...

Development and Evaluation of HawkLearn: A Next Generation Learning Management System

Science.gov (United States)

Round, Kimberlee L.

2013-01-01

Cloud-based computing in higher education has the potential to impact institutions on a myriad of fronts, including technology governance, flexibility, financial, and intellectual property. As the demand for blended and online education increases, institutions are considering expedient approaches to implementing learning management systems (LMSs).…

Quality of E-Learners’ Time and Learning Performance Beyond Quantitative Time-on-Task

Directory of Open Access Journals (Sweden)

Margarida Romero

2011-06-01

Full Text Available AbstractAlong with the amount of time spent learning (or time-on-task, the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student-centred perspective. The impact of students’ time-related variables (working hours, time-on-task engagement, time flexibility, time of day, day of week is then analyzed according to individual and collaborative grades achieved during an online master’s degree program. The data show that both students’ time flexibility (r = .98 and especially their availability to learn in the morning are related to better grades in individual (r = .93 and collaborative activities (r = .46.

Model-based machine learning.

Science.gov (United States)

Bishop, Christopher M

2013-02-13

Several decades of research in the field of machine learning have resulted in a multitude of different algorithms for solving a broad range of problems. To tackle a new application, a researcher typically tries to map their problem onto one of these existing methods, often influenced by their familiarity with specific algorithms and by the availability of corresponding software implementations. In this study, we describe an alternative methodology for applying machine learning, in which a bespoke solution is formulated for each new application. The solution is expressed through a compact modelling language, and the corresponding custom machine learning code is then generated automatically. This model-based approach offers several major advantages, including the opportunity to create highly tailored models for specific scenarios, as well as rapid prototyping and comparison of a range of alternative models. Furthermore, newcomers to the field of machine learning do not have to learn about the huge range of traditional methods, but instead can focus their attention on understanding a single modelling environment. In this study, we show how probabilistic graphical models, coupled with efficient inference algorithms, provide a very flexible foundation for model-based machine learning, and we outline a large-scale commercial application of this framework involving tens of millions of users. We also describe the concept of probabilistic programming as a powerful software environment for model-based machine learning, and we discuss a specific probabilistic programming language called Infer.NET, which has been widely used in practical applications.

The advantage of flexible neuronal tunings in neural network models for motor learning

Science.gov (United States)

Marongelli, Ellisha N.; Thoroughman, Kurt A.

2013-01-01

Human motor adaptation to novel environments is often modeled by a basis function network that transforms desired movement properties into estimated forces. This network employs a layer of nodes that have fixed broad tunings that generalize across the input domain. Learning is achieved by updating the weights of these nodes in response to training experience. This conventional model is unable to account for rapid flexibility observed in human spatial generalization during motor adaptation. However, added plasticity in the widths of the basis function tunings can achieve this flexibility, and several neurophysiological experiments have revealed flexibility in tunings of sensorimotor neurons. We found a model, Locally Weighted Projection Regression (LWPR), which uniquely possesses the structure of a basis function network in which both the weights and tuning widths of the nodes are updated incrementally during adaptation. We presented this LWPR model with training functions of different spatial complexities and monitored incremental updates to receptive field widths. An inverse pattern of dependence of receptive field adaptation on experienced error became evident, underlying both a relationship between generalization and complexity, and a unique behavior in which generalization always narrows after a sudden switch in environmental complexity. These results implicate a model that is flexible in both basis function widths and weights, like LWPR, as a viable alternative model for human motor adaptation that can account for previously observed plasticity in spatial generalization. This theory can be tested by using the behaviors observed in our experiments as novel hypotheses in human studies. PMID:23888141

CircleBoard-Pro: Concrete manipulative-based learning cycle unit for learning geometry

Science.gov (United States)

Jamhari, Wongkia, Wararat

2018-01-01

Currently, a manipulative is commonly used in mathematics education as a supported tool for teaching and learning. With engaging natural interaction of a concrete manipulative and advantages of a learning cycle approach, we proposed the concrete manipulative-based learning cycle unit to promote mathematics learning. Our main objectives are to observe possibilities on the use of a concrete manipulative in learning geometry, and to assess students' understanding of a specific topic, angle properties in a circle, of secondary level students. To meet the first objective, the concrete manipulative, called CricleBoard-Pro, was designed. CircleBoard-Pro is built for easy to writing on or deleting from, accurate angle measurement, and flexible movement. Besides, learning activities and worksheets were created for helping students to learn angle properties in a circle. Twenty eighth graders on a lower secondary school in Indonesia were voluntarily involved to learn mathematics using CircleBoard-Pro with the designed learning activities and worksheets. We informally observed students' performance by focusing on criteria of using manipulative tools in learning mathematics while the learning activities were also observed in terms of whether they work and which step of activities need to be improved. The results of this part showed that CircleBoard-Pro complied the criteria of the use of the manipulative in learning mathematics. Nevertheless, parts of learning activities and worksheets need to be improved. Based on the results of the observation, CircleBoard-Pro, learning activities, and worksheets were merged together and became the CircleBoardPro embedded on 5E (Engage - Explore - Explain - Elaborate - Evaluate) learning cycle unit. Then, students understanding were assessed to reach the second objective. Six ninth graders from an Indonesian school in Thailand were recruited to participate in this study. Conceptual tests for both pre-and post-test, and semi

Learning to Learn.

Science.gov (United States)

Weiss, Helen; Weiss, Martin

1988-01-01

The article reviews theories of learning (e.g., stimulus-response, trial and error, operant conditioning, cognitive), considers the role of motivation, and summarizes nine research-supported rules of effective learning. Suggestions are applied to teaching learning strategies to learning-disabled students. (DB)

Not just a pretty face: putting the learning into the Learning Commons

Directory of Open Access Journals (Sweden)

Rosie Jones

2013-12-01

Full Text Available The newly opened Alan Gilbert Learning Commons (AGLC provides a flexible learning space catering to students from across the University of Manchester With over 1000 study spaces, ranging from informal to formal, enclosed to open, complimented by state of the art innovative technology, the AGLC is an attractive central hub for students to visit anytime of the day and night. However, the Library's vision for the AGLC travels far beyond the physical space and seeks to engage with students at a much deeper level enhancing and developing their learning. To this end, the AGLC was a driver for the library to deliver its own unique training programme and open learning materials in support of the learning and development needs of all students, irrespective of academic discipline. This is achieved through collaboration and partnership between the current providers across campus, with the Learning Commons providing a central focus for a wide range of activity, to exemplify the best of what the University of Manchester can offer to enhance the student learning experience. This paper describes the development of the Learning Commons, from planning to launch, in particular highlighting how ‘the learning' was put into the learning commons. It will illustrate some of the ways in which the Learning Commons joins up existing and newly developed activity from across the campus to proactively encourage and support engagement with learning as well as providing a physical space that students really want to learn in. It will describe the current open training programme and this is now being developed further from a pedagogic perspective and through partnerships with other skills providers across the University to enhance the AGLC offer and to ensure effective integration of student skills provision. The Alan Gilbert Learning Commons (AGLC is the newest library service at the University of Manchester and opened in October 2012. The £24 million investment in the

Measuring strategic control in implicit learning: how and why?

OpenAIRE

Norman, Elisabeth

2015-01-01

Several methods have been developed for measuring the extent to which implicitly learned knowledge can be applied in a strategic, flexible manner. Examples include generation exclusion tasks in Serial Reaction Time (SRT) learning (Goschke, 1998; Destrebecqz and Cleeremans, 2001) and 2-grammar classification tasks in Artificial Grammar Learning (AGL; Dienes et al., 1995; Norman et al., 2011). Strategic control has traditionally been used as a criterion for determining whether acquired knowledg...

The power of mindful learning in professional development course

Directory of Open Access Journals (Sweden)

Sonia Piscayanti Kadek

2018-01-01

Full Text Available Mindful Learning has been widely used in education nowadays, due to its significant and valuable impacts towards learning. Mindful learning is an effective tool to enhance students’ awareness of learning, students’ engagement with the context of learning and students’ flexibility towards new ideas in learning. The three main characteristics of mindful learning above raise students’ motivation and ownership of learning. It is shaping the students new perspective and leading them to powerful impact of learning. This is a descriptive qualitative research on the use of mindful learning in Professional Development Course in English Education Department Ganesha University of Education. The subjects are 73 students of sixth semester in academic year 2016/2017. Mindful Learning is used as a powerful strategy to enhance the students’ achievement in learning. It is implemented through 16 meetings consisted of lectures, discussions, presentations and final projects. They are assessed by reflective journal, presentation notes, and final projects. At the end, the result showed that the power of mindful learning gives significant effect towards learning achievement. It showed that not only the mindful learning is effective for the learning but also productive in improving the students’ creativity and critical thinking.

Collaborative Planning: Cooking up an Inclusive Service-Learning Project

Science.gov (United States)

Bonati, Michelle L.

2018-01-01

Collaborative planning between special education teachers and general education teachers that focuses on curriculum, instruction, and assessment can improve learning outcomes for students with and without disabilities. Service-learning is a teaching practice that can provide a flexible approach for teachers to collaboratively plan to meet the…

Catecholaminergic Regulation of Learning Rate in a Dynamic Environment

NARCIS (Netherlands)

Jepma, Marieke; Murphy, Peter R.; Nassar, Matthew R.; Rangel-Gomez, Mauricio; Meeter, Martijn; Nieuwenhuis, Sander

2016-01-01

Adaptive behavior in a changing world requires flexibly adapting one’s rate of learning to the rate of environmental change. Recent studies have examined the computational mechanisms by which various environmental factors determine the impact of new outcomes on existing beliefs (i.e., the ‘learning

Human reinforcement learning subdivides structured action spaces by learning effector-specific values.

Science.gov (United States)

Gershman, Samuel J; Pesaran, Bijan; Daw, Nathaniel D

2009-10-28

Humans and animals are endowed with a large number of effectors. Although this enables great behavioral flexibility, it presents an equally formidable reinforcement learning problem of discovering which actions are most valuable because of the high dimensionality of the action space. An unresolved question is how neural systems for reinforcement learning-such as prediction error signals for action valuation associated with dopamine and the striatum-can cope with this "curse of dimensionality." We propose a reinforcement learning framework that allows for learned action valuations to be decomposed into effector-specific components when appropriate to a task, and test it by studying to what extent human behavior and blood oxygen level-dependent (BOLD) activity can exploit such a decomposition in a multieffector choice task. Subjects made simultaneous decisions with their left and right hands and received separate reward feedback for each hand movement. We found that choice behavior was better described by a learning model that decomposed the values of bimanual movements into separate values for each effector, rather than a traditional model that treated the bimanual actions as unitary with a single value. A decomposition of value into effector-specific components was also observed in value-related BOLD signaling, in the form of lateralized biases in striatal correlates of prediction error and anticipatory value correlates in the intraparietal sulcus. These results suggest that the human brain can use decomposed value representations to "divide and conquer" reinforcement learning over high-dimensional action spaces.

Supporting the attainment of professional attributes in a work based learning programme

OpenAIRE

Perera, Noel; Penlington, Roger

2012-01-01

With the impending change in the higher education landscape within the UK there is a greater need for flexibility and innovation in the delivery of degree programmes. One flexible and innovative form of programme delivery is the work based learning platform. Additional academic guidance is imperative for students undertaking a work based learning programme due to the flexible nature of the programme. However in providing this academic guidance and support it places additional demands upon bot...

Offering a Framework for Value Co-Creation in Virtual Academic Learning Environments

Science.gov (United States)

Ranjbarfard, Mina; Heidari Sureshjani, Mahboobeh

2018-01-01

Purpose: This research aims to convert the traditional teacher-student models, in which teachers determine the learning resources, into a flexible structure and an active learning environment so that students can participate in the educational processes and value co-creation in virtual academic learning environments (VALEs).…

Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

Science.gov (United States)

Choi, Woojae; Jacobs, Ronald L.

2011-01-01

While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

Science.gov (United States)

Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

2012-01-01

Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

Digging deeper on "deep" learning: A computational ecology approach.

Science.gov (United States)

Buscema, Massimo; Sacco, Pier Luigi

2017-01-01

We propose an alternative approach to "deep" learning that is based on computational ecologies of structurally diverse artificial neural networks, and on dynamic associative memory responses to stimuli. Rather than focusing on massive computation of many different examples of a single situation, we opt for model-based learning and adaptive flexibility. Cross-fertilization of learning processes across multiple domains is the fundamental feature of human intelligence that must inform "new" artificial intelligence.

Adults learn through doing

Directory of Open Access Journals (Sweden)

Nena Mijoč

2000-12-01

Full Text Available The present paper is about learning through doing. Not only adults but children learn through doing as well. However it is very important how we interpret, how we make sense from our experiences. J. Dewey, pragmatist and one of the founders of theory of experiential learning believes that experience is in the centre of learning. He talks about desire, on the basis of impulse, which is not reachable at the same moment. The cycle is followed by reflection, comparison with previous knowledge and experiences, judgement and planning for action. The latter brings us to goals which need to be set. However not every action demands pre-planned operational goals. D. Schon reminds us that our civilisation believes in »technical rationality« leading us to see professional activity as instrumental problem solving made rigorous by the application of scientific theory and technique. The plan of action is important, but it must be flexible. Openness for new knowledge means letting us have new experiences, which brings new ideas and new interpretations of reality which are not always congruent with what we already know. This brings cognitive conflict, the basis for reflective learning. The latter does not mean only self-directed learning or passive receiving of scientific knowledge, on the contrary it demands new forms of learning and education. Formats which will foster never ending dialog between new scientific knowledge and experiences and subjective knowledge of people in their living surroundings. Education, which does not paralyse, but encourages searching for knowledge and solutions for the problems of people.

Evaluation of iTunes University Courses through Instructional Design Strategies and m-Learning Framework

Science.gov (United States)

Tseng, Hung Wei; Tang, Yingqi; Morris, Betty

2016-01-01

As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students' performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies…

The Python Spectral Analysis Tool (PySAT): A Powerful, Flexible, Preprocessing and Machine Learning Library and Interface

Science.gov (United States)

Anderson, R. B.; Finch, N.; Clegg, S. M.; Graff, T. G.; Morris, R. V.; Laura, J.; Gaddis, L. R.

2017-12-01

Machine learning is a powerful but underutilized approach that can enable planetary scientists to derive meaningful results from the rapidly-growing quantity of available spectral data. For example, regression methods such as Partial Least Squares (PLS) and Least Absolute Shrinkage and Selection Operator (LASSO), can be used to determine chemical concentrations from ChemCam and SuperCam Laser-Induced Breakdown Spectroscopy (LIBS) data [1]. Many scientists are interested in testing different spectral data processing and machine learning methods, but few have the time or expertise to write their own software to do so. We are therefore developing a free open-source library of software called the Python Spectral Analysis Tool (PySAT) along with a flexible, user-friendly graphical interface to enable scientists to process and analyze point spectral data without requiring significant programming or machine-learning expertise. A related but separately-funded effort is working to develop a graphical interface for orbital data [2]. The PySAT point-spectra tool includes common preprocessing steps (e.g. interpolation, normalization, masking, continuum removal, dimensionality reduction), plotting capabilities, and capabilities to prepare data for machine learning such as creating stratified folds for cross validation, defining training and test sets, and applying calibration transfer so that data collected on different instruments or under different conditions can be used together. The tool leverages the scikit-learn library [3] to enable users to train and compare the results from a variety of multivariate regression methods. It also includes the ability to combine multiple "sub-models" into an overall model, a method that has been shown to improve results and is currently used for ChemCam data [4]. Although development of the PySAT point-spectra tool has focused primarily on the analysis of LIBS spectra, the relevant steps and methods are applicable to any spectral data. The

Synchronous and Asynchronous Communication in Distance Learning: A Review of the Literature

Science.gov (United States)

Watts, Lynette

2016-01-01

Distance learning is commonplace in higher education, with increasing numbers of students enjoying the flexibility e-learning provides. Keeping students connected with peers and instructors has been a challenge with e-learning, but as technology has advanced, the methods by which educators keep students engaged, synchronously and asynchronously,…

Prenatal stress changes learning strategies in adulthood.

Science.gov (United States)

Schwabe, Lars; Bohbot, Veronique D; Wolf, Oliver T

2012-11-01

It is well known that stressful experiences may shape hippocampus-dependent learning and memory processes. However, although most studies focused on the impact of stress at the time of learning or memory testing, very little is known about how stress during critical periods of brain development affects learning and memory later in life. In this study, we asked whether prenatal stress exposure may influence the engagement of hippocampus-dependent spatial learning strategies and caudate nucleus-dependent response learning strategies in later life. To this end, we tested healthy participants whose mothers had experienced major negative life events during their pregnancy in a virtual navigation task that can be solved by spatial and response strategies. We found that young adults with prenatal stress used rigid response learning strategies more often than flexible spatial learning strategies compared with participants whose mothers did not experience major negative life events during pregnancy. Individual differences in acute or chronic stress do not account for these findings. Our data suggest that the engagement of hippocampal and nonhippocampal learning strategies may be influenced by stress very early in life. Copyright © 2012 Wiley Periodicals, Inc.

The Costs of Supervised Classification: The Effect of Learning Task on Conceptual Flexibility

Science.gov (United States)

Hoffman, Aaron B.; Rehder, Bob

2010-01-01

Research has shown that learning a concept via standard supervised classification leads to a focus on diagnostic features, whereas learning by inferring missing features promotes the acquisition of within-category information. Accordingly, we predicted that classification learning would produce a deficit in people's ability to draw "novel…

Use of Handwriting Recognition Technologies in Tablet-Based Learning Modules for First Grade Education

Science.gov (United States)

Yanikoglu, Berrin; Gogus, Aytac; Inal, Emre

2017-01-01

Learning through modules on a tablet helps students participate effectively in learning activities in classrooms and provides flexibility in the learning process. This study presents the design and evaluation of an application that is based on handwriting recognition technologies and e-content for the developed learning modules. The application…

Transfer of Online Professional Learning to Teachers' Classroom Practice

Science.gov (United States)

Herrington, Anthony; Herrington, Jan; Hoban, Garry; Reid, Doug

2009-01-01

Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. However, it is not clear how well the approach impacts on teachers' classroom practices. This…

Pacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards

Directory of Open Access Journals (Sweden)

Kara Sage

2016-08-01

Full Text Available The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate the optimal level of user control for digital learning and compare learning outcomes between paper and digital flashcards. College students learned vocabulary from paper flashcards or one of several digital flashcard versions and were scored on their memory recall and asked about their perceptions of the learning process. With digital flashcards, students were randomly assigned to an automatic slideshow of cards with no user control, automatic slideshow with pre-set pauses, automatic slideshow where users could press the spacebar to pause at any time, or a self-paced slideshow with complete user control. Users reported feeling more in control when indeed having some control, but ultimately memory recall, cognitive load, and satisfaction were similar across the five versions. However, memory recall was positively related to user satisfaction with their specific flashcard set, and negatively related to users’ perceived mental effort and difficulty. Notably, whether paper or digital, students showed individual variability in how they advanced through the words. This research adds to the educational literature by suggesting that paper and digital flashcards are equally viable options for students. Given differences between individual users and the connection between satisfaction and recall, individualistic options that offer, but do not force, some control over pace seem ideal. Paper flashcards may already include such options, and e-flashcards should offer similar adaptive features to appeal to a wide variety of users.

Variability in Dopamine Genes Dissociates Model-Based and Model-Free Reinforcement Learning.

Science.gov (United States)

Doll, Bradley B; Bath, Kevin G; Daw, Nathaniel D; Frank, Michael J

2016-01-27

Considerable evidence suggests that multiple learning systems can drive behavior. Choice can proceed reflexively from previous actions and their associated outcomes, as captured by "model-free" learning algorithms, or flexibly from prospective consideration of outcomes that might occur, as captured by "model-based" learning algorithms. However, differential contributions of dopamine to these systems are poorly understood. Dopamine is widely thought to support model-free learning by modulating plasticity in striatum. Model-based learning may also be affected by these striatal effects, or by other dopaminergic effects elsewhere, notably on prefrontal working memory function. Indeed, prominent demonstrations linking striatal dopamine to putatively model-free learning did not rule out model-based effects, whereas other studies have reported dopaminergic modulation of verifiably model-based learning, but without distinguishing a prefrontal versus striatal locus. To clarify the relationships between dopamine, neural systems, and learning strategies, we combine a genetic association approach in humans with two well-studied reinforcement learning tasks: one isolating model-based from model-free behavior and the other sensitive to key aspects of striatal plasticity. Prefrontal function was indexed by a polymorphism in the COMT gene, differences of which reflect dopamine levels in the prefrontal cortex. This polymorphism has been associated with differences in prefrontal activity and working memory. Striatal function was indexed by a gene coding for DARPP-32, which is densely expressed in the striatum where it is necessary for synaptic plasticity. We found evidence for our hypothesis that variations in prefrontal dopamine relate to model-based learning, whereas variations in striatal dopamine function relate to model-free learning. Decisions can stem reflexively from their previously associated outcomes or flexibly from deliberative consideration of potential choice outcomes

Penerapan Technology Acceptance Model Terhadap Penerimaan Pengguna Akhir E-learning STMIK STIKOM Bali

OpenAIRE

Shandyastini, Ni Made; Pradnyani Novianti, Kadek Dwi

2017-01-01

E-learning allows students of STMIK STIKOM Bali to keep learning even though physically absent or unable to attend when the learning process going on in the classroom. The utilization of e-learning can also make the development a high learning flexibility. The perception of the user in this case is a student will be indispensable in order to assist the utilization of e-learning optimally. The goal of this research will examine about admissions in the utilization of e-learning used in STMIK ST...

