ReMashed – Recommendation Approaches for Mash-Up Personal Learning Environments in Formal and Informal Learning Settings

NARCIS (Netherlands)

Drachsler, Hendrik; Pecceu, Dries; Arts, Tanja; Hutten, Edwin; Rutledge, Lloyd; Van Rosmalen, Peter; Hummel, Hans; Koper, Rob

2009-01-01

Drachsler, H., Peccau, D., Arts, T., Hutten, E., Rutledge, L., Van Rosmalen, P., Hummel, H. G. K., & Koper, R. (2009). ReMashed – Recommendation Approaches for Mash-Up Personal Learning Environments in Formal and Informal Learning Settings. Presentation at the 2nd Workshop Mash-Up Personal Learning

Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

Science.gov (United States)

Loh, Christian Sebastian

2001-01-01

Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

Understanding Personal Learning Environment Perspectives of Thai International Tourism and Hospitality Higher Education Students

Science.gov (United States)

Tanyong, Siriwan; Sharafuddin, Mohamed Ali

2016-01-01

This paper is part of a periodic research conducted in developing a personal learning environment for Thailand's higher education students with English as medium of instruction. The objective of the first phase in this research was to understand the personal learning environment perspectives of Thai International tourism and hospitality higher…

METHODS OF STATISTICAL MONITORING OF PROFESSIONAL ORIENTATION WORK OF SOCIAL EDUCATORS IN PERSONAL LEARNING ENVIRONMENTS

Directory of Open Access Journals (Sweden)

Oleksandr M. Korniiets

2012-12-01

Full Text Available The article deals with the application of social services WEB 2.0 for personal learning environment creation that is used for professional orientation work of social educator. The feedback is must be in personal learning environment for the effective professional orientation work. This feedback can be organized through statistical monitoring. The typical solution for organizing personal learning environment with built-in statistical surveys and statistical data processing is considered in the article. The possibilities of the statistical data collection and processing services on the example of Google Analytics are investigated.

Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

Science.gov (United States)

Yen, Cherng-Jyh; Tu, Chih-Hsiung; Sujo-Montes, Laura E.; Armfield, Shadow W. J.; Chan, Junn-Yih

2013-01-01

Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of…

Tablet computers and eBooks. Unlocking the potential for personal learning environments?

NARCIS (Netherlands)

Kalz, Marco

2012-01-01

Kalz, M. (2012, 9 May). Tablet computers and eBooks. Unlocking the potential for personal learning environments? Invited presentation during the annual conference of the European Association for Distance Learning (EADL), Noordwijkerhout, The Netherlands.

Moodle & Co. auf dem Weg zur Personal Learning Environment

Directory of Open Access Journals (Sweden)

Jörg Hafer

2014-12-01

Full Text Available Based on the typical IT infrastructure for e-learning in higher education and the contemporary research on Personal Learning Environments (PLEs the paper shows how existing tools and services can be brought together to meet the needs of modern, technology enhanced classroom-based teaching. For this interdisciplinary development process both traditional software, development methods and existing PLE models offer only little guidance. The paper describes the approach and the interim results of a campus-wide project at the University of Potsdam. Therefore first typical teaching and communication scenarios are identified from which afterwards the requirements for a supporting platform are derived. This leads to a comprehensive collection of considerable services and functions, which have to be integrated according to their specific use in an educational technology system. Based on this fundamental approaches for integration and technical details of this mash up are considered in an overview of all relevant services and gets transferred into an integrated system architecture. The paper describes the exemplary realization using the Liferay portal technology in which the above-defined scenarios are implemented. Additional adjustments with regard to personalized and adaptive learning (and working environments are supported too and described briefly

Personal Learning Environments, Social Media, and Self-Regulated Learning: A Natural Formula for Connecting Formal and Informal Learning

Science.gov (United States)

Dabbagh, Nada; Kitsantas, Anastasia

2012-01-01

A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection…

Critical connections: personal learning environments and information literacy

Directory of Open Access Journals (Sweden)

Alison Hicks

2015-01-01

Full Text Available Personal learning environments (PLEs and critical information literacies (CILs are two concepts that have been presented as responses to the challenges of the rich and complex information landscape. While both approaches support learners’ critical engagement with new information environments, each was developed within a different field. This paper connects and contrasts PLEs and CILs in order to explore the design of pedagogical responses to the information environment. Through a careful examination of PLE and CIL literature, the paper demonstrates that information literacy education intersects with the concepts and goals of PLEs. As such, the authors suggest that PLE scholarship informed by CIL scholarship, and vice versa, will yield a deeper understanding of modern learning contexts as well as a more holistic and responsive learner framework. The example of the research assignment will be used to demonstrate the viability of this approach. With these propositions, the authors invite educators, librarians and information technologists to engage in a dialogue about these concepts and the potential for pedagogical change.

Three Dimensional Virtual Environments as a Tool for Development of Personal Learning Networks

Directory of Open Access Journals (Sweden)

Aggeliki Nikolaou

2013-01-01

Full Text Available Technological advances have altered how, where, when, and what information is created, presented and diffused in working and social environments as well as how learners interact with that information. Virtual worlds constitute an emerging realm for collaborative play, learning and work. This paper describes how virtual worlds provide a mechanism to facilitate the creation and development of Personal Learning Networks. This qualitative investigation focuses on the role of three-dimensional virtual environments (3DVEs in the creation and development of Personal Learning Networks (PLNs. More specifically, this work investigates the reasons that drive members of Education Orientated Groups (hereafter “Groups” in Second Life (SL, to adopt a technological innovation as a milieu of learning, the ways they use it and the types of learning that are occurring in it. The authors also discuss the collaborative and social characteristics of these environments which, provide access to excellence of a specific area of interest and promote innovative ideas on a global scale, through sharing educational resources and developing good educational practices without spatial and temporal constraints.

Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach

Science.gov (United States)

Laakkonen, Ilona

2011-01-01

The chapter discusses the potential of personal learning environments (PLE) based on Web 2.0 applications for language courses in higher education (HE). This novel approach to the use of information and communication technologies (ICT) in education involves learners in the design of learning environments, tools and processes. The chapter begins…

Personal Learning Environments and University Teacher Roles Explored Using Delphi

Science.gov (United States)

Shaikh, Zaffar Ahmed; Khoja, Shakeel Ahmed

2014-01-01

This paper presents the results of research using an online Delphi method, which aimed to explore university teacher roles and readiness for learner-centred pedagogy, driven by personal learning environments (PLEs). Using a modified Policy Delphi technique, a group of researchers worked with 34 international experts who are university teachers by…

The Development of a Personal Learning Environment in Second Life

Science.gov (United States)

Andrews, Sandra Sutton; Stokrocki, Mary; Jannasch-Pennell, Angel; DiGangi, Samuel A.

2010-01-01

In this qualitative pilot study, the authors report on curriculum field trials within a personal learning environment (PLE) designed by a collaboration of academic researchers and nonprofit volunteers working together in the virtual world of Second Life. The purpose of the PLE is to provide learners less likely to have access to educational…

A unique, culture-aware, personalized learning environment

Directory of Open Access Journals (Sweden)

Tillman Swinke

2012-11-01

Full Text Available This paper examines what current learning systems offer towards the idea of a multi- dimensional learning system. It will show the requirements for a multi-dimensional learning system and that no current system is able to meet them. Therefore a new model is proposed that is not only capable of fulfilling the requirements for cultural diversity but also of satisfying the rising demand for personalization that has been rising in the course of the last twenty years. This new model will enable systems, which bring the personalization of e- learning to the next level.

An exploratory analysis of personality, attitudes, and study skills on the learning curve within a team-based learning environment.

Science.gov (United States)

Persky, Adam M; Henry, Teague; Campbell, Ashley

2015-03-25

To examine factors that determine the interindividual variability of learning within a team-based learning environment. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

ReMashed – Recommendation Approaches for Mash-Up Personal Learning Environments in Formal and Informal Learning Settings

NARCIS (Netherlands)

Drachsler, Hendrik; Pecceu, Dries; Arts, Tanja; Hutten, Edwin; Rutledge, Lloyd; Van Rosmalen, Peter; Hummel, Hans; Koper, Rob

2009-01-01

Drachsler, H., Peccau, D., Arts, T., Hutten, E., Rutledge, L., Van Rosmalen, P., Hummel, H. G. K., & Koper, R. (2009). ReMashed – Recommendation Approaches for Mash-Up Personal Learning Environments in Formal and Informal Learning Settings. In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.),

A Learning Model for Enhancing the Student's Control in Educational Process Using Web 2.0 Personal Learning Environments

Science.gov (United States)

Rahimi, Ebrahim; van den Berg, Jan; Veen, Wim

2015-01-01

In recent educational literature, it has been observed that improving student's control has the potential of increasing his or her feeling of ownership, personal agency and activeness as means to maximize his or her educational achievement. While the main conceived goal for personal learning environments (PLEs) is to increase student's control by…

Evaluating a Personal Learning Environment for Digital Storytelling

Directory of Open Access Journals (Sweden)

Nikolaos Marianos

2011-10-01

Full Text Available The evaluation of flexible and personal learning environments is extremely challenging. It should not be limited to the assessment of products, but should address the quality of educative experience with close monitoring. The evaluation of a PLE using digital storytelling is even more complicated, due to the unpredictability of the usage scenarios. This paper presents an evaluation methodology for PLEs using digital storytelling, using a participatory design approach. The results from an open validation trial indicate that this methodology is able to incorporate all necessary factors and that the selected evaluation tools are appropriate for addressing the quality of educative experience.

Introducing a Personal Learning Environment in Higher Education. An Analysis of Connectivity

Science.gov (United States)

Saz, Alexandra; Engel, Anna; Coll, César

2016-01-01

Universities have a key role to play in the progress and development of the Knowledge Society. They should lead the way in the design of teaching strategies that promote knowledge building. Personal learning environments (PLE) represent a groundbreaking new development in educational practices through the incorporation of Information and…

Towards New Cultures of Learning: Personal Learning Environments as a Developmental Perspective for Improving Higher Education Language Courses

Science.gov (United States)

Laakkonen, Ilona; Taalas, Peppi

2015-01-01

This article provides readers with an understanding of the concept of the personal learning environment (PLE). It suggests that PLEs can be used in two complementary ways: as a developmental lens for integrating ICT and creating new pedagogical practices and digital literacies for academic language learning, and as a context in which learners can…

Lessons Learnt from and Sustainability of Adopting a Personal Learning Environment & Network (Ple&N)

Science.gov (United States)

Tsui, Eric; Sabetzadeh, Farzad

2014-01-01

This paper describes the feedback from the configuration and deployment of a Personal Learning Environment & Network (PLE&N) tool to support peer-based social learning for university students and graduates. An extension of an earlier project in which a generic and PLE&N was deployed for all learners, the current PLE&N is a…

Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils

NARCIS (Netherlands)

Verpoorten, Dominique; Glahn, Christian; Chatti, Amine; Westera, Wim; Specht, Marcus

2011-01-01

Verpoorten, D., Glahn, C., Chatti, A., Westera, W., & Specht, M. (2011). Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils. International Journal for Cross-Disciplinary Subjects in Education, 2(1), 276-284.

The new learning environment is personal

NARCIS (Netherlands)

De Vries, P.

2013-01-01

In a traditional sense the learning environment is qualified as the institutional setting for the teaching and learning to take place. This comprises the students, the teachers, management, the services and all the buildings, the classrooms, the equipment, the tools and laboratories that constitute

Soft Systems Methodology for Personalized Learning Environment

Science.gov (United States)

Nair, Uday

2015-01-01

There are two sides to a coin when it comes to implementing technology at universities; on one side, there is the university using technologies via the virtual learning environment that seems to be outdated with the digital needs of the students, and on the other side, while implementing technology at the university learning environment the focus…

Personal Efficacy and Factors of Effective Learning Environment in Higher Education: Croatian and American Students

Directory of Open Access Journals (Sweden)

Violeta Vidaček - Hainš

2010-06-01

Full Text Available Successful learning in higher education incorporates various factors related to knowledge, skills, habits, and motivation. Additionally, students’ personalities and self-efficacy may contribute to their adjustment, planning of activities, and achieving success. The objective of this paper is to analyze students’ needs for support services, which enhance the effectiveness of their learning environment at higher education institutions. Answers received from a sample of undergraduate freshmen at one American University and one Croatian University were analyzed and compared. The students from both countries agree that there is a need for developing self-reliance and personal responsibility in using support services, as well as for the timely and accurate information on availability of these services. Students’ suggestions and their desire to enhance effectiveness of their learning environment may be used in creating and improving support services in higher education institutions as well as training their staff.

AI Based Personal Learning Environments: Directions for Long Term Research. AI Memo 384.

Science.gov (United States)

Goldstein, Ira P.; Miller, Mark L.

