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Sample records for learning theory model

  1. Reconstructing Constructivism: Causal Models, Bayesian Learning Mechanisms, and the Theory Theory

    Science.gov (United States)

    Gopnik, Alison; Wellman, Henry M.

    2012-01-01

    We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework…

  2. Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theory.

    Science.gov (United States)

    Gopnik, Alison; Wellman, Henry M

    2012-11-01

    We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and nontechnical way, and review an extensive but relatively recent body of empirical results that supports these ideas. These include new studies of the mechanisms of learning. Children infer causal structure from statistical information, through their own actions on the world and through observations of the actions of others. Studies demonstrate these learning mechanisms in children from 16 months to 4 years old and include research on causal statistical learning, informal experimentation through play, and imitation and informal pedagogy. They also include studies of the variability and progressive character of intuitive theory change, particularly theory of mind. These studies investigate both the physical and the psychological and social domains. We conclude with suggestions for further collaborative projects between developmental and computational cognitive scientists.

  3. Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory

    OpenAIRE

    Gopnik, Alison; Wellman, Henry M.

    2012-01-01

    We propose a new version of the “theory theory” grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and non-technical way, and review an extensive but ...

  4. Situated learning theory: adding rate and complexity effects via Kauffman's NK model.

    Science.gov (United States)

    Yuan, Yu; McKelvey, Bill

    2004-01-01

    For many firms, producing information, knowledge, and enhancing learning capability have become the primary basis of competitive advantage. A review of organizational learning theory identifies two approaches: (1) those that treat symbolic information processing as fundamental to learning, and (2) those that view the situated nature of cognition as fundamental. After noting that the former is inadequate because it focuses primarily on behavioral and cognitive aspects of individual learning, this paper argues the importance of studying learning as interactions among people in the context of their environment. It contributes to organizational learning in three ways. First, it argues that situated learning theory is to be preferred over traditional behavioral and cognitive learning theories, because it treats organizations as complex adaptive systems rather than mere information processors. Second, it adds rate and nonlinear learning effects. Third, following model-centered epistemology, it uses an agent-based computational model, in particular a "humanized" version of Kauffman's NK model, to study the situated nature of learning. Using simulation results, we test eight hypotheses extending situated learning theory in new directions. The paper ends with a discussion of possible extensions of the current study to better address key issues in situated learning.

  5. Towards a Semantic E-Learning Theory by Using a Modelling Approach

    Science.gov (United States)

    Yli-Luoma, Pertti V. J.; Naeve, Ambjorn

    2006-01-01

    In the present study, a semantic perspective on e-learning theory is advanced and a modelling approach is used. This modelling approach towards the new learning theory is based on the four SECI phases of knowledge conversion: Socialisation, Externalisation, Combination and Internalisation, introduced by Nonaka in 1994, and involving two levels of…

  6. Self Modeling: Expanding the Theories of Learning

    Science.gov (United States)

    Dowrick, Peter W.

    2012-01-01

    Self modeling (SM) offers a unique expansion of learning theory. For several decades, a steady trickle of empirical studies has reported consistent evidence for the efficacy of SM as a procedure for positive behavior change across physical, social, educational, and diagnostic variations. SM became accepted as an extreme case of model similarity;…

  7. Theory-based Bayesian models of inductive learning and reasoning.

    Science.gov (United States)

    Tenenbaum, Joshua B; Griffiths, Thomas L; Kemp, Charles

    2006-07-01

    Inductive inference allows humans to make powerful generalizations from sparse data when learning about word meanings, unobserved properties, causal relationships, and many other aspects of the world. Traditional accounts of induction emphasize either the power of statistical learning, or the importance of strong constraints from structured domain knowledge, intuitive theories or schemas. We argue that both components are necessary to explain the nature, use and acquisition of human knowledge, and we introduce a theory-based Bayesian framework for modeling inductive learning and reasoning as statistical inferences over structured knowledge representations.

  8. Collective learning modeling based on the kinetic theory of active particles

    Science.gov (United States)

    Burini, D.; De Lillo, S.; Gibelli, L.

    2016-03-01

    This paper proposes a systems approach to the theory of perception and learning in populations composed of many living entities. Starting from a phenomenological description of these processes, a mathematical structure is derived which is deemed to incorporate their complexity features. The modeling is based on a generalization of kinetic theory methods where interactions are described by theoretical tools of game theory. As an application, the proposed approach is used to model the learning processes that take place in a classroom.

  9. Collective learning modeling based on the kinetic theory of active particles.

    Science.gov (United States)

    Burini, D; De Lillo, S; Gibelli, L

    2016-03-01

    This paper proposes a systems approach to the theory of perception and learning in populations composed of many living entities. Starting from a phenomenological description of these processes, a mathematical structure is derived which is deemed to incorporate their complexity features. The modeling is based on a generalization of kinetic theory methods where interactions are described by theoretical tools of game theory. As an application, the proposed approach is used to model the learning processes that take place in a classroom. Copyright © 2015 Elsevier B.V. All rights reserved.

  10. Theories and control models and motor learning: clinical applications in neuro-rehabilitation.

    Science.gov (United States)

    Cano-de-la-Cuerda, R; Molero-Sánchez, A; Carratalá-Tejada, M; Alguacil-Diego, I M; Molina-Rueda, F; Miangolarra-Page, J C; Torricelli, D

    2015-01-01

    In recent decades there has been a special interest in theories that could explain the regulation of motor control, and their applications. These theories are often based on models of brain function, philosophically reflecting different criteria on how movement is controlled by the brain, each being emphasised in different neural components of the movement. The concept of motor learning, regarded as the set of internal processes associated with practice and experience that produce relatively permanent changes in the ability to produce motor activities through a specific skill, is also relevant in the context of neuroscience. Thus, both motor control and learning are seen as key fields of study for health professionals in the field of neuro-rehabilitation. The major theories of motor control are described, which include, motor programming theory, systems theory, the theory of dynamic action, and the theory of parallel distributed processing, as well as the factors that influence motor learning and its applications in neuro-rehabilitation. At present there is no consensus on which theory or model defines the regulations to explain motor control. Theories of motor learning should be the basis for motor rehabilitation. The new research should apply the knowledge generated in the fields of control and motor learning in neuro-rehabilitation. Copyright © 2011 Sociedad Española de Neurología. Published by Elsevier Espana. All rights reserved.

  11. Statistical Learning Theory: Models, Concepts, and Results

    OpenAIRE

    von Luxburg, Ulrike; Schoelkopf, Bernhard

    2008-01-01

    Statistical learning theory provides the theoretical basis for many of today's machine learning algorithms. In this article we attempt to give a gentle, non-technical overview over the key ideas and insights of statistical learning theory. We target at a broad audience, not necessarily machine learning researchers. This paper can serve as a starting point for people who want to get an overview on the field before diving into technical details.

  12. Kolb's Experiential Learning Theory: A Meta-Model for Career Exploration.

    Science.gov (United States)

    Atkinson, George, Jr.; Murrell, Patricia H.

    1988-01-01

    Kolb's experiential learning theory offers the career counselor a meta-model with which to structure career exploration exercises and ensure a thorough investigation of self and the world of work in a manner that provides the client with an optimal amount of learning and personal development. (Author)

  13. The Self-Perception Theory vs. a Dynamic Learning Model

    OpenAIRE

    Swank, Otto H.

    2006-01-01

    Several economists have directed our attention to a finding in the social psychological literature that extrinsic motivation may undermine intrinsic motivation. The self-perception (SP) theory developed by Bem (1972) explains this finding. The crux of this theory is that people remember their past decisions and the extrinsic rewards they received, but they do not recall their intrinsic motives. In this paper I show that the SP theory can be modeled as a variant of a conventional dynamic learn...

  14. The (kinetic) theory of active particles applied to learning dynamics. Comment on "Collective learning modeling based on the kinetic theory of active particles" by D. Burini et al.

    Science.gov (United States)

    Nieto, J.

    2016-03-01

    The learning phenomena, their complexity, concepts, structure, suitable theories and models, have been extensively treated in the mathematical literature in the last century, and [4] contains a very good introduction to the literature describing the many approaches and lines of research developed about them. Two main schools have to be pointed out [5] in order to understand the two -not exclusive- kinds of existing models: the stimulus sampling models and the stochastic learning models. Also [6] should be mentioned as a survey where two methods of learning are pointed out, the cognitive and the social, and where the knowledge looks like a mathematical unknown. Finally, as the authors do, we refer to the works [9,10], where the concept of population thinking was introduced and which motivate the game theory rules as a tool (both included in [4] to develop their theory) and [7], where the ideas of developing a mathematical kinetic theory of perception and learning were proposed.

  15. Implications of Bandura's Observational Learning Theory for a Competency Based Teacher Education Model.

    Science.gov (United States)

    Hartjen, Raymond H.

    Albert Bandura of Stanford University has proposed four component processes to his theory of observational learning: a) attention, b) retention, c) motor reproduction, and d) reinforcement and motivation. This study represents one phase of an effort to relate modeling and observational learning theory to teacher training. The problem of this study…

  16. Critical evidence for the prediction error theory in associative learning.

    Science.gov (United States)

    Terao, Kanta; Matsumoto, Yukihisa; Mizunami, Makoto

    2015-03-10

    In associative learning in mammals, it is widely accepted that the discrepancy, or error, between actual and predicted reward determines whether learning occurs. Complete evidence for the prediction error theory, however, has not been obtained in any learning systems: Prediction error theory stems from the finding of a blocking phenomenon, but blocking can also be accounted for by other theories, such as the attentional theory. We demonstrated blocking in classical conditioning in crickets and obtained evidence to reject the attentional theory. To obtain further evidence supporting the prediction error theory and rejecting alternative theories, we constructed a neural model to match the prediction error theory, by modifying our previous model of learning in crickets, and we tested a prediction from the model: the model predicts that pharmacological intervention of octopaminergic transmission during appetitive conditioning impairs learning but not formation of reward prediction itself, and it thus predicts no learning in subsequent training. We observed such an "auto-blocking", which could be accounted for by the prediction error theory but not by other competitive theories to account for blocking. This study unambiguously demonstrates validity of the prediction error theory in associative learning.

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

    Science.gov (United States)

    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.

  18. Consideration on Singularities in Learning Theory and the Learning Coefficient

    Directory of Open Access Journals (Sweden)

    Miki Aoyagi

    2013-09-01

    Full Text Available We consider the learning coefficients in learning theory and give two new methods for obtaining these coefficients in a homogeneous case: a method for finding a deepest singular point and a method to add variables. In application to Vandermonde matrix-type singularities, we show that these methods are effective. The learning coefficient of the generalization error in Bayesian estimation serves to measure the learning efficiency in singular learning models. Mathematically, the learning coefficient corresponds to a real log canonical threshold of singularities for the Kullback functions (relative entropy in learning theory.

  19. A Survey of Quantum Learning Theory

    OpenAIRE

    Arunachalam, Srinivasan; de Wolf, Ronald

    2017-01-01

    This paper surveys quantum learning theory: the theoretical aspects of machine learning using quantum computers. We describe the main results known for three models of learning: exact learning from membership queries, and Probably Approximately Correct (PAC) and agnostic learning from classical or quantum examples.

  20. A learning theory account of depression.

    Science.gov (United States)

    Ramnerö, Jonas; Folke, Fredrik; Kanter, Jonathan W

    2015-06-11

    Learning theory provides a foundation for understanding and deriving treatment principles for impacting a spectrum of functional processes relevant to the construct of depression. While behavioral interventions have been commonplace in the cognitive behavioral tradition, most often conceptualized within a cognitive theoretical framework, recent years have seen renewed interest in more purely behavioral models. These modern learning theory accounts of depression focus on the interchange between behavior and the environment, mainly in terms of lack of reinforcement, extinction of instrumental behavior, and excesses of aversive control, and include a conceptualization of relevant cognitive and emotional variables. These positions, drawn from extensive basic and applied research, cohere with biological theories on reduced reward learning and reward responsiveness and views of depression as a heterogeneous, complex set of disorders. Treatment techniques based on learning theory, often labeled Behavioral Activation (BA) focus on activating the individual in directions that increase contact with potential reinforcers, as defined ideographically with the client. BA is considered an empirically well-established treatment that generalizes well across diverse contexts and populations. The learning theory account is discussed in terms of being a parsimonious model and ground for treatments highly suitable for large scale dissemination. © 2015 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

  1. Why formal learning theory matters for cognitive science.

    Science.gov (United States)

    Fulop, Sean; Chater, Nick

    2013-01-01

    This article reviews a number of different areas in the foundations of formal learning theory. After outlining the general framework for formal models of learning, the Bayesian approach to learning is summarized. This leads to a discussion of Solomonoff's Universal Prior Distribution for Bayesian learning. Gold's model of identification in the limit is also outlined. We next discuss a number of aspects of learning theory raised in contributed papers, related to both computational and representational complexity. The article concludes with a description of how semi-supervised learning can be applied to the study of cognitive learning models. Throughout this overview, the specific points raised by our contributing authors are connected to the models and methods under review. Copyright © 2013 Cognitive Science Society, Inc.

  2. USE OF VIRTUAL LEARNING ENVIRONMENTS: A THEORETICAL MODEL USING DECOMPOSED EXPECTANCY DISCONFIRMATION THEORY

    OpenAIRE

    Pereira, Fernando Antonio de Melo; Ramos, Anatália Saraiva Martins; Andrade, Adrianne Paula Vieira de; Oliveira, Bruna Miyuki Kasuya de

    2015-01-01

    ABSTRACT The present study aims to investigate the determinants of satisfaction and the resulting continuance intention in the e-learning context. The constructs of decomposed expectancy disconfirmation theory (DEDT) are evaluated from the perspective of users of a virtual learning environment (VLE) in relation to expectations and perceived performance. An online survey collected responses from 197 students of a public management distance learning course. Structural equation modeling was oper...

  3. Structural reliability analysis under evidence theory using the active learning kriging model

    Science.gov (United States)

    Yang, Xufeng; Liu, Yongshou; Ma, Panke

    2017-11-01

    Structural reliability analysis under evidence theory is investigated. It is rigorously proved that a surrogate model providing only correct sign prediction of the performance function can meet the accuracy requirement of evidence-theory-based reliability analysis. Accordingly, a method based on the active learning kriging model which only correctly predicts the sign of the performance function is proposed. Interval Monte Carlo simulation and a modified optimization method based on Karush-Kuhn-Tucker conditions are introduced to make the method more efficient in estimating the bounds of failure probability based on the kriging model. Four examples are investigated to demonstrate the efficiency and accuracy of the proposed method.

  4. Developing Scale for Assimilate the Integration between Learning Theories and E-learning.

    Directory of Open Access Journals (Sweden)

    George Maher Iskander

    2014-03-01

    Full Text Available As e-learning tend to get more and more significant for all kind of universities, researchers and consultants are becoming aware of the fact that a high technology approach and Blackboard do not guarantee successful teaching and learning. Thus, a move to pedagogy-based theories can be observed within the field of e-learning. This study describes the procedure of the development of an empirically-based psychometrically-sound instrument to measure instructional model for e-learning system at Middle East universities. In order to accelerate the acceptance of e-learning and implementation of institution-wide adoption of e-learning, it is important to understand students' perceptions with instructional model for e- learning. The 19-item scale developed shows a high probability of differentiating between positive and negative perceptions and the methods which can be used for embedding the traditional learning theories into e-learning.

  5. Learning theories application in nursing education

    Science.gov (United States)

    Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

    2015-01-01

    Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is

  6. Learning theories application in nursing education.

    Science.gov (United States)

    Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

    2015-01-01

    Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is

  7. Learning Theory Foundations of Simulation-Based Mastery Learning.

    Science.gov (United States)

    McGaghie, William C; Harris, Ilene B

    2018-06-01

    Simulation-based mastery learning (SBML), like all education interventions, has learning theory foundations. Recognition and comprehension of SBML learning theory foundations are essential for thoughtful education program development, research, and scholarship. We begin with a description of SBML followed by a section on the importance of learning theory foundations to shape and direct SBML education and research. We then discuss three principal learning theory conceptual frameworks that are associated with SBML-behavioral, constructivist, social cognitive-and their contributions to SBML thought and practice. We then discuss how the three learning theory frameworks converge in the course of planning, conducting, and evaluating SBML education programs in the health professions. Convergence of these learning theory frameworks is illustrated by a description of an SBML education and research program in advanced cardiac life support. We conclude with a brief coda.

  8. Kolb's Experiential Learning Model: Critique from a Modeling Perspective

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    Bergsteiner, Harald; Avery, Gayle C.; Neumann, Ruth

    2010-01-01

    Kolb's experiential learning theory has been widely influential in adult learning. The theory and associated instruments continue to be criticized, but rarely is the graphical model itself examined. This is significant because models can aid scientific understanding and progress, as well as theory development and research. Applying accepted…

  9. Dynasting Theory: Lessons in learning grounded theory

    Directory of Open Access Journals (Sweden)

    Johnben Teik-Cheok Loy, MBA, MTS, Ph.D.

    2011-06-01

    Full Text Available This article captures the key learning lessons gleaned from the author’s experience learning and developing a grounded theory for his doctoral dissertation using the classic methodology as conceived by Barney Glaser. The theory was developed through data gathered on founders and successors of Malaysian Chinese family-own businesses. The main concern for Malaysian Chinese family businesses emerged as dynasting . the building, maintaining, and growing the power and resources of the business within the family lineage. The core category emerged as dynasting across cultures, where founders and successors struggle to transition from traditional Chinese to hybrid cultural and modernized forms of family business from one generation to the next. The key learning lessons were categorized under five headings: (a sorting through different versions of grounded theory, (b educating and managing research stakeholders, (c embracing experiential learning, (d discovering the core category: grounded intuition, and (e recognizing limitations and possibilities.Keywords: grounded theory, learning, dynasting, family business, Chinese

  10. Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories.

    Science.gov (United States)

    Aparicio, Juan José; Rodríguez Moneo, María

    2005-11-01

    In this paper, the perspective of situated cognition, which gave rise both to the pragmatic theories and the so-called semantic theories of learning and has probably become the most representative standpoint of constructivism, is examined. We consider the claim of situated cognition to provide alternative explanations of the learning phenomenon to those of psychology and, especially, to those of the symbolic perspective, currently predominant in cognitive psychology. The level of analysis of situated cognition (i.e., global interactive systems) is considered an inappropriate approach to the problem of learning. From our analysis, it is concluded that the pragmatic theories and the so-called semantic theories of learning which originated in situated cognition can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of our knowledge about the learning phenomenon.

  11. Constructing a Grounded Theory of E-Learning Assessment

    Science.gov (United States)

    Alonso-Díaz, Laura; Yuste-Tosina, Rocío

    2015-01-01

    This study traces the development of a grounded theory of assessment in e-learning environments, a field in need of research to establish the parameters of an assessment that is both reliable and worthy of higher learning accreditation. Using grounded theory as a research method, we studied an e-assessment model that does not require physical…

  12. 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...

  13. An instructional model for the teaching of physics, based on a meaningful learning theory and class experiences

    Directory of Open Access Journals (Sweden)

    Ricardo Chrobak

    1997-05-01

    Full Text Available Practically all research studies concerning the teaching of Physics point out the fact that conventional instructional models fail to achieve their objectives. Many attempts have been done to change this situation, frequently with disappointing results. This work, which is the experimental stage in a research project of a greater scope, represents an effort to change to a model based on a cognitive learning theory, known as the Ausubel-Novak-Gowin theory, making use of the metacognitive tools that emerge from this theory. The results of this work indicate that the students react positively to the goals of meaningful learning, showing substantial understanding of Newtonian Mechanics. An important reduction in the study time required to pass the course has also been reported.

  14. A strategic systems perspective of organizational learning theory: models for a case study at the Jet Propulsion Laboratory

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    Neece, O.

    2000-01-01

    Organizational learning is an umbrella term that covers a variety of topics including; learning curves, productivity, organizational memory, organizational forgetting, knowledge transfer, knowledge sharing and knowledge creation. This treatise will review some of these theories in concert with a model of how organizations learn.

  15. On-the-Job Training and Social Learning Theory. A Literature Review

    Science.gov (United States)

    1980-05-01

    and discussed by Albert Bandura (47). The principles of social learning theory and learning from models are first described. Then a series of rules...developed by Bandura and his students (47, 48, 49) to be the most useful theory to account for observational learning and to provide a basis for...Learning Theory and Its Application 47. Bandura , A. Principles of Behavior Modification, New York: Holt, Rinehart & Winston, 1969. 48. Bandura , A

  16. Observational attachment theory-based parenting measures predict children's attachment narratives independently from social learning theory-based measures.

    Science.gov (United States)

    Matias, Carla; O'Connor, Thomas G; Futh, Annabel; Scott, Stephen

    2014-01-01

    Conceptually and methodologically distinct models exist for assessing quality of parent-child relationships, but few studies contrast competing models or assess their overlap in predicting developmental outcomes. Using observational methodology, the current study examined the distinctiveness of attachment theory-based and social learning theory-based measures of parenting in predicting two key measures of child adjustment: security of attachment narratives and social acceptance in peer nominations. A total of 113 5-6-year-old children from ethnically diverse families participated. Parent-child relationships were rated using standard paradigms. Measures derived from attachment theory included sensitive responding and mutuality; measures derived from social learning theory included positive attending, directives, and criticism. Child outcomes were independently-rated attachment narrative representations and peer nominations. Results indicated that Attachment theory-based and Social Learning theory-based measures were modestly correlated; nonetheless, parent-child mutuality predicted secure child attachment narratives independently of social learning theory-based measures; in contrast, criticism predicted peer-nominated fighting independently of attachment theory-based measures. In young children, there is some evidence that attachment theory-based measures may be particularly predictive of attachment narratives; however, no single model of measuring parent-child relationships is likely to best predict multiple developmental outcomes. Assessment in research and applied settings may benefit from integration of different theoretical and methodological paradigms.

  17. Sustainability of healthcare improvement: what can we learn from learning theory?

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    Hovlid Einar

    2012-08-01

    Full Text Available Abstract Background Changes that improve the quality of health care should be sustained. Falling back to old, unsatisfactory ways of working is a waste of resources and can in the worst case increase resistance to later initiatives to improve care. Quality improvement relies on changing the clinical system yet factors that influence the sustainability of quality improvements are poorly understood. Theoretical frameworks can guide further research on the sustainability of quality improvements. Theories of organizational learning have contributed to a better understanding of organizational change in other contexts. To identify factors contributing to sustainability of improvements, we use learning theory to explore a case that had displayed sustained improvement. Methods Førde Hospital redesigned the pathway for elective surgery and achieved sustained reduction of cancellation rates. We used a qualitative case study design informed by theory to explore factors that contributed to sustain the improvements at Førde Hospital. The model Evidence in the Learning Organization describes how organizational learning contributes to change in healthcare institutions. This model constituted the framework for data collection and analysis. We interviewed a strategic sample of 20 employees. The in-depth interviews covered themes identified through our theoretical framework. Through a process of coding and condensing, we identified common themes that were interpreted in relation to our theoretical framework. Results Clinicians and leaders shared information about their everyday work and related this knowledge to how the entire clinical pathway could be improved. In this way they developed a revised and deeper understanding of their clinical system and its interdependencies. They became increasingly aware of how different elements needed to interact to enhance the performance and how their own efforts could contribute. Conclusions The improved understanding of

  18. Sustainability of healthcare improvement: what can we learn from learning theory?

    Science.gov (United States)

    Hovlid, Einar; Bukve, Oddbjørn; Haug, Kjell; Aslaksen, Aslak Bjarne; von Plessen, Christian

    2012-08-03

    Changes that improve the quality of health care should be sustained. Falling back to old, unsatisfactory ways of working is a waste of resources and can in the worst case increase resistance to later initiatives to improve care. Quality improvement relies on changing the clinical system yet factors that influence the sustainability of quality improvements are poorly understood. Theoretical frameworks can guide further research on the sustainability of quality improvements. Theories of organizational learning have contributed to a better understanding of organizational change in other contexts. To identify factors contributing to sustainability of improvements, we use learning theory to explore a case that had displayed sustained improvement. Førde Hospital redesigned the pathway for elective surgery and achieved sustained reduction of cancellation rates. We used a qualitative case study design informed by theory to explore factors that contributed to sustain the improvements at Førde Hospital. The model Evidence in the Learning Organization describes how organizational learning contributes to change in healthcare institutions. This model constituted the framework for data collection and analysis. We interviewed a strategic sample of 20 employees. The in-depth interviews covered themes identified through our theoretical framework. Through a process of coding and condensing, we identified common themes that were interpreted in relation to our theoretical framework. Clinicians and leaders shared information about their everyday work and related this knowledge to how the entire clinical pathway could be improved. In this way they developed a revised and deeper understanding of their clinical system and its interdependencies. They became increasingly aware of how different elements needed to interact to enhance the performance and how their own efforts could contribute. The improved understanding of the clinical system represented a change in mental models of

  19. An instance theory of associative learning.

    Science.gov (United States)

    Jamieson, Randall K; Crump, Matthew J C; Hannah, Samuel D

    2012-03-01

    We present and test an instance model of associative learning. The model, Minerva-AL, treats associative learning as cued recall. Memory preserves the events of individual trials in separate traces. A probe presented to memory contacts all traces in parallel and retrieves a weighted sum of the traces, a structure called the echo. Learning of a cue-outcome relationship is measured by the cue's ability to retrieve a target outcome. The theory predicts a number of associative learning phenomena, including acquisition, extinction, reacquisition, conditioned inhibition, external inhibition, latent inhibition, discrimination, generalization, blocking, overshadowing, overexpectation, superconditioning, recovery from blocking, recovery from overshadowing, recovery from overexpectation, backward blocking, backward conditioned inhibition, and second-order retrospective revaluation. We argue that associative learning is consistent with an instance-based approach to learning and memory.

  20. From particle systems to learning processes. Comment on "Collective learning modeling based on the kinetic theory of active particles" by Diletta Burini, Silvana De Lillo, and Livio Gibelli

    Science.gov (United States)

    Lachowicz, Mirosław

    2016-03-01

    The very stimulating paper [6] discusses an approach to perception and learning in a large population of living agents. The approach is based on a generalization of kinetic theory methods in which the interactions between agents are described in terms of game theory. Such an approach was already discussed in Ref. [2-4] (see also references therein) in various contexts. The processes of perception and learning are based on the interactions between agents and therefore the general kinetic theory is a suitable tool for modeling them. However the main question that rises is how the perception and learning processes may be treated in the mathematical modeling. How may we precisely deliver suitable mathematical structures that are able to capture various aspects of perception and learning?

  1. An Interpretation of Dewey's Experiential Learning Theory.

    Science.gov (United States)

    Roberts, T. Grady

    "Experience and Education" (John Dewey, 1938) serves as a foundation piece of literature when discussing experiential learning. To facilitate a better understanding, a conceptual model was developed. In John Dewey's experiential learning theory, everything occurs within a social environment. Knowledge is socially constructed and based on…

  2. A CONCEPTUAL MODEL FOR EFFECTIVE DISTANCE LEARNING IN HIGHER A CONCEPTUAL MODEL FOR EFFECTIVE DISTANCE LEARNING IN HIGHER A CONCEPTUAL MODEL FOR EFFECTIVE DISTANCE LEARNING IN HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Mehran FARAJOLLAHI

    2010-07-01

    Full Text Available The present research aims at presenting a conceptual model for effective distance learning in higher education. Findings of this research shows that an understanding of the technological capabilities and learning theories especially constructive theory and independent learning theory and communicative and interaction theory in Distance learning is an efficient factor in the planning of effective Distance learning in higher education. Considering the theoretical foundations of the present research, in the effective distance learning model, the learner is situated at the center of learning environment. For this purpose, the learner needs to be ready for successful learning and the teacher has to be ready to design the teaching- learning activities when they initially enter the environment. In the present model, group and individual active teaching-learning approach, timely feedback, using IT and eight types of interactions have been designed with respect to theoretical foundations and current university missions. From among the issues emphasized in this model, one can refer to the Initial, Formative and Summative evaluations. In an effective distance learning environment, evaluation should be part of the learning process and the feedback resulting from it should be used to improve learning. For validating the specified features, the opinions of Distance learning experts in Payame Noor, Shiraz, Science and Technology and Amirkabir Universities have been used which verified a high percentage of the statistical sample of the above mentioned features.

  3. Chinese Learning Through Internet Inspired by Contructivist Learning Theory

    OpenAIRE

    Yan, Huang

    2011-01-01

    With the changing concept of education, there is growing emphasis on “student-centered”principle. This is one of the characteristics of Constructivist learning theory. On network teachingChinese, Constructivist learning theory is indispensable. This article is the design of online Chineseteaching which is basic on the Constructivist learning theory.

  4. Rhetorical ways of thinking Vygotskian theory and mathematical learning

    CERN Document Server

    Albert, Lillie R; Macadino, Vittoria

    2012-01-01

    Combining Vygotskian theory with current teaching and learning practices, this volume focuses on how the co-construction of learning models the interpretation of a mathematical situation, providing educationalists with a valuable practical methodology.

  5. Some ideas for learning CP-theories

    OpenAIRE

    Fierens, Daan

    2008-01-01

    Causal Probabilistic logic (CP-logic) is a language for describing complex probabilistic processes. In this talk we consider the problem of learning CP-theories from data. We briefly discuss three possible approaches. First, we review the existing algorithm by Meert et al. Second, we show how simple CP-theories can be learned by using the learning algorithm for Logical Bayesian Networks and converting the result into a CP-theory. Third, we argue that for learning more complex CP-theories, an ...

  6. Investigating the Learning-Theory Foundations of Game-Based Learning: A Meta-Analysis

    Science.gov (United States)

    Wu, W-H.; Hsiao, H-C.; Wu, P-L.; Lin, C-H.; Huang, S-H.

    2012-01-01

    Past studies on the issue of learning-theory foundations in game-based learning stressed the importance of establishing learning-theory foundation and provided an exploratory examination of established learning theories. However, we found research seldom addressed the development of the use or failure to use learning-theory foundations and…

  7. Adding Innovation Diffusion Theory to the Technology Acceptance Model: Supporting Employees' Intentions to Use E-Learning Systems

    Science.gov (United States)

    Lee, Yi-Hsuan; Hsieh, Yi-Chuan; Hsu, Chia-Ning

    2011-01-01

    This study intends to investigate factors affecting business employees' behavioral intentions to use the e-learning system. Combining the innovation diffusion theory (IDT) with the technology acceptance model (TAM), the present study proposes an extended technology acceptance model. The proposed model was tested with data collected from 552…

  8. Learning theory and gestalt therapy.

    Science.gov (United States)

    Harper, R; Bauer, R; Kannarkat, J

    1976-01-01

    This article discusses the theory and operations of Gestalt Therapy from the viewpoint of learning theory. General comparative issues are elaborated as well as the concepts of introjection, retroflextion, confluence, and projection. Principles and techniques of Gestalt Therapy are discussed in terms of learning theory paradigm. Practical implications of the various Gestalt techniques are presented.

  9. Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model

    Science.gov (United States)

    Baker, Marshall A.; Robinson, J. Shane; Kolb, David A.

    2012-01-01

    Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the…

  10. Theory of mind selectively predicts preschoolers' knowledge-based selective word learning.

    Science.gov (United States)

    Brosseau-Liard, Patricia; Penney, Danielle; Poulin-Dubois, Diane

    2015-11-01

    Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory-of-mind skills and selective learning. We hypothesized that high performance on theory-of-mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non-epistemic attribute). Three- and 4-year-olds (N = 65) completed two selective learning tasks, and their theory-of-mind abilities were assessed. As expected, performance on a theory-of-mind battery predicted children's preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children's developing social cognition and early learning. © 2015 The British Psychological Society.

  11. Theory of mind selectively predicts preschoolers’ knowledge-based selective word learning

    Science.gov (United States)

    Brosseau-Liard, Patricia; Penney, Danielle; Poulin-Dubois, Diane

    2015-01-01

    Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory-of-mind skills and selective learning. We hypothesized that high performance on theory-of-mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non-epistemic attribute). Three- and 4-year-olds (N = 65) completed two selective learning tasks, and their theory of mind abilities were assessed. As expected, performance on a theory-of-mind battery predicted children’s preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children’s developing social cognition and early learning. PMID:26211504

  12. Development of Learning Management Model Based on Constructivist Theory and Reasoning Strategies for Enhancing the Critical Thinking of Secondary Students

    Science.gov (United States)

    Chaipichit, Dudduan; Jantharajit, Nirat; Chookhampaeng, Sumalee

    2015-01-01

    The objectives of this research were to study issues around the management of science learning, problems that are encountered, and to develop a learning management model to address those problems. The development of that model and the findings of its study were based on Constructivist Theory and literature on reasoning strategies for enhancing…

  13. Locus of Control and Academic Achievement: Integrating Social Learning Theory and Expectancy-Value Theory

    Science.gov (United States)

    Youse, Keith Edward

    2012-01-01

    The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested…

  14. Mean-field theory of meta-learning

    International Nuclear Information System (INIS)

    Plewczynski, Dariusz

    2009-01-01

    We discuss here the mean-field theory for a cellular automata model of meta-learning. Meta-learning is the process of combining outcomes of individual learning procedures in order to determine the final decision with higher accuracy than any single learning method. Our method is constructed from an ensemble of interacting, learning agents that acquire and process incoming information using various types, or different versions, of machine learning algorithms. The abstract learning space, where all agents are located, is constructed here using a fully connected model that couples all agents with random strength values. The cellular automata network simulates the higher level integration of information acquired from the independent learning trials. The final classification of incoming input data is therefore defined as the stationary state of the meta-learning system using simple majority rule, yet the minority clusters that share the opposite classification outcome can be observed in the system. Therefore, the probability of selecting a proper class for a given input data, can be estimated even without the prior knowledge of its affiliation. The fuzzy logic can be easily introduced into the system, even if learning agents are built from simple binary classification machine learning algorithms by calculating the percentage of agreeing agents

  15. A model of self-directed learning in internal medicine residency: a qualitative study using grounded theory.

    Science.gov (United States)

    Sawatsky, Adam P; Ratelle, John T; Bonnes, Sara L; Egginton, Jason S; Beckman, Thomas J

    2017-02-02

    Existing theories of self-directed learning (SDL) have emphasized the importance of process, personal, and contextual factors. Previous medical education research has largely focused on the process of SDL. We explored the experience with and perception of SDL among internal medicine residents to gain understanding of the personal and contextual factors of SDL in graduate medical education. Using a constructivist grounded theory approach, we conducted 7 focus group interviews with 46 internal medicine residents at an academic medical center. We processed the data by using open coding and writing analytic memos. Team members organized open codes to create axial codes, which were applied to all transcripts. Guided by a previous model of SDL, we developed a theoretical model that was revised through constant comparison with new data as they were collected, and we refined the theory until it had adequate explanatory power and was appropriately grounded in the experiences of residents. We developed a theoretical model of SDL to explain the process, personal, and contextual factors affecting SDL during residency training. The process of SDL began with a trigger that uncovered a knowledge gap. Residents progressed to formulating learning objectives, using resources, applying knowledge, and evaluating learning. Personal factors included motivations, individual characteristics, and the change in approach to SDL over time. Contextual factors included the need for external guidance, the influence of residency program structure and culture, and the presence of contextual barriers. We developed a theoretical model of SDL in medical education that can be used to promote and assess resident SDL through understanding the process, person, and context of SDL.

  16. Integrated Model for E-Learning Acceptance

    Science.gov (United States)

    Ramadiani; Rodziah, A.; Hasan, S. M.; Rusli, A.; Noraini, C.

    2016-01-01

    E-learning is not going to work if the system is not used in accordance with user needs. User Interface is very important to encourage using the application. Many theories had discuss about user interface usability evaluation and technology acceptance separately, actually why we do not make it correlation between interface usability evaluation and user acceptance to enhance e-learning process. Therefore, the evaluation model for e-learning interface acceptance is considered important to investigate. The aim of this study is to propose the integrated e-learning user interface acceptance evaluation model. This model was combined some theories of e-learning interface measurement such as, user learning style, usability evaluation, and the user benefit. We formulated in constructive questionnaires which were shared at 125 English Language School (ELS) students. This research statistics used Structural Equation Model using LISREL v8.80 and MANOVA analysis.

  17. An Elementary Introduction to Statistical Learning Theory

    CERN Document Server

    Kulkarni, Sanjeev

    2011-01-01

    A thought-provoking look at statistical learning theory and its role in understanding human learning and inductive reasoning A joint endeavor from leading researchers in the fields of philosophy and electrical engineering, An Elementary Introduction to Statistical Learning Theory is a comprehensive and accessible primer on the rapidly evolving fields of statistical pattern recognition and statistical learning theory. Explaining these areas at a level and in a way that is not often found in other books on the topic, the authors present the basic theory behind contemporary machine learning and

  18. Model brain based learning (BBL and whole brain teaching (WBT in learning

    Directory of Open Access Journals (Sweden)

    Baiq Sri Handayani

    2017-08-01

    Full Text Available The learning process is a process of change in behavior as a form of the result of learning. The learning model is a crucial component of the success of the learning process. The learning model is growing fastly, and each model has different characteristics. Teachers are required to be able to understand each model to teach the students optimally by matching the materials and the learning model. The best of the learning model is the model that based on the brain system in learning that are the model of Brain Based Learning (BBL and the model of Whole Brain Teaching (WBT. The purposes of this article are to obtain information related to (1 the brain’s natural learning system, (2 analyze the characteristics of the model BBL and WBT based on theory, brain sections that play a role associated with syntax, similarities, and differences, (3 explain the distinctive characteristics of both models in comparison to other models. The results of this study are: (1 the brain’s natural learning system are: (a the nerves in each hemisphere do not work independently, (b doing more activities can connect more brain nerves, (c the right hemisphere controls the left side motoric sensor of the body, and vice versa; (2 the characteristics of BBL and WBT are: (a BBL is based on the brain’s structure and function, while the model WBT is based on the instructional approach, neurolinguistic, and body language, (b the parts of the brain that work in BBL are: cerebellum, cerebral cortex, frontal lobe, limbic system, and prefrontal cortex; whereas the parts that work WBT are: prefrontal cortex, visual cortex, motor cortex, limbic system, and amygdala, (c the similarities between them are that they both rely on the brain’s system and they both promote gesture in learning, whereas the differences are on the view of the purposes of gestures and the learning theory that they rely on. BBL relies on cognitive theory while WBT relies on social theory; (3 the typical

  19. Experiential learning: transforming theory into practice.

    Science.gov (United States)

    Yardley, Sarah; Teunissen, Pim W; Dornan, Tim

    2012-01-01

    Whilst much is debated about the importance of experiential learning in curriculum development, the concept only becomes effective if it is applied in an appropriate way. We believe that this effectiveness is directly related to a sound understanding of the theory, supporting the learning. The purpose of this article is to introduce readers to the theories underpinning experiential learning, which are then expanded further in an AMEE Guide, which considers the theoretical basis of experiential learning from a social learning, constructionist perspective and applies it to three stages of medical education: early workplace experience, clerkships and residency. This article argues for the importance and relevance of experiential learning and addresses questions that are commonly asked about it. First, we answer the questions 'what is experiential learning?' and 'how does it relate to social learning theory?' to orientate readers to the principles on which our arguments are based. Then, we consider why those ideas (theories) are relevant to educators--ranging from those with responsibilities for curriculum design to 'hands-on' teachers and workplace supervisors. The remainder of this article discusses how experiential learning theories and a socio-cultural perspective can be applied in practice. We hope that this will give readers a taste for our more detailed AMEE Guide and the further reading recommended at the end of it.

  20. Development and application of social learning theory.

    Science.gov (United States)

    Price, V; Archbold, J

    This article traces the development of social learning theory over the last 30 years, relating the developments to clinical nursing practice. Particular attention is focused on the contribution of Albert Bandura, the American psychologist, and his work on modelling.

  1. THE USAGE OF SOCIAL MEDIA FOR LEARNING AND TEACHING PURPOSES: AN IMPLEMENTATION OF EXTENDED THEORY OF REASONED ACTION MODEL

    OpenAIRE

    AKMAN, İbrahim; TURHAN, Çiğdem

    2014-01-01

    The growing popularity of the social networking siteshas presented new options for the development of learning and teachingenvironments to provide informal learning. In this study, the usage of socialnetworking sites for the purpose of learning and teaching has been analyzedusing the extended Theory of Reasoned Action (TRA) model. A survey has beenconducted to analyze the behavior in regard to the acceptance of social mediafor learning and teaching and the results were systematically analyzed...

  2. Design of the Model of Constructivist Learning Theory for Moral Education in Physical Education Teaching

    Science.gov (United States)

    Wang, Chenyu

    2011-01-01

    In order to achieve better effect of moral education in physical education teaching, this article employed constructivist learning theory to design the model of moral education according to the characteristics of physical education teaching, in order that the majority of P.E. teachers draw lessons from it in their teaching practice, and service to…

  3. A Bayesian Theory of Sequential Causal Learning and Abstract Transfer.

    Science.gov (United States)

    Lu, Hongjing; Rojas, Randall R; Beckers, Tom; Yuille, Alan L

    2016-03-01

    Two key research issues in the field of causal learning are how people acquire causal knowledge when observing data that are presented sequentially, and the level of abstraction at which learning takes place. Does sequential causal learning solely involve the acquisition of specific cause-effect links, or do learners also acquire knowledge about abstract causal constraints? Recent empirical studies have revealed that experience with one set of causal cues can dramatically alter subsequent learning and performance with entirely different cues, suggesting that learning involves abstract transfer, and such transfer effects involve sequential presentation of distinct sets of causal cues. It has been demonstrated that pre-training (or even post-training) can modulate classic causal learning phenomena such as forward and backward blocking. To account for these effects, we propose a Bayesian theory of sequential causal learning. The theory assumes that humans are able to consider and use several alternative causal generative models, each instantiating a different causal integration rule. Model selection is used to decide which integration rule to use in a given learning environment in order to infer causal knowledge from sequential data. Detailed computer simulations demonstrate that humans rely on the abstract characteristics of outcome variables (e.g., binary vs. continuous) to select a causal integration rule, which in turn alters causal learning in a variety of blocking and overshadowing paradigms. When the nature of the outcome variable is ambiguous, humans select the model that yields the best fit with the recent environment, and then apply it to subsequent learning tasks. Based on sequential patterns of cue-outcome co-occurrence, the theory can account for a range of phenomena in sequential causal learning, including various blocking effects, primacy effects in some experimental conditions, and apparently abstract transfer of causal knowledge. Copyright © 2015

  4. Aligning Coordination Class Theory with a New Context: Applying a Theory of Individual Learning to Group Learning

    Science.gov (United States)

    Barth-Cohen, Lauren A.; Wittmann, Michael C.

    2017-01-01

    This article presents an empirical analysis of conceptual difficulties encountered and ways students made progress in learning at both individual and group levels in a classroom environment in which the students used an embodied modeling activity to make sense of a specific scientific scenario. The theoretical framework, coordination class theory,…

  5. Elemental representation and configural mappings: combining elemental and configural theories of associative learning.

    Science.gov (United States)

    McLaren, I P L; Forrest, C L; McLaren, R P

    2012-09-01

    In this article, we present our first attempt at combining an elemental theory designed to model representation development in an associative system (based on McLaren, Kaye, & Mackintosh, 1989) with a configural theory that models associative learning and memory (McLaren, 1993). After considering the possible advantages of such a combination (and some possible pitfalls), we offer a hybrid model that allows both components to produce the phenomena that they are capable of without introducing unwanted interactions. We then successfully apply the model to a range of phenomena, including latent inhibition, perceptual learning, the Espinet effect, and first- and second-order retrospective revaluation. In some cases, we present new data for comparison with our model's predictions. In all cases, the model replicates the pattern observed in our experimental results. We conclude that this line of development is a promising one for arriving at general theories of associative learning and memory.