Tablets for Learning in Higher Education

DEFF Research Database (Denmark)

Godsk, Mikkel

Based on a small-scale literature review this paper identifies the top 10 affordances of post PC tablets (sometimes referred to as ‘tablet computers’) for higher education in settings where the technology is used for learning. The review shows that the predominant affordances of the technology...... are related to its ability to support engaging, inclusive, and/or collaborative learning, to provide flexibility in place, and to include multimedia and interactive content in teaching practice. However, performing the review also revealed that the notion of tablets for learning is equivocal. As a consequence......, the concepts of tabletcasts and tabletcasting are introduced as one possible framing for future research on tablets as an educational technology....

Leveraging e-learning in medical education.

Science.gov (United States)

Lewis, Kadriye O; Cidon, Michal J; Seto, Teresa L; Chen, Haiqin; Mahan, John D

2014-07-01

e-Learning has become a popular medium for delivering instruction in medical education. This innovative method of teaching offers unique learning opportunities for medical trainees. The purpose of this article is to define the present state of e-learning in pediatrics and how to best leverage e-learning for educational effectiveness and change in medical education. Through addressing under-examined and neglected areas in implementation strategies for e-learning, its usefulness in medical education can be expanded. This study used a systematic database review of published studies in the field of e-learning in pediatric training between 2003 and 2013. The search was conducted using educational and health databases: Scopus, ERIC, PubMed, and search engines Google and Hakia. A total of 72 reference articles were suitable for analysis. This review is supplemented by the use of "e-Learning Design Screening Questions" to define e-learning design and development in 10 randomly selected articles. Data analysis used template-based coding themes and counting of the categories using descriptive statistics.Our search for pediatric e-learning (using Google and Hakia) resulted in six well-defined resources designed to support the professional development of doctors, residents, and medical students. The majority of studies focused on instructional effectiveness and satisfaction. There were few studies about e-learning development, implementation, and needs assessments used to identify the institutional and learners' needs. Reviewed studies used various study designs, measurement tools, instructional time, and materials for e-learning interventions. e-Learning is a viable solution for medical educators faced with many challenges, including (1) promoting self-directed learning, (2) providing flexible learning opportunities that would offer continuous (24h/day/7 days a week) availability for learners, and (3) engaging learners through collaborative learning communities to gain

Social Fear Learning: from Animal Models to Human Function.

Science.gov (United States)

Debiec, Jacek; Olsson, Andreas

2017-07-01

Learning about potential threats is critical for survival. Learned fear responses are acquired either through direct experiences or indirectly through social transmission. Social fear learning (SFL), also known as vicarious fear learning, is a paradigm successfully used for studying the transmission of threat information between individuals. Animal and human studies have begun to elucidate the behavioral, neural and molecular mechanisms of SFL. Recent research suggests that social learning mechanisms underlie a wide range of adaptive and maladaptive phenomena, from supporting flexible avoidance in dynamic environments to intergenerational transmission of trauma and anxiety disorders. This review discusses recent advances in SFL studies and their implications for basic, social and clinical sciences. Copyright © 2017 Elsevier Ltd. All rights reserved.

What can we learn from learning models about sensitivity to letter-order in visual word recognition?

Science.gov (United States)

Lerner, Itamar; Armstrong, Blair C.; Frost, Ram

2014-01-01

Recent research on the effects of letter transposition in Indo-European Languages has shown that readers are surprisingly tolerant of these manipulations in a range of tasks. This evidence has motivated the development of new computational models of reading that regard flexibility in positional coding to be a core and universal principle of the reading process. Here we argue that such approach does not capture cross-linguistic differences in transposed-letter effects, nor do they explain them. To address this issue, we investigated how a simple domain-general connectionist architecture performs in tasks such as letter-transposition and letter substitution when it had learned to process words in the context of different linguistic environments. The results show that in spite of of the neurobiological noise involved in registering letter-position in all languages, flexibility and inflexibility in coding letter order is also shaped by the statistical orthographic properties of words in a language, such as the relative prevalence of anagrams. Our learning model also generated novel predictions for targeted empirical research, demonstrating a clear advantage of learning models for studying visual word recognition. PMID:25431521

Learning decision trees with flexible constraints and objectives using integer optimization

NARCIS (Netherlands)

Verwer, S.; Zhang, Y.

2017-01-01

We encode the problem of learning the optimal decision tree of a given depth as an integer optimization problem. We show experimentally that our method (DTIP) can be used to learn good trees up to depth 5 from data sets of size up to 1000. In addition to being efficient, our new formulation allows

Engaged Learning through Online Collaborative Public Relations Projects across Universities

Science.gov (United States)

Smallwood, Amber M. K.; Brunner, Brigitta R.

2017-01-01

Online learning is complementing and even replacing traditional face-to-face educational models at colleges and universities across the world. Distance education offers pedagogical and resource advantages--flexibility, greater access to education, and increased university revenues. Distance education also presents challenges such as learning to…

The Student Perspective: Can the Use of Technologies Transform Learning?

OpenAIRE

O'Donnell, Eileen

2010-01-01

PUBLISHED This chapter explores students? perspectives on the transformations that the use of technology has brought to higher education. The use of technologies in higher education facilitates flexible learning environments but the benefits to students who engage with these technologies will only be realised if the design is pedagogically sound. The pedagogic approach employed by lecturers when designing their e-learning platforms or learning management systems has the cap...

Recognition of prior learning (RPL): from principle to practice in ...

African Journals Online (AJOL)

Significant developments in RPL are taking place in the formal education and training systems in South Africa alongside other policy and curriculum initiatives towards access, equity, flexibility and lifelong learning. Demands to have learning gained informally from experience recognised will be great. This raises questions ...

Readiness of Adults to Learn Using E-Learning, M-Learning and T-Learning Technologies

Science.gov (United States)

Vilkonis, Rytis; Bakanoviene, Tatjana; Turskiene, Sigita

2013-01-01

The article presents results of the empirical research revealing readiness of adults to participate in the lifelong learning process using e-learning, m-learning and t-learning technologies. The research has been carried out in the framework of the international project eBig3 aiming at development a new distance learning platform blending virtual…

Integration of Learning and Practice for Job Sharing Partnerships

Science.gov (United States)

Dixon-Krausse, Pamela Marie

2007-01-01

This paper explores the forces that support the proliferation of the flexible work arrangement called job sharing. Moreover, the paper will illuminate the need for integrating learning and practice as a way to develop and support job sharing partners, or "Partners in Practice" (PiPs). The author puts forth a model derived from learning in…

Personalised Learning with Mobile Technologies in Mathematics: An Exploration of Classroom Practice

Science.gov (United States)

Willacy, Helen; West, Amie; Murphy, Carol; Calder, Nigel

2017-01-01

Personalised learning is generally understood to be of benefit to students' learning. In addition, the flexible nature of mobile technologies (MTs) and the variety of available apps are seen to respond to the needs of individual students, and hence have the potential to support personalised learning. This paper reports on an aspect of a larger…

An adaptive multi-agent memetic system for personalizing e-learning experiences

NARCIS (Netherlands)

Acampora, G.; Gaeta, M.; Munoz, E.; Vitiello, A.

2011-01-01

The rapid changes in modern knowledge, due to exponential growth of information sources, are complicating learners' activity. For this reason, novel approaches are necessary to obtain suitable learning solutions able to generate efficient, personalized and flexible learning experiences. From this

Deep Learning and Applications in Computational Biology

KAUST Repository

Zeng, Jianyang

2016-01-01

In this work, we develop a general and flexible deep learning framework for modeling structural binding preferences and predicting binding sites of RBPs, which takes (predicted) RNA tertiary structural information

Fable II: Design of a Modular Robot for Creative Learning

DEFF Research Database (Denmark)

Pacheco, Moises; Fogh, Rune; Lund, Henrik Hautop

2015-01-01

Robotic systems have a high potential for creative learning if they are flexible, accessible and engaging for the user in the experimental process of building and programming robots. In this paper we describe the Fable modular robotic system for creative learning which we develop to enable and mo...

Flexible Training's Intrusion on Work/Life Balance

Directory of Open Access Journals (Sweden)

Zane BERGE

2005-04-01

Full Text Available Flexible Training's Intrusion on Work/Life Balance Seema TAKIYAJennifer ARCHBOLDZane BERGEBaltimore, USA Learning interventions should be aligned with the human learning system. To be effective, they have to support human learning, not work against it. Thalheimer, 2004 ABSTRACT With more companies allowing “flextime”, more access to elearning, and telecomuting, the line between workplace flexibility and work-life balance begins to blur. Companies “sell” to employees the flexibility of being able to complete training programs from the comfort of the participant's home, allowing them to learn at their own speed. In many ways, this solution is of great value to many employees. What also must be considered with the flexibility such training offers, is the unintentional consequences. This article explores questions such as does this flexibility create a 24-hour work day where the employee is continually accessible to work? Does it result in less family, personal and leisure time to the detriment of the worker?

Critical Success Factor for Implementing Vocational Blended Learning

Science.gov (United States)

Dewi, K. C.; Ciptayani, P. I.; Surjono, H. D.; Priyanto

2018-01-01

Blended learning provides many benefits to the flexibility of time, place and situation constraints. The research’s objectives was describing the factors that determine the successful implementation of blended learning in vocational higher education. The research used a qualitative approach, data collected through observations and interviews by questionnare based on the CSFs indicators refers to TAM and Kliger. Data analysis was inductive method. The result provided an illustration that the success of vocational blended learning implementation was largely determined by the selection of instructional models that are inline with learning achievement target. The effectiveness of blended learning required the existence of policy support, readiness of IT infrastructure. Changing lecturer’s culture by utilizing ICT can also encourage the accelerated process of successful implementation. It can concluded that determinant factor of successful implementation of blended learning in vocational education is determined by teacher’s ability in mastering the pedagogical knowledge of designing instructional models.

From learning objects to learning activities

DEFF Research Database (Denmark)

Dalsgaard, Christian

2005-01-01

This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning objects can support problem based, self-governed learning activities. In order to support this approach......, it is argued that it is necessary to focus on learning activities rather than on learning objects. Further, it is argued that descriptions of learning objectives and learning activities should be separated from learning objects. The paper presents a new conception of learning objects which supports problem...... based, self-governed activities. Further, a new way of thinking pedagogy into learning objects is introduced. It is argued that a lack of pedagogical thinking in learning objects is not solved through pedagogical metadata. Instead, the paper suggests the concept of references as an alternative...

Cumulative cultural learning: Development and diversity

Science.gov (United States)

2017-01-01

The complexity and variability of human culture is unmatched by any other species. Humans live in culturally constructed niches filled with artifacts, skills, beliefs, and practices that have been inherited, accumulated, and modified over generations. A causal account of the complexity of human culture must explain its distinguishing characteristics: It is cumulative and highly variable within and across populations. I propose that the psychological adaptations supporting cumulative cultural transmission are universal but are sufficiently flexible to support the acquisition of highly variable behavioral repertoires. This paper describes variation in the transmission practices (teaching) and acquisition strategies (imitation) that support cumulative cultural learning in childhood. Examining flexibility and variation in caregiver socialization and children’s learning extends our understanding of evolution in living systems by providing insight into the psychological foundations of cumulative cultural transmission—the cornerstone of human cultural diversity. PMID:28739945

Cumulative cultural learning: Development and diversity.

Science.gov (United States)

Legare, Cristine H

2017-07-24

The complexity and variability of human culture is unmatched by any other species. Humans live in culturally constructed niches filled with artifacts, skills, beliefs, and practices that have been inherited, accumulated, and modified over generations. A causal account of the complexity of human culture must explain its distinguishing characteristics: It is cumulative and highly variable within and across populations. I propose that the psychological adaptations supporting cumulative cultural transmission are universal but are sufficiently flexible to support the acquisition of highly variable behavioral repertoires. This paper describes variation in the transmission practices (teaching) and acquisition strategies (imitation) that support cumulative cultural learning in childhood. Examining flexibility and variation in caregiver socialization and children's learning extends our understanding of evolution in living systems by providing insight into the psychological foundations of cumulative cultural transmission-the cornerstone of human cultural diversity.

Developing Students' Listening Metacognitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity

Science.gov (United States)

Chang, Ching; Chang, Chih-Kai

2014-01-01

The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote…

Can machine learning explain human learning?

NARCIS (Netherlands)

Vahdat, M.; Oneto, L.; Anguita, D.; Funk, M.; Rauterberg, G.W.M.

2016-01-01

Learning Analytics (LA) has a major interest in exploring and understanding the learning process of humans and, for this purpose, benefits from both Cognitive Science, which studies how humans learn, and Machine Learning, which studies how algorithms learn from data. Usually, Machine Learning is

Preparing Brigade Combat Team Soldiers for Mission Readiness Through Research on Intangible Psychological Constructs and their Applications. Phase 2: Measurement and Learning Methods

Science.gov (United States)

2014-02-01

Experiential activities; • Learning to learn /self-regulation training; • Self-explanation strategy training; and • Cognitive flexibility theory . While... learning theories could be applied to an implementation strategy are discussed below. Cognitive flexibility theory and experiential training are...Personality and Social Psychology, 37, 1-11. Kolb , D. A. (1984). Experiential learning : Experience as the source of learning and

Pengembangan Pembelajaran Blended Learning Pada Generasi Z

Directory of Open Access Journals (Sweden)

Agus Purnomo

2017-10-01

Full Text Available Every generation has beliefs, values, cultures, perspectives, interests, and different skills for life and work. The generation born in the early 2000s when the rapid development of such technology referred to as generation-z or net generation. Characters of this generation is very sensitive to technology and communication, meaning they have an advantage in the field of information and knowledge development. While the educators who were born in an earlier era are still not familiar with it so that educators often claimed to be "clueless" (stuttering technology. To address this need no new innovations in the learning process so that it complies with these characters. Combines conventional learning with communication media such as whatsapp and google drive is one easy solution social studies lesson on the generation-z. Learners who are accustomed to communicate using social networks can access the material and lesson plans that have been prepared with structured each meeting. So that they can read or prepare questions before the learning begins. The proportion of the use of e-learning in this study reached 35% so that it can be summed up as learning blended learning. This learning to stand on its information technology infrastructure and can be done anytime and anywhere. So learning blended learning has characteristics that are open, flexible, and can occur anywhere. Keywords: Generation Z and blended learning   http://dx.doi.org/10.17977/um022v1i12016p070

E-Learning 2.0: Learning Redefined

OpenAIRE

Kumar, Rupesh

2009-01-01

The conventional e-learning approach emphasizes a learning system more than a learning environment. While traditional e-learning systems continue to be significant, there is a new set of services emerging, embracing the philosophy of Web 2.0. Known as e-learning 2.0, it aims to create a personalized learning environment. E-learning 2.0 combines the use of discrete but complementary tools and web services to support the creation of ad-hoc learning communities. This paper discusses the influenc...

Dimensi yang Mempengaruhi Kepuasan Pengguna E-Learning pada Perguruan Tinggi di Jawa Timur

Directory of Open Access Journals (Sweden)

Lutfi Haris

2011-12-01

Full Text Available Abstract: Dimensions that affect the satisfaction of E-Learning Users in HigAbstract: Dimensions that affect the satisfaction of E-Learning Users in Higher Education Institutions in East Java. This research aims to test factors that may affect satisfaction of E-Learning users in higher education institutions in East Java. Samples are taken from public and private higher education institutions, as many as 90 users. Multiple regression analysis is carried out. The result shows that flexibility of learning as well as perception of users for the benefit of e-learning affects signifi cantly on the satisfaction of e-learning users. Meanwhile, students’ anxiety level, response time and infrastructure attitude, lecture quality, technology quality, internet web quality, ease of e-learning use, evaluation, e-learning users’ interaction do not sigifi cantly affect e-learning users’ satisfaction. This indicates that e-learning use inlearning process is not yet ideal because of infrastructure support that has not yet developed maximally.her Education Institutions in East Java. This research aims to test factors that may affect satisfaction of E-Learning users in higher education institutions in East Java. Samples are taken from public and private higher education institutions, as many as 90 users. Multiple regression analysis is carried out. The result shows that flexibility of learning as well as perception of users for the benefit of e-learning affects signifi cantly on the satisfaction of e-learning users. Meanwhile, students’ anxiety level, response time and infrastructure attitude, lecture quality, technology quality, internet web quality, ease of e-learning use, evaluation, e-learning users’ interaction do not sigifi cantly affect e-learning users’ satisfaction. This indicates that e-learning use inlearning process is not yet ideal because of infrastructure support that has not yet developed maximally.

Using the Blended Learning Approach in a Quantitative Literacy Course

Science.gov (United States)

Botts, Ryan T.; Carter, Lori; Crockett, Catherine

2018-01-01

The efforts to improve the quantitative reasoning (quantitative literacy) skills of college students in the United States have been gaining momentum in recent years. At the same time, the blended learning approach to course delivery has gained in popularity, promising better learning with flexible modalities and pace. This paper presents the…

The Future of Learning: From eLearning to mLearning.

Science.gov (United States)

Keegan, Desmond

The future of electronic learning was explored in an analysis that viewed the provision of learning at a distance as a continuum and traced the evolution from distance learning to electronic learning to mobile learning in Europe and elsewhere. Special attention was paid to the following topics: (1) the impact of the industrial revolution, the…

USE OF FACIAL EMOTION RECOGNITION IN E-LEARNING SYSTEMS

Directory of Open Access Journals (Sweden)

Uğur Ayvaz

2017-09-01

Full Text Available Since the personal computer usage and internet bandwidth are increasing, e-learning systems are also widely spreading. Although e-learning has some advantages in terms of information accessibility, time and place flexibility compared to the formal learning, it does not provide enough face-to-face interactivity between an educator and learners. In this study, we are proposing a hybrid information system, which is combining computer vision and machine learning technologies for visual and interactive e-learning systems. The proposed information system detects emotional states of the learners and gives feedback to an educator about their instant and weighted emotional states based on facial expressions. In this way, the educator will be aware of the general emotional state of the virtual classroom and the system will create a formal learning-like interactive environment. Herein, several classification algorithms were applied to learn instant emotional state and the best accuracy rates were obtained using kNN and SVM algorithms.

Reversal Learning in Humans and Gerbils: Dynamic Control Network Facilitates Learning.

Science.gov (United States)

Jarvers, Christian; Brosch, Tobias; Brechmann, André; Woldeit, Marie L; Schulz, Andreas L; Ohl, Frank W; Lommerzheim, Marcel; Neumann, Heiko

2016-01-01

Biologically plausible modeling of behavioral reinforcement learning tasks has seen great improvements over the past decades. Less work has been dedicated to tasks involving contingency reversals, i.e., tasks in which the original behavioral goal is reversed one or multiple times. The ability to adjust to such reversals is a key element of behavioral flexibility. Here, we investigate the neural mechanisms underlying contingency-reversal tasks. We first conduct experiments with humans and gerbils to demonstrate memory effects, including multiple reversals in which subjects (humans and animals) show a faster learning rate when a previously learned contingency re-appears. Motivated by recurrent mechanisms of learning and memory for object categories, we propose a network architecture which involves reinforcement learning to steer an orienting system that monitors the success in reward acquisition. We suggest that a model sensory system provides feature representations which are further processed by category-related subnetworks which constitute a neural analog of expert networks. Categories are selected dynamically in a competitive field and predict the expected reward. Learning occurs in sequentialized phases to selectively focus the weight adaptation to synapses in the hierarchical network and modulate their weight changes by a global modulator signal. The orienting subsystem itself learns to bias the competition in the presence of continuous monotonic reward accumulation. In case of sudden changes in the discrepancy of predicted and acquired reward the activated motor category can be switched. We suggest that this subsystem is composed of a hierarchically organized network of dis-inhibitory mechanisms, dubbed a dynamic control network (DCN), which resembles components of the basal ganglia. The DCN selectively activates an expert network, corresponding to the current behavioral strategy. The trace of the accumulated reward is monitored such that large sudden

Experiential learning in physical therapy education

Directory of Open Access Journals (Sweden)

Smith SN

2017-06-01

Full Text Available Susan N Smith, Amy F Crocker School of Physical Therapy, University of the Incarnate Word, San Antonio, TX, USA Background and purpose: Experiential learning can provide students in entry-level physical therapy (PT education programs the opportunity to practice skills and techniques, learned in the classroom, in a real-world setting. Experiential learning is currently being utilized in all entry-level PT programs in the form of professional practice experiences but may be integrated throughout the curriculum to enhance student engagement and knowledge application and retention. The purpose of this paper is to express the need for increased integration of experiential learning into entry-level PT education curricula. Position and rationale: Experiential learning can effectively replace a portion of in-class laboratory time in entry-level PT education programs. Several methods of experiential learning exist, including simulation, integrated clinical experiences, service learning, community patient resource groups, and professional practice opportunities. Students benefit from the ability to practice hands-on skills in a safe, nonjudgmental environment. Students can still experience consequences of poor decisions but can have multiple opportunities to master the skill without the fear of negative outcomes. Incorporation of high-risk age ranges and diagnoses can be achieved through simulation. Discussion and conclusion: Experiential learning can be integrated into any PT curriculum if faculties are committed and flexible. Experiential learning may be particularly useful in specialty practice areas where there are fewer opportunities for students to practice skills. The practice of reflection upon experiences that is commonly performed in conjunction with experiential learning will help prepare students for the type of reflective practice that is essential to transition from novice to expert practitioners. Keywords: simulation, integrated clinical

Academic perceptions amongst educators towards eLearning tools in dental education.