The application of artificial intelligence (AI) techniques to the design of personal learning environments is an enterprise of both theoretical and practical interest. In the short term, the process of developing and testing intelligent tutoring programs serves as a new experimental vehicle for exploring alternative cognitive and pedagogical…

The Dialogic Potential of ePortfolios: Formative Feedback and Communities of Learning within a Personal Learning Environment

Science.gov (United States)

Ehiyazaryan-White, Ester

2012-01-01

This paper reports on the findings of a study into the use of ePortfolios as personal learning environments (PLE) by a group of students pursuing Master's degrees in Education. The qualitative study explores the potential of the ePortfolio to support learners in engaging in formative peer and tutor feedback as well as in developing a learning…

Personal Learning Environments Acceptance Model: The Role of Need for Cognition, e-Learning Satisfaction and Students' Perceptions

Science.gov (United States)

del Barrio-García, Salvador; Arquero, José L.; Romero-Frías, Esteban

2015-01-01

As long as students use Web 2.0 tools extensively for social purposes, there is an opportunity to improve students' engagement in Higher Education by using these tools for academic purposes under a Personal Learning Environment approach (PLE 2.0). The success of these attempts depends upon the reactions and acceptance of users towards e-learning…

Doing What We Teach: Promoting Digital Literacies for Professional Development through Personal Learning Environments and Participation

Science.gov (United States)

Laakkonen, Ilona

2015-01-01

Despite the proliferation of social media, few learners make effective use of digital technology to support their learning or graduate with the skills necessary for developing and communicating their expertise in the knowledge-driven networked society of the digital age. This article makes use of the concept of Personal Learning Environments (PLE)…

Building Personal Learning Environments by using and mixing ICT tools in a professional way

Directory of Open Access Journals (Sweden)

Linda Castañeda

2010-12-01

Full Text Available This paper reports on a teaching experience of the introduction of ICT tohigher education students in a complementary professional approach and aPersonal Learning Environment (PLE development approach, as well as anaturalistic study based on this experience. The central focus of thismethodology was the use of hands-on sessions to introduce students to somespecific ICT tools, and exploring the building process of an awareness abouttheir Personal Learning environments.In terms of learning, we confirmed that students very much appreciate newways of developing their tasks and their course work. Even when the greatmajority of students associates learning with acquiring only information andsome of them associate learning with memorizing.In terms of Technology, after this experience we can conclude that students,when arriving at university, have no experience –even knowledge- in the useof ICT tools. In addition, students from the first year of the degree don’t thinkthey use Web 2.0 (awareness, and even more, they don’t believe that theycan use ICT tools for learning, even if they actually do. They value, usefultools which help them to plan their tasks, save time, simplify complicatedtasks and, definitively, have fun; but also they specially value the ICT toolsthey discovered, seeing opportunities for Independency, collaboration, selfimportancein the learning processThe vast majority of students have a basic perception of their PLE. Few ofthem don’t relate tools with themselves but with their tasks, and only some ofthem go one step further by establishing more complex relationships betweentools, contents, tasks and themselves enriching each other

Roadmap to PLE - A Research Route to Empower the Use of Personal Learning Environments (PLEs

Directory of Open Access Journals (Sweden)

Maria Chiara Pettenati

2010-10-01

Full Text Available In this position paper we argue that in order to design, deploy and evaluate institutional Personal Learning Environments, a system-level Roadmap should be developed accounting for the progressive expansion towards the following evolutions directions: from closed (VLE to Open Learning Environments (OLE; from the individual-group, to individual-network and individual-collective relations; from using structured learning resources to using any type of content; from being instructor/institution-led by being self-regulated and self-managed; from being aimed at learning in the university system to supporting work-based learning; from being centered around web 2.0 to being empowered by web 3.0 tools and technologies. In order to accompany the development of such a Roadmap, an operational definition and hexagonal model of the PLE is presented in this paper together with its three-steps evolutionary process.

Metacognitive components in smart learning environment

Science.gov (United States)

Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

2018-03-01

Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

The networked student: A design-based research case study of student constructed personal learning environments in a middle school science course

Science.gov (United States)

Drexler, Wendy

This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.

Beyond the Personal Learning Environment: Attachment and Control in the Classroom of the Future

Science.gov (United States)

Johnson, Mark William; Sherlock, David

2014-01-01

The Personal Learning Environment (PLE) has been presented in a number of guises over a period of 10 years as an intervention which seeks the reorganisation of educational technology through shifting the "locus of control" of technology towards the learner. In the intervening period to the present, a number of initiatives have attempted…

What Drives Students' Loyalty-Formation in Social Media Learning within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

Science.gov (United States)

Arquero, José L.; del Barrio-García, Salvador; Romero-Frías, Esteban

2017-01-01

Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of…

A Case Study on the Perceptions of Educators on the Penetration of Personal Learning Environments in Typical Education

Science.gov (United States)

Armakolas, Stefanos; Mikroyannidis, Alexander; Panagiotakopoulos, Christos; Panousopoulou, Theofania

2016-01-01

Personal Learning Environments (PLEs) help students manage and take control of their own learning. As such, the PLE promotes self-regulation in learning and allows learners to aggregate, manipulate and share digital artefacts within a flexible and versatile online space. This paper presents a case study in Greece, concerning an investigation about…

Anticipation of Personal Genomics Data Enhances Interest and Learning Environment in Genomics and Molecular Biology Undergraduate Courses.

Science.gov (United States)

Weber, K Scott; Jensen, Jamie L; Johnson, Steven M

2015-01-01

An important discussion at colleges is centered on determining more effective models for teaching undergraduates. As personalized genomics has become more common, we hypothesized it could be a valuable tool to make science education more hands on, personal, and engaging for college undergraduates. We hypothesized that providing students with personal genome testing kits would enhance the learning experience of students in two undergraduate courses at Brigham Young University: Advanced Molecular Biology and Genomics. These courses have an emphasis on personal genomics the last two weeks of the semester. Students taking these courses were given the option to receive personal genomics kits in 2014, whereas in 2015 they were not. Students sent their personal genomics samples in on their own and received the data after the course ended. We surveyed students in these courses before and after the two-week emphasis on personal genomics to collect data on whether anticipation of obtaining their own personal genomic data impacted undergraduate student learning. We also tested to see if specific personal genomic assignments improved the learning experience by analyzing the data from the undergraduate students who completed both the pre- and post-course surveys. Anticipation of personal genomic data significantly enhanced student interest and the learning environment based on the time students spent researching personal genomic material and their self-reported attitudes compared to those who did not anticipate getting their own data. Personal genomics homework assignments significantly enhanced the undergraduate student interest and learning based on the same criteria and a personal genomics quiz. We found that for the undergraduate students in both molecular biology and genomics courses, incorporation of personal genomic testing can be an effective educational tool in undergraduate science education.

Factors Affecting the Design and Development of a Personal Learning Environment: Research on Super-Users

Science.gov (United States)

Fournier, Helene; Kop, Rita

2011-01-01

After speculation in literature about the nature of Personal Learning Environments, research in the design and development of PLEs is now in progress. This paper reports on the first phase of the authors' research on PLE, the identification process of what potential users would consider important components, applications, and tools in a PLE. The…

A study on online learner profile for supporting personalized learning

Directory of Open Access Journals (Sweden)

Jie Yang

2013-09-01

Full Text Available Digital learning as a popular learning approach has received increasing attention in modern education. The learner profile in online learning plays a critical role in supporting personalized learning. This article uses an information flow-based approach to build the learner profile for supporting personalized learning. The learner profile includes the individual profile to capture the personal features and the community profile to capture the social features in online learning environment.

The learning environment and medical student burnout: a multicentre study.

Science.gov (United States)

Dyrbye, Liselotte N; Thomas, Matthew R; Harper, William; Massie, F Stanford; Power, David V; Eacker, Anne; Szydlo, Daniel W; Novotny, Paul J; Sloan, Jeff A; Shanafelt, Tait D

2009-03-01

Little is known about specific personal and professional factors influencing student distress. The authors conducted a comprehensive assessment of how learning environment, clinical rotation factors, workload, demographics and personal life events relate to student burnout. All medical students (n = 3080) at five medical schools were surveyed in the spring of 2006 using a validated instrument to assess burnout. Students were also asked about the aforementioned factors. A total of 1701 medical students (response rate 55%) completed the survey. Learning climate factors were associated with student burnout on univariate analysis (odds ratio [OR] 1.36-2.07; all P burnout (ORs 1.69 and 1.48, respectively; both P student burnout. Students who experienced a positive personal life event had a lower frequency of burnout (OR 0.70; P burnout than students who did not experience a negative personal life event. On multivariate analysis personal characteristics, learning environment and personal life events were all independently related to student burnout. Although a complex array of personal and professional factors influence student well-being, student satisfaction with specific characteristics of the learning environment appears to be a critical factor. Studies determining how to create a learning environment that cultivates student well-being are needed.

A Case Study on the Perceptions of Educators on the Penetration of Personal Learning Environments in Typical Education

OpenAIRE

Armakolas, Stefanos; Mikroyannidis, Alexander; Panagiotakopoulos, Christos; Panousopoulou, Theofania

2016-01-01

Personal Learning Environments (PLEs) help students manage and take control of their own learning. As such, the PLE promotes self-regulation in learning and allows learners to aggregate, manipulate and share digital artefacts within a flexible and versatile online space. This paper presents a case study in Greece, concerning an investigation about the penetration of PLEs in typical education. In particular, this case study aims at investigating the perceptions of educators about PLEs and thei...

Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale

Directory of Open Access Journals (Sweden)

Sean Tackett

2015-07-01

Full Text Available Purpose: While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods: First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM, the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. Results: The overall response rate was 369/429 (86%. After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%, with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%. The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92 and the seven domains (α, 0.56-0.85. Conclusion: The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.

Normalization and Personalization of Learning Situation: NPLS

Directory of Open Access Journals (Sweden)

Mounia Abik

2009-06-01

Full Text Available The personalization of learning is a major pedagogical challenge solicited by pedagogues and didacts. There are several projects about the production of personalizable learning situations such as Reload-LDE and Alfanet. These projects are interested in producing new standardized and personalizable learning situations. However, on the Web, an important number of learning situations exist. These situations are rich in information but don't consider all the characteristics of participants taking part in the learning, nor their technical environments. In this paper we suggest a help system that can transform an existing learning situation to another structure standardized and personalizable depending on the context of learning personalization that we have defined.

Investigating the Value of Personalization in a Mobile Learning System

Science.gov (United States)

Kalloo, Vani; Mohan, Permanand

2015-01-01

This paper investigates the potential benefits of personalization in a mobile learning environment for high school students learning mathematics. Personalization was expected to benefit the students in two main ways. These are improving their performance in mathematics and making navigation of the application easier. Personalization was…

Personal Learning Network Clusters: A Comparison between Mathematics and Computer Science Students

Science.gov (United States)

Harding, Ansie; Engelbrecht, Johann

2015-01-01

"Personal learning environments" (PLEs) and "personal learning networks" (PLNs) are well-known concepts. A personal learning network "cluster" is a small group of people who regularly interact academically and whose PLNs have a non-empty intersection that includes all the other members. At university level PLN…

Interactive learning environments in augmented reality technology

Directory of Open Access Journals (Sweden)

Rafał Wojciechowski

2010-01-01

Full Text Available In this paper, the problem of creation of learning environments based on augmented reality (AR is considered. The concept of AR is presented as a tool for safe and cheap experimental learning. In AR learning environments students may acquire knowledge by personally carrying out experiments on virtual objects by manipulating real objects located in real environments. In the paper, a new approach to creation of interactive educational scenarios, called Augmented Reality Interactive Scenario Modeling (ARISM, is mentioned. In this approach, the process of building learning environments is divided into three stages, each of them performed by users with different technical and domain knowledge. The ARISM approach enables teachers who are not computer science experts to create AR learning environments adapted to the needs of their students.

Personal Learning Environments: A proposal to develop digital competences and information in university teaching of Law in Colombia

Directory of Open Access Journals (Sweden)

Marcos CABEZAS GONZÁLEZ

2017-12-01

Full Text Available Personal Learning Enviroment (PLE is one of the most interesting concepts that has aroused among teachers and software engineers in the last time and that will have an impact on the next years among all the levels and modalities of education. ple is a product of various factors including a social web that is shown by tools and free access services based in an open code technology. But a PLE is not a kind of software or platform; it is a new view about how to use the technologies for the learning process both in the initial formation and the lifelong learning. This article has teaching in Law Schools in Colombia and the inexistence of juridical practice proposals that may develop the professional competencies linked to the non-formal and everyday learning and linked to personal learning environments. The target that we try to acquire is to create a PLE proposal supported by 2.0 technologies and orientated to encourage a lifelong learning that may develop the digital and informative competences in Law practice. We strongly believe that a PLE model will help the student acquire the knowledge, abilities and experiences that may allow them a personal and professional development in the frame of a lifelong learning program that will contribute to approach goals and opportunities in the information and communication society that is in constant evolution.

Whole Person Learning: Embedding Ethical Enterprise Leadership in Business Education

Science.gov (United States)

Carter, E. Vincent; Donohue, Mary

2012-01-01

This study introduces a collaborative business education curricular design known as "whole person learning." The post-financial crisis market environment requires business education to encompass curricular, commercial and community skills. Drawing on the Toronto based National Mentoring Program (NMP), "whole person learning"…

Personalized Recommender System for e-Learning Environment

Science.gov (United States)

Benhamdi, Soulef; Babouri, Abdesselam; Chiky, Raja

2017-01-01

Traditional e-Learning environments are based on static contents considering that all learners are similar, so they are not able to respond to each learner's needs. These systems are less adaptive and once a system that supports a particular strategy has been designed and implemented, it is less likely to change according to student's interactions…

A Pedagogy-driven Framework for Integrating Web 2.0 tools into Educational Practices and Building Personal Learning Environments

NARCIS (Netherlands)

Rahimi, E.; Van den Berg, J.; Veen, W.

2014-01-01

While the concept of Web 2.0 based Personal Learning Environments (PLEs) has generated significant interest in educational settings, there is little consensus regarding what this concept means and how teachers and students can develop and deploy Web 2.0 based PLEs to support their teaching and

Early results of experiments with responsive open learning environments

OpenAIRE

Friedrich, M.; Wolpers, M.; Shen, R.; Ullrich, C.; Klamma, R.; Renzel, D.; Richert, A.; Heiden, B. von der

2011-01-01

Responsive open learning environments (ROLEs) are the next generation of personal learning environments (PLEs). While PLEs rely on the simple aggregation of existing content and services mainly using Web 2.0 technologies, ROLEs are transforming lifelong learning by introducing a new infrastructure on a global scale while dealing with existing learning management systems, institutions, and technologies. The requirements engineering process in highly populated test-beds is as important as the t...

SCAFFOLDING IN CONNECTIVIST MOBILE LEARNING ENVIRONMENT

Directory of Open Access Journals (Sweden)

Ozlem OZAN

2013-04-01

Full Text Available Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: Ø to learn in a networked environment, Ø to manage their networked learning process, Ø to interact in a networked society, and Ø to use the tools belonging to the network society. The researcher described how Vygotsky's “scaffolding” concept, Berge’s “learner support” strategies, and Siemens’ “connectivism” approach can be used together to satisfy mobile learners’ needs. A connectivist mobile learning environment was designed for the research, and the research was executed as a mixed-method study. Data collection tools were Facebook wall entries, personal messages, chat records; Twitter, Diigo, blog entries; emails, mobile learning management system statistics, perceived learning survey and demographic information survey. Results showed that there were four major aspects of scaffolding in connectivist mobile learning environment as type of it, provider of it, and timing of it and strategies of it. Participants preferred mostly social scaffolding, and then preferred respectively, managerial, instructional and technical scaffolding. Social scaffolding was mostly provided by peers, and managerial scaffolding was mostly provided by instructor. Use of mobile devices increased the learner motivation and interest. Some participants stated that learning was more permanent by using mobile technologies. Social networks and mobile technologies made it easier to manage the learning process and expressed a positive impact on perceived learning.