  6. A model of e-learning uptake and continuance in Higher Educational Institutions

    OpenAIRE

    Pinpathomrat, Nakarin

    2015-01-01

    To predict and explain E-learning usage in higher educational institutes (HEIs) better, this research conceptualized E-learning usage as two steps, E-learning uptake and continuance. The aim was to build a model of effective uptake and continuance of E-learning in HEIs, or ‘EUCH’.The EUCH model was constructed by applying five grounded theories: Unified Theory of Acceptance and Use of Technology (UTAUT); Keller’s ARCS model; Theory of Reasoned Action (TRA); Cognitive Dissonance Theory (CDT); ...

  7. Prior Knowledge and the Learning of Science. A Review of Ausubel's Theory of This Process

    Science.gov (United States)

    West, L. H. T.; Fensham, P. J.

    1974-01-01

    Examines Ausubel's theory of learning as a model of the role concerning the influence of prior knowledge on how learning occurs. Research evidence for Ausubel's theory is presented and discussed. Implications of Ausubel's theory for teaching are summarized. (PEB)

  8. The sign learning theory

    African Journals Online (AJOL)

    KING OF DAWN

    The sign learning theory also holds secrets that could be exploited in accomplishing motor tasks. ... Introduction ... In his classic work: Cognitive Map in Rats and Men (1948),Tolman talked about five groups of experiments viz: latent learning ...

  9. Effect of quantum learning model in improving creativity and memory

    Science.gov (United States)

    Sujatmika, S.; Hasanah, D.; Hakim, L. L.

    2018-04-01

    Quantum learning is a combination of many interactions that exist during learning. This model can be applied by current interesting topic, contextual, repetitive, and give opportunities to students to demonstrate their abilities. The basis of the quantum learning model are left brain theory, right brain theory, triune, visual, auditorial, kinesthetic, game, symbol, holistic, and experiential learning theory. Creativity plays an important role to be success in the working world. Creativity shows alternatives way to problem-solving or creates something. Good memory plays a role in the success of learning. Through quantum learning, students will use all of their abilities, interested in learning and create their own ways of memorizing concepts of the material being studied. From this idea, researchers assume that quantum learning models can improve creativity and memory of the students.

  10. A Dynamic Logic for Learning Theory

    DEFF Research Database (Denmark)

    Baltag, Alexandru; Gierasimczuk, Nina; Özgün, Aybüke

    2017-01-01

    Building on previous work that bridged Formal Learning Theory and Dynamic Epistemic Logic in a topological setting, we introduce a Dynamic Logic for Learning Theory (DLLT), extending Subset Space Logics with dynamic observation modalities, as well as with a learning operator, which encodes the le...... the learner’s conjecture after observing a finite sequence of data. We completely axiomatise DLLT, study its expressivity and use it to characterise various notions of knowledge, belief, and learning. ...

  11. Constructivist learning theories and complex learning environments

    NARCIS (Netherlands)

    R-J. Simons; Dr. S. Bolhuis

    2004-01-01

    Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive

  12. Effective Learning Environments in Relation to Different Learning Theories

    NARCIS (Netherlands)

    Guney, A.; Al, S.

    2012-01-01

    There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just

  13. Advanced Learning Theories Applied to Leadership Development

    Science.gov (United States)

    2006-11-01

    Center for Army Leadership Technical Report 2006-2 Advanced Learning Theories Applied to Leadership Development Christina Curnow...2006 5a. CONTRACT NUMBER W91QF4-05-F-0026 5b. GRANT NUMBER 4. TITLE AND SUBTITLE Advanced Learning Theories Applied to Leadership Development 5c...ABSTRACT This report describes the development and implementation of an application of advanced learning theories to leadership development. A

  14. Presentation-Practice-Production and Task-Based Learning in the Light of Second Language Learning Theories.

    Science.gov (United States)

    Ritchie, Graeme

    2003-01-01

    Features of presentation-practice-production (PPP) and task-based learning (TBL) models for language teaching are discussed with reference to language learning theories. Pre-selection of target structures, use of controlled repetition, and explicit grammar instruction in a PPP lesson are given. Suggests TBL approaches afford greater learning…

  15. Moral learning as intuitive theory revision.

    Science.gov (United States)

    Rhodes, Marjorie; Wellman, Henry

    2017-10-01

    We argue that moral learning, like much of conceptual development more generally, involves development and change in children's intuitive theories of the world. Children's intuitive theories involve coherent and abstract representations of the world, which point to domain-specific, unobservable causal-explanatory entities. From this perspective, children rely on intuitive sociological theories (in particular, an abstract expectation that group memberships constrain people's obligations), and their intuitive psychological theories (including expectations that mental states motivate individual behavior) to predict, explain, and evaluate morally-relevant action. Thus, moral learning involves development and change in each of these theories of the world across childhood, as well as developmental change in how children integrate information from these two intuitive theories. This perspective is supported by a series of research studies on young children's moral reasoning and learning, and compared to other developmental approaches, including more traditional forms of constructivism and more recent nativist perspectives. Copyright © 2016 Elsevier B.V. All rights reserved.

  16. Modelling the Factors that Affect Individuals' Utilisation of Online Learning Systems: An Empirical Study Combining the Task Technology Fit Model with the Theory of Planned Behaviour

    Science.gov (United States)

    Yu, Tai-Kuei; Yu, Tai-Yi

    2010-01-01

    Understanding learners' behaviour, perceptions and influence in terms of learner performance is crucial to predict the use of electronic learning systems. By integrating the task-technology fit (TTF) model and the theory of planned behaviour (TPB), this paper investigates the online learning utilisation of Taiwanese students. This paper provides a…

  17. The Conceptual Mechanism for Viable Organizational Learning Based on Complex System Theory and the Viable System Model

    Science.gov (United States)

    Sung, Dia; You, Yeongmahn; Song, Ji Hoon

    2008-01-01

    The purpose of this research is to explore the possibility of viable learning organizations based on identifying viable organizational learning mechanisms. Two theoretical foundations, complex system theory and viable system theory, have been integrated to provide the rationale for building the sustainable organizational learning mechanism. The…

  18. The Scientific Status of Learning Styles Theories

    Science.gov (United States)

    Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G.

    2015-01-01

    Theories of learning styles suggest that individuals think and learn best in different ways. These are not differences of ability but rather preferences for processing certain types of information or for processing information in certain types of way. If accurate, learning styles theories could have important implications for instruction because…

  19. The Activity Theory Approach to Learning

    Directory of Open Access Journals (Sweden)

    Ritva Engeström

    2014-12-01

    Full Text Available In this paper the author offers a practical view of the theory-grounded research on education action. She draws on studies carried out at the Center for Research on Activity, Development and Learning (CRADLE at the University of Helsinki in Finland. In its work, the Center draws on cultural-historical activity theory (CHAT and is well-known for the theory of Expansive Learning and its more practical application called Developmental Work Research (DWR. These approaches are widely used to understand professional learning and have served as a theoreticaland methodological foundation for studies examining change and professional development in various human activities.

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

    NARCIS (Netherlands)

    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

  1. Learned-Helplessness Theory: Implications for Research in Learning Disabilities.

    Science.gov (United States)

    Canino, Frank J.

    1981-01-01

    The application of learned helplessness theory to achievement is discussed within the context of implications for research in learning disabilities. Finally, the similarities between helpless children and learning disabled students in terms of problems solving and attention are discussed. (Author)

  2. Application of Ausubel's Theory of Meaningful Verbal Learning to Curriculum, Teaching and Learning of Deaf Students.

    Science.gov (United States)

    Biser, Eileen

    Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer Model of Teaching, for deaf students are examined. Ausubel believes that complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on…

  3. What Learning Systems do Intelligent Agents Need? Complementary Learning Systems Theory Updated.

    Science.gov (United States)

    Kumaran, Dharshan; Hassabis, Demis; McClelland, James L

    2016-07-01

    We update complementary learning systems (CLS) theory, which holds that intelligent agents must possess two learning systems, instantiated in mammalians in neocortex and hippocampus. The first gradually acquires structured knowledge representations while the second quickly learns the specifics of individual experiences. We broaden the role of replay of hippocampal memories in the theory, noting that replay allows goal-dependent weighting of experience statistics. We also address recent challenges to the theory and extend it by showing that recurrent activation of hippocampal traces can support some forms of generalization and that neocortical learning can be rapid for information that is consistent with known structure. Finally, we note the relevance of the theory to the design of artificial intelligent agents, highlighting connections between neuroscience and machine learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. A Conceptual Paper on the Application of the Picture Word Inductive Model Using Bruner's Constructivist View of Learning and the Cognitive Load Theory

    Science.gov (United States)

    Jiang, Xuan; Perkins, Kyle

    2013-01-01

    Bruner's constructs of learning, specifically the structure of learning, spiral curriculum, and discovery learning, in conjunction with the Cognitive Load Theory, are used to evaluate the Picture Word Inductive Model (PWIM), an inquiry-oriented inductive language arts strategy designed to teach K-6 children phonics and spelling. The PWIM reflects…

  5. Electronic learning and constructivism: a model for nursing education.

    Science.gov (United States)

    Kala, Sasikarn; Isaramalai, Sang-Arun; Pohthong, Amnart

    2010-01-01

    Nurse educators are challenged to teach nursing students to become competent professionals, who have both in-depth knowledge and decision-making skills. The use of electronic learning methods has been found to facilitate the teaching-learning process in nursing education. Although learning theories are acknowledged as useful guides to design strategies and activities of learning, integration of these theories into technology-based courses appears limited. Constructivism is a theoretical paradigm that could prove to be effective in guiding the design of electronic learning experiences for the purpose of providing positive outcomes, such as the acquisition of knowledge and decision-making skills. Therefore, the purposes of this paper are to: describe electronic learning, present a brief overview of what is known about the outcomes of electronic learning, discuss constructivism theory, present a model for electronic learning using constructivism, and describe educators' roles emphasizing the utilization of the model in developing electronic learning experiences in nursing education.

  6. Doping Among Professional Athletes in Iran: A Test of Akers's Social Learning Theory.

    Science.gov (United States)

    Kabiri, Saeed; Cochran, John K; Stewart, Bernadette J; Sharepour, Mahmoud; Rahmati, Mohammad Mahdi; Shadmanfaat, Syede Massomeh

    2018-04-01

    The use of performance-enhancing drugs (PED) is common among Iranian professional athletes. As this phenomenon is a social problem, the main purpose of this research is to explain why athletes engage in "doping" activity, using social learning theory. For this purpose, a sample of 589 professional athletes from Rasht, Iran, was used to test assumptions related to social learning theory. The results showed that there are positive and significant relationships between the components of social learning theory (differential association, differential reinforcement, imitation, and definitions) and doping behavior (past, present, and future use of PED). The structural modeling analysis indicated that the components of social learning theory accounts for 36% of the variance in past doping behavior, 35% of the variance in current doping behavior, and 32% of the variance in future use of PED.

  7. What propels sexual murderers: a proposed integrated theory of social learning and routine activities theories.

    Science.gov (United States)

    Chan, Heng Choon Oliver; Heide, Kathleen M; Beauregard, Eric

    2011-04-01

    Despite the great interest in the study of sexual homicide, little is known about the processes involved in an individual's becoming motivated to sexually kill, deciding to sexually kill, and acting on that desire, intention, and opportunity. To date, no comprehensive model of sexual murdering from the offending perspective has been proposed in the criminological literature. This article incorporates the works of Akers and Cohen and Felson regarding their social learning theory and routine activities theory, respectively, to construct an integrated conceptual offending framework in sexual homicide. This integrated model produces a stronger and more comprehensive explanation of sexual murder than any single theory currently available.

  8. Practical skills teaching in contemporary surgical education: how can educational theory be applied to promote effective learning?

    Science.gov (United States)

    Sadideen, Hazim; Kneebone, Roger

    2012-09-01

    Teaching practical skills is a core component of undergraduate and postgraduate surgical education. It is crucial to optimize our current learning and teaching models, particularly in a climate of decreased clinical exposure. This review explores the role of educational theory in promoting effective learning in practical skills teaching. Peer-reviewed publications, books, and online resources from national bodies (eg, the UK General Medical Council) were reviewed. This review highlights several aspects of surgical education, modeling them on current educational theory. These include the following: (1) acquisition and retention of motor skills (Miller's triangle; Fitts' and Posner's theory), (2) development of expertise after repeated practice and regular reinforcement (Ericsson's theory), (3) importance of the availability of expert assistance (Vygotsky's theory), (4) learning within communities of practice (Lave and Wenger's theory), (5) importance of feedback in learning practical skills (Boud, Schon, and Endes' theories), and (6) affective component of learning. It is hoped that new approaches to practical skills teaching are designed in light of our understanding of educational theory. Copyright © 2012 Elsevier Inc. All rights reserved.

  9. Game Engagement Theory and Adult Learning

    Science.gov (United States)

    Whitton, Nicola

    2011-01-01

    One of the benefits of computer game-based learning is the ability of certain types of game to engage and motivate learners. However, theories of learning and engagement, particularly in the sphere of higher education, typically fail to consider gaming engagement theory. In this article, the author examines the principles of engagement from games…

  10. Effective Learning Environments in Relation to Different Learning Theories

    OpenAIRE

    Guney, Ali; Al, Selda

    2012-01-01

    There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just a few studies about how physical environment is related to learning process. Many researchers generally consider teaching and learning issues as if independent from physical environment, whereas p...

  11. 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...

  12. The Learning Organization and Some Other Modern Theories of Management

    International Nuclear Information System (INIS)

    Sugarman, Barry

    2003-01-01

    In the first part, Dr Sugarman reviewed several recent theories of management and their relevance to NPP management. These theories encompass basic aspects like bureaucracy, un-bureaucracy, quality and excellence, re-engineering, knowledge management, emotional intelligence and learning organisation. Dr Sugarman discussed evolution from the Old Paradigm (Bureaucracy) to the New One (Learning Organization), defining the main aspects of both models, that can be summarises primarily in regards to strategy and structure. In terms of strategy, the new paradigm moves away from being largely inflexible to a much more dynamic environment whereby innovation is encouraged as opposed to performing in the prescribed manner whether suitable or not. The structural changes in the new model are also evident. There has been a marked move away from a hierarchical 'top down' approach to a much flatter structure that encourages less empire building and more openness between teams of various. This ensures a much greater understanding by the whole organisation of what is happening. Dr Sugarman centred his talk on the new model and how this has affected the development of the current situation. The Learning Organisation, according to the definition of Peter Senge in The Fifth Discipline (1990), is an organisation where people continually expand their capacity to create results they truly desire, and where the people are continually learning how to learn together. The movements behind increasing quality introduced a new model into industry based on Production, where workers became responsible for quality assurance instead of quality controls being reviewed by inspectors. All the employees share responsibility for learning how to improve continuously. That means, complete involvement of all staff. Following on from this, the Quality Revolution made appearance and was driven by extra attention to the customer. Out-sourcing became common and the 'Internal customer' became more common. All

  13. Lenses on reading an introduction to theories and models

    CERN Document Server

    Tracey, Diane H

    2017-01-01

    Widely adopted as an ideal introduction to the major models of reading, this text guides students to understand and facilitate children's literacy development. Coverage encompasses the full range of theories that have informed reading instruction and research, from classical thinking to cutting-edge cognitive, social learning, physiological, and affective perspectives. Readers learn how theory shapes instructional decision making and how to critically evaluate the assumptions and beliefs that underlie their own teaching. Pedagogical features include framing and discussion questions, learning a

  14. Language Learning Strategies and English Proficiency: Interpretations from Information-Processing Theory

    Science.gov (United States)

    Rao, Zhenhui

    2016-01-01

    The research reported here investigated the relationship between students' use of language learning strategies and their English proficiency, and then interpreted the data from two models in information-processing theory. Results showed that the students' English proficiency significantly affected their use of learning strategies, with high-level…

  15. Shorthand Instruction in Light of Recent Theories of Learning and Instruction

    Science.gov (United States)

    Laurie, Charles T.

    1976-01-01

    The paper reports the highlights of three learning models (behaviorist, cognitive, and humanist), and examines them for the guidance they offer for instruction and learning in shorthand. Included are the theories of Skinner, Gagne, Carroll, Bloom, Wittrock, Ausubel, Bruner, Dember, Nebes, Scriven, Anderson, and Rogers. (Author/AJ)

  16. Developing a Model of Theory-to-Practice-to-Theory in Student Affairs: An Extended Case Analysis of Theories of Student Learning and Development

    Science.gov (United States)

    Kimball, Ezekiel W.

    2012-01-01

    Recent literature suggests a problematic connection between theory and practice in higher education scholarship generally and the study of student learning and development specifically (e.g. Bensimon, 2007; Kezar, 2000; Love, 2012). Much of this disconnect stems from a lack of differentiation between various types of theory used in student affairs…

  17. Linking theory to practice in learning technology research

    Directory of Open Access Journals (Sweden)

    Cathy Gunn

    2012-03-01

    Full Text Available We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and reporting. The use of learning design as a strategy to develop and test theories in practice is integral to our argument. We conclude by supporting other researchers who recommend educational design research as a theory focused methodology to move the field forward in productive and consistent ways. The challenge of changing common practice will be involved. However, the potential to raise the profile of learning technology research and improve educational outcomes justifies the effort required.

  18. Practice of Connectivism As Learning Theory: Enhancing Learning Process Through Social Networking Site (Facebook

    Directory of Open Access Journals (Sweden)

    Fahriye Altınay Aksal

    2013-12-01

    Full Text Available The impact of the digital age within learning and social interaction has been growing rapidly. The realm of digital age and computer mediated communication requires reconsidering instruction based on collaborative interactive learning process and socio-contextual experience for learning. Social networking sites such as facebook can help create group space for digital dialogue to inform, question and challenge within a frame of connectivism as learning theory within the digital age. The aim of this study is to elaborate the practice of connectivism as learning theory in terms of internship course. Facebook group space provided social learning platform for dialogue and negotiation beside the classroom learning and teaching process in this study. The 35 internship students provided self-reports within a frame of this qualitative research. This showed how principles of theory practiced and how this theory and facebook group space contribute learning, selfleadership, decision making and reflection skills. As the research reflects a practice of new theory based on action research, learning is not individualistic attempt in the digital age as regards the debate on learning in digital age within a frame of connectivism

  19. Social Learning Theory: its application in the context of nurse education.

    Science.gov (United States)

    Bahn, D

    2001-02-01

    Cognitive theories are fundamental to enable problem solving and the ability to understand and apply principles in a variety of situations. This article looks at Social Learning Theory, critically analysing its principles, which are based on observational learning and modelling, and considering its value and application in the context of nurse education. It also considers the component processes that will determine the outcome of observed behaviour, other than reinforcement, as identified by Bandura, namely: attention, retention, motor reproduction, and motivation. Copyright 2001 Harcourt Publishers Ltd.

  20. Computer-based teaching module design: principles derived from learning theories.

    Science.gov (United States)

    Lau, K H Vincent

    2014-03-01

    The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to

  1. Geometrical methods in learning theory

    International Nuclear Information System (INIS)

    Burdet, G.; Combe, Ph.; Nencka, H.

    2001-01-01

    The methods of information theory provide natural approaches to learning algorithms in the case of stochastic formal neural networks. Most of the classical techniques are based on some extremization principle. A geometrical interpretation of the associated algorithms provides a powerful tool for understanding the learning process and its stability and offers a framework for discussing possible new learning rules. An illustration is given using sequential and parallel learning in the Boltzmann machine

  2. Learning Theory and Prosocial Behavior

    Science.gov (United States)

    Rosenhan, D. L.

    1972-01-01

    Although theories of learning which stress the role of reinforcement can help us understand altruistic behaviors, it seems clear that a more complete comprehension calls for an expansion of our notions of learning, such that they incorporate affect and cognition. (Author/JM)

  3. A Comparative Analysis of Three Unique Theories of Organizational Learning

    Science.gov (United States)

    Leavitt, Carol C.

    2011-01-01

    The purpose of this paper is to present three classical theories on organizational learning and conduct a comparative analysis that highlights their strengths, similarities, and differences. Two of the theories -- experiential learning theory and adaptive -- generative learning theory -- represent the thinking of the cognitive perspective, while…

  4. Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

    Science.gov (United States)

    MacCallum, Kathryn; Day, Stephanie; Skelton, David; Verhaart, Michael

    2017-01-01

    Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning…

  5. Visual Perceptual Learning and Models.

    Science.gov (United States)

    Dosher, Barbara; Lu, Zhong-Lin

    2017-09-15

    Visual perceptual learning through practice or training can significantly improve performance on visual tasks. Originally seen as a manifestation of plasticity in the primary visual cortex, perceptual learning is more readily understood as improvements in the function of brain networks that integrate processes, including sensory representations, decision, attention, and reward, and balance plasticity with system stability. This review considers the primary phenomena of perceptual learning, theories of perceptual learning, and perceptual learning's effect on signal and noise in visual processing and decision. Models, especially computational models, play a key role in behavioral and physiological investigations of the mechanisms of perceptual learning and for understanding, predicting, and optimizing human perceptual processes, learning, and performance. Performance improvements resulting from reweighting or readout of sensory inputs to decision provide a strong theoretical framework for interpreting perceptual learning and transfer that may prove useful in optimizing learning in real-world applications.

  6. A Model of E-Learning Uptake and Continued Use in Higher Education Institutions

    Science.gov (United States)

    Pinpathomrat, Nakarin; Gilbert, Lester; Wills, Gary B.

    2013-01-01

    This research investigates the factors that affect a students' take-up and continued use of E-learning. A mathematical model was constructed by applying three grounded theories; Unified Theory of Acceptance and Use of Technology, Keller's ARCS model, and Expectancy Disconfirm Theory. The learning preference factor was included in the model.…

  7. Graphical Model Theory for Wireless Sensor Networks

    International Nuclear Information System (INIS)

    Davis, William B.

    2002-01-01

    Information processing in sensor networks, with many small processors, demands a theory of computation that allows the minimization of processing effort, and the distribution of this effort throughout the network. Graphical model theory provides a probabilistic theory of computation that explicitly addresses complexity and decentralization for optimizing network computation. The junction tree algorithm, for decentralized inference on graphical probability models, can be instantiated in a variety of applications useful for wireless sensor networks, including: sensor validation and fusion; data compression and channel coding; expert systems, with decentralized data structures, and efficient local queries; pattern classification, and machine learning. Graphical models for these applications are sketched, and a model of dynamic sensor validation and fusion is presented in more depth, to illustrate the junction tree algorithm

  8. Factors of Online Learning Adoption: A Comparative Juxtaposition of the Theory of Planned Behaviour and the Technology Acceptance Model

    Science.gov (United States)

    Ndubisi, Nelson

    2006-01-01

    Organisational investments in information technologies have increased significantly in the past few decades. All around the globe and in Malaysia particularly, a number of educational institutions are experimenting with e-learning. Adopting the theory of planned behaviour (TPB) and the technology acceptance model (TAM) this article tries to…

  9. Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design

    OpenAIRE

    Burgos, Daniel; Tattersall, Colin; Koper, Rob

    2006-01-01

    Burgos, D., Tattersall, C., & Koper, E. J. R. (2007). Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design. In B. Fernández Manjon, J. M. Sanchez Perez, J. A. Gómez Pulido, M. A. Vega Rodriguez & J. Bravo (Eds.), Computers and Education: E-learning - from theory to practice. Germany: Kluwer.

  10. Theories and models about learning in connected and ubiquitous environments. Bases for a new theoretical model from a critical vision of “connectivism”

    Directory of Open Access Journals (Sweden)

    Miguel ZAPATA-ROS

    2015-04-01

    Full Text Available This paper aims at setting the bases for the construction of a theoretical model of learning and of elaboration of knowledge, within connected learning environments. The starting point is a critical view of connectivism, and a premise: the study and recognition of existing theories, since their scope is still under development as regards their potentialities and affordances when applied in social, ubiquitous environments. The paper also includes reflections and a hypothesis on the causes that underlie in the origin of connectivism in its actual stage of development in the Information and Knowledge Society, in order to use the obtained conclusions as the bases of a new model, at a later phase.

  11. Linking theory to practice in learning technology research

    OpenAIRE

    Cathy Gunn; Caroline Steel

    2012-01-01

    We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and repor...

  12. The Attribution Theory of Learning and Advising Students on Academic Probation

    Science.gov (United States)

    Demetriou, Cynthia

    2011-01-01

    Academic advisors need to be knowledgeable of the ways students learn. To aid advisors in their exploration of learning theories, I provide an overview of the attribution theory of learning, including recent applications of the theory to research in college student learning. An understanding of this theory may help advisors understand student…

  13. Learning theories application in nursing education

    OpenAIRE

    Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

    2015-01-01

    Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including socia...

  14. Learning a commonsense moral theory.

    Science.gov (United States)

    Kleiman-Weiner, Max; Saxe, Rebecca; Tenenbaum, Joshua B

    2017-10-01

    We introduce a computational framework for understanding the structure and dynamics of moral learning, with a focus on how people learn to trade off the interests and welfare of different individuals in their social groups and the larger society. We posit a minimal set of cognitive capacities that together can solve this learning problem: (1) an abstract and recursive utility calculus to quantitatively represent welfare trade-offs; (2) hierarchical Bayesian inference to understand the actions and judgments of others; and (3) meta-values for learning by value alignment both externally to the values of others and internally to make moral theories consistent with one's own attachments and feelings. Our model explains how children can build from sparse noisy observations of how a small set of individuals make moral decisions to a broad moral competence, able to support an infinite range of judgments and decisions that generalizes even to people they have never met and situations they have not been in or observed. It also provides insight into the causes and dynamics of moral change across time, including cases when moral change can be rapidly progressive, changing values significantly in just a few generations, and cases when it is likely to move more slowly. Copyright © 2017 Elsevier B.V. All rights reserved.

  15. Learning theory of distributed spectral algorithms

    International Nuclear Information System (INIS)

    Guo, Zheng-Chu; Lin, Shao-Bo; Zhou, Ding-Xuan

    2017-01-01

    Spectral algorithms have been widely used and studied in learning theory and inverse problems. This paper is concerned with distributed spectral algorithms, for handling big data, based on a divide-and-conquer approach. We present a learning theory for these distributed kernel-based learning algorithms in a regression framework including nice error bounds and optimal minimax learning rates achieved by means of a novel integral operator approach and a second order decomposition of inverse operators. Our quantitative estimates are given in terms of regularity of the regression function, effective dimension of the reproducing kernel Hilbert space, and qualification of the filter function of the spectral algorithm. They do not need any eigenfunction or noise conditions and are better than the existing results even for the classical family of spectral algorithms. (paper)

  16. Use of the 5E learning cycle model combined with problem-based learning for a fundamentals of nursing course.

    Science.gov (United States)

    Jun, Won Hee; Lee, Eun Ju; Park, Han Jong; Chang, Ae Kyung; Kim, Mi Ja

    2013-12-01

    The 5E learning cycle model has shown a positive effect on student learning in science education, particularly in courses with theory and practice components. Combining problem-based learning (PBL) with the 5E learning cycle was suggested as a better option for students' learning of theory and practice. The purpose of this study was to compare the effects of the traditional learning method with the 5E learning cycle model with PBL. The control group (n = 78) was subjected to a learning method that consisted of lecture and practice. The experimental group (n = 83) learned by using the 5E learning cycle model with PBL. The results showed that the experimental group had significantly improved self-efficacy, critical thinking, learning attitude, and learning satisfaction. Such an approach could be used in other countries to enhance students' learning of fundamental nursing. Copyright 2013, SLACK Incorporated.

  17. Occam factors and model independent Bayesian learning of continuous distributions

    International Nuclear Information System (INIS)

    Nemenman, Ilya; Bialek, William

    2002-01-01

    Learning of a smooth but nonparametric probability density can be regularized using methods of quantum field theory. We implement a field theoretic prior numerically, test its efficacy, and show that the data and the phase space factors arising from the integration over the model space determine the free parameter of the theory ('smoothness scale') self-consistently. This persists even for distributions that are atypical in the prior and is a step towards a model independent theory for learning continuous distributions. Finally, we point out that a wrong parametrization of a model family may sometimes be advantageous for small data sets

  18. Modeling the behavioral substrates of associate learning and memory - Adaptive neural models

    Science.gov (United States)

    Lee, Chuen-Chien

    1991-01-01

    Three adaptive single-neuron models based on neural analogies of behavior modification episodes are proposed, which attempt to bridge the gap between psychology and neurophysiology. The proposed models capture the predictive nature of Pavlovian conditioning, which is essential to the theory of adaptive/learning systems. The models learn to anticipate the occurrence of a conditioned response before the presence of a reinforcing stimulus when training is complete. Furthermore, each model can find the most nonredundant and earliest predictor of reinforcement. The behavior of the models accounts for several aspects of basic animal learning phenomena in Pavlovian conditioning beyond previous related models. Computer simulations show how well the models fit empirical data from various animal learning paradigms.

  19. Learning "in" or "with" Games? Quality Criteria for Digital Learning Games from the Perspectives of Learning, Emotion, and Motivation Theory

    Science.gov (United States)

    Hense, Jan; Mandl, Heinz

    2012-01-01

    This conceptual paper aims to clarify the theoretical underpinnings of game based learning (GBL) and learning with digital learning games (DLGs). To do so, it analyses learning of game related skills and contents, which occurs constantly during playing conventional entertainment games, from three perspectives: learning theory, emotion theory, and…

  20. Learning Theory Bases of Communicative Methodology and the Notional/Functional Syllabus

    OpenAIRE

    Jacqueline D., Beebe

    1992-01-01

    This paper examines the learning theories that underlie the philosophy and practices known as communicative language teaching methodology. These theories are identified first as a reaction against the behavioristic learning theory of audiolingualism. Approaches to syllabus design based on both the "weak" version of communicative language teaching-learning to use the second language-and the "strong" version-using the second language to learn it-are examined. The application of cognitive theory...

  1. Comparison of Scalar Expectancy Theory (SET) and the Learning-to-Time (LeT) model in a successive temporal bisection task.

    Science.gov (United States)

    Arantes, Joana

    2008-06-01

    The present research tested the generality of the "context effect" previously reported in experiments using temporal double bisection tasks [e.g., Arantes, J., Machado, A. Context effects in a temporal discrimination task: Further tests of the Scalar Expectancy Theory and Learning-to-Time models. J. Exp. Anal. Behav., in press]. Pigeons learned two temporal discriminations in which all the stimuli appear successively: 1s (red) vs. 4s (green) and 4s (blue) vs. 16s (yellow). Then, two tests were conducted to compare predictions of two timing models, Scalar Expectancy Theory (SET) and the Learning-to-Time (LeT) model. In one test, two psychometric functions were obtained by presenting pigeons with intermediate signal durations (1-4s and 4-16s). Results were mixed. In the critical test, pigeons were exposed to signals ranging from 1 to 16s and followed by the green or the blue key. Whereas SET predicted that the relative response rate to each of these keys should be independent of the signal duration, LeT predicted that the relative response rate to the green key (compared with the blue key) should increase with the signal duration. Results were consistent with LeT's predictions, showing that the context effect is obtained even when subjects do not need to make a choice between two keys presented simultaneously.

  2. The Twin-Cycle Experiential Learning Model: Reconceptualising Kolb's Theory

    Science.gov (United States)

    Bergsteiner, Harald; Avery, Gayle C.

    2014-01-01

    Experiential learning styles remain popular despite criticisms about their validity, usefulness, fragmentation and poor definitions and categorisation. After examining four prominent models and building on Bergsteiner, Avery, and Neumann's suggestion of a dual cycle, this paper proposes a twin-cycle experiential learning model to overcome…

  3. Introduction to Views of Connectivism Theory of Learning

    Directory of Open Access Journals (Sweden)

    Sa’adi Sa’adi

    2016-07-01

    Full Text Available ‘Traditional’ theories of learning as pratical dimensions of psychology majorly tend to focus their interest on humans’ inner factors that influence the process of learning such as intelligences, motivation, interest, attitude, concentration and aptitude. They never connect it with instruments and technological inventions such as multimedia, cyber celluler, internet, even social organization, cultural values, traditions etc., while these are very influential nowdays towards the progress and behaviors of human life. As such the application of connectivism theory of learning which connect those dimensions of life with learning activities, is now and then insparable from any effort to promote the quality of humans’ learning itself, including in teaching and learning languages.

  4. PAL driven organizational learning theory and practices a light on learning journey of organizations

    CERN Document Server

    Chuah, Kong

    2015-01-01

    Presenting an innovative concept and approach for organization management, this book serves to document an organization’s journey towards the ultimate goal of learning organization. This book also shares the experience on how a OL framework built on established learning theories, could be used effectively, overcoming many of the barriers in a real industrial setting. Utilizing a ready-to-use tool called Project Action Learning (PAL) to analyze real life case studies, the authors introduce a framework that allows teams of people to work and learn over the course of business projects. Equal emphasis is placed on the achievement of pre-set project outcomes and the learning objectives of the participants. In addition, a long term organizational learning strategy is put forward and the necessary supporting infrastructure, in the form of four ‘PAL Pillars’, is described. The concepts and development of the PAL driven Organizational Learning model are inspired by, and grounded in, Western and Eastern business ...

  5. Simulation Methodology in Nursing Education and Adult Learning Theory

    Science.gov (United States)

    Rutherford-Hemming, Tonya

    2012-01-01

    Simulation is often used in nursing education as a teaching methodology. Simulation is rooted in adult learning theory. Three learning theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. This article takes an in-depth look at each of these three theories as each relates to simulation.…

  6. Pragmatically Framed Cross-Situational Noun Learning Using Computational Reinforcement Models.

    Science.gov (United States)

    Najnin, Shamima; Banerjee, Bonny

    2018-01-01

    Cross-situational learning and social pragmatic theories are prominent mechanisms for learning word meanings (i.e., word-object pairs). In this paper, the role of reinforcement is investigated for early word-learning by an artificial agent. When exposed to a group of speakers, the agent comes to understand an initial set of vocabulary items belonging to the language used by the group. Both cross-situational learning and social pragmatic theory are taken into account. As social cues, joint attention and prosodic cues in caregiver's speech are considered. During agent-caregiver interaction, the agent selects a word from the caregiver's utterance and learns the relations between that word and the objects in its visual environment. The "novel words to novel objects" language-specific constraint is assumed for computing rewards. The models are learned by maximizing the expected reward using reinforcement learning algorithms [i.e., table-based algorithms: Q-learning, SARSA, SARSA-λ, and neural network-based algorithms: Q-learning for neural network (Q-NN), neural-fitted Q-network (NFQ), and deep Q-network (DQN)]. Neural network-based reinforcement learning models are chosen over table-based models for better generalization and quicker convergence. Simulations are carried out using mother-infant interaction CHILDES dataset for learning word-object pairings. Reinforcement is modeled in two cross-situational learning cases: (1) with joint attention (Attentional models), and (2) with joint attention and prosodic cues (Attentional-prosodic models). Attentional-prosodic models manifest superior performance to Attentional ones for the task of word-learning. The Attentional-prosodic DQN outperforms existing word-learning models for the same task.

  7. Reflection of Learning Theories in Iranian ELT Textbooks

    Science.gov (United States)

    Neghad, Hossein Hashem

    2014-01-01

    This study was undertaken to evaluate Iranian ELT English textbooks (Senior High school and Pre-University) in the light of three learning theories i.e., behaviourism, cognitivism, and constructivism. Each of these learning theories embedding an array of instructional strategies and techniques acted as evaluation checklist. That is, Iranian ELT…

  8. Jigsaw Cooperative Learning: Acid-Base Theories

    Science.gov (United States)

    Tarhan, Leman; Sesen, Burcin Acar

    2012-01-01

    This study focused on investigating the effectiveness of jigsaw cooperative learning instruction on first-year undergraduates' understanding of acid-base theories. Undergraduates' opinions about jigsaw cooperative learning instruction were also investigated. The participants of this study were 38 first-year undergraduates in chemistry education…

  9. Task-Based Language Teaching and Expansive Learning Theory

    Science.gov (United States)

    Robertson, Margaret

    2014-01-01

    Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit…

  10. Extending Social Learning Theory to Explain Victimization Among Gang and Ex-Gang Offenders.

    Science.gov (United States)

    Gagnon, Analisa

    2018-03-01

    This study is among the first to extend and test social learning theory's ability to understand property and violent victimization. It specifically tests whether aspects of definitions, differential reinforcement, and differential association/modeling can explain the three types of victimization of gang members: actual experience, perception of likelihood, and fear. The sample consists of over 300 male and female gang members incarcerated in jails throughout Florida. The results show that all three types of victimization can be explained by the three aspects of social learning theory.

  11. Knowledge Management through the Equilibrium Pattern Model for Learning

    Science.gov (United States)

    Sarirete, Akila; Noble, Elizabeth; Chikh, Azeddine

    Contemporary students are characterized by having very applied learning styles and methods of acquiring knowledge. This behavior is consistent with the constructivist models where students are co-partners in the learning process. In the present work the authors developed a new model of learning based on the constructivist theory coupled with the cognitive development theory of Piaget. The model considers the level of learning based on several stages and the move from one stage to another requires learners' challenge. At each time a new concept is introduced creates a disequilibrium that needs to be worked out to return back to its equilibrium stage. This process of "disequilibrium/equilibrium" has been analyzed and validated using a course in computer networking as part of Cisco Networking Academy Program at Effat College, a women college in Saudi Arabia. The model provides a theoretical foundation for teaching especially in a complex knowledge domain such as engineering and can be used in a knowledge economy.

  12. The Gain-Loss Model: A Probabilistic Skill Multimap Model for Assessing Learning Processes

    Science.gov (United States)

    Robusto, Egidio; Stefanutti, Luca; Anselmi, Pasquale

    2010-01-01

    Within the theoretical framework of knowledge space theory, a probabilistic skill multimap model for assessing learning processes is proposed. The learning process of a student is modeled as a function of the student's knowledge and of an educational intervention on the attainment of specific skills required to solve problems in a knowledge…

  13. An extended dual search space model of scientific discovery learning

    NARCIS (Netherlands)

    van Joolingen, Wouter; de Jong, Anthonius J.M.

    1997-01-01

    This article describes a theory of scientific discovery learning which is an extension of Klahr and Dunbar''s model of Scientific Discovery as Dual Search (SDDS) model. We present a model capable of describing and understanding scientific discovery learning in complex domains in terms of the SDDS

  14. Motivation to learn: an overview of contemporary theories.

    Science.gov (United States)

    Cook, David A; Artino, Anthony R

    2016-10-01

    To succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important considerations for future research. Motivation has been defined as the process whereby goal-directed activities are initiated and sustained. In expectancy-value theory, motivation is a function of the expectation of success and perceived value. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. Social- cognitive theory emphasises self-efficacy as the primary driver of motivated action, and also identifies cues that influence future self-efficacy and support self-regulated learning. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a 'growth' mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a 'fixed' mindset). Finally, self-determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised. Satisfying basic psychosocial needs of autonomy, competence and relatedness promotes such motivation. Looking across all five theories, we note recurrent themes of competence, value, attributions, and interactions between individuals and the learning context. To avoid conceptual confusion, and perhaps more importantly to maximise the theory-building potential of their work, researchers must be careful (and precise) in how they define, operationalise and measure different motivational constructs. We suggest that motivation research continue to build theory and extend it to health professions domains, identify key outcomes and outcome measures, and test practical educational applications of the principles

  15. Testing students' e-learning via Facebook through Bayesian structural equation modeling.

    Science.gov (United States)

    Salarzadeh Jenatabadi, Hashem; Moghavvemi, Sedigheh; Wan Mohamed Radzi, Che Wan Jasimah Bt; Babashamsi, Parastoo; Arashi, Mohammad

    2017-01-01

    Learning is an intentional activity, with several factors affecting students' intention to use new learning technology. Researchers have investigated technology acceptance in different contexts by developing various theories/models and testing them by a number of means. Although most theories/models developed have been examined through regression or structural equation modeling, Bayesian analysis offers more accurate data analysis results. To address this gap, the unified theory of acceptance and technology use in the context of e-learning via Facebook are re-examined in this study using Bayesian analysis. The data (S1 Data) were collected from 170 students enrolled in a business statistics course at University of Malaya, Malaysia, and tested with the maximum likelihood and Bayesian approaches. The difference between the two methods' results indicates that performance expectancy and hedonic motivation are the strongest factors influencing the intention to use e-learning via Facebook. The Bayesian estimation model exhibited better data fit than the maximum likelihood estimator model. The results of the Bayesian and maximum likelihood estimator approaches are compared and the reasons for the result discrepancy are deliberated.

  16. Testing students' e-learning via Facebook through Bayesian structural equation modeling.

    Directory of Open Access Journals (Sweden)

    Hashem Salarzadeh Jenatabadi

    Full Text Available Learning is an intentional activity, with several factors affecting students' intention to use new learning technology. Researchers have investigated technology acceptance in different contexts by developing various theories/models and testing them by a number of means. Although most theories/models developed have been examined through regression or structural equation modeling, Bayesian analysis offers more accurate data analysis results. To address this gap, the unified theory of acceptance and technology use in the context of e-learning via Facebook are re-examined in this study using Bayesian analysis. The data (S1 Data were collected from 170 students enrolled in a business statistics course at University of Malaya, Malaysia, and tested with the maximum likelihood and Bayesian approaches. The difference between the two methods' results indicates that performance expectancy and hedonic motivation are the strongest factors influencing the intention to use e-learning via Facebook. The Bayesian estimation model exhibited better data fit than the maximum likelihood estimator model. The results of the Bayesian and maximum likelihood estimator approaches are compared and the reasons for the result discrepancy are deliberated.

  17. Kolb's Experiential Learning Theory in Athletic Training Education: A Literature Review

    Science.gov (United States)

    Schellhase, Kristen C.

    2008-01-01

    Objective: Kolb's Experiential Learning Theory offers insight into the development of learning styles, classification of learning styles, and how students learn through experience. Discussion is presented on the value of Kolb's Experiential Learning Theory for Athletic Training Education. Data Sources: This article reviews research related to…

  18. Developing a Domain Theory Defining and Exemplifying a Learning Theory of Progressive Attainments

    Science.gov (United States)

    Bunderson, C. Victor

    2011-01-01

    This article defines the concept of Domain Theory, or, when educational measurement is the goal, one might call it a "Learning Theory of Progressive Attainments in X Domain". The concept of Domain Theory is first shown to be rooted in validity theory, then the concept of domain theory is expanded to amplify its necessary but long neglected…

  19. Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment.

    Science.gov (United States)

    Schumacher, Daniel J; Englander, Robert; Carraccio, Carol

    2013-11-01

    As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.

  20. Repositioning Ideology Critique in a Critical Theory of Adult Learning.

    Science.gov (United States)

    Brookfield, Stephen

    2001-01-01

    Reexamines critical theory as a response to Marxism and repositions ideology critique as a crucial adult learning process. Argues that a critical theory of adult learning should focus on how adults learn to recognize and challenge ideological domination and manipulation. (Contains 31 references.) (SK)

  1. Learning Theory Applied to the Biology Classroom.

    Science.gov (United States)

    Novak, Joseph D.

    1980-01-01

    The material presented in this article is intended to help students learn how to learn. The seven key concepts of David Ausubel's assimilation theory for cognitive learning are discussed with reference to the classroom. Concept mapping is suggested as a tool for demonstrating how the seven key concepts function. (SA)

  2. Linking Theory to Practice in Learning Technology Research

    Science.gov (United States)

    Gunn, Cathy; Steel, Caroline

    2012-01-01

    We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only…

  3. Machine learning modelling for predicting soil liquefaction susceptibility

    Directory of Open Access Journals (Sweden)

    P. Samui

    2011-01-01

    Full Text Available This study describes two machine learning techniques applied to predict liquefaction susceptibility of soil based on the standard penetration test (SPT data from the 1999 Chi-Chi, Taiwan earthquake. The first machine learning technique which uses Artificial Neural Network (ANN based on multi-layer perceptions (MLP that are trained with Levenberg-Marquardt backpropagation algorithm. The second machine learning technique uses the Support Vector machine (SVM that is firmly based on the theory of statistical learning theory, uses classification technique. ANN and SVM have been developed to predict liquefaction susceptibility using corrected SPT [(N160] and cyclic stress ratio (CSR. Further, an attempt has been made to simplify the models, requiring only the two parameters [(N160 and peck ground acceleration (amax/g], for the prediction of liquefaction susceptibility. The developed ANN and SVM models have also been applied to different case histories available globally. The paper also highlights the capability of the SVM over the ANN models.