Science.gov (United States)

Handal, Boris; Groenlund, Catherine; Gerzina, Tania

2011-04-01

This paper reports an explorative study about academic educators' perceptions towards learning management systems (LMS) and eLearning tools as used in dental education. Fifty-five educators participated in an online survey which explored their views on eLearning tools within the context of their own professional training background and teaching needs. In general, educators felt that the eLearning LMS (also known as WebCT/Blackboard) was a tool that suited their teaching and learning needs in terms of flexibility, interactivity and accessibility despite a significant level of self-reported lack of competence in the technology. The paper describes current eLearning professional development initiatives in light of these findings. © 2011 FDI World Dental Federation.

Web Service Architecture for e-Learning

Directory of Open Access Journals (Sweden)

Xiaohong Qiu

2005-10-01

Full Text Available Message-based Web Service architecture provides a unified approach to applications and Web Services that incorporates the flexibility of messaging and distributed components. We propose SMMV and MMMV collaboration as the general architecture of collaboration based on a Web service model, which accommodates both instructor-led learning and participatory learning. This approach derives from our message-based Model-View-Controller (M-MVC architecture of Web applications, comprises an event-driven Publish/Subscribe scheme, and provides effective collaboration with high interactivity of rich Web content for diverse clients over heterogeneous network environments.

BBC Pioneers a Flexible Approach to Lifelong Learning

Science.gov (United States)

Education & Training, 2002

2002-01-01

Describes a programme offered by the School of Informatics at the University of Northumbria, UK, to employees from document archives at the BBC. Recounts how the programme is delivered through face-to-face workshops, with learning consolidated by work based projects. Details how the individual participants, and the BBC, have benefited from the…

Urban Studies: A Learning Model.

Science.gov (United States)

Cooper, Terry L.; Sundeen, Richard

1979-01-01

The urban studies learning model described in this article was found to increase students' self-esteem, imbue a more flexible and open perspective, contribute to the capacity for self-direction, produce increases on the feeling reactivity, spontaneity, and acceptance of aggression scales, and expand interpersonal competence. (Author/WI)

Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

Directory of Open Access Journals (Sweden)

Ya-huei Wang

2017-08-01

Full Text Available This study attempted to test whether the use of computer-assisted language learning (CALL and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students, an innovative collaborative learning group (ICLG, 31 students, a CALL traditional collaborative learning group (CALLTCLG, 32 students, and a CALL innovative collaborative learning group (CALLICLG, 31 students. TOEIC (Test of English for International Communication listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA, multivariate analysis of variance (MANOVA, and analysis of variance (ANOVA were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

Integrative learning for practicing adaptive resource management

Directory of Open Access Journals (Sweden)

Craig A. McLoughlin

2015-03-01

Full Text Available Adaptive resource management is a learning-by-doing approach to natural resource management. Its effective practice involves the activation, completion, and regeneration of the "adaptive management cycle" while working toward achieving a flexible set of collaboratively identified objectives. This iterative process requires application of single-, double-, and triple-loop learning, to strategically modify inputs, outputs, assumptions, and hypotheses linked to improving policies, management strategies, and actions, along with transforming governance. Obtaining an appropriate balance between these three modes of learning has been difficult to achieve in practice and building capacity in this area can be achieved through an emphasis on reflexive learning, by employing adaptive feedback systems. A heuristic reflexive learning framework for adaptive resource management is presented in this manuscript. It is built on the conceptual pillars of the following: stakeholder driven adaptive feedback systems; strategic adaptive management (SAM; and hierarchy theory. The SAM Reflexive Learning Framework (SRLF emphasizes the types, roles, and transfer of information within a reflexive learning context. Its adaptive feedback systems enhance the facilitation of single-, double-, and triple-loop learning. Focus on the reflexive learning process is further fostered by streamlining objectives within and across all governance levels; incorporating multiple interlinked adaptive management cycles; having learning as an ongoing, nested process; recognizing when and where to employ the three-modes of learning; distinguishing initiating conditions for this learning; and contemplating practitioner mandates for this learning across governance levels. The SRLF is a key enabler for implementing the "adaptive management cycle," and thereby translating the theory of adaptive resource management into practice. It promotes the heuristics of adaptive management within a cohesive

Learning in Networks for Sustainable Development

NARCIS (Netherlands)

Lansu, Angelique; Boon, Jo; Sloep, Peter; Van Dam-Mieras, Rietje

2010-01-01

The didactic model of remote internships described in this study provides the flexibility needed to support networked learners, i.e. to facilitate the development and subsequent assessment of their competences. The heterogeneity of the participants (students, employers, tutors) in the learning

Guided discovery learning in geometry learning

Science.gov (United States)

Khasanah, V. N.; Usodo, B.; Subanti, S.

2018-03-01

Geometry is a part of the mathematics that must be learned in school. The purpose of this research was to determine the effect of Guided Discovery Learning (GDL) toward geometry learning achievement. This research had conducted at junior high school in Sukoharjo on academic years 2016/2017. Data collection was done based on student’s work test and documentation. Hypothesis testing used two ways analysis of variance (ANOVA) with unequal cells. The results of this research that GDL gave positive effect towards mathematics learning achievement. GDL gave better mathematics learning achievement than direct learning. There was no difference of mathematics learning achievement between male and female. There was no an interaction between sex differences and learning models toward student’s mathematics learning achievement. GDL can be used to improve students’ mathematics learning achievement in geometry.

Learning scikit-learn machine learning in Python

CERN Document Server

Garreta, Raúl

2013-01-01

The book adopts a tutorial-based approach to introduce the user to Scikit-learn.If you are a programmer who wants to explore machine learning and data-based methods to build intelligent applications and enhance your programming skills, this the book for you. No previous experience with machine-learning algorithms is required.

Strategy approach for eLearning 2.0 deployment in Universities

Directory of Open Access Journals (Sweden)

Oskar Casquero

2010-12-01

Full Text Available The institutionally powered Personal Learning Environment (iPLE constitutes our vision of how Web 2.0 technologies, people arrangement and data sharing could be applied for delivering open, flexible, distributed and learner-centred learning environments to university members. Based on the iPLE, this paper explores a strategy approach that universities could follow in order to deploy eLearning 2.0 tools and services. With that aim in mind, we review the patterns that Web 2.0 has successfully applied, and have been proved to encourage people to interact and to share information. Then, we present an eLearning 2.0 provisioning strategy based on iPLEs. Finally, we explain how this strategy can help translating Web 2.0 patterns to learning, and positioning universities as eLearning 2.0 providers.

An intelligent service-based layered architecture for e learning and assessment

International Nuclear Information System (INIS)

Javaid, Q.; Arif, F.

2017-01-01

The rapid advancement in ICT (Information and Communication Technology) is causing a paradigm shift in eLearning domain. Traditional eLearning systems suffer from certain shortcomings like tight coupling of system components, lack of personalization, flexibility, and scalability and performance issues. This study aims at addressing these challenges through an MAS (Multi Agent System) based multi-layer architecture supported by web services. The foremost objective of this study is to enhance learning process efficiency by provision of flexibility features for learning and assessment processes. Proposed architecture consists of two sub-system namely eLearning and eAssesssment. This architecture comprises of five distinct layers for each sub-system, with active agents responsible for miscellaneous tasks including content handling, updating, resource optimization, load handling and provision of customized environments for learners and instructors. Our proposed architecture aims at establishment of a facilitation level to learners as well as instructors for convenient acquisition and dissemination of knowledge. Personalization features like customized environments, personalized content retrieval and recommendations, adaptive assessment and reduced response time, are believed to significantly enhance learning and tutoring experience. In essence characteristics like intelligence, personalization, interactivity, usability, laidback accessibility and security, signify aptness of proposed architecture for improving conventional learning and assessment processes. Finally we have evaluated our proposed architecture by means of analytical comparison and survey considering certain quality attributes. (author)

Student-generated e-learning for clinical education.

Science.gov (United States)

Isaacs, Alex N; Nisly, Sarah; Walton, Alison

2017-04-01

Within clinical education, e-learning facilitates a standardised learning experience to augment the clinical experience while enabling learner and teacher flexibility. With the shift of students from consumers to creators, student-generated content is expanding within higher education; however, there is sparse literature evaluating the impact of student-developed e-learning within clinical education. The aim of this study was to implement and evaluate a student-developed e-learning clinical module series within ambulatory care clinical pharmacy experiences. Three clinical e-learning modules were developed by students for use prior to clinical experiences. E-learning modules were created by fourth-year professional pharmacy students and reviewed by pharmacy faculty members. A pre-/post-assessment was performed to evaluate knowledge comprehension before and after participating in the e-learning modules. Additionally, a survey on student perceptions of this educational tool was performed at the end of the clinical experience. There is sparse literature evaluating the impact of student-developed e-learning within clinical education RESULTS: Of the 31 students eligible for study inclusion, 94 per cent participated in both the pre- and post-assessments. The combined post-assessment score was significantly improved after participating in the student-developed e-learning modules (p = 0.008). The student perception survey demonstrated positive perceptions of e-learning within clinical education. Student-generated e-learning was able to enhance knowledge and was positively perceived by learners. As e-learning continues to expand within health sciences education, students can be incorporated into the development and execution of this educational tool. © 2016 John Wiley & Sons Ltd.

Cultivating ICT Students' Interpersonal Soft Skills in Online Learning Environments Using Traditional Active Learning Techniques

Science.gov (United States)

Myers, Trina S.; Blackman, Anna; Andersen, Trevor; Hay, Rachel; Lee, Ickjai; Gray, Heather

2014-01-01

Flexible online delivery of tertiary ICT programs is experiencing rapid growth. Creating an online environment that develops team building and interpersonal skills is difficult due to factors such as student isolation and the individual-centric model of online learning that encourages discrete study rather than teamwork. Incorporating teamwork…

Learning through life

Directory of Open Access Journals (Sweden)

Ingolf Waßmann

2014-12-01

Full Text Available Web 2.0 and social networks introduced impulses for novel forms of online teaching using the comprehensive interconnections of objects and users within the Internet. The diversity of existing systems complicates a holistic usage in broad learning scenarios which meet the requirements of the modern information society. This contribution presents a connectivism-based platform for online teaching called “Wiki-Learnia”, which covers the most important periods of lifelong learning. Contemporary technologies are the foundation, which not only connect users to each other but also users with dedicated contents and possibly associated authors and/or tutors. For the former, various communication tools of Web 2.0 (social networks, chats, forums, etc. are used. The latter is using the so-called “Learning Hub”, which is based on Web 3.0 mechanisms, in particular a semantic meta-search engine. To show the practical relevance of the approach the media-based Junior Studies is presented, a project of the University of Rostock with the aim of preparing pupils to be fit for university life. Based on the specific requirements of this project, the enormous function range and the great flexibility of Wiki-Learnia are demonstrated.

Interaction learning for dynamic movement primitives used in cooperative robotic tasks

DEFF Research Database (Denmark)

Kulvicius, Tomas; Biehl, Martin; Aein, Mohamad Javad

2013-01-01

Abstract Since several years dynamic movement primitives (DMPs) are more and more getting into the center of interest for flexible movement control in robotics. In this study we introduce sensory feedback together with a predictive learning mechanism which allows tightly coupled dual-agent systems...... to learn an adaptive, sensor-driven interaction based on DMPs. The coupled conventional (no-sensors, no learning) DMP-system automatically equilibrates and can still be solved analytically allowing us to derive conditions for stability. When adding adaptive sensor control we can show that both agents learn...

Big Data X-Learning Resources Integration and Processing in Cloud Environments

Directory of Open Access Journals (Sweden)

Kong Xiangsheng

2014-09-01

Full Text Available The cloud computing platform has good flexibility characteristics, more and more learning systems are migrated to the cloud platform. Firstly, this paper describes different types of educational environments and the data they provide. Then, it proposes a kind of heterogeneous learning resources mining, integration and processing architecture. In order to integrate and process the different types of learning resources in different educational environments, this paper specifically proposes a novel solution and massive storage integration algorithm and conversion algorithm to the heterogeneous learning resources storage and management cloud environments.

BLENDED LEARNING METHOD BASED ON LOCAL WISDOM AS A SPIRITUAL GUIDANCE HOLY TRINITY COMMUNITY IN DISTRICT BENGKAYANG

Directory of Open Access Journals (Sweden)

Priska Vasantan

2016-03-01

Full Text Available Bengkayang is one of the districts the outermost in Indonesia. The district has limitations and underdevelopment in various fields, one of which is in the field of education. Writing this article aims to show that blended learning based on local wisdom is very helpful coaching Holy Trinity Community (HTC in the district Bengkayang. It has been proven from previous studies, suggesting that coaching HTC with blended learning to be more flexible, effective and efficient . Blended learning has been applied HTC with a combination of conventional learning and e-learning in most areas in Indonesia. With the blended learning, the process of spiritual guidance becomes more flexible, effective and efficient so as to improve student in district Bengkayang.

Learning to learn in the European Reference Framework for lifelong learning

NARCIS (Netherlands)

Pirrie, Anne; Thoutenhoofd, Ernst D.

2013-01-01

This article explores the construction of learning to learn that is implicit in the document Key Competences for Lifelong LearningEuropean Reference Framework and related education policy from the European Commission. The authors argue that the hallmark of learning to learn is the development of a

THE DISTANCE EDUCATION TO PROMOTE CONTINUOUS LEARNING OF HEALTH PROFESSIONALS: REVIEW

Directory of Open Access Journals (Sweden)

Lívia Lima Ferraz

2013-03-01

Full Text Available The results of many articles and researches showed thatemploymenthavean importantrolefor continuous learning. The main factors that made possible this continuous education were:the technology information advanced and distance education flexibilities.Theevolutionofon-line continuing education helps the health care professionals development manyfundamental learning skillsas self-assessment and self-criticism.Therefore, this articlesobjective is to identify howpublic policiescould promote continuous learning of healthprofessionals through distance education(DEand the contributions of this education formatfor transformationhealth activities.In conclusion, the results were that distance education(DE was an important strategy for permanent education, because(DEdevelopments goodskills of learning and breaksterritories barriers. Wherefore, distance education became aneffective learning format

Spatial extreme learning machines: An application on prediction of disease counts.

Science.gov (United States)

Prates, Marcos O

2018-01-01

Extreme learning machines have gained a lot of attention by the machine learning community because of its interesting properties and computational advantages. With the increase in collection of information nowadays, many sources of data have missing information making statistical analysis harder or unfeasible. In this paper, we present a new model, coined spatial extreme learning machine, that combine spatial modeling with extreme learning machines keeping the nice properties of both methodologies and making it very flexible and robust. As explained throughout the text, the spatial extreme learning machines have many advantages in comparison with the traditional extreme learning machines. By a simulation study and a real data analysis we present how the spatial extreme learning machine can be used to improve imputation of missing data and uncertainty prediction estimation.

Imitation and Innovation: The Dual Engines of Cultural Learning.

Science.gov (United States)

Legare, Cristine H; Nielsen, Mark

2015-11-01

Imitation and innovation work in tandem to support cultural learning in children and facilitate our capacity for cumulative culture. Here we propose an integrated theoretical account of how the unique demands of acquiring instrumental skills and cultural conventions provide insight into when children imitate, when they innovate, and to what degree. For instrumental learning, with an increase in experience, high fidelity imitation decreases and innovation increases. By contrast, for conventional learning, imitative fidelity stays high, regardless of experience, and innovation stays low. We synthesize cutting edge research on the development of imitative flexibility and innovation to provide insight into the social learning mechanisms underpinning the uniquely human mind. Copyright © 2015 Elsevier Ltd. All rights reserved.

Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

Science.gov (United States)

Villarreal-Stewart, Irene

: Interactivity, a design element, requires scaffolding and nurturing in implementation. The variable and changing context of implementation suggests the requirement for its consideration in design work. The study suggests that during implementation the integrity of design as a whole and flexibility within the design are important continuing considerations. Recommendations. (1) implementation supervision by the school district, (2) use of a language and activity-based theory of learning and teaching and (3) dialogic inquiry (Wells, 1999) to continue learning about interactivity.

Deep Learning in Open Source Learning Streams

DEFF Research Database (Denmark)

Kjærgaard, Thomas

2016-01-01

This chapter presents research on deep learning in a digital learning environment and raises the question if digital instructional designs can catalyze deeper learning than traditional classroom teaching. As a theoretical point of departure the notion of ‘situated learning’ is utilized...... and contrasted to the notion of functionalistic learning in a digital context. The mechanism that enables deep learning in this context is ‘The Open Source Learning Stream’. ‘The Open Source Learning Stream’ is the notion of sharing ‘learning instances’ in a digital space (discussion board, Facebook group......, unistructural, multistructural or relational learning. The research concludes that ‘The Open Source Learning Stream’ can catalyze deep learning and that there are four types of ‘Open Source Learning streams’; individual/ asynchronous, individual/synchronous, shared/asynchronous and shared...

Organisational Learning and Systems of Labour Market Regulation in Europe

DEFF Research Database (Denmark)

Holm, Jacob Rubæk; Lorenz, Edward; Lundvall, Bengt-Åke

This paper establishes a link between international differences in the organisation of work and modes of regulation of labour markets within Europe. The paper operates with four forms of work organisation (discretionary learning, lean production, Taylorism and simple or traditional). Through...... a factor analysis three dimensions of national labour market systems (flexible security, passive security and job support) are defined. Using a multilevel logistic regression model that takes into account both characteristics of individuals and of national labour market systems it is shown...... that there is a significant positive correlation between flexible security and the prevalence of discretionary learning. On this basis we point to an extension of flexible security in Europe’s labour markets as an adequate response to the current crisis....

Active Learning Through Discussion in E-Learning

OpenAIRE

Daru Wahyuningsih

2016-01-01

Active learning is generally made by a lecturer in learning face to face. In the face to face learning, lecturer can implement a variety of teaching methods to make students actively involved in learning. This is different from learning that is actuating in e-learning. The main characteristic of e-learning is learning that can take place anytime and anywhere. Special strategies are needed so that lecturer can make students play an active role in the course of e-learning. Research in order to ...

Greater mindful eating practice is associated with better reversal learning

NARCIS (Netherlands)

Janssen, Lieneke K.; Duif, Iris; Loon, Van Ilke; Vries, De Jeanne H.M.; Speckens, Anne E.M.; Cools, Roshan; Aarts, Esther

2018-01-01

Mindfulness-based interventions are thought to reduce compulsive behavior such as overeating by promoting behavioral flexibility. Here the main aim was to provide support for mindfulness-mediated improvements in reversal learning, a direct measure of behavioral flexibility. We investigated

Deepening Learning through Learning-by-Inventing

OpenAIRE

Apiola, Mikko; Tedre, Matti

2013-01-01

It has been shown that deep approaches to learning, intrinsic motivation, and self-regulated learning have strong positive effects on learning. How those pedagogical theories can be integrated in computing curricula is, however, still lacking empirically grounded analyses. This study integrated, in a robotics-based programming class, a method of learning-by-inventing, and studied its qualitative effects on students’ learning through 144 interviews. Five findings were related with learning the...

Effects of basic character design and animation concepts using the flipped learning and project-based learning approach on learning achievement and creative thinking of higher education students

Science.gov (United States)

Autapao, Kanyarat; Minwong, Panthul

2018-01-01

Creative thinking was an important learning skill in the 21st Century via learning and innovation to promote students' creative thinking and working with others and to construct innovation. This is one of the important skills that determine the readiness of the participants to step into the complex society. The purposes of this research were 1) to compare the learning achievement of students after using basic character design and animation concepts using the flipped learning and project-based learning and 2) to make a comparison students' creative thinking between pretest and posttest. The populations were 29 students in Multimedia Technology program at Thepsatri Rajabhat University in the 2nd semester of the academic year 2016. The experimental instruments were lesson plans of basic character design and animation concepts using the flipped learning and project based learning. The data collecting instrument was creative thinking test. The data were analyzed by the arithmetic mean, standard deviation and The Wilcoxon Matched Pairs Signed-Ranks Test. The results of this research were 1) the learning achievement of students were statistically significance of .01 level and 2) the mean score of student's creativity assessment were statistically significance of .05 level. When considering all of 11 KPIs, showed that respondents' post-test mean scores higher than pre-test. And 5 KPIs were statistically significance of .05 level, consist of Originality, Fluency, Elaboration, Resistance to Premature Closure, and Intrinsic Motivation. It's were statistically significance of .042, .004, .049, .024 and .015 respectively. And 6 KPIs were non-statistically significant, include of Flexibility, Tolerance of Ambiguity, Divergent Thinking, Convergent Thinking, Risk Taking, and Extrinsic Motivation. The findings revealed that the flipped learning and project based learning provided students the freedom to simply learn on their own aptitude. When working together with project

Intentional Learning Vs Incidental Learning

OpenAIRE

Shahbaz Ahmed

2017-01-01

This study is conducted to demonstrate the knowledge of intentional learning and incidental learning. Hypothesis of this experiment is intentional learning is better than incidental learning, participants were demonstrated and were asked to learn the 10 non sense syllables in a specific sequence from the colored cards in the end they were asked to recall the background color of each card instead of non-sense syllables. Independent variables of the experiment are the colored cards containing n...

Attitude to e-learning among newly qualified doctors.