Can personality predict individual differences in brook trout spatial learning ability?

Science.gov (United States)

White, S.L.; Wagner, Tyler; Gowan, C.; Braithwaite, V.A.

2017-01-01

While differences in individual personality are common in animal populations, understanding the ecological significance of variation has not yet been resolved. Evidence suggests that personality may influence learning and memory; a finding that could improve our understanding of the evolutionary processes that produce and maintain intraspecific behavioural heterogeneity. Here, we tested whether boldness, the most studied personality trait in fish, could predict learning ability in brook trout. After quantifying boldness, fish were trained to find a hidden food patch in a maze environment. Stable landmark cues were provided to indicate the location of food and, at the conclusion of training, cues were rearranged to test for learning. There was a negative relationship between boldness and learning as shy fish were increasingly more successful at navigating the maze and locating food during training trials compared to bold fish. In the altered testing environment, only shy fish continued using cues to search for food. Overall, the learning rate of bold fish was found to be lower than that of shy fish for several metrics suggesting that personality could have widespread effects on behaviour. Because learning can increase plasticity to environmental change, these results have significant implications for fish conservation.

Personal Learning Environments (PLEs) in a Distance Learning Course on Mathematics Applied to Business

Science.gov (United States)

Bidarra, Jose; Araujo, Joao

2013-01-01

This paper argues that the dominant form of distance learning that is common in most e-learning systems rests on a set of learning devices and environments that may be outdated from the student's perspective, namely because it is not supportive of learner empowerment and does not facilitate the efforts of self-directed learners. For this study we…

Personalized learning: From neurogenetics of behaviors to designing optimal language training.

Science.gov (United States)

Wong, Patrick C M; Vuong, Loan C; Liu, Kevin

2017-04-01

Variability in drug responsivity has prompted the development of Personalized Medicine, which has shown great promise in utilizing genotypic information to develop safer and more effective drug regimens for patients. Similarly, individual variability in learning outcomes has puzzled researchers who seek to create optimal learning environments for students. "Personalized Learning" seeks to identify genetic, neural and behavioral predictors of individual differences in learning and aims to use predictors to help create optimal teaching paradigms. Evidence for Personalized Learning can be observed by connecting research in pharmacogenomics, cognitive genetics and behavioral experiments across domains of learning, which provides a framework for conducting empirical studies from the laboratory to the classroom and holds promise for addressing learning effectiveness in the individual learners. Evidence can also be seen in the subdomain of speech learning, thus providing initial support for the applicability of Personalized Learning to language. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

Science.gov (United States)

Pedrazzoli, Attilio

2010-06-01

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

Semantic Learning Service Personalized

Directory of Open Access Journals (Sweden)

Yibo Chen

2012-02-01

Full Text Available To provide users with more suitable and personalized service, personalization is widely used in various fields. Current e-Learning systems search for learning resources using information search technology, based on the keywords that selected or inputted by the user. Due to lack of semantic analysis for keywords and exploring the user contexts, the system cannot provide a good learning experiment. In this paper, we defined the concept and characteristic of the personalized learning service, and proposed a semantic learning service personalized framework. Moreover, we made full use of semantic technology, using ontologies to represent the learning contents and user profile, mining and utilizing the friendship and membership of the social relationship to construct the user social relationship profile, and improved the collaboration filtering algorithm to recommend personalized learning resources for users. The results of the empirical evaluation show that the approach is effectiveness in augmenting recommendation.

Personalized Learning: From Neurogenetics of Behaviors to Designing Optimal Language Training

Science.gov (United States)

Wong, Patrick C. M.; Vuong, Loan; Liu, Kevin

2016-01-01

Variability in drug responsivity has prompted the development of Personalized Medicine, which has shown great promise in utilizing genotypic information to develop safer and more effective drug regimens for patients. Similarly, individual variability in learning outcomes has puzzled researchers who seek to create optimal learning environments for students. “Personalized Learning” seeks to identify genetic, neural and behavioral predictors of individual differences in learning and aims to use predictors to help create optimal teaching paradigms. Evidence for Personalized Learning can be observed by connecting research in pharmacogenomics, cognitive genetics and behavioral experiments across domains of learning, which provides a framework for conducting empirical studies from the laboratory to the classroom and holds promise for addressing learning effectiveness in the individual learners. Evidence can also be seen in the subdomain of speech learning, thus providing initial support for the applicability of Personalized Learning to language. PMID:27720749

Can personality predict individual differences in brook trout spatial learning ability?

Science.gov (United States)

White, S L; Wagner, T; Gowan, C; Braithwaite, V A

2017-08-01

While differences in individual personality are common in animal populations, understanding the ecological significance of variation has not yet been resolved. Evidence suggests that personality may influence learning and memory; a finding that could improve our understanding of the evolutionary processes that produce and maintain intraspecific behavioural heterogeneity. Here, we tested whether boldness, the most studied personality trait in fish, could predict learning ability in brook trout. After quantifying boldness, fish were trained to find a hidden food patch in a maze environment. Stable landmark cues were provided to indicate the location of food and, at the conclusion of training, cues were rearranged to test for learning. There was a negative relationship between boldness and learning as shy fish were increasingly more successful at navigating the maze and locating food during training trials compared to bold fish. In the altered testing environment, only shy fish continued using cues to search for food. Overall, the learning rate of bold fish was found to be lower than that of shy fish for several metrics suggesting that personality could have widespread effects on behaviour. Because learning can increase plasticity to environmental change, these results have significant implications for fish conservation. Copyright © 2016 Elsevier B.V. All rights reserved.

Creating adaptive environment for e-learning courses

Directory of Open Access Journals (Sweden)

Bozidar Radenkovic

2009-06-01

Full Text Available In this paper we provide an approach to creating adaptive environment for e-learning courses. In the context of e-education, successful adaptation has to be performed upon learners’ characteristics. Currently, modeling and discovering users’ needs, goals, knowledge preferences and motivations is one of the most challenging tasks in e-learning systems that deal with large volumes of information. Primary goal of the research is to perform personalizing of distance education system, according to students’ learning styles. Main steps and requirements in applying business intelligence techniques in process of personalization are identified. In addition, we propose generic model and architecture of an adaptive e-learning system by describing the structure of an adaptive course and exemplify correlations among e-learning course content and different learning styles. Moreover, research that dealt with application of data mining technique in a real e-learning system was carried out. We performed adaptation of our e-learning courses using the results from the research.

Personal Competencies/Personalized Learning: Reflection on Instruction. A Peer-to-Peer Learning and Observation Tool

Science.gov (United States)

Twyman, Janet; Redding, Sam

2015-01-01

This publication and its companion, "Personal Competencies/Personalized Learning: Lesson Plan Reflection Guide," were created in response to a request for further development of the practical application of personalized learning concepts by teachers. Personalized learning varies the time, place, and pace of learning for each student, and…

PELS: A Noble Architecture and Framework for a Personal E-Learning System (PELS)

Science.gov (United States)

Dewan, Jahangir; Chowdhury, Morshed; Batten, Lynn

2014-01-01

This article presents a personal e-learning system architecture in the context of a social network environment. The main objective of a personal e-learning system is to develop individual skills on a specific subject and share resources with peers. The authors' system architecture defines the organisation and management of a personal learning…

Social Media as Avenue for Personal Learning for Educators: Personal Learning Networks Encourage Application of Knowledge and Skills

Science.gov (United States)

Eller, Linda S.

2012-01-01

Social media sites furnish an online space for a community of practice to create relationships and trust, collaboration and connections, and a personal learning environment. Social networking sites, both public and private, have common elements: member profiles, groups, discussions, and forums. A community of practice brings participants together…

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

Science.gov (United States)

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

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

Learning in the e-environment: new media and learning for the future

Directory of Open Access Journals (Sweden)

Milan Matijević

2015-03-01

Full Text Available We live in times of rapid change in all areas of science, technology, communication and social life. Every day we are asked to what extent school prepares us for these changes and for life in a new, multimedia environment. Children and adolescents spend less time at school or in other settings of learning than they do outdoors or within other social communities (family, clubs, societies, religious institutions and the like. Experts must constantly inquire about what exactly influences learning and development in our rich media environment. The list of the most important life competences has significantly changed and expanded since the last century. Educational experts are attempting to predict changes in the content and methodology of learning at the beginning of the 21st century. Answers are sought to key questions such as: what should one learn; how should one learn; where should one learn; why should one learn; and how do these answers relate to the new learning environment? In his examination of the way children and young people learn and grow up, the author places special attention on the relationship between personal and non-personal communication (e.g. the internet, mobile phones and different types of e-learning. He deals with today's questions by looking back to some of the more prominent authors and studies of the past fifty years that tackled identical or similar questions (Alvin Toffler, Ivan Illich, George Orwell, and the members of the Club of Rome. The conclusion reached is that in today's world of rapid and continuous change, it is much more crucial than in the last century, both, to be able to learn, and to adapt to learning with the help of new media.

E-LEARNING PERSONALIZATION BASED ON COLLABORATIVE FILTERING AND LEARNER’S PREFERENCE

Directory of Open Access Journals (Sweden)

OUTMANE BOURKOUKOU

2016-11-01

Full Text Available Personalized e-learning based on recommender system is recognized as one of the most interesting research field in the education and teaching in this last decade, since, the learning style is specific for each student. In fact from the knowledge of his or her learning style; it is easier to recommend a teaching strategy builds around a collection of the most adequate learning objects to give a better return on the educational level. This work focuses on the design of a personalized e-learning environment based on collaborative filtering and learning styles. Using the learner profile, the device proposed a personalized teaching strategy by selecting and sequencing learning objects fitting with the learners’ learning styles. Moreover, an experiment was conducted to evaluate the performance of our approach. The result reveals the system effectiveness for which it appears that the proposed approach may be promising.

Enhancing the Learning Environment by Learning all the Students' Names

DEFF Research Database (Denmark)

Jørgensen, Anker Helms

the method to learn all the students' names enhances the learning environment substantially.  ReferencesCranton, Patricia (2001) Becoming an authentic teacher in higher education. Malabar, Florida: Krieger Pub. Co.Wiberg, Merete (2011): Personal email communication June 22, 2011.Woodhead, M. M. and Baddeley......Short abstract This paper describes how the teaching environment can be enhanced significantly by a simple method: learning the names of all the students. The method is time-efficient: In a course with 33 students I used 65 minutes in total. My own view of the effect was confirmed in a small study......: The students felt more valued, secure and respected. They also made an effort to learn each other's names. Long abstract In high school teachers know the students' names very soon - anything else is unthinkable (Wiberg, 2011). Not so in universities where knowing the names of all the students is the exception...

Aberrant Learning Achievement Detection Based on Person-Fit Statistics in Personalized e-Learning Systems

Science.gov (United States)

Liu, Ming-Tsung; Yu, Pao-Ta

2011-01-01

A personalized e-learning service provides learning content to fit learners' individual differences. Learning achievements are influenced by cognitive as well as non-cognitive factors such as mood, motivation, interest, and personal styles. This paper proposes the Learning Caution Indexes (LCI) to detect aberrant learning patterns. The philosophy…

Constructivist Learning Environment During Virtual and Real Laboratory Activities

Directory of Open Access Journals (Sweden)

Ari Widodo

2017-04-01

Full Text Available Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.

Self-regulated learning as a framework for the educational application of virtual communities and personal learning environments

Directory of Open Access Journals (Sweden)

Julio Cabero Almenara

2013-08-01

Full Text Available 0 0 1 187 1033 USAL 8 2 1218 14.0 Normal 0 21 false false false ES JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:ES; mso-fareast-language:EN-US;} “Virtual Communities” (VC and “Personal learning Environments” (PLE, as products of the Web 2.0, of the cloud computing and of the “social media”, are impacting the field of education and are carrying the students to perform a more active role in the process of learning, and to integrate in their training not only the formal contexts, but also the informal and non-formal. However, we must be aware that the students control over the technology does not imply, necessarily, their control over their processes of teaching-learning and over the experience of learning. And for such control, self-regulation of learning by the student in CV and PLE can serve them to pass of their perception of technologies as technological tools to their perception of them as pedagogical tools, and to its use in the learning process in a planned and organized action, and directed toward specific goals. In order to do it, self-regulated learning, ie the application of learning strategies, their self-assessment, and the use of corrective actions in CV and in PLE, will led the student to take a more active, participatory and critical position in them, which will result in the creation of meaning mediated learning environments.

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

Directory of Open Access Journals (Sweden)

Daniel Auld

2010-10-01

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

Actions and Achievements of Self-Regulated Learning in Personal Environments. Research on Students Participating in the Graduate Program in Preschool Education at the University of Granada

Science.gov (United States)

Chaves-Barboza, Eduardo; Trujillo-Torres, Juan Manuel; López-Núñez, Juan Antonio; Sola-Martínez, Tomás

2017-01-01

This paper is intended to study the self-regulated learning (SRL) process in personal learning environments (PLEs) among students participating in the Graduate Program for Preschool Education at the University of Granada (Spain). The study is focused on self-regulatory actions carried out by students, and on their self-regulated learning…

Tap it again, Sam: Harmonizing personal environments towards lifelong learning

NARCIS (Netherlands)

Tabuenca, Bernardo; Kalz, Marco; Specht, Marcus

2015-01-01

The increasing number of mobile vendors releas- ing NFC-enabled devices to the market and their prominent adoption has moved this technology from a niche product to a product with a large market-share. NFC facilitates natural interactions between digital world and physical learning environments. The

Hipatia: a hypermedia learning environment in mathematics

Directory of Open Access Journals (Sweden)

Marisol Cueli

2016-01-01

Full Text Available Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia. Hypermedia environments are, by definición, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.