  4. A Model of Statistics Performance Based on Achievement Goal Theory.

    Science.gov (United States)

    Bandalos, Deborah L.; Finney, Sara J.; Geske, Jenenne A.

    2003-01-01

    Tests a model of statistics performance based on achievement goal theory. Both learning and performance goals affected achievement indirectly through study strategies, self-efficacy, and test anxiety. Implications of these findings for teaching and learning statistics are discussed. (Contains 47 references, 3 tables, 3 figures, and 1 appendix.)…

  5. Optimizing Computer Assisted Instruction By Applying Principles of Learning Theory.

    Science.gov (United States)

    Edwards, Thomas O.

    The development of learning theory and its application to computer-assisted instruction (CAI) are described. Among the early theoretical constructs thought to be important are E. L. Thorndike's concept of learning connectisms, Neal Miller's theory of motivation, and B. F. Skinner's theory of operant conditioning. Early devices incorporating those…

  6. Incorporating rapid neocortical learning of new schema-consistent information into complementary learning systems theory.

    Science.gov (United States)

    McClelland, James L

    2013-11-01

    The complementary learning systems theory of the roles of hippocampus and neocortex (McClelland, McNaughton, & O'Reilly, 1995) holds that the rapid integration of arbitrary new information into neocortical structures is avoided to prevent catastrophic interference with structured knowledge representations stored in synaptic connections among neocortical neurons. Recent studies (Tse et al., 2007, 2011) showed that neocortical circuits can rapidly acquire new associations that are consistent with prior knowledge. The findings challenge the complementary learning systems theory as previously presented. However, new simulations extending those reported in McClelland et al. (1995) show that new information that is consistent with knowledge previously acquired by a putatively cortexlike artificial neural network can be learned rapidly and without interfering with existing knowledge; it is when inconsistent new knowledge is acquired quickly that catastrophic interference ensues. Several important features of the findings of Tse et al. (2007, 2011) are captured in these simulations, indicating that the neural network model used in McClelland et al. has characteristics in common with neocortical learning mechanisms. An additional simulation generalizes beyond the network model previously used, showing how the rate of change of cortical connections can depend on prior knowledge in an arguably more biologically plausible network architecture. In sum, the findings of Tse et al. are fully consistent with the idea that hippocampus and neocortex are complementary learning systems. Taken together, these findings and the simulations reported here advance our knowledge by bringing out the role of consistency of new experience with existing knowledge and demonstrating that the rate of change of connections in real and artificial neural networks can be strongly prior-knowledge dependent. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  7. Transitional clerkship: an experiential course based on workplace learning theory.

    Science.gov (United States)

    Chittenden, Eva H; Henry, Duncan; Saxena, Varun; Loeser, Helen; O'Sullivan, Patricia S

    2009-07-01

    Starting clerkships is anxiety provoking for medical students. To ease the transition from preclerkship to clerkship curricula, schools offer classroom-based courses which may not be the best model for preparing learners. Drawing from workplace learning theory, the authors developed a seven-day transitional clerkship (TC) in 2007 at the University of California, San Francisco School of Medicine in which students spent half of the course in the hospital, learning routines and logistics of the wards along with their roles and responsibilities as members of ward teams. Twice, they admitted and followed a patient into the next day as part of a shadow team that had no patient-care responsibilities. Dedicated preceptors gave feedback on oral presentations and patient write-ups. Satisfaction with the TC was higher than with the previous year's classroom-based course. TC students felt clearer about their roles and more confident in their abilities as third-year students compared with previous students. TC students continued to rate the transitional course highly after their first clinical rotation. Preceptors were enthusiastic about the course and expressed willingness to commit to future TC preceptorships. The transitional course models an approach to translating workplace learning theory into practice and demonstrates improved satisfaction, better understanding of roles, and increased confidence among new third-year students.

  8. Modeling Achievement in Mathematics: The Role of Learner and Learning Environment Characteristics

    Science.gov (United States)

    Nasser-Abu Alhija, Fadia; Amasha, Marcel

    2012-01-01

    This study examined a structural model of mathematics achievement among Druze 8th graders in Israel. The model integrates 2 psychosocial theories: goal theory and social learning theory. Variables in the model included gender, father's and mother's education, classroom mastery and performance goal orientation, mathematics self-efficacy and…

  9. The application of learning theory in horse training

    DEFF Research Database (Denmark)

    McLean, Andrew N.; Christensen, Janne Winther

    2017-01-01

    The millennia-old practices of horse training markedly predate and thus were isolated from the mid-twentieth century revelation of animal learning processes. From this standpoint, the progress made in the application and understanding of learning theory in horse training is reviewed including...... on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term ‘conflict theory’ be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence...

  10. Connectivism: Learning theory of the future or vestige of the past?

    Directory of Open Access Journals (Sweden)

    Rita Kop

    2008-10-01

    Full Text Available Siemens and Downes initially received increasing attention in the blogosphere in 2005 when they discussed their ideas concerning distributed knowledge. An extended discourse has ensued in and around the status of ‘connectivism’ as a learning theory for the digital age. This has led to a number of questions in relation to existing learning theories. Do they still meet the needs of today’s learners, and anticipate the needs of learners of the future? Would a new theory that encompasses new developments in digital technology be more appropriate, and would it be suitable for other aspects of learning, including in the traditional class room, in distance education and e-learning? This paper will highlight current theories of learning and critically analyse connectivism within the context of its predecessors, to establish if it has anything new to offer as a learning theory or as an approach to teaching for the 21st Century.

  11. A BCM theory of meta-plasticity for online self-reorganizing fuzzy-associative learning.

    Science.gov (United States)

    Tan, Javan; Quek, Chai

    2010-06-01

    Self-organizing neurofuzzy approaches have matured in their online learning of fuzzy-associative structures under time-invariant conditions. To maximize their operative value for online reasoning, these self-sustaining mechanisms must also be able to reorganize fuzzy-associative knowledge in real-time dynamic environments. Hence, it is critical to recognize that they would require self-reorganizational skills to rebuild fluid associative structures when their existing organizations fail to respond well to changing circumstances. In this light, while Hebbian theory (Hebb, 1949) is the basic computational framework for associative learning, it is less attractive for time-variant online learning because it suffers from stability limitations that impedes unlearning. Instead, this paper adopts the Bienenstock-Cooper-Munro (BCM) theory of neurological learning via meta-plasticity principles (Bienenstock et al., 1982) that provides for both online associative and dissociative learning. For almost three decades, BCM theory has been shown to effectively brace physiological evidence of synaptic potentiation (association) and depression (dissociation) into a sound mathematical framework for computational learning. This paper proposes an interpretation of the BCM theory of meta-plasticity for an online self-reorganizing fuzzy-associative learning system to realize online-reasoning capabilities. Experimental findings are twofold: 1) the analysis using S&P-500 stock index illustrated that the self-reorganizing approach could follow the trajectory shifts in the time-variant S&P-500 index for about 60 years, and 2) the benchmark profiles showed that the fuzzy-associative approach yielded comparable results with other fuzzy-precision models with similar online objectives.

  12. Understanding E-Learning Adoption among Brazilian Universities: An Application of the Decomposed Theory of Planned Behavior

    Science.gov (United States)

    Dos Santos, Luiz Miguel Renda; Okazaki, Shintaro

    2013-01-01

    This study sheds light on the organizational dimensions underlying e-learning adoption among Brazilian universities. We propose an organizational e-learning adoption model based on the decomposed theory of planned behavior (TPB). A series of hypotheses are posited with regard to the relationships among the proposed constructs. The model is…

  13. Help-Seeking Decisions of Battered Women: A Test of Learned Helplessness and Two Stress Theories.

    Science.gov (United States)

    Wauchope, Barbara A.

    This study tested the learned helplessness theory, stress theory, and a modified stress theory to determine the best model for predicting the probability that a woman would seek help when she experienced severe violence from a male partner. The probability was hypothesized to increase as the stress of the violence experienced increased. Data were…

  14. Three Theories of Learning and Their Implications for Teachers.

    Science.gov (United States)

    Ramirez, Aura I.

    Currently, three theories of learning dominate classroom practice. First, B.F. Skinner's Theory of Operant Conditioning states that if behavior, including learning behavior, is reinforced, the probability of its being repeated increases strongly. Different types and schedules of reinforcement have been studied, by Skinner and others, and the…

  15. Applying Distributed Learning Theory in Online Business Communication Courses.

    Science.gov (United States)

    Walker, Kristin

    2003-01-01

    Focuses on the critical use of technology in online formats that entail relatively new teaching media. Argues that distributed learning theory is valuable for teachers of online business communication courses for several reasons. Discusses the application of distributed learning theory to the teaching of business communication online. (SG)

  16. The boundaries of instance-based learning theory for explaining decisions from experience.

    Science.gov (United States)

    Gonzalez, Cleotilde

    2013-01-01

    Most demonstrations of how people make decisions in risky situations rely on decisions from description, where outcomes and their probabilities are explicitly stated. But recently, more attention has been given to decisions from experience where people discover these outcomes and probabilities through exploration. More importantly, risky behavior depends on how decisions are made (from description or experience), and although prospect theory explains decisions from description, a comprehensive model of decisions from experience is yet to be found. Instance-based learning theory (IBLT) explains how decisions are made from experience through interactions with dynamic environments (Gonzalez et al., 2003). The theory has shown robust explanations of behavior across multiple tasks and contexts, but it is becoming unclear what the theory is able to explain and what it does not. The goal of this chapter is to start addressing this problem. I will introduce IBLT and a recent cognitive model based on this theory: the IBL model of repeated binary choice; then I will discuss the phenomena that the IBL model explains and those that the model does not. The argument is for the theory's robustness but also for clarity in terms of concrete effects that the theory can or cannot account for. Copyright © 2013 Elsevier B.V. All rights reserved.

  17. Social Learning Theory, Gender, and Intimate Partner Violent Victimization: A Structural Equations Approach.

    Science.gov (United States)

    Powers, Ráchael A; Cochran, John K; Maskaly, Jon; Sellers, Christine S

    2017-05-01

    The purpose of this study is to examine the applicability of Akers's Social Learning Theory (SLT) to explain intimate partner violence (IPV) victimization. In doing so, we draw on the Intergenerational Transmission of Violence Theory (IGT) to extend the scope of SLT to the explanation of victimization and for a consideration of uniquely gendered pathways in its causal structure. Using a structural equation modeling approach with self-report data from a sample of college students, the present study tests the extent to which SLT can effectively explain and predict IPV victimization and the degree, if any, to which the social learning model is gender invariant. Although our findings are largely supportive of SLT and, thus, affirm its extension to victimization as well as perpetration, the findings are also somewhat mixed. More significantly, in line with IGT literature, we find that the social learning process is not gender invariant. The implications of the latter are discussed.

  18. Subgrid-scale scalar flux modelling based on optimal estimation theory and machine-learning procedures

    Science.gov (United States)

    Vollant, A.; Balarac, G.; Corre, C.

    2017-09-01

    New procedures are explored for the development of models in the context of large eddy simulation (LES) of a passive scalar. They rely on the combination of the optimal estimator theory with machine-learning algorithms. The concept of optimal estimator allows to identify the most accurate set of parameters to be used when deriving a model. The model itself can then be defined by training an artificial neural network (ANN) on a database derived from the filtering of direct numerical simulation (DNS) results. This procedure leads to a subgrid scale model displaying good structural performance, which allows to perform LESs very close to the filtered DNS results. However, this first procedure does not control the functional performance so that the model can fail when the flow configuration differs from the training database. Another procedure is then proposed, where the model functional form is imposed and the ANN used only to define the model coefficients. The training step is a bi-objective optimisation in order to control both structural and functional performances. The model derived from this second procedure proves to be more robust. It also provides stable LESs for a turbulent plane jet flow configuration very far from the training database but over-estimates the mixing process in that case.

  19. [Linking learning theory with practice].

    Science.gov (United States)

    Ávalos-Carranza, María Teresa; Amador-Olvera, Eric; Zerón-Gutiérrez, Lydia

    2016-01-01

    It is often said that it is easier to learn what is observed and practiced on a daily basis; to the need to effectively link theory with practice considered in the process of teaching and learning, many strategies have been developed to allow this process to be carried out in a more efficiently maner. It is, therefore, very important to recognize that an appropriate teacher/student relationship is essential for students to acquire the skills and abilities required.

  20. Learning Theories Applied to Teaching Technology: Constructivism versus Behavioral Theory for Instructing Multimedia Software Programs

    Science.gov (United States)

    Reed, Cajah S.

    2012-01-01

    This study sought to find evidence for a beneficial learning theory to teach computer software programs. Additionally, software was analyzed for each learning theory's applicability to resolve whether certain software requires a specific method of education. The results are meant to give educators more effective teaching tools, so students…

  1. Surgical education and adult learning: Integrating theory into practice [version 1; referees: 3 approved

    Directory of Open Access Journals (Sweden)

    Prem Rashid

    2017-02-01

    Full Text Available Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.

  2. The behavioural motivation model in open distance learning

    DEFF Research Database (Denmark)

    Zaikin, Oleg; Malinowska, Magdalena; Kofoed, Lise B.

    2014-01-01

    The article contains the concept of developing a motivation model aimed at supporting activity of both students and teachers in the process of implementing and using an open and distance learning system. Proposed motivation model is focused on the task of filling the knowledge repository with high...... quality didactic material. Open and distance learning system assures a computer space for the teaching/learning process in open environment. The structure of the motivation model and formal assumptions are described. Additionally, there is presented a structure of the linguistic database, helping...... the teacher to assess the student's motivation and the basic simulation model to analysis the teaching/learning process constrains. The proposed approach is based on the games theory and simulation approach....

  3. Simulating Serious Games: A Discrete-Time Computational Model Based on Cognitive Flow Theory

    Science.gov (United States)

    Westera, Wim

    2018-01-01

    This paper presents a computational model for simulating how people learn from serious games. While avoiding the combinatorial explosion of a games micro-states, the model offers a meso-level pathfinding approach, which is guided by cognitive flow theory and various concepts from learning sciences. It extends a basic, existing model by exposing…

  4. Refreshing Information Literacy: Learning from Recent British Information Literacy Models

    Science.gov (United States)

    Martin, Justine

    2013-01-01

    Models play an important role in helping practitioners implement and promote information literacy. Over time models can lose relevance with the advances in technology, society, and learning theory. Practitioners and scholars often call for adaptations or transformations of these frameworks to articulate the learning needs in information literacy…

  5. The Necessity of Machine Learning and Epistemology in the Development of Categorization Theories: A Case Study in Prototype-Exemplar Debate

    Science.gov (United States)

    Gagliardi, Francesco

    In the present paper we discuss some aspects of the development of categorization theories concerning cognitive psychology and machine learning. We consider the thirty-year debate between prototype-theory and exemplar-theory in the studies of cognitive psychology regarding the categorization processes. We propose this debate is ill-posed, because it neglects some theoretical and empirical results of machine learning about the bias-variance theorem and the existence of some instance-based classifiers which can embed models subsuming both prototype and exemplar theories. Moreover this debate lies on a epistemological error of pursuing a, so called, experimentum crucis. Then we present how an interdisciplinary approach, based on synthetic method for cognitive modelling, can be useful to progress both the fields of cognitive psychology and machine learning.

  6. A Coterminous Collaborative Learning Model: Interconnectivity of Leadership and Learning

    Directory of Open Access Journals (Sweden)

    Ilana Margolin

    2012-05-01

    Full Text Available This qualitative ethnographic study examines a collaborative leadership model focused on learning and socially just practices within a change context of a wide educational partnership. The study analyzes a range of perspectives of novice teachers, mentor teachers, teacher educators and district superintendents on leadership and learning. The findings reveal the emergence of a coalition of leaders crossing borders at all levels of the educational system: local school level, district level and teacher education level who were involved in coterminous collaborative learning. Four categories of learning were identified as critical to leading a change in the educational system: learning in professional communities, learning from practice, learning through theory and research and learning from and with leaders. The implications of the study for policy makers as well as for practitioners are to adopt a holistic approach to the educational environment and plan a collaborative learning continuum from initial pre-service programs through professional development learning at all levels.

  7. Social Learning Theory: A Multicultural Study of Influences on Ethical Behavior

    Science.gov (United States)

    Hanna, Richard C.; Crittenden, Victoria L.; Crittenden, William F.

    2013-01-01

    We propose Social Learning Theory as a theoretical foundation for understanding the ethical standards of future business leaders. Using data drawn from students from 115 four-year undergraduate institutions in 36 different countries, the relationships among role models, capitalism, and laws were examined. The data suggest that future business…

  8. Social cognitive theory, metacognition, and simulation learning in nursing education.

    Science.gov (United States)

    Burke, Helen; Mancuso, Lorraine

    2012-10-01

    Simulation learning encompasses simple, introductory scenarios requiring response to patients' needs during basic hygienic care and during situations demanding complex decision making. Simulation integrates principles of social cognitive theory (SCT) into an interactive approach to learning that encompasses the core principles of intentionality, forethought, self-reactiveness, and self-reflectiveness. Effective simulation requires an environment conducive to learning and introduces activities that foster symbolic coding operations and mastery of new skills; debriefing builds self-efficacy and supports self-regulation of behavior. Tailoring the level of difficulty to students' mastery level supports successful outcomes and motivation to set higher standards. Mindful selection of simulation complexity and structure matches course learning objectives and supports progressive development of metacognition. Theory-based facilitation of simulated learning optimizes efficacy of this learning method to foster maturation of cognitive processes of SCT, metacognition, and self-directedness. Examples of metacognition that are supported through mindful, theory-based implementation of simulation learning are provided. Copyright 2012, SLACK Incorporated.

  9. Lenses on Reading An Introduction to Theories and Models

    CERN Document Server

    Tracey, Diane H

    2012-01-01

    This widely adopted text explores key theories and models that frame reading instruction and research. Readers learn why theory matters in designing and implementing high-quality instruction and research; how to critically evaluate the assumptions and beliefs that guide their own work; and what can be gained by looking at reading through multiple theoretical lenses. For each theoretical model, classroom applications are brought to life with engaging vignettes and teacher reflections. Research applications are discussed and illustrated with descriptions of exemplary studies. New to This Edition

  10. Utilizing Kolb’s Experiential Learning Theory to Implement a Golf Scramble

    OpenAIRE

    Glenna G. Bower

    2013-01-01

    This study introduced how Kolb’s Experiential Learning Theory was used across the four-mode learning cycle of abstract conceptualization, active experimentation, concrete experience and reflective observation as a pedagogical tool for implementing a golf scramble. The primary research question was to see whether Kolb’s Experiential Learning Theory four-mode learning cycle was an effective means for implementing a the golf scramble. The participants of the experiential learning experience wer...

  11. SISL and SIRL: Two knowledge dissemination models with leader nodes on cooperative learning networks

    Science.gov (United States)

    Li, Jingjing; Zhang, Yumei; Man, Jiayu; Zhou, Yun; Wu, Xiaojun

    2017-02-01

    Cooperative learning is one of the most effective teaching methods, which has been widely used. Students' mutual contact forms a cooperative learning network in this process. Our previous research demonstrated that the cooperative learning network has complex characteristics. This study aims to investigating the dynamic spreading process of the knowledge in the cooperative learning network and the inspiration of leaders in this process. To this end, complex network transmission dynamics theory is utilized to construct the knowledge dissemination model of a cooperative learning network. Based on the existing epidemic models, we propose a new susceptible-infected-susceptible-leader (SISL) model that considers both students' forgetting and leaders' inspiration, and a susceptible-infected-removed-leader (SIRL) model that considers students' interest in spreading and leaders' inspiration. The spreading threshold λcand its impact factors are analyzed. Then, numerical simulation and analysis are delivered to reveal the dynamic transmission mechanism of knowledge and leaders' role. This work is of great significance to cooperative learning theory and teaching practice. It also enriches the theory of complex network transmission dynamics.

  12. Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory

    Science.gov (United States)

    McCray, Kimberly H.

    2016-01-01

    In order to better understand the importance of adult learning theory to museum educators' work, and that of their profession at large, museum professionals must address the need for more adult learning research and practice in museums--particularly work informed by existing theory and work seeking to generate new theory. Adult learning theory…

  13. Virtual Learning Environments: A View from the Theory of Conceptual Fields

    Directory of Open Access Journals (Sweden)

    Iralí Araque

    2018-01-01

    Full Text Available The inclusion of communication and information technologies for formative purposes has given way to virtual learning environments, which, backed by constructivist theories, provide a theoretical and methodological framework, thus contributing to the cognitive development of students at university level, evidenced in the development of their learning schemes. The theory of conceptual fields offers an analysis of the elements of schemas and the process of knowledge construction. In this sense, the present work had as objective to raise some elements, such as teaching methodology, didactic strategies, materials and resources for learning, teacher and student roles, which should be considered in the design of virtual learning environments, in the light of the theory of conceptual fields, so as to enhance the construction of knowledge and where the emphasis of the educational process lies on learning rather than teaching. The methodology used is a documentary study, type descriptive, based on the review and bibliographical analysis of constructivist theories, as well as researchers related to the design and construction of virtual learning environments. The results show that conceptual fields theory is an excellent option to consider, as a constructivist theory, in order to consolidate the process of knowledge construction, from the individual to the collective.

  14. Theories and Frameworks for Online Education: Seeking an Integrated Model

    Science.gov (United States)

    Picciano, Anthony G.

    2017-01-01

    This article examines theoretical frameworks and models that focus on the pedagogical aspects of online education. After a review of learning theory as applied to online education, a proposal for an integrated "Multimodal Model for Online Education" is provided based on pedagogical purpose. The model attempts to integrate the work of…

  15. Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory

    Science.gov (United States)

    Johnson, David W.; Johnson, Roger T.; Smith, Karl A.

    2014-01-01

    Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic…

  16. A pedagogical model for simulation-based learning in healthcare

    Directory of Open Access Journals (Sweden)

    Tuulikki Keskitalo

    2015-11-01

    Full Text Available The aim of this study was to design a pedagogical model for a simulation-based learning environment (SBLE in healthcare. Currently, simulation and virtual reality are a major focus in healthcare education. However, when and how these learning environments should be applied is not well-known. The present study tries to fill that gap. We pose the following research question: What kind of pedagogical model supports and facilitates students’ meaningful learning in SBLEs? The study used design-based research (DBR and case study approaches. We report the results from our second case study and how the pedagogical model was developed based on the lessons learned. The study involved nine facilitators and 25 students. Data were collected and analysed using mixed methods. The main result of this study is the refined pedagogical model. The model is based on the socio-cultural theory of learning and characteristics of meaningful learning as well as previous pedagogical models. The model will provide a more holistic and meaningful approach to teaching and learning in SBLEs. However, the model requires evidence and further development.

  17. Concept-Based Learning in Clinical Experiences: Bringing Theory to Clinical Education for Deep Learning.

    Science.gov (United States)

    Nielsen, Ann

    2016-07-01

    Concept-based learning is used increasingly in nursing education to support the organization, transfer, and retention of knowledge. Concept-based learning activities (CBLAs) have been used in clinical education to explore key aspects of the patient situation and principles of nursing care, without responsibility for total patient care. The nature of best practices in teaching and the resultant learning are not well understood. The purpose of this multiple-case study research was to explore and describe concept-based learning in the context of clinical education in inpatient settings. Four clinical groups (each a case) were observed while they used CBLAs in the clinical setting. Major findings include that concept-based learning fosters deep learning, connection of theory with practice, and clinical judgment. Strategies used to support learning, major teaching-learning foci, and preconditions for concept-based teaching and learning will be described. Concept-based learning is promising to support integration of theory with practice and clinical judgment through application experiences with patients. [J Nurs Educ. 2016;55(7):365-371.]. Copyright 2016, SLACK Incorporated.

  18. Learning theories 101: application to everyday teaching and scholarship.

    Science.gov (United States)

    Kay, Denise; Kibble, Jonathan

    2016-03-01

    Shifts in educational research, in how scholarship in higher education is defined, and in how funding is appropriated suggest that educators within basic science fields can benefit from increased understanding of learning theory and how it applies to classroom practice. This article uses a mock curriculum design scenario as a framework for the introduction of five major learning theories. Foundational constructs and principles from each theory and how they apply to the proposed curriculum designs are described. A summative table that includes basic principles, constructs, and classroom applications as well as the role of the teacher and learner is also provided for each theory. Copyright © 2016 The American Physiological Society.

  19. The Impact of Cognitive Load Theory on Learning Astronomy

    Science.gov (United States)

    Foster, Thomas M.

    2010-01-01

    Every student is different, which is the challenge of astronomy education research (AER) and teaching astronomy. This difference also provides the greatest goal for education researchers - our GUT - we need to be able to quantify these differences and provide explanatory and predictive theories to curriculum developers and teachers. One educational theory that holds promise is Cognitive Load Theory. Cognitive Load Theory begins with the well-established fact that everyone's working memory can hold 7 ± 2 unique items. This quirk of the human brain is why phone numbers are 7 digits long. This quirk is also why we forget peoples’ names after just meeting them, leave the iron on when we leave the house, and become overwhelmed as students of new material. Once the intricacies of Cognitive Load are understood, it becomes possible to design learning environments to marshal the resources students have and guide them to success. Lessons learned from Cognitive Load Theory can and should be applied to learning astronomy. Classroom-ready ideas will be presented.

  20. A model of theory-practice relations in mathematics teacher education

    DEFF Research Database (Denmark)

    Østergaard, Kaj

    2016-01-01

    The paper presents and discusses an ATD based (Chevallard, 2012) model of theory-practice relations in mathematics teacher education. The notions of didactic transposition and praxeology are combined and concretized in order to form a comprehensive model for analysing the theory......-practice problematique. It is illustrated how the model can be used both as a descriptive tool to analyse interactions between and interviews with student teachers and teachers and as a normative tool to design and redesign learning environments in teacher education in this case a lesson study context....

  1. Theory to practice: the humanbecoming leading-following model.

    Science.gov (United States)

    Ursel, Karen L

    2015-01-01

    Guided by the humanbecoming leading-following model, the author designed a nursing theories course with the intention of creating a meaningful nursing theory to practice link. The author perceived that with the implementation of Situation-Background-Assessment-Recommendations (SBAR) communication, nursing staff had drifted away from using the Kardex™ in shift to shift reporting. Nurse students, faculty, and staff members supported the creation of a theories project which would engage nursing students in the pursuit of clinical excellence. The project chosen was to revise the existing Kardex™ (predominant nursing communication tool). In the project, guided by a nursing theory, nursing students focused on the unique patient's experience, depicting the specific role of nursing knowledge and the contributions of the registered nurse to the patient's healthcare journey. The emphasis of this theoretical learning was the application of a nursing theory to real-life clinical challenges with communication of relevant, timely, and accurate patient information, recognizing that real problems are often complex and require multi-perspective approaches. This project created learning opportunities where a nursing theory would be chosen by the nursing student clinical group and applied in their clinical specialty area. This practice activity served to broaden student understandings of the role of nursing knowledge and nursing theories in their professional practice. © The Author(s) 2014.

  2. A Critical Comparison of Transformation and Deep Approach Theories of Learning

    Science.gov (United States)

    Howie, Peter; Bagnall, Richard

    2015-01-01

    This paper reports a critical comparative analysis of two popular and significant theories of adult learning: the transformation and the deep approach theories of learning. These theories are operative in different educational sectors, are significant, respectively, in each, and they may be seen as both touching on similar concerns with learning…

  3. Stochastic Online Learning in Dynamic Networks under Unknown Models

    Science.gov (United States)

    2016-08-02

    The key is to develop online learning strategies at each individual node. Specifically, through local information exchange with its neighbors, each...infinitely repeated game with incomplete information and developed a dynamic pricing strategy referred to as Competitive and Cooperative Demand Learning...Stochastic Online Learning in Dynamic Networks under Unknown Models This research aims to develop fundamental theories and practical algorithms for

  4. High school students' implicit theories of what facilitates science learning

    Science.gov (United States)

    Carlton Parsons, Eileen; Miles, Rhea; Petersen, Michael

    2011-11-01

    Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students' implicit theories of what facilitates their learning of science?; (2) With respect to students' self-classifications as African American or European American and female or male, do differences exist in the students' implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students' implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students' implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think

  5. Model theory

    CERN Document Server

    Chang, CC

    2012-01-01

    Model theory deals with a branch of mathematical logic showing connections between a formal language and its interpretations or models. This is the first and most successful textbook in logical model theory. Extensively updated and corrected in 1990 to accommodate developments in model theoretic methods - including classification theory and nonstandard analysis - the third edition added entirely new sections, exercises, and references. Each chapter introduces an individual method and discusses specific applications. Basic methods of constructing models include constants, elementary chains, Sko

  6. Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory.

    Science.gov (United States)

    Sanli, Elizabeth A; Patterson, Jae T; Bray, Steven R; Lee, Timothy D

    2012-01-01

    The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT). Three micro-theories within the macro-theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory, and Organismic Integration Theory) are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.

  7. Understanding self-controlled motor learning protocols through the self determination theory

    Directory of Open Access Journals (Sweden)

    Elizabeth Ann Sanli

    2013-01-01

    Full Text Available The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT. Three micro theories within the macro theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory & Organismic Integration Theory are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.

  8. Perspectives of Students’ Behavior Towards Mobile Learning (M-learning in Egypt: an Extension of the UTAUT Model

    Directory of Open Access Journals (Sweden)

    R. A. Ali

    2016-08-01

    Full Text Available The rapid development of third-generation (3G mobile technologies has led to the emergence of a new kind of learning called mobile learning (m-learning. M-learning means the use of mobile devices to access learning materials at anytime and anywhere with the aid of mobile terminals and networks. This paper explores the possibility of applying m-learning for schools in Egypt through a proposed model of acceptance factors that may affect the students’ intentions to adopt m-learning. We use the original model of Unified Theory of Acceptance and Use of Technology (UTAUT and extended it with three new factors mobility, interactivity, and enjoyment.

  9. Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

    Science.gov (United States)

    Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

    2013-01-01

    Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

  10. 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.

  11. Explaining Helping Behavior in a Cooperative Learning Classroom Setting Using Attribution Theory

    Science.gov (United States)

    Ahles, Paula M.; Contento, Jann M.

    2006-01-01

    This recently completed study examined whether attribution theory can explain helping behavior in an interdependent classroom environment that utilized a cooperative-learning model. The study focused on student participants enrolled in 6 community college communication classes taught by the same instructor. Three levels of cooperative-learning…

  12. Cyber situation awareness: modeling detection of cyber attacks with instance-based learning theory.

    Science.gov (United States)

    Dutt, Varun; Ahn, Young-Suk; Gonzalez, Cleotilde

    2013-06-01

    To determine the effects of an adversary's behavior on the defender's accurate and timely detection of network threats. Cyber attacks cause major work disruption. It is important to understand how a defender's behavior (experience and tolerance to threats), as well as adversarial behavior (attack strategy), might impact the detection of threats. In this article, we use cognitive modeling to make predictions regarding these factors. Different model types representing a defender, based on Instance-Based Learning Theory (IBLT), faced different adversarial behaviors. A defender's model was defined by experience of threats: threat-prone (90% threats and 10% nonthreats) and nonthreat-prone (10% threats and 90% nonthreats); and different tolerance levels to threats: risk-averse (model declares a cyber attack after perceiving one threat out of eight total) and risk-seeking (model declares a cyber attack after perceiving seven threats out of eight total). Adversarial behavior is simulated by considering different attack strategies: patient (threats occur late) and impatient (threats occur early). For an impatient strategy, risk-averse models with threat-prone experiences show improved detection compared with risk-seeking models with nonthreat-prone experiences; however, the same is not true for a patient strategy. Based upon model predictions, a defender's prior threat experiences and his or her tolerance to threats are likely to predict detection accuracy; but considering the nature of adversarial behavior is also important. Decision-support tools that consider the role of a defender's experience and tolerance to threats along with the nature of adversarial behavior are likely to improve a defender's overall threat detection.

  13. Teaching and learning theories, and teaching methods used in postgraduate education in the health sciences: a systematic review protocol.

    Science.gov (United States)

    McInerney, Patricia A; Green-Thompson, Lionel P

    2017-04-01

    The objective of this scoping review is to determine the theories of teaching and learning, and/or models and/or methods used in teaching in postgraduate education in the health sciences. The longer term objective is to use the information gathered to design a workshop for teachers of postgraduate students.The question that this review seeks to answer is: what theories of teaching and learning, and/or models and/or methods of teaching are used in postgraduate teaching?

  14. Continuing education in athletic training: an alternative approach based on adult learning theory.

    Science.gov (United States)

    Pitney, W A

    1998-01-01

    To offer an alternative perspective on current continuing education practices and to propose a model for facilitating continuing education in the athletic training workplace. Professional knowledge can quickly become outdated, and the personal/professional contexts of allied medical fields such as athletic training are becoming increasingly more complex, making continuing education paramount. Adult learning theory suggests that individuals are self- directed, autonomous learners in nature and that experience is a rich source for learning, subsequently making the workplace a fruitful environment in which to engage in continuing education. Unfortunately, mandating continuing education may violate the voluntary nature of adult learning, making the practice questionable. Therefore, alternative aspects of continuing education may be helpful. This article consists of a brief synthesis of related literature that offers an alternative perspective of continuing education and proposes a model for facilitating continuing education in the workplace. The model's foundation includes preparing an environment conducive to learning and then focuses on identifying learning needs, setting goals, implementing specific strategies to facilitate self-directed learning, and assessing leaming. Additionally, the model suggests that ongoing reflection is a key factor in enhancing the identification of learning needs, goals, and strategies. The model may best be used by clinical coordinators, directors, and supervisors to better facilitate employee learning and subsequently improve patient care delivery.

  15. Implications of learning theory for developing programs to decrease overeating.

    Science.gov (United States)

    Boutelle, Kerri N; Bouton, Mark E

    2015-10-01

    Childhood obesity is associated with medical and psychological comorbidities, and interventions targeting overeating could be pragmatic and have a significant impact on weight. Calorically dense foods are easily available, variable, and tasty which allows for effective opportunities to learn to associate behaviors and cues in the environment with food through fundamental conditioning processes, resulting in measurable psychological and physiological food cue reactivity in vulnerable children. Basic research suggests that initial learning is difficult to erase, and that it is vulnerable to a number of phenomena that will allow the original learning to re-emerge after it is suppressed or replaced. These processes may help explain why it may be difficult to change food cue reactivity and overeating over the long term. Extinction theory may be used to develop effective cue-exposure treatments to decrease food cue reactivity through inhibitory learning, although these processes are complex and require an integral understanding of the theory and individual differences. Additionally, learning theory can be used to develop other interventions that may prove to be useful. Through an integration of learning theory, basic and translational research, it may be possible to develop interventions that can decrease the urges to overeat, and improve the weight status of children. Copyright © 2015 Elsevier Ltd. All rights reserved.

  16. Evaluating theories of bird song learning: implications for future directions.

    Science.gov (United States)

    Margoliash, D

    2002-12-01

    Studies of birdsong learning have stimulated extensive hypotheses at all levels of behavioral and physiological organization. This hypothesis building is valuable for the field and is consistent with the remarkable range of issues that can be rigorously addressed in this system. The traditional instructional (template) theory of song learning has been challenged on multiple fronts, especially at a behavioral level by evidence consistent with selectional hypotheses. In this review I highlight the caveats associated with these theories to better define the limits of our knowledge and identify important experiments for the future. The sites and representational forms of the various conceptual entities posited by the template theory are unknown. The distinction between instruction and selection in vocal learning is not well established at a mechanistic level. There is as yet insufficient neurophysiological data to choose between competing mechanisms of error-driven learning and reinforcement learning. Both may obtain for vocal learning. The possible role of sleep in acoustic or procedural memory consolidation, while supported by some physiological observations, does not yet have support in the behavioral literature. The remarkable expansion of knowledge in the past 20 years and the recent development of new technologies for physiological and behavioral experiments should permit direct tests of these theories in the coming decade.

  17. Toward an Instructionally Oriented Theory of Example-Based Learning

    Science.gov (United States)

    Renkl, Alexander

    2014-01-01

    Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from…

  18. Investigating Learner Attitudes toward E-Books as Learning Tools: Based on the Activity Theory Approach

    Science.gov (United States)

    Liaw, Shu-Sheng; Huang, Hsiu-Mei

    2016-01-01

    This paper investigates the use of e-books as learning tools in terms of learner satisfaction, usefulness, behavioral intention, and learning effectiveness. Based on the activity theory approach, this research develops a research model to understand learner attitudes toward e-books in two physical sizes: 10? and 7?. Results suggest that screen…

  19. Dynamic Training Elements in a Circuit Theory Course to Implement a Self-Directed Learning Process

    Science.gov (United States)

    Krouk, B. I.; Zhuravleva, O. B.

    2009-01-01

    This paper reports on the implementation of a self-directed learning process in a circuit theory course, incorporating dynamic training elements which were designed on the basis of a cybernetic model of cognitive process management. These elements are centrally linked in a dynamic learning frame, created on the monitor screen, which displays the…

  20. Development of Interactive Learning Media on Kinetic Gas Theory at SMAN 2 Takalar

    Science.gov (United States)

    Yanti, M.; Ihsan, N.; Subaer

    2017-02-01

    Learning media is the one of the most factor in supporting successfully in the learning process. The purpose of this interactive media is preparing students to improve skills in laboratory practice without need for assistance and are not bound by time and place. The subject of this study was 30 students grade XI IPA SMAN 2 Takalar. This paper discuss about the development of learning media based in theory of gas kinetic. This media designed to assist students in learning independently. This media made using four software, they are Microsoft word, Snagit Editor, Macromedia Flash Player and Lectora. This media are interactive, dynamic and could support the users desires to learn and understand course of gas theory. The development produce followed the four D models. Consisted of definition phase, design phase, development phase and disseminate phase. The results showed 1) the media were valid and reliable, 2) learning tools as well as hardcopy and softcopy which links to website 3) activity learners above 80% and 4) according to the test results, the concept of comprehension of student was improved than before given interactive media.

  1. New supervised learning theory applied to cerebellar modeling for suppression of variability of saccade end points.

    Science.gov (United States)

    Fujita, Masahiko

    2013-06-01

    A new supervised learning theory is proposed for a hierarchical neural network with a single hidden layer of threshold units, which can approximate any continuous transformation, and applied to a cerebellar function to suppress the end-point variability of saccades. In motor systems, feedback control can reduce noise effects if the noise is added in a pathway from a motor center to a peripheral effector; however, it cannot reduce noise effects if the noise is generated in the motor center itself: a new control scheme is necessary for such noise. The cerebellar cortex is well known as a supervised learning system, and a novel theory of cerebellar cortical function developed in this study can explain the capability of the cerebellum to feedforwardly reduce noise effects, such as end-point variability of saccades. This theory assumes that a Golgi-granule cell system can encode the strength of a mossy fiber input as the state of neuronal activity of parallel fibers. By combining these parallel fiber signals with appropriate connection weights to produce a Purkinje cell output, an arbitrary continuous input-output relationship can be obtained. By incorporating such flexible computation and learning ability in a process of saccadic gain adaptation, a new control scheme in which the cerebellar cortex feedforwardly suppresses the end-point variability when it detects a variation in saccadic commands can be devised. Computer simulation confirmed the efficiency of such learning and showed a reduction in the variability of saccadic end points, similar to results obtained from experimental data.

  2. Growing up and Role Modeling: A Theory in Iranian Nursing Students? Education

    OpenAIRE

    Nouri, Jamileh Mokhtari; Ebadi, Abbas; Alhani, Fatemeh; Rejeh, Nahid

    2014-01-01

    One of the key strategies in students? learning is being affected by models. Understanding the role-modeling process in education will help to make greater use of this training strategy. The aim of this grounded theory study was to explore Iranian nursing students and instructors? experiences about role modeling process. Data was analyzed by Glaserian?s Grounded Theory methodology through semi-structured interviews with 7 faculty members, 2 nursing students; the three focus group discussions ...

  3. Context effects in a temporal discrimination task" further tests of the Scalar Expectancy Theory and Learning-to-Time models.

    Science.gov (United States)

    Arantes, Joana; Machado, Armando

    2008-07-01

    Pigeons were trained on two temporal bisection tasks, which alternated every two sessions. In the first task, they learned to choose a red key after a 1-s signal and a green key after a 4-s signal; in the second task, they learned to choose a blue key after a 4-s signal and a yellow key after a 16-s signal. Then the pigeons were exposed to a series of test trials in order to contrast two timing models, Learning-to-Time (LeT) and Scalar Expectancy Theory (SET). The models made substantially different predictions particularly for the test trials in which the sample duration ranged from 1 s to 16 s and the choice keys were Green and Blue, the keys associated with the same 4-s samples: LeT predicted that preference for Green should increase with sample duration, a context effect, but SET predicted that preference for Green should not vary with sample duration. The results were consistent with LeT. The present study adds to the literature the finding that the context effect occurs even when the two basic discriminations are never combined in the same session.

  4. Learning the ShamWow: Creating Infomercials to Teach the AIDA Model

    Science.gov (United States)

    Lee, Seung Hwan; Hoffman, K. Douglas

    2015-01-01

    The AIDA Model (Attention-Interest-Desire-Action) is one of the classical promotional theories in marketing. Through active-learning techniques and peer critiques, we use infomercials as an innovative educational tool to instruct the four components of the AIDA model. Student evaluations regarding this active-learning assignment reveal that the…

  5. A Rotational Blended Learning Model: Enhancement and Quality Assurance

    Science.gov (United States)

    Ghoul, Said

    2013-01-01

    Research on blended learning theory and practice is growing nowadays with a focus on the development, evaluation, and quality assurance of case studies. However, the enhancement of blended learning existing models, the specification of their online parts, and the quality assurance related specifically to them have not received enough attention.…

  6. Toward a Generative Model of the Teaching-Learning Process.

    Science.gov (United States)

    McMullen, David W.

    Until the rise of cognitive psychology, models of the teaching-learning process (TLP) stressed external rather than internal variables. Models remained general descriptions until control theory introduced explicit system analyses. Cybernetic models emphasize feedback and adaptivity but give little attention to creativity. Research on artificial…

  7. Computational Modeling of Statistical Learning: Effects of Transitional Probability versus Frequency and Links to Word Learning

    Science.gov (United States)

    Mirman, Daniel; Estes, Katharine Graf; Magnuson, James S.

    2010-01-01

    Statistical learning mechanisms play an important role in theories of language acquisition and processing. Recurrent neural network models have provided important insights into how these mechanisms might operate. We examined whether such networks capture two key findings in human statistical learning. In Simulation 1, a simple recurrent network…

  8. Personalised Learning Object System Based on Self-Regulated Learning Theories

    Directory of Open Access Journals (Sweden)

    Ali Alharbi

    2014-06-01

    Full Text Available Self-regulated learning has become an important construct in education research in the last few years. Selfregulated learning in its simple form is the learner’s ability to monitor and control the learning process. There is increasing research in the literature on how to support students become more self-regulated learners. However, the advancement in the information technology has led to paradigm changes in the design and development of educational content. The concept of learning object instructional technology has emerged as a result of this shift in educational technology paradigms. This paper presents the results of a study that investigated the potential educational effectiveness of a pedagogical framework based on the self-regulated learning theories to support the design of learning object systems to help computer science students. A prototype learning object system was developed based on the contemporary research on self-regulated learning. The system was educationally evaluated in a quasi-experimental study over two semesters in a core programming languages concepts course. The evaluation revealed that a learning object system that takes into consideration contemporary research on self-regulated learning can be an effective learning environment to support computer science education.