Science.gov (United States)

Goh, Jason; Clapham, Michael

2014-02-01

e-Learning plays an increasingly important role in medical education. Much research has focused on the evaluation of individual modules among medical students or more senior trainee doctors. We studied the attitude of newly qualified foundation level-1 doctors (FY1s) towards a blended learning programme to gain insight into the perceived role of e-learning in relation to classroom and experiential learning. The blended learning strategy consisted of weekly 3-hour sessions of lectures and flexible e-learning sessions. A questionnaire survey was conducted among 54 per cent (37/69) of FY1 doctors, towards the end of their first year post qualification. The majority of FY1s had to carry out additional e-learning outside of work. When asked where was best to carry out e-learning, 54 per cent preferred to e-learn both at work and at home, whereas 38 per cent preferred to e-learn outside of work exclusively. An equal preference for a classroom-only strategy and a blended programme was reported. Seventy-three per cent of the FY1s thought that e-learning should not be part of their compulsory weekly teaching programme. Fifty-four per cent of FY1s thought that e-learning had been useful for their education and training in their FY1 year. The e-learning package cited as being most useful was the safe prescribing e-programme, pioneered locally. Newly qualified doctors value e-learning as an adjunct to experiential and lecture-based teaching, and most prefer it as part of a blended learning programme at work or at home. Medical educators must place equal emphasis on the delivery and administration of e-learning as well as on the course design. © 2014 John Wiley & Sons Ltd.

PARTICULARITIES OF EDUCATIONAL OBJECTS IN COMPUTER-ASSISTED LEARNING FOR PERSONS WITH DISABILITIES

Directory of Open Access Journals (Sweden)

Narcisa ISĂILĂ

2010-12-01

Full Text Available The current trend in computer-assisted learning is the creation of reusable learning objects. They can be used independently or can be coupled to make lessons that best fit the users' learning needs. From this perspective, the specific of learning objects for people with disabilities is to ensure accessibility and usability. Using standards in the process of creating learning objects provide flexibility in achieving lessons, thus being helpful for educational content creators (teachers. Metadata have an essential role in achieving interoperability and provide standardized information about the learning objects, allowing the searching, accessing and their finding. The compliance of eLearning standards ensures the compatibility and portability of materials from one system to another, which reduces the time and cost of development.

E-Learning in postsecondary education.

Science.gov (United States)

Bell, Bradford S; Federman, Jessica E

2013-01-01

Over the past decade postsecondary education has been moving increasingly from the classroom to online. During the fall 2010 term 31 percent of U.S. college students took at least one online course. The primary reasons for the growth of e-learning in the nation's colleges and universities include the desire of those institutions to generate new revenue streams, improve access, and offer students greater scheduling flexibility. Yet the growth of e-learning has been accompanied by a continuing debate about its effectiveness and by the recognition that a number of barriers impede its widespread adoption in higher education. Through an extensive research review, Bradford Bell and Jessica Federman examine three key issues in the growing use of e-learning in postsecondary education. The first is whether e-learning is as effective as other delivery methods. The debate about the effectiveness of e-learning, the authors say, has been framed in terms of how it compares with other means of delivering instruction, most often traditional instructor-led classroom instruction. Bell and Federman review a number of meta-analyses and other studies that, taken together, show that e-learning produces outcomes equivalent to other delivery media when instructional conditions are held constant. The second issue is what particular features of e-learning influence its effectiveness. Here the authors move beyond the "does it work" question to examine how different instructional features and supports, such as immersion and interactivity, influence the effectiveness of e-learning programs. They review research that shows how these features can be configured to create e-learning programs that help different types of learners acquire different types of knowledge. In addressing the third issue--the barriers to the adoption of e-learning in postsecondary education--Bell and Federman discuss how concerns about fraud and cheating, uncertainties about the cost of e-learning, and the unique

Deep Learning in Gastrointestinal Endoscopy.

Science.gov (United States)

Patel, Vivek; Armstrong, David; Ganguli, Malika; Roopra, Sandeep; Kantipudi, Neha; Albashir, Siwar; Kamath, Markad V

2016-01-01

Gastrointestinal (GI) endoscopy is used to inspect the lumen or interior of the GI tract for several purposes, including, (1) making a clinical diagnosis, in real time, based on the visual appearances; (2) taking targeted tissue samples for subsequent histopathological examination; and (3) in some cases, performing therapeutic interventions targeted at specific lesions. GI endoscopy is therefore predicated on the assumption that the operator-the endoscopist-is able to identify and characterize abnormalities or lesions accurately and reproducibly. However, as in other areas of clinical medicine, such as histopathology and radiology, many studies have documented marked interobserver and intraobserver variability in lesion recognition. Thus, there is a clear need and opportunity for techniques or methodologies that will enhance the quality of lesion recognition and diagnosis and improve the outcomes of GI endoscopy. Deep learning models provide a basis to make better clinical decisions in medical image analysis. Biomedical image segmentation, classification, and registration can be improved with deep learning. Recent evidence suggests that the application of deep learning methods to medical image analysis can contribute significantly to computer-aided diagnosis. Deep learning models are usually considered to be more flexible and provide reliable solutions for image analysis problems compared to conventional computer vision models. The use of fast computers offers the possibility of real-time support that is important for endoscopic diagnosis, which has to be made in real time. Advanced graphics processing units and cloud computing have also favored the use of machine learning, and more particularly, deep learning for patient care. This paper reviews the rapidly evolving literature on the feasibility of applying deep learning algorithms to endoscopic imaging.

Does peer learning or higher levels of e-learning improve learning abilities?

DEFF Research Database (Denmark)

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students' learning ability....

The Role of Age and Executive Function in Auditory Category Learning

Science.gov (United States)

Reetzke, Rachel; Maddox, W. Todd; Chandrasekaran, Bharath

2015-01-01

Auditory categorization is a natural and adaptive process that allows for the organization of high-dimensional, continuous acoustic information into discrete representations. Studies in the visual domain have identified a rule-based learning system that learns and reasons via a hypothesis-testing process that requires working memory and executive attention. The rule-based learning system in vision shows a protracted development, reflecting the influence of maturing prefrontal function on visual categorization. The aim of the current study is two-fold: (a) to examine the developmental trajectory of rule-based auditory category learning from childhood through adolescence, into early adulthood; and (b) to examine the extent to which individual differences in rule-based category learning relate to individual differences in executive function. Sixty participants with normal hearing, 20 children (age range, 7–12), 21 adolescents (age range, 13–19), and 19 young adults (age range, 20–23), learned to categorize novel dynamic ripple sounds using trial-by-trial feedback. The spectrotemporally modulated ripple sounds are considered the auditory equivalent of the well-studied Gabor patches in the visual domain. Results revealed that auditory categorization accuracy improved with age, with young adults outperforming children and adolescents. Computational modeling analyses indicated that the use of the task-optimal strategy (i.e. a conjunctive rule-based learning strategy) improved with age. Notably, individual differences in executive flexibility significantly predicted auditory category learning success. The current findings demonstrate a protracted development of rule-based auditory categorization. The results further suggest that executive flexibility coupled with perceptual processes play important roles in successful rule-based auditory category learning. PMID:26491987

eLEARNING - A CHANCE FOR SMALL AND MEDIUM SIZED ENTERPRISES

OpenAIRE

Ileana Hamburg; Christiane Lindecke; Judith Terstriep

2005-01-01

eLearning through its flexibility and facility of access is seen as a major enabler of lifelong learning (LLL), as a catalyst of change and a chance for small and medium-sized enterprises (SMEs) to improve their business and to integrate into European market. But so far the eLearning in the context of vocational educational training has been mainly adopted by large enterprises, while only little activity can be observed in SMEs. The question arises what the chances and challenges for SMEs are...

Designing E-Learning Programs for Rural Social Transformation and Poverty Reduction

Science.gov (United States)

Murthy, C. S. H. N.; Mathur, Gaurav

2008-01-01

While the conventional education system with different forms of E-learning and rigid academic instructive curriculum could not bring desired changes in specified timeframe work at rural level in the targeted communities and groups, a multipronged sociological approach with a sociable and flexible curriculum in new E-Learning programs becomes need…

The selective serotonin reuptake inhibitor, escitalopram, enhances inhibition of prepotent responding and spatial reversal learning

Science.gov (United States)

Brown, Holden D.; Amodeo, Dionisio A.; Sweeney, John A.; Ragozzino, Michael E.

2011-01-01

Previous findings indicate treatment with a selective serotonin reuptake inhibitor (SSRI) facilitates behavioral flexibility when conditions require inhibition of a learned response pattern. The present experiment investigated whether acute treatment with the SSRI, escitalopram, affects behavioral flexibility when conditions require inhibition of a naturally-biased response pattern (elevated conflict test) and/or reversal of a learned response pattern (spatial reversal learning). An additional experiment was carried out to determine whether escitalopram, at doses that affected behavioral flexibility, also reduced anxiety as tested in the elevated plus-maze. In each experiment, Long-Evans rats received an intraperitoneal injection of either saline or escitalopram (0.03, 0.3 or 1.0 mg/kg) 30 minutes prior to behavioral testing. Escitalopram, at all doses tested, enhanced acquisition in the elevated conflict test, but did not affect performance in the elevated plus-maze. Escitalopram (0.3 and 1.0 mg/kg) did not alter acquisition of the spatial discrimination, but facilitated reversal learning. In the elevated conflict and spatial reversal learning test, escitalopram enhanced the ability to maintain the relevant strategy after being initially selected. The present findings suggest that enhancing serotonin transmission with a SSRI facilitates inhibitory processes when conditions require a shift away from either a naturally-biased response pattern or a learned choice pattern. PMID:22219222

eLEARNING - A CHANCE FOR SMALL AND MEDIUM SIZED ENTERPRISES

Directory of Open Access Journals (Sweden)

Ileana Hamburg

2005-12-01

Full Text Available eLearning through its flexibility and facility of access is seen as a major enabler of lifelong learning (LLL, as a catalyst of change and a chance for small and medium-sized enterprises (SMEs to improve their business and to integrate into European market. But so far the eLearning in the context of vocational educational training has been mainly adopted by large enterprises, while only little activity can be observed in SMEs. The question arises what the chances and challenges for SMEs are and what is the experience with its usage. In this paper after a presentation of key issues in eLearning chances and challenges of eLearning for SMEs are discussed and experiences are exemplified by three EU-funded eLearning projects. The focus lies on the ongoing project ARIEL - Analysing and Reporting the Implementation of Electronic Learning in Europe - coordinated by the Institut Arbeit und Technik (IAT.

Can goal-free problems facilitating students' flexible thinking?

Science.gov (United States)

Maulidya, Sity Rahmy; Hasanah, Rusi Ulfa; Retnowati, Endah

2017-08-01

Problem solving is the key of doing and also learning mathematics. It takes also the fundamental role of developing mathematical knowledge. Responding to the current reform movement in mathematics, students are expected to learn to be a flexible thinker. The ability to think flexible is challenged by the globalisation, hence influence mathematics education. A flexible thinking includes ability to apply knowledge in different contexts rather than simply use it in similar context when it is studied. Arguably problem solving activities can contribute to the development of the ability to apply skills to unfamiliar situations. Accordingly, an appropriate classroom instructional strategy must be developed. A cognitive load theory suggests that by reducing extraneous cognitive load during learning could enhance transfer learning. A goal-free problem strategy that is developed based in cognitive load theory have been showed to be effective for transfer learning. This strategy enables students to learn a large numbers of problem solving moves from a mathematics problem. The instruction in a goal-free problem directs students to `calculate as many solution as you can' rather than to calculate a single given goal. Many experiment research evident goal-free problem enhance learning. This literature review will discuss evidence goal-free problem facilitate students to solve problems flexibly and thus enhance their problem solving skills, including how its implication in the classroom.

Detection Learning Style Vark For Out Of School Children (OSC)

Science.gov (United States)

Amran, Ali; Desiani, Anita; Hasibuan, MS

2017-04-01

Learning style is different for every learner especially for out of school children or OSC. They are not like formal students, they are learners but they don’t have a teacher as a guide for learning. E-learning is one of the solutions to help OSC to get education. E-learning should have preferred learning styles of learners. Data for identifying the learning style in this study were collected with a VARK questionnaire from 25 OSC in junior high school level from 5 municipalities in Palembang. The validity of the questionnaire was considered on basis of experts’ views and its reliability was calculated by using Cronbach’s alpha coefficients (α=0.68). Overall, 55% preferred to use a single learning style (Uni-modal). Of these, 27,76% preferred Aural, 20,57% preferred Reading Writing, 33,33% preferred Kinaesthetic and 23,13% preferred Visual. 45% of OSC preferred more than one style, 30% chose two-modes (bimodal), and 15% chose three-modes (tri-modal). The Most preferred Learning style of OSC is kinaesthetic learning. Kinaesthetic learning requires body movements, interactivities, and direct contacts with learning materials, these things can be difficult to implement in eLearning, but E-learning should be able to adopt any learning styles which are flexible in terms of time, period, curriculum, pedagogy, location, and language.

Learning, Learning Organisations and the Global Enterprise

Science.gov (United States)

Manikutty, Sankaran

2009-01-01

The steadily increasing degree of globalisation of enterprises implies development of many skills, among which the skills to learn are among the most important. Learning takes place at the individual level, but collective learning and organisational learning are also important. Learning styles of individuals are different and learning styles are…

Student Perceptions of a 21st Century Learning Space

Science.gov (United States)

Adedokun, Omolola A.; Henke, Jacqueline N.; Parker, Loran Carleton; Burgess, Wilella D.

2017-01-01

Higher education institutions are increasingly building or remodeling classrooms to be flexible spaces that support learner-centered instruction. However, little is known about the actual impact of these spaces on student outcomes. Using a mixed method design, this study examined student perceptions of a flexible learning space on student learning…

Flexible Pedagogies: New Pedagogical Ideas. Flexible Pedagogies: Preparing for the Future Series

Science.gov (United States)

Ryan, Alex; Tilbury, Daniella

2014-01-01

This publication is part of our five-strand research project "Flexible Pedagogies: preparing for the future". It identifies six "new pedagogical ideas" offering new pathways for learning. These include: (1) actively involving students in learning development and processes of "co-creation" thereby challenging existing…

OPUS One: An Intelligent Adaptive Learning Environment Using Artificial Intelligence Support

Science.gov (United States)

Pedrazzoli, Attilio

2010-06-01

AI based Tutoring and Learning Path Adaptation are well known concepts in e-Learning scenarios today and increasingly applied in modern learning environments. In order to gain more flexibility and to enhance existing e-learning platforms, the OPUS One LMS Extension package will enable a generic Intelligent Tutored Adaptive Learning Environment, based on a holistic Multidimensional Instructional Design Model (PENTHA ID Model), allowing AI based tutoring and adaptation functionality to existing Web-based e-learning systems. Relying on "real time" adapted profiles, it allows content- / course authors to apply a dynamic course design, supporting tutored, collaborative sessions and activities, as suggested by modern pedagogy. The concept presented combines a personalized level of surveillance, learning activity- and learning path adaptation suggestions to ensure the students learning motivation and learning success. The OPUS One concept allows to implement an advanced tutoring approach combining "expert based" e-tutoring with the more "personal" human tutoring function. It supplies the "Human Tutor" with precise, extended course activity data and "adaptation" suggestions based on predefined subject matter rules. The concept architecture is modular allowing a personalized platform configuration.

Modularization and Structured Markup for Learning Content in an Academic Environment

Science.gov (United States)

Schluep, Samuel; Bettoni, Marco; Schar, Sissel Guttormsen

2006-01-01

This article aims to present a flexible component model for modular, web-based learning content, and a simple structured markup schema for the separation of content and presentation. The article will also contain an overview of the dynamic Learning Content Management System (dLCMS) project, which implements these concepts. Content authors are a…

A Study of Learner-Oriented Negative Emotion Compensation in E-Learning

Science.gov (United States)

Qin, Jiwei; Zheng, Qinghua; Li, Haifei

2014-01-01

E-learning provides an unprecedented flexibility and convenience for e-learners by breaking the limitations of space and time. However, the role of emotion is neglected in current e-learning systems. We focus strictly on negative emotions of e-learners, integrating emotion regulation theories with recommender technique, and present the study of…

Projection specificity in heterogeneous locus coeruleus cell populations: implications for learning and memory

Science.gov (United States)

Uematsu, Akira; Tan, Bao Zhen

2015-01-01

Noradrenergic neurons in the locus coeruleus (LC) play a critical role in many functions including learning and memory. This relatively small population of cells sends widespread projections throughout the brain including to a number of regions such as the amygdala which is involved in emotional associative learning and the medial prefrontal cortex which is important for facilitating flexibility when learning rules change. LC noradrenergic cells participate in both of these functions, but it is not clear how this small population of neurons modulates these partially distinct processes. Here we review anatomical, behavioral, and electrophysiological studies to assess how LC noradrenergic neurons regulate these different aspects of learning and memory. Previous work has demonstrated that subpopulations of LC noradrenergic cells innervate specific brain regions suggesting heterogeneity of function in LC neurons. Furthermore, noradrenaline in mPFC and amygdala has distinct effects on emotional learning and cognitive flexibility. Finally, neural recording data show that LC neurons respond during associative learning and when previously learned task contingencies change. Together, these studies suggest a working model in which distinct and potentially opposing subsets of LC neurons modulate particular learning functions through restricted efferent connectivity with amygdala or mPFC. This type of model may provide a general framework for understanding other neuromodulatory systems, which also exhibit cell type heterogeneity and projection specificity. PMID:26330494

[E-Learning--an important contribution to general medical training and continuing education?].

Science.gov (United States)

Ruf, D; Berner, M M; Kriston, L; Härter, M

2008-09-01

There is increasing activity in the development of e-learning modules for general medical training and continuing education. One of the central advantages of e-learning is flexibility regarding time and place of its use. The quality of the available e-learning opportunities varies quite considerably. For users it is often not easy to assess the quality of e-learning modules or to find offers of high quality. This could be a reason for the fact that despite the huge number of e-learning modules still only few students and physicians are using them. This is although e-learning has proven to be as effective as and even more efficient than learning in the classroom or with paper-based materials. This article summarizes the different models of e-learning, how and where to find offers of high quality, advantages of using e-learning, and the effectiveness and efficiency of such offers. In addition problems of e-learning and possibilities to overcome these problems are shown.

How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

Science.gov (United States)

Choi, Beomkyu

2016-01-01

The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

Efficiency of e-learning in an information literacy course for medical students at the Masaryk University

OpenAIRE

Kratochvíl Jiří

2014-01-01

Purpose: The main goal of this paper is to argue E-learning can be a viable alternative teaching method for Information Literacy according to a comparation of librarian’s time spent face-to-face teaching with tutoring the E-learning course, average time spent a week on learning by the students, time flexibility of E-learning, students’ satisfaction with E-learning and students’ ability to gain practical skills and theoretical knowledge through E-learning. Design/methodology/approach: Sati...

Learning Theories In Instructional Multimedia For English Learning

OpenAIRE

Farani, Rizki

2016-01-01

Learning theory is the concept of human learning. This concept is one of the important components in instructional for learning, especially English learning. English subject becomes one of important subjects for students but learning English needs specific strategy since it is not our vernacular. Considering human learning process in English learning is expected to increase students' motivation to understand English better. Nowadays, the application of learning theories in English learning ha...

What millennial medical students say about flipped learning.

Science.gov (United States)

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie

2017-01-01

Flipped instruction is gaining popularity in medical schools, but there are unanswered questions such as the optimum amount of the curriculum to flip and whether flipped sessions should be mandatory. We were in a unique position to evaluate feedback from first-year medical students who had experienced both flipped and lecture-based courses during their first semester of medical school. A key finding was that the students preferred a variety of different learning formats over an "all or nothing" learning format. Learning format preferences did not necessarily align with perceptions of which format led to better course exam performance. Nearly 70% of respondents wanted to make their own decisions regarding attendance. Candid responses to open-ended survey prompts reflected millennial preferences for choice, flexibility, efficiency, and the ability to control the pace of their learning, providing insight to guide curricular improvements.

Co-Evolution of Social Learning and Evolutionary Preparedness in Dangerous Environments.

Science.gov (United States)

Lindström, Björn; Selbing, Ida; Olsson, Andreas

2016-01-01

Danger is a fundamental aspect of the lives of most animals. Adaptive behavior therefore requires avoiding actions, objects, and environments associated with danger. Previous research has shown that humans and non-human animals can avoid such dangers through two types of behavioral adaptions, (i) genetic preparedness to avoid certain stimuli or actions, and (ii) social learning. These adaptive mechanisms reduce the fitness costs associated with danger but still allow flexible behavior. Despite the empirical prevalence and importance of both these mechanisms, it is unclear when they evolve and how they interact. We used evolutionary agent-based simulations, incorporating empirically based learning mechanisms, to clarify if preparedness and social learning typically both evolve in dangerous environments, and if these mechanisms generally interact synergistically or antagonistically. Our simulations showed that preparedness and social learning often co-evolve because they provide complimentary benefits: genetic preparedness reduced foraging efficiency, but resulted in a higher rate of survival in dangerous environments, while social learning generally came to dominate the population, especially when the environment was stochastic. However, even in this case, genetic preparedness reliably evolved. Broadly, our results indicate that the relationship between preparedness and social learning is important as it can result in trade-offs between behavioral flexibility and safety, which can lead to seemingly suboptimal behavior if the evolutionary environment of the organism is not taken into account.