An Approach To Personalized e-Learning

Directory of Open Access Journals (Sweden)

Matteo Gaeta

2013-02-01

Full Text Available This paper focuses on the concept of personalized e-Learning for the computer science (or informatics education. Several authors have stated that personalization, in educational context, allows executing more efficient and effective learning processes. On the other side the use of Semantic Web technologies (e.g. ontologies is more and more often considered as a technological basis for personalization in e-Learning (the so-called self-regulated learning. In this paper we describe how personalization can be exploited in e-Learning systems, focusing on our proposal: the Intelligent Web Teacher (IWT. Therefore we present the evaluation of our personalization tools tested in real academic courses, where e-Learning activities are carried out to complement the traditional lectures.

Transformative Learning: Personal Empowerment in Learning Mathematics

Science.gov (United States)

Hassi, Marja-Liisa; Laursen, Sandra L.

2015-01-01

This article introduces the concept of personal empowerment as a form of transformative learning. It focuses on commonly ignored but enhancing elements of mathematics learning and argues that crucial personal resources can be essentially promoted by high engagement in mathematical problem solving, inquiry, and collaboration. This personal…

Personalizing Access to Learning Networks

DEFF Research Database (Denmark)

Dolog, Peter; Simon, Bernd; Nejdl, Wolfgang

2008-01-01

In this article, we describe a Smart Space for Learning™ (SS4L) framework and infrastructure that enables personalized access to distributed heterogeneous knowledge repositories. Helping a learner to choose an appropriate learning resource or activity is a key problem which we address in this fra......In this article, we describe a Smart Space for Learning™ (SS4L) framework and infrastructure that enables personalized access to distributed heterogeneous knowledge repositories. Helping a learner to choose an appropriate learning resource or activity is a key problem which we address...... in this framework, enabling personalized access to federated learning repositories with a vast number of learning offers. Our infrastructure includes personalization strategies both at the query and the query results level. Query rewriting is based on learning and language preferences; rule-based and ranking...

Validation of a Spanish Version of the Distance Education Learning Environments Survey (DELES) in Spain

Science.gov (United States)

Fernández-Pascual, Maria Dolores; Ferrer-Cascales, Rosario; Reig-Ferrer, Abilio; Albaladejo-Blázquez, Natalia; Walker, Scott L.

2015-01-01

The aim of this study was to examine the validity of the Spanish version of the Distance Education Learning Environments Survey (Sp-DELES). This instrument assesses students' perceptions of virtual learning environments using six scales: Instructor Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Active…

Personalized E-Learning in the Semantic Web

Directory of Open Access Journals (Sweden)

Nicola Henze

2006-06-01

Full Text Available This paper describes our idea for realizing personalized e-Learning in the Semantic Web. We have developed a framework for designing, implementing and maintaining Personal Learning Object Readers, which enable the learners to study Learning Objects in an embedding, personalized context. We describe the architecture of our Personal Reader framework, and discuss the possible authoring processes for creating Personal Learning Object Readers.

Intelligent Web-Based Learning System with Personalized Learning Path Guidance

Science.gov (United States)

Chen, C. M.

2008-01-01

Personalized curriculum sequencing is an important research issue for web-based learning systems because no fixed learning paths will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanisms to assist on-line web-based learning and adaptively provide learning paths…

Burnout and the learning environment of anaesthetic trainees.

Science.gov (United States)

Castanelli, D J; Wickramaarachchi, S A; Wallis, S

2017-11-01

Burnout has a high prevalence among healthcare workers and is increasingly recognised as an environmental problem rather than reflecting a personal inability to cope with work stress. We distributed an electronic survey, which included the Maslach Burnout Inventory Health Services Survey and a previously validated learning environment instrument, to 281 Victorian anaesthetic trainees. The response rate was 50%. We found significantly raised rates of burnout in two of three subscales. Ninety-one respondents (67%) displayed evidence of burnout in at least one domain, with 67 (49%) reporting high emotional exhaustion and 57 (42%) reporting high depersonalisation. The clinical learning environment tool demonstrated a significant negative correlation with burnout (r=-0.56, P Burnout was significantly more common than when previously measured in Victoria in 2008 (62% versus 38%). Trainees rated examination preparation the most stressful aspect of the training program. There is a high prevalence of burnout among Victorian anaesthetic trainees. We have shown a significant correlation exists between the clinical learning environment measure and the presence of burnout. This correlation supports the development of interventions to improve the clinical learning environment, as a means to improve trainee wellbeing and address the high prevalence of burnout.

The Relationship between Personality Types and Self-Regulated Learning Strategies of Language Learners

Directory of Open Access Journals (Sweden)

Majid Ghyasi

2013-05-01

Full Text Available This study investigates the relationship between personality traits, as measured by the NEO Five Factor Inventory, and different learning strategies, measured by the Motivated Strategies for Learning Questionnaire (MSLQ, that foreign language student may employ to help them learn the language.  A sample of 231 undergraduate students of English in Iran was administered the Inventory and the MSLQ.  This study is the first to connect learners’ personality traits with general learning strategies, which can be specifically applied to foreign language learning.  Analyzing the data using multiple regressions, the authors found that personality type was able to predict the tendency to use different learning strategies.  Specifically, students who scored high on “conscientiousness” were more likely to use all strategies, particularly managing time and study environment.  Students high on extraversion were more likely to use peer learning and help seeking strategies.  The authors conclude that language teachers could benefit from assessing their students’ personalities and matching strategies to their students’ tendencies.

Personal Pervasive Environments: Practice and Experience

Directory of Open Access Journals (Sweden)

Enrique Soriano

2012-05-01

Full Text Available In this paper we present our experience designing and developing two different systems to enable personal pervasive computing environments, Plan B and the Octopus. These systems were fully implemented and have been used on a daily basis for years. Both are based on synthetic (virtual file system interfaces and provide mechanisms to adapt to changes in the context and reconfigure the system to support pervasive applications. We also present the main differences between them, focusing on architectural and reconfiguration aspects. Finally, we analyze the pitfalls and successes of both systems and review the lessons we learned while designing, developing, and using them.

Video personalization for usage environment

Science.gov (United States)

Tseng, Belle L.; Lin, Ching-Yung; Smith, John R.

2002-07-01

A video personalization and summarization system is designed and implemented incorporating usage environment to dynamically generate a personalized video summary. The personalization system adopts the three-tier server-middleware-client architecture in order to select, adapt, and deliver rich media content to the user. The server stores the content sources along with their corresponding MPEG-7 metadata descriptions. Our semantic metadata is provided through the use of the VideoAnnEx MPEG-7 Video Annotation Tool. When the user initiates a request for content, the client communicates the MPEG-21 usage environment description along with the user query to the middleware. The middleware is powered by the personalization engine and the content adaptation engine. Our personalization engine includes the VideoSue Summarization on Usage Environment engine that selects the optimal set of desired contents according to user preferences. Afterwards, the adaptation engine performs the required transformations and compositions of the selected contents for the specific usage environment using our VideoEd Editing and Composition Tool. Finally, two personalization and summarization systems are demonstrated for the IBM Websphere Portal Server and for the pervasive PDA devices.

Building multilingual learning environments in early years education

Directory of Open Access Journals (Sweden)

Martin Dodman

2016-07-01

Full Text Available This paper examines the early language development of children with particular reference to the importance of personal multilingualism and the reasons why this should be promoted in early years education. It is argued that such an objective is best achieved by building multilingual learning environments at the level of nursery and infant schools. The characteristics of such environments are described and ways of evaluating projects designed to build them are presented.

Qualitative development of eLearning environments through a learner relationship management methodology

Directory of Open Access Journals (Sweden)

Fattaneh Taghiyareh

2013-03-01

Full Text Available Due to paramount importance of knowledge, life-long learning, globalization, and mobility; eLearning as an information technology application has faced rapid growth in recent years. Disseminated war for talent enforces providers of eLearning products to identify technological gaps of learning and provide personalized services for customers of this industry. As we may know, designing customer-centered environments and managing end-user relations are the most effective elements in the market gain, due to the importance of customer satisfaction. The special features of eLearning systems with respect to their centers and users make them appropriate realms for applying a Customer Relationship Management (CRM methodology. Learner Relationship Management (LRM, which is more specialized than CRM in eLearning context, plays a significant role in improving quality of services, enhancing learners’ satisfaction and retention, keeping them, and recruitment new users. LRM provides an integrated infrastructure for eLearning systems and helps them to analyse learners’ capabilities and find the best match to overcome the turbulent environment and tight competition. Also, by improving the service quality and enhancing teaching and learning flows, LRM offers personalized instructions to learners.

Pervasive Learning Environments

DEFF Research Database (Denmark)

Hundebøl, Jesper; Helms, Niels Henrik

2006-01-01

The potentials of pervasive communication in learning within industry and education are right now being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE?s differ...... from virtual learning environments (VLE) primarily because in PLE?s the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

Extending human potential in a technical learning environment

Science.gov (United States)

Fielden, Kay A.

This thesis is a report of a participatory inquiry process looking at enhancing the learning process in a technical academic field in high education by utilising tools and techniques which go beyond the rational/logical, intellectual domain in a functional, objective world. By empathising with, nurturing and sustaining the whole person, and taking account of past patterning as well as future visions including technological advances to augment human awareness, the scene is set for depth learning. Depth learning in a tertiary environment can only happen as a result of the dynamic that exists between the dominant, logical/rational, intellectual paradigm and the experiential extension of the boundaries surrounding this domain. Any experiences which suppress the full, holistic expression of our being alienate us from the fullness of the expression and hence from depth learning. Depth learning is indicated by intrinsic motivation, which is more likely to occur in a trusting and supporting environment. The research took place within a systemic intellectual framework, where emergence is the prime characteristic used to evaluate results.

INTERNATIONAL EXPERIENCE OF CLOUD ORIENTED LEARNING ENVIRONMENT DESIGN IN SECONDARY SCHOOLS

Directory of Open Access Journals (Sweden)

Svitlana G. Lytvynova

2014-06-01

Full Text Available The article highlights the foreign experience of designing of cloud oriented learning environments (COLE in general secondary education. The projects in Russia, Germany, Czech Republic, Australia, China, Israel, Africa, Singapore, Brazil, Egypt, Colombia and the United States are analyzed. The analysis of completed projects found out the common problems of implementing of cloud oriented learning environments (security of personal data, technical problems of integration of cloud environments with existing systems, and productivity of cloud services and their advantages for secondary education (mobility of participants, volumetric cloud data storage, universally accessibility, regular software updating, ease of use, etc..

Learning in the light of the first-person approach

DEFF Research Database (Denmark)

Stelter, Reinhard

2008-01-01

The intention of this article is to unfold and present the experiential or first-person perspective as a source of the individual's deeper understanding of his/her interplay with a specific context and environment. This perspective will be connected to the concept of the lived body. Embodied...... able to build up well-functioning learning and working communities....

An Investigation of Person-Environment Congruence

Science.gov (United States)

McMurray, Marissa Johnstun

2013-01-01

This study tested a hypothesis derived from Holland's (1997) theory of personality and environment that congruence between person and environment would influence satisfaction with doctoral training environments and career certainty. Doctoral students' (N = 292) vocational interests were measured using questions from the Interest Item Pool, and…

Smart Educational Process Based on Personal Learning Capabilities

OpenAIRE

Gavriushenko, Mariia; Lindberg, Renny S. N.; Khriyenko, Oleksiy

2017-01-01

Personalized learning is increasingly gaining popularity, especially with the development of information technology and modern educational resources for learning. Each person is individual and has different knowledge background, different kind of memory, different learning speed. Teacher can adapt learning course, learning instructions or learning material according to the majority of learners in class, but that means that learning process is not adapted to the personality of each...

Personality Traits, Learning and Academic Achievements

Science.gov (United States)

Jensen, Mikael

2015-01-01

There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point…

The learning environment and resident burnout: a national study.

Science.gov (United States)

van Vendeloo, Stefan N; Prins, David J; Verheyen, Cees C P M; Prins, Jelle T; van den Heijkant, Fleur; van der Heijden, Frank M M A; Brand, Paul L P

2018-04-01

Concerns exist about the negative impact of burnout on the professional and personal lives of residents. It is suggested that the origins of burnout among residents are rooted in the learning environment. We aimed to evaluate the association between the learning environment and burnout in a national sample of Dutch residents. We conducted a cross-sectional online survey among all Dutch residents in September 2015. We measured the learning environment using the three domain scores on content, organization, and atmosphere from the Scan of Postgraduate Educational Environment Domains (SPEED) and burnout using the Dutch version of the Maslach Burnout Inventory (UBOS-C). Of 1,231 responding residents (33 specialties), 185 (15.0%) met criteria for burnout. After adjusting for demographic (age, gender and marital status) and work-related factors (year of training, type of teaching hospital and type of specialty), we found a consistent inverse association between SPEED scores and the risk of burnout (aOR 0.54, 95% CI 0.46 to 0.62, p burnout among residents. This suggests that the learning environment is of key importance in preventing resident burnout.