  9. Early Learning Theories Made Visible

    Science.gov (United States)

    Beloglovsky, Miriam; Daly, Lisa

    2015-01-01

    Go beyond reading about early learning theories and see what they look like in action in modern programs and teacher practices. With classroom vignettes and colorful photographs, this book makes the works of Jean Piaget, Erik Erikson, Lev Vygotsky, Abraham Maslow, John Dewey, Howard Gardner, and Louise Derman-Sparks visible, accessible, and easier…

  10. Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models

    Science.gov (United States)

    Fryer, Luke K.

    2017-01-01

    Many of our current higher education (HE) learning strategy models intersect at important points. At the same time, these theories also often demonstrate important unique perspectives on student learning within HE. Currently, research with one learning strategy model rarely leads to developments in others, as each group of researchers works in…

  11. A Dual-Route Model that Learns to Pronounce English Words

    Science.gov (United States)

    Remington, Roger W.; Miller, Craig S.; Null, Cynthia H. (Technical Monitor)

    1995-01-01

    This paper describes a model that learns to pronounce English words. Learning occurs in two modules: 1) a rule-based module that constructs pronunciations by phonetic analysis of the letter string, and 2) a whole-word module that learns to associate subsets of letters to the pronunciation, without phonetic analysis. In a simulation on a corpus of over 300 words the model produced pronunciation latencies consistent with the effects of word frequency and orthographic regularity observed in human data. Implications of the model for theories of visual word processing and reading instruction are discussed.

  12. An Overview of the History of Learning Theory

    Science.gov (United States)

    Illeris, Knud

    2018-01-01

    This article is an account of the history of learning theory as the author has come to know and interpret it by dealing with this subject for almost half a century during which he has also himself gradually developed the broad understanding of human learning which is presented in his well known books on "How We Learn" and a lot of other…

  13. Learning Styles of Baccalaureate Nursing Students and Attitudes toward Theory-Based Nursing.

    Science.gov (United States)

    Laschinger, Heather K.; Boss, Marvin K.

    1989-01-01

    The personal and environmental factors related to undergraduate and post-RN nursing students' attitudes toward theory-based nursing from Kolb's experiential learning theory perspective were investigated. Learning style and environmental press perceptions were found to be related to attitudes toward theory-based nursing. (Author/MLW)

  14. The Development of a Comprehensive and Coherent Theory of Learning

    Science.gov (United States)

    Illeris, Knud

    2015-01-01

    This article is an account of how the author developed a comprehensive understanding of human learning over a period of almost 50 years. The learning theory includes the structure of learning, different types of learning, barriers of learning as well as how individual dispositions, age, the learning environment and general social and societal…

  15. Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model.

    Science.gov (United States)

    De Leeuw, R A; Westerman, Michiel; Nelson, E; Ket, J C F; Scheele, F

    2016-07-08

    E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education. We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model. Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance. This review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

  16. Strategies for application of learning theories in art studio practices ...

    African Journals Online (AJOL)

    This study highlights the link between learning theories and art studio practices. The paper is of the opinion that if these theories are critically understood and applied to the practical aspect of fine and applied arts then learning will be more functional. Nigerian Journal of Technology and Education in Nigeria Vol. 8(1) 2003: ...

  17. From Theory Use to Theory Building in Learning Analytics: A Commentary on "Learning Analytics to Support Teachers during Synchronous CSCL"

    Science.gov (United States)

    Chen, Bodong

    2015-01-01

    In this commentary on Van Leeuwen (2015, this issue), I explore the relation between theory and practice in learning analytics. Specifically, I caution against adhering to one specific theoretical doctrine while ignoring others, suggest deeper applications of cognitive load theory to understanding teaching with analytics tools, and comment on…

  18. Complexity Theory and CALL Curriculum in Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Hassan Soleimani

    2014-05-01

    Full Text Available Complexity theory literally indicates the complexity of a system, behavior, or a process. Its connotative meaning, while, implies dynamism, openness, sensitivity to initial conditions and feedback, and adaptation properties of a system. Regarding English as a Foreign/ Second Language (EFL/ESL this theory emphasizes on the complexity of the process of teaching and learning, including all the properties of a complex system. The purpose of the current study is to discuss the role of CALL as a modern technology in simplifying the process of teaching and learning a new language while integrating into the complexity theory. Nonetheless, the findings obtained from reviewing previously conducted studies in this field confirmed the usefulness of CALL curriculum in EFL/ESL contexts. These findings can also provide pedagogical implications for employing computer as an effective teaching and learning tool.

  19. Conformal prediction for reliable machine learning theory, adaptations and applications

    CERN Document Server

    Balasubramanian, Vineeth; Vovk, Vladimir

    2014-01-01

    The conformal predictions framework is a recent development in machine learning that can associate a reliable measure of confidence with a prediction in any real-world pattern recognition application, including risk-sensitive applications such as medical diagnosis, face recognition, and financial risk prediction. Conformal Predictions for Reliable Machine Learning: Theory, Adaptations and Applications captures the basic theory of the framework, demonstrates how to apply it to real-world problems, and presents several adaptations, including active learning, change detection, and anomaly detecti

  20. What Motivates Students to Provide Feedback to Teachers about Teaching and Learning? An Expectancy Theory Perspective

    Science.gov (United States)

    Caulfield, Jay

    2007-01-01

    The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom's Model, was used as the conceptual framework for the study.…

  1. Shaping a valued learning journey: Student satisfaction with learning in undergraduate nursing programs, a grounded theory study.

    Science.gov (United States)

    Smith, Morgan R; Grealish, Laurie; Henderson, Saras

    2018-05-01

    Student satisfaction is a quality measure of increasing importance in undergraduate programs, including nursing programs. To date theories of student satisfaction have focused primarily on students' perceptions of the educational environment rather than their perceptions of learning. Understanding how students determine satisfaction with learning is necessary to facilitate student learning across a range of educational contexts and meet the expectations of diverse stakeholders. To understand undergraduate nursing students' satisfaction with learning. Constructivist grounded theory methodology was used to identify how nursing students determined satisfaction with learning. Two large, multi-campus, nursing schools in Australia. Seventeen demographically diverse undergraduate nursing students studying different stages of a three year program participated in the study. Twenty nine semi-structured interviews were conducted. Students were invited to describe situations where they had been satisfied or dissatisfied with their learning. A constructivist grounded theory approach was used to analyse the data. Students are satisfied with learning when they shape a valued learning journey that accommodates social contexts of self, university and nursing workplace. The theory has three phases. Phase 1 - orienting self to valued learning in the pedagogical landscape; phase 2 - engaging with valued learning experiences across diverse pedagogical terrain; and phase 3 - recognising valued achievement along the way. When students experience a valued learning journey they are satisfied with their learning. Student satisfaction with learning is unique to the individual, changes over time and maybe transient or sustained, mild or intense. Finding from the research indicate areas where nurse academics may facilitate satisfaction with learning in undergraduate nursing programs while mindful of the expectations of other stakeholders such as the university, nurse registering authorities

  2. Learning while (re)configuring: Business model innovation processes in established firms.

    Science.gov (United States)

    Berends, Hans; Smits, Armand; Reymen, Isabelle; Podoynitsyna, Ksenia

    2016-08-01

    This study addresses the question of how established organizations develop new business models over time, using a process research approach to trace how four business model innovation trajectories unfold. With organizational learning as analytical lens, we discern two process patterns: "drifting" starts with an emphasis on experiential learning and shifts later to cognitive search; "leaping," in contrast, starts with an emphasis on cognitive search and shifts later to experiential learning. Both drifting and leaping can result in radical business model innovations, while their occurrence depends on whether a new business model takes off from an existing model and when it goes into operation. We discuss the implications of these findings for theory on business models and organizational learning.

  3. Can model-free reinforcement learning explain deontological moral judgments?

    Science.gov (United States)

    Ayars, Alisabeth

    2016-05-01

    Dual-systems frameworks propose that moral judgments are derived from both an immediate emotional response, and controlled/rational cognition. Recently Cushman (2013) proposed a new dual-system theory based on model-free and model-based reinforcement learning. Model-free learning attaches values to actions based on their history of reward and punishment, and explains some deontological, non-utilitarian judgments. Model-based learning involves the construction of a causal model of the world and allows for far-sighted planning; this form of learning fits well with utilitarian considerations that seek to maximize certain kinds of outcomes. I present three concerns regarding the use of model-free reinforcement learning to explain deontological moral judgment. First, many actions that humans find aversive from model-free learning are not judged to be morally wrong. Moral judgment must require something in addition to model-free learning. Second, there is a dearth of evidence for central predictions of the reinforcement account-e.g., that people with different reinforcement histories will, all else equal, make different moral judgments. Finally, to account for the effect of intention within the framework requires certain assumptions which lack support. These challenges are reasonable foci for future empirical/theoretical work on the model-free/model-based framework. Copyright © 2016 Elsevier B.V. All rights reserved.

  4. Employee Learning Theories and Their Organizational Applications

    Directory of Open Access Journals (Sweden)

    Abdussalaam Iyanda Ismail

    2017-12-01

    Full Text Available Empirical evidence identifies that organizational success hinges on employees with the required knowledge, skills, and abilities and that employees’ effectiveness at learning new skills and knowledge is connected with the kind of learning technique the organization adopts. Given this, this work explored employee learning theories and their organizational applications. Using far reaching literature survey and extensive theoretical and logical argument and exposition. This paper revealed that cognitive-based approaches, non-cognitive approach and need-based approaches play vital roles in shrinking the occurrence of unwanted behaviors and upturning the occurrence of desired behaviors in the organization. Proper application of the theories can induce positive employee behaviors such as task performance and organizational citizenship behavior and consequently enhance both individual and organizational performance. This work has hopefully contributed to the enrichment of the existing relevant literature and served as a useful guide for stakeholders on how they can stimulate positive employee behaviors and the consequent enhanced organizational performance.

  5. Learning and inference in a nonequilibrium Ising model with hidden nodes.

    Science.gov (United States)

    Dunn, Benjamin; Roudi, Yasser

    2013-02-01

    We study inference and reconstruction of couplings in a partially observed kinetic Ising model. With hidden spins, calculating the likelihood of a sequence of observed spin configurations requires performing a trace over the configurations of the hidden ones. This, as we show, can be represented as a path integral. Using this representation, we demonstrate that systematic approximate inference and learning rules can be derived using dynamical mean-field theory. Although naive mean-field theory leads to an unstable learning rule, taking into account Gaussian corrections allows learning the couplings involving hidden nodes. It also improves learning of the couplings between the observed nodes compared to when hidden nodes are ignored.

  6. Structural Learning Theory: Current Status and New Perspectives.

    Science.gov (United States)

    Scandura, Joseph M.

    2001-01-01

    Presents the current status and new perspectives on the Structured Learning Theory (SLT), with special consideration given to how SLT has been influenced by recent research in software engineering. Topics include theoretical constructs; content domains; structural analysis; cognition; assessing behavior potential; and teaching and learning issues,…

  7. Social Learning, Social Control, and Strain Theories: A Formalization of Micro-level Criminological Theories

    OpenAIRE

    Proctor, Kristopher Ryan

    2010-01-01

    This dissertation proposes theoretical formalization as a way of enhancing theory development within criminology. Differential association, social learning, social control, and general strain theories are formalized in order to identify assumptions of human nature, key theoretical concepts, theoretical knowledge claims, and scope conditions. The resulting formalization allows greater comparability between theories in terms of explanatory power, and additionally provides insights into integrat...

  8. Does Staff Development in Cognitively Guided Instructional Theory Change Middle School Teachers' Mental Models about Teaching and Learning?

    Science.gov (United States)

    Schmitz, Judith R.

    This practicum was designed to increase middle-level teaching teams' understanding of cognitively guided instructional strategies or brain-based learning theories and to promote the incorporation of these strategies into the teaching of cross-curriculum thematic units. Twelve staff development modules based on a new perspective of learning which…

  9. Model of e-learning with electronic educational resources of new generation

    OpenAIRE

    A. V. Loban; D. A. Lovtsov

    2017-01-01

    Purpose of the article: improving of scientific and methodical base of the theory of the е-learning of variability. Methods used: conceptual and logical modeling of the е-learning of variability process with electronic educational resource of new generation and system analysis of the interconnection of the studied subject area, methods, didactics approaches and information and communication technologies means. Results: the formalization complex model of the е-learning of variability with elec...

  10. Machine learning in radiation oncology theory and applications

    CERN Document Server

    El Naqa, Issam; Murphy, Martin J

    2015-01-01

    ​This book provides a complete overview of the role of machine learning in radiation oncology and medical physics, covering basic theory, methods, and a variety of applications in medical physics and radiotherapy. An introductory section explains machine learning, reviews supervised and unsupervised learning methods, discusses performance evaluation, and summarizes potential applications in radiation oncology. Detailed individual sections are then devoted to the use of machine learning in quality assurance; computer-aided detection, including treatment planning and contouring; image-guided rad

  11. Theories, models and frameworks used in capacity building interventions relevant to public health: a systematic review.

    Science.gov (United States)

    Bergeron, Kim; Abdi, Samiya; DeCorby, Kara; Mensah, Gloria; Rempel, Benjamin; Manson, Heather

    2017-11-28

    There is limited research on capacity building interventions that include theoretical foundations. The purpose of this systematic review is to identify underlying theories, models and frameworks used to support capacity building interventions relevant to public health practice. The aim is to inform and improve capacity building practices and services offered by public health organizations. Four search strategies were used: 1) electronic database searching; 2) reference lists of included papers; 3) key informant consultation; and 4) grey literature searching. Inclusion and exclusion criteria are outlined with included papers focusing on capacity building, learning plans, professional development plans in combination with tools, resources, processes, procedures, steps, model, framework, guideline, described in a public health or healthcare setting, or non-government, government, or community organizations as they relate to healthcare, and explicitly or implicitly mention a theory, model and/or framework that grounds the type of capacity building approach developed. Quality assessment were performed on all included articles. Data analysis included a process for synthesizing, analyzing and presenting descriptive summaries, categorizing theoretical foundations according to which theory, model and/or framework was used and whether or not the theory, model or framework was implied or explicitly identified. Nineteen articles were included in this review. A total of 28 theories, models and frameworks were identified. Of this number, two theories (Diffusion of Innovations and Transformational Learning), two models (Ecological and Interactive Systems Framework for Dissemination and Implementation) and one framework (Bloom's Taxonomy of Learning) were identified as the most frequently cited. This review identifies specific theories, models and frameworks to support capacity building interventions relevant to public health organizations. It provides public health practitioners

  12. Sparse representation, modeling and learning in visual recognition theory, algorithms and applications

    CERN Document Server

    Cheng, Hong

    2015-01-01

    This unique text/reference presents a comprehensive review of the state of the art in sparse representations, modeling and learning. The book examines both the theoretical foundations and details of algorithm implementation, highlighting the practical application of compressed sensing research in visual recognition and computer vision. Topics and features: provides a thorough introduction to the fundamentals of sparse representation, modeling and learning, and the application of these techniques in visual recognition; describes sparse recovery approaches, robust and efficient sparse represen

  13. IMPROVING TRUST THROUGH ETHICAL LEADERSHIP: MOVING BEYOND THE SOCIAL LEARNING THEORY TO A HISTORICAL LEARNING APPROACH

    Directory of Open Access Journals (Sweden)

    Omoregie Charles Osifo

    2016-12-01

    Full Text Available The complex nature of trust and its evolving relative concepts require a more idealistic and simpler review. Ethical leadership is related to trust, honesty, transparency, compassion, empathy, results-orientedness, and many other behavioral attributes. Ethical leadership and good leadership are the same, because they represent practicing what one preaches or showing a way to the accomplishment of set goals. The outcomes and findings of many research papers on trust and ethical leadership report positive correlations between ethical leadership and trust. Improving trust from different rational standpoints requires moving and looking beyond the popular theoretical framework through which most results are derived in order to create a new thinking perspective. Social learning theory strongly emphasizes modelling while the new historical learning approach, proposed by the author, is defined as an approach that creates unique historical awareness among individuals, groups, institutions, societies, and nations to use previous experience(s or occurrence(s as a guide in developing positive opinion(s and framework(s in order to tackle the problems and issues of today and tomorrow. Social learning theory is seen as limited from the perspectives of balancing the equation between leadership and trust, the non-compatibility of the values of different generations at work, and other approaches and methods that support the historical approach. This paper is argumentative, adopts a writer´s perspective, and employs a logical analysis of the literature. The main contention is that a historical learning approach can inform an independent-learning to improve trust and its relatives (e.g. motivation and performance, because independent learning can positively shape the value of integrity, which is an integral part of ethical leadership. Historical learning can positively shape leadership in every perspective, because good leadership can develop based on history and

  14. Understanding feedback: A learning theory perspective

    NARCIS (Netherlands)

    Thurlings, Marieke; Vermeulen, Marjan; Bastiaens, Theo; Stijnen, Sjef

    2018-01-01

    This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review’s scope also includes feedback in class- rooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory

  15. The Role of Self-Determination Theory in Explaining Teachers' Motivation to Continue to Use E-Learning Technology

    Science.gov (United States)

    Sorebo, Oystein; Halvari, Hallgier; Gulli, Vebjorn Flaata; Kristiansen, Roar

    2009-01-01

    Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers' utilization of e-learning technology in connection with on-site courses. In the proposed model teachers' extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic…

  16. Design, Implementation, and Lessons Learned from a Digital Storytelling Project in an Undergraduate Health Promotion Theory Course

    Science.gov (United States)

    Rimando, Marylen; Smalley, K. Bryant; Warren, Jacob C.

    2015-01-01

    This article describes the design, implementation and lessons learned from a digital storytelling project in a health promotion theory course. From 2011-2012, 195 health promotion majors completed a digital storytelling project at a Midwestern university. The instructor observed students' understanding of theories and models. This article adds to…

  17. Learning while (re)configuring: Business model innovation processes in established firms

    Science.gov (United States)

    Berends, Hans; Smits, Armand; Reymen, Isabelle; Podoynitsyna, Ksenia

    2016-01-01

    This study addresses the question of how established organizations develop new business models over time, using a process research approach to trace how four business model innovation trajectories unfold. With organizational learning as analytical lens, we discern two process patterns: “drifting” starts with an emphasis on experiential learning and shifts later to cognitive search; “leaping,” in contrast, starts with an emphasis on cognitive search and shifts later to experiential learning. Both drifting and leaping can result in radical business model innovations, while their occurrence depends on whether a new business model takes off from an existing model and when it goes into operation. We discuss the implications of these findings for theory on business models and organizational learning. PMID:28596704

  18. Learning theories in computer-assisted foreign language acquisition

    OpenAIRE

    Baeva, D.

    2013-01-01

    This paper reviews the learning theories, focusing to the strong interest in technology use for language learning. It is important to look at how technology has been used in the field thus far. The goals of this review are to understand how computers have been used in the past years to support foreign language learning, and to explore any research evidence with regards to how computer technology can enhance language skills acquisition

  19. Profiles in Leadership: Enhancing Learning through Model and Theory Building.

    Science.gov (United States)

    Mello, Jeffrey A.

    2003-01-01

    A class assignment was designed to present factors affecting leadership dynamics, allow practice in model and theory building, and examine leadership from multicultural perspectives. Students developed a profile of a fictional or real leader and analyzed qualities, motivations, context, and effectiveness in written and oral presentations.…

  20. An alternative approach to analyze Ipsative data. Revisiting Experiential Learning Theory

    Directory of Open Access Journals (Sweden)

    Joan Manuel eBatista-Foguet

    2015-11-01

    Full Text Available The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines. Statistical models involve a series of assumptions whose existence is often neglected altogether, thus making the mentioned common practice even more pervasive. This paper illustrates the consequences of this ritualistic practice within Kolb’s Experiential Learning Theory (ELT operationalized through its Learning Style Inventory (KLSI. We show how using a well-known methodology in other disciplines -compositional data analysis (CODA- KLSI data can be properly analyzed. In addition, a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual’s relative preference for learning by prehension rather than by transformation. Using a sample of European MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ, and with an observer-assessed instrument, the Emotional and Social Inventory (ESCI-U. Both show plausible statistical relationships. An intellectual operating philosophy is linked to a preference for prehension, whereas a pragmatic operating philosophy is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension.

  1. Repeated Strains, Social Control, Social Learning, and Delinquency: Testing an Integrated Model of General Strain Theory in China

    Science.gov (United States)

    Bao, Wan-Ning; Haas, Ain; Chen, Xiaojin; Pi, Yijun

    2014-01-01

    In Agnew's general strain theory, repeated strains can generate crime and delinquency by reducing social control and fostering social learning of crime. Using a sample of 615 middle-and high-school students in China, this study examines how social control and social learning variables mediate the effect of repeated strains in school and at home on…

  2. Applications of operant learning theory to the management of challenging behavior after traumatic brain injury.

    Science.gov (United States)

    Wood, Rodger Ll; Alderman, Nick

    2011-01-01

    For more than 3 decades, interventions derived from learning theory have been delivered within a neurobehavioral framework to manage challenging behavior after traumatic brain injury with the aim of promoting engagement in the rehabilitation process and ameliorating social handicap. Learning theory provides a conceptual structure that facilitates our ability to understand the relationship between challenging behavior and environmental contingencies, while accommodating the constraints upon learning imposed by impaired cognition. Interventions derived from operant learning theory have most frequently been described in the literature because this method of associational learning provides good evidence for the effectiveness of differential reinforcement methods. This article therefore examines the efficacy of applying operant learning theory to manage challenging behavior after TBI as well as some of the limitations of this approach. Future developments in the application of learning theory are also considered.

  3. Health education and multimedia learning: educational psychology and health behavior theory (Part 1).

    Science.gov (United States)

    Mas, Francisco G Soto; Plass, Jan; Kane, William M; Papenfuss, Richard L

    2003-07-01

    When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.

  4. Large-scale transportation network congestion evolution prediction using deep learning theory.

    Science.gov (United States)

    Ma, Xiaolei; Yu, Haiyang; Wang, Yunpeng; Wang, Yinhai

    2015-01-01

    Understanding how congestion at one location can cause ripples throughout large-scale transportation network is vital for transportation researchers and practitioners to pinpoint traffic bottlenecks for congestion mitigation. Traditional studies rely on either mathematical equations or simulation techniques to model traffic congestion dynamics. However, most of the approaches have limitations, largely due to unrealistic assumptions and cumbersome parameter calibration process. With the development of Intelligent Transportation Systems (ITS) and Internet of Things (IoT), transportation data become more and more ubiquitous. This triggers a series of data-driven research to investigate transportation phenomena. Among them, deep learning theory is considered one of the most promising techniques to tackle tremendous high-dimensional data. This study attempts to extend deep learning theory into large-scale transportation network analysis. A deep Restricted Boltzmann Machine and Recurrent Neural Network architecture is utilized to model and predict traffic congestion evolution based on Global Positioning System (GPS) data from taxi. A numerical study in Ningbo, China is conducted to validate the effectiveness and efficiency of the proposed method. Results show that the prediction accuracy can achieve as high as 88% within less than 6 minutes when the model is implemented in a Graphic Processing Unit (GPU)-based parallel computing environment. The predicted congestion evolution patterns can be visualized temporally and spatially through a map-based platform to identify the vulnerable links for proactive congestion mitigation.

  5. En retorisk forståelsesramme for Computer Supported Collaborative Learning (A Rhetorical Theory on Computer Supported Collaborative Learning)

    DEFF Research Database (Denmark)

    Harlung, Asger

    2003-01-01

    The dissertation explores the potential of rhetorical theories for understanding, analyzing, or planning communication and learning processes, and for integrating the digitized contexts and human interaction and communication proccesses in a single theoretical framework. Based on Cicero's rhetori...... applied to two empirical case studies of Master programs, the dissertation develops and presents a new theory on Computer Supported Collaborative Learning (CSCL).......The dissertation explores the potential of rhetorical theories for understanding, analyzing, or planning communication and learning processes, and for integrating the digitized contexts and human interaction and communication proccesses in a single theoretical framework. Based on Cicero's rhetoric...

  6. Evaluating clinical simulations for learning procedural skills: a theory-based approach.

    Science.gov (United States)

    Kneebone, Roger

    2005-06-01

    Simulation-based learning is becoming widely established within medical education. It offers obvious benefits to novices learning invasive procedural skills, especially in a climate of decreasing clinical exposure. However, simulations are often accepted uncritically, with undue emphasis being placed on technological sophistication at the expense of theory-based design. The author proposes four key areas that underpin simulation-based learning, and summarizes the theoretical grounding for each. These are (1) gaining technical proficiency (psychomotor skills and learning theory, the importance of repeated practice and regular reinforcement), (2) the place of expert assistance (a Vygotskian interpretation of tutor support, where assistance is tailored to each learner's needs), (3) learning within a professional context (situated learning and contemporary apprenticeship theory), and (4) the affective component of learning (the effect of emotion on learning). The author then offers four criteria for critically evaluating new or existing simulations, based on the theoretical framework outlined above. These are: (1) Simulations should allow for sustained, deliberate practice within a safe environment, ensuring that recently-acquired skills are consolidated within a defined curriculum which assures regular reinforcement; (2) simulations should provide access to expert tutors when appropriate, ensuring that such support fades when no longer needed; (3) simulations should map onto real-life clinical experience, ensuring that learning supports the experience gained within communities of actual practice; and (4) simulation-based learning environments should provide a supportive, motivational, and learner-centered milieu which is conducive to learning.

  7. Grounding theories of W(e)Learn: a framework for online interprofessional education.

    Science.gov (United States)

    Casimiro, Lynn; MacDonald, Colla J; Thompson, Terrie Lynn; Stodel, Emma J

    2009-07-01

    Interprofessional care (IPC) is a prerequisite for enhanced communication between healthcare team members, improved quality of care, and better outcomes for patients. A move to an IPC model requires changing the learning experiences of healthcare providers during and after their qualification program. With the rapid growth of online and blended approaches to learning, an educational framework that explains how to construct quality learning events to provide IPC is pressing. Such a framework would offer a quality standard to help educators design, develop, deliver, and evaluate online interprofessional education (IPE) programs. IPE is an extremely delicate process due to issues related to knowledge, status, power, accountability, personality traits, and culture that surround IPC. In this paper, a review of the pertinent literature that would inform the development of such a framework is presented. The review covers IPC, IPE, learning theories, and eLearning in healthcare.

  8. Use of the Learning together technique associated to the theory of significative learning

    Directory of Open Access Journals (Sweden)

    Ester López Donoso

    2008-09-01

    Full Text Available This article deals with an experimental research, regarding a qualitative and quantitative design, applied to a group of students of General Physics course during the first semester of the university career of Engineering. Historically, students of this course present learning difficulties that directly affect their performance, conceptualization and permanence in the university. The present methodology integrates the collaborative learning, denominated Learning Together", with the theory of significant learning to avoid the above-written difficulties. Results of this research show that the proposed methodology works properly, especially to improve the conceptualization.

  9. Generalized Net Model of the Cognitive and Neural Algorithm for Adaptive Resonance Theory 1

    Directory of Open Access Journals (Sweden)

    Todor Petkov

    2013-12-01

    Full Text Available The artificial neural networks are inspired by biological properties of human and animal brains. One of the neural networks type is called ART [4]. The abbreviation of ART stands for Adaptive Resonance Theory that has been invented by Stephen Grossberg in 1976 [5]. ART represents a family of Neural Networks. It is a cognitive and neural theory that describes how the brain autonomously learns to categorize, recognize and predict objects and events in the changing world. In this paper we introduce a GN model that represent ART1 Neural Network learning algorithm [1]. The purpose of this model is to explain when the input vector will be clustered or rejected among all nodes by the network. It can also be used for explanation and optimization of ART1 learning algorithm.

  10. Experiential Learning Theory as a Guide for Effective Teaching.

    Science.gov (United States)

    Murrell, Patricia H.; Claxton, Charles S.

    1987-01-01

    David Kolb's experiential learning theory involves a framework useful in designing courses that meet needs of diverse learners. Course designs providing systematic activities in concrete experience, reflective observations, abstract conceptualization, and active experimentation will be sensitive to students' learning styles while challenging…

  11. Culture in the mind's mirror: how anthropology and neuroscience can inform a model of the neural substrate for cultural imitative learning.

    Science.gov (United States)

    Losin, Elizabeth A Reynolds; Dapretto, Mirella; Iacoboni, Marco

    2009-01-01

    Cultural neuroscience, the study of how cultural experience shapes the brain, is an emerging subdiscipline in the neurosciences. Yet, a foundational question to the study of culture and the brain remains neglected by neuroscientific inquiry: "How does cultural information get into the brain in the first place?" Fortunately, the tools needed to explore the neural architecture of cultural learning - anthropological theories and cognitive neuroscience methodologies - already exist; they are merely separated by disciplinary boundaries. Here we review anthropological theories of cultural learning derived from fieldwork and modeling; since cultural learning theory suggests that sophisticated imitation abilities are at the core of human cultural learning, we focus our review on cultural imitative learning. Accordingly we proceed to discuss the neural underpinnings of imitation and other mechanisms important for cultural learning: learning biases, mental state attribution, and reinforcement learning. Using cultural neuroscience theory and cognitive neuroscience research as our guides, we then propose a preliminary model of the neural architecture of cultural learning. Finally, we discuss future studies needed to test this model and fully explore and explain the neural underpinnings of cultural imitative learning.

  12. Motivation to Improve Work through Learning: A Conceptual Model

    Directory of Open Access Journals (Sweden)

    Kueh Hua Ng

    2014-12-01

    Full Text Available This study aims to enhance our current understanding of the transfer of training by proposing a conceptual model that supports the mediating role of motivation to improve work through learning about the relationship between social support and the transfer of training. The examination of motivation to improve work through motivation to improve work through a learning construct offers a holistic view pertaining to a learner's profile in a workplace setting, which emphasizes learning for the improvement of work performance. The proposed conceptual model is expected to benefit human resource development theory building, as well as field practitioners by emphasizing the motivational aspects crucial for successful transfer of training.

  13. The Last Planner System Style of Planning: Its Basis in Learning Theory

    Directory of Open Access Journals (Sweden)

    Bo Terje Kalsaas

    2012-07-01

    Full Text Available The objective of this article is to contribute to creating a better understanding of the Last Planner System (LPS – which is associated with Lean Construction – in the light of the learning processes at the basis of knowledge development, and of change and innovation. Founded on a theoretical discussion, three research questions are asked, namely: In what ways can the LPS be expected to alter the learning arenas compared to conventional project management in construction; according to learning theory, what are the main challenges associated with implementing the LPS; and, finally, what kind of learning can be linked to an implemented LPS that functions as intended? The implementation of the LPS is shown to require substantial changes to the technical-organisational learning arena. In order for the implementation to be successful, the work identity has to alter on the individual level so that an overlap occurs with the new work practices prescribed by the LPS. The LPS has an inbuilt experiential learning cycle, and provides a good starting point for single-loop learning, as well as for simple forms of double-loop learning (“routinized learning capability”. However, it is argued that the LPS understood as experiential learning has clear limitations with regard to “evolutionary learning capability”. This is amplified by the context project organisation provides. In terms of theoretical implications, this article promotes an understanding of the planning process informed by the theory describing it as an experiential learning cycle. The conceptualisation which separates the LPS from conventional production control theory is critiqued. Finally, it is argued that an understanding of the LPS grounded in learning theory will improve the possibilities for successful implementation and maximise the learning effects.

  14. Aligning Theory and Design: The Development of an Online Learning Intervention to Teach Evidence-based Practice for Maximal Reach.

    Science.gov (United States)

    Delagran, Louise; Vihstadt, Corrie; Evans, Roni

    2015-09-01

    Online educational interventions to teach evidence-based practice (EBP) are a promising mechanism for overcoming some of the barriers to incorporating research into practice. However, attention must be paid to aligning strategies with adult learning theories to achieve optimal outcomes. We describe the development of a series of short self-study modules, each covering a small set of learning objectives. Our approach, informed by design-based research (DBR), involved 6 phases: analysis, design, design evaluation, redesign, development/implementation, and evaluation. Participants were faculty and students in 3 health programs at a complementary and integrative educational institution. We chose a reusable learning object approach that allowed us to apply 4 main learning theories: events of instruction, cognitive load, dual processing, and ARCS (attention, relevance, confidence, satisfaction). A formative design evaluation suggested that the identified theories and instructional approaches were likely to facilitate learning and motivation. Summative evaluation was based on a student survey (N=116) that addressed how these theories supported learning. Results suggest that, overall, the selected theories helped students learn. The DBR approach allowed us to evaluate the specific intervention and theories for general applicability. This process also helped us define and document the intervention at a level of detail that covers almost all the proposed Guideline for Reporting Evidence-based practice Educational intervention and Teaching (GREET) items. This thorough description will facilitate the interpretation of future research and implementation of the intervention. Our approach can also serve as a model for others considering online EBP intervention development.

  15. Networks and learning in game theory

    NARCIS (Netherlands)

    Kets, W.

    2008-01-01

    This work concentrates on two topics, networks and game theory, and learning in games. The first part of this thesis looks at network games and the role of incomplete information in such games. It is assumed that players are located on a network and interact with their neighbors in the network.

  16. Geometric Positioning Accuracy Improvement of ZY-3 Satellite Imagery Based on Statistical Learning Theory

    Directory of Open Access Journals (Sweden)

    Niangang Jiao

    2018-05-01

    Full Text Available With the increasing demand for high-resolution remote sensing images for mapping and monitoring the Earth’s environment, geometric positioning accuracy improvement plays a significant role in the image preprocessing step. Based on the statistical learning theory, we propose a new method to improve the geometric positioning accuracy without ground control points (GCPs. Multi-temporal images from the ZY-3 satellite are tested and the bias-compensated rational function model (RFM is applied as the block adjustment model in our experiment. An easy and stable weight strategy and the fast iterative shrinkage-thresholding (FIST algorithm which is widely used in the field of compressive sensing are improved and utilized to define the normal equation matrix and solve it. Then, the residual errors after traditional block adjustment are acquired and tested with the newly proposed inherent error compensation model based on statistical learning theory. The final results indicate that the geometric positioning accuracy of ZY-3 satellite imagery can be improved greatly with our proposed method.

  17. Role of Adult Learning Theories in the Development of Corporate Training in the USA

    Directory of Open Access Journals (Sweden)

    Iryna Lytovchenko

    2016-07-01

    Full Text Available The article presents the analysis of the role of adult learning theories in the development of corporate training in the USA. Considering that corporate education is part of the adult education system in this country, the author examines theories of organizational learning in the context of adult learning. The results of the study have revealed that adult education in the US is based on dif erent learning theories which should be viewed from the perspective of several main orientations: behaviorism, cognitivism, humanism, developmental theories, social learning, constructivism, which have dif erent philosophical background and, accordingly, different understanding of the nature and methodology of adult learning. Based on the results of the study it has been concluded that theories of organizational learning which explain motivation of students, their needs and goals, cognitive processes and other aspects of the learning in organizations and have had the main influence on the development of corporate education in the United States should be viewed in the context of the above-mentioned basic orientations to learning, too. From the methodological perspective, the research was based on interdisciplinary and systemic approaches. Thus, we used a set of interrelated research methods: comparative, structural, systemic-functional analyses, comparison and synthesis.

  18. Connectivism: A knowledge learning theory for the digital age?

    Science.gov (United States)

    Goldie, John Gerard Scott

    2016-10-01

    The emergence of the internet, particularly Web 2.0 has provided access to the views and opinions of a wide range of individuals opening up opportunities for new forms of communication and knowledge formation. Previous ways of navigating and filtering available information are likely to prove ineffective in these new contexts. Connectivism is one of the most prominent of the network learning theories which have been developed for e-learning environments. It is beginning to be recognized by medical educators. This article aims to examine connectivism and its potential application. The conceptual framework and application of connectivism are presented along with an outline of the main criticisms. Its potential application in medical education is then considered. While connectivism provides a useful lens through which teaching and learning using digital technologies can be better understood and managed, further development and testing is required. There is unlikely to be a single theory that will explain learning in technological enabled networks. Educators have an important role to play in online network learning.

  19. DYNAMIC AND INCREMENTAL EXPLORATION STRATEGY IN FUSION ADAPTIVE RESONANCE THEORY FOR ONLINE REINFORCEMENT LEARNING

    Directory of Open Access Journals (Sweden)

    Budhitama Subagdja

    2016-06-01

    Full Text Available One of the fundamental challenges in reinforcement learning is to setup a proper balance between exploration and exploitation to obtain the maximum cummulative reward in the long run. Most protocols for exploration bound the overall values to a convergent level of performance. If new knowledge is inserted or the environment is suddenly changed, the issue becomes more intricate as the exploration must compromise the pre-existing knowledge. This paper presents a type of multi-channel adaptive resonance theory (ART neural network model called fusion ART which serves as a fuzzy approximator for reinforcement learning with inherent features that can regulate the exploration strategy. This intrinsic regulation is driven by the condition of the knowledge learnt so far by the agent. The model offers a stable but incremental reinforcement learning that can involve prior rules as bootstrap knowledge for guiding the agent to select the right action. Experiments in obstacle avoidance and navigation tasks demonstrate that in the configuration of learning wherein the agent learns from scratch, the inherent exploration model in fusion ART model is comparable to the basic E-greedy policy. On the other hand, the model is demonstrated to deal with prior knowledge and strike a balance between exploration and exploitation.

  20. Theories and models of and for online learning

    OpenAIRE

    Haythornthwaite, Caroline; Andrews, Richard; Kazmer, Michelle M.; Bruce, Bertram C.; Montague, Rae-Anne; Preston, Christina

    2007-01-01

    For many years, discussion of online learning, or e-learning, has been pre-occupied with the practice of teaching online and the debate about whether being online is 'as good as' being offline. The authors contributing to this paper see this past as an incubation period for the emergence of new teaching and learning practices. We see changes in teaching and learning emerging from the nexus of a changing landscape of information and communication technologies, an active and motivated teaching ...

  1. A theoretical design for learning model addressing the networked society

    DEFF Research Database (Denmark)

    Levinsen, Karin; Nielsen, Janni; Sørensen, Birgitte Holm

    2010-01-01

    The transition from the industrial to the networked society produces contradictions that challenges the educational system and force it to adapt to new conditions. In a Danish virtual Master in Information and Communication Technologies and Learning (MIL) these contradictions appear as a field of...... which enables students to develop Networked Society competencies and maintain progression in the learning process also during the online periods. Additionally we suggest that our model contributes to the innovation of a networked society's design for learning....... is continuously decreasing. We teach for deep learning but are confronted by students' cost-benefit strategies when they navigate through the study programme under time pressure. To meet these challenges a Design for Learning Model has been developed. The aim is to provide a scaffold that ensures students......' acquisition of the subject matter within a time limit and at a learning quality that support their deep learning process during a subsequent period of on-line study work. In the process of moving from theory to application the model passes through three stages: 1) Conceptual modelling; 2) Orchestration, and 3...

  2. Comparing the Attributional Theory (Learned Helplessness Model Among Addicted and Non-Addict Youths of the City of Yazd

    Directory of Open Access Journals (Sweden)

    Mansoureh Haj Hosseini

    2003-08-01

    Full Text Available The aim of this research is to look into the impacts of Attributional theory over the rate of youths’ tendency towards addiction. In order to reach this goal, it has been assumed that learned helplessness is far more among addicted youths compared to non-addict youths. On the basis of the six dimensions of Attributional theory six subsidiary assumptions were formulated. The statistical grouping under study included all the youths from the age of 18 to 28 residing in Yazd (within the framework of two addicted and non-addict groups. The census method was used for selecting the addicted sample and the random method was applied for selecting the non-addict sample. Eventually 97 addicts and 10 non-addicts were selected. The Attributional theory questionnaire was used for collecting data. It was later analyzed using the statistical T test. It was finally indicated that addicted youths are more suffering from learned helplessness compared to non-addict youths.

  3. Theory and learning protocols for the material tempotron model

    International Nuclear Information System (INIS)

    Baldassi, Carlo; Braunstein, Alfredo; Zecchina, Riccardo

    2013-01-01

    Neural networks are able to extract information from the timing of spikes. Here we provide new results on the behavior of the simplest neuronal model which is able to decode information embedded in temporal spike patterns, the so-called tempotron. Using statistical physics techniques we compute the capacity for the case of sparse, time-discretized input, and ‘material’ discrete synapses, showing that the device saturates the information theoretic bounds with a statistics of output spikes that is consistent with the statistics of the inputs. We also derive two simple and highly efficient learning algorithms which are able to learn a number of associations which are close to the theoretical limit. The simplest versions of these algorithms correspond to distributed online protocols of interest for neuromorphic devices, and can be adapted to address the more biologically relevant continuous-time version of the classification problem, hopefully allowing the understanding of some aspects of synaptic plasticity. (paper)

  4. Talking back to theory: the missed opportunities in learning technology research

    Directory of Open Access Journals (Sweden)

    Martin Oliver

    2011-12-01

    Full Text Available Research into learning technology has developed a reputation for being drivenby rhetoric about the revolutionary nature of new developments, for payingscant attention to theories that might be used to frame and inform research, andfor producing shallow analyses that do little to inform the practice of education.Although there is theoretically-informed research in learning technology, this isin the minority, and has been actively marginalised by calls for applied designwork. This limits opportunities to advance knowledge in the field. Using threeexamples, alternative ways to engage with theory are identified. The paper concludesby calling for greater engagement with theory, and the development of ascholarship of learning technology, in order to enrich practice within the fieldand demonstrate its relevance to other fields of work.

  5. Bifurcation and category learning in network models of oscillating cortex

    Science.gov (United States)

    Baird, Bill

    1990-06-01

    A genetic model of oscillating cortex, which assumes “minimal” coupling justified by known anatomy, is shown to function as an associative memory, using previously developed theory. The network has explicit excitatory neurons with local inhibitory interneuron feedback that forms a set of nonlinear oscillators coupled only by long-range excitatory connections. Using a local Hebb-like learning rule for primary and higher-order synapses at the ends of the long-range connections, the system learns to store the kinds of oscillation amplitude patterns observed in olfactory and visual cortex. In olfaction, these patterns “emerge” during respiration by a pattern forming phase transition which we characterize in the model as a multiple Hopf bifurcation. We argue that these bifurcations play an important role in the operation of real digital computers and neural networks, and we use bifurcation theory to derive learning rules which analytically guarantee CAM storage of continuous periodic sequences-capacity: N/2 Fourier components for an N-node network-no “spurious” attractors.

  6. Learning e-Learning

    Directory of Open Access Journals (Sweden)

    Gabriel ZAMFIR

    2009-01-01

    Full Text Available What You Understand Is What Your Cognitive Integrates. Scientific research develops, as a native environment, knowledge. This environment consists of two interdependent divisions: theory and technology. First division occurs as a recursive research, while the second one becomes an application of the research activity. Over time, theories integrate methodologies and technology extends as infrastructure. The engine of this environment is learning, as the human activity of knowledge work. The threshold term of this model is the concepts map; it is based on Bloom’ taxonomy for the cognitive domain and highlights the notion of software scaffolding which is grounded in Vygotsky’s Social Development Theory with its major theme, Zone of Proximal Development. This article is designed as a conceptual paper, which analyzes specific structures of this type of educational research: the model reflects a foundation for a theory and finally, the theory evolves as groundwork for a system. The outcomes of this kind of approach are the examples, which are, theoretically, learning outcomes, and practically exist as educational objects, so-called e-learning.

  7. E-Learning Content Design Standards Based on Interactive Digital Concepts Maps in the Light of Meaningful and Constructivist Learning Theory

    Science.gov (United States)

    Afify, Mohammed Kamal

    2018-01-01

    The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, organize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning…

  8. The Application of Carl Rogers' Person-Centered Learning Theory to Web-Based Instruction.

    Science.gov (United States)

    Miller, Christopher T.