Learning molecular energies using localized graph kernels

Science.gov (United States)

Ferré, Grégoire; Haut, Terry; Barros, Kipton

2017-03-01

Recent machine learning methods make it possible to model potential energy of atomic configurations with chemical-level accuracy (as calculated from ab initio calculations) and at speeds suitable for molecular dynamics simulation. Best performance is achieved when the known physical constraints are encoded in the machine learning models. For example, the atomic energy is invariant under global translations and rotations; it is also invariant to permutations of same-species atoms. Although simple to state, these symmetries are complicated to encode into machine learning algorithms. In this paper, we present a machine learning approach based on graph theory that naturally incorporates translation, rotation, and permutation symmetries. Specifically, we use a random walk graph kernel to measure the similarity of two adjacency matrices, each of which represents a local atomic environment. This Graph Approximated Energy (GRAPE) approach is flexible and admits many possible extensions. We benchmark a simple version of GRAPE by predicting atomization energies on a standard dataset of organic molecules.

The Perplexing Role of Learner Control in E-Learning: Will Learning and Transfer Benefit or Suffer?

Science.gov (United States)

Granger, Benjamin P.; Levine, Edward L.

2010-01-01

The appeal of e-learning is not surprising given its many proposed advantages (e.g. flexibility, responsiveness to trainees' individual needs, potential cost-effectiveness). However, as pointed out by Ruel et al., academic research in support of the proposed advantages of electronic human resource management systems is scarce. Although this is…

Blended Learning as Transformational Institutional Learning

Science.gov (United States)

VanDerLinden, Kim

2014-01-01

This chapter reviews institutional approaches to blended learning and the ways in which institutions support faculty in the intentional redesign of courses to produce optimal learning. The chapter positions blended learning as a strategic opportunity to engage in organizational learning.

Evolution of cooperation driven by incremental learning

Science.gov (United States)

Li, Pei; Duan, Haibin

2015-02-01

It has been shown that the details of microscopic rules in structured populations can have a crucial impact on the ultimate outcome in evolutionary games. So alternative formulations of strategies and their revision processes exploring how strategies are actually adopted and spread within the interaction network need to be studied. In the present work, we formulate the strategy update rule as an incremental learning process, wherein knowledge is refreshed according to one's own experience learned from the past (self-learning) and that gained from social interaction (social-learning). More precisely, we propose a continuous version of strategy update rules, by introducing the willingness to cooperate W, to better capture the flexibility of decision making behavior. Importantly, the newly gained knowledge including self-learning and social learning is weighted by the parameter ω, establishing a strategy update rule involving innovative element. Moreover, we quantify the macroscopic features of the emerging patterns to inspect the underlying mechanisms of the evolutionary process using six cluster characteristics. In order to further support our results, we examine the time evolution course for these characteristics. Our results might provide insights for understanding cooperative behaviors and have several important implications for understanding how individuals adjust their strategies under real-life conditions.

Organizational learning viewed from a social learning perspective

DEFF Research Database (Denmark)

Elkjær, Bente; Brandi, Ulrik

2011-01-01

This chapter reviews the literature on organizational learning through the lens of a social learning perspective. We start with an individual learning perspective, before moving on to a social learning perspective with a particular focus upon pragmatism. The literature review covers the following...... four issues: the content of learning, the process of learning, the relation between individual and organization, and the concept of organization. An important separator between individual and social learning perspectives is the different emphasis on learning as acquisition of skills and knowledge......, versus learning as encompassing development of identities and socialization to organizational work and life. A pragmatist social learning perspective emphasizes both learning as acquisition through experience and inquiry, and learning as development of identities and socialization through individuals...

Constructive, Self-Regulated, Situated, and Collaborative Learning: An Approach for the Acquisition of Adaptive Competence

Science.gov (United States)

de Corte, Erik

2012-01-01

In today's learning society, education must focus on fostering adaptive competence (AC) defined as the ability to apply knowledge and skills flexibly in different contexts. In this article, four major types of learning are discussed--constructive, self-regulated, situated, and collaborative--in relation to what students must learn in order to…

Discovery learning with SAVI approach in geometry learning

Science.gov (United States)

Sahara, R.; Mardiyana; Saputro, D. R. S.

2018-05-01

Geometry is one branch of mathematics that an important role in learning mathematics in the schools. This research aims to find out about Discovery Learning with SAVI approach to achievement of learning geometry. This research was conducted at Junior High School in Surakarta city. Research data were obtained through test and questionnaire. Furthermore, the data was analyzed by using two-way Anova. The results showed that Discovery Learning with SAVI approach gives a positive influence on mathematics learning achievement. Discovery Learning with SAVI approach provides better mathematics learning outcomes than direct learning. In addition, students with high self-efficacy categories have better mathematics learning achievement than those with moderate and low self-efficacy categories, while student with moderate self-efficacy categories are better mathematics learning achievers than students with low self-efficacy categories. There is an interaction between Discovery Learning with SAVI approach and self-efficacy toward student's mathematics learning achievement. Therefore, Discovery Learning with SAVI approach can improve mathematics learning achievement.

Learning Design Development for Blended Learning

DEFF Research Database (Denmark)

Hansen, Janne Saltoft

Learning design development for blended learning We started implementing Blackboard at Aarhus University in 2013. At the Health Faculty Blackboard replaced AULA which was a LMS with functionality for file distribution and only a vague focus on learning tools. Most teachers therefore had...... no experiences with blended leaning and technology supported out-of-class activities. At the pedagogical unit at the Health faculty we wanted to follow the Blackboard implementation with pedagogical tools for learning design to evolve the pedagogical use of the system. We needed to make development of blended...... learning courses easier for the teachers and also ensure quality in the courses. This poster describes the process from development of the learning design to implementation of the learning design at the faculty: 1. How to place demands on a learning design-model and how to develop and use such a model. 2...

An Open Portal for Blended Learning

DEFF Research Database (Denmark)

Grønbæk, Kaj; Bouvin, Niels Olof; Petersen, Marianne Graves

2004-01-01

The combination of traditional teaching and Web-based teaching, so called blended learning, is a challenge to the teachers as well as to the students. This shift in teaching demands an openness and flexibility from the technical platform which has not been found in the existing tools. Therefore...

E-learning and blended learning in orthodontic education

Directory of Open Access Journals (Sweden)

Avinash Kumar

2017-01-01

Full Text Available The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student's attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.

Teaching new media composition studies in a lifelong learning context

Directory of Open Access Journals (Sweden)

Jill Jameson

2000-12-01

Full Text Available The government 'spin' on lifelong learning, as expressed in the Green Paper, The Learning Age (DfEE, 1998, and taken forward in the White Paper, Learning to Succeed (DfEE, 1999, emphasizes knowledge acquisition, skills development and student-centred flexible education and training. The aim of the government, as expressed in the summary document, Education and Training Development Agenda 2000-2001, is to 'help develop a "learning society" in which everyone, in whatever circumstances, routinely expects to learn and upgrade skills throughout life' (DfEE, 1998. Central to this idealistic notion is the view that continuous updating in ICT skills will play a vital part in the self-empowerment of individual learners. In support of this vision the government is funding ventures such as the Information and Communication Technologies (ICT Learning Centres initiative - 'a new programme designed to help bridge the gap between those in society who have access to ICT and those who do not' (DfEE, 1999. Community Access to Lifelong Learning is a parallel New Opportunities Fund programme which is designed to encourage adult learning. It focuses on improving access to learning opportunities through the use of ICT.

Learning style, judgements of learning, and learning of verbal and visual information.

Science.gov (United States)

Knoll, Abby R; Otani, Hajime; Skeel, Reid L; Van Horn, K Roger

2017-08-01

The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning. © 2016 The British Psychological Society.

Preceptors' perspectives of an integrated clinical learning model in a mental health environment.

Science.gov (United States)

Boardman, Gayelene; Lawrence, Karen; Polacsek, Meg

2018-02-14

Supervised clinical practice is an essential component of undergraduate nursing students' learning and development. In the mental health setting, nursing students traditionally undertake four-week block placements. An integrated clinical learning model, where preceptors mentor students on an individual basis, has been used successfully in the clinical learning environment. This flexible model provides the opportunity for students to work across morning, afternoon, night and weekend shifts. There is a need to improve the evidence base for a flexible model for students undertaking a mental health placement. The aim of this study was to understand preceptors' experience of, and satisfaction with, a mental health integrated clinical learning model. Focus groups were used to elicit the views of preceptors from a mental health service. Findings highlight the advantages and disadvantages of an integrated clinical learning model in the mental health setting. Participants suggested that students may benefit from flexible work arrangements, a variety of experiences and a more realistic experience of working in a mental health service. However, they found it challenging to mentor and evaluate students under this model. Most also agreed that the model impeded students' ability to engage with consumers and develop rapport with staff. The findings indicate the need to develop a placement model that meets the unique needs of the mental health setting. © 2018 Australian College of Mental Health Nurses Inc.

Social Learning Strategies: Bridge-Building between Fields.

Science.gov (United States)

Kendal, Rachel L; Boogert, Neeltje J; Rendell, Luke; Laland, Kevin N; Webster, Mike; Jones, Patricia L

2018-07-01

While social learning is widespread, indiscriminate copying of others is rarely beneficial. Theory suggests that individuals should be selective in what, when, and whom they copy, by following 'social learning strategies' (SLSs). The SLS concept has stimulated extensive experimental work, integrated theory, and empirical findings, and created impetus to the social learning and cultural evolution fields. However, the SLS concept needs updating to accommodate recent findings that individuals switch between strategies flexibly, that multiple strategies are deployed simultaneously, and that there is no one-to-one correspondence between psychological heuristics deployed and resulting population-level patterns. The field would also benefit from the simultaneous study of mechanism and function. SLSs provide a useful vehicle for bridge-building between cognitive psychology, neuroscience, and evolutionary biology. Copyright © 2018. Published by Elsevier Ltd.

Potentials of Industrie 4.0 and Machine Learning for Mechanical Joining

OpenAIRE

Jäckel, Mathias

2017-01-01

-Sensitivity analysis of the influence of component properties and joining parameters on the joining result for self-pierce riveting -Possibilities to link mechanical joining technologies with the automotive process chain for quality and flexibility improvements -Potential of using machine learning to reduce automotive product development cycles in relation to mechanical joining -Datamining for machine learning at mechanical joining

Organisational Learning: Conceptual Links to Individual Learning, Learning Organisation and Knowledge Management

OpenAIRE

Siu Loon Hoe

2007-01-01

Organisational learning has over the years been subject of much study by scholars and managers. In the process, the organisational learning concept has been linked to many other knowledge concepts such as individual learning, learning organisation, and knowledge management. This paper draws from existing literature in organisational behaviour, human resource management, marketing, and information management, to further develop the conceptual links between organisational learning and these kno...

Learning Analytics for Supporting Seamless Language Learning Using E-Book with Ubiquitous Learning System

Science.gov (United States)

Mouri, Kousuke; Uosaki, Noriko; Ogata, Hiroaki

2018-01-01

Seamless learning has been recognized as an effective learning approach across various dimensions including formal and informal learning contexts, individual and social learning, and physical world and cyberspace. With the emergence of seamless learning, the majority of the current research focuses on realizing a seamless learning environment at…

All hands on deck: CREWED for technology-enabled learning

OpenAIRE

Russell, Carol

2009-01-01

The University of New South Wales’ (UNSW’s) Faculty of Engineering is introducing a new process for designing and developing blended and fully online (distance) courses, as part of action research to support curriculum renewal. The process, referred to as CREWED (Curriculum Renewal and E-learning Workloads: Embedding in Disciplines), is being used to develop key courses that add flexibility to student progression pathways. By integrating the design of learning activities with the planning and...

Scoping the future: a model for integrating learning environments

OpenAIRE

Honeychurch, Sarah; Barr, Niall

2013-01-01

The Virtual Learning Environment (VLE) has become synonymous with online learning in HE.However, with the rise of Web 2.0 technologies, social networking tools and cloud computing thearchitecture of the current VLEs is increasingly anachronistic. This paper suggests an alternative tothe traditional VLE: one which allows for flexibility and adaptation to the needs of individual teachers,while remaining resilient and providing students with a seamless experience. We present a prototypeof our vi...

[Anaesthetists learn--do institutions also learn? Importance of institutional learning and corporate culture in clinics].

Science.gov (United States)

Schüpfer, G; Gfrörer, R; Schleppers, A

2007-10-01

In only a few contexts is the need for substantial learning more pronounced than in health care. For a health care provider, the ability to learn is essential in a changing environment. Although individual humans are programmed to learn naturally, organisations are not. Learning that is limited to individual professions and traditional approaches to continuing medical education is not sufficient to bring about substantial changes in the learning capacity of an institution. Also, organisational learning is an important issue for anaesthesia departments. Future success of an organisation often depends on new capabilities and competencies. Organisational learning is the capacity or processes within an organisation to maintain or improve performance based on experience. Learning is seen as a system-level phenomenon as it stays in the organisation regardless of the players involved. Experience from other industries shows that learning strategies tend to focus on single loop learning, with relatively little double loop learning and virtually no meta-learning or non-learning. The emphasis on team delivery of health care reinforces the need for team learning. Learning organisations make learning an intrinsic part of their organisations and are a place where people continually learn how to learn together. Organisational learning practice can help to improve existing skills and competencies and to change outdated assumptions, procedures and structures. So far, learning theory has been ignored in medicine, due to a wide variety of complex political, economic, social, organisational culture and medical factors that prevent innovation and resist change. The organisational culture is central to every stage of the learning process. Learning organisations move beyond simple employee training into organisational problem solving, innovation and learning. Therefore, teamwork and leadership are necessary. Successful organisations change the competencies of individuals, the systems

Beyond blended learning! Undiscovered potentials for e-learning in organizational learning

DEFF Research Database (Denmark)

Bang, Jørgen; Dalsgaard, Christian; Kjær, Arne

2007-01-01

The basic question raised in this article is: Is pure e-learning able to support learning in organizations better today than 4-5 years ago? Based on two case studies on blended learning courses for company training, the article discusses whether use of new Web 2.0 and social software tools may help...... overcome previous limitations of e-learning....

The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

Science.gov (United States)

Alseddiqi, M.; Mishra, R.; Pislaru, C.

2012-05-01

This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

The effect of discovery learning and problem-based learning on middle school students’ self-regulated learning

Science.gov (United States)

Miatun, A.; Muntazhimah

2018-01-01

The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self-regulated learning. The learning model compared were discovery learning and problem-based learning. The population was all students at the grade VIII of Junior High School in Boyolali regency. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self-regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusion was as follows: (1) discovery learning gives better achievement than problem-based learning. (2) Achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. (3) For discovery learning, achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. For problem-based learning, students who have high and medium self-regulated learning have the same achievement. (4) For students who have high self-regulated learning, discovery learning gives better achievement than problem-based learning. Students who have medium and low self-regulated learning, both learning models give the same achievement.

MODEL OF COLLABORATIVE COURSES DEVELOPMENT IN DISTANCE LEARNING PLATFORMS

Directory of Open Access Journals (Sweden)

Dmytro S. Morozov

2015-02-01

Full Text Available The research paper outlines the problem of organization collaboration of users group on creation distance learning courses. The article contains analysis of the courses data structure. According to proposed structure the model of developer’s collaboration on creating distance learning courses based on basic principles of source code management was proposed. The article also provides result of research on necessary tools for collaborative development of courses in distance learning platforms. According to the requirements of flexibility and simplicity of access to system for any level educational institutions, technological decisions on granting permissions on performing basic operations on course elements and providing to user moderation’s privileges were proposed.

Effects of Cooperative E-Learning on Learning Outcomes

Science.gov (United States)

Yeh, Shang-Pao; Fu, Hsin-Wei

2014-01-01

This study aims to discuss the effects of E-Learning and cooperative learning on learning outcomes. E-Learning covers the dimensions of Interpersonal communication, abundant resources, Dynamic instruction, and Learning community; and, cooperative learning contains three dimensions of Cooperative motive, Social interaction, and Cognition…

Learning Science, Learning about Science, Doing Science: Different Goals Demand Different Learning Methods

Science.gov (United States)

Hodson, Derek

2014-01-01

This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that…

Still to Learn from Vicarious Learning

Science.gov (United States)

Mayes, J. T.

2015-01-01

The term "vicarious learning" was introduced in the 1960s by Bandura, who demonstrated how learning can occur through observing the behaviour of others. Such social learning is effective without the need for the observer to experience feedback directly. More than twenty years later a series of studies on vicarious learning was undertaken…

What millennial medical students say about flipped learning

Science.gov (United States)

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie

2017-01-01

Flipped instruction is gaining popularity in medical schools, but there are unanswered questions such as the optimum amount of the curriculum to flip and whether flipped sessions should be mandatory. We were in a unique position to evaluate feedback from first-year medical students who had experienced both flipped and lecture-based courses during their first semester of medical school. A key finding was that the students preferred a variety of different learning formats over an “all or nothing” learning format. Learning format preferences did not necessarily align with perceptions of which format led to better course exam performance. Nearly 70% of respondents wanted to make their own decisions regarding attendance. Candid responses to open-ended survey prompts reflected millennial preferences for choice, flexibility, efficiency, and the ability to control the pace of their learning, providing insight to guide curricular improvements. PMID:28769600

From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning

Science.gov (United States)

Yu, Shengquan; Yang, Xianmin; Cheng, Gang; Wang, Minjuan

2015-01-01

This paper presents a new model for organizing learning resources: Learning Cell. This model is open, evolving, cohesive, social, and context-aware. By introducing a time dimension into the organization of learning resources, Learning Cell supports the dynamic evolution of learning resources while they are being used. In addition, by introducing a…

Evaluating the Viability of Mobile Learning to Enhance Management Training

Directory of Open Access Journals (Sweden)

Iain Macdonald

2011-04-01

Full Text Available A qualitative research project was conducted to test the viability of augmenting an e-learning program for workplace learners using mobile content delivered through smart phones. Ten learners taking a six week web-based e-learning course were given smart phones which enabled them to access approximately 70% of the course content, in addition to having access to the full course via a standard e-learning website. Mobile content was provided in a variety of forms, including text, audio and video files, a mobile multiple-choice quiz website, and links to streaming videos. Study participants who were regular users of mobile phones found the mobile learning materials to be user-friendly, offering increased convenience and flexibility. Use of the mobile content tended to increase as learners spent more time in their day away from locations where Internet-linked computers could be found. Video was found to be the most effective means of presenting content, followed by audio and text. The most promising role of mobile learning appears to be to augment rather than replace e-learning or blended learning.

Learning Companion Systems, Social Learning Systems, and the Global Social Learning Club.

Science.gov (United States)

Chan, Tak-Wai

1996-01-01

Describes the development of learning companion systems and their contributions to the class of social learning systems that integrate artificial intelligence agents and use machine learning to tutor and interact with students. Outlines initial social learning projects, their programming languages, and weakness. Future improvements will include…

Comparative Study of Learning Using E-Learning and Printed Materials on Independent Learning and Creativity

Science.gov (United States)

Wahyu Utami, Niken; Aziz Saefudin, Abdul

2018-01-01

This study aims to determine: 1) differences in students taking independent learning by using e-learning and the students who attend the learning by using the print instructional materials ; 2) differences in the creativity of students who follow learning with e-learning and the students who attend the learning by using the print instructional materials ; 3) differences in learning independence and creativity of students attend learning with e-learning and the students who attend lessons using printed teaching materials in the subject of Mathematics Instructional Media Development. This study was a quasi-experimental research design using only posttest control design. The study population was all students who take courses in Learning Mathematics Media Development, Academic Year 2014/2015 100 students and used a random sample (random sampling) is 60 students. To test the hypothesis used multivariate analysis of variance or multivariable analysis of variance (MANOVA) of the track. The results of this study indicate that 1) There is a difference in student learning independence following study using the e-learning and the students who attend lessons using printed teaching materials in the lecture PMPM ( F = 4.177, p = 0.046 0.05) ; No difference learning independence and creativity of students attend learning by using e-learning and the students who attend the learning using printed teaching materials in the lecture PMPM (F = 2.452, p = 0.095 > 0.05). Based on these studies suggested that the learning using e -learning can be used to develop student creativity, while learning to use e -learning and teaching materials can be printed to use to develop students’ independence.

Project management support tool implementation. DynaLearn, EC FP7 STREP project 231526, Deliverable D1.1

NARCIS (Netherlands)

Bredeweg, B.; Liem, J.

2009-01-01

Different project management tools have been evaluated. We have chosen several well-known, flexible and mature tools to support management activities and communication between the DynaLearn project participants. We have created a DynaLearn website for stakeholders outside the DynaLearn website. An

The GABAergic Anterior Paired Lateral Neurons Facilitate Olfactory Reversal Learning in "Drosophila"

Science.gov (United States)

Wu, Yanying; Ren, Qingzhong; Li, Hao; Guo, Aike

2012-01-01

Reversal learning has been widely used to probe the implementation of cognitive flexibility in the brain. Previous studies in monkeys identified an essential role of the orbitofrontal cortex (OFC) in reversal learning. However, the underlying circuits and molecular mechanisms are poorly understood. Here, we use the T-maze to investigate the neural…

Project-Based Learning in Scottish Prisons

Science.gov (United States)

Sams, Kirsten

2014-01-01

The article describes the development of a project-based approach to learning in seven Scottish prisons. It argues that the project-based approach is ideally suited to prison education due to its flexibility and ability to enrich the relatively narrow prison curriculum and create meaningful links with wider society, reducing the isolation of…

Reflections on Distributive Leadership for Work-Based Mobile Learning of Canadian Registered Nurses

Science.gov (United States)

Fahlman, Dorothy

2017-01-01

The ubiquity, flexibility, and accessibility of mobile devices can transform how registered nurses in Canada learn beyond the confines of traditional education/training boundaries in their work settings. Many Canadian registered nurses have actively embraced mobile technologies for their work-based learning to meet their competency requirements…

e-Learning for Lifelong Learning in Denmark

DEFF Research Database (Denmark)

Buhl, Mie; Andreasen, Lars Birch

2010-01-01

The chapter on 'e-Learning for Lifelong Learning in Denmark' is part of an international White Paper, focusing on educational systems, describing status and characteristics and highlighting specific cases of e-learning and of lifelong learning....