THE BLENDED LEARNING ENVIRONMENT ON THE FOREIGN LANGUAGE LEARNING PROCESS: A Balance for Motivation and Achievement

Directory of Open Access Journals (Sweden)

Bahar ISIGUZEL

2014-07-01

Full Text Available The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Hacı Bektas Veli University (Turkey in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

Working environment with social and personal open tools for inquiry based learning: Pedagogic and diagnostic frameworks

NARCIS (Netherlands)

Protopsaltis, Aristos; Seitlinger, Paul; Chaimala, Foteini; Firssova, Olga; Hetzner, Sonja; Kikis-Papadakis, Kitty; Boytchev, Pavel

2014-01-01

The weSPOT project aims at propagating scientific inquiry as the approach for science learning and teaching in combination with today’s curricula and teaching practices The project focuses on inquiry-based learning with a theoretically sound and technology supported personal inquiry approach and it

Being Nontraditional and Learning Online: Assessing the Psychosocial Learning Environments, Self-Efficacy, and Affective Outcomes among College Student Groups

Science.gov (United States)

Ashford, Roslyn La'Toya

2014-01-01

The study compared traditional and nontraditional students' attitudes about the psychosocial learning environment and their influence on self-efficacy, enjoyment of online learning, and student satisfaction by using Moos' (1979) Model of Environmental and Personal Variables and the three dimensions of social climate as its theoretical framework.…

Semantic modeling of portfolio assessment in e-learning environment

Directory of Open Access Journals (Sweden)

Lucila Romero

2017-01-01

Full Text Available In learning environment, portfolio is used as a tool to keep track of learner’s progress. Particularly, when it comes to e-learning, continuous assessment allows greater customization and efficiency in learning process and prevents students lost interest in their study. Also, each student has his own characteristics and learning skills that must be taken into account in order to keep learner`s interest. So, personalized monitoring is the key to guarantee the success of technology-based education. In this context, portfolio assessment emerge as the solution because is an easy way to allow teacher organize and personalize assessment according to students characteristic and need. A portfolio assessment can contain various types of assessment like formative assessment, summative assessment, hetero or self-assessment and use different instruments like multiple choice questions, conceptual maps, and essay among others. So, a portfolio assessment represents a compilation of all assessments must be solved by a student in a course, it documents progress and set targets. In previous work, it has been proposed a conceptual framework that consist of an ontology network named AOnet which is a semantic tool conceptualizing different types of assessments. Continuing that work, this paper presents a proposal to implement portfolios assessment in e-learning environments. The proposal consists of a semantic model that describes key components and relations of this domain to set the bases to develop a tool to generate, manage and perform portfolios assessment.

Qualitative development of eLearning environments through a learner relationship management methodology

OpenAIRE

Fattaneh Taghiyareh; Maedeh Mosharraf

2013-01-01

Due to paramount importance of knowledge, life-long learning, globalization, and mobility; eLearning as an information technology application has faced rapid growth in recent years. Disseminated war for talent enforces providers of eLearning products to identify technological gaps of learning and provide personalized services for customers of this industry. As we may know, designing customer-centered environments and managing end-user relations are the most effective elements in the market ga...

A New Approach to Personalization: Integrating E-Learning and M-Learning

Science.gov (United States)

Nedungadi, Prema; Raman, Raghu

2012-01-01

Most personalized learning systems are designed for either personal computers (e-learning) or mobile devices (m-learning). Our research has resulted in a cloud-based adaptive learning system that incorporates mobile devices into a classroom setting. This system is fully integrated into the formative assessment process and, most importantly,…

Pervasive Learning Environments

DEFF Research Database (Denmark)

Helms, Niels Henrik; Hundebøl, Jesper

2006-01-01

The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE's differ...... from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...... in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed...

Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

Directory of Open Access Journals (Sweden)

Maja Lebeničnik

2015-06-01

Full Text Available Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources (learning content and learning tools facilitates informed use and enables students to create the learning environment that is most appropriate for their personal learning needs and preferences. In contemporary society, the creation of an inclusive learning environment supported by ICT is pervasive. The model of Universal Design for Learning is becoming increasingly significant in responding to the need for inclusive learning environments. In this article, we categorize different online learning activities into the principles of Universal Design for Learning. This study examines ICT use among university students (N = 138, comparing student teachers with students in other study programs. The findings indicate that among all students, activities with lower demands for engagement are most common. Some differences were observed between student teachers and students from other programs. Student teachers were more likely than their peers to perform certain activities aimed at meeting diverse learner needs, but the percentage of students performing more advanced activities was higher for students in other study programs than for student teachers. The categorization of activities revealed that student teachers are less likely to undertake activities that involve interaction with others. Among the sample of student teachers, we found that personal innovativeness is correlated with diversity of activities in only one category. The results show that student teachers should be encouraged to perform more advanced activities, especially activities involving interaction with others, collaborative learning and use of ICT to

Personalized E- learning System Based on Intelligent Agent

Science.gov (United States)

Duo, Sun; Ying, Zhou Cai

Lack of personalized learning is the key shortcoming of traditional e-Learning system. This paper analyzes the personal characters in e-Learning activity. In order to meet the personalized e-learning, a personalized e-learning system based on intelligent agent was proposed and realized in the paper. The structure of system, work process, the design of intelligent agent and the realization of intelligent agent were introduced in the paper. After the test use of the system by certain network school, we found that the system could improve the learner's initiative participation, which can provide learners with personalized knowledge service. Thus, we thought it might be a practical solution to realize self- learning and self-promotion in the lifelong education age.

Pre-registration nursing student's quality of practice learning: Clinical learning environment inventory (actual) questionnaire.

Science.gov (United States)

Shivers, Eleanor; Hasson, Felicity; Slater, Paul

2017-08-01

Clinical learning is a vital component of nurse education and assessing student's experiences can provide useful insights for development. Whilst most research in this area has focused on the acute setting little attention has been given to all pre-registration nurses' experience across the clinical placements arenas. To examine of pre-registration nursing students (first, second and third year) assessment of their actual experiences of their most recent clinical learning clinical learning experience. A cross sectional survey involving a descriptive online anonymous questionnaire based on the clinical learning environment inventory tool. One higher education institution in the United Kingdom. Nursing students (n=147) enrolled in an undergraduate nursing degree. This questionnaire included demographic questions and the Clinical Learning Environment Inventory (CLEI) a 42 item tool measuring student's satisfaction with clinical placement. SPPS version 22 was employed to analyse data with descriptive and inferential statistics. Overall students were satisfied with their clinical learning experience across all placement areas. This was linked to the 6 constructs of the clinical learning environment inventory; personalization, innovation, individualization, task orientation, involvement, satisfaction. Significant differences in student experience were noted between age groups and student year but there was no difference noted between placement type, age and gender. Nursing students had a positive perception of their clinical learning experience, although there remains room for improvement. Enabling a greater understanding of students' perspective on the quality of clinical education is important for nursing education and future research. Copyright © 2017. Published by Elsevier Ltd.

Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED and a personal environment (weSPOT

Directory of Open Access Journals (Sweden)

Alexandra Okada

2015-02-01

Full Text Available This paper presents a qualitative investigation on key skills for co-learning and co-inquiry in the digital age. The method applied was cyber-ethnography with asynchronous observation (forum and wiki and synchronous discussions (webconference for analysing skills developed by a co-learning community. This study focuses on participants from different countries who interacted during nine months in two open platforms: the massive educational portal EDUCARED of the “7th International Conference on Education 2012-2013" and weSPOT, an European “Working Environment with Social Personal and Open Technologies for inquiry based learning”. As a result of this study, it was observed that the EDUCARED portal led to the development of more explicit digital literacies, possibly because it was a simpler and familiar interface (forum. And in the weSPOT environment, experienced participants with digital technologies had more opportunities to develop other skills related to Critical-Creative Thinking and Scientific Reasoning.

Pervasive Learning Environments

DEFF Research Database (Denmark)

Hundebøl, Jesper; Helms, Niels Henrik

in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed......Abstract: The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE......'s differ from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process.

Science.gov (United States)

Arkan, Burcu; Ordin, Yaprak; Yılmaz, Dilek

2018-03-01

Clinical education is an essential part of nursing education. The purpose of this study was to explore nurse students' experiences related to cinical learning environments, factors effecting to clinical learning process. Descriptive qualitative design was used in this study, and data were collected from 2nd class nursing student (n = 14). The study took the form of in-depth interviews between August-October 2015. The qualitative interviews were analyzed by using simple content analysis. Data were analyzed manually. Experiences nurse students are described five themes. The themes of the study are (1) effecting persons to clinical learning, (2) educational atmosphere, (3) students' personal charactering, (4) the impact of education in school, and (5) students' perceptions related to clinical learning. Participants stated that they experienced many difficulties during clinical learning process. All students importantly stated that nurse teacher is very effecting to clinical learning. This study contributes to the literature by providing data on beginner nursing student' experiences about clinical learning process. The data of this present study show to Turkish nursing student is affecting mostly from persons in clinical learning. The data of this present study will guide nurse teacher when they plan to interventions to be performed to support student during clinical learning process. Copyright © 2017 Elsevier Ltd. All rights reserved.

Enhancing Learning within the 3-D Virtual Learning Environment

OpenAIRE

Shirin Shafieiyoun; Akbar Moazen Safaei

2013-01-01

Today’s using of virtual learning environments becomes more remarkable in education. The potential of virtual learning environments has frequently been related to the expansion of sense of social presence which is obtained from students and educators. This study investigated the effectiveness of social presence within virtual learning environments and analysed the impact of social presence on increasing learning satisfaction within virtual learning environments. Second Life, as an example of ...

An Adaptive Approach to Managing Knowledge Development in a Project-Based Learning Environment

Science.gov (United States)

Tilchin, Oleg; Kittany, Mohamed

2016-01-01

In this paper we propose an adaptive approach to managing the development of students' knowledge in the comprehensive project-based learning (PBL) environment. Subject study is realized by two-stage PBL. It shapes adaptive knowledge management (KM) process and promotes the correct balance between personalized and collaborative learning. The…

Using Machine Learning to Advance Personality Assessment and Theory.

Science.gov (United States)

Bleidorn, Wiebke; Hopwood, Christopher James

2018-05-01

Machine learning has led to important advances in society. One of the most exciting applications of machine learning in psychological science has been the development of assessment tools that can powerfully predict human behavior and personality traits. Thus far, machine learning approaches to personality assessment have focused on the associations between social media and other digital records with established personality measures. The goal of this article is to expand the potential of machine learning approaches to personality assessment by embedding it in a more comprehensive construct validation framework. We review recent applications of machine learning to personality assessment, place machine learning research in the broader context of fundamental principles of construct validation, and provide recommendations for how to use machine learning to advance our understanding of personality.

Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent

Directory of Open Access Journals (Sweden)

Maggie Hartnett

2011-10-01

Full Text Available Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated. The alternative view concentrates on the design of online learning environments to encourage optimal learner motivation. Neither approach acknowledges a contemporary view of motivation that emphasises the situated, mutually constitutive relationship of the learner and the learning environment. Using self-determination theory (SDT as a framework, this paper explores the motivation to learn of preservice teachers in two online distance-learning contexts. In this study, learners were found to be not primarily intrinsically motivated. Instead, student motivation was found to be complex, multifaceted, and sensitive to situational conditions.

Designing Learning Resources in Synchronous Learning Environments

DEFF Research Database (Denmark)

Christiansen, Rene B

2015-01-01

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

Resource Guide for Persons with Learning Impairments.

Science.gov (United States)

IBM, Atlanta, GA. National Support Center for Persons with Disabilities.

The resource guide identifies products which assist learning disabled and mentally retarded individuals in accessing IBM (International Business Machine) Personal Computers or the IBM Personal System/2 family of products. An introduction provides a general overview of ways computers can help learning disabled or retarded persons. The document then…

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...

Why the Personal Competencies Matter. Connect: Making Learning Personal

Science.gov (United States)

Redding, Sam

2015-01-01

This issue in the "Connect" series is a field report that discusses how a student's personal competencies--cognitive, metacognitive, motivational, and social/emotional--propel learning and other forms of goal attainment. These personal competencies are personal to the individual in their shape, size, and effect, but they are enhanced by…

Automatic, Global and Dynamic Student Modeling in a Ubiquitous Learning Environment

Directory of Open Access Journals (Sweden)

Sabine Graf

2009-03-01

Full Text Available Ubiquitous learning allows students to learn at any time and any place. Adaptivity plays an important role in ubiquitous learning, aiming at providing students with adaptive and personalized learning material, activities, and information at the right place and the right time. However, for providing rich adaptivity, the student model needs to be able to gather a variety of information about the students. In this paper, an automatic, global, and dynamic student modeling approach is introduced, which aims at identifying and frequently updating information about students’ progress, learning styles, interests and knowledge level, problem solving abilities, preferences for using the system, social connectivity, and current location. This information is gathered in an automatic way, using students’ behavior and actions in different learning situations provided by different components/services of the ubiquitous learning environment. By providing a comprehensive student model, students can be supported by rich adaptivity in every component/service of the learning environment. Furthermore, the information in the student model can help in giving teachers a better understanding about the students’ learning process.

Student Engagement: Key to Personalized Learning

Science.gov (United States)

Ferlazzo, Larry

2017-01-01

Personalized learning has the potential to greatly improve student achievement--but realistic teachers know that any instructional strategy will only be effective if students are willing to do the work. That is why Larry Ferlazzo emphasizes the importance of weaving intrinsic motivation into every personalized learning classroom. Four key elements…

Conditions for Productive Learning in Network Learning Environments

DEFF Research Database (Denmark)

Ponti, M.; Dirckinck-Holmfeld, Lone; Lindström, B.

2004-01-01

are designed without a deep understanding of the pedagogical, communicative and collaborative conditions embedded in networked learning. Despite the existence of good theoretical views pointing to a social understanding of learning, rather than a traditional individualistic and information processing approach......The Kaleidoscope1 Jointly Executed Integrating Research Project (JEIRP) on Conditions for Productive Networked Learning Environments is developing and elaborating conceptual understandings of Computer Supported Collaborative Learning (CSCL) emphasizing the use of cross-cultural comparative......: Pedagogical design and the dialectics of the digital artefacts, the concept of collaboration, ethics/trust, identity and the role of scaffolding of networked learning environments.   The JEIRP is motivated by the fact that many networked learning environments in various European educational settings...

Mechanisms for Creating a Psychologically Safe Learning Environment in an Educational Institution of General Education

Directory of Open Access Journals (Sweden)

Leonova O.I.,

2014-11-01

Full Text Available At the moment the question of how to create and maintain the psychological safety of the educational environment of the school is not sufficiently studied. Meanwhile, there has been proved its positive effect on the psychological health of students, their emotional and personal well-being, the formation of a meta-subjective and personal educational outcomes. This paper describes a study the purpose of which was to examine and verify empiricaly the features of management activities in the educational organization to create a psychologically safe learning environment. We studied personality traits of the Head of an educational organization by the procedure "Troubleshooting leadership abilities" (E. Zharikova, E. Krushelnytsky, techniques "Diagnosis of the level of burnout" (V.V. Boyko, methods of self-management style assessment (A.V. Agrashenkova, modified by E.P. Ilyin, and methods for rapid assessment of health, activity, mood (SAN. We proposed mechanisms to solve the problem of creating a comfortable and safe learning environment in the educational organization of general education

Students’ Motivation for Learning in Virtual Learning Environments

OpenAIRE

Beluce, Andrea Carvalho; Oliveira, Katya Luciane de

2015-01-01

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

GAME ON! An Interpretative Phenomenological Analysis of Games-Based Learning in an Undergraduate Liberal Arts Environment

Science.gov (United States)

Eng, David Anthony, Jr.