    This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using…

  9. Bottom-up learning of hierarchical models in a class of deterministic POMDP environments

    Directory of Open Access Journals (Sweden)

    Itoh Hideaki

    2015-09-01

    Full Text Available The theory of partially observable Markov decision processes (POMDPs is a useful tool for developing various intelligent agents, and learning hierarchical POMDP models is one of the key approaches for building such agents when the environments of the agents are unknown and large. To learn hierarchical models, bottom-up learning methods in which learning takes place in a layer-by-layer manner from the lowest to the highest layer are already extensively used in some research fields such as hidden Markov models and neural networks. However, little attention has been paid to bottom-up approaches for learning POMDP models. In this paper, we present a novel bottom-up learning algorithm for hierarchical POMDP models and prove that, by using this algorithm, a perfect model (i.e., a model that can perfectly predict future observations can be learned at least in a class of deterministic POMDP environments

  10. Social Capital Theory: Implications for Women's Networking and Learning

    Science.gov (United States)

    Alfred, Mary V.

    2009-01-01

    This chapter describes social capital theory as a framework for exploring women's networking and social capital resources. It presents the foundational assumptions of the theory, the benefits and risks of social capital engagement, a feminist critique of social capital, and the role of social capital in adult learning.

  11. Analysis of ensemble learning using simple perceptrons based on online learning theory

    Science.gov (United States)

    Miyoshi, Seiji; Hara, Kazuyuki; Okada, Masato

    2005-03-01

    Ensemble learning of K nonlinear perceptrons, which determine their outputs by sign functions, is discussed within the framework of online learning and statistical mechanics. One purpose of statistical learning theory is to theoretically obtain the generalization error. This paper shows that ensemble generalization error can be calculated by using two order parameters, that is, the similarity between a teacher and a student, and the similarity among students. The differential equations that describe the dynamical behaviors of these order parameters are derived in the case of general learning rules. The concrete forms of these differential equations are derived analytically in the cases of three well-known rules: Hebbian learning, perceptron learning, and AdaTron (adaptive perceptron) learning. Ensemble generalization errors of these three rules are calculated by using the results determined by solving their differential equations. As a result, these three rules show different characteristics in their affinity for ensemble learning, that is “maintaining variety among students.” Results show that AdaTron learning is superior to the other two rules with respect to that affinity.

  12. Adaptive vs. eductive learning : Theory and evidence

    NARCIS (Netherlands)

    Bao, T.; Duffy, J.

    2014-01-01

    Adaptive learning and eductive learning are two widely used ways of modeling learning behavior in macroeconomics. Both approaches yield restrictions on model parameters under which agents are able to learn a rational expectation equilibrium (REE) but these restrictions do not always overlap with one

  13. An Alternative Approach to Analyze Ipsative Data. Revisiting Experiential Learning Theory.

    Science.gov (United States)

    Batista-Foguet, Joan M; Ferrer-Rosell, Berta; Serlavós, Ricard; Coenders, Germà; Boyatzis, Richard E

    2015-01-01

    The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines which we dare to call type zero error. Statistical models involve a series of assumptions whose existence is often neglected altogether, this is specially the case with ipsative data. This paper illustrates the consequences of this ritualistic practice within Kolb's Experiential Learning Theory (ELT) operationalized through its Learning Style Inventory (KLSI). We show how using a well-known methodology in other disciplines-compositional data analysis (CODA) and log ratio transformations-KLSI data can be properly analyzed. In addition, the method has theoretical implications: a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual's relative preference for learning by prehension rather than by transformation. Using a sample of international MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ), and with an observer-assessed instrument, the Emotional and Social Competency Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy (IOP) is linked to a preference for prehension, whereas a pragmatic operating philosophy (POP) is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension.

  14. Action Learning and Constructivist Grounded Theory: Powerfully Overlapping Fields of Practice

    Science.gov (United States)

    Rand, Jane

    2013-01-01

    This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. "Action Learning and Organisation Development: Overlapping Fields of Practice." "Action Learning: Research and Practice" 8 (2): 93-102] article, which…

  15. Motivational Classroom Climate for Learning Mathematics: A Reversal Theory Perspective

    Science.gov (United States)

    Lewis, Gareth

    2015-01-01

    In this article, a case is made that affect is central in determining students' experience of learning or not learning mathematics. I show how reversal theory (Apter, 2001), and particularly its taxonomy of motivations and emotions, provides a basis for a thick description of students' experiences of learning in a mathematics classroom. Using data…

  16. The Implementation of Cumulative Learning Theory in Calculating Triangular Prism and Tube Volumes

    Science.gov (United States)

    Muklis, M.; Abidin, C.; Pamungkas, M. D.; Masriyah

    2018-01-01

    This study aims at describing the application of cumulative learning theory in calculating the volume of a triangular prism and a tube as well as revealing the students’ responses toward the learning. The research method used was descriptive qualitative with elementary school students as the subjects of the research. Data obtained through observation, field notes, questionnaire, tests, and interviews. The results from the application of cumulative learning theory obtained positive students’ responses in following the learning and students’ learning outcomes was dominantly above the average. This showed that cumulative learning could be used as a reference to be implemented in learning, so as to improve the students’ achievement.

  17. Large-scale transportation network congestion evolution prediction using deep learning theory.

    Directory of Open Access Journals (Sweden)

    Xiaolei Ma

    Full Text Available Understanding how congestion at one location can cause ripples throughout large-scale transportation network is vital for transportation researchers and practitioners to pinpoint traffic bottlenecks for congestion mitigation. Traditional studies rely on either mathematical equations or simulation techniques to model traffic congestion dynamics. However, most of the approaches have limitations, largely due to unrealistic assumptions and cumbersome parameter calibration process. With the development of Intelligent Transportation Systems (ITS and Internet of Things (IoT, transportation data become more and more ubiquitous. This triggers a series of data-driven research to investigate transportation phenomena. Among them, deep learning theory is considered one of the most promising techniques to tackle tremendous high-dimensional data. This study attempts to extend deep learning theory into large-scale transportation network analysis. A deep Restricted Boltzmann Machine and Recurrent Neural Network architecture is utilized to model and predict traffic congestion evolution based on Global Positioning System (GPS data from taxi. A numerical study in Ningbo, China is conducted to validate the effectiveness and efficiency of the proposed method. Results show that the prediction accuracy can achieve as high as 88% within less than 6 minutes when the model is implemented in a Graphic Processing Unit (GPU-based parallel computing environment. The predicted congestion evolution patterns can be visualized temporally and spatially through a map-based platform to identify the vulnerable links for proactive congestion mitigation.

  18. An Investigation of the Mathematical Models of Piaget's Psychological Theory of Cognitive Learning. Final Report.

    Science.gov (United States)

    Kalechofsky, Robert

    This research paper proposes several mathematical models which help clarify Piaget's theory of cognition on the concrete and formal operational stages. Some modified lattice models were used for the concrete stage and a combined Boolean Algebra and group theory model was used for the formal stage. The researcher used experiments cited in the…

  19. A Visual Encapsulation of Adlerian Theory: A Tool for Teaching and Learning.

    Science.gov (United States)

    Osborn, Cynthia J.

    2001-01-01

    A visual diagram is presented in this article to illustrate 6 key concepts of Adlerian theory discussed in corresponding narrative format. It is proposed that in an age of multimedia learning, a pictorial reference can enhance the teaching and learning of Adlerian theory, representing a commitment to humanistic education. (Contains 18 references.)…

  20. Finding the Right Fit: Helping Students Apply Theory to Service-Learning Contexts

    Science.gov (United States)

    Ricke, Audrey

    2018-01-01

    Background: Although past studies of service-learning focus on assessing student growth, few studies address how to support students in applying theory to their service-learning experiences. Yet, the task of applying theory is a central component of critical reflections within the social sciences in higher education and often causes anxiety among…

  1. Vaccination learning experiences of nursing students: a grounded theory study.

    Science.gov (United States)

    Ildarabadi, Eshagh; Karimi Moonaghi, Hossein; Heydari, Abbas; Taghipour, Ali; Abdollahimohammad, Abdolghani

    2015-01-01

    This study aimed to explore the experiences of nursing students being trained to perform vaccinations. The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin's method of grounded theory. A core category of experiential learning was identified, and the following eight subcategories were extracted: students' enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students' responsibility for learning, providing services, and learning outcomes. The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

  2. Bringing Emotions into Legal Education Through the Experimental Learning Model: A Proposal

    OpenAIRE

    Lidia Rodak

    2017-01-01

    The paper calls for the integration of theory and practice in legal education through integrating emotions into learning process. The ideas it aims to put forward have their roots in the work of the American educational psychologist, David A. Kolb. Using the Experiential Learning Theory Model, he elaborated on, the paper demonstrates how it can be adapted to suit legal education and what the benefits are for legal education.Este artículo propone integrar la teoría y la prá...

  3. Attention, Working Memory, and Long-Term Memory in Multimedia Learning: An Integrated Perspective Based on Process Models of Working Memory

    Science.gov (United States)

    Schweppe, Judith; Rummer, Ralf

    2014-01-01

    Cognitive models of multimedia learning such as the Cognitive Theory of Multimedia Learning (Mayer 2009) or the Cognitive Load Theory (Sweller 1999) are based on different cognitive models of working memory (e.g., Baddeley 1986) and long-term memory. The current paper describes a working memory model that has recently gained popularity in basic…

  4. Utilizing constructivism learning theory in collaborative testing as a creative strategy to promote essential nursing skills.

    Science.gov (United States)

    Duane, Barbara T; Satre, Maria E

    2014-01-01

    In nursing education, students participate in individual learner testing. This process follows the instructionist learning theory of a system model. However, in the practice of nursing, success depends upon collaboration with numerous people in different capacities, critical thinking, clinical reasoning, and the ability to communicate with others. Research has shown that collaborative testing, a constructivism learning activity and a form of collaborative learning, enhances students' abilities to master these areas. Collaborative testing is a clear, creative strategy which constructivists would say supports the socio-linguistic base of their learning theory. The test becomes an active implementation of peer-mediated learning where individual knowledge is enhanced through problem solving or defense of an individual position with the collaborative method. There is criticism for the testing method's potential of grade inflation and for students to receive grade benefits with little effort. After a review of various collaborative testing methods, this nursing faculty implemented a collaborative testing format that addresses both the positive and negative aspects of the process. Copyright © 2013 Elsevier Ltd. All rights reserved.

  5. Developing a new experimental system for an undergraduate laboratory exercise to teach theories of visuomotor learning.

    Science.gov (United States)

    Kasuga, Shoko; Ushiba, Junichi

    2014-01-01

    Humans have a flexible motor ability to adapt their movements to changes in the internal/external environment. For example, using arm-reaching tasks, a number of studies experimentally showed that participants adapt to a novel visuomotor environment. These results helped develop computational models of motor learning implemented in the central nervous system. Despite the importance of such experimental paradigms for exploring the mechanisms of motor learning, because of the cost and preparation time, most students are unable to participate in such experiments. Therefore, in the current study, to help students better understand motor learning theories, we developed a simple finger-reaching experimental system using commonly used laptop PC components with an open-source programming language (Processing Motor Learning Toolkit: PMLT). We found that compared to a commercially available robotic arm-reaching device, our PMLT accomplished similar learning goals (difference in the error reduction between the devices, P = 0.10). In addition, consistent with previous reports from visuomotor learning studies, the participants showed after-effects indicating an adaptation of the motor learning system. The results suggest that PMLT can serve as a new experimental system for an undergraduate laboratory exercise of motor learning theories with minimal time and cost for instructors.

  6. Andragogy And Pedagogy Theories Of Learning In Joint Professional Military Education

    Science.gov (United States)

    2015-09-27

    needs of joint military leaders. This research examines each theory and its fundamental design in an attempt to determine if pedagogy alone can meet... Abraham H. Maslow , known largely for his studies in motivation and personality, saw the goal of learning to be self-actualization, or a person’s...AU/ACSC/MCMAHON, S/AY16 AIR COMMAND AND STAFF COLLEGE AIR UNIVERSITY ANDRAGOGY AND PEDAGOGY THEORIES OF LEARNING IN JOINT PROFESSIONAL

  7. Understanding partnership practice in primary health as pedagogic work: what can Vygotsky's theory of learning offer?

    Science.gov (United States)

    Hopwood, Nick

    2015-01-01

    Primary health policy in Australia has followed international trends in promoting models of care based on partnership between professionals and health service users. This reform agenda has significant practice implications, and has been widely adopted in areas of primary health that involve supporting families with children. Existing research shows that achieving partnership in practice is associated with three specific challenges: uncertainty regarding the role of professional expertise, tension between immediate needs and longer-term capacity development in families, and the need for challenge while maintaining relationships based on trust. Recently, pedagogic or learning-focussed elements of partnership practice have been identified, but there have been no systematic attempts to link theories of learning with the practices and challenges of primary health-care professionals working with families in a pedagogic role. This paper explores key concepts of Vygotsky's theory of learning (including mediation, the zone of proximal development, internalisation, and double stimulation), showing how pedagogic concepts can provide a bridge between the policy rhetoric of partnership and primary health practice. The use of this theory to address the three key challenges is explicitly discussed.

  8. Using David Kolb's Experiential Learning Theory in Portfolio Development Courses.

    Science.gov (United States)

    Mark, Michael; Menson, Betty

    1982-01-01

    As personal portfolio assessment matures, practitioners continue to look for techniques that enhance both personal development and the process of seeking academic credit through assessment. Kolb's experiential learning theory and learning style inventory may have applications in this search. (Author)

  9. The effectiveness of separating theory and practicum as a conduit to learning physiology.

    Science.gov (United States)

    Schuijers, Johannes A; McDonald, Stuart J; Julien, Brianna L; Lexis, Louise A; Thomas, Colleen J; Chan, Siew; Samiric, T

    2013-06-01

    Many conventional science courses contain subjects embedded with laboratory-based activities. However, research on the benefits of positioning the practicals within the theory subject or developing them distinctly from the theory is largely absent. This report compared results in a physiology theory subject among three different cohorts of students: those taking the theory subject alone, those taking it concurrent with a physiology practicum subject, and those who previously took the subject when it had practicums embedded within the one subject. The path model shows that students taking both physiology theory and physiology practicum attained a significantly higher result in online tests compared with those who took the theory subject alone (P physiology theory and the physiology practicum attained a significantly higher end-examination result compared with those who took the physiology subject in previous years when the practicums were embedded within the theory subject (P physiology theory and the physiology practicum likely performed better in the theory subject due to better problem-solving skills and a more developed understanding of theoretical content. We suggest that consideration be given in all science curricula to the separation of theory and practicum by developing two subjects with clearly defined different learning outcomes.

  10. Using Active-Learning Pedagogy to Develop Essay-Writing Skills in Introductory Political Theory Tutorials

    Science.gov (United States)

    Murphy, Michael P. A.

    2017-01-01

    Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the "thesis-building carousel," designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap…

  11. Testing the scalar expectancy theory (SET) and the learning-to-time model (LeT) in a double bisection task.

    Science.gov (United States)

    Machado, Armando; Pata, Paulo

    2005-02-01

    Two theories of timing, scalar expectancy theory (SET) and learning-to-time (LeT), make substantially different assumptions about what animals learn in temporal tasks. In a test of these assumptions, pigeons learned two temporal discriminations. On Type 1 trials, they learned to choose a red key after a 1-sec signal and a green key after a 4-sec signal; on Type 2 trials, they learned to choose a blue key after a 4-sec signal and a yellow key after either an 8-sec signal (Group 8) or a 16-sec signal (Group 16). Then, the birds were exposed to signals 1 sec, 4 sec, and 16 sec in length and given a choice between novel key combinations (red or green vs. blue or yellow). The choice between the green key and the blue key was of particular significance because both keys were associated with the same 4-sec signal. Whereas SET predicted no effect of the test signal duration on choice, LeT predicted that preference for green would increase monotonically with the length of the signal but would do so faster for Group 8 than for Group 16. The results were consistent with LeT, but not with SET.

  12. Group Modeling in Social Learning Environments

    Science.gov (United States)

    Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

    2012-01-01

    Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…

  13. Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework

    Science.gov (United States)

    2014-01-01

    Background As a conceptual review, this paper will debate relevant learning theories to inform the development, design and delivery of an effective educational programme for simulated team training relevant to health professionals. Discussion Kolb’s experiential learning theory is used as the main conceptual framework to define the sequence of activities. Dewey’s theory of reflective thought and action, Jarvis modification of Kolb’s learning cycle and Schön’s reflection-on-action serve as a model to design scenarios for optimal concrete experience and debriefing for challenging participants’ beliefs and habits. Bandura’s theory of self-efficacy and newer socio-cultural learning models outline that for efficient team training, it is mandatory to introduce the social-cultural context of a team. Summary The ideal simulated team training programme needs a scenario for concrete experience, followed by a debriefing with a critical reflexive observation and abstract conceptualisation phase, and ending with a second scenario for active experimentation. Let them re-experiment to optimise the effect of a simulated training session. Challenge them to the edge: The scenario needs to challenge participants to generate failures and feelings of inadequacy to drive and motivate team members to critical reflect and learn. Not experience itself but the inadequacy and contradictions of habitual experience serve as basis for reflection. Facilitate critical reflection: Facilitators and group members must guide and motivate individual participants through the debriefing session, inciting and empowering learners to challenge their own beliefs and habits. To do this, learners need to feel psychological safe. Let the group talk and critical explore. Motivate with reality and context: Training with multidisciplinary team members, with different levels of expertise, acting in their usual environment (in-situ simulation) on physiological variables is mandatory to introduce

  14. Students' Learning of a Generalized Theory of Sound Transmission from a Teaching-Learning Sequence about Sound, Hearing and Health

    Science.gov (United States)

    West, Eva; Wallin, Anita

    2013-04-01

    Learning abstract concepts such as sound often involves an ontological shift because to conceptualize sound transmission as a process of motion demands abandoning sound transmission as a transfer of matter. Thus, for students to be able to grasp and use a generalized model of sound transmission poses great challenges for them. This study involved 199 students aged 10-14. Their views about sound transmission were investigated before and after teaching by comparing their written answers about sound transfer in different media. The teaching was built on a research-based teaching-learning sequence (TLS), which was developed within a framework of design research. The analysis involved interpreting students' underlying theories of sound transmission, including the different conceptual categories that were found in their answers. The results indicated a shift in students' understandings from the use of a theory of matter before the intervention to embracing a theory of process afterwards. The described pattern was found in all groups of students irrespective of age. Thus, teaching about sound and sound transmission is fruitful already at the ages of 10-11. However, the older the students, the more advanced is their understanding of the process of motion. In conclusion, the use of a TLS about sound, hearing and auditory health promotes students' conceptualization of sound transmission as a process in all grades. The results also imply some crucial points in teaching and learning about the scientific content of sound.

  15. Beyond the Didactic Classroom: Educational Models to Encourage Active Student Involvement in Learning

    OpenAIRE

    Shreeve, Michael W.

    2008-01-01

    In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpos...

  16. Sociocultural Theory Applied to Second Language Learning: Collaborative Learning with Reference to the Chinese Context

    Science.gov (United States)

    Dongyu, Zhang; Fanyu, B.; Wanyi, Du

    2013-01-01

    This paper discusses the sociocultural theory (SCT). In particular, three significant concepts of Vyogtsky's theory: self-regulation, the Zone of Proximal Development (ZPD), and scaffolding all of which have been discussed in numerous second language acquisition (SLA) and second language learning (SLL) research papers. These concepts lay the…

  17. Learning theory and its application to the use of social media in medical education.

    Science.gov (United States)

    Flynn, Leslie; Jalali, Alireza; Moreau, Katherine A

    2015-10-01

    There is rapidly increasing pressure to employ social media in medical education, but a review of the literature demonstrates that its value and role are uncertain. To determine if medical educators have a conceptual framework that informs their use of social media and whether this framework can be mapped to learning theory. Thirty-six participants engaged in an iterative, consensus building process that identified their conceptual framework and determined if it aligned with one or more learning theories. The results show that the use of social media by the participants could be traced to two dominant theories-Connectivism and Constructivism. They also suggest that many medical educators may not be fully informed of these theories. Medical educators' use of social media can be traced to learning theories, but these theories may not be explicitly utilised in instructional design. It is recommended that formal education (faculty development) around learning theory would further enhance the use of social media in medical education. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  18. Midwifery students learning experiences in labor wards: a grounded theory.

    Science.gov (United States)

    Brunstad, Anne; Hjälmhult, Esther

    2014-12-01

    The labor ward is an important and challenging learning area for midwifery students. It is there the students learn in authentic complex situations, in intimate situations, with potential risk for the life and health of mothers and their babies. The aim of this study was to explore the main concern expressed by midwifery students in labor wards and how they handled this concern. A longitudinal study based on grounded theory methodology was used. The participants were 10 postgraduate midwifery students, from a University College in Norway. Data were gathered and analyzed throughout the 2-year postgraduate program, in the students first, third and fourth semesters. Every student was interviewed three times in a total of 15 single and three focus-group sessions. The grounded theory of "building relationships" explains how students dealt with their main concern: "how to gain access to learning experiences". This theory consisted of three strategies; a) controlling vulnerability, b) cultivating trust and c) obtaining acceptance. Clarifying discussions involving midwives and students may facilitate the process of building relationships and contribute to confident learning. Students appreciate it when the midwives initiate discussions about acute situations and state that a novice may perceive labor and childbirth as more frightening than an experienced midwife would. Copyright © 2014 Elsevier Ltd. All rights reserved.

  19. What learning theories can teach us in designing neurofeedback treatments

    Directory of Open Access Journals (Sweden)

    Ute eStrehl

    2014-11-01

    Full Text Available Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e. behavior therapy framework.

  20. What learning theories can teach us in designing neurofeedback treatments.

    Science.gov (United States)

    Strehl, Ute

    2014-01-01

    Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e., behavior therapy framework.

  1. Model theory and modules

    CERN Document Server

    Prest, M

    1988-01-01

    In recent years the interplay between model theory and other branches of mathematics has led to many deep and intriguing results. In this, the first book on the topic, the theme is the interplay between model theory and the theory of modules. The book is intended to be a self-contained introduction to the subject and introduces the requisite model theory and module theory as it is needed. Dr Prest develops the basic ideas concerning what can be said about modules using the information which may be expressed in a first-order language. Later chapters discuss stability-theoretic aspects of module

  2. Processes of Self-Regulated Learning in Music Theory in Elementary Music Schools in Slovenia

    Science.gov (United States)

    Fritz, Barbara Smolej; Peklaj, Cirila

    2011-01-01

    The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship…

  3. Occupational therapy students in the process of interprofessional collaborative learning: a grounded theory study.

    Science.gov (United States)

    Howell, Dana

    2009-01-01

    The purpose of this grounded theory study was to generate a theory of the interprofessional collaborative learning process of occupational therapy (OT) students who were engaged in a collaborative learning experience with students from other allied health disciplines. Data consisted of semi-structured interviews with nine OT students from four different interprofessional collaborative learning experiences at three universities. The emergent theory explained OT students' need to build a culture of mutual respect among disciplines in order to facilitate interprofessional collaborative learning. Occupational therapy students went through a progression of learned skills that included learning how to represent the profession of OT, hold their weight within a team situation, solve problems collaboratively, work as a team, and ultimately, to work in an actual team in practice. This learning process occurred simultaneously as students also learned course content. The students had to contend with barriers and facilitators that influenced their participation and the success of their collaboration. Understanding the interprofessional learning process of OT students will help allied health faculty to design more effective, inclusive interprofessional courses.

  4. Not that Different in Theory: Discussing the Control-Value Theory of Emotions in Online Learning Environments

    Science.gov (United States)

    Daniels, Lia M.; Stupnisky, Robert H.

    2012-01-01

    This commentary investigates the extent to which the control-value theory of emotions (Pekrun, 2006) is applicable in online learning environments. Four empirical studies in this special issue of "The Internet and Higher Education" explicitly used the control-value theory as their theoretical framework and several others have components of the…

  5. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    Science.gov (United States)

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

  6. Using theories of learning in workplaces to enhance physiotherapy clinical education.

    Science.gov (United States)

    Patton, Narelle; Higgs, Joy; Smith, Megan

    2013-10-01

    Clinical education has long been accepted as integral to the education of physiotherapy students and their preparation for professional practice. The clinical environment, through practice immersion, situates students in a powerful learning context and plays a critical role in students' construction of professional knowledge. Despite this acknowledged centrality of practice and clinical environments to the students' experiential construction of professional knowledge, there has been limited exploration of learning theories underpinning clinical education in the literature. In this paper, we explore a selection of learning theories underpinning physiotherapy clinical education with a view to providing clinical educators with a firm foundation on which to base wise educational practices and potentially enhance physiotherapy students' clinical learning experiences. This exploration has drawn from leading thinkers in the field of education over the past century.

  7. Intelligent Learning System using cognitive science theory and artificial intelligence methods

    Energy Technology Data Exchange (ETDEWEB)

    Cristensen, D.L.

    1986-01-01

    This dissertation is a presentation of a theoretical model of an intelligent Learning System (ILS). The approach view intelligent computer-based instruction on a curricular-level and educational-theory base, instead of the conventional instructional-only level. The ILS is divided into two components: (1) macro-level, curricular; and (2) micro-level (MAIS), instructional. The primary purpose of the ILS macro level is to establish the initial conditions of learning by considering individual difference variables within specification of the curriculum content domain. Second, the ILS macro-level will iteratively update the conditions of learning as the individual student progresses through the given curriculum. The term dynamic is used to describe the expert tutor that establishes and monitors the conditions of instruction between the ILS macro level and the micro level. As the student progresses through the instruction, appropriate information is sent back continuously to the macro level to constantly improve decision making for succeeding conditions of instruction.

  8. From the social learning theory to a social learning algorithm for global optimization

    OpenAIRE

    Gong, Yue-Jiao; Zhang, Jun; Li, Yun

    2014-01-01

    Traditionally, the Evolutionary Computation (EC) paradigm is inspired by Darwinian evolution or the swarm intelligence of animals. Bandura's Social Learning Theory pointed out that the social learning behavior of humans indicates a high level of intelligence in nature. We found that such intelligence of human society can be implemented by numerical computing and be utilized in computational algorithms for solving optimization problems. In this paper, we design a novel and generic optimization...

  9. High School Students' Implicit Theories of What Facilitates Science Learning

    Science.gov (United States)

    Parsons, Eileen Carlton; Miles, Rhea; Petersen, Michael

    2011-01-01

    Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high…

  10. Modeling and simulation in inquiry learning: Checking solutions and giving intelligent advice

    NARCIS (Netherlands)

    Bravo, C.; van Joolingen, W.R.; de Jong, T.

    2006-01-01

    Inquiry learning is a didactic approach in which students acquire knowledge and skills through processes of theory building and experimentation. Computer modeling and simulation can play a prominent role within this approach. Students construct representations of physical systems using modeling.

  11. AN EDUCATIONAL THEORY MODEL--(SIGGS), AN INTEGRATION OF SET THEORY, INFORMATION THEORY, AND GRAPH THEORY WITH GENERAL SYSTEMS THEORY.

    Science.gov (United States)

    MACCIA, ELIZABETH S.; AND OTHERS

    AN ANNOTATED BIBLIOGRAPHY OF 20 ITEMS AND A DISCUSSION OF ITS SIGNIFICANCE WAS PRESENTED TO DESCRIBE CURRENT UTILIZATION OF SUBJECT THEORIES IN THE CONSTRUCTION OF AN EDUCATIONAL THEORY. ALSO, A THEORY MODEL WAS USED TO DEMONSTRATE CONSTRUCTION OF A SCIENTIFIC EDUCATIONAL THEORY. THE THEORY MODEL INCORPORATED SET THEORY (S), INFORMATION THEORY…

  12. Collaborative Learning in an Undergraduate Theory Course: An Assessment of Goals and Outcomes

    Science.gov (United States)

    McDuff, Elaine

    2012-01-01

    This project was designed to assess whether a collaborative learning approach to teaching sociological theory would be a successful means of improving student engagement in learning theory and of increasing both the depth of students' understanding of theoretical arguments and concepts and the ability of students to theorize for themselves. A…

  13. Learning Atomic-Molecular Theory in Secondary School: The Role of Meta-Conceptual Awareness and Modelling Skills

    Science.gov (United States)

    Chan, Chi Keung

    The aim of this study was to examine the contribution of students' meta-conceptual awareness and modelling skills to their conceptual change when learning atomic-molecular theory. Instructional materials used in the intervention covered three sub-topics: atomic structure, chemical bonding, and structures and properties. Glynn's (1991) Teaching with Analogy model and Chambliss's (2002) guidelines for constructing scientific texts were used as the frameworks for designing and implementing instructional materials for the intervention. Forty-five Secondary 4 chemistry students from two classes at a secondary school in Hong Kong participated in the study. The two classes were taught by the same teacher. The study consisted of two phases. During Phase I, which lasted for 6 weeks, Class A (n = 13) used the above-mentioned instructional materials to learn the three sub-topics, whereas Class B (n = 32) learned the same sub-topics using traditional textbook materials. To further examine the effects of the intervention, a 2-week switching-replication treatment was implemented in Phase II. Class A used traditional textbook materials for revision whereas Class B used the tailor-made instructional materials. A mixed-methods design was used to assess the effectiveness of the intervention. Based on the student misconceptions documented in the literature, a written test of the three sub-topics was developed. The test comprised 33 two-tier multiple-choice items. The test was administered three times: before Phase I (T1), just after Phase I and before Phase II (T2), and 2 weeks after Phase II (T3). Qualitative data were gathered from semi-structured interviews with five students. Three students from Class A and two students from Class B were interviewed individually after Phase I and Phase II, respectively, to assess students' understanding of the essential theoretical concepts and to assess students' modelling skills. The results of paired-samples t-test showed that there was a

  14. The theory of reasoned action as parallel constraint satisfaction: towards a dynamic computational model of health behavior.

    Directory of Open Access Journals (Sweden)

    Mark G Orr

    Full Text Available The reasoned action approach, although ubiquitous in health behavior theory (e.g., Theory of Reasoned Action/Planned Behavior, does not adequately address two key dynamical aspects of health behavior: learning and the effect of immediate social context (i.e., social influence. To remedy this, we put forth a computational implementation of the Theory of Reasoned Action (TRA using artificial-neural networks. Our model re-conceptualized behavioral intention as arising from a dynamic constraint satisfaction mechanism among a set of beliefs. In two simulations, we show that constraint satisfaction can simultaneously incorporate the effects of past experience (via learning with the effects of immediate social context to yield behavioral intention, i.e., intention is dynamically constructed from both an individual's pre-existing belief structure and the beliefs of others in the individual's social context. In a third simulation, we illustrate the predictive ability of the model with respect to empirically derived behavioral intention. As the first known computational model of health behavior, it represents a significant advance in theory towards understanding the dynamics of health behavior. Furthermore, our approach may inform the development of population-level agent-based models of health behavior that aim to incorporate psychological theory into models of population dynamics.

  15. The theory of reasoned action as parallel constraint satisfaction: towards a dynamic computational model of health behavior.

    Science.gov (United States)

    Orr, Mark G; Thrush, Roxanne; Plaut, David C

    2013-01-01

    The reasoned action approach, although ubiquitous in health behavior theory (e.g., Theory of Reasoned Action/Planned Behavior), does not adequately address two key dynamical aspects of health behavior: learning and the effect of immediate social context (i.e., social influence). To remedy this, we put forth a computational implementation of the Theory of Reasoned Action (TRA) using artificial-neural networks. Our model re-conceptualized behavioral intention as arising from a dynamic constraint satisfaction mechanism among a set of beliefs. In two simulations, we show that constraint satisfaction can simultaneously incorporate the effects of past experience (via learning) with the effects of immediate social context to yield behavioral intention, i.e., intention is dynamically constructed from both an individual's pre-existing belief structure and the beliefs of others in the individual's social context. In a third simulation, we illustrate the predictive ability of the model with respect to empirically derived behavioral intention. As the first known computational model of health behavior, it represents a significant advance in theory towards understanding the dynamics of health behavior. Furthermore, our approach may inform the development of population-level agent-based models of health behavior that aim to incorporate psychological theory into models of population dynamics.

  16. Learning Organisation Review--A "Good" Theory Perspective

    Science.gov (United States)

    Santa, Mijalce

    2015-01-01

    Purpose: The purpose of this paper is to perform integrative literature review of the learning organisation (LO) concept, on the basis of the results of the literature review to assess the concept on the principles of "good" theory, and provide future avenues for LO concept clarification and development. Design/methodology/approach: The…

  17. Contextual learning theory: Concrete form and a software prototype to improve early education.

    NARCIS (Netherlands)

    Mooij, Ton

    2016-01-01

    In 'contextual learning theory' three types of contextual conditions (differentiation of learning procedures and materials, integrated ICT support, and improvement of development and learning progress) are related to four aspects of the learning process (diagnostic, instructional, managerial, and

  18. Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education.

    Science.gov (United States)

    Healey, Mick; Jenkins, Alan

    2000-01-01

    Describes David Kolb's experiential learning theory focusing on the main features of his theory. Applies Kolb's theory to the teaching of geography addressing ideas such as teaching how theories of gender explain aspects of suburbia, teaching a field course, and encouraging staff to rethink their teaching style. Include references. (CMK)

  19. A Day-to-Day Route Choice Model Based on Reinforcement Learning

    Directory of Open Access Journals (Sweden)

    Fangfang Wei

    2014-01-01

    Full Text Available Day-to-day traffic dynamics are generated by individual traveler’s route choice and route adjustment behaviors, which are appropriate to be researched by using agent-based model and learning theory. In this paper, we propose a day-to-day route choice model based on reinforcement learning and multiagent simulation. Travelers’ memory, learning rate, and experience cognition are taken into account. Then the model is verified and analyzed. Results show that the network flow can converge to user equilibrium (UE if travelers can remember all the travel time they have experienced, but which is not necessarily the case under limited memory; learning rate can strengthen the flow fluctuation, but memory leads to the contrary side; moreover, high learning rate results in the cyclical oscillation during the process of flow evolution. Finally, both the scenarios of link capacity degradation and random link capacity are used to illustrate the model’s applications. Analyses and applications of our model demonstrate the model is reasonable and useful for studying the day-to-day traffic dynamics.

  20. A Network Neuroscience of Human Learning: Potential to Inform Quantitative Theories of Brain and Behavior.

    Science.gov (United States)

    Bassett, Danielle S; Mattar, Marcelo G

    2017-04-01

    Humans adapt their behavior to their external environment in a process often facilitated by learning. Efforts to describe learning empirically can be complemented by quantitative theories that map changes in neurophysiology to changes in behavior. In this review we highlight recent advances in network science that offer a sets of tools and a general perspective that may be particularly useful in understanding types of learning that are supported by distributed neural circuits. We describe recent applications of these tools to neuroimaging data that provide unique insights into adaptive neural processes, the attainment of knowledge, and the acquisition of new skills, forming a network neuroscience of human learning. While promising, the tools have yet to be linked to the well-formulated models of behavior that are commonly utilized in cognitive psychology. We argue that continued progress will require the explicit marriage of network approaches to neuroimaging data and quantitative models of behavior. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. An approach to children's smoking behavior using social cognitive learning theory.

    Science.gov (United States)

    Bektas, Murat; Ozturk, Candan; Armstrong, Merry

    2010-01-01

    This review article discusses the theoretical principles of social cognitive learning theory and children's risk-taking behavior of cigarette smoking, along with preventive initiatives. Social cognitive learning theorists examine the behavior of initiating and sustained smoking using a social systems approach. The authors discuss the reciprocal determinism aspect of the theory as applied to the importance of individual factors, and environment and behavioral interactions that influence smoking behavior. Included is the concept of vicarious capability that suggests that smoking behavior is determined in response to and interaction with feedback provided by the environment. The principle of self-regulatory capability asserts that people have control over their own behavior and thus that behavior change is possible. The principle of self-efficacy proposes that high level of self-efficacy of an individual may decrease the behavior of attempting to or continuing to smoke. Examples of initiatives to be undertaken in order to prevent smoking in accordance with social cognitive learning theory are presented at the end of each principle.

  2. Problem-Based Learning Associated by Action-Process-Object-Schema (APOS) Theory to Enhance Students' High Order Mathematical Thinking Ability

    Science.gov (United States)

    Mudrikah, Achmad

    2016-01-01

    The research has shown a model of learning activities that can be used to stimulate reflective abstraction in students. Reflective abstraction as a method of constructing knowledge in the Action-Process-Object-Schema theory, and is expected to occur when students are in learning activities, will be able to encourage students to make the process of…

  3. Preservice Biology Teachers' Conceptions About the Tentative Nature of Theories and Models in Biology

    Science.gov (United States)

    Reinisch, Bianca; Krüger, Dirk

    2018-02-01

    In research on the nature of science, there is a need to investigate the role and status of different scientific knowledge forms. Theories and models are two of the most important knowledge forms within biology and are the focus of this study. During interviews, preservice biology teachers ( N = 10) were asked about their understanding of theories and models. They were requested to give reasons why they see theories and models as either tentative or certain constructs. Their conceptions were then compared to philosophers' positions (e.g., Popper, Giere). A category system was developed from the qualitative content analysis of the interviews. These categories include 16 conceptions for theories ( n tentative = 11; n certai n = 5) and 18 conceptions for models ( n tentative = 10; n certain = 8). The analysis of the interviews showed that the preservice teachers gave reasons for the tentativeness or certainty of theories and models either due to their understanding of the terms or due to their understanding of the generation or evaluation of theories and models. Therefore, a variety of different terminology, from different sources, should be used in learning-teaching situations. Additionally, an understanding of which processes lead to the generation, evaluation, and refinement or rejection of theories and models should be discussed with preservice teachers. Within philosophy of science, there has been a shift from theories to models. This should be transferred to educational contexts by firstly highlighting the role of models and also their connections to theories.

  4. Designing the Electronic Classroom: Applying Learning Theory and Ergonomic Design Principles.

    Science.gov (United States)

    Emmons, Mark; Wilkinson, Frances C.

    2001-01-01

    Applies learning theory and ergonomic principles to the design of effective learning environments for library instruction. Discusses features of electronic classroom ergonomics, including the ergonomics of physical space, environmental factors, and workstations; and includes classroom layouts. (Author/LRW)

  5. New Pathways between Group Theory and Model Theory

    CERN Document Server

    Fuchs, László; Goldsmith, Brendan; Strüngmann, Lutz

    2017-01-01

    This volume focuses on group theory and model theory with a particular emphasis on the interplay of the two areas. The survey papers provide an overview of the developments across group, module, and model theory while the research papers present the most recent study in those same areas. With introductory sections that make the topics easily accessible to students, the papers in this volume will appeal to beginning graduate students and experienced researchers alike. As a whole, this book offers a cross-section view of the areas in group, module, and model theory, covering topics such as DP-minimal groups, Abelian groups, countable 1-transitive trees, and module approximations. The papers in this book are the proceedings of the conference “New Pathways between Group Theory and Model Theory,” which took place February 1-4, 2016, in Mülheim an der Ruhr, Germany, in honor of the editors’ colleague Rüdiger Göbel. This publication is dedicated to Professor Göbel, who passed away in 2014. He was one of th...

  6. Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review.

    Science.gov (United States)

    Lavoie, Patrick; Michaud, Cécile; Bélisle, Marilou; Boyer, Louise; Gosselin, Émilie; Grondin, Myrian; Larue, Caroline; Lavoie, Stéphan; Pepin, Jacinthe

    2018-02-01

    To identify the theories used to explain learning in simulation and to examine how these theories guided the assessment of learning outcomes related to core competencies in undergraduate nursing students. Nurse educators face the challenge of making explicit the outcomes of competency-based education, especially when competencies are conceptualized as holistic and context dependent. Theoretical review. Research papers (N = 182) published between 1999-2015 describing simulation in nursing education. Two members of the research team extracted data from the papers, including theories used to explain how simulation could engender learning and tools used to assess simulation outcomes. Contingency tables were created to examine the associations between theories, outcomes and tools. Some papers (N = 79) did not provide an explicit theory. The 103 remaining papers identified one or more learning or teaching theories; the most frequent were the National League for Nursing/Jeffries Simulation Framework, Kolb's theory of experiential learning and Bandura's social cognitive theory and concept of self-efficacy. Students' perceptions of simulation, knowledge and self-confidence were the most frequently assessed, mainly via scales designed for the study where they were used. Core competencies were mostly assessed with an observational approach. This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies. It also identified observational tools used to assess competencies in action, as holistic and context-dependent constructs. © 2017 John Wiley & Sons Ltd.

  7. Expectancy-value theory in persistence of learning effects in schizophrenia: role of task value and perceived competency.

    Science.gov (United States)

    Choi, Jimmy; Fiszdon, Joanna M; Medalia, Alice

    2010-09-01

    Expectancy-value theory, a widely accepted model of motivation, posits that expectations of success on a learning task and the individual value placed on the task are central determinants of motivation to learn. This is supported by research in healthy controls suggesting that beliefs of self-and-content mastery can be so influential they can predict the degree of improvement on challenging cognitive tasks even more so than general cognitive ability. We examined components of expectancy-value theory (perceived competency and task value), along with baseline arithmetic performance and neuropsychological performance, as possible predictors of learning outcome in a sample of 70 outpatients with schizophrenia randomized to 1 of 2 different arithmetic learning conditions and followed up after 3 months. Results indicated that as with nonpsychiatric samples, perceived self-competency for the learning task was significantly related to perceptions of task value attributed to the learning task. Baseline expectations of success predicted persistence of learning on the task at 3-month follow-up, even after accounting for variance attributable to different arithmetic instruction, baseline arithmetic ability, attention, and self-reports of task interest and task value. We also found that expectation of success is a malleable construct, with posttraining improvements persisting at follow-up. These findings support the notion that expectancy-value theory is operative in schizophrenia. Thus, similar to the nonpsychiatric population, treatment benefits may be enhanced and better maintained if remediation programs also focus on perceptions of self-competency for the training tasks. Treatment issues related to instilling self-efficacy in cognitive recovery programs are discussed.

  8. An Analysis of Stochastic Game Theory for Multiagent Reinforcement Learning

    National Research Council Canada - National Science Library

    Bowling, Michael

    2000-01-01

    .... In this paper we contribute a comprehensive presentation of the relevant techniques for solving stochastic games from both the game theory community and reinforcement learning communities. We examine the assumptions and limitations of these algorithms, and identify similarities between these algorithms, single agent reinforcement learners, and basic game theory techniques.

  9. Some Consequences of Learning Theory Applied to Division of Fractions

    Science.gov (United States)

    Bidwell, James K.

    1971-01-01

    Reviews the learning theories of Robert Gagne and David Ausubel, and applies these theories to the three most common approaches to teaching division of fractions: common denominator, complex fraction, and inverse operation methods. Such analysis indicates the inverse approach should be most effective for meaningful teaching, as is verified by…

  10. Learning Theories Applied to the Teaching of Business Communication.

    Science.gov (United States)

    Hart, Maxine Barton

    1980-01-01

    Reviews major learning theories that can be followed by business communication instructors, including those by David Ausubel, Albert Bandura, Kurt Lewin, Edward Thorndike, B.F. Skinner, and Robert Gagne. (LRA)

  11. GP and pharmacist inter-professional learning - a grounded theory study.

    Science.gov (United States)

    Cunningham, David E; Ferguson, Julie; Wakeling, Judy; Zlotos, Leon; Power, Ailsa

    2016-05-01

    Practice Based Small Group Learning (PBSGL) is an established learning resource for primary care clinicians in Scotland and is used by one-third of general practitioners (GPs). Scottish Government and UK professional bodies have called for GPs and pharmacists to work more closely together to improve care. To gain GPs' and pharmacists' perceptions and experiences of learning together in an inter-professional PBSGL pilot. Qualitative research methods involving established GP PBSGL groups in NHS Scotland recruiting one or two pharmacists to join them. A grounded theory method was used. GPs were interviewed in focus groups by a fellow GP, and pharmacists were interviewed individually by two researchers, neither being a GP or a pharmacist. Interviews were audio-recorded, transcribed and analysed using grounded theory methods. Data saturation was achieved and confirmed. Three themes were identified: GPs' and pharmacists' perceptions and experiences of inter-professional learning; Inter-professional relationships and team-working; Group identity and purpose of existing GP groups. Pharmacists were welcomed into GP groups and both professions valued inter-professional PBSGL learning. Participants learned from each other and both professions gained a wider perspective of the NHS and of each others' roles in the organisation. Inter-professional relationships, communication and team-working were strengthened and professionals regarded each other as peers and friends.