Is mobile learning a substitute for electronic learning?

OpenAIRE

Sitthiworachart, Jirarat; Joy, Mike

2008-01-01

Mobile learning is widely regarded as the next generation of learning technologies, and refers to the use of mobile devices in education to enhance learning activities. The increasing use of mobile devices has encouraged research into the capabilities of mobile learning systems. Many questions arise about mobile learning, such as whether mobile learning can be a substitute for electronic learning, what the potential benefits and problems of utilizing mobile devices in education are, and what ...

Learning how to learn: Meta-learning strategies for the challenges of learning pharmacology.

Science.gov (United States)

Alton, Suzanne

2016-03-01

Nursing students have difficulty with pharmacology courses because of the complicated nomenclature and the difficulty of applying drug information to actual patient care. As part of a new pharmacology course being created, meta-learning strategies designed to diminish the difficulties of learning this difficult content were part of the course pedagogy. Strategies were demonstrated, reviewed in class, and implemented through homework assignments. The setting was an Academic Health Center's School of Nursing in the southern United States. Participants were third-year nursing students in an undergraduate nursing program. Surveys of students' opinions of learning gains were conducted at the end of the course over several semesters. In addition, pharmacology scores on a standardized exit exam were compared prior to implementing the course and after. Students reported learning dry material more easily, having greater confidence, and finding substantial value in the learning strategies. Students indicated the most helpful strategies, in descending order, as follows: making charts to compare and contrast drugs and drug classes, writing out drug flash cards, making or reviewing creative projects, prioritizing information, making or using visual study aids, and using time and repetition to space learning. Implementation of the new course improved pharmacology scores on a standardized exit exam from 67.0% to 74.3%. Overall response to learning strategies was positive, and the increase in the pharmacology standardized exit exam scores demonstrated the effectiveness of this instructional approach. Copyright © 2016 Elsevier Ltd. All rights reserved.

Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students

Directory of Open Access Journals (Sweden)

Esa Virkkula

2017-09-01

Full Text Available One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.

Catecholaminergic Regulation of Learning Rate in a Dynamic Environment.

Directory of Open Access Journals (Sweden)

Marieke Jepma

2016-10-01

Full Text Available Adaptive behavior in a changing world requires flexibly adapting one's rate of learning to the rate of environmental change. Recent studies have examined the computational mechanisms by which various environmental factors determine the impact of new outcomes on existing beliefs (i.e., the 'learning rate'. However, the brain mechanisms, and in particular the neuromodulators, involved in this process are still largely unknown. The brain-wide neurophysiological effects of the catecholamines norepinephrine and dopamine on stimulus-evoked cortical responses suggest that the catecholamine systems are well positioned to regulate learning about environmental change, but more direct evidence for a role of this system is scant. Here, we report evidence from a study employing pharmacology, scalp electrophysiology and computational modeling (N = 32 that suggests an important role for catecholamines in learning rate regulation. We found that the P3 component of the EEG-an electrophysiological index of outcome-evoked phasic catecholamine release in the cortex-predicted learning rate, and formally mediated the effect of prediction-error magnitude on learning rate. P3 amplitude also mediated the effects of two computational variables-capturing the unexpectedness of an outcome and the uncertainty of a preexisting belief-on learning rate. Furthermore, a pharmacological manipulation of catecholamine activity affected learning rate following unanticipated task changes, in a way that depended on participants' baseline learning rate. Our findings provide converging evidence for a causal role of the human catecholamine systems in learning-rate regulation as a function of environmental change.

Catecholaminergic Regulation of Learning Rate in a Dynamic Environment.

Science.gov (United States)

Jepma, Marieke; Murphy, Peter R; Nassar, Matthew R; Rangel-Gomez, Mauricio; Meeter, Martijn; Nieuwenhuis, Sander

2016-10-01

Adaptive behavior in a changing world requires flexibly adapting one's rate of learning to the rate of environmental change. Recent studies have examined the computational mechanisms by which various environmental factors determine the impact of new outcomes on existing beliefs (i.e., the 'learning rate'). However, the brain mechanisms, and in particular the neuromodulators, involved in this process are still largely unknown. The brain-wide neurophysiological effects of the catecholamines norepinephrine and dopamine on stimulus-evoked cortical responses suggest that the catecholamine systems are well positioned to regulate learning about environmental change, but more direct evidence for a role of this system is scant. Here, we report evidence from a study employing pharmacology, scalp electrophysiology and computational modeling (N = 32) that suggests an important role for catecholamines in learning rate regulation. We found that the P3 component of the EEG-an electrophysiological index of outcome-evoked phasic catecholamine release in the cortex-predicted learning rate, and formally mediated the effect of prediction-error magnitude on learning rate. P3 amplitude also mediated the effects of two computational variables-capturing the unexpectedness of an outcome and the uncertainty of a preexisting belief-on learning rate. Furthermore, a pharmacological manipulation of catecholamine activity affected learning rate following unanticipated task changes, in a way that depended on participants' baseline learning rate. Our findings provide converging evidence for a causal role of the human catecholamine systems in learning-rate regulation as a function of environmental change.

Diverse Strategies for Diverse Learners: Action Learning in a Hybrid Mode

Directory of Open Access Journals (Sweden)

Esmarie Strydom

2007-08-01

Full Text Available This paper describes an action research study during which a flexible or hybrid approach to delivering an Information and Communication Technology competency course is implemented in the preparation of student teachers. The course incorporates Web-based course-content delivery, face-to-face classroom meetings to satisfy the need for human interaction, a variety of assessment methods, as well as recognition of prior learning. The objectives are to accommodate learning diversity, make learning focused and achievable for each learner, allow for intervention if the learning outcomes are not met, and focus on and guide the learning process, i.e. teach learners how to learn. This paper reports on the perspectives and experiences of two groups of first year learners, namely student teachers who attended a hybrid ICT course and first year learners who attended an e-learning ICT course. It was found that the success rate of the hybrid mode ICT course was significantly higher than that of the similar e-learning ICT course. The hybrid mode ICT course also enabled the learners to become self-directed to a higher degree.

Learning second language vocabulary: neural dissociation of situation-based learning and text-based learning.

Science.gov (United States)

Jeong, Hyeonjeong; Sugiura, Motoaki; Sassa, Yuko; Wakusawa, Keisuke; Horie, Kaoru; Sato, Shigeru; Kawashima, Ryuta

2010-04-01

Second language (L2) acquisition necessitates learning and retrieving new words in different modes. In this study, we attempted to investigate the cortical representation of an L2 vocabulary acquired in different learning modes and in cross-modal transfer between learning and retrieval. Healthy participants learned new L2 words either by written translations (text-based learning) or in real-life situations (situation-based learning). Brain activity was then measured during subsequent retrieval of these words. The right supramarginal gyrus and left middle frontal gyrus were involved in situation-based learning and text-based learning, respectively, whereas the left inferior frontal gyrus was activated when learners used L2 knowledge in a mode different from the learning mode. Our findings indicate that the brain regions that mediate L2 memory differ according to how L2 words are learned and used. Copyright 2009 Elsevier Inc. All rights reserved.

Learning Pulse: Using Wearable Biosensors and Learning Analytics to Investigate and Predict Learning Success in Self-regulated Learning

NARCIS (Netherlands)

Di Mitri, Daniele; Scheffel, Maren; Drachsler, Hendrik; Börner, Dirk; Ternier, Stefaan; Specht, Marcus

2017-01-01

The Learning Pulse study aims to explore whether physiological data such as heart rate and step count correlate with learning activity data and whether they are good predictors for learning success during self-regulated learning. To verify this hypothesis an experiment was set up involving eight

Learning in Stomatopod Crustaceans

OpenAIRE

Cronin, Thomas W.; Caldwell, Roy L.; Marshall, Justin

2006-01-01

The stomatopod crustaceans, or mantis shrimps, are marine predators that stalk or ambush prey and that have complex intraspecific communication behavior. Their active lifestyles, means of predation, and intricate displays all require unusual flexibility in interacting with the world around them, implying a well-developed ability to learn. Stomatopods have highly evolved sensory systems, including some of the most specialized visual systems known for any animal group. Some species have been de...

Use of blended learning in workplace learning

DEFF Research Database (Denmark)

Georgsen, Marianne; Løvstad, Charlotte Vange

2014-01-01

-based teaching materials. This paper presents the experiences of this particular project, and goes on to discuss the following points: • The blended learning design – use of IT for teaching, learning and communication • Digital learning materials – principals of design and use • Work place learning and learning......In 2014, a new system has been put in place for the inspection and approval of social welfare institutions in Denmark. In as little as 10 weeks, 330 new employees in five regional centres participated in an introductory course, designed as work place learning with extensive use of e-learning and IT...... from work – the interplay between experiences of the learner and the curriculum of the program •The approach taken to customising the e-learning design to the needs and demands of a particular case....

THE CORRELATION OF LEARNING INDEPENDENCE ATTITUDES AND STUDENT’S LEARNING ACHIEVEMENT ON PHYSICS LEARNING BASED-PORTFOLIO

Directory of Open Access Journals (Sweden)

Asep Saefullah

2017-05-01

Full Text Available This study aimed to determine correlation between learning independence attitudes and student’s learning achievement. Type of this research is a correlation study to detect the connection of learning independence attitude’s variance in relation to learning achievement variance. This study used an attitude scale to measure the student’s learning independence attitude and objective multiple-choice questions to measure the student’s learning achievement. The results showed that there is a positive correlation (unidirectional and significant betweenthe learning independence attitude and learning achievement. This means that the better student’s learning independence attitude, it will be the better students learning achievement. The attitude of learning independence contributed to 40.96% of students learning achievement.

How to Support Children with Mathematical Learning Disabilities Learning to Play an Instrument?

Directory of Open Access Journals (Sweden)

Annemie Desoete

2012-01-01

Full Text Available In this study, children with a mathematical learning disability (=14 and age-matched peers without learning disabilities (=14 as well as their parents and teachers were interviewed on how they experienced playing an instrument (guitar, drum, flute, violin, trombone, horn, and piano and on what helped them using a qualitative interactive interview with a flexible agenda to discover the interviewee’s own framework of meanings. Thematic analyses mentioned intrinsic motivation, extrinsic motivation, and self-efficacy as important. Some children with MLD were found to have a real musical talent and a very good musical ear and memory for sounds. However, all children with MLD seemed more dependent on the aid of parents, sibling, peers, and teachers. They had to study harder and needed more time to study, more practice, and a more structured approach.

Learning Opportunities for Group Learning

Science.gov (United States)

Gil, Alfonso J.; Mataveli, Mara

2017-01-01

Purpose: This paper aims to analyse the impact of organizational learning culture and learning facilitators in group learning. Design/methodology/approach: This study was conducted using a survey method applied to a statistically representative sample of employees from Rioja wine companies in Spain. A model was tested using a structural equation…

Learning outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities

OpenAIRE

Piyaluk Wongsri; Prasart Nuangchalerm

2010-01-01

Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade students who were organized between socioscientific issues-based learning and conventional learning activities. Approach: The samples used in research we...

Multiple systems for motor skill learning.

Science.gov (United States)

Clark, Dav; Ivry, Richard B

2010-07-01

Motor learning is a ubiquitous feature of human competence. This review focuses on two particular classes of model tasks for studying skill acquisition. The serial reaction time (SRT) task is used to probe how people learn sequences of actions, while adaptation in the context of visuomotor or force field perturbations serves to illustrate how preexisting movements are recalibrated in novel environments. These tasks highlight important issues regarding the representational changes that occur during the course of motor learning. One important theme is that distinct mechanisms vary in their information processing costs during learning and performance. Fast learning processes may require few trials to produce large changes in performance but impose demands on cognitive resources. Slower processes are limited in their ability to integrate complex information but minimally demanding in terms of attention or processing resources. The representations derived from fast systems may be accessible to conscious processing and provide a relatively greater measure of flexibility, while the representations derived from slower systems are more inflexible and automatic in their behavior. In exploring these issues, we focus on how multiple neural systems may interact and compete during the acquisition and consolidation of new behaviors. Copyright © 2010 John Wiley & Sons, Ltd. This article is categorized under: Psychology > Motor Skill and Performance. Copyright © 2010 John Wiley & Sons, Ltd.

Learning to learn in MOOCs

DEFF Research Database (Denmark)

Milligan, Sandra; Ringtved, Ulla Lunde

This paper outlines one way of understanding what it is about learning in MOOCs that is so distinctive, and explores the implications for the design of MOOCs. It draws on an ongoing research study into the nature of learning in MOOCs at the University of Melbourne.......This paper outlines one way of understanding what it is about learning in MOOCs that is so distinctive, and explores the implications for the design of MOOCs. It draws on an ongoing research study into the nature of learning in MOOCs at the University of Melbourne....

Blended learning

DEFF Research Database (Denmark)

Dau, Susanne

2016-01-01

Blended Learning has been implemented, evaluated and researched for the last decades within different educational areas and levels. Blended learning has been coupled with different epistemological understandings and learning theories, but the fundamental character and dimensions of learning...... in blended learning are still insufficient. Moreover, blended learning is a misleading concept described as learning, despite the fact that it fundamentally is an instructional and didactic approach (Oliver & Trigwell, 2005) addressing the learning environment (Inglis, Palipoana, Trenhom & Ward, 2011......) instead of the learning processes behind. Much of the existing research within the field seems to miss this perspective. The consequence is a lack of acknowledgement of the driven forces behind the context and the instructional design limiting the knowledge foundation of learning in blended learning. Thus...

Teachers' Critical Reflective Practice in the Context of Twenty-First Century Learning

Science.gov (United States)

Benade, Leon

2015-01-01

In the twenty-first century, learning and teaching at school must prepare young people for engaging in a complex and dynamic world deeply influenced by globalisation and the revolution in digital technology. In addition to the use of digital technologies, is the development of flexible learning spaces. It is claimed that these developments demand,…

The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

Science.gov (United States)

Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

2015-01-01

This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…

Using Random Parameter Logit In Open And Distance Learning (ODL) Institutions In Malaysia

OpenAIRE

Chooi Chea Chiam; SzeWei Loo

2015-01-01

Attention has been drawn to Open Distance Learning (ODL) as a mode for teaching and learning with the advancement in communication via the Internet. Education today has expanded the role of ICT in learning and knowledge generation, leveraging on Internet technology to transmit education across the country. Technology advancement and the introduction of ODL in educationhas created heated competition among these private higher education providers in Malaysia. ODL mode offers a flexible form of ...

Why Learning Not Education?--Analysis of Transnational Education Policies in the Age of Globalization

Science.gov (United States)

Mandal, Sayantan

2012-01-01

The profound influence of globalization seems helping outshine the concept of "education" with the more flexible notion of "learning" in the education policies of major transnational organizations. With considerable differences in concepts, all of them are promoting "learning", more specifically LLL (lifelong…

A fuzzy controller with a robust learning function

International Nuclear Information System (INIS)

Tanji, Jun-ichi; Kinoshita, Mitsuo

1987-01-01

A self-organizing fuzzy controller is able to use linguistic decision rules of control strategy and has a strong adaptive property by virture of its rule learning function. While a simple linguistic description of the learning algorithm first introduced by Procyk, et al. has much flexibility for applications to a wide range of different processes, its detailed formulation, in particular with control stability and learning process convergence, is not clear. In this paper, we describe the formulation of an analytical basis for a self-organizing fuzzy controller by using a method of model reference adaptive control systems (MRACS) for which stability in the adaptive loop is theoretically proven. A detailed formulation is described regarding performance evaluation and rule modification in the rule learning process of the controller. Furthermore, an improved learning algorithm using adaptive rule is proposed. An adaptive rule gives a modification coefficient for a rule change estimating the effect of disturbance occurrence in performance evaluation. The effect of introducing an adaptive rule to improve the learning convergency is described by using a simple iterative formulation. Simulation tests are presented for an application of the proposed self-organizing fuzzy controller to the pressure control system in a Boiling Water Reactor (BWR) plant. Results with the tests confirm the improved learning algorithm has strong convergent properties, even in a very disturbed environment. (author)

Learning Effectiveness of a Strategic Learning Course

Science.gov (United States)

Burchard, Melinda S.; Swerdzewski, Peter

2009-01-01

The effectiveness of a postsecondary strategic learning course for improving metacognitive awareness and regulation was evaluated through systematic program assessment. The course emphasized students' awareness of personal learning through the study of learning theory and through practical application of specific learning strategies. Students…

Learning to Learn Together with CSCL Tools

Science.gov (United States)

Schwarz, Baruch B.; de Groot, Reuma; Mavrikis, Manolis; Dragon, Toby

2015-01-01

In this paper, we identify "Learning to Learn Together" (L2L2) as a new and important educational goal. Our view of L2L2 is a substantial extension of "Learning to Learn" (L2L): L2L2 consists of learning to collaborate to successfully face L2L challenges. It is inseparable from L2L, as it emerges when individuals face problems…

Learning after acquired brain injury. Learning the hard way

NARCIS (Netherlands)

Boosman, H.

2015-01-01

Background: When the brain has suffered damage, the learning process can be considerably disturbed. Brain damage can influence what is learned, but also how learning takes place. What patients can learn can be viewed in terms of ‘learning ability’ and how patients learn in terms of ‘learning style’.

Implementing a university e-learning strategy: levers for change within academic schools

Directory of Open Access Journals (Sweden)

Rhona Sharpe

2006-12-01

Full Text Available This paper describes the implementation of an e-learning strategy at a single higher education institution in terms of the levers used to promote effective uptake and ensure sustainable embedding. The focus of this work was at the level of the academic school using a range of change practices including the appointment of school-based learning technologists and e-learning champions, supporting schools to write their own strategies, a pedagogical framework of engaging with e-learning, and curriculum development and evaluation of school-supported projects. It is clear that the implementation of the e-learning strategy has led to a large and increasing proportion of our students experiencing blended learning. In addition, there are initial indications that this has enhanced some learning and teaching processes. Where there has been sustainable embedding of effective e-learning, the following levers were identified as particularly important: flexibility in practices that allow schools to contextualise their plans for change, the facilitation of communities of key staff and creating opportunities for staff to voice and challenge their beliefs about e-learning.

Technical Evaluation Report 30: Vendor-Assisted Evaluation of a Learning Management System

Directory of Open Access Journals (Sweden)

Adrienne De Schutter

2004-04-01

Full Text Available A product evaluation was conducted of Desire2Learn, an online learning management system gaining popularity in educational institutions. Since an online trial version of the software was not available for evaluation, an inspection meeting with the vendor was arranged. This provided the evaluation team with an opportunity to examine the precautions necessary for ensuring the objectivity of a product evaluation based on vendor-supplied information. The report outlines the team’s use of evaluator-driven enquiry and a triangulated approach to information checking. The Desire2Learn product is assessed as a flexible and useful addition to the range of learning management system options.

M-Learning: Implications in Learning Domain Specificities, Adaptive Learning, Feedback, Augmented Reality, and the Future of Online Learning

Science.gov (United States)

Squires, David R.

2014-01-01

The aim of this paper is to examine the potential and effectiveness of m-learning in the field of Education and Learning domains. The purpose of this research is to illustrate how mobile technology can and is affecting novel change in instruction, from m-learning and the link to adaptive learning, to the uninitiated learner and capacities of…

When does social learning become cultural learning?

Science.gov (United States)

Heyes, Cecilia

2017-03-01

Developmental research on selective social learning, or 'social learning strategies', is currently a rich source of information about when children copy behaviour, and who they prefer to copy. It also has the potential to tell us when and how human social learning becomes cultural learning; i.e. mediated by psychological mechanisms that are specialized, genetically or culturally, to promote cultural inheritance. However, this review article argues that, to realize its potential, research on the development of selective social learning needs more clearly to distinguish functional from mechanistic explanation; to achieve integration with research on attention and learning in adult humans and 'dumb' animals; and to recognize that psychological mechanisms can be specialized, not only by genetic evolution, but also by associative learning and cultural evolution. © 2015 John Wiley & Sons Ltd.

Machine Learning for Neuroimaging with Scikit-Learn

Directory of Open Access Journals (Sweden)

Alexandre eAbraham

2014-02-01

Full Text Available Statistical machine learning methods are increasingly used for neuroimaging data analysis. Their main virtue is their ability to model high-dimensional datasets, e.g. multivariate analysis of activation images or resting-state time series. Supervised learning is typically used in decoding or encoding settings to relate brain images to behavioral or clinical observations, while unsupervised learning can uncover hidden structures in sets of images (e.g. resting state functional MRI or find sub-populations in large cohorts. By considering different functional neuroimaging applications, we illustrate how scikit-learn, a Python machine learning library, can be used to perform some key analysis steps. Scikit-learn contains a very large set of statistical learning algorithms, both supervised and unsupervised, and its application to neuroimaging data provides a versatile tool to study the brain.

Machine learning for neuroimaging with scikit-learn.