2017-01-01

Current higher education focuses on a teacher centered pedagogy where students benefit but are not the primary consideration for learning. Conversely, experiential learning focuses on students in the learning process. This is done through a socialized and personalized environment that can be implemented through the application of games-based…

Exploring Collaborative Learning Effect in Blended Learning Environments

Science.gov (United States)

Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

2017-01-01

The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…

The learning environment and learning styles: a guide for mentors.

Science.gov (United States)

Vinales, James Jude

The learning environment provides crucial exposure for the pre-registration nursing student. It is during this time that the student nurse develops his or her repertoire of skills, knowledge, attitudes and behaviour in order to meet competencies and gain registration with the Nursing and Midwifery Council. The role of the mentor is vital within the learning environment for aspiring nurses. The learning environment is a fundamental platform for student learning, with mentors key to identifying what is conducive to learning. This article will consider the learning environment and learning styles, and how these two essential elements guide the mentor in making sure they are conducive to learning.

Personality in learning and education : A review

NARCIS (Netherlands)

DeRaad, B; Schouwenburg, HC

1996-01-01

The literature relevant to the combined area of personality and education and learning is summarized, covering almost a century of research and theorizing. Different topics considered important from the aspect of education and learning or from the aspect of personality ape represented. For

The Future of Personalized Learning for Students with Disabilities

Science.gov (United States)

Worthen, Maria

2016-01-01

Personalized learning models can give each student differentiated learning experiences based on their needs, interests, and strengths, including students with disabilities. Personalized learning can pinpoint specific gaps in student learning, identify where a student is on his or her learning pathway, and provide the appropriate interventions to…

Practice education learning environments: the mismatch between perceived and preferred expectations of undergraduate health science students.

Science.gov (United States)

Brown, Ted; Williams, Brett; McKenna, Lisa; Palermo, Claire; McCall, Louise; Roller, Louis; Hewitt, Lesley; Molloy, Liz; Baird, Marilyn; Aldabah, Ligal

2011-11-01

Practical hands-on learning opportunities are viewed as a vital component of the education of health science students, but there is a critical shortage of fieldwork placement experiences. It is therefore important that these clinical learning environments are well suited to students' perceptions and expectations. To investigate how undergraduate students enrolled in health-related education programs view their clinical learning environments and specifically to compare students' perception of their 'actual' clinical learning environment to that of their 'preferred/ideal' clinical learning environment. The Clinical Learning Environment Inventory (CLEI) was used to collect data from 548 undergraduate students (55% response rate) enrolled in all year levels of paramedics, midwifery, radiography and medical imaging, occupational therapy, pharmacy, nutrition and dietetics, physiotherapy and social work at Monash University via convenience sampling. Students were asked to rate their perception of the clinical learning environment at the completion of their placements using the CLEI. Satisfaction of the students enrolled in the health-related disciplines was closely linked with the five constructs measured by the CLEI: Personalization, Student Involvement, Task Orientation, Innovation, and Individualization. Significant differences were found between the student's perception of their 'actual' clinical learning environment and their 'ideal' clinical learning environment. The study highlights the importance of a supportive clinical learning environment that places emphasis on effective two-way communication. A thorough understanding of students' perceptions of their clinical learning environments is essential. Copyright © 2010 Elsevier Ltd. All rights reserved.

Selection of appropriates E-learning personalization strategies from ontological perspectives

Directory of Open Access Journals (Sweden)

Fathi Essalmi

2010-10-01

Full Text Available When there are several personalization strategies of E-learning, authors of courses need to be supported for deciding which strategy will be applied for personalizing each course. In fact, the time, the efforts and the learning objects needed for preparing personalized learning scenarios depend on the personalization strategy to be applied. This paper presents an approach for selecting personalization strategies according to the feasibility of generating personalized learning scenarios with minimal intervention of the author. Several metrics are proposed for putting in order and selecting useful personalization strategies. The calculus of these metrics is automated based on the analyses of the LOM (Learning Object Metadata standard according to the semantic relations between data elements and learners’ characteristics represented in the Ontology for Selection of Personalization Strategies (OSPS.

Practitioner research to promote practice development: the continued development by means of practitioner research of a multidisciplinary learning environment within neurorehabilitation care for older persons

Directory of Open Access Journals (Sweden)

Cyrilla van der Donk

2015-11-01

Full Text Available Background: Continuous innovation is required to help clinical practice adapt to healthcare demand and there is a pressing need for sufficient numbers of professionals trained to work in this ever-changing context. New environments for learning are needed to enhance the development of these skills for existing and future care professionals. This article gives an account of how practitioner research was used to further develop a multidisciplinary learning environment for students of the Institute of Health Studies and the Institute of Nursing Studies of HAN University of Applied Sciences in a department specialising in neurorehabilitation for older persons from ZZG Herstelhotel, a public hospital offering long-term residential care in the Netherlands. Aim: The aim of the study was to pursue the development of the learning environment by exploring stakeholders’ visions of their ideal multidisciplinary learning environment. Method: Practitioner research was chosen as a methodology as it deliberately seeks to generate local knowledge and theories through exploring different perspectives, and to encourage learning and reflection. A research group was formed consisting of the first author and three practice supervisors. A mixed-methods approach was used by the research group. First, a selection of relevant publications was reviewed by the group. This was followed by learning sessions in which students, supervisors and managers were invited to dream and design on the basis of their own experiences, thereby linking up with the constructionist-based change approach of Appreciative Inquiry. Results: A collective view of the characteristics of a workbased learning environment was developed by students, supervisors and managers. These characteristics were placed in one of four ideal perspectives: the core professional competencies to be acquired; the resources available; the learning culture; and the supervision. Not all students valued multidisciplinary

School and workplace as learning environments

DEFF Research Database (Denmark)

Jørgensen, Christian Helms

In vocational education and training the school and the workplace are two different learning environments. But how should we conceive of a learning environment, and what characterizes the school and the workplace respectively as learning environments? And how can the two environ-ments be linked......? These questions are treated in this paper. School and workplace are assessed us-ing the same analytical approach. Thereby it is pointed out how different forms of learning are en-couraged in each of them and how different forms of knowledge are valued. On this basis sugges-tions are made about how to understand...

Towards a Standards-Based Approach to E-Learning Personalization Using Reusable Learning Objects.

Science.gov (United States)

Conlan, Owen; Dagger, Declan; Wade, Vincent

E-Learning systems that produce personalized course offerings for the learner are often expensive, both from a time and financial perspective, to develop and maintain. Learning content personalized to a learners' cognitive preferences has been shown to produce more effective learning, however many approaches to realizing this form of…

Transferring managerial learning back to the workplace : the influence of personality and the workplace environment

OpenAIRE

Belling, Ruth

2000-01-01

This thesis identifies the influences of individual characteristics, particularly psychological type preferences, and workplace environment features, on managers’ perceptions of the barriers and facilitators to transferring their learning from management development programmes. In doing so, it provides information and insights to help increase understanding of the transfer of learning process through the building of a model of transfer. Guided by a Realist perspective, this ...

Designing Creative Learning Environments

Directory of Open Access Journals (Sweden)

Thomas Cochrane

2015-05-01

Full Text Available Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios.

Learning Environment And Pupils Academic Performance ...

African Journals Online (AJOL)

Learning Environment And Pupils Academic Performance: Implications For Counselling. ... facilities as well as learning materials to make teaching and learning easy. In addition, teachers should provide conducive classroom environment to ...

Creating a flexible learning environment.

Science.gov (United States)

Taylor, B A; Jones, S; Winters, P

1990-01-01

Lack of classroom space is a common problem for many hospital-based nurse educators. This article describes how nursing educators in one institution redesigned fixed classroom space into a flexible learning center that accommodates their various programs. Using the nursing process, the educators assessed their needs, planned the learning environment, implemented changes in the interior design, and evaluated the outcome of the project. The result was a learning environment conducive to teaching and learning.

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…

Integrating Learning Styles and Personality Traits into an Affective Model to Support Learner's Learning

Science.gov (United States)

Leontidis, Makis; Halatsis, Constantin

The aim of this paper is to present a model in order to integrate the learning style and the personality traits of a learner into an enhanced Affective Style which is stored in the learner’s model. This model which can deal with the cognitive abilities as well as the affective preferences of the learner is called Learner Affective Model (LAM). The LAM is used to retain learner’s knowledge and activities during his interaction with a Web-based learning environment and also to provide him with the appropriate pedagogical guidance. The proposed model makes use of an ontological approach in combination with the Bayesian Network model and contributes to the efficient management of the LAM in an Affective Module.

AN ADAPTIVE ACO-DRIVEN SCHEME FOR LEARNING AIM ORIENTED PERSONALIZED E-LEARNING

Directory of Open Access Journals (Sweden)

Sushma Hans

2014-10-01

Full Text Available The e-learning paradigm is now a well-established vehicle of modern education. It caters to a wide spectrum of students with diverse backgrounds who enroll with their own learning aims. A core challenge under this scenario is to generate personalized learning paths so that each student can achieve her learning aim most effectively. Prior works used static attributes such as prior knowledge level, learning ability, browsing preferences, learning style etc. to generate personalized learning paths. In this paper, we take an entirely new route by taking into account the continuous improvement of a learner in the light of her own learning aim, to redefine her learning path at each level of the course. We introduce the concept of personalized examination system that systematically evaluates the dynamic learning ability of every student according to her pre-set goals. The proposed intelligent e-learning system uses Ant Colony Optimization to iteratively optimize the forward learning paths. Experimental results reveal that the system is able to tap a student’s improved learning ability to choose more difficult paths that contribute highly towards her own aims. We demonstrate that the overall learning success of weaker students doubles as compared to statically generated paths while there is considerable improvement of 50% in the learning success for average students as well. This clearly indicates that our approach gives realistic benefits to initially weak students who gradually evolve as the course progresses.

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

Directory of Open Access Journals (Sweden)

Ina Blau

2017-07-01

Full Text Available This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing and by learners’ personality traits (extroversion–introversion and emotional stability–neuroticism. The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through Zoom videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the ‘poor get richer’ principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.

Personalized summarization using user preference for m-learning

Science.gov (United States)

Lee, Sihyoung; Yang, Seungji; Ro, Yong Man; Kim, Hyoung Joong

2008-02-01

As the Internet and multimedia technology is becoming advanced, the number of digital multimedia contents is also becoming abundant in learning area. In order to facilitate the access of digital knowledge and to meet the need of a lifelong learning, e-learning could be the helpful alternative way to the conventional learning paradigms. E-learning is known as a unifying term to express online, web-based and technology-delivered learning. Mobile-learning (m-learning) is defined as e-learning through mobile devices using wireless transmission. In a survey, more than half of the people remarked that the re-consumption was one of the convenient features in e-learning. However, it is not easy to find user's preferred segmentation from a full version of lengthy e-learning content. Especially in m-learning, a content-summarization method is strongly required because mobile devices are limited to low processing power and battery capacity. In this paper, we propose a new user preference model for re-consumption to construct personalized summarization for re-consumption. The user preference for re-consumption is modeled based on user actions with statistical model. Based on the user preference model for re-consumption with personalized user actions, our method discriminates preferred parts over the entire content. Experimental results demonstrated successful personalized summarization.

Personality, Organizational Orientations and Self-Reported Learning Outcomes

Science.gov (United States)

Bamber, David; Castka, Pavel

2006-01-01

Purpose: To identify competencies connecting personality, organizational orientations and self-reported learning outcomes (as measured by concise Likert-type scales), for individuals who are learning for their organizations. Design/methodology/approach: Five concise factor scales were constructed to represent aspects of personality. Three further…

Are Commercial "Personal Robots" Ready for Language Learning? Focus on Second Language Speech

Science.gov (United States)

Moussalli, Souheila; Cardoso, Walcir

2016-01-01

Today's language classrooms are challenged with limited classroom time and lack of input, and output practice in a stress-free environment (Hsu, 2015). The use of commercial, readily available tools such as Personal Robots (PRs; e.g. Amazon's Echo, Jibo) might promote language learning by freeing up class time, allowing for a more focused…

Web-Based Learning Support System

Science.gov (United States)

Fan, Lisa

Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

Exploring the opinions of registered nurses working in a clinical transfusion environment on the contribution of e-learning to personal learning and clinical practice: results of a small scale educational research study.

Science.gov (United States)

Cottrell, Susan; Donaldson, Jayne H

2013-05-01

To explore the opinions of registered nurses on the Learnbloodtransfusion Module 1: Safe Transfusion Practice e-learning programme to meeting personal learning styles and learning needs. A qualitative research methodology was applied based on the principles of phenomenology. Adopting a convenience sampling plan supported the recruitment of participants who had successfully completed the e-learning course. Thematic analysis from the semi-structured interviews identified common emerging themes through application of Colaizzis framework. Seven participants of total sample population (89) volunteered to participate in the study. Five themes emerged which included learning preferences, interactive learning, course design, patient safety and future learning needs. Findings positively show the e-learning programme captures the learning styles and needs of learners. In particular, learning styles of a reflector, theorist and activist as well as a visual learner can actively engage in the online learning experience. In an attempt to bridge the knowledge practice gap, further opinions are offered on the course design and the application of knowledge to practice following completion of the course. The findings of the small scale research study have shown that the e-learning course does meet the diverse learning styles and needs of nurses working in a clinical transfusion environment. However, technology alone is not sufficient and a blended approach to learning must be adopted to meet bridging the theory practice gap supporting the integration of knowledge to clinical practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

Critical Review on Affect of Personality on Learning Styles

Science.gov (United States)

Kamarulzaman, Wirawani

2012-01-01

This paper is intended to review the affect of personality on learning styles. Costa and McCrae's Five-Factor Model of Personality (The Big 5) is explored against Kolb Learning Styles. The Big 5 factors are extraversion, neuroticism, openness, agreeableness and conscientiousness, whereas Kolb Learning Styles are divergers, assimilators,…

Judgments of Learning in Collaborative Learning Environments

NARCIS (Netherlands)

Helsdingen, Anne

2010-01-01

Helsdingen, A. S. (2010, March). Judgments of Learning in Collaborative Learning Environments. Poster presented at the 1st International Air Transport and Operations Symposium (ATOS 2010), Delft, The Netherlands: Delft University of Technology.