  12. Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept.

    Science.gov (United States)

    Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

    2017-01-01

    There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning.

  13. Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

    Science.gov (United States)

    Erlich, Richard J.; Russ-Eft, Darlene

    2011-01-01

    Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

  14. Designing Opportunities to Learn Mathematics Theory-Building Practices

    Science.gov (United States)

    Bass, Hyman

    2017-01-01

    Mathematicians commonly distinguish two modes of work in the discipline: "Problem solving," and "theory building." Mathematics education offers many opportunities to learn problem solving. This paper explores the possibility, and value, of designing instructional activities that provide supported opportunities for students to…

  15. Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic

    Science.gov (United States)

    Patterson, Barbara A. B.; Munoz, Leslie; Abrams, Leah; Bass, Caroline

    2015-01-01

    Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a…

  16. IMPLIKASI TEORI BELAJAR SOSIAL (SOCIAL LEARNING THEORY DARI ALBERT BANDURA DALAM BIMBINGAN DAN KONSELING

    Directory of Open Access Journals (Sweden)

    Tarsono Tarsono

    2018-02-01

    Full Text Available One of many ways of conceiving individual personality is by observing and analyzing his or her behavior. Bandura said that we need to know how people interact with the world around them. Sometimes any actions and his or her interaction with environment can be contrary to values that holds by their society. However—Bandura was also point out and human behavior can be predicted and modified by altering their behavior through learning. This learning processes must also considering the capacity of each person according to each own ability to think and how they interact with their surrounding environment. Based on social learning theory, behavior can be altered and modified through modeling, which is used to shape and molding a new behavior that can be approved by society and eliminating any unwanted behavior. Basic principle from this modeling is a goal that client can create, shape and mold new behavior through imitation or copying someone else’s behavior or people that become a model figure for them.

  17. On-the-Fly Machine Learning of Atomic Potential in Density Functional Theory Structure Optimization

    Science.gov (United States)

    Jacobsen, T. L.; Jørgensen, M. S.; Hammer, B.

    2018-01-01

    Machine learning (ML) is used to derive local stability information for density functional theory calculations of systems in relation to the recently discovered SnO2 (110 )-(4 ×1 ) reconstruction. The ML model is trained on (structure, total energy) relations collected during global minimum energy search runs with an evolutionary algorithm (EA). While being built, the ML model is used to guide the EA, thereby speeding up the overall rate by which the EA succeeds. Inspection of the local atomic potentials emerging from the model further shows chemically intuitive patterns.

  18. Teaching and Learning of Knot Theory in School Mathematics

    CERN Document Server

    Kawauchi, Akio

    2012-01-01

    This book is the result of a joint venture between Professor Akio Kawauchi, Osaka City University, well-known for his research in knot theory, and the Osaka study group of mathematics education, founded by Professor Hirokazu Okamori and now chaired by his successor Professor Tomoko Yanagimoto, Osaka Kyoiku University. The seven chapters address the teaching and learning of knot theory from several perspectives. Readers will find an extremely clear and concise introduction to the fundamentals of knot theory, an overview of curricular developments in Japan, and in particular a series of teaching

  19. Social Learning Theories--An Important Design Consideration for Geoscience Fieldwork

    Science.gov (United States)

    Streule, M. J.; Craig, L. E.

    2016-01-01

    The nature of field trips in geoscience lends them to the application of social learning theories for three key reasons. First, they provide opportunity for meaningful practical experience and promote effective learning afforded by no other educational vehicle in the subject. Second, they are integral for students creating a strong but changing…

  20. Supporting Alternative Strategies for Learning Chemical Applications of Group Theory

    Science.gov (United States)

    Southam, Daniel C.; Lewis, Jennifer E.

    2013-01-01

    A group theory course for chemists was taught entirely with process oriented guided inquiry learning (POGIL) to facilitate alternative strategies for learning. Students completed a test of one aspect of visuospatial aptitude to determine their individual approaches to solving spatial tasks, and were sorted into groups for analysis on the basis of…

  1. Social Learning Theory and Developmental Psychology: The Legacies of Robert Sears and Albert Bandura.

    Science.gov (United States)

    Grusec, Joan E.

    1992-01-01

    Social learning theory is evaluated from a historical perspective that goes up to the present. Sears and others melded psychoanalytic and stimulus-response learning theory into a comprehensive explanation of human behavior. Bandura emphasized cognitive and information-processing capacities that mediate social behavior. (LB)

  2. Children Balance Theories and Evidence in Exploration, Explanation, and Learning

    Science.gov (United States)

    Bonawitz, Elizabeth Baraff; van Schijndel, Tessa J. P.; Friel, Daniel; Schulz, Laura

    2012-01-01

    We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 months; Mass Theorists, mean: 89 months; No Theory children, mean: 62 months). Center and Mass Theory children who…

  3. The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

    Science.gov (United States)

    Alzahrani, Ibraheem; Woollard, John

    2013-01-01

    This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

  4. Research Notes ~ Second Language Acquisition Theories as a Framework for Creating Distance Learning Courses

    Directory of Open Access Journals (Sweden)

    Eileen N. Ariza

    2003-10-01

    Full Text Available Moore and Kearsley (1996 maintain distance educators should provide for three types of interaction: a learner-content; b learner-instructor; and c learner-learner. According to interactionist second language acquisition (SLA theories that reflect Krashen’s theory (1994 that comprehensible input is critical for second language acquisition, interaction can enhance second language acquisition and fluency. Effective output is necessary as well. We reviewed the research on distance learning for second language learners and concluded that SLA theories can, and should, be the framework that drives the development of courses for students seeking to learn languages by distance technology. This article delineates issues to consider in support of combining SLA theories and research literature as a guide in creating distance language learning courses.

  5. The Effect of Learning Type and Avatar Similarity on Learning Outcomes in Educational Video Games

    Science.gov (United States)

    Lewis, Melissa L.

    2009-01-01

    Two theories guide two very different ideas about learning. Social cognitive theory (Bandura, 1977, 1989) places the greater emphasis on observational learning, or learning by watching a model produce a behavior before doing it oneself. Other researchers purport that experiential learning, or learning by doing, results in stronger learning (Kolb,…

  6. Using a Theory-Guided Learning Collaborative Model to Improve Implementation of EBPs in a State Children's Mental Health System: A Pilot Study.

    Science.gov (United States)

    Nadeem, Erum; Weiss, Dara; Olin, S Serene; Hoagwood, Kimberly E; Horwitz, Sarah M

    2016-11-01

    Learning collaboratives (LCs) are used widely to promote implementation of evidence-based practices. However, there has been limited research on the effectiveness of LCs and models vary widely in their structure, focus and components. The goal of the present study was to develop and field test a theory-based LC model to augment a state-led, evidence-based training program for clinicians providing mental health services to children. Analysis of implementation outcomes contrasted LC sites to matched comparison sites that participated in the clinical training program alone. Results suggested that clinicians from sites participating in the LC were more highly engaged in the state-led clinical training program and were more likely to complete program requirements.

  7. SU-E-P-04: Transport Theory Learning Module in the Maple Environment

    Energy Technology Data Exchange (ETDEWEB)

    Both, J [University of Miami, Miller School of Medicine, Department of Radiation Oncology (United States)

    2014-06-01

    Purpose: The medical physics graduate program at the University of Miami is developing a computerized instructional module which provides an interactive mechanism for students to learn transport theory. While not essential in the medical physics curriculum, transport theory should be taught because the conceptual level of transport theory is fundamental, a substantial literature exists and ought to be accessible, and students should understand commercial software which solves the Boltzmann equation.But conventional teaching and learning of transport theory is challenging. Students may be under prepared to appreciate its methods, results, and relevance, and it is not substantially addressed in textbooks for the medical physicists. Other resources an instructor might reasonably use, while excellent, may be too briskly paced for beginning students. The purpose of this work is to render teaching of transport theory more tractable by making learning highly interactive. Methods: The module is being developed in the Maple mathematics environment by instructors and graduate students. It will refresh the students' knowledge of vector calculus and differential equations, and will develop users' intuition for phase space concepts. Scattering concepts will be developed with animated simulations using tunable parameters characterizing interactions, so that students may develop a “feel” for cross section. Transport equations for one and multiple types of radiation will be illustrated with phase space animations. Numerical methods of solution will be illustrated. Results: Attempts to teach rudiments of transport theory in radiation physics and dosimetry courses using conventional classroom techniques at the University of Miami have had small success, because classroom time is limited and the material has been hard for our students to appreciate intuitively. Conclusion: A joint effort of instructor and students to teach and learn transport theory by building an

  8. SU-E-P-04: Transport Theory Learning Module in the Maple Environment

    International Nuclear Information System (INIS)

    Both, J

    2014-01-01

    Purpose: The medical physics graduate program at the University of Miami is developing a computerized instructional module which provides an interactive mechanism for students to learn transport theory. While not essential in the medical physics curriculum, transport theory should be taught because the conceptual level of transport theory is fundamental, a substantial literature exists and ought to be accessible, and students should understand commercial software which solves the Boltzmann equation.But conventional teaching and learning of transport theory is challenging. Students may be under prepared to appreciate its methods, results, and relevance, and it is not substantially addressed in textbooks for the medical physicists. Other resources an instructor might reasonably use, while excellent, may be too briskly paced for beginning students. The purpose of this work is to render teaching of transport theory more tractable by making learning highly interactive. Methods: The module is being developed in the Maple mathematics environment by instructors and graduate students. It will refresh the students' knowledge of vector calculus and differential equations, and will develop users' intuition for phase space concepts. Scattering concepts will be developed with animated simulations using tunable parameters characterizing interactions, so that students may develop a “feel” for cross section. Transport equations for one and multiple types of radiation will be illustrated with phase space animations. Numerical methods of solution will be illustrated. Results: Attempts to teach rudiments of transport theory in radiation physics and dosimetry courses using conventional classroom techniques at the University of Miami have had small success, because classroom time is limited and the material has been hard for our students to appreciate intuitively. Conclusion: A joint effort of instructor and students to teach and learn transport theory by building an interactive

  9. Reexamining Theories of Adult Learning and Adult Development through the Lenses of Public Pedagogy

    Science.gov (United States)

    Sandlin, Jennifer A.; Wright, Robin Redmon; Clark, Carolyn

    2013-01-01

    The authors examine the modernist underpinnings of traditional adult learning and development theories and evaluate elements of those theories through more contemporary lenses. Drawing on recent literature focused on "public pedagogy," the authors argue that much learning takes place outside of formal educational institutions. They look beyond…

  10. Cultural Historical Activity Theory, Expansive Learning and Agency ...

    African Journals Online (AJOL)

    The paper focuses on how contradictions were used as sources of learning and development leading to 'real life expansions'. This demonstrates and reflects on the value of an interventionist research theory and methodology employed in the study to enhance participants' agency in sustainable agriculture workplaces.

  11. Learning to perceive in the sensorimotor approach: Piaget's theory of equilibration interpreted dynamically.

    Science.gov (United States)

    Di Paolo, Ezequiel Alejandro; Barandiaran, Xabier E; Beaton, Michael; Buhrmann, Thomas

    2014-01-01

    if understanding is required for perception, how can we learn to perceive something new, something we do not yet understand? According to the sensorimotor approach, perception involves mastery of regular sensorimotor co-variations that depend on the agent and the environment, also known as the "laws" of sensorimotor contingencies (SMCs). In this sense, perception involves enacting relevant sensorimotor skills in each situation. It is important for this proposal that such skills can be learned and refined with experience and yet up to this date, the sensorimotor approach has had no explicit theory of perceptual learning. The situation is made more complex if we acknowledge the open-ended nature of human learning. In this paper we propose Piaget's theory of equilibration as a potential candidate to fulfill this role. This theory highlights the importance of intrinsic sensorimotor norms, in terms of the closure of sensorimotor schemes. It also explains how the equilibration of a sensorimotor organization faced with novelty or breakdowns proceeds by re-shaping pre-existing structures in coupling with dynamical regularities of the world. This way learning to perceive is guided by the equilibration of emerging forms of skillful coping with the world. We demonstrate the compatibility between Piaget's theory and the sensorimotor approach by providing a dynamical formalization of equilibration to give an explicit micro-genetic account of sensorimotor learning and, by extension, of how we learn to perceive. This allows us to draw important lessons in the form of general principles for open-ended sensorimotor learning, including the need for an intrinsic normative evaluation by the agent itself. We also explore implications of our micro-genetic account at the personal level.

  12. Learning to perceive in the sensorimotor approach: Piaget's theory of equilibration interpreted dynamically

    Directory of Open Access Journals (Sweden)

    Ezequiel Alejandro Di Paolo

    2014-07-01

    Full Text Available Learning to perceive faces a classical paradox: if understanding is required for perception, how can we learn to perceive something new, something we do not yet understand? According to the sensorimotor approach, perception involves mastery of regular sensorimotor co-variations that depend on the agent and the environment, also known as the ‘laws’ of sensorimotor contingencies. In this sense, perception involves enacting relevant sensorimotor skills in each situation. It is important for this proposal that such skills can be learned and refined with experience and yet up to this date, the sensorimotor approach has had no explicit theory of perceptual learning. The situation is made more complex if we acknowledge the open-ended nature of human learning. In this paper we propose Piaget’s theory of equilibration as a potential candidate to fulfill this role. This theory highlights the importance of intrinsic sensorimotor norms, in terms of the closure of sensorimotor schemes. It also explains how the equilibration of a sensorimotor organization faced with novelty or breakdowns proceeds by re-shaping pre-existing structures in coupling with dynamical regularities of the world. This way learning to perceive is guided by the equilibration of emerging forms of skillful coping with the world. We demonstrate the compatibility between Piaget’s theory and the sensorimotor approach by providing a dynamical formalization of equilibration to give an explicit micro-genetic account of sensorimotor learning and, by extension, of how we learn to perceive. This allows us to draw important lessons in the form of general principles for open-ended sensorimotor learning, including the need for an intrinsic normative evaluation by the agent itself. We also explore implications of our micro-genetic account at the personal level.

  13. Joint Machine Learning and Game Theory for Rate Control in High Efficiency Video Coding.

    Science.gov (United States)

    Gao, Wei; Kwong, Sam; Jia, Yuheng

    2017-08-25

    In this paper, a joint machine learning and game theory modeling (MLGT) framework is proposed for inter frame coding tree unit (CTU) level bit allocation and rate control (RC) optimization in High Efficiency Video Coding (HEVC). First, a support vector machine (SVM) based multi-classification scheme is proposed to improve the prediction accuracy of CTU-level Rate-Distortion (R-D) model. The legacy "chicken-and-egg" dilemma in video coding is proposed to be overcome by the learning-based R-D model. Second, a mixed R-D model based cooperative bargaining game theory is proposed for bit allocation optimization, where the convexity of the mixed R-D model based utility function is proved, and Nash bargaining solution (NBS) is achieved by the proposed iterative solution search method. The minimum utility is adjusted by the reference coding distortion and frame-level Quantization parameter (QP) change. Lastly, intra frame QP and inter frame adaptive bit ratios are adjusted to make inter frames have more bit resources to maintain smooth quality and bit consumption in the bargaining game optimization. Experimental results demonstrate that the proposed MLGT based RC method can achieve much better R-D performances, quality smoothness, bit rate accuracy, buffer control results and subjective visual quality than the other state-of-the-art one-pass RC methods, and the achieved R-D performances are very close to the performance limits from the FixedQP method.

  14. [Connectionist models of social learning: a case of learning by observing a simple task].

    Science.gov (United States)

    Paignon, A; Desrichard, O; Bollon, T

    2004-03-01

    This article proposes a connectionist model of the social learning theory developed by Bandura (1977). The theory posits that an individual in an interactive situation is capable of learning new behaviours merely by observing them in others. Such learning is acquired through an initial phase in which the individual memorizes what he has observed (observation phase), followed by a second phase where he puts the recorded observations to use as a guide for adjusting his own behaviour (reproduction phase). We shall refer to the two above-mentioned phases to demonstrate that it is conceivable to simulate learning by observation otherwise than through the recording of perceived information using symbolic representation. To this end we shall rely on the formalism of ecological neuron networks (Parisi, Cecconi, & Nolfi, 1990) to implement an agent provided with the major processes identified as essential to learning through observation. The connectionist model so designed shall implement an agent capable of recording perceptive information and producing motor behaviours. The learning situation we selected associates an agent demonstrating goal-achievement behaviour and an observer agent learning the same behaviour by observation. Throughout the acquisition phase, the demonstrator supervises the observer's learning process based on association between spatial information (input) and behavioural information (output). Representation thus constructed then serves as an adjustment guide during the production phase, involving production by the observer of a sequence of actions which he compares to the representation stored in distributed form as constructed through observation. An initial simulation validates model architecture by confirming the requirement for both phases identified in the literature (Bandura, 1977) to simulate learning through observation. The representation constructed over the observation phase evidences acquisition of observed behaviours, although this phase

  15. Causal beliefs about depression in different cultural groups—what do cognitive psychological theories of causal learning and reasoning predict?

    OpenAIRE

    Hagmayer, York; Engelmann, Neele

    2014-01-01

    Cognitive psychological research focuses on causal learning and reasoning while cognitive anthropological and social science research tend to focus on systems of beliefs. Our aim was to explore how these two types of research can inform each other. Cognitive psychological theories (causal model theory and causal Bayes nets) were used to derive predictions for systems of causal beliefs. These predictions were then applied to lay theories of depression as a specific test case. A systematic lite...

  16. Learning and Control Model of the Arm for Loading

    Science.gov (United States)

    Kim, Kyoungsik; Kambara, Hiroyuki; Shin, Duk; Koike, Yasuharu

    We propose a learning and control model of the arm for a loading task in which an object is loaded onto one hand with the other hand, in the sagittal plane. Postural control during object interactions provides important points to motor control theories in terms of how humans handle dynamics changes and use the information of prediction and sensory feedback. For the learning and control model, we coupled a feedback-error-learning scheme with an Actor-Critic method used as a feedback controller. To overcome sensory delays, a feedforward dynamics model (FDM) was used in the sensory feedback path. We tested the proposed model in simulation using a two-joint arm with six muscles, each with time delays in muscle force generation. By applying the proposed model to the loading task, we showed that motor commands started increasing, before an object was loaded on, to stabilize arm posture. We also found that the FDM contributes to the stabilization by predicting how the hand changes based on contexts of the object and efferent signals. For comparison with other computational models, we present the simulation results of a minimum-variance model.

  17. Learning relationships from theory to design

    Directory of Open Access Journals (Sweden)

    C. J.H. Fowler

    1999-12-01

    Full Text Available Over the last five years we have seen a very significant increase in the use of Information Communication Technologies (ICT in schools, colleges and university. For example in 1998, there were over 195 accredited US universities offering a thousand or more distance learning courses (Philips and Yager, 1998. By no means were all of these new courses associated with educational innovation. The speed and ease of implementation of Webbased approaches, in particular, is resulting in design by imitation of current courses and methods, with a real lack of innovation or utilization of the power inherent in technologybased learning. Although matters are improving (see for example Brown, 1999, part of the reason for this failure to innovate is, we argue, because of the large gap between theory and practice.

  18. The Role of Spirituality in Transition to Parenthood: Qualitative Research Using Transformative Learning Theory.

    Science.gov (United States)

    Klobučar, Nataša Rijavec

    2016-08-01

    This article presents results of a qualitative study of 12 adult couples making transition to parenthood. The aim of the study was to research the meaning of transition to parenthood through the lens of transformative learning theory. Transformative learning theory explains learning through meaning-making of that life experience. In this paper, the spiritual dimension of learning is emphasized. An important part of research methodology included biographical method, using semi-structured interviews before and after the birth of the first child. The research showed that transformative learning occurs in different spheres of life during transition to parenthood. This paper discusses the spiritual dimension of learning, meaning-making and presents results of the research.

  19. Towards a Pragmatic Model for Group-Based, Technology-Mediated, Project-Oriented Learning - An Overview of the B2C Model

    Science.gov (United States)

    Lawlor, John; Conneely, Claire; Tangney, Brendan

    The poor assimilation of ICT in formal education is firmly rooted in models of learning prevalent in the classroom which are largely teacher-led, individualistic and reproductive, with little connection between theory and practice and poor linkages across the curriculum. A new model of classroom practice is required to allow for creativity, peer-learning, thematic learning, collaboration and problem solving, i.e. the skills commonly deemed necessary for the knowledge-based society of the 21st century. This paper describes the B2C model for group-based, technology-mediated, project-oriented learning which, while being developed as part of an out of school programme, offers a pragmatic alternative to traditional classroom pedagogy.

  20. The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

    Science.gov (United States)

    Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

    2017-01-01

    We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that…

  1. Learning Theory Expertise in the Design of Learning Spaces: Who Needs a Seat at the Table?

    Science.gov (United States)

    Rook, Michael M.; Choi, Koun; McDonald, Scott P.

    2015-01-01

    This study highlights the impact of including stakeholders with expertise in learning theory in a learning space design process. We present the decision-making process during the design of the Krause Innovation Studio on the campus of the Pennsylvania State University to draw a distinction between the architect and faculty member's decision-making…

  2. Evolutionary game theory and social learning can determine how vaccine scares unfold.

    Science.gov (United States)

    Bauch, Chris T; Bhattacharyya, Samit

    2012-01-01

    Immunization programs have often been impeded by vaccine scares, as evidenced by the measles-mumps-rubella (MMR) autism vaccine scare in Britain. A "free rider" effect may be partly responsible: vaccine-generated herd immunity can reduce disease incidence to such low levels that real or imagined vaccine risks appear large in comparison, causing individuals to cease vaccinating. This implies a feedback loop between disease prevalence and strategic individual vaccinating behavior. Here, we analyze a model based on evolutionary game theory that captures this feedback in the context of vaccine scares, and that also includes social learning. Vaccine risk perception evolves over time according to an exogenously imposed curve. We test the model against vaccine coverage data and disease incidence data from two vaccine scares in England & Wales: the whole cell pertussis vaccine scare and the MMR vaccine scare. The model fits vaccine coverage data from both vaccine scares relatively well. Moreover, the model can explain the vaccine coverage data more parsimoniously than most competing models without social learning and/or feedback (hence, adding social learning and feedback to a vaccine scare model improves model fit with little or no parsimony penalty). Under some circumstances, the model can predict future vaccine coverage and disease incidence--up to 10 years in advance in the case of pertussis--including specific qualitative features of the dynamics, such as future incidence peaks and undulations in vaccine coverage due to the population's response to changing disease incidence. Vaccine scares could become more common as eradication goals are approached for more vaccine-preventable diseases. Such models could help us predict how vaccine scares might unfold and assist mitigation efforts.

  3. Enhancing Student Learning in Knowledge-Based Courses: Integrating Team-Based Learning in Mass Communication Theory Classes

    Science.gov (United States)

    Han, Gang; Newell, Jay

    2014-01-01

    This study explores the adoption of the team-based learning (TBL) method in knowledge-based and theory-oriented journalism and mass communication (J&MC) courses. It first reviews the origin and concept of TBL, the relevant theories, and then introduces the TBL method and implementation, including procedures and assessments, employed in an…

  4. Using Item Response Theory to Evaluate LSCI Learning Gains

    Science.gov (United States)

    Schlingman, Wayne M.; Prather, E. E.; Collaboration of Astronomy Teaching Scholars CATS

    2012-01-01

    Analyzing the data from the recent national study using the Light and Spectroscopy Concept Inventory (LSCI), this project uses Item Response Theory (IRT) to investigate the learning gains of students as measured by the LSCI. IRT provides a theoretical model to generate parameters accounting for students’ abilities. We use IRT to measure changes in students’ abilities to reason about light from pre- to post-instruction. Changes in students’ abilities are compared by classroom to better understand the learning that is taking place in classrooms across the country. We compare the average change in ability for each classroom to the Interactivity Assessment Score (IAS) to provide further insight into the prior results presented from this data set. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  5. PENGARUH MODEL EXPERIENTIAL LEARNING TERHADAP KEMAMPUAN BERPIKIR SISWA SMA

    Directory of Open Access Journals (Sweden)

    Mar’atus Sholihah

    2016-11-01

    Full Text Available The purpose of this study was to determine the effect of Experiential Learning models developed by Kolb's theory of the critical thinking skills of high school students. This study uses a quasi experiment conducted in SMA Assa'adah Gresik. The population of students of class X IS second semester of academic year 2015/2016. Samples are 2 classes that are homogeneous. Methods of data collection using test questions and the ability to think critically using observation sheet. Data were analyzed by comparing the average acquisition value of critical thinking skills with experimental class control class. Average value of the critical thinking skills using model Experiential Learning higher at 80.9 while the control class is 71.2. Based on the average it can be concluded that the learning model of Experiential Learning can improve students' critical thinking skills. This study is expected to provide information on the application and benefits of the model Experiential Learning in teaching geography and make it more meaningful for students. Tujuan dari penelitian ini adalah mengetahui pengaruh model Experiential Learning yang dikembangkan oleh teori Kolb terhadap kemampuan berpikir kritis siswa SMA. Penelitian ini menggunakan metode quasi experimen yang dilakukan di SMA Assa’adah Gresik. Populasi siswa kelas X IS semester genap tahun pelajaran 2015/2016. Sampel yang digunakan sebanyak 2 kelas yang bersifat homogen. Metode pengumpulan data menggunakan soal tes kemampuan berpikir kritis serta menggunakan lembar observasi. Data yang diperoleh kemudian dianalisis dengan membandingkan rata-rata perolehan nilai kemampuan berpikir kritis kelas kontrol dengan kelas eksperimen. Nilai rata rata kemampuan berpikir kritis yang menggunakan model pembelajaran Experiential Learning lebih tinggi, yaitu sebesar 80,9, sedangkan kelas kontrol sebesar 71,2. Berdasarkan nilai rata-rata tersebut dapat disimpulkan bahwa model pembelajaran Experiential Learning dapat

  6. Historical Scientific Models and Theories as Resources for Learning and Teaching: The Case of Friction

    Science.gov (United States)

    Besson, Ugo

    2013-05-01

    This paper presents a history of research and theories on sliding friction between solids. This history is divided into four phases: from Leonardo da Vinci to Coulomb and the establishment of classical laws of friction; the theories of lubrication and the Tomlinson's theory of friction (1850-1930); the theories of wear, the Bowden and Tabor's synthesis and the birth of Tribology (1930-1980); nanotribology, friction at the atomic scale, and new fields of research (after 1980). Attention is given to recent research, so giving the sense of a topic that is still alive and currently an object of interest, with interpretative controversies. The development of explanatory and visual models is especially stressed, in connection with students' common ideas and with didactic purposes. The history shows that many models proposed in the past have been modified but not abandoned, so that here the scientific evolution has worked more by adding than by eliminating. The last sections discuss problems and proposals on teaching friction and the possible uses in teaching of models, images and theories found in history. Concerning the role of the history in science teaching, the case of friction has particular features, because some recent developments are unknown to most teachers and many results, also not very recent, contrast with the laws usually proposed in textbooks. Here history can supply a number of models, examples and experiments which can constitute useful resources to improve student understanding, joining together objectives of cultural value and of better scientific knowledge.

  7. Unsupervised Learning and Pattern Recognition of Biological Data Structures with Density Functional Theory and Machine Learning.

    Science.gov (United States)

    Chen, Chien-Chang; Juan, Hung-Hui; Tsai, Meng-Yuan; Lu, Henry Horng-Shing

    2018-01-11

    By introducing the methods of machine learning into the density functional theory, we made a detour for the construction of the most probable density function, which can be estimated by learning relevant features from the system of interest. Using the properties of universal functional, the vital core of density functional theory, the most probable cluster numbers and the corresponding cluster boundaries in a studying system can be simultaneously and automatically determined and the plausibility is erected on the Hohenberg-Kohn theorems. For the method validation and pragmatic applications, interdisciplinary problems from physical to biological systems were enumerated. The amalgamation of uncharged atomic clusters validated the unsupervised searching process of the cluster numbers and the corresponding cluster boundaries were exhibited likewise. High accurate clustering results of the Fisher's iris dataset showed the feasibility and the flexibility of the proposed scheme. Brain tumor detections from low-dimensional magnetic resonance imaging datasets and segmentations of high-dimensional neural network imageries in the Brainbow system were also used to inspect the method practicality. The experimental results exhibit the successful connection between the physical theory and the machine learning methods and will benefit the clinical diagnoses.

  8. The application of learning theory in horse training

    DEFF Research Database (Denmark)

    McLean, Andrew N.; Christensen, Janne Winther

    2017-01-01

    additional techniques (approach conditioning and stimulus blending). The salience of different types of cues, the interaction of operant and classical conditioning and the impact of stress are also discussed. This paper also exposes the inflexibility and occasional inadequacy of the terminology of learning...... on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term ‘conflict theory’ be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence...

  9. Extending the 4I Organizational Learning Model: Information Sources, Foraging Processes and Tools

    Directory of Open Access Journals (Sweden)

    Tracy A. Jenkin

    2013-08-01

    Full Text Available The continued importance of organizational learning has recently led to several calls for further developing the theory. This article addresses these calls by extending Crossan, Lane and White’s (1999 4I model to include a fifth process, information foraging, and a fourth level, the tool. The resulting 5I organizational learning model can be generalized to a number of learning contexts, especially those that involve understanding and making sense of data and information. Given the need for organizations to both innovate and increase productivity, and the volumes of data and information that are available to support both, the 5I model addresses an important organizational issue.

  10. A Reflective Journey through Theory and Research in Mathematical Learning and Development

    Science.gov (United States)

    Belbase, Shashidhar

    2010-01-01

    This paper is an attempt to reflect on class sessions during the fall 2010 in a course "Theory and Research in Mathematical Learning and Development". This reflection as a learning journey portrays discussions based on foundational perspectives (FP), historical highlights (HH), and guiding questions (GQ) related to mathematics learning and…

  11. Maintenance overtime policies in reliability theory models with random working cycles

    CERN Document Server

    Nakagawa, Toshio

    2015-01-01

    This book introduces a new concept of replacement in maintenance and reliability theory. Replacement overtime, where replacement occurs at the first completion of a working cycle over a planned time, is a new research topic in maintenance theory and also serves to provide a fresh optimization technique in reliability engineering. In comparing replacement overtime with standard and random replacement techniques theoretically and numerically, 'Maintenance Overtime Policies in Reliability Theory' highlights the key benefits to be gained by adopting this new approach and shows how they can be applied to inspection policies, parallel systems and cumulative damage models. Utilizing the latest research in replacement overtime by internationally recognized experts, readers are introduced to new topics and methods, and learn how to practically apply this knowledge to actual reliability models. This book will serve as an essential guide to a new subject of study for graduate students and researchers and also provides a...

  12. Expectancy-Value Theory in Persistence of Learning Effects in Schizophrenia: Role of Task Value and Perceived Competency

    OpenAIRE

    Choi, Jimmy; Fiszdon, Joanna M.; Medalia, Alice

    2010-01-01

    Expectancy-value theory, a widely accepted model of motivation, posits that expectations of success on a learning task and the individual value placed on the task are central determinants of motivation to learn. This is supported by research in healthy controls suggesting that beliefs of self-and-content mastery can be so influential they can predict the degree of improvement on challenging cognitive tasks even more so than general cognitive ability. We examined components of expectancy-value...

  13. Neuromodulated Spike-Timing-Dependent Plasticity and Theory of Three-Factor Learning Rules

    Directory of Open Access Journals (Sweden)

    Wulfram eGerstner

    2016-01-01

    Full Text Available Classical Hebbian learning puts the emphasis on joint pre- and postsynaptic activity, but neglects the potential role of neuromodulators. Since neuromodulators convey information about novelty or reward, the influence of neuromodulatorson synaptic plasticity is useful not just for action learning in classical conditioning, but also to decide 'when' to create new memories in response to a flow of sensory stimuli.In this review, we focus on timing requirements for pre- and postsynaptic activity in conjunction with one or several phasic neuromodulatory signals. While the emphasis of the text is on conceptual models and mathematical theories, we also discusssome experimental evidence for neuromodulation of Spike-Timing-Dependent Plasticity.We highlight the importance of synaptic mechanisms in bridging the temporal gap between sensory stimulation and neuromodulatory signals, and develop a framework for a class of neo-Hebbian three-factor learning rules that depend on presynaptic activity, postsynaptic variables as well as the influence of neuromodulators.

  14. Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

    Science.gov (United States)

    Shepard, L. A.; Penuel, W. R.; Pellegrino, J. W.

    2018-01-01

    To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research-based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning--such as self-regulation, self-efficacy, sense of belonging, and…

  15. Learning about Learning: The Contributions of Ausubel's Assimilation Theory to a Teacher Education Program at the University of Vermont.

    Science.gov (United States)

    Smith, Markley; Stowell, Mary Ellen

    An experiment employed cognitive based teaching and learning procedures in an undergraduate educational psychology course. The procedures were strongly influenced by David Ausubel's theory on learning and related skills. Ausubel defines effective learning as a process by which humans understand the structure of knowledge and consciously make…

  16. A signal detection-item response theory model for evaluating neuropsychological measures.

    Science.gov (United States)

    Thomas, Michael L; Brown, Gregory G; Gur, Ruben C; Moore, Tyler M; Patt, Virginie M; Risbrough, Victoria B; Baker, Dewleen G

    2018-02-05

    Models from signal detection theory are commonly used to score neuropsychological test data, especially tests of recognition memory. Here we show that certain item response theory models can be formulated as signal detection theory models, thus linking two complementary but distinct methodologies. We then use the approach to evaluate the validity (construct representation) of commonly used research measures, demonstrate the impact of conditional error on neuropsychological outcomes, and evaluate measurement bias. Signal detection-item response theory (SD-IRT) models were fitted to recognition memory data for words, faces, and objects. The sample consisted of U.S. Infantry Marines and Navy Corpsmen participating in the Marine Resiliency Study. Data comprised item responses to the Penn Face Memory Test (PFMT; N = 1,338), Penn Word Memory Test (PWMT; N = 1,331), and Visual Object Learning Test (VOLT; N = 1,249), and self-report of past head injury with loss of consciousness. SD-IRT models adequately fitted recognition memory item data across all modalities. Error varied systematically with ability estimates, and distributions of residuals from the regression of memory discrimination onto self-report of past head injury were positively skewed towards regions of larger measurement error. Analyses of differential item functioning revealed little evidence of systematic bias by level of education. SD-IRT models benefit from the measurement rigor of item response theory-which permits the modeling of item difficulty and examinee ability-and from signal detection theory-which provides an interpretive framework encompassing the experimentally validated constructs of memory discrimination and response bias. We used this approach to validate the construct representation of commonly used research measures and to demonstrate how nonoptimized item parameters can lead to erroneous conclusions when interpreting neuropsychological test data. Future work might include the

  17. Social Learning Theory: A Vanishing or Expanding Presence?

    Science.gov (United States)

    Stuart, Richard B.

    1989-01-01

    Reviews history and current status of social learning theory (SLT) including present conflict between "cognitive behaviorists" within the movement. Makes suggestions on how to resolve conflict in a way that will further secure the future role of SLT. Offers prescription for adoption of a multifaceted "indirect" approach to…

  18. A Wittgenstein Approach to the Learning of OO-modeling

    Science.gov (United States)

    Holmboe, Christian

    2004-12-01

    The paper uses Ludwig Wittgenstein's theories about the relationship between thought, language, and objects of the world to explore the assumption that OO-thinking resembles natural thinking. The paper imports from research in linguistic philosophy to computer science education research. I show how UML class diagrams (i.e., an artificial context-free language) correspond to the logically perfect languages described in Tractatus Logico-Philosophicus. In Philosophical Investigations Wittgenstein disputes his previous theories by showing that natural languages are not constructed by rules of mathematical logic, but are language games where the meaning of a word is constructed through its use in social contexts. Contradicting the claim that OO-thinking is easy to learn because of its similarity to natural thinking, I claim that OO-thinking is difficult to learn because of its differences from natural thinking. The nature of these differences is not currently well known or appreciated. I suggest how explicit attention to the nature and implications of different language games may improve the teaching and learning of OO-modeling as well as programming.

  19. Instructional Theory for Using a Class Wiki to Support Collaborative Learning in Higher Education

    Science.gov (United States)

    Lin, Chun-Yi

    2013-01-01

    The purpose of this study was to develop an instructional theory for using a class wiki to support collaborative learning in higher education. Although wikis have been identified in theory as one of the most powerful emerging technologies to support collaborative learning, challenges have been revealed in a number of studies regarding student…

  20. Treatment of adolescent sexual offenders: theory-based practice.

    Science.gov (United States)

    Sermabeikian, P; Martinez, D

    1994-11-01

    The treatment of adolescent sexual offenders (ASO) has its theoretical underpinnings in social learning theory. Although social learning theory has been frequently cited in literature, a comprehensive application of this theory, as applied to practice, has not been mapped out. The social learning and social cognitive theories of Bandura appear to be particularly relevant to the group treatment of this population. The application of these theories to practice, as demonstrated in a program model, is discussed as a means of demonstrating how theory-driven practice methods can be developed.

  1. Reformulating the Depression Model of Learned Hopelessness for Academic Outcomes

    Science.gov (United States)

    Au, Raymond C. P.; Watkins, David; Hattie, John; Alexander, Patricia

    2009-01-01

    This review explores developments in the construct of learned hopelessness, which originated in the clinical literature dealing with depression. In that context, the model developed by Abramson, Metalsky, and Alloy [Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). "Hopelessness depression: A theory-based subtype of depression."…

  2. Comprehensive survey of deep learning in remote sensing: theories, tools, and challenges for the community

    Science.gov (United States)

    Ball, John E.; Anderson, Derek T.; Chan, Chee Seng

    2017-10-01

    In recent years, deep learning (DL), a rebranding of neural networks (NNs), has risen to the top in numerous areas, namely computer vision (CV), speech recognition, and natural language processing. Whereas remote sensing (RS) possesses a number of unique challenges, primarily related to sensors and applications, inevitably RS draws from many of the same theories as CV, e.g., statistics, fusion, and machine learning, to name a few. This means that the RS community should not only be aware of advancements such as DL, but also be leading researchers in this area. Herein, we provide the most comprehensive survey of state-of-the-art RS DL research. We also review recent new developments in the DL field that can be used in DL for RS. Namely, we focus on theories, tools, and challenges for the RS community. Specifically, we focus on unsolved challenges and opportunities as they relate to (i) inadequate data sets, (ii) human-understandable solutions for modeling physical phenomena, (iii) big data, (iv) nontraditional heterogeneous data sources, (v) DL architectures and learning algorithms for spectral, spatial, and temporal data, (vi) transfer learning, (vii) an improved theoretical understanding of DL systems, (viii) high barriers to entry, and (ix) training and optimizing the DL.

  3. Processes of self-regulated learning in music theory in elementary music schools in Slovenia

    OpenAIRE

    Peklaj, Cirila; Smolej-Fritz, Barbara

    2015-01-01

    The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship between these processes. A total of 457 fifth- and sixth- grade students from 10 different elementary music schools in Slovenia participated in the...

  4. ["Flipped classroom" teaching model into the curriculum of Theories of Different Schools of Acupuncture and Moxibustion:exploration and practice].

    Science.gov (United States)

    Liu, Mailan; Yuan, Yiqin; Chang, Xiaorong; Tang, Yulan; Luo, Jian; Li, Nan; Yu, Jie; Yang, Qianyun; Liu, Mi

    2016-08-12

    The "flipped classroom" teaching model practiced in the teaching of Theories of Different Schools of Acupuncture and Moxibustion curriculum was introduced. Firstly, the roles and responsibilities of teachers were clarified, indicating teachers provided examples and lectures, and a comprehensive assessment system was established. Secondly, the "flipped classroom" teaching model was split into online learning, classroom learning and offline learning. Online learning aimed at forming a study report by a wide search of relevant information, which was submitted to teachers for review and assessment. Classroom learning was designed to communicate study ideas among students and teachers. Offline learning was intended to revise and improve the study report and refined learning methods. Lastly, the teaching practice effects of "flip classroom" were evaluated by comprehensive rating and questionnaire assessment, which assessed the overall performance of students and overall levels of paper; the learning ability was enhanced, and the interest and motivation of learning were also improved. Therefore, "flipped classroom" teaching mode was suitable for the curriculum of Theories of Different Schools of Acupuncture and Moxibustion , and could be recommended into the teaching practice of related curriculum of acupuncture and tuina.

  5. A Classification Model and an Open E-Learning System Based on Intuitionistic Fuzzy Sets for Instructional Design Concepts

    Science.gov (United States)

    Güyer, Tolga; Aydogdu, Seyhmus

    2016-01-01

    This study suggests a classification model and an e-learning system based on this model for all instructional theories, approaches, models, strategies, methods, and technics being used in the process of instructional design that constitutes a direct or indirect resource for educational technology based on the theory of intuitionistic fuzzy sets…

  6. Assessing 3D Virtual World Disaster Training Through Adult Learning Theory

    Directory of Open Access Journals (Sweden)

    Lee Taylor-Nelms

    2014-10-01

    Full Text Available As role-play, virtual reality, and simulated environments gain popularity through virtual worlds such as Second Life, the importance of identifying best practices for education and emergency management training becomes necessary. Using a formal needs assessment approach, we examined the extent to which 3D virtual tornado simulation trainings follow the principles of adult learning theory employed by the Federal Emergency Management Agency's (FEMA National Training and Education Division. Through a three-fold methodology of observation, interviews, and reflection on action, 3D virtual world tornado trainings were analyzed for congruence to adult learning theory.

  7. Excellence in Physics Education Award: Modeling Theory for Physics Instruction

    Science.gov (United States)

    Hestenes, David

    2014-03-01

    All humans create mental models to plan and guide their interactions with the physical world. Science has greatly refined and extended this ability by creating and validating formal scientific models of physical things and processes. Research in physics education has found that mental models created from everyday experience are largely incompatible with scientific models. This suggests that the fundamental problem in learning and understanding science is coordinating mental models with scientific models. Modeling Theory has drawn on resources of cognitive science to work out extensive implications of this suggestion and guide development of an approach to science pedagogy and curriculum design called Modeling Instruction. Modeling Instruction has been widely applied to high school physics and, more recently, to chemistry and biology, with noteworthy results.

  8. Using Game Theory and Competition-Based Learning to Stimulate Student Motivation and Performance

    Science.gov (United States)

    Burguillo, Juan C.

    2010-01-01

    This paper introduces a framework for using Game Theory tournaments as a base to implement Competition-based Learning (CnBL), together with other classical learning techniques, to motivate the students and increase their learning performance. The paper also presents a description of the learning activities performed along the past ten years of a…

  9. Gaming mindsets: implicit theories in serious game learning.

    Science.gov (United States)

    Lee, Yu-Hao; Heeter, Carrie; Magerko, Brian; Medler, Ben

    2012-04-01

    Individuals' beliefs about the malleability of their abilities may predict their response and outcome in learning from serious games. Individuals with growth mindsets believe their abilities can develop with practice and effort, whereas individuals with fixed mindsets believe their abilities are static and cannot improve. This study uses survey and gameplay server data to examine the implicit theory of intelligence in the context of serious game learning. The findings show that growth mindset players performed better than fixed mindset players, their mistakes did not affect their attention to the game, and they read more learning feedback than fixed mindset players. In addition, growth mindset players were more likely to actively seek difficult challenges, which is often essential to self-directed learning. General mindset measurements and domain-specific measurements were also compared. These findings suggest that players' psychological attributes should be considered when designing and applying serious games.