Science.gov (United States)

Abraham, Alexandre; Pedregosa, Fabian; Eickenberg, Michael; Gervais, Philippe; Mueller, Andreas; Kossaifi, Jean; Gramfort, Alexandre; Thirion, Bertrand; Varoquaux, Gaël

2014-01-01

Statistical machine learning methods are increasingly used for neuroimaging data analysis. Their main virtue is their ability to model high-dimensional datasets, e.g., multivariate analysis of activation images or resting-state time series. Supervised learning is typically used in decoding or encoding settings to relate brain images to behavioral or clinical observations, while unsupervised learning can uncover hidden structures in sets of images (e.g., resting state functional MRI) or find sub-populations in large cohorts. By considering different functional neuroimaging applications, we illustrate how scikit-learn, a Python machine learning library, can be used to perform some key analysis steps. Scikit-learn contains a very large set of statistical learning algorithms, both supervised and unsupervised, and its application to neuroimaging data provides a versatile tool to study the brain.

Social software: E-learning beyond learning management systems

DEFF Research Database (Denmark)

Dalsgaard, Christian

2006-01-01

The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software...... to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning...... activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social...

Hybrid e-learning tool TransLearning

NARCIS (Netherlands)

Meij, van der Marjoleine G.; Kupper, Frank; Beers, P.J.; Broerse, Jacqueline E.W.

2016-01-01

E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach ‘TransLearning’ by investigation into how its storytelling

Learning styles and academic achievement among undergraduate medical students in Thailand

Directory of Open Access Journals (Sweden)

Wichuda Jiraporncharoen

2015-07-01

Full Text Available Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3% participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

Learning styles and academic achievement among undergraduate medical students in Thailand.

Science.gov (United States)

Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima

2015-01-01

This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student's learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

Distance learning: its advantages and disadvantages

OpenAIRE

KEGEYAN SVETLANA ERIHOVNA

2016-01-01

Distance learning has become popular in higher institutions because of its flexibility and availability to learners and teachers at anytime, regardless of geographic location. With so many definitions and phases of distance education, this paper only focuses on the delivery mode of distance education (the use of information technology), background, and its disadvantages and advantages for today’s learners.

Study on the effect of smart learning applied at a radiationtherapy subject on self directed learning, self learning efficacy, learning satisfaction of college students

Energy Technology Data Exchange (ETDEWEB)

Shin, Jae Goo; Park, Soo Jin [Daegu Health College, Daegu (Korea, Republic of); Kim, Yon Min [Dept. of Radiotechnology, Wonkwang Health Science University, Iksan (Korea, Republic of)

2016-12-15

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning ,self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods.

Study on the effect of smart learning applied at a radiationtherapy subject on self directed learning, self learning efficacy, learning satisfaction of college students

International Nuclear Information System (INIS)

Shin, Jae Goo; Park, Soo Jin; Kim, Yon Min

2016-01-01

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning ,self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods

Social Media and Seamless Learning: Lessons Learned

Science.gov (United States)

Panke, Stefanie; Kohls, Christian; Gaiser, Birgit

2017-01-01

The paper discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning.…

Mastering machine learning with scikit-learn

CERN Document Server

Hackeling, Gavin

2014-01-01

If you are a software developer who wants to learn how machine learning models work and how to apply them effectively, this book is for you. Familiarity with machine learning fundamentals and Python will be helpful, but is not essential.

Dimensi yang Mempengaruhi Kepuasan Pengguna E-Learning pada Perguruan Tinggi di Jawa Timur

OpenAIRE

Lutfi Haris; Didied Poernawan Affandi

2011-01-01

Abstract: Dimensions that affect the satisfaction of E-Learning Users in HigAbstract: Dimensions that affect the satisfaction of E-Learning Users in Higher Education Institutions in East Java. This research aims to test factors that may affect satisfaction of E-Learning users in higher education institutions in East Java. Samples are taken from public and private higher education institutions, as many as 90 users. Multiple regression analysis is carried out. The result shows that flexibility ...

Social capital and localised learning

DEFF Research Database (Denmark)

Lorenzen, Mark

2007-01-01

  This conceptual paper analyses why social capital is important for learning and economic development, how it is created and its geography. It argues that with the rise of globalisation and learning-based competition, social capital is becoming valuable because it organises markets, lowering...... business firms' costs of co-ordinating and allowing them flexibly to connect and reconnect. The paper defines social capital as a matrix of various social relations, combined with particular normative and cognitive social institutions that facilitate co-operation and reciprocity, and suggests that social...... capital is formed at spatial scales lower than the national or international, because the density of matrices of social relations increases with proximity. The paper also offers a discussion of how national and regional policies may be suited for promoting social capital....

National Wind Distance Learning Collaborative

Energy Technology Data Exchange (ETDEWEB)

Dr. James B. Beddow

2013-03-29

for student access through the use of tablet devices such as iPads. Early prototype Learning Management Systems (LMS) featuring more student-centric access and interfaces with emerging social media were developed and utilized during the testing applications. The project also produced soft results involving cross learning between and among the partners regarding subject matter expertise, online learning pedagogy, and eLearning technology-based platforms. The partners believe that the most significant, overarching accomplishment of the project was the development and implementation of goals, activities, and outcomes that significantly exceeded those proposed in the initial grant application submitted in 2009. Key specific accomplishments include: (1) development of a set of 8 online learning modules addressing electrical safety as it relates to the work of wind technicians; (3) development of a flexible, open-ended Learning Management System (LMS): (3) creation of a robust body of learning (knowledge, experience, skills, and relationships). Project leaders have concluded that there is substantial resource equity that could be leverage and recommend that it be carried forward to pursue a Next Stage Opportunity relating to development of an online core curriculum for institute and community college energy workforce development programs.

A Framework for Building an Interactive Satellite TV Based M-Learning Environment

Directory of Open Access Journals (Sweden)

Ghassan Issa

2010-07-01

Full Text Available This paper presents a description of an interactive satellite TV based mobile learning (STV-ML framework, in which a satellite TV station is used as an integral part of a comprehensive interactive mobile learning (M-Learning environment. The proposed framework assists in building a reliable, efficient, and cost-effective environment to meet the growing demands of M-Learning all over the world, especially in developing countries. It utilizes recent advances in satellite reception, broadcasting technologies, and interactive TV to facilitate the delivery of gigantic learning materials. This paper also proposed a simple and flexible three-phase implementation methodology which includes construction of earth station, expansion of broadcasting channels, and developing true user interactivity. The proposed framework and implementation methodology ensure the construction of a true, reliable, and cost effective M-Learning system that can be used efficiently and effectively by a wide range of users and educational institutions to deliver ubiquitous learning.

Post-training depletions of basolateral amygdala serotonin fail to disrupt discrimination, retention, or reversal learning

Directory of Open Access Journals (Sweden)

G. Jesus eOchoa

2015-05-01

Full Text Available In goal-directed pursuits, the basolateral amygdala (BLA is critical in learning about changes in the value of rewards. BLA-lesioned rats show enhanced reversal learning, a task employed to measure the flexibility of response to changes in reward. Similarly, there is a trend for enhanced discrimination learning, suggesting that BLA may modulate formation of stimulus-reward associations. There is a parallel literature on the importance of serotonin (5HT in new stimulus-reward and reversal learning. Recent postulations implicate 5HT in learning from punishment. Whereas dopaminergic involvement is critical in behavioral activation and reinforcement, 5HT may be most critical for aversive processing and behavioral inhibition, complementary cognitive processes. Given these findings, a 5HT-mediated mechanism in BLA may mediate the facilitated learning observed previously. The present study investigated the effects of selective 5HT lesions in BLA using 5,7-dihydroxytryptamine (5,7-DHT versus infusions of saline (Sham on discrimination, retention, and deterministic reversal learning. Rats were required to reach an 85% correct pairwise discrimination and single reversal criterion prior to surgery. Postoperatively, rats were then tested on the 1 retention of the pretreatment discrimination pair 2 discrimination of a novel pair and 3 reversal learning performance. We found statistically comparable preoperative learning rates between groups, intact postoperative retention, and unaltered novel discrimination and reversal learning in 5,7-DHT rats. These findings suggest that 5HT in BLA is not required for formation and flexible adjustment of new stimulus-reward associations when the strategy to efficiently solve the task has already been learned. Given the complementary role of orbitofrontal cortex in reward learning and its interconnectivity with BLA, these findings add to the list of dissociable mechanisms for BLA and orbitofrontal cortex in reward learning.

Linking Action Learning and Inter-Organisational Learning: The Learning Journey Approach

Science.gov (United States)

Schumacher, Thomas

2015-01-01

The article presents and illustrates the learning journey (LJ)--a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of…

Learning Networks, Networked Learning

NARCIS (Netherlands)

Sloep, Peter; Berlanga, Adriana

2010-01-01

Sloep, P. B., & Berlanga, A. J. (2011). Learning Networks, Networked Learning [Redes de Aprendizaje, Aprendizaje en Red]. Comunicar, XIX(37), 55-63. Retrieved from http://dx.doi.org/10.3916/C37-2011-02-05

Working on educational research methods with masters students in an international online learning community

NARCIS (Netherlands)

Hudson, B; Owen, D; van Veen, K

In this paper we discuss the background to this study in the development of the international MSc e-Learning Multimedia and Consultancy. The aims of the study focus on the conditions for achieving communication, interaction and collaboration in open and flexible e-learning environments. We present

Stress Induces a Shift Towards Striatum-Dependent Stimulus-Response Learning via the Mineralocorticoid Receptor

NARCIS (Netherlands)

Vogel, S.; Klumpers, F.; Navarro Schröder, T.; Oplaat, K.T.; Krugers, H.J.; Oitzl, M.S.; Joëls, M.; Doeller, C.F.; Fernández, G.

2017-01-01

Stress is assumed to cause a shift from flexible 'cognitive' memory to more rigid 'habit' memory. In the spatial memory domain, stress impairs place learning depending on the hippocampus whereas stimulus-response learning based on the striatum appears to be improved. While the neural basis of this

Stress induces a shift towards striatum-dependent stimulus-response learning via the mineralocorticoid receptor

NARCIS (Netherlands)

Vogel, S.; Klumpers, F.; Navarro Schröder, T.; Oplaat, K.T.; Krugers, H.J.; Oitzl, M.S.; Joëls, M.; Doeller, C.F.; Fernandez, G.

2017-01-01

Stress is assumed to cause a shift from flexible 'cognitive' memory to more rigid 'habit' memory. In the spatial memory domain, stress impairs place learning depending on the hippocampus whereas stimulus-response learning based on the striatum appears to be improved. While the neural basis of this

Stress Induces a Shift Towards Striatum-Dependent Stimulus-Response Learning via the Mineralocorticoid Receptor

NARCIS (Netherlands)

Vogel, Susanne; Klumpers, Floris; Schroeder, Tobias Navarro; Oplaat, Krista T.; Krugers, Harm J.; Oitzl, Melly S.; Joels, Marian; Doeller, Christian F.; Fernandez, Guillen

Stress is assumed to cause a shift from flexible 'cognitive' memory to more rigid 'habit' memory. In the spatial memory domain, stress impairs place learning depending on the hippocampus whereas stimulus-response learning based on the striatum appears to be improved. While the neural basis of this

Invited Reaction: Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

Science.gov (United States)

Cseh, Maria; Manikoth, Nisha N.

2011-01-01

As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…

EkSTEMiT Learning Module and Inculcation of Inventive Thinking

Directory of Open Access Journals (Sweden)

Norhaslinda Abdul Samad

2017-10-01

Full Text Available The young generation of today must be prepared with the knowledge and skills necessary to be able to compete globally thus boosting economic growth and prosperity. Therefore, students should not only be equipped with knowledge but they are in need of the “21st century skills”, which is the top priority and one of the main education agenda goals today. As one of the domains in the 21st century skills, inventive thinking includes elements of flexibility, self-regulation, curiosity, creativity, risk taking, higher order thinking and reasoning. In order to inculcate inventive thinking for students, the EkSTEMiT Learning Module was developed for the topic Electrochemistry; one of the most difficult topics to learn among students. EkSTEMiT Learning Module was developed based on the STEM (Science, Technology, Engineering and Mathematics integrated model. Thus, this paper will discuss the conceptual framework underlying the development of EkSTEMiT Learning Module with descriptions of learning activities designed for Electrochemistry.

Time to rethink the neural mechanisms of learning and memory.

Science.gov (United States)

Gallistel, Charles R; Balsam, Peter D

2014-02-01

Most studies in the neurobiology of learning assume that the underlying learning process is a pairing - dependent change in synaptic strength that requires repeated experience of events presented in close temporal contiguity. However, much learning is rapid and does not depend on temporal contiguity, which has never been precisely defined. These points are well illustrated by studies showing that the temporal relations between events are rapidly learned- even over long delays- and that this knowledge governs the form and timing of behavior. The speed with which anticipatory responses emerge in conditioning paradigms is determined by the information that cues provide about the timing of rewards. The challenge for understanding the neurobiology of learning is to understand the mechanisms in the nervous system that encode information from even a single experience, the nature of the memory mechanisms that can encode quantities such as time, and how the brain can flexibly perform computations based on this information. Copyright © 2013 Elsevier Inc. All rights reserved.

Bringing problem based learning to life using virtual reality.

Science.gov (United States)

Nelson, Linda; Sadler, Lynne; Surtees, Geoffrey

2005-03-01

Recent UK government policy advocates the need for a more flexible approach to nurse education and ;Fitness for Practice' stresses the importance of information technology and computer mediated learning facilities in the future of nursing education [Department of Health, Making a Difference, Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health Care, Department of Health, 1999; The United Kingdom Central Council For Nursing, Fitness for Practice, The UKCC Commission for Nursing and Midwifery Education, 1999]. In response to this recommendation, a virtual reality package has been designed as a learning resource within adult pre-registration nursing education. This learning and teaching strategy is used in conjunction with problem based learning, enabling students to visualise individual/family life in a community setting. Students are encouraged to consider wider issues such as social and environmental factors and their impact upon health. The virtual reality package acts as one of a number of triggers. This paper will discuss the early development and offer an example of its use as a learning and teaching strategy within year two of a three year programme.

Benefits and Barriers of E-Learning for Staff Training in a Medical University.

Science.gov (United States)

Franz, Stefan; Behrends, Marianne; Haack, Claudia; Marschollek, Michael

2015-01-01

Learning Management Systems (LMS) are a feasible solution to fulfill the various requirements for e-learning based training in a medical university. Using the LMS ILIAS, the Institute of Diagnostic and Interventional Radiology has designed an e-learning unit about data protection, which has been used by 73% of the department's employees in the first three months. To increase the use of e-learning for staff training, it is necessary to identify barriers and benefits, which encourage the use of e-learning. Therefore, we started an online survey to examine how the employees evaluate this learning opportunity. The results show that 87% of the employees had no technical problems and also competence of Information and Communication Technology (ICT) was no barrier. If anything, reported issues were time shortages and tight schedules. Therefore, short learning modules (less than 20 minutes) are preferred. Furthermore, temporal flexibility for learning is important for 83% of employees.

Learning Styles.

Science.gov (United States)

Missouri Univ., Columbia. Coll. of Education.

Information is provided regarding major learning styles and other factors important to student learning. Several typically asked questions are presented regarding different learning styles (visual, auditory, tactile and kinesthetic, and multisensory learning), associated considerations, determining individuals' learning styles, and appropriate…

Students' Perceptions of Learning Mode in Mathematics

Science.gov (United States)

Krishnan, Saras

2016-01-01

Blended courses or hybrid courses have gained popularity over the years because of their flexibility and convenience. Technology use in the online component of the blended/hybrid courses is another influence particularly to the younger generation of learners who enjoy learning interactively in a virtual environment. However, depending on the…

Adventure Learning: Theory and Implementation of Hybrid Learning

Science.gov (United States)

Doering, A.

2008-12-01

Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they

Emergent Learning and Learning Ecologies in Web 2.0

Directory of Open Access Journals (Sweden)

Roy Williams

2011-03-01

Full Text Available This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning and the conditions that enable emergent, self-organised learning to occur and to flourish. Specifically, it explores whether emergent learning can be validated and self-correcting and whether it is possible to link or integrate emergent and prescribed learning. It draws on complexity theory, communities of practice, and the notion of connectivism to develop some of the foundations for an analytic framework, for enabling and managing emergent learning and networks in which agents and systems co-evolve. It then examines specific cases of learning to test and further develop the analytic framework.The paper argues that although social networking media increase the potential range and scope for emergent learning exponentially, considerable effort is required to ensure an effective balance between openness and constraint. It is possible to manage the relationship between prescriptive and emergent learning, both of which need to be part of an integrated learning ecology.

Semantic modelling for learning styles and learning material in an e-learning environment

OpenAIRE

Alhasan, K.; Chen, Liming; Chen, Feng

2017-01-01

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the URI link. Various learners with various requirements have led to the raise of a crucial concern in the area of e-learning. A new technology for propagating learning to learners worldwide, has led to an evolution in the e-learning industry that takes into account all the requirements of the learning process. In spite of the wide growing, the e-learning te...

The Effect of Animation in Multimedia Computer-Based Learning and Learning Style to the Learning Results

Directory of Open Access Journals (Sweden)

Muhammad RUSLI

2017-10-01

Full Text Available The effectiveness of a learning depends on four main elements, they are content, desired learning outcome, instructional method and the delivery media. The integration of those four elements can be manifested into a learning modul which is called multimedia learning or learning by using multimedia. In learning context by using computer-based multimedia, there are two main things that need to be noticed so that the learning process can run effectively: how the content is presented, and what the learner’s chosen way in accepting and processing the information into a meaningful knowledge. First it is related with the way to visualize the content and how people learn. The second one is related with the learning style of the learner. This research aims to investigate the effect of the type of visualization—static vs animated—on a multimedia computer-based learning, and learning styles—visual vs verbal, towards the students’ capability in applying the concepts, procedures, principles of Java programming. Visualization type act as independent variables, and learning styles of the students act as a moderator variable. Moreover, the instructional strategies followed the Component Display Theory of Merril, and the format of presentation of multimedia followed the Seven Principles of Multimedia Learning of Mayer and Moreno. Learning with the multimedia computer-based learning has been done in the classroom. The subject of this research was the student of STMIK-STIKOM Bali in odd semester 2016-2017 which followed the course of Java programming. The Design experiments used multivariate analysis of variance, MANOVA 2 x 2, with a large sample of 138 students in 4 classes. Based on the results of the analysis, it can be concluded that the animation in multimedia interactive learning gave a positive effect in improving students’ learning outcomes, particularly in the applying the concepts, procedures, and principles of Java programming. The

Learning Analytics for Networked Learning Models

Science.gov (United States)

Joksimovic, Srecko; Hatala, Marek; Gaševic, Dragan

2014-01-01

Teaching and learning in networked settings has attracted significant attention recently. The central topic of networked learning research is human-human and human-information interactions occurring within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach to…

Semantic Modelling for Learning Styles and Learning Material in an E-Learning Environment

Science.gov (United States)

Alhasan, Khawla; Chen, Liming; Chen, Feng

2017-01-01

Various learners with various requirements have led to the raise of a crucial concern in the area of e-learning. A new technology for propagating learning to learners worldwide, has led to an evolution in the e-learning industry that takes into account all the requirements of the learning process. In spite of the wide growing, the e-learning…

Blended learning – integrating E-learning with traditional learning methods in teaching basic medical science

OpenAIRE

J.G. Bagi; N.K. Hashilkar

2014-01-01

Background: Blended learning includes an integration of face to face classroom learning with technology enhanced online material. It provides the convenience, speed and cost effectiveness of e-learning with the personal touch of traditional learning. Objective: The objective of the present study was to assess the effectiveness of a combination of e-learning module and traditional teaching (Blended learning) as compared to traditional teaching alone to teach acid base homeostasis to Phase I MB...

Learning network theory : its contribution to our understanding of work-based learning projects and learning climate

OpenAIRE

Poell, R.F.; Moorsel, M.A.A.H. van

1996-01-01

This paper discusses the relevance of Van der Krogt's learning network theory (1995) for our understanding of the concepts of work-related learning projects and learning climate in organisations. The main assumptions of the learning network theory are presented and transferred to the level of learning groups in organisations. Four theoretical types of learning projects are distinguished. Four different approaches to the learning climate of work groups are compared to the approach offered by t...

Learning about Learning: A Conundrum and a Possible Resolution

Science.gov (United States)

Barnett, Ronald

2011-01-01

What is it to learn in the modern world? We can identify four "learning epochs" through which our understanding of learning has passed: a metaphysical view; an empirical view; an experiential view; and, currently, a "learning-amid-contestation" view. In this last and current view, learning has its place in a world in which, the more one learns,…

Emergent learning and learning ecologies in Web 2.0

OpenAIRE

Williams, Roy; Karousou, Regina; Mackness, J.

2011-01-01

This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning and the conditions that enable emergent, self-organised learning to occur and to flourish. Specifically, it explores whether emergent learning can be validated and self-correcting and whether it is possible to link or integrate emergent and prescribed learning. It draws on complexity theory, commu...

Why not serve an educational buffet for students? Blended learning in optics experimental education

Science.gov (United States)

Zhou, Ya; Hu, Yao; Dong, Liquan; Liu, Ming; Zhao, Yuejin; Kong, Lingqin; Hao, Qun; Huang, Yifan

2017-08-01

When talking about higher education, it's hard not to run into a discussion on what's really better for student learning: online learning or traditional learning? Of course, the key is to offer both, and potentially emphasize blended learning as the less polarizing option. Online courses are much more flexible and less expensive, but powerless while hands-on practical capacity is involved. Traditional experimental course can maintain a fluid and solid learning process but is less productive due to its scheduled time and simplex access. In this paper, a buffet-style knowledge service mode applied in a 12-week-long project-based experimental course Optoelectronic Instrument Experiments (OIE) is discussed. Our purpose is to find a blended learning mode in experimental education.