Experiential Learning and Learning Environments: The Case of Active Listening Skills

Science.gov (United States)

Huerta-Wong, Juan Enrique; Schoech, Richard

2010-01-01

Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

Self-organized Learning Environments

DEFF Research Database (Denmark)

Dalsgaard, Christian; Mathiasen, Helle

2007-01-01

system actively. The two groups used the system in their own way to support their specific activities and ways of working. The paper concludes that self-organized learning environments can strengthen the development of students’ academic as well as social qualifications. Further, the paper identifies......The purpose of the paper is to discuss the potentials of using a conference system in support of a project based university course. We use the concept of a self-organized learning environment to describe the shape of the course. In the paper we argue that educational technology, such as conference...... systems, has a potential to support students’ development of self-organized learning environments and facilitate self-governed activities in higher education. The paper is based on an empirical study of two project groups’ use of a conference system. The study showed that the students used the conference...

Model of competence: a conceptual framework for understanding the person-environment interaction for persons with motor disabilities.

Science.gov (United States)

Rousseau, Jacqueline; Potvin, Louise; Dutil, Elisabeth; Falta, Patricia

2002-01-01

The "Model of Competence" has been recently elaborated to help expand our understanding relating to a person's interaction with the environment. Specifically, it seeks to deal with the issues related to the home adaptation (the home layout and equipment) for a person living with motor disabilities. This theoretical model takes into account various characteristics of the person as well as of the environment, by re-grouping six concepts: person, environment, activity, role, competence and handicap situation. The "Model of Competence" is distinct because it includes: (1) both the human and the nonhuman dimension of the environment; (2) personal characteristics other than the strictly physical ones; (3) a clear identification of the interaction between the person and the environment; and (4) a means of operationalizing it via an assessment instrument. This model proposes an innovative approach to the person-environment relation in terms of personalizing accessibility, and thereby offers a new approach to understanding the concept of universal access. It has been developed for research and application, and addresses several disciplines.

THE VIRTUAL LEARNING ENVIRONMENTS IN VOCATIONAL EDUCATION: A REPORT OF BLENDED LEARNING EXPERIENCES

Directory of Open Access Journals (Sweden)

Paulo Roberto Prado Constantino

2013-07-01

Full Text Available This paper presents an experiment in uses of virtual learning environments (VLE in the vocational education, evaluated by the Educational Supervision of Vocational and Secondary Schools of Paula Souza Center. The experience occurred in Etec "Jacinto Ferreira de Sá", São Paulo, Brazil, between 2009 and 2011, where the reported activities were organized and developed in the degree of Music, with students of different ages. Using specifics instruments to qualitative research for data collection were selected class record books, the reports to the virtual environment, the records of the participants' personal reflections, interviews and examination of the minutes of class councils involved. The experience has served as a basis for replication in other contexts and vocational courses presented by the institution.

Learning environment, learning styles and conceptual understanding

Science.gov (United States)

Ferrer, Lourdes M.

1990-01-01

In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions. This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms. It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang, Malaysia. Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have been taken up. A number of significant relationships were observed in these two studies.

Learning Networks Distributed Environment

NARCIS (Netherlands)

Martens, Harrie; Vogten, Hubert; Koper, Rob; Tattersall, Colin; Van Rosmalen, Peter; Sloep, Peter; Van Bruggen, Jan; Spoelstra, Howard

2005-01-01

Learning Networks Distributed Environment is a prototype of an architecture that allows the sharing and modification of learning materials through a number of transport protocols. The prototype implements a p2p protcol using JXTA.

Personal Learning Environments (PLE in the Bachelor’s Degree in Elementary Education at the University of Granada

Directory of Open Access Journals (Sweden)

Eduardo Chaves-Barboza

2017-12-01

Full Text Available This paper studies the devices that university students in teacher education incorporate into their personal learning environments (PLE. It also examines the time that students dedicate to activities related to ICT, the factors that encourage or frustrate the incorporation of tools to students’ PLE, and the characteristics that this population desires for a PLE. For this, a questionnaire has been applied using Likert scales in a sample of 668 students divided into 15 groups, enrolled in the Elementary Education Bachelor’s degree program, at the University of Granada, Spain. The data were analyzed using descriptive and inferential statistics (with 95% confidence interval. Also, correlation tests (Kendall coefficient τ and analysis of variance (test of Kruskal-Wallis H were employed. The results showed that laptops and smartphones are the most accessible devices for students. The findings also showed that students spend little time to visiting university platforms, they prefer PLE tools to be productive and to allow them to connect with others, and they want PLE to be interactive, customizable and useful.

Learning Environment and Student Effort

Science.gov (United States)

Hopland, Arnt O.; Nyhus, Ole Henning

2016-01-01

Purpose: The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach: The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The…

E-learning systems intelligent techniques for personalization

CERN Document Server

Klašnja-Milićević, Aleksandra; Ivanović, Mirjana; Budimac, Zoran; Jain, Lakhmi C

2017-01-01

This monograph provides a comprehensive research review of intelligent techniques for personalisation of e-learning systems. Special emphasis is given to intelligent tutoring systems as a particular class of e-learning systems, which support and improve the learning and teaching of domain-specific knowledge. A new approach to perform effective personalization based on Semantic web technologies achieved in a tutoring system is presented. This approach incorporates a recommender system based on collaborative tagging techniques that adapts to the interests and level of students' knowledge. These innovations are important contributions of this monograph. Theoretical models and techniques are illustrated on a real personalised tutoring system for teaching Java programming language. The monograph is directed to, students and researchers interested in the e-learning and personalization techniques. .

The Learning Impact of a 4-Dimensional Digital Construction Learning Environment

OpenAIRE

Chris Landorf; Stephen Ward

2017-01-01

This paper addresses a virtual environment approach to work integrated learning for students in construction-related disciplines. The virtual approach provides a safe and pedagogically rigorous environment where students can apply theoretical knowledge in a simulated real-world context. The paper describes the development of a 4-dimensional digital construction environment and associated learning activities funded by the Australian Office for Learning and Teaching. The environment was trialle...

Students’ digital learning environments

DEFF Research Database (Denmark)

Caviglia, Francesco; Dalsgaard, Christian; Davidsen, Jacob

2018-01-01

The objective of the paper is to examine the nature of students’ digital learning environments to understand the interplay of institutional systems and tools that are managed by the students themselves. The paper is based on a study of 128 students’ digital learning environments. The objectives...... used tools in the students’ digital learning environments are Facebook, Google Drive, tools for taking notes, and institutional systems. Additionally, the study shows that the tools meet some very basic demands of the students in relation to collaboration, communication, and feedback. Finally...... of the study are 1) to provide an overview of tools for students’ study activities, 2) to identify the most used and most important tools for students and 3) to discover which activities the tools are used for. The empirical study reveals that the students have a varied use of digital media. Some of the most...

Creating a supportive learning environment for students with learning difficulties

OpenAIRE

Grah, Jana

2013-01-01

Co-building of supporting learning environment for the learners with learning difficulties is one of the 21st century inclusive school’s elements. Since the physical presence of learners with learning difficulties in the classroom does not self-evidently lead to an effective co-operation and implementation of 21st century inclusive school, I have dedicated my doctor thesis to the establishment of supporting learning environment for the learners with learning difficulties in primary school wit...

E-Learning Personalization Using Triple-Factor Approach in Standard-Based Education

Science.gov (United States)

Laksitowening, K. A.; Santoso, H. B.; Hasibuan, Z. A.

2017-01-01

E-Learning can be a tool in monitoring learning process and progress towards the targeted competency. Process and progress on every learner can be different one to another, since every learner may have different learning type. Learning type itself can be identified by taking into account learning style, motivation, and knowledge ability. This study explores personalization for learning type based on Triple-Factor Approach. Considering that factors in Triple-Factor Approach are dynamic, the personalization system needs to accommodate the changes that may occurs. Originated from the issue, this study proposed personalization that guides learner progression dynamically towards stages of their learning process. The personalization is implemented in the form of interventions that trigger learner to access learning contents and discussion forums more often as well as improve their level of knowledge ability based on their state of learning type.

Mobile and pervasive media for personalized learning

NARCIS (Netherlands)

Kalz, Marco

2013-01-01

Kalz, M. (2013, 18 April). Mobile and pervasive media for personalized learning. Presentation provided during a workshop for visitors from Lithuania, Learning Media Lab, Heerlen, The Netherlands: Open Universiteit in the Netherlands.

Personalized E-Learning System Using Item Response Theory

Science.gov (United States)

Chih-Ming, Chen; Lee, Hahn-Ming; Chen, Ya-Hui

2005-01-01

Personalized service is important on the Internet, especially in Web-based learning. Generally, most personalized systems consider learner preferences, interests, and browsing behaviors in providing personalized services. However, learner ability usually is neglected as an important factor in implementing personalization mechanisms. Besides, too…

Personalized Age Progression with Bi-Level Aging Dictionary Learning.

Science.gov (United States)

Shu, Xiangbo; Tang, Jinhui; Li, Zechao; Lai, Hanjiang; Zhang, Liyan; Yan, Shuicheng

2018-04-01

Age progression is defined as aesthetically re-rendering the aging face at any future age for an individual face. In this work, we aim to automatically render aging faces in a personalized way. Basically, for each age group, we learn an aging dictionary to reveal its aging characteristics (e.g., wrinkles), where the dictionary bases corresponding to the same index yet from two neighboring aging dictionaries form a particular aging pattern cross these two age groups, and a linear combination of all these patterns expresses a particular personalized aging process. Moreover, two factors are taken into consideration in the dictionary learning process. First, beyond the aging dictionaries, each person may have extra personalized facial characteristics, e.g., mole, which are invariant in the aging process. Second, it is challenging or even impossible to collect faces of all age groups for a particular person, yet much easier and more practical to get face pairs from neighboring age groups. To this end, we propose a novel Bi-level Dictionary Learning based Personalized Age Progression (BDL-PAP) method. Here, bi-level dictionary learning is formulated to learn the aging dictionaries based on face pairs from neighboring age groups. Extensive experiments well demonstrate the advantages of the proposed BDL-PAP over other state-of-the-arts in term of personalized age progression, as well as the performance gain for cross-age face verification by synthesizing aging faces.

Predicting Learned Helplessness Based on Personality

Science.gov (United States)

Maadikhah, Elham; Erfani, Nasrollah

2014-01-01

Learned helplessness as a negative motivational state can latently underlie repeated failures and create negative feelings toward the education as well as depression in students and other members of a society. The purpose of this paper is to predict learned helplessness based on students' personality traits. The research is a predictive…

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

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

Architecture for Collaborative Learning Activities in Hybrid Learning Environments

OpenAIRE

Ibáñez, María Blanca; Maroto, David; García Rueda, José Jesús; Leony, Derick; Delgado Kloos, Carlos

2012-01-01

3D virtual worlds are recognized as collaborative learning environments. However, the underlying technology is not sufficiently mature and the virtual worlds look cartoonish, unlinked to reality. Thus, it is important to enrich them with elements from the real world to enhance student engagement in learning activities. Our approach is to build learning environments where participants can either be in the real world or in its mirror world while sharing the same hybrid space in a collaborative ...

Collaborations in Open Learning Environments

NARCIS (Netherlands)

Spoelstra, Howard

2015-01-01

This thesis researches automated services for professionals aiming at starting collaborative learning projects in open learning environments, such as MOOCs. It investigates the theoretical backgrounds of team formation for collaborative learning. Based on the outcomes, a model is developed

Effects of personality traits on collaborative performance in problem-based learning tutorials.

Science.gov (United States)

Jang, Hye Won; Park, Seung Won

2016-12-01

To examine the relationship between students' collaborative performance in a problem-based learning (PBL) environment and their personality traits. Methods:This retrospective, cross-sectional study was conducted using student data of a PBL program between 2013 and 2014 at Sungkyunkwan University School of Medicine, Seoul, South Korea. Eighty students were included in the study. Student data from the Temperament and Character Inventory were used as a measure of their personality traits. Peer evaluation scores during PBL were used as a measure of students' collaborative performance. Results: Simple regression analyses indicated that participation was negatively related to harm avoidance and positively related to persistence, whereas preparedness for the group work was negatively related to reward dependence. On multiple regression analyses, low reward dependence remained a significant predictor of preparedness. Grade-point average (GPA)  was negatively associated with novelty seeking and cooperativeness and was positively associated with persistence.  Conclusion: Medical students who are less dependent on social reward are more likely to complete assigned independent work to prepare for the PBL tutorials. The findings of this study can help educators better understand and support medical students who are at risk of struggling in collaborative learning environments.

Web-Based Learning Environment Based on Students’ Needs

Science.gov (United States)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

Students’ Motivation for Learning in Virtual Learning Environments

Directory of Open Access Journals (Sweden)

Andrea Carvalho Beluce

2015-04-01

Full Text Available The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs. For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE. The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled motivation, and demotivation. The participants were 572 students from the Brazilian state of Paraná, enrolled on higher education courses on a continuous education course. The results revealed significant rates for autonomous motivational behavior. It is considered that the results obtained may provide contributions for the educators and psychologists who work with VLEs, leading to further studies of the area providing information referent to the issue investigated in this study.

Relationship between learning environment characteristics and academic engagement

NARCIS (Netherlands)

Opdenakker, Marie-Christine; Minnaert, Alexander

The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural

Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

Science.gov (United States)

Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

2013-11-01

Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing

E-Learning 2.0: Learning Redefined

OpenAIRE

Kumar, Rupesh

2009-01-01

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

School and workplace as learning environments in VET

DEFF Research Database (Denmark)

Jørgensen, Christian Helms

as limitations for learning, and thus frame the opportunities for learning. The second, the socio-cultural learning environment is constituted by the social and cultural relations and communities in the workplace and in school. I distinguish between three different types of social relations in the workplace......The aim of this paper is to present an analytical model to study school and workplace as different learning environments and discuss some findings from the application of the model on a case study. First the paper tries to answer the question: what is a learning environment? In most other studies...... schools and workplaces are not only considered to be different learning environment, but are also analysed using different approaches. In this paper I will propose a common model to analyse and compare the two learning environments, drawing on sociology of work (Kern & Schumann 1984; Braverman 1976...