  10. Differential theory of learning for efficient neural network pattern recognition

    Science.gov (United States)

    Hampshire, John B., II; Vijaya Kumar, Bhagavatula

    1993-09-01

    We describe a new theory of differential learning by which a broad family of pattern classifiers (including many well-known neural network paradigms) can learn stochastic concepts efficiently. We describe the relationship between a classifier's ability to generate well to unseen test examples and the efficiency of the strategy by which it learns. We list a series of proofs that differential learning is efficient in its information and computational resource requirements, whereas traditional probabilistic learning strategies are not. The proofs are illustrated by a simple example that lends itself to closed-form analysis. We conclude with an optical character recognition task for which three different types of differentially generated classifiers generalize significantly better than their probabilistically generated counterparts.

  11. Inexpensive Videodisc for Proficiency: A Teaching Model Based on Bruner's Learning Hierarchy.

    Science.gov (United States)

    Sutherland, Richard; Knight, Richard

    1987-01-01

    Describes a German language class in which a videodisk player is used to enhance oral proficiency. The basis for this model of instruction and the structuralist theory of learning developed by Jerome Bruner are discussed. The teaching steps of the model as applied to foreign language instruction are presented. (Author/LMO)

  12. Chinese Students' Goal Orientation in English Learning: A Study Based on Autonomous Inquiry Model

    Science.gov (United States)

    Zhang, Jianfeng

    2014-01-01

    Goal orientation is a kind of theory of learning motivation, which helps learners to develop their capability by emphasis on new techniques acquiring and environment adapting. In this study, based on the autonomous inquiry model, the construction of Chinese students' goal orientations in English learning are summarized according to the data…

  13. Combining theories to reach multi-faceted insights into learning opportunities in doctoral supervision

    DEFF Research Database (Denmark)

    Kobayashi, Sofie; Rump, Camilla Østerberg

    The aim of this paper is to illustrate how theories can be combined to explore opportunities for learning in doctoral supervision. While our earlier research into learning dynamics in doctoral supervision in life science research (Kobayashi, 2014) has focused on illustrating learning opportunitie...

  14. A BIO-EXPERIENTIAL MODEL FOR LEARNING CREATIVE DESIGN PRACTICES THAT SUPPORTS TRANSFORMATIVE DEVELOPMENT IN BEGINNING DESIGN STUDENTS

    Directory of Open Access Journals (Sweden)

    Stephen Temple

    2010-07-01

    Full Text Available This paper asks what beginning design learning experiences best support the remainder of design education. It is a conjecture of brain-based learning theory that a student’s direct, concrete primary experiences are responsible for the construction of fundamental structures of neural processing as “hard wired” pathways. These structures then form the ground of and set into play patterns of later more abstracted learning experiences. Pedagogy of basic design courses that seeks introduction of creative processes as a foundation for design education must recognize these experiential, biologically developmental relationships as basic to developmentally appropriate beginning design curriculum. This paper models a beginning design pedagogy on developmental relationships between concrete and abstract processes of learning as a basis for transformative creative thinking that enables student self-development that progresses up the curriculum. Aligning with developmental learning theories (Piaget and others, a basic tenant of this approach is that learning at the primary level of direct experience self initiates brain changes where students form their own structure of learning. Thus, initial learning experiences will be those that best enable decision-making consistent with the biological interactivity between body and mind, between, respectively, the concrete and the abstract. This is important because the designed environment in which we all live is grounded in the development of abstract content experientially based in concrete material physicality. Experiential learning theories (Kolb and others, following Piaget identify concrete and abstract learning as fundamental poles for acquiring and acting on knowledge: Concrete learning involves direct experiential engagement through heuristic discovery and reflection and abstract learning involves indirect representational cues in acts of conceptualization, synthesis, and experimentation. The

  15. Constructivist Teaching/Learning Theory and Participatory Teaching Methods

    Science.gov (United States)

    Fernando, Sithara Y. J. N.; Marikar, Faiz M. M. T.

    2017-01-01

    Evidence for the teaching involves transmission of knowledge, superiority of guided transmission is explained in the context of our knowledge, but it is also much more that. In this study we have examined General Sir John Kotelawala Defence University's cadet and civilian students' response to constructivist learning theory and participatory…

  16. Attributional Style and Depression in Multiple Sclerosis: The Learned Helplessness Model

    OpenAIRE

    Vargas, Gray A.; Arnett, Peter A.

    2013-01-01

    Several etiologic theories have been proposed to explain depression in the general population. Studying these models and modifying them for use in the multiple sclerosis (MS) population may allow us to better understand depression in MS. According to the reformulated learned helplessness (LH) theory, individuals who attribute negative events to internal, stable, and global causes are more vulnerable to depression. This study differentiated attributional style that was or was not related to MS...

  17. The history of imitation in learning theory: the language acquisition process.

    OpenAIRE

    Kymissis, E; Poulson, C L

    1990-01-01

    The concept of imitation has undergone different analyses in the hands of different learning theorists throughout the history of psychology. From Thorndike's connectionism to Pavlov's classical conditioning, Hull's monistic theory, Mowrer's two-factor theory, and Skinner's operant theory, there have been several divergent accounts of the conditions that produce imitation and the conditions under which imitation itself may facilitate language acquisition. In tracing the roots of the concept of...

  18. Further tests of the Scalar Expectancy Theory (SET) and the Learning-to-Time (LeT) model in a temporal bisection task.

    Science.gov (United States)

    Machado, Armando; Arantes, Joana

    2006-06-01

    To contrast two models of timing, Scalar Expectancy Theory (SET) and Learning to Time (LeT), pigeons were exposed to a double temporal bisection procedure. On half of the trials, they learned to choose a red key after a 1s signal and a green key after a 4s signal; on the other half of the trials, they learned to choose a blue key after a 4-s signal and a yellow key after a 16-s signal. This was Phase A of an ABA design. On Phase B, the pigeons were divided into two groups and exposed to a new bisection task in which the signals ranged from 1 to 16s and the choice keys were blue and green. One group was reinforced for choosing blue after 1-s signals and green after 16-s signals and the other group was reinforced for the opposite mapping (green after 1-s signals and blue after 16-s signals). Whereas SET predicted no differences between the groups, LeT predicted that the former group would learn the new discrimination faster than the latter group. The results were consistent with LeT. Finally, the pigeons returned to Phase A. Only LeT made specific predictions regarding the reacquisition of the four temporal discriminations. These predictions were only partly consistent with the results.

  19. Broadening conceptions of learning in medical education: the message from teamworking.

    Science.gov (United States)

    Bleakley, Alan

    2006-02-01

    There is a mismatch between the broad range of learning theories offered in the wider education literature and a relatively narrow range of theories privileged in the medical education literature. The latter are usually described under the heading of 'adult learning theory'. This paper critically addresses the limitations of the current dominant learning theories informing medical education. An argument is made that such theories, which address how an individual learns, fail to explain how learning occurs in dynamic, complex and unstable systems such as fluid clinical teams. Models of learning that take into account distributed knowing, learning through time as well as space, and the complexity of a learning environment including relationships between persons and artefacts, are more powerful in explaining and predicting how learning occurs in clinical teams. Learning theories may be privileged for ideological reasons, such as medicine's concern with autonomy. Where an increasing amount of medical education occurs in workplace contexts, sociocultural learning theories offer a best-fit exploration and explanation of such learning. We need to continue to develop testable models of learning that inform safe work practice. One type of learning theory will not inform all practice contexts and we need to think about a range of fit-for-purpose theories that are testable in practice. Exciting current developments include dynamicist models of learning drawing on complexity theory.

  20. Fuzzy comprehensive evaluation model of interuniversity collaborative learning based on network

    Science.gov (United States)

    Wenhui, Ma; Yu, Wang

    2017-06-01

    Learning evaluation is an effective method, which plays an important role in the network education evaluation system. But most of the current network learning evaluation methods still use traditional university education evaluation system, which do not take into account of web-based learning characteristics, and they are difficult to fit the rapid development of interuniversity collaborative learning based on network. Fuzzy comprehensive evaluation method is used to evaluate interuniversity collaborative learning based on the combination of fuzzy theory and analytic hierarchy process. Analytic hierarchy process is used to determine the weight of evaluation factors of each layer and to carry out the consistency check. According to the fuzzy comprehensive evaluation method, we establish interuniversity collaborative learning evaluation mathematical model. The proposed scheme provides a new thought for interuniversity collaborative learning evaluation based on network.

  1. Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared

    Science.gov (United States)

    Pang, Ming Fai; Ling, Lo Mun

    2012-01-01

    The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory--the variation theory of learning. In this paper, we argue that having an…

  2. Connected and Ubiquitous: A Discussion of Two Theories That Impact Future Learning Applications

    Science.gov (United States)

    Bair, Richard A.; Stafford, Timothy

    2016-01-01

    Mobile media break down traditional barriers that have defined learning in schools because they enable constant, personalized access to media. This information-rich environment could dramatically expand learning opportunities. This article identifies and discusses two instructional design theories for mobile learning including the major…

  3. Critical social theory as a model for the informatics curriculum for nursing.

    Science.gov (United States)

    Wainwright, P; Jones, P G

    2000-01-01

    It is widely acknowledged that the education and training of nurses in information management and technology is problematic. Drawing from recent research this paper presents a theoretical framework within which the nature of the problems faced by nurses in the use of information may be analyzed. This framework, based on the critical social theory of Habermas, also provides a model for the informatics curriculum. The advantages of problem based learning and multi-media web-based technologies for the delivery of learning materials within this area are also discussed.

  4. Learning, Action and Solutions in Action Learning: Investigation of Facilitation Practice Using the Concept of Living Theories

    Science.gov (United States)

    Sanyal, Chandana

    2018-01-01

    This paper explores the practice of action learning (AL) facilitation in supporting AL set members to address their 'messy' problems through a self-reflexive approach using the concept of 'living theory' [Whitehead, J., and J. McNiff. 2006. "Action Research Living Theory." London: Sage]. The facilitation practice is investigated through…

  5. Using the Discovering Model to Facilitate Transformational Learning and Career Development

    Science.gov (United States)

    Kroth, Michael; Boverie, Patricia

    2009-01-01

    Transformative Learning Theory has become one of the leading adult learning theories today and yet students, practitioners, and faculty can find it difficult to use. This useful theory has been applied to a variety of settings, including helping to describe the process which occurs as life mission is related to self directed learning. In the book,…

  6. A Hebbian learning rule gives rise to mirror neurons and links them to control theoretic inverse models

    Directory of Open Access Journals (Sweden)

    Alexander eHanuschkin

    2013-06-01

    Full Text Available Mirror neurons are neurons whose responses to the observation of a motor act resemble responses measured during production of that act. Computationally, mirror neurons have been viewed as evidence for the existence of internal inverse models. Such models, rooted within control theory, map desired sensory targets onto the motor commands required to generate those targets. To jointly explore both the formation of mirrored responses and their functional contribution to inverse models, we develop a correlation-based theory of interactions between a sensory and a motor area. We show that a simple eligibility-weighted Hebbian learning rule, operating within a sensorimotor loop during motor explorations and stabilized by heterosynaptic competition, naturally gives rise to mirror neurons as well as control theoretic inverse models encoded in the synaptic weights from sensory to motor neurons. Crucially, we find that the correlational structure or stereotypy of the neural code underlying motor explorations determines the nature of the learned inverse model: Random motor codes lead to causal inverses that map sensory activity patterns to their motor causes; such inverses are maximally useful, they allow for imitating arbitrary sensory target sequences. By contrast, stereotyped motor codes lead to less useful predictive inverses that map sensory activity to future motor actions.Our theory generalizes previous work on inverse models by showing that such models can be learned in a simple Hebbian framework without the need for error signals or backpropagation, and it makes new conceptual connections between the causal nature of inverse models, the statistical structure of motor variability, and the time-lag between sensory and motor responses of mirror neurons. Applied to bird song learning, our theory can account for puzzling aspects of the song system, including necessity of sensorimotor gating and selectivity of auditory responses to bird’s own song

  7. A Hebbian learning rule gives rise to mirror neurons and links them to control theoretic inverse models.

    Science.gov (United States)

    Hanuschkin, A; Ganguli, S; Hahnloser, R H R

    2013-01-01

    Mirror neurons are neurons whose responses to the observation of a motor act resemble responses measured during production of that act. Computationally, mirror neurons have been viewed as evidence for the existence of internal inverse models. Such models, rooted within control theory, map-desired sensory targets onto the motor commands required to generate those targets. To jointly explore both the formation of mirrored responses and their functional contribution to inverse models, we develop a correlation-based theory of interactions between a sensory and a motor area. We show that a simple eligibility-weighted Hebbian learning rule, operating within a sensorimotor loop during motor explorations and stabilized by heterosynaptic competition, naturally gives rise to mirror neurons as well as control theoretic inverse models encoded in the synaptic weights from sensory to motor neurons. Crucially, we find that the correlational structure or stereotypy of the neural code underlying motor explorations determines the nature of the learned inverse model: random motor codes lead to causal inverses that map sensory activity patterns to their motor causes; such inverses are maximally useful, by allowing the imitation of arbitrary sensory target sequences. By contrast, stereotyped motor codes lead to less useful predictive inverses that map sensory activity to future motor actions. Our theory generalizes previous work on inverse models by showing that such models can be learned in a simple Hebbian framework without the need for error signals or backpropagation, and it makes new conceptual connections between the causal nature of inverse models, the statistical structure of motor variability, and the time-lag between sensory and motor responses of mirror neurons. Applied to bird song learning, our theory can account for puzzling aspects of the song system, including necessity of sensorimotor gating and selectivity of auditory responses to bird's own song (BOS) stimuli.

  8. A Model of Small-Group Problem-Based Learning in Pharmacy Education: Teaching in the Clinical Environment

    Science.gov (United States)

    Khumsikiew, Jeerisuda; Donsamak, Sisira; Saeteaw, Manit

    2015-01-01

    Problem-based Learning (PBL) is an alternate method of instruction that incorporates basic elements of cognitive learning theory. Colleges of pharmacy use PBL to aid anticipated learning outcomes and practice competencies for pharmacy student. The purpose of this study were to implement and evaluate a model of small group PBL for 5th year pharmacy…

  9. A neurocomputational theory of how explicit learning bootstraps early procedural learning.

    Science.gov (United States)

    Paul, Erick J; Ashby, F Gregory

    2013-01-01

    It is widely accepted that human learning and memory is mediated by multiple memory systems that are each best suited to different requirements and demands. Within the domain of categorization, at least two systems are thought to facilitate learning: an explicit (declarative) system depending largely on the prefrontal cortex, and a procedural (non-declarative) system depending on the basal ganglia. Substantial evidence suggests that each system is optimally suited to learn particular categorization tasks. However, it remains unknown precisely how these systems interact to produce optimal learning and behavior. In order to investigate this issue, the present research evaluated the progression of learning through simulation of categorization tasks using COVIS, a well-known model of human category learning that includes both explicit and procedural learning systems. Specifically, the model's parameter space was thoroughly explored in procedurally learned categorization tasks across a variety of conditions and architectures to identify plausible interaction architectures. The simulation results support the hypothesis that one-way interaction between the systems occurs such that the explicit system "bootstraps" learning early on in the procedural system. Thus, the procedural system initially learns a suboptimal strategy employed by the explicit system and later refines its strategy. This bootstrapping could be from cortical-striatal projections that originate in premotor or motor regions of cortex, or possibly by the explicit system's control of motor responses through basal ganglia-mediated loops.

  10. Teaching Theory in Occupational Therapy Using a Cooperative Learning: A Mixed-Methods Study.

    Science.gov (United States)

    Howe, Tsu-Hsin; Sheu, Ching-Fan; Hinojosa, Jim

    2018-01-01

    Cooperative learning provides an important vehicle for active learning, as knowledge is socially constructed through interaction with others. This study investigated the effect of cooperative learning on occupational therapy (OT) theory knowledge attainment in professional-level OT students in a classroom environment. Using a pre- and post-test group design, 24 first-year, entry-level OT students participated while taking a theory course in their second semester of the program. Cooperative learning methods were implemented via in-class group assignments. The students were asked to complete two questionnaires regarding their attitudes toward group environments and their perception toward group learning before and after the semester. MANCOVA was used to examine changes in attitudes and perceived learning among groups. Students' summary sheets for each in-class assignment and course evaluations were collected for content analysis. Results indicated significant changes in students' attitude toward working in small groups regardless of their prior group experience.

  11. Chern-Simons Theory, Matrix Models, and Topological Strings

    International Nuclear Information System (INIS)

    Walcher, J

    2006-01-01

    This book is a find. Marino meets the challenge of filling in less than 200 pages the need for an accessible review of topological gauge/gravity duality. He is one of the pioneers of the subject and a clear expositor. It is no surprise that reading this book is a great pleasure. The existence of dualities between gauge theories and theories of gravity remains one of the most surprising recent discoveries in mathematical physics. While it is probably fair to say that we do not yet understand the full reach of such a relation, the impressive amount of evidence that has accumulated over the past years can be regarded as a substitute for a proof, and will certainly help to delineate the question of what is the most fundamental quantum mechanical theory. Here is a brief summary of the book. The journey begins with matrix models and an introduction to various techniques for the computation of integrals including perturbative expansion, large-N approximation, saddle point analysis, and the method of orthogonal polynomials. The second chapter, on Chern-Simons theory, is the longest and probably the most complete one in the book. Starting from the action we meet Wilson loop observables, the associated perturbative 3-manifold invariants, Witten's exact solution via the canonical duality to WZW models, the framing ambiguity, as well as a collection of results on knot invariants that can be derived from Chern-Simons theory and the combinatorics of U (∞) representation theory. The chapter also contains a careful derivation of the large-N expansion of the Chern-Simons partition function, which forms the cornerstone of its interpretation as a closed string theory. Finally, we learn that Chern-Simons theory can sometimes also be represented as a matrix model. The story then turns to the gravity side, with an introduction to topological sigma models (chapter 3) and topological string theory (chapter 4). While this presentation is necessarily rather condensed (and the beginner may

  12. Amidst Multiple Theories of Learning in Mathematics Education

    Science.gov (United States)

    Simon, Martin A.

    2009-01-01

    Currently, there are more theories of learning in use in mathematics education research than ever before (Lerman & Tsatsaroni, 2004). Although this is a positive sign for the field, it also has brought with it a set of challenges. In this article, I identify some of these challenges and consider how mathematics education researchers might think…

  13. Learning and Emotion: Perspectives for Theory and Research

    Science.gov (United States)

    Hascher, Tina

    2010-01-01

    There is growing interest in and knowledge about the interplay of learning and emotion. However, the different approaches and empirical studies correspond to each other only to a low extent. To prevent this research field from increasing fragmentation, a shared basis of theory and research is needed. The presentation aims at giving an overview of…

  14. Gestalt-A Learning Theory for Graphic Design Education

    Science.gov (United States)

    Jackson, Ian

    2008-01-01

    This article will begin by seeking to define the notion of learning "by, through" and "from" experience. A linkage will then be established between these notions of experiences and gestalt theory. This will be explored within a subject specific context of graphic design. Links will be highlighted between the inherent nature of graphic design and…

  15. The Interdependence of Pedagogy, Learning Theory, Morality and Metaphysics.

    Science.gov (United States)

    Blunden, Ralph

    1997-01-01

    Explores the incompatibility between constructivist theories of learning and realist metaphysics (belief that knowledge and skills exist in mind-independent workplace practices). Shows how this results in conflict between constructivist teaching approaches and the transmission or banking mode favored by realist metaphysics. (SK)

  16. Conversations, Individuals and Knowables: Toward a Theory of Learning

    Science.gov (United States)

    Daniel, John S.

    1975-01-01

    Presents a learning theory in the language of cybernetics based on the tenet that the minimal experimental situation for making psychological observations is a conversation. The account is directed at generating interest in the original work by G. Pask, et al. (GS)

  17. DIALOGIC LEARNING AND ITS CONTRIBUTIONS TO EDUCATIONAL THEORY

    Directory of Open Access Journals (Sweden)

    Óscar Prieto

    2009-11-01

    Full Text Available This article highlights the contributions of the dialogic learning approach toeducational theory, with the aim of providing some orientations in order to promoteegalitarian and scientific educational practice. The seven principles of dialogic learningare discussed, along with other reproductionist theories and practices from the educationalfield, demonstrating how the former both surpass the latter. The article also reflectsopen dialogue with the critical theories of education which the dialogic learningtheory is based on. These basic theories are, on the one hand, by authors who are distantin time but very close in their educational approach, such as Ferrer i Guàrdia, Vygotsky,or Paulo Freire, and, on the other hand, by other contemporary authors in critical pedagogy.Each of the seven principles presented are provided along with a critical examinationof a specific educational practice. The consequences of the implementation of dialogiclearning are underlined here through an analysis of innovative and critical educationalprojects which are academically successful.

  18. A Bilingual Child Learns Social Communication Skills through Video Modeling--A Single Case Study in a Norwegian School Setting

    Science.gov (United States)

    Özerk, Meral; Özerk, Kamil

    2015-01-01

    "Video modeling" is one of the recognized methods used in the training and teaching of children with Autism Spectrum Disorders (ASD). The model's theoretical base stems from Albert Bandura's (1977; 1986) social learning theory in which he asserts that children can learn many skills and behaviors observationally through modeling. One can…

  19. Problem solving based learning model with multiple representations to improve student's mental modelling ability on physics

    Science.gov (United States)

    Haili, Hasnawati; Maknun, Johar; Siahaan, Parsaoran

    2017-08-01

    Physics is a lessons that related to students' daily experience. Therefore, before the students studying in class formally, actually they have already have a visualization and prior knowledge about natural phenomenon and could wide it themselves. The learning process in class should be aimed to detect, process, construct, and use students' mental model. So, students' mental model agree with and builds in the right concept. The previous study held in MAN 1 Muna informs that in learning process the teacher did not pay attention students' mental model. As a consequence, the learning process has not tried to build students' mental modelling ability (MMA). The purpose of this study is to describe the improvement of students' MMA as a effect of problem solving based learning model with multiple representations approach. This study is pre experimental design with one group pre post. It is conducted in XI IPA MAN 1 Muna 2016/2017. Data collection uses problem solving test concept the kinetic theory of gasses and interview to get students' MMA. The result of this study is clarification students' MMA which is categorized in 3 category; High Mental Modelling Ability (H-MMA) for 7Mental Modelling Ability (M-MMA) for 3Mental Modelling Ability (L-MMA) for 0 ≤ x ≤ 3 score. The result shows that problem solving based learning model with multiple representations approach can be an alternative to be applied in improving students' MMA.

  20. Vicarious learning revisited: a contemporary behavior analytic interpretation.

    Science.gov (United States)

    Masia, C L; Chase, P N

    1997-03-01

    Beginning in the 1960s, social learning theorists argued that behavioral learning principles could not account for behavior acquired through observation. Such a viewpoint is still widely held today. This rejection of behavioral principles in explaining vicarious learning was based on three phenomena: (1) imitation that occurred without direct reinforcement of the observer's behavior; (2) imitation that occurred after a long delay following modeling; and (3) a greater probability of imitation of the model's reinforced behavior than of the model's nonreinforced or punished behavior. These observations convinced social learning theorists that cognitive variables were required to explain behavior. Such a viewpoint has progressed aggressively, as evidenced by the change in name from social learning theory to social cognitive theory, and has been accompanied by the inclusion of information-processing theory. Many criticisms of operant theory, however, have ignored the full range of behavioral concepts and principles that have been derived to account for complex behavior. This paper will discuss some problems with the social learning theory explanation of vicarious learning and provide an interpretation of vicarious learning from a contemporary behavior analytic viewpoint.

  1. Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

    Science.gov (United States)

    Westberry, Nicola; Franken, Margaret

    2015-01-01

    This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

  2. Toward a theory of childhood learning disorders, hyperactivity, and aggression.

    Science.gov (United States)

    Mawson, Anthony R

    2012-01-01

    Learning disorders are often associated with persistent hyperactivity and aggression and are part of a spectrum of neurodevelopmental disorders. A potential clue to understanding these linked phenomena is that physical exercise and passive forms of stimulation are calming, enhance cognitive functions and learning, and are recommended as complementary treatments for these problems. The theory is proposed that hyperactivity and aggression are intense stimulation-seeking behaviors (SSBs) driven by increased brain retinergic activity, and the stimulation thus obtained activates opposing nitrergic systems which inhibit retinergic activity, induce a state of calm, and enhance cognition and learning. In persons with cognitive deficits and associated behavioral disorders, the retinergic system may be chronically overactivated and the nitrergic system chronically underactivated due to environmental exposures occurring pre- and/or postnatally that affect retinoid metabolism or expression. For such individuals, the intensity of stimulation generated by SSB may be insufficient to activate the inhibitory nitrergic system. A multidisciplinary research program is needed to test the model and, in particular, to determine the extent to which applied physical treatments can activate the nitrergic system directly, providing the necessary level of intensity of sensory stimulation to substitute for that obtained in maladaptive and harmful ways by SSB, thereby reducing SSB and enhancing cognitive skills and performance.

  3. Evaluation of a Theory of Instructional Sequences for Physics Instruction

    Science.gov (United States)

    Wackermann, Rainer; Trendel, Georg; Fischer, Hans E.

    2010-05-01

    The background of the study is the theory of basis models of teaching and learning, a comprehensive set of models of learning processes which includes, for example, learning through experience and problem-solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory-oriented education programme for 18 physics teachers was developed and implemented in the 2005/06 school year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre-treatment-post design with non-equivalent control group. Findings of repeated-measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions, and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education programme effect was clearer for classroom actions and students' outcomes than for teachers' beliefs.

  4. A MODEL OF MANAGEMENT STRATEGY FOR A QUALITY LEARNING IN ISLAMIC HIGHER EDUCATION (IHE

    Directory of Open Access Journals (Sweden)

    Ara Hidayat

    2016-03-01

    Full Text Available The quality of Islamic education is generally influenced by several factors, among other things: leadership, organizational culture, lecturercompetence versus faculty student ratio, dynamic curriculum, library collections and learning facilities. The factors above are most likely to influence and impact the quality of education process in general. Developing a model of management strategy for quality learning is a minimal effort to improve quality graduates of a university. The model was developed on the basis of the following theories: (1 transformative leadership (Tichy and Devana (1997, (2 strategy of learning organization, (Peter (2002, and (3 a quality-based management (Griffin, 2004. Furthermore, the model shares the following characteristics: (1 a quality learning emerges from an effective and efficient management of academic service; (2 developing management of a quality learning is continuous lecture development; (3 lecture plays an important role in developing a quality learning; (4 a quality learning stipulates that a leader be loyal and committed to their job, wise and have a sense of democracy.

  5. Fuzzy comprehensive evaluation model of interuniversity collaborative learning based on network

    Directory of Open Access Journals (Sweden)

    Wenhui Ma

    2017-06-01

    Full Text Available Learning evaluation is an effective method, which plays an important role in the network education evaluation system. But most of the current network learning evaluation methods still use traditional university education evaluation system, which do not take into account of web-based learning characteristics, and they are difficult to fit the rapid development of interuniversity collaborative learning based on network. Fuzzy comprehensive evaluation method is used to evaluate interuniversity collaborative learning based on the combination of fuzzy theory and analytic hierarchy process. Analytic hierarchy process is used to determine the weight of evaluation factors of each layer and to carry out the consistency check. According to the fuzzy comprehensive evaluation method, we establish interuniversity collaborative learning evaluation mathematical model. The proposed scheme provides a new thought for interuniversity collaborative learning evaluation based on network.

  6. Adult Basic Skills Instructor Training and Experiential Learning Theory.

    Science.gov (United States)

    Marlowe, Mike; And Others

    1991-01-01

    Competency-based training workshops based on Kolb's experiential learning theory were held for North Carolina adult basic education teachers; 251 attended 1-day sessions and 91 a week-long summer institute. Topics included interpersonal communication, reading, numeracy, language arts, math, assessment, and program evaluation. (SK)

  7. A Neurocomputational Theory of how Explicit Learning Bootstraps Early Procedural Learning

    Directory of Open Access Journals (Sweden)

    Erick Joseph Paul

    2013-12-01

    Full Text Available It is widely accepted that human learning and memory is mediated by multiple memory systems that are each best suited to different requirements and demands. Within the domain of categorization, at least two systems are thought to facilitate learning: an explicit (declarative system depending largely on the prefrontal cortex, and a procedural (non-declarative system depending on the basal ganglia. Substantial evidence suggests that each system is optimally suited to learn particular categorization tasks. However, it remains unknown precisely how these systems interact to produce optimal learning and behavior. In order to investigate this issue, the present research evaluated the progression of learning through simulation of categorization tasks using COVIS, a well-known model of human category learning that includes both explicit and procedural learning systems. Specifically, the model's parameter space was thoroughly explored in procedurally learned categorization tasks across a variety of conditions and architectures to identify plausible interaction architectures. The simulation results support the hypothesis that one-way interaction between the systems occurs such that the explicit system "bootstraps" learning early on in the procedural system. Thus, the procedural system initially learns a suboptimal strategy employed by the explicit system and later refines its strategy. This bootstrapping could be from cortical-striatal projections that originate in premotor or motor regions of cortex, or possibly by the explicit system’s control of motor responses through basal ganglia-mediated loops.

  8. Social Learning Theory Parenting Intervention Promotes Attachment-Based Caregiving in Young Children: Randomized Clinical Trial

    Science.gov (United States)

    O'Connor, Thomas G.; Matias, Carla; Futh, Annabel; Tantam, Grace; Scott, Stephen

    2013-01-01

    Parenting programs for school-aged children are typically based on behavioral principles as applied in social learning theory. It is not yet clear if the benefits of these interventions extend beyond aspects of the parent-child relationship quality conceptualized by social learning theory. The current study examined the extent to which a social…

  9. Goals and Values in School: A Model Developed for Describing, Evaluating and Changing the Social Climate of Learning Environments

    Science.gov (United States)

    Allodi, Mara Westling

    2010-01-01

    This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity,…

  10. Teaching laryngeal endoscopy skills to speech and language therapists: applying learning theory to optimize practical skills mastery.

    Science.gov (United States)

    Robinson, H Fiona; Dennick, Reg

    2015-06-01

    This review was carried out to highlight relevant learning theory and its application to the teaching of endoscopic skills to speech and language therapists (SLTs). This article explains the most relevant models from Constructivist, Experiential and Humanistic Learning Theory, a combination that has been described as Constructive Experience, and describes the relevance and the benefits of applying educational frameworks in course design. This approach has been formally used to design and deliver practical skills teaching in medicine. SLTs carry out endoscopic evaluation of the larynx (EEL) to provide information for evaluation and rehabilitation of voice and swallowing disorders. These are essential procedures in ear, nose and throat, voice and swallowing specialist centres. Training in endoscopy skills for SLTs working in the ear, nose and throat specialist centres in the United Kingdom has traditionally been provided external to the local clinic environment as 1 or 2-day courses. In one survey in the United Kingdom, 79% of SLTs reported that they did not acquire the depth of skill required to carry out EEL autonomously after attending such courses. Course development to teach practical skills should be underpinned by educational theory. One EEL course in the United Kingdom is described, wherein sessions are interactive and experiential, promoting deep learning, constructive feedback and reflection, enriched by the completion of logs and portfolios. From course evaluations, all the learners met the learning objectives, developing and applying skills to become confident endoscopists in autonomous clinical practice.

  11. Adventure Learning: Theory and Implementation of Hybrid Learning

    Science.gov (United States)

    Doering, A.

    2008-12-01

    study the AL curriculum. AL is also grounded in an inquiry- based approach to learning where learners are pursuing answers to questions they have posed rather than focusing on memorizing and regurgitating isolated, irrelevant facts. Both the curriculum and the online classroom are developed to foster students' abilities to inquire via "identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models and explanations, and communicating findings" (Keys and Bryan, 2001, p 121). The union of experiential and inquiry-based learning is the foundation of AL, guiding and supporting authentic learning endeavors. Based on these theoretical foundations, the design of the adventure learning experiences follows seven interdependent principles that further operationalize AL: researched curriculum grounded in inquiry; collaboration and interaction opportunities between students, experts, peers, and content; utilization of the Internet for curriculum and learning environment delivery; enhancement of curriculum with media and text from the field delivered in a timely manner; synched learning opportunities with the AL curriculum; pedagogical guidelines of the curriculum and the online learning environment; and adventure-based education. (Doering, 2006).

  12. Neural coding of basic reward terms of animal learning theory, game theory, microeconomics and behavioural ecology.

    Science.gov (United States)

    Schultz, Wolfram

    2004-04-01

    Neurons in a small number of brain structures detect rewards and reward-predicting stimuli and are active during the expectation of predictable food and liquid rewards. These neurons code the reward information according to basic terms of various behavioural theories that seek to explain reward-directed learning, approach behaviour and decision-making. The involved brain structures include groups of dopamine neurons, the striatum including the nucleus accumbens, the orbitofrontal cortex and the amygdala. The reward information is fed to brain structures involved in decision-making and organisation of behaviour, such as the dorsolateral prefrontal cortex and possibly the parietal cortex. The neural coding of basic reward terms derived from formal theories puts the neurophysiological investigation of reward mechanisms on firm conceptual grounds and provides neural correlates for the function of rewards in learning, approach behaviour and decision-making.

  13. Deep Learning in Intermediate Microeconomics: Using Scaffolding Assignments to Teach Theory and Promote Transfer

    Science.gov (United States)

    Green, Gareth P.; Bean, John C.; Peterson, Dean J.

    2013-01-01

    Intermediate microeconomics is typically viewed as a theory and tools course that relies on algorithmic problems to help students learn and apply economic theory. However, the authors' assessment research suggests that algorithmic problems by themselves do not encourage students to think about where the theory comes from, why the theory is…

  14. Economics of Distance and Online Learning Theory, Practice and Research

    Directory of Open Access Journals (Sweden)

    reviewed by TOJDE

    2009-10-01

    Full Text Available Economics of Distance and Online LearningTheory, Practice and ResearchBy William Bramble & Santosh PandaPrice: $125.00ISBN: 978-0-415-96388-6, Binding: Hardback, Publishedby: Routledge, New York, Publication Date: March 2008, Pages: 312TOJDEABOUT THE BOOKThis book provides a comprehensive overview of theorganizational models of distance and online learning froman international perspective and from the point of view ofeconomic planning, costing and management decisionmaking.The book points to directions for the further research anddevelopment in this area, and will promote furtherunderstanding and critical reflection on the part ofadministrators, practitioners and researchers of distanceeducation.The experiences and perspectives in distance education inthe US are balanced with those in other areas of the world.Table of ContentsPrefaceSECTION ONE: INTRODUCTIONChapter 1: Organizational and Cost Structures for Distanceand Online Learning, William J. Bramble and Santosh PandaSECTION TWO: PLANNING AND MANAGEMENTChapter 2: Changing Distance Education andChanging Organizational Issues, D. Randy Garrison and Heather KanukaChapter 3: Online Learning and the University, Chris Curran217Chapter 4: Virtual Schooling and Basic Education, Thomas ClarkChapter 5: Historical Perspectives on Distance Education in the United States, Paul J.Edelson and Von PittmanSECTION THREE: FUNDINGChapter 6: Funding of Distance and Online Learning in the United States, Mark J. Smithand William J. BrambleChapter 7: Funding Distance Education: A Regional Perspective, Santosh Panda andAshok GabaSECTION FOUR: COST STRUCTURES AND MODELSChapter 8: Costs and Quality of Online Learning, Alistair InglisChapter 9: Costing Virtual University Education, Insung JungChapter 10: Cost-Benefit of Student Retention Policies and Practices, Ormond SimpsonSECTION FIVE: DISTANCE TRAININGChapter 11: Cost Benefit of Online Learning, Zane Berge and Charlotte DonaldsonChapter 12: Transforming Workplace

  15. Towards a Robuster Interpretive Parsing: learning from overt forms in Optimality Theory

    NARCIS (Netherlands)

    Biró, T.

    2013-01-01

    The input data to grammar learning algorithms often consist of overt forms that do not contain full structural descriptions. This lack of information may contribute to the failure of learning. Past work on Optimality Theory introduced Robust Interpretive Parsing (RIP) as a partial solution to this

  16. Teaching organization theory for healthcare management: three applied learning methods.

    Science.gov (United States)

    Olden, Peter C

    2006-01-01

    Organization theory (OT) provides a way of seeing, describing, analyzing, understanding, and improving organizations based on patterns of organizational design and behavior (Daft 2004). It gives managers models, principles, and methods with which to diagnose and fix organization structure, design, and process problems. Health care organizations (HCOs) face serious problems such as fatal medical errors, harmful treatment delays, misuse of scarce nurses, costly inefficiency, and service failures. Some of health care managers' most critical work involves designing and structuring their organizations so their missions, visions, and goals can be achieved-and in some cases so their organizations can survive. Thus, it is imperative that graduate healthcare management programs develop effective approaches for teaching OT to students who will manage HCOs. Guided by principles of education, three applied teaching/learning activities/assignments were created to teach OT in a graduate healthcare management program. These educationalmethods develop students' competency with OT applied to HCOs. The teaching techniques in this article may be useful to faculty teaching graduate courses in organization theory and related subjects such as leadership, quality, and operation management.

  17. The Theory of Reasoned Action as Parallel Constraint Satisfaction: Towards a Dynamic Computational Model of Health Behavior

    OpenAIRE

    Orr, Mark G.; Thrush, Roxanne; Plaut, David C.

    2013-01-01

    The reasoned action approach, although ubiquitous in health behavior theory (e.g., Theory of Reasoned Action/Planned Behavior), does not adequately address two key dynamical aspects of health behavior: learning and the effect of immediate social context (i.e., social influence). To remedy this, we put forth a computational implementation of the Theory of Reasoned Action (TRA) using artificial-neural networks. Our model re-conceptualized behavioral intention as arising from a dynamic constrain...

  18. A new computational account of cognitive control over reinforcement-based decision-making: Modeling of a probabilistic learning task.

    Science.gov (United States)

    Zendehrouh, Sareh

    2015-11-01

    Recent work on decision-making field offers an account of dual-system theory for decision-making process. This theory holds that this process is conducted by two main controllers: a goal-directed system and a habitual system. In the reinforcement learning (RL) domain, the habitual behaviors are connected with model-free methods, in which appropriate actions are learned through trial-and-error experiences. However, goal-directed behaviors are associated with model-based methods of RL, in which actions are selected using a model of the environment. Studies on cognitive control also suggest that during processes like decision-making, some cortical and subcortical structures work in concert to monitor the consequences of decisions and to adjust control according to current task demands. Here a computational model is presented based on dual system theory and cognitive control perspective of decision-making. The proposed model is used to simulate human performance on a variant of probabilistic learning task. The basic proposal is that the brain implements a dual controller, while an accompanying monitoring system detects some kinds of conflict including a hypothetical cost-conflict one. The simulation results address existing theories about two event-related potentials, namely error related negativity (ERN) and feedback related negativity (FRN), and explore the best account of them. Based on the results, some testable predictions are also presented. Copyright © 2015 Elsevier Ltd. All rights reserved.

  19. Tying knots: an activity theory analysis of student learning goals in clinical education.

    Science.gov (United States)

    Larsen, Douglas P; Wesevich, Austin; Lichtenfeld, Jana; Artino, Antony R; Brydges, Ryan; Varpio, Lara

    2017-07-01

    Learning goal programmes are often created to help students develop self-regulated learning skills; however, these programmes do not necessarily consider the social contexts surrounding learning goals or how they fit into daily educational practice. We investigated a high-frequency learning goal programme in which students generated and shared weekly learning goals with their clinical teams in core Year 3 clerkships. Our study explores: (i) how learning goals were incorporated into the clinical work, and (ii) the factors that influenced the use of students' learning goals in work-based learning. We conducted semi-structured interviews with 14 students and 14 supervisors (attending physicians and residents) sampled from all participating core clerkships. Interviews were coded for emerging themes. Using cultural historical activity theory and knotworking as theoretical lenses, we developed a model of the factors that influenced students' learning goal usage in a work-based learning context. Students and supervisors often faced the challenge of reconciling contradictions that arose when the desired outcomes of student skill development, grading and patient care were not aligned. Learning goals could function as tools for developing new ways of acting that overcame those contradictions by facilitating collaborative effort between students and their supervisors. However, for new collaborations to take place, both students and supervisors had to engage with the goals, and the necessary patients needed to be present. When any one part of the system did not converge around the learning goals, the impact of the learning goals programme was limited. Learning goals are potentially powerful tools to mediate interactions between students, supervisors and patients, and to reconcile contradictions in work-based learning environments. Learning goals provide a means to develop not only learners, but also learning systems. © 2017 John Wiley & Sons Ltd and The Association for the

  20. Effect of Environmental Education Based on Transformational Learning Theory on Perceptions towards Environmental Problems and Permanency of Learning

    Science.gov (United States)

    Uyanik, Gökhan

    2016-01-01

    The aim of the study is to determine effect of environmental education based on transformational learning theory on primary school teacher candidates' perceptions towards environmental problems and permanency of learning. Pretest-posttest quasi-experimental design have been used in this study. The study group consists of 66 teacher candidates who…

  1. Theory-generating practice. Proposing a principle for learning design

    DEFF Research Database (Denmark)

    Buhl, Mie

    2016-01-01

    This contribution proposes a principle for learning design – Theory-Generating Practice (TGP) – as an alternative to the way university courses are traditionally taught and structured, with a series of theoretical lectures isolated from practical experience and concluding with an exam or a project...... building, and takes tacit knowledge into account. The article introduces TGP, contextualizes it to a Danish tradition of didactics, and discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP. Finally, three...

  2. Social learning theory and the effects of living arrangement on heavy alcohol use: results from a national study of college students.

    Science.gov (United States)

    Ward, Brian W; Gryczynski, Jan

    2009-05-01

    This study examined the relationship between living arrangement and heavy episodic drinking among college students in the United States. Using social learning theory as a framework, it was hypothesized that vicarious learning of peer and family alcohol-use norms would mediate the effects of living arrangement on heavy episodic drinking. Analyses were conducted using data from the 2001 Harvard School of Public Health College Alcohol Study, a national survey of full-time undergraduate students attending 4-year colleges or universities in the United States (N = 10,008). Logistic regression models examined the relationship between heavy episodic drinking and various measures of living arrangement and vicarious learning/social norms. Mediation of the effects of living arrangement was tested using both indirect and direct methods. Both student living arrangement and vicarious-learning/social-norm variables remained significant predictors of heavy episodic drinking in multivariate models when controlling for a variety of individual characteristics. Slight mediation of the effects of living arrangement on heavy episodic drinking by vicarious learning/social norms was confirmed for some measures. Although vicarious learning of social norms does appear to play a role in the association between living arrangement and alcohol use, other processes may underlie the relationship. These findings suggest that using theory alongside empirical evidence to inform the manipulation of living environments could present a promising policy strategy to reduce alcohol-related harm in collegiate contexts.

  3. Learning-by-doing, population pressure, and the theory of demographic transition.

    Science.gov (United States)

    Strulik, H

    1997-01-01

    The long-term effects of two interdependent relations between economic growth and population growth are discussed. The empirical work of Boserup (1981) was utilized, which focused on rural, sparsely populated economies with low income per capita. According to the formulation of the population-push hypothesis, learning-by-doing effects in production lead to increasing returns to scale and, therefore, to a positive correlation between economic and population growth. In accordance with the theory of demographic transition, the population growth rate initially increases with rising income levels and then declines. The approach originating from Cigno (1984) modified the economic model, which allowed the establishment of two different stable equilibria. Regarding this relationship, the existence and stability of low-income and high-income equilibrium was shown in a neoclassical growth model. Under plausible conditions a demo-economic transition from the first to the second steady-state took place. The instability of the Malthusian steady-state is also possible when a country develops along a path of economic growth which is compatible with the demographic transition. In this context, learning means the application of new techniques of agrarian production. In developed economies with a stable population the learning-or-doing decision lead to accumulation of human capital and the invention of new technologies and goods. The interdependence of income-determined population growth and learning-by-doing may serve as an explanation for the weak and partly controversial empirical support for an overall correlation between income and population growth. The result yielded a meaningful interpretation of the population-push hypothesis, which is consistent with the empirical findings on the correlation between economic and population growth.