A Review on Different Virtual Learning Methods in Pharmacy Education

Directory of Open Access Journals (Sweden)

Amin Noori

2015-10-01

Full Text Available Virtual learning is a type of electronic learning system based on the web. It models traditional in- person learning by providing virtual access to classes, tests, homework, feedbacks and etc. Students and teachers can interact through chat rooms or other virtual environments. Web 2.0 services are usually used for this method. Internet audio-visual tools, multimedia systems, a disco CD-ROMs, videotapes, animation, video conferencing, and interactive phones can all be used to deliver data to the students. E-learning can occur in or out of the classroom. It is time saving with lower costs compared to traditional methods. It can be self-paced, it is suitable for distance learning and it is flexible. It is a great learning style for continuing education and students can independently solve their problems but it has its disadvantages too. Thereby, blended learning (combination of conventional and virtual education is being used worldwide and has improved knowledge, skills and confidence of pharmacy students.The aim of this study is to review, discuss and introduce different methods of virtual learning for pharmacy students.Google scholar, Pubmed and Scupus databases were searched for topics related to virtual, electronic and blended learning and different styles like computer simulators, virtual practice environment technology, virtual mentor, virtual patient, 3D simulators, etc. are discussed in this article.Our review on different studies on these areas shows that the students are highly satisfied withvirtual and blended types of learning.

New designing of E-Learning systems with using network learning

OpenAIRE

Malayeri, Amin Daneshmand; Abdollahi, Jalal

2010-01-01

One of the most applied learning in virtual spaces is using E-Learning systems. Some E-Learning methodologies has been introduced, but the main subject is the most positive feedback from E-Learning systems. In this paper, we introduce a new methodology of E-Learning systems entitle "Network Learning" with review of another aspects of E-Learning systems. Also, we present benefits and advantages of using these systems in educating and fast learning programs. Network Learning can be programmable...

[Learning how to learn for specialist further education].

Science.gov (United States)

Breuer, G; Lütcke, B; St Pierre, M; Hüttl, S

2017-02-01

The world of medicine is becoming from year to year more complex. This necessitates efficient learning processes, which incorporate the principles of adult education but with unchanged periods of further education. The subject matter must be processed, organized, visualized, networked and comprehended. The learning process should be voluntary and self-driven with the aim of learning the profession and becoming an expert in a specialist field. Learning is an individual process. Despite this, the constantly cited learning styles are nowadays more controversial. An important factor is a healthy mixture of blended learning methods, which also use new technical possibilities. These include a multitude of e‑learning options and simulations, which partly enable situative learning in a "shielded" environment. An exemplary role model of the teacher and feedback for the person in training also remain core and sustainable aspects in medical further education.

Using Learning Games to Meet Learning Objectives

DEFF Research Database (Denmark)

Henriksen, Thomas Duus

2013-01-01

This paper addresses the question on how learning games can be used to meet with the different levels in Bloom’s and the SOLO taxonomy, which are commonly used for evaluating the learning outcome of educational activities. The paper discusses the quality of game-based learning outcomes based on a...... on a case study of the learning game 6Styles....

Learning about Learning

Science.gov (United States)

Siegler, Robert S.

2004-01-01

The field of children's learning was thriving when the Merrill-Palmer Quarterly was launched; the field later went into eclipse and now is in the midst of a resurgence. This commentary examines reasons for these trends, and describes the emerging field of children's learning. In particular, the new field is seen as differing from the old in its…

Skill learning and the evolution of social learning mechanisms.

Science.gov (United States)

van der Post, Daniel J; Franz, Mathias; Laland, Kevin N

2016-08-24

Social learning is potentially advantageous, but evolutionary theory predicts that (i) its benefits may be self-limiting because social learning can lead to information parasitism, and (ii) these limitations can be mitigated via forms of selective copying. However, these findings arise from a functional approach in which learning mechanisms are not specified, and which assumes that social learning avoids the costs of asocial learning but does not produce information about the environment. Whether these findings generalize to all kinds of social learning remains to be established. Using a detailed multi-scale evolutionary model, we investigate the payoffs and information production processes of specific social learning mechanisms (including local enhancement, stimulus enhancement and observational learning) and their evolutionary consequences in the context of skill learning in foraging groups. We find that local enhancement does not benefit foraging success, but could evolve as a side-effect of grouping. In contrast, stimulus enhancement and observational learning can be beneficial across a wide range of environmental conditions because they generate opportunities for new learning outcomes. In contrast to much existing theory, we find that the functional outcomes of social learning are mechanism specific. Social learning nearly always produces information about the environment, and does not always avoid the costs of asocial learning or support information parasitism. Our study supports work emphasizing the value of incorporating mechanistic detail in functional analyses.

Tablets for Learning in Higher Education:The Top 10 Affordances

OpenAIRE

Godsk, Mikkel

2013-01-01

Based on a small-scale literature review this paper identifies the top 10 affordances of post PC tablets (sometimes referred to as ‘tablet computers’) for higher education in settings where the technology is used for learning. The review shows that the predominant affordances of the technology are related to its ability to support engaging, inclusive, and/or collaborative learning, to provide flexibility in place, and to include multimedia and interactive content in teaching practice. However...

Can Social Learning Increase Learning Speed, Performance or Both?

NARCIS (Netherlands)

Heinerman, J.V.; Stork, J.; Rebolledo Coy, M.A.; Hubert, J.G.; Eiben, A.E.; Bartz-Beielstein, Thomas; Haasdijk, Evert

2017-01-01

Social learning enables multiple robots to share learned experiences while completing a task. The literature offers contradicting examples of its benefits; robots trained with social learning reach a higher performance, an increased learning speed, or both, compared to their individual learning

A Flow of Entrepreneurial Learning Elements in Experiential Learning Settings

DEFF Research Database (Denmark)

Ramsgaard, Michael Breum; Christensen, Marie Ernst

This paper explored the concept of learning in an experiential learning setting and whether the learning process can be understood as a flow of learning factors influencing the outcome. If many constituting factors lead to the development of learning outcomes, there might need to be developed...... that are a part of experiential learning settings and curriculum development....... a differentiated approach to facilitate experiential learning. Subsequently the paper investigated how facilitators of learning processes can design a learning space where the boundary of what is expected from the learner is challenged. In other words the aim was to explore the transformative learning processes...

How we learn

DEFF Research Database (Denmark)

Illeris, Knud

How We Learn, deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also considers a broad range of other important questions in relation to learning such as: modern research into learning and brain functions......, self-perception, motivation and competence development, teaching, intelligence and learning style, learning in relation to gender and life age. The book provides a comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while...... at the same time being an innovative contribution to a new and more holistic understanding of learning including discussion on school-based learning, net-based learning, workplace learning and educational politics. How We Learn examines all the key factors that help to create a holistic understanding of what...

From Self-Regulation to Learning to Learn: Observations on the Construction of Self and Learning

Science.gov (United States)

Thoutenhoofd, Ernst D.; Pirrie, Anne

2015-01-01

The purpose of this article is to clarify the epistemological basis of self-regulated learning. The authors note that learning to learn, a term that has pervaded education policy at EU and national levels in recent years is often conflated with self-regulated learning. As a result, there has been insufficient attention paid to learning as social…

Capstone Portfolios and Geography Student Learning Outcomes

Science.gov (United States)

Mossa, Joann

2014-01-01

Due to increasing demands regarding student learning outcomes and accreditation, a capstone portfolio was added to assess critical thinking and communication skills of geography majors at a large public university in the USA. The portfolio guidelines were designed to be adaptable to a flexible curriculum where about half of the requirements within…

A systematic review of online learning programs for nurse preceptors.

Science.gov (United States)

Wu, Xi Vivien; Chan, Yah Shih; Tan, Kimberlyn Hui Shing; Wang, Wenru

2018-01-01

Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competency, and enhance problem solving skills. Managing the dual roles of a registered nurse and preceptor poses tremendous challenges to many preceptors. Online learning is recognized as an effective learning approach for enhancing nursing knowledge and skills. The systematic review aims to review and synthesise the online learning programs for preceptors. A systematic review was designed based on the Cochrane Handbook for Systematic Reviews of Programs. Articles published between January 2000 and June 2016 were sought from six electronic databases: CINAHL, Medline OVID, PubMed, Science Direct, Scopus, and Web of Science. All papers were reviewed and quality assessment was performed. Nine studies were finally selected. Data were extracted, organized and analysed using a narrative synthesis. The review identified five overarching themes: development of the online learning programs for nurse preceptors, major contents of the programs, uniqueness of each program, modes of delivery, and outcomes of the programs. The systematic review provides insightful information on educational programs for preceptors. At this information age, online learning offers accessibility, convenience, flexibility, which could of great advantage for the working adults. In addition, the online platform provides an alternative for preceptors who face challenges of workload, time, and support system. Therefore, it is paramount that continuing education courses need to be integrated with technology, increase the flexibility and responsiveness of the nursing workforce, and offer alternative means to take up courses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Students' Satisfaction and Perceived Learning with a Web-based Course

Directory of Open Access Journals (Sweden)

Derek Holton

2003-01-01

Full Text Available This paper describes a study, which explored students' responses and reactions to a Web-based tertiary statistics course supporting problem-based learning. The study was undertaken among postgraduate students in a Malaysian university. The findings revealed that the majority of the students were satisfied with their learning experience and achieved comparable learning outcomes to students in the face-to-face version of the course. Students appreciated the flexibility of anytime, anywhere learning. The majority of the students was motivated to learn and had adequate technical support to complete the course. Improvement in computer skills was an incidental learning outcome from the course. The student-student and student-teacher communication was satisfactory but a few students felt isolated learning in the Web environment. These students expressed a need for some face-to-face lectures. While the majority of the students saw value in learning in a problem-based setting, around a third of the students expressed no opinion on, or were dissatisfied with, the problem-based environment. They were satisfied with the group facilitators and learning materials but were unhappy with the group dynamics. Some of the students felt unable to contribute to or learn from the asynchronous Web-based conferences using problem-based approach. Some of the students were not punctual and were not prepared to take part in the Web-based conferences. The findings have suggested a need to explicitly design an organising strategy in the asynchronous Web-based conferences using problem-based approach to aid students in completing the problem-based learning process.

Posthuman learning

DEFF Research Database (Denmark)

Hasse, Cathrine

This book shall explore the concept of learning from the new perspective of the posthuman. The vast majority of cognitive, behavioral and part of the constructionist learning theories operate with an autonomous individual who learn in a world of separate objects. Technology is (if mentioned at all......) understood as separate from the individual learner and perceived as tools. Learning theory has in general not been acknowledging materiality in their theorizing about what learning is. A new posthuman learning theory is needed to keep up with the transformations of human learning resulting from new...... technological experiences. One definition of learning is that it is a relatively permanent change in behavior as the result of experience. During the first half of the twentieth century, two theoretical approaches dominated the domain of learning theory: the schools of thought commonly known as behaviorism...

Effectiveness of simulation with team-based learning in newborn nursing care.

Science.gov (United States)

Kang, Kyung-Ah; Kim, Shin-Jeong; Oh, Jina; Kim, Sunghee; Lee, Myung-Nam

2016-06-01

This study determines the effect of simulation with team-based learning (TBL) on newborn nursing care. This randomized controlled trial included 74 nursing students from one university located in Seoul, South Korea. Participants were categorized into two groups according to educational modality: one group involved both simulation and TBL, and the other involved simulation alone. Learning attitudes, academic achievement, and simulation performance were examined to assess effectiveness. The mean difference in learning attitudes between the two groups was non-significant. Low academic achievement differed significantly between the two groups (t = 3.445, P = 0.002). There was no significant difference in mean scores for simulation performance between the two groups. In this study, simulation with TBL was effective in improving learning outcomes. In current nursing education, various learning methods are employed within complex nursing situations and require flexibility and problem-solving approaches. © 2015 Wiley Publishing Asia Pty Ltd.

An introduction to machine learning with Scikit-Learn

CERN Multimedia

CERN. Geneva

2015-01-01

This tutorial gives an introduction to the scientific ecosystem for data analysis and machine learning in Python. After a short introduction of machine learning concepts, we will demonstrate on High Energy Physics data how a basic supervised learning analysis can be carried out using the Scikit-Learn library. Topics covered include data loading facilities and data representation, supervised learning algorithms, pipelines, model selection and evaluation, and model introspection.

Students’ Motivation for Learning in Virtual Learning Environments

OpenAIRE

Beluce, Andrea Carvalho; Oliveira, Katya Luciane de

2015-01-01

The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs). For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE). The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled ...

Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

Science.gov (United States)

Yurdugül, Halil; Menzi Çetin, Nihal

2015-01-01

Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…

Learning multimodal dictionaries.

Science.gov (United States)

Monaci, Gianluca; Jost, Philippe; Vandergheynst, Pierre; Mailhé, Boris; Lesage, Sylvain; Gribonval, Rémi

2007-09-01

Real-world phenomena involve complex interactions between multiple signal modalities. As a consequence, humans are used to integrate at each instant perceptions from all their senses in order to enrich their understanding of the surrounding world. This paradigm can be also extremely useful in many signal processing and computer vision problems involving mutually related signals. The simultaneous processing of multimodal data can, in fact, reveal information that is otherwise hidden when considering the signals independently. However, in natural multimodal signals, the statistical dependencies between modalities are in general not obvious. Learning fundamental multimodal patterns could offer deep insight into the structure of such signals. In this paper, we present a novel model of multimodal signals based on their sparse decomposition over a dictionary of multimodal structures. An algorithm for iteratively learning multimodal generating functions that can be shifted at all positions in the signal is proposed, as well. The learning is defined in such a way that it can be accomplished by iteratively solving a generalized eigenvector problem, which makes the algorithm fast, flexible, and free of user-defined parameters. The proposed algorithm is applied to audiovisual sequences and it is able to discover underlying structures in the data. The detection of such audio-video patterns in audiovisual clips allows to effectively localize the sound source on the video in presence of substantial acoustic and visual distractors, outperforming state-of-the-art audiovisual localization algorithms.

Learning for life.

Science.gov (United States)

Fisher, N

1989-07-01

UNICEF's position on education availability in Africa is posited, and both recent initiatives taken on its own and those conducted through collaborative efforts with other international agencies are described. UNICEF supports the notion of learning for life, with education being accessible to all of Africa's children. Learning should be relevant and responsive to the needs of individuals and communities, helpful for surviving and developing in a dynamic environment, and emphasize their roles in the community, the nation, the work force, and the household. UNICEF supports low cost, community-based early child care and education programs, with a view to maintaining flexible approaches depending upon the types of education which may be required in different contexts. Presently, UNICEF's work in Africa centers upon communicating practical child survival and maternal health information to children, families, opinion leaders, and communicators. Collaborative efforts by UNICEF, WHO, and UNESCO include publishing a new book entitles "Facts for Life," and implementing an action-oriented school health curriculum for primary schools in 5 countries. "Health-into-Mathematics" is another UNICEF publication integrating the 2 fields for children. women in development, the importance of primary education, and the use of radio in education are also addressed. In the face of economic crisis and destabilization, education services must be protected. An initiative to promote renewed national and international commitment to basic education for all, a World Conference on Education for All-Meeting Basic Learning Needs," is noted.

Mapping Students’ Informal Learning Using Personal Learning Environment

Directory of Open Access Journals (Sweden)

Jelena Anđelković Labrović

2014-07-01

Full Text Available Personal learning environments are a widely spared ways of learning, especially for the informal learning process. The aim of this research is to identify the elements of studens’ personal learning environment and to identify the extent to which students use modern technology for learning as part of their non-formal learning. A mapping system was used for gathering data and an analysis of percentages and frequency counts was used for data analysis in the SPSS. The results show that students’ personal learning environment includes the following elements: Wikipedia, Google, YouTube and Facebook in 75% of all cases, and an interesting fact is that all of them belong to a group of Web 2.0 tools and applications.

IMPLEMENTATION OF TECHNOLOGY ENHANCED LEARNING PEDAGOGY AND IMPACT ON EMPLOYABILITY AND LEARNING WITHIN ENGINEERING EDUCATION FRAMEWORKS

OpenAIRE

Vickerstaff, Rebecca

2015-01-01

Engineering Education experiences turbulent changes, both from government pressures and from industry demands on readdressing the requirements of graduate capability. Despite vast amounts of engineering literature discussing ‘change’ within the field, engineering curricula still maintains its predominant pedagogic model of dissemination to students as it did in previous decades. Technology Enhanced Learning in education has created new and flexible options in the delivery and assessmen...

A Web-Based Learning Support System for Inquiry-Based Learning

Science.gov (United States)

Kim, Dong Won; Yao, Jingtao

The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

Perceptions of dental students towards learning environment in an Indian scenario

Directory of Open Access Journals (Sweden)

Leena Jain

2010-01-01

Full Text Available Background: Dental students constitute a stakeholder group that is able to provide unique information concerning the effectiveness of the dental curriculum. The purpose of this study was to determine students′ perceptions of the learning environment, intellectual climate and teacher student relationships in dental school. Methods : This study was conducted among 341 dental students of two dental college of Udaipur, Rajasthan, India. Response rate was 85%. In this study, the dental version of Medical Student Learning Environment Survey has been used. The questionnaires were divided in to 7 subscales like flexibility, student to student interaction, emotional climate, meaningful experience, organization, supportiveness, and breadth of interest. The students were divided in to two groups of preclinical and clinical for the purpose of comparison. The data were analyzed using ANOVA and t-test. Results: The results were statistically analyzed and differentiated in to preclinical and clinical phases. The preclinical and clinical students rated the student to student interaction as the most favorable whereas the lowest score was given to flexibility by both preclinical and clinical students. Preclinical students rated emotional climate as the lowest after flexibility whereas clinical students rated breadth of interest and meaningful experience as the lowest score after flexibility. Conclusion: This study emphasized the areas of improvement in dental school learning environment based on students′ perspective by making these required and much needed changes in the curriculum. Students′ satisfaction with their dental education can be increased.

The Impacts of Personal Qualities on Online Learning Readiness at Curtin Sarawak Malaysia (CSM)

Science.gov (United States)

Lau, Chun Yun; Shaikh, Junaid M.

2012-01-01

Nowadays many educational institutions have embraced online education to cater for flexible and student-centered learning. Through online education, students have an opportunity to gain education at their own convenience, in terms of time and place. However, it is argued that students are less satisfied with online learning than with traditional…

Designing Learning Resources in Synchronous Learning Environments

DEFF Research Database (Denmark)

Christiansen, Rene B

2015-01-01

Computer-mediated Communication (CMC) and synchronous learning environments offer new solutions for teachers and students that transcend the singular one-way transmission of content knowledge from teacher to student. CMC makes it possible not only to teach computer mediated but also to design...... and create new learning resources targeted to a specific group of learners. This paper addresses the possibilities of designing learning resources within synchronous learning environments. The empirical basis is a cross-country study involving students and teachers in primary schools in three Nordic...... Countries (Denmark, Sweden and Norway). On the basis of these empirical studies a set of design examples is drawn with the purpose of showing how the design fulfills the dual purpose of functioning as a remote, synchronous learning environment and - using the learning materials used and recordings...

Learning paradigms in workplace e-learning research

Directory of Open Access Journals (Sweden)

Isabella Norén Creutz

2014-09-01

Full Text Available The objective of this paper is to explore the discourses of learning that are actualized in workplace e-learning. It aims to understand how learning is defined in research within this field. The empirical material consists of academic research articles on e-learning in the workplace, published from 2000 to 2013. The findings are presented as four metaphors highlighting four overlapping time periods with different truth regimes: Celebration, Questioning, Reflection and Dissolution. It is found that learning as a phenomenon tends to be marginalized in relation to the digital technology used. Based on this, we discuss a proposal for a more critical and problematized approach to e-learning, and a deeper understanding of the challenges and opportunities for employees and organizations to acquire knowledge in the digital age.

Workplace Learning by Action Learning: A Practical Example.

Science.gov (United States)

Miller, Peter

2003-01-01

An action learning approach to help managers enhance learning capacity involved a performance management seminar, work by action learning sets, implementation of a new performance management instrument with mentoring by action learning facilitators, and evaluation. Survey responses from 392 participants revealed satisfaction with managerial…

THE INTEGRATION MODEL OF SYSTEMS OF DISTANCE AND OF TRADITIONAL MATHEMATICS LEARNING OF SENIOR PUPILS

OpenAIRE

Игорь Николаевич Макарьев

2013-01-01

In this article the author dwells on the content and structure of the model of integration of system of distance learning to mathematics of senior pupils and traditional paradigm of education. This kind of integration is based on such principles as independence, individualization, flexibility, nonlinearity, openness. Specifics of the methodological support of distance mathematics learning are also analyzed. Particularly the author asserts that the system of distance mathematics learning can t...

Working memory supports inference learning just like classification learning.

Science.gov (United States)

Craig, Stewart; Lewandowsky, Stephan

2013-08-01

Recent research has found a positive relationship between people's working memory capacity (WMC) and their speed of category learning. To date, only classification-learning tasks have been considered, in which people learn to assign category labels to objects. It is unknown whether learning to make inferences about category features might also be related to WMC. We report data from a study in which 119 participants undertook classification learning and inference learning, and completed a series of WMC tasks. Working memory capacity was positively related to people's classification and inference learning performance.

Seamless Language Learning: Second Language Learning with Social Media

Science.gov (United States)

Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh

2017-01-01

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. it promotes social…

Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

DEFF Research Database (Denmark)

Helbo, Jan; Knudsen, Morten

2004-01-01

This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation....... The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...