  4. Educational Theories, Cultures and Learning: A Critical Perspective. Critical Perspectives on Education

    Science.gov (United States)

    Daniels, Harry, Ed.; Lauder, Hugh, Ed.; Porter, Jill, Ed.

    2011-01-01

    "Educational Theories, Cultures and Learning" focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education--learners and teachers. Within this volume, internationally renowned…

  5. Model Theory in Algebra, Analysis and Arithmetic

    CERN Document Server

    Dries, Lou; Macpherson, H Dugald; Pillay, Anand; Toffalori, Carlo; Wilkie, Alex J

    2014-01-01

    Presenting recent developments and applications, the book focuses on four main topics in current model theory: 1) the model theory of valued fields; 2) undecidability in arithmetic; 3) NIP theories; and 4) the model theory of real and complex exponentiation. Young researchers in model theory will particularly benefit from the book, as will more senior researchers in other branches of mathematics.

  6. Consensus based on learning game theory with a UAV rendezvous application

    Directory of Open Access Journals (Sweden)

    Zhongjie Lin

    2015-02-01

    Full Text Available Multi-agent cooperation problems are becoming more and more attractive in both civilian and military applications. In multi-agent cooperation problems, different network topologies will decide different manners of cooperation between agents. A centralized system will directly control the operation of each agent with information flow from a single centre, while in a distributed system, agents operate separately under certain communication protocols. In this paper, a systematic distributed optimization approach will be established based on a learning game algorithm. The convergence of the algorithm will be proven under the game theory framework. Two typical consensus problems will be analyzed with the proposed algorithm. The contributions of this work are threefold. First, the designed algorithm inherits the properties in learning game theory for problem simplification and proof of convergence. Second, the behaviour of learning endows the algorithm with robustness and autonomy. Third, with the proposed algorithm, the consensus problems will be analyzed from a novel perspective.

  7. Learning Theory and Equity Valuation: an Empirical Analysis

    Directory of Open Access Journals (Sweden)

    Antonio Zoratto Sanvicente

    2010-07-01

    Full Text Available This paper tested the Pástor and Veronesi (2003 hypothesis that the market-to-book ratio (M/B is negatively related to the number of years (age during which a firm has had its stock traded on an Exchange. The predicted decline takes place as a result of a learning process by investors. The authors tested this implication in the U.S. market using the Fama-MacBeth (1973 methodology. In the present article a more general econometric approach is adopted, with the use of panel data and fixed-factor regressors, with data for stocks traded at the São Paulo Stock Exchange (BOVESPA. The evidence does not reject the Pástor and Veronesi hypothesis. Additional conjectures were tested regarding the learning process. These tests indicate that the greater availability of data on a company amplifies the effect of the age variable on the M/B ratio, implying a more accelerated learning process. This paper concludes that the evidence for the Brazilian market supports the theory that investors learn.

  8. Application of Learning Theories on Medical Imaging Education

    Directory of Open Access Journals (Sweden)

    Osama A. Mabrouk Kheiralla

    2018-05-01

    Full Text Available The main objective of the education process is that student must learn well rather than the educators to teach well. If radiologists get involved in the process of medical education, it is important for them to do it through sound knowledge of how students learn. Researches have proved that most of the teachers in the field of medical education including diagnostic imaging are actually doctors or technicians, who didn’t have an opportunity to study the basics of learning. Mostly they have gained their knowledge through watching other educators, and they mostly rely on their personal skills and experience in doing their job. This will hinder them from conveying knowledge in an effective and scientific way, and they will find themselves lagging away behind the latest advances in the field of medical education and educational research, which will lead to negative cognitive outcomes among learners. This article presents an overview of three of the most influential basic theories of learning, upon which many teachers rely in their practical applications, which must be considered by radiologist who act as medical educators.

  9. The Theory about didactical situations used to analyze practice related teaching and learning

    DEFF Research Database (Denmark)

    Aarkrog, Vibe

    2018-01-01

    Based on research showing that the students’ challenges in practice based learning can be located to the transitions between theory and practice, this study focuses on how teachers support the students in these transitions. The theoretical framework is mainly Brousseau’s ‘Theory about didactical...... the results show that the Theory of didactical situations can be a useful framework accomplishing practice related teaching and learning. In the discussion a number of challenges in relation to practice related teaching is highlighted focusing on the relation between the five situations in the theory...... situations’ that defines five situations of practice related teaching. The data includes observations combined with interviews of teachers in relation to various examples of practice related teaching in the social and health care programs. Based on the analysis of three examples of practice related teaching...

  10. The importance of educational theories for facilitating learning when using technology in medical education.

    Science.gov (United States)

    Sandars, John; Patel, Rakesh S; Goh, Poh Sun; Kokatailo, Patricia K; Lafferty, Natalie

    2015-01-01

    There is an increasing use of technology for teaching and learning in medical education but often the use of educational theory to inform the design is not made explicit. The educational theories, both normative and descriptive, used by medical educators determine how the technology is intended to facilitate learning and may explain why some interventions with technology may be less effective compared with others. The aim of this study is to highlight the importance of medical educators making explicit the educational theories that inform their design of interventions using technology. The use of illustrative examples of the main educational theories to demonstrate the importance of theories informing the design of interventions using technology. Highlights the use of educational theories for theory-based and realistic evaluations of the use of technology in medical education. An explicit description of the educational theories used to inform the design of an intervention with technology can provide potentially useful insights into why some interventions with technology are more effective than others. An explicit description is also an important aspect of the scholarship of using technology in medical education.

  11. Theories of Learning and Their Implications for On-Line Assesment

    Directory of Open Access Journals (Sweden)

    Anthony Francis UNDERHILL,

    2006-01-01

    Full Text Available The pedagogy underlying online learning and teaching is being reconceptualised to incorporate the opportunities being offered by the development of online educational settings. The pedagogy of constructivism and in particular socio-constructivism is underpinning much of the online learning and teaching developments currently being developed. The developments in online learning and teaching however are not being matched by developments in computer based assessment. The scope of computers to offer varied, adaptive and unique assessment is still underdeveloped according to Brown, Race and Bull (1999. This paper briefly reviews the theories of learning and their relationship with traditional forms of assessment and seeks to argue for the need to further develop online assessment tools to further facilitate the growth in process based learning activities such as collaborative and cooperative group work consistent with a socio-constructivist pedagogy.

  12. How adolescents learn about risk perception and behavior in regards to alcohol use in light of social learning theory: a qualitative study in Bogotá, Colombia.

    Science.gov (United States)

    Trujillo, Elena María; Suárez, Daniel Enrique; Lema, Mariana; Londoño, Alicia

    2015-02-01

    In Colombia, the use of alcohol is one of the main risky behaviors carried out by adolescents, given that alcohol is the principal drug of abuse in this age group. Understanding how adolescents learn about risk and behavior is important in developing effective prevention programs. The Theory of Social learning underlines the importance of social interaction in the learning process. It suggests that learning can occur in three ways: a live model in which a person is enacting the desired behavior, verbal instruction when the desired behavior is described, and symbolic learning in which modeling occurs by influence of the media. This study explores these three forms of learning in the perception of risk and behavior related to the use of alcohol in a group of students between 12 and 14 years of age in Bogotá, Colombia. This is a qualitative research study, which is part of a larger study exploring the social representations of risk and alcohol use in adolescents and their communities. The sample group included 160 students from two middle schools (7th and 8th graders) in Bogotá, Colombia. Six sessions of participant observation, 12 semi-structured interviews, and 12 focus group discussions were conducted for data collection. Data were analyzed using the Atlas ti software (V7.0) (ATLAS.ti Scientific Software Development GmbH, London, UK), and categories of analysis were developed using a framework analysis approach. Adolescents can identify several risks related to the use of alcohol, which for the most part, appear to have been learned through verbal instruction. However, this risk recognition does not appear to correlate with their behavior. Parental modeling and messages conveyed by the media represent two other significant sources of learning that are constantly contradicting the messages relayed through verbal instruction and correlate to a greater extent with adolescent behavior. The three different forms of learning described by Social Learning Theory play a

  13. Field theory and the Standard Model

    Energy Technology Data Exchange (ETDEWEB)

    Dudas, E [Orsay, LPT (France)

    2014-07-01

    This brief introduction to Quantum Field Theory and the Standard Model contains the basic building blocks of perturbation theory in quantum field theory, an elementary introduction to gauge theories and the basic classical and quantum features of the electroweak sector of the Standard Model. Some details are given for the theoretical bias concerning the Higgs mass limits, as well as on obscure features of the Standard Model which motivate new physics constructions.

  14. Theorizing Learning Process: An Experiential, Constructivist Approach to Young People's Learning about Global Poverty and Development

    Science.gov (United States)

    Brown, Kate

    2015-01-01

    Learning processes in global education have not been significantly theorized, with the notable exception of the application of transformative learning theory. No theory of learning is complete, and to understand the complexity of learning, multiple theoretical lenses must be applied. This article looks at Jarvis's (2006) model of lifelong learning…

  15. A qualitative study of middle school students' perceptions of factors facilitating the learning of science: Grounded theory and existing theory

    Science.gov (United States)

    Spector, Barbara S.; Gibson, Charles W.

    The purpose of this study was to explore middle school students' perceptions of what factors facilitated their learning of science. Florida's Educational Reform Act of 1983 funded programs providing the state's precollege students with summer learning opportunities in science. mathematics, and computers. The programs were intended to encourage the development of creative approaches to the teaching of these disciplines. Under this program, between 50 and 60 high-achieving middle school students were in residence on the University of South Florida campus for 12 consecutive days of study in the World of Water (WOW) program. There were two sessions per summer involving a total of 572 participants. Eighi specially trained teachers were in residence with the students. Between 50 and 70 experts from the university, government. business, and industry interacted with the students each year in an innovative science/technology/society (STS) program. An assignment toward the close of the program asked students to reflect on their experiences in residence at the university and write an essay comparing learning in the WOW program to learning in their schools. Those essays were the base for this study. This was a qualitative study using a discursive approach to emergent design to generate grounded theory. Document review, participant observation, and open-ended interviews were used to gather and triangulate data in five phases. Some of the factors that middle school students perceived as helpful to learning science were (a) experiencing the situations about which they were learning; (b) having live presentations by professional experts; (c) doing hands-on activities: (d) being active learners; (e) using inductive reasoning to generate new knowledge; (f) exploring transdisciplinary approaches to problem solving; (g) having adult mentors; (h) interacting with peers and adults; (i) establishing networks; (j) having close personal friends who shared their interest in learning; (k

  16. Model theory

    CERN Document Server

    Hodges, Wilfrid

    1993-01-01

    An up-to-date and integrated introduction to model theory, designed to be used for graduate courses (for students who are familiar with first-order logic), and as a reference for more experienced logicians and mathematicians.

  17. Implicit and explicit theories in the teaching and learning processes of music theory

    Directory of Open Access Journals (Sweden)

    Henry Roa Ordoñez

    2014-06-01

    Full Text Available This study explores the characteristics of similarity and divergence between the pedagogical discourse of teachers and their performance in the classroom, from the different educational paradigms that guide, today, the educational events. The teaching and learning of music theory constitute the backbone of the proposed curriculum of the Department of Music, which has implications in the other musical areas and, therefore, the training program that orients the area of music theory, requires an assessment of the impacts and effects caused by the performance of the teacher in charge of running this course as an essential condition to establish elements of building and transfer of knowledge in each of the disciplines that make up the curricular structure of the Department of Music.

  18. Transformative Learning and Professional Identity Formation During International Health Electives: A Qualitative Study Using Grounded Theory.

    Science.gov (United States)

    Sawatsky, Adam P; Nordhues, Hannah C; Merry, Stephen P; Bashir, M Usmaan; Hafferty, Frederic W

    2018-03-27

    International health electives (IHEs) are widely available during residency and provide unique experiences for trainees. Theoretical models of professional identity formation and transformative learning may provide insight into residents' experiences during IHEs. The purpose of this study was to explore transformative learning and professional identity formation during resident IHEs and characterize the relationship between transformative learning and professional identity formation. The authors used a constructivist grounded theory approach, with the sensitizing concepts of transformative learning and professional identity formation to analyze narrative reflective reports of residents' IHEs. The Mayo International Health Program supports residents from all specialties across three Mayo Clinic sites. In 2015, the authors collected narrative reflective reports from 377 IHE participants dating from 2001-2014. Reflections were coded and themes were organized into a model for transformative learning during IHEs, focusing on professional identity. Five components of transformative learning were identified during IHEs: a disorienting experience; an emotional response; critical reflection; perspective change; and a commitment to future action. Within the component of critical reflection three domains relating to professional identity were identified: making a difference; the doctor-patient relationship; and medicine in its "purest form." Transformation was demonstrated through perspective change and a commitment to future action, including continued service, education, and development. IHEs provide rich experiences for transformative learning and professional identity formation. Understanding the components of transformative learning may provide insight into the interaction between learner, experiences, and the influence of mentors in the process of professional identity formation.

  19. Analysis of Geometric Thinking Students’ and Process-Guided Inquiry Learning Model

    Science.gov (United States)

    Hardianti, D.; Priatna, N.; Priatna, B. A.

    2017-09-01

    This research aims to analysis students’ geometric thinking ability and theoretically examine the process-oriented guided iquiry (POGIL) model. This study uses qualitative approach with descriptive method because this research was done without any treatment on subjects. Data were collected naturally. This study was conducted in one of the State Junior High School in Bandung. The population was second grade students and the sample was 32 students. Data of students’ geometric thinking ability were collected through geometric thinking test. These questions are made based on the characteristics of geometry thinking based on van hiele’s theory. Based on the results of the analysis and discussion, students’ geometric thinking ability is still low so it needs to be improved. Therefore, an effort is needed to overcome the problems related to students’ geometric thinking ability. One of the efforts that can be done by doing the learning that can facilitate the students to construct their own geometry concept, especially quadrilateral’s concepts so that students’ geometric thinking ability can enhance maximally. Based on study of the theory, one of the learning models that can enhance the students’ geometric thinking ability is POGIL model.

  20. Agent-based modeling: a new approach for theory building in social psychology.

    Science.gov (United States)

    Smith, Eliot R; Conrey, Frederica R

    2007-02-01

    Most social and psychological phenomena occur not as the result of isolated decisions by individuals but rather as the result of repeated interactions between multiple individuals over time. Yet the theory-building and modeling techniques most commonly used in social psychology are less than ideal for understanding such dynamic and interactive processes. This article describes an alternative approach to theory building, agent-based modeling (ABM), which involves simulation of large numbers of autonomous agents that interact with each other and with a simulated environment and the observation of emergent patterns from their interactions. The authors believe that the ABM approach is better able than prevailing approaches in the field, variable-based modeling (VBM) techniques such as causal modeling, to capture types of complex, dynamic, interactive processes so important in the social world. The article elaborates several important contrasts between ABM and VBM and offers specific recommendations for learning more and applying the ABM approach.

  1. Student nurse dyads create a community of learning: proposing a holistic clinical education theory.

    Science.gov (United States)

    Ruth-Sahd, Lisa A

    2011-11-01

    This paper is a report of a qualitative study of students' experiences of cooperative learning in the clinical setting. Although cooperative learning is often used successfully in the classroom, it has not been documented in the clinical setting with sophomore nursing students being paired with other sophomore nursing students. Using a grounded theory methodology a sample of 64 participants (32 student nurse dyads, eight clinical groups, in two different acute care institutions) were observed on their first day in the clinical setting while working as cooperative partners. Interviews were also conducted with students, patients and staff preceptors. Data were collected in the fall of 2008, spring and fall of 2009 and the spring of 2010 using semi-structured interviews and reflective surveys. Data were analysed using the constant comparative method. A holistic clinical education theory for student nurses was identified from the data. This theory includes a reciprocal relationship among five categories relevant to a community of learning: supportive clinical experience; improved transition into practice; enhanced socialization into the profession; increased accountability and responsibility; and emergence of self-confidence as a beginning student nurse. The use of student dyads creates a supportive learning environment while students were able to meet the clinical learning objectives. Cooperative learning in the clinical setting creates a community of learning while instilling very early in the education process the importance of teamwork. This approach to clinical instruction eases the transition from the classroom to the clinical learning environment, and improves patient outcomes. © 2011 Blackwell Publishing Ltd.

  2. Lattice models and conformal field theories

    International Nuclear Information System (INIS)

    Saleur, H.

    1988-01-01

    Theoretical studies concerning the connection between critical physical systems and the conformal theories are reviewed. The conformal theory associated to a critical (integrable) lattice model is derived. The obtention of the central charge, critical exponents and torus partition function, using renormalization group arguments, is shown. The quantum group structure, in the integrable lattice models, and the theory of Visaro algebra representations are discussed. The relations between off-critical integrable models and conformal theories, in finite geometries, are studied

  3. The Meaningful Learning of Intellectual Skills: An Application of Ausubel's Subsumption Theory to the Domain of Intellectual Skills Learning.

    Science.gov (United States)

    West, Leo H. T.; Kellett, Natalie C.

    1981-01-01

    Tests the applicability of Ausubel's theory to the meaningful learning of intellectual skills. Results of three studies of high school students indicate that advance organizers enhance learning of skills related to solubility product problems. This effect was removed if prior teaching in relevant background knowledge was included. (Author/WB)

  4. The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

    Science.gov (United States)

    Bråten, Ivar; Strømsø, Helge I

    2005-12-01

    More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence. The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self-regulated learning in different academic contexts within that culture. The first sample included 178 business administration students in a traditional transmission-oriented instructional context; the second, 108 student teachers in an innovative pedagogical context. The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self-efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self-regulatory strategy use) components of self-regulated learning with epistemological beliefs and implicit theories of intelligence. Considerable cross-cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of

  5. Learning with hierarchical-deep models.

    Science.gov (United States)

    Salakhutdinov, Ruslan; Tenenbaum, Joshua B; Torralba, Antonio

    2013-08-01

    We introduce HD (or “Hierarchical-Deep”) models, a new compositional learning architecture that integrates deep learning models with structured hierarchical Bayesian (HB) models. Specifically, we show how we can learn a hierarchical Dirichlet process (HDP) prior over the activities of the top-level features in a deep Boltzmann machine (DBM). This compound HDP-DBM model learns to learn novel concepts from very few training example by learning low-level generic features, high-level features that capture correlations among low-level features, and a category hierarchy for sharing priors over the high-level features that are typical of different kinds of concepts. We present efficient learning and inference algorithms for the HDP-DBM model and show that it is able to learn new concepts from very few examples on CIFAR-100 object recognition, handwritten character recognition, and human motion capture datasets.

  6. A Social Practice Theory of Learning and Becoming across Contexts and Time

    Science.gov (United States)

    Penuel, William R.; DiGiacomo, Daniela K.; Van Horne, Katie; Kirshner, Ben

    2016-01-01

    This paper presents a social practice theory of learning and becoming across contexts and time. Our perspective is rooted in the Danish tradition of critical psychology (Dreier, 1997; Mørck & Huniche, 2006; Nissen, 2005), and we use social practice theory to interpret the pathway of one adolescent whom we followed as part of a longitudinal…

  7. Constructivism and Reflectivism as the Logical Counterparts in TESOL: Learning Theory versus Teaching Methodology

    Science.gov (United States)

    al Mahmud, Abdullah

    2013-01-01

    The gist of the entire constructivist learning theory is that learners are self-builders of their learning that occurs through a mental process in a social context or communication setting, and teachers as facilitators generate learning by creating the expected environment and/or utilizing the process. This article theoretically proves…

  8. Corvid re-caching without 'theory of mind': a model.

    Science.gov (United States)

    van der Vaart, Elske; Verbrugge, Rineke; Hemelrijk, Charlotte K

    2012-01-01

    Scrub jays are thought to use many tactics to protect their caches. For instance, they predominantly bury food far away from conspecifics, and if they must cache while being watched, they often re-cache their worms later, once they are in private. Two explanations have been offered for such observations, and they are intensely debated. First, the birds may reason about their competitors' mental states, with a 'theory of mind'; alternatively, they may apply behavioral rules learned in daily life. Although this second hypothesis is cognitively simpler, it does seem to require a different, ad-hoc behavioral rule for every caching and re-caching pattern exhibited by the birds. Our new theory avoids this drawback by explaining a large variety of patterns as side-effects of stress and the resulting memory errors. Inspired by experimental data, we assume that re-caching is not motivated by a deliberate effort to safeguard specific caches from theft, but by a general desire to cache more. This desire is brought on by stress, which is determined by the presence and dominance of onlookers, and by unsuccessful recovery attempts. We study this theory in two experiments similar to those done with real birds with a kind of 'virtual bird', whose behavior depends on a set of basic assumptions about corvid cognition, and a well-established model of human memory. Our results show that the 'virtual bird' acts as the real birds did; its re-caching reflects whether it has been watched, how dominant its onlooker was, and how close to that onlooker it has cached. This happens even though it cannot attribute mental states, and it has only a single behavioral rule assumed to be previously learned. Thus, our simulations indicate that corvid re-caching can be explained without sophisticated social cognition. Given our specific predictions, our theory can easily be tested empirically.

  9. Corvid re-caching without 'theory of mind': a model.

    Directory of Open Access Journals (Sweden)

    Elske van der Vaart

    Full Text Available Scrub jays are thought to use many tactics to protect their caches. For instance, they predominantly bury food far away from conspecifics, and if they must cache while being watched, they often re-cache their worms later, once they are in private. Two explanations have been offered for such observations, and they are intensely debated. First, the birds may reason about their competitors' mental states, with a 'theory of mind'; alternatively, they may apply behavioral rules learned in daily life. Although this second hypothesis is cognitively simpler, it does seem to require a different, ad-hoc behavioral rule for every caching and re-caching pattern exhibited by the birds. Our new theory avoids this drawback by explaining a large variety of patterns as side-effects of stress and the resulting memory errors. Inspired by experimental data, we assume that re-caching is not motivated by a deliberate effort to safeguard specific caches from theft, but by a general desire to cache more. This desire is brought on by stress, which is determined by the presence and dominance of onlookers, and by unsuccessful recovery attempts. We study this theory in two experiments similar to those done with real birds with a kind of 'virtual bird', whose behavior depends on a set of basic assumptions about corvid cognition, and a well-established model of human memory. Our results show that the 'virtual bird' acts as the real birds did; its re-caching reflects whether it has been watched, how dominant its onlooker was, and how close to that onlooker it has cached. This happens even though it cannot attribute mental states, and it has only a single behavioral rule assumed to be previously learned. Thus, our simulations indicate that corvid re-caching can be explained without sophisticated social cognition. Given our specific predictions, our theory can easily be tested empirically.

  10. 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.

  11. Teaching Theory Construction With Initial Grounded Theory Tools: A Reflection on Lessons and Learning.

    Science.gov (United States)

    Charmaz, Kathy

    2015-12-01

    This article addresses criticisms of qualitative research for spawning studies that lack analytic development and theoretical import. It focuses on teaching initial grounded theory tools while interviewing, coding, and writing memos for the purpose of scaling up the analytic level of students' research and advancing theory construction. Adopting these tools can improve teaching qualitative methods at all levels although doctoral education is emphasized here. What teachers cover in qualitative methods courses matters. The pedagogy presented here requires a supportive environment and relies on demonstration, collective participation, measured tasks, progressive analytic complexity, and accountability. Lessons learned from using initial grounded theory tools are exemplified in a doctoral student's coding and memo-writing excerpts that demonstrate progressive analytic development. The conclusion calls for increasing the number and depth of qualitative methods courses and for creating a cadre of expert qualitative methodologists. © The Author(s) 2015.

  12. "Theory Becoming Alive": The Learning Transition Process of Newly Graduated Nurses in Canada.

    Science.gov (United States)

    Nour, Violet; Williams, Anne M

    2018-01-01

    Background Newly graduated nurses often encounter a gap between theory and practice in clinical settings. Although this has been the focus of considerable research, little is known about the learning transition process. Purpose The purpose of this study was to explore the experiences of newly graduated nurses in acute healthcare settings within Canada. This study was conducted to gain a greater understanding of the experiences and challenges faced by graduates. Methods Grounded theory method was utilized with a sample of 14 registered nurses who were employed in acute-care settings. Data were collected using in-depth interviews. Constant comparative analysis was used to analyze data. Results Findings revealed a core category, "Theory Becoming Alive," and four supporting categories: Entry into Practice, Immersion, Committing, and Evolving. Theory Becoming Alive described the process of new graduate nurses' clinical learning experiences as well as the challenges that they encountered in clinical settings after graduating. Conclusions This research provides a greater understanding of learning process of new graduate nurses in Canada. It highlights the importance of providing supportive environments to assist new graduate nurses to develop confidence as independent registered nurses in clinical areas. Future research directions as well as supportive educational strategies are described.

  13. Theory of computation

    CERN Document Server

    Tourlakis, George

    2012-01-01

    Learn the skills and acquire the intuition to assess the theoretical limitations of computer programming Offering an accessible approach to the topic, Theory of Computation focuses on the metatheory of computing and the theoretical boundaries between what various computational models can do and not do—from the most general model, the URM (Unbounded Register Machines), to the finite automaton. A wealth of programming-like examples and easy-to-follow explanations build the general theory gradually, which guides readers through the modeling and mathematical analysis of computational pheno

  14. A Computational Model of the Temporal Dynamics of Plasticity in Procedural Learning: Sensitivity to Feedback Timing

    Directory of Open Access Journals (Sweden)

    Vivian V. Valentin

    2014-07-01

    Full Text Available The evidence is now good that different memory systems mediate the learning of different types of category structures. In particular, declarative memory dominates rule-based (RB category learning and procedural memory dominates information-integration (II category learning. For example, several studies have reported that feedback timing is critical for II category learning, but not for RB category learning – results that have broad support within the memory systems literature. Specifically, II category learning has been shown to be best with feedback delays of 500ms compared to delays of 0 and 1000ms, and highly impaired with delays of 2.5 seconds or longer. In contrast, RB learning is unaffected by any feedback delay up to 10 seconds. We propose a neurobiologically detailed theory of procedural learning that is sensitive to different feedback delays. The theory assumes that procedural learning is mediated by plasticity at cortical-striatal synapses that are modified by dopamine-mediated reinforcement learning. The model captures the time-course of the biochemical events in the striatum that cause synaptic plasticity, and thereby accounts for the empirical effects of various feedback delays on II category learning.

  15. Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder

    Science.gov (United States)

    Fichten, Catherine S.; Heiman, Tali; Jorgensen, Mary; Nguyen, Mai Nhu; Havel, Alice; King, Laura; Budd, Jillian; Amsel, Rhonda

    2016-01-01

    We tested the ability of Ajzen's Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability/attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model's predictors (i.e., attitude, subjective norms,…

  16. Gauge theories and integrable lattice models

    International Nuclear Information System (INIS)

    Witten, E.

    1989-01-01

    Investigations of new knot polynomials discovered in the last few years have shown them to be intimately connected with soluble models of two dimensional lattice statistical mechanics. In this paper, these results, which in time may illuminate the whole question of why integrable lattice models exist, are reconsidered from the point of view of three dimensional gauge theory. Expectation values of Wilson lines in three dimensional Chern-Simons gauge theories can be computed by evaluating the partition functions of certain lattice models on finite graphs obtained by projecting the Wilson lines to the plane. The models in question - previously considered in both the knot theory and statistical mechanics literature - are IRF models in which the local Boltzmann weights are the matrix elements of braiding matrices in rational conformal field theories. These matrix elements, in turn, can be represented in three dimensional gauge theory in terms of the expectation value of a certain tetrahedral configuration of Wilson lines. This representation makes manifest a surprising symmetry of the braiding matrix elements in conformal field theory. (orig.)

  17. Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

    Science.gov (United States)

    Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

    2013-01-01

    This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

  18. Theory of Belief Functions for Data Analysis and Machine Learning Applications: Review and Prospects

    Science.gov (United States)

    Denoeux, Thierry

    The Dempster-Shafer theory of belief functions provides a unified framework for handling both aleatory uncertainty, arising from statistical variability in populations, and epistemic uncertainty, arising from incompleteness of knowledge. An overview of both the fundamentals and some recent developments in this theory will first be presented. Several applications in data analysis and machine learning will then be reviewed, including learning under partial supervision, multi-label classification, ensemble clustering and the treatment of pairwise comparisons in sensory or preference analysis.

  19. An integrated theory of prospective time interval estimation : The role of cognition, attention, and learning

    NARCIS (Netherlands)

    Taatgen, Niels A.; van Rijn, Hedderik; Anderson, John

    A theory of prospective time perception is introduced and incorporated as a module in an integrated theory of cognition, thereby extending existing theories and allowing predictions about attention and learning. First, a time perception module is established by fitting existing datasets (interval

  20. Children balance theories and evidence in exploration, explanation, and learning

    NARCIS (Netherlands)

    Bonawitz, E.B.; van Schijndel, T.J.P.; Friel, D.; Schulz, L.

    2012-01-01

    We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 months; Mass Theorists, mean: 89 months; No Theory children,

  1. Constructivism: the view of knowledge that ended philosophy or a theory of learning and instruction?

    Science.gov (United States)

    Colliver, Jerry A

    2002-01-01

    Constructivism is referred to in two very different ways in education including medical education: to refer to a view of knowledge and to refer to a theory of learning and hence instruction. This proposal (a) distinguishes between these two usages of constructivism and (b) concludes that constructivism is not a theory of learning and thus as such has little to offer that might be of value to medical education.

  2. The Friction Theory for Viscosity Modeling

    DEFF Research Database (Denmark)

    Cisneros, Sergio; Zeberg-Mikkelsen, Claus Kjær; Stenby, Erling Halfdan

    2001-01-01

    , in the case when experimental information is available a more accurate modeling can be obtained by means of a simple tuning procedure. A tuned f-theory general model can deliver highly accurate viscosity modeling above the saturation pressure and good prediction of the liquid-phase viscosity at pressures......In this work the one-parameter friction theory (f-theory) general models have been extended to the viscosity prediction and modeling of characterized oils. It is demonstrated that these simple models, which take advantage of the repulsive and attractive pressure terms of cubic equations of state...... such as the SRK, PR and PRSV, can provide accurate viscosity prediction and modeling of characterized oils. In the case of light reservoir oils, whose properties are close to those of normal alkanes, the one-parameter f-theory general models can predict the viscosity of these fluids with good accuracy. Yet...

  3. A learning-style theory for understanding autistic behaviors

    Directory of Open Access Journals (Sweden)

    Ning eQian

    2011-08-01

    Full Text Available Understanding autism’s ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically-developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup-table (LUT learning, which aims to store experiences precisely, to interpolation (INT learning, which focuses on extracting underlying statistical structure (regularities from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low and high dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name-number association in a phonebook. However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response. The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm, restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity, impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn

  4. A Learning-Style Theory for Understanding Autistic Behaviors

    Science.gov (United States)

    Qian, Ning; Lipkin, Richard M.

    2011-01-01

    Understanding autism's ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup table (LUT) learning, which aims to store experiences precisely, to interpolation (INT) learning, which focuses on extracting underlying statistical structure (regularities) from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low- and high-dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name–number association in a phonebook). However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response). The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm), restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity), impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn regularities

  5. Culture and Organizational Learning

    NARCIS (Netherlands)

    Cook, N.; Yanow, D.

    2011-01-01

    Traditionally, theories of organizational learning have taken one of two approaches that share a common characterization of learning but differ in focus. One approach focuses on learning by individuals in organizational contexts; the other, on individual learning as a model for organizational

  6. The right time to learn: mechanisms and optimization of spaced learning

    Science.gov (United States)

    Smolen, Paul; Zhang, Yili; Byrne, John H.

    2016-01-01

    For many types of learning, spaced training, which involves repeated long inter-trial intervals, leads to more robust memory formation than does massed training, which involves short or no intervals. Several cognitive theories have been proposed to explain this superiority, but only recently have data begun to delineate the underlying cellular and molecular mechanisms of spaced training, and we review these theories and data here. Computational models of the implicated signalling cascades have predicted that spaced training with irregular inter-trial intervals can enhance learning. This strategy of using models to predict optimal spaced training protocols, combined with pharmacotherapy, suggests novel ways to rescue impaired synaptic plasticity and learning. PMID:26806627

  7. Robust Measurement via A Fused Latent and Graphical Item Response Theory Model.

    Science.gov (United States)

    Chen, Yunxiao; Li, Xiaoou; Liu, Jingchen; Ying, Zhiliang

    2018-03-12

    Item response theory (IRT) plays an important role in psychological and educational measurement. Unlike the classical testing theory, IRT models aggregate the item level information, yielding more accurate measurements. Most IRT models assume local independence, an assumption not likely to be satisfied in practice, especially when the number of items is large. Results in the literature and simulation studies in this paper reveal that misspecifying the local independence assumption may result in inaccurate measurements and differential item functioning. To provide more robust measurements, we propose an integrated approach by adding a graphical component to a multidimensional IRT model that can offset the effect of unknown local dependence. The new model contains a confirmatory latent variable component, which measures the targeted latent traits, and a graphical component, which captures the local dependence. An efficient proximal algorithm is proposed for the parameter estimation and structure learning of the local dependence. This approach can substantially improve the measurement, given no prior information on the local dependence structure. The model can be applied to measure both a unidimensional latent trait and multidimensional latent traits.

  8. a Radical Collaborative Approach: Developing a Model for Learning Theory, Human-Based Computation and Participant Motivation in a Rock-Art Heritage Application

    Science.gov (United States)

    Haubt, R.

    2016-06-01

    This paper explores a Radical Collaborative Approach in the global and centralized Rock-Art Database project to find new ways to look at rock-art by making information more accessible and more visible through public contributions. It looks at rock-art through the Key Performance Indicator (KPI), identified with the latest Australian State of the Environment Reports to help develop a better understanding of rock-art within a broader Cultural and Indigenous Heritage context. Using a practice-led approach the project develops a conceptual collaborative model that is deployed within the RADB Management System. Exploring learning theory, human-based computation and participant motivation the paper develops a procedure for deploying collaborative functions within the interface design of the RADB Management System. The paper presents the results of the collaborative model implementation and discusses considerations for the next iteration of the RADB Universe within an Agile Development Approach.

  9. Learning versus correct models: influence of model type on the learning of a free-weight squat lift.

    Science.gov (United States)

    McCullagh, P; Meyer, K N

    1997-03-01

    It has been assumed that demonstrating the correct movement is the best way to impart task-relevant information. However, empirical verification with simple laboratory skills has shown that using a learning model (showing an individual in the process of acquiring the skill to be learned) may accelerate skill acquisition and increase retention more than using a correct model. The purpose of the present study was to compare the effectiveness of viewing correct versus learning models on the acquisition of a sport skill (free-weight squat lift). Forty female participants were assigned to four learning conditions: physical practice receiving feedback, learning model with model feedback, correct model with model feedback, and learning model without model feedback. Results indicated that viewing either a correct or learning model was equally effective in learning correct form in the squat lift.

  10. Change Of Learning Environment Using Game Production ­Theory, Methods And Practice

    DEFF Research Database (Denmark)

    Reng, Lars; Kofoed, Lise; Schoenau-Fog, Henrik

    2018-01-01

    will focus on cases in which development of games did change the learning environments into production units where students or employees were producing games as part of the learning process. The cases indicate that the motivation as well as the learning curve became very high. The pedagogical theories......Game Based Learning has proven to have many possibilities for supporting better learning outcomes, when using educational or commercial games in the classroom. However, there is also a great potential in using game development as a motivator in other kinds of learning scenarios. This study...... and methods are based on Problem Based Learning (PBL), but are developed further by combining PBL with a production-oriented/design based approach. We illustrate the potential of using game production as a learning environment with investigation of three game productions. We can conclude that using game...

  11. Lifelong learning in obstetrics and gynaecology: how theory can influence clinical practice.

    Science.gov (United States)

    Mukhopadhyay, S; Smith, S; Cresswell, J

    2011-08-01

    Lifelong learning refers to the systematic acquisition, renewal, updating and completion of knowledge. It is synonymous with the term 'self-directed learning'. This is a new educational strategy meant to consolidate knowledge in a fashion that is reproducible for a lifetime with successful application to both known and unknown clinical exercises. The development of lifelong learning is based on the principles of andragogy (autonomy and independence in one's learning activities), reflection and learning from experience. This paper deals with the development of these theories culminating in the advent of self-directed learning. Evidence to support experiential, reflective and self-directed learning is provided, including the use of rating scales. An example from obstetrics is used to highlight the application of these principles. There are barriers to adopting a new educational paradigm, however, lifelong learning remains an excellent tool for continuous professional development.

  12. Quiver gauge theories and integrable lattice models

    International Nuclear Information System (INIS)

    Yagi, Junya

    2015-01-01

    We discuss connections between certain classes of supersymmetric quiver gauge theories and integrable lattice models from the point of view of topological quantum field theories (TQFTs). The relevant classes include 4d N=1 theories known as brane box and brane tilling models, 3d N=2 and 2d N=(2,2) theories obtained from them by compactification, and 2d N=(0,2) theories closely related to these theories. We argue that their supersymmetric indices carry structures of TQFTs equipped with line operators, and as a consequence, are equal to the partition functions of lattice models. The integrability of these models follows from the existence of extra dimension in the TQFTs, which emerges after the theories are embedded in M-theory. The Yang-Baxter equation expresses the invariance of supersymmetric indices under Seiberg duality and its lower-dimensional analogs.

  13. How to detect a cuckoo egg : A signal-detection theory model for recognition and learning

    NARCIS (Netherlands)

    Rodriguez-Girones, MA; Lotem, A

    This article presents a model of egg rejection in cases of brood parasitism. The model is developed in three stages in the framework of signal-detection theory. We first assume that the behavior of host females is adapted to the relevant parameters concerning the appearance of the eggs they lay. In

  14. Reflect and learn together - when two supervisors interact in the learning support process of nurse education.

    Science.gov (United States)

    Berglund, Mia; Sjögren, Reet; Ekebergh, Margaretha

    2012-03-01

    To describe the importance of supervisors working together in supporting the learning process of nurse students through reflective caring science supervision. A supervision model has been developed in order to meet the need for interweaving theory and practice. The model is characterized by learning reflection in caring science. A unique aspect of the present project was that the student groups were led by a teacher and a nurse. Data were collected through interviews with the supervisors. The analysis was performed with a phenomenological approach. The results showed that theory and practice can be made more tangible and interwoven by using two supervisors in a dual supervision. The essential structure is built on the constituents 'Reflection as Learning Support', 'Interweaving Caring Science with the Patient's Narrative', 'The Student as a Learning Subject' and 'The Learning Environment of Supervision'. The study concludes that supervision in pairs provides unique possibilities for interweaving and developing theory and practice. The supervision model offers unique opportunities for cooperation, for the development of theory and practice and for the development of the professional roll of nurses and teachers. © 2012 Blackwell Publishing Ltd.

  15. The Utility of the UTAUT Model in Explaining Mobile Learning Adoption in Higher Education in Guyana

    Science.gov (United States)

    Thomas, Troy Devon; Singh, Lenandlar; Gaffar, Kemuel

    2013-01-01

    In this paper, we compare the utility of modified versions of the unified theory of acceptance and use of technology (UTAUT) model in explaining mobile learning adoption in higher education in a developing country and evaluate the size and direction of the impacts of the UTAUT factors on behavioural intention to adopt mobile learning in higher…

  16. Developing a knowledge based generic theory of e-learning – and some implications for the design of e-learning

    DEFF Research Database (Denmark)

    Helms, Niels Henrik

    2014-01-01

    This brief paper offers a broad comprehensive definition: E-learning is the adaptation, sharing and development of knowledge which is mediated or partly mediated through digital media. In this definition both the organized formal and the informal e-learning is addressed. The definition...... is a starting point in a process of developing a reflexive theory of e-learing. In accordance with this the paper suggesting a design structure for e-learning with focus on different domains of knowledge....

  17. The specificity of parenting effects: Differential relations of parent praise and criticism to children's theories of intelligence and learning goals.

    Science.gov (United States)

    Gunderson, Elizabeth A; Donnellan, M Brent; Robins, Richard W; Trzesniewski, Kali H

    2018-04-24

    Individuals who believe that intelligence can be improved with effort (an incremental theory of intelligence) and who approach challenges with the goal of improving their understanding (a learning goal) tend to have higher academic achievement. Furthermore, parent praise is associated with children's incremental theories and learning goals. However, the influences of parental criticism, as well as different forms of praise and criticism (e.g., process vs. person), have received less attention. We examine these associations by analyzing two existing datasets (Study 1: N = 317 first to eighth graders; Study 2: N = 282 fifth and eighth graders). In both studies, older children held more incremental theories of intelligence, but lower learning goals, than younger children. Unexpectedly, the relation between theories of intelligence and learning goals was nonsignificant and did not vary with children's grade level. In both studies, overall perceived parent praise positively related to children's learning goals, whereas perceived parent criticism negatively related to incremental theories of intelligence. In Study 2, perceived parent process praise was the only significant (positive) predictor of children's learning goals, whereas perceived parent person criticism was the only significant (negative) predictor of incremental theories of intelligence. Finally, Study 2 provided some support for our hypothesis that age-related differences in perceived parent praise and criticism can explain age-related differences in children's learning goals. Results suggest that incremental theories of intelligence and learning goals might not be strongly related during childhood and that perceived parent praise and criticism have important, but distinct, relations with each motivational construct. Copyright © 2018 Elsevier Inc. All rights reserved.

  18. Economic Modelling in Institutional Economic Theory

    Directory of Open Access Journals (Sweden)

    Wadim Strielkowski

    2017-06-01

    Full Text Available Our paper is centered around the formation of theory of institutional modelling that includes principles and ideas reflecting the laws of societal development within the framework of institutional economic theory. We scrutinize and discuss the scientific principles of this institutional modelling that are increasingly postulated by the classics of institutional theory and find their way into the basics of the institutional economics. We propose scientific ideas concerning the new innovative approaches to institutional modelling. These ideas have been devised and developed on the basis of the results of our own original design, as well as on the formalisation and measurements of economic institutions, their functioning and evolution. Moreover, we consider the applied aspects of the institutional theory of modelling and employ them in our research for formalizing our results and maximising the practical outcome of our paper. Our results and findings might be useful for the researchers and stakeholders searching for the systematic and comprehensive description of institutional level modelling, the principles involved in this process and the main provisions of the institutional theory of economic modelling.

  19. Social Learning Theory and Behavioral Therapy: Considering Human Behaviors within the Social and Cultural Context of Individuals and Families.

    Science.gov (United States)

    McCullough Chavis, Annie

    2011-01-01

    This article examines theoretical thoughts of social learning theory and behavioral therapy and their influences on human behavior within a social and cultural context. The article utilizes two case illustrations with applications for consumers. It points out the abundance of research studies concerning the effectiveness of social learning theory, and the paucity of research studies regarding effectiveness and evidence-based practices with diverse groups. Providing a social and cultural context in working with diverse groups with reference to social learning theory adds to the literature for more cultural considerations in adapting the theory to women, African Americans, and diverse groups.

  20. Learning to Act: Qualitative Learning of Deterministic Action Models

    DEFF Research Database (Denmark)

    Bolander, Thomas; Gierasimczuk, Nina

    2017-01-01

    In this article we study learnability of fully observable, universally applicable action models of dynamic epistemic logic. We introduce a framework for actions seen as sets of transitions between propositional states and we relate them to their dynamic epistemic logic representations as action...... in the limit (inconclusive convergence to the right action model). We show that deterministic actions are finitely identifiable, while arbitrary (non-deterministic) actions require more learning power—they are identifiable in the limit. We then move on to a particular learning method, i.e. learning via update......, which proceeds via restriction of a space of events within a learning-specific action model. We show how this method can be adapted to learn conditional and unconditional deterministic action models. We propose update learning mechanisms for the afore mentioned classes of actions and analyse...