Factors Influencing Learning Environments in an Integrated Experiential Program

Science.gov (United States)

Koci, Peter

The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning

The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction in Multimedia Learning Environments

Science.gov (United States)

Doolittle, Peter

2010-01-01

Short, cause-and-effect instructional multimedia tutorials that provide learner control of instructional pace (segmentation) and verbal representations of content in a conversational tone (personalization) have been demonstrated to benefit problem solving transfer. How might a more comprehensive multimedia instructional environment focused on…

The VREST learning environment.

Science.gov (United States)

Kunst, E E; Geelkerken, R H; Sanders, A J B

2005-01-01

The VREST learning environment is an integrated architecture to improve the education of health care professionals. It is a combination of a learning, content and assessment management system based on virtual reality. The generic architecture is now being build and tested around the Lichtenstein protocol for hernia inguinalis repair.

Teachers' and students' perspectives on teaching and learning through virtual learning environments

Science.gov (United States)

Limniou, M.; Smith, M.

2010-12-01

The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students' background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers' and students' perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.

Personalized search result diversification via structured learning

NARCIS (Netherlands)

Liang, S.; Ren, Z.; de Rijke, M.

2014-01-01

This paper is concerned with the problem of personalized diversification of search results, with the goal of enhancing the performance of both plain diversification and plain personalization algorithms. In previous work, the problem has mainly been tackled by means of unsupervised learning. To

Personalizing a Service Robot by Learning Human Habits from Behavioral Footprints

Directory of Open Access Journals (Sweden)

Kun Li

2015-03-01

Full Text Available For a domestic personal robot, personalized services are as important as predesigned tasks, because the robot needs to adjust the home state based on the operator's habits. An operator's habits are composed of cues, behaviors, and rewards. This article introduces behavioral footprints to describe the operator's behaviors in a house, and applies the inverse reinforcement learning technique to extract the operator's habits, represented by a reward function. We implemented the proposed approach with a mobile robot on indoor temperature adjustment, and compared this approach with a baseline method that recorded all the cues and behaviors of the operator. The result shows that the proposed approach allows the robot to reveal the operator's habits accurately and adjust the environment state accordingly.

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

Science.gov (United States)

Choi, Beomkyu

2016-01-01

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

Student-Teacher Interaction in Online Learning Environments

Science.gov (United States)

Wright, Robert D., Ed.

2015-01-01

As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

A Well Designed School Environment Facilitates Brain Learning.

Science.gov (United States)

Chan, Tak Cheung; Petrie, Garth

2000-01-01

Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)

E-Learning Personalization Based on Hybrid Recommendation Strategy and Learning Style Identification

Science.gov (United States)

Klasnja-Milicevic, Aleksandra; Vesin, Boban; Ivanovic, Mirjana; Budimac, Zoran

2011-01-01

Personalized learning occurs when e-learning systems make deliberate efforts to design educational experiences that fit the needs, goals, talents, and interests of their learners. Researchers had recently begun to investigate various techniques to help teachers improve e-learning systems. In this paper, we describe a recommendation module of a…

Medical students' preferences for problem-based learning in relation to culture and personality: a multicultural study.

Science.gov (United States)

Holen, Are; Manandhar, Kedar; Pant, Devendra S; Karmacharya, Biraj M; Olson, Linda M; Koju, Rajendra; Mansur, Dil I

2015-07-19

The aim of this study was to explore positive and negative preferences towards problem-based learning in relation to personality traits and socio-cultural context. The study was an anonymous and voluntary cross-sectional survey of medical students (N=449) in hybrid problem-based curricula in Nepal, Norway and North Dakota. Data was collected on gender, age, year of study, cohabitation and medical school. The PBL Preference Inventory identified students' positive and negative preferences in relation to problem-based learning; the personality traits were detected by the NEO Five-Factor Inventory. The determinants of the two kinds of preferences were analyzed by hierarchical multiple linear regressions. Positive preferences were mostly determined by personality; associations were found with the traits Extra-version, Openness to experience, Conscientiousness and Neuroticism; the first three are related to sociability, curiosity and orderliness, the last, to mental health. The learn-ing environments of such curricula may be supportive for some and unnerving for others who score high on Neuroticism. Negative preferences were rather determined by culture, but also, they correlated with Neuroticism and Conscientiousness. Negative preferences were lower among females and students living in symmetrical relationships. Some high on Conscientiousness disliked group work, and the negative correlation with Agreeableness indicated that less sociable students were not predisposed to this kind of learning activity. Preferences related to problem-based learning were significantly and independently determined both by personality traits and culture. More insights into the nature of students' preferences may guide aspects of curriculum modifications and the daily facilitation of groups.

CLEW: A Cooperative Learning Environment for the Web.

Science.gov (United States)

Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…

Multimedia and Textual Reading Comprehension: Multimedia as Personal Learning Environment’s Enriching Format

Directory of Open Access Journals (Sweden)

Jose Daniel García Martínez

2017-01-01

Full Text Available In this article we will discuss part of a piece of research that was conducted with two 4ESO groups. Textual learning is opposed to multimedia learning within the context of PLE’s (Personal Learning Environment reading tools and strategies. In the research an analysis was made of whether it would be possible to improve the reading process through multimedia over a school term in two different aspects; one evolutionary with six classroom exercises and one evaluation with a final exercise. Concretely, this article states the number of question mistakes that the students made. The data indicates that there is a better evolution in students that performed the multimedia dynamic, although there are not any relevant differences in the final evaluation.

DynaLearn-An Intelligent Learning Environment for Learning Conceptual Knowledge

NARCIS (Netherlands)

Bredeweg, Bert; Liem, Jochem; Beek, Wouter; Linnebank, Floris; Gracia, Jorge; Lozano, Esther; Wißner, Michael; Bühling, René; Salles, Paulo; Noble, Richard; Zitek, Andreas; Borisova, Petya; Mioduser, David

2013-01-01

Articulating thought in computerbased media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an intelligent learning environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems

Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

Science.gov (United States)

Özerem, Aysen; Akkoyunlu, Buket

2015-01-01

Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

Psychological Characteristics of Personality in Students with Learning Difficulties

Directory of Open Access Journals (Sweden)

T A Shilova

2014-12-01

Full Text Available The article presents the research of the psychological characteristics of the personality of a student with learning difficulties from the position of the mismatch of mental development in operational sphere. The article considers the system of methods of research with the personality-oriented approach. The influence of certain psychological characteristics of a personality on the outcome of the study is revealed. The ways of building correctional-developing programmes for psychological preparation of junior schoolchildren for successful learning are shown.

Innovating Training through Immersive Environments: Generation Y, Exploratory Learning, and Serious Games

Science.gov (United States)

Gendron, Gerald

2012-01-01

Over the next decade, those entering Service and Joint Staff positions within the military will come from a different generation than the current leadership. They will come from Generation Y and have differing preferences for learning. Immersive learning environments like serious games and virtual world initiatives can complement traditional training methods to provide a better overall training program for staffs. Generation Y members desire learning methods which are relevant and interactive, regardless of whether they are delivered over the internet or in person. This paper focuses on a project undertaken to assess alternative training methods to teach special operations staffs. It provides a summary of the needs analysis used to consider alternatives and to better posture the Department of Defense for future training development.

Learning Object Metadata in a Web-Based Learning Environment

NARCIS (Netherlands)

Avgeriou, Paris; Koutoumanos, Anastasios; Retalis, Symeon; Papaspyrou, Nikolaos

2000-01-01

The plethora and variance of learning resources embedded in modern web-based learning environments require a mechanism to enable their structured administration. This goal can be achieved by defining metadata on them and constructing a system that manages the metadata in the context of the learning

Student Motivation in Constructivist Learning Environment

Science.gov (United States)

Cetin-Dindar, Ayla

2016-01-01

The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

Collaborative learning environments and collective creation in 3 weeks bside project experience

Directory of Open Access Journals (Sweden)

Carlos Javier Rodríguez Sánchez

2016-07-01

Full Text Available This  paper proposes  a  socio-critical review  and  reflection  related to collaborative learning environment as pedagogical agent and its relationship with artistic-practice communities of collective creativity. The main goal of this research is to introduce the case study 3 weeks bside project experience (3WBPE, from now on. Through participatory action research and the analysis of different concepts and their practical and theoretical aspects. In the framework of an education self-manage- ment development universe, the project pro- cess is based on a collaborative learning. It is focused on the constructions of a common discourse about the idea of territory that is represented in a publication and site specific exhibition. 3WBPE allowed setting up stanc- es that suggest a social interaction transfer related to construction of belong, participa- tion and transformation environment, ques- tion a teacher role or collective creation of a project, emphasizing the importance of pro- cess as a goal, beyond of culture artifact pro- ductions. It was dealt with dialog structures, where a social harmony supposed a personal and common reflection space about author’s stance, nigh socio-culture environments and the bond within the education, arts and visu- al culture focused in the horizontal and flexi- ble work capacity, that proposes a collabora- tive learning environment settings.

A Personal Journey Into Home Learning

Directory of Open Access Journals (Sweden)

Colleen RAJA

2012-12-01

Full Text Available In this narrative the author, Colleen Raja, shares her personal experience and reflections on the decision she made to homeschool. Through reflection and story she shares her own struggles and triumphs in learning about herself, her surroundings and the true desires and needs of her children. She also addresses and debunks some of the typical stereotypes and objections to home learning. In the end she sees that what had taken her several years to discover about and desire from the lifestyle of home learning took her children mere moments to embrace.

The Predicaments of Language Learners in Traditional Learning Environments

Science.gov (United States)

Shafie, Latisha Asmaak; Mansor, Mahani

2009-01-01

Some public universities in developing countries have traditional language learning environments such as classrooms with only blackboards and furniture which do not provide conducive learning environments. These traditional environments are unable to cater for digital learners who need to learn with learning technologies. In order to create…

Smile: Student Modification in Learning Environments. Establishing Congruence between Actual and Preferred Classroom Learning Environment.

Science.gov (United States)

Yarrow, Allan; Millwater, Jan

1995-01-01

This study investigated whether classroom psychosocial environment, as perceived by student teachers, could be improved to their preferred level. Students completed the College and University Classroom Environment Inventory, discussed interventions, then completed it again. Significant deficiencies surfaced in the learning environment early in the…

A collaborative learning environment for Management Education based on Experiential Learning

DEFF Research Database (Denmark)

Lidón, Iván; Rebollar, Rubén; Møller, Charles

2011-01-01

from a student learning perspective. This paper presents the design and the operating principles of a learning environment that has been formulated in a joint development by teachers and researchers of the universities of Zaragoza (Spain) and Aalborg (Denmark). In this paper we describe what...... the learning environment developed consists in, beginning by presenting the theoretical foundation considered for its design, to then describe it in detail and present it. Finally, we will discuss the implications of this environment for researching and teaching in this field, and gather the conclusions...

Clinical Learning Environment at Shiraz Medical School

Directory of Open Access Journals (Sweden)

Sedigheh Ebrahimi

2013-01-01

Full Text Available Clinical learning occurs in the context of a dynamic environment. Learning environment found to be one of the most important factors in determining the success of an effective teaching program. To investigate, from the attending and resident's perspective, factors that may affect student leaning in the educational hospital setting at Shiraz University of Medical Sciences (SUMS. This study combined qualitative and quantitative methods to determine factors affecting effective learning in clinical setting. Residents evaluated the perceived effectiveness of the university hospital learning environment. Fifty two faculty members and 132 residents participated in this study. Key determinants that contribute to an effective clinical teaching were autonomy, supervision, social support, workload, role clarity, learning opportunity, work diversity and physical facilities. In a good clinical setting, residents should be appreciated and given appropriate opportunities to study in order to meet their objectives. They require a supportive environment to consolidate their knowledge, skills and judgment.

Clinical learning environment at Shiraz Medical School.

Science.gov (United States)

Rezaee, Rita; Ebrahimi, Sedigheh

2013-01-01

Clinical learning occurs in the context of a dynamic environment. Learning environment found to be one of the most important factors in determining the success of an effective teaching program. To investigate, from the attending and resident's perspective, factors that may affect student leaning in the educational hospital setting at Shiraz University of Medical Sciences (SUMS). This study combined qualitative and quantitative methods to determine factors affecting effective learning in clinical setting. Residents evaluated the perceived effectiveness of the university hospital learning environment. Fifty two faculty members and 132 residents participated in this study. Key determinants that contribute to an effective clinical teaching were autonomy, supervision, social support, workload, role clarity, learning opportunity, work diversity and physical facilities. In a good clinical setting, residents should be appreciated and given appropriate opportunities to study in order to meet their objectives. They require a supportive environment to consolidate their knowledge, skills and judgment. © 2013 Tehran University of Medical Sciences. All rights reserved.

Divulging Personal Information within Learning Analytics Systems

Science.gov (United States)

Ifenthaler, Dirk; Schumacher, Clara

2015-01-01

The purpose of this study was to investigate if students are prepared to release any personal data in order to inform learning analytics systems. Besides the well-documented benefits of learning analytics, serious concerns and challenges are associated with the application of these data driven systems. Most notably, empirical evidence regarding…

THE USE OF MOBILE TECHNOLOGIES IN MULTIMEDIA-SUPPORTED LEARNING ENVIRONMENTS

Directory of Open Access Journals (Sweden)

Suzan DUYGU ERIŞTI

2011-07-01

Full Text Available The aim of the study is to reveal the students’ opinions about the use of PDAs (Personal Digital Assistant in learning environment within the context of multimedia based applications. Through purposeful sampling, 17 undergraduate students attending the elective course of BTÖ 323 Character Design in Computer Environment in the Department of Computer Education and Instructional Technology at Anadolu University were involved in the study. Additionally, the present study was conducted in two phases; in the first phase, within the scope of the course, an interactive Learning content including the subject of “Interactive Multimedia Design” was prepared and installed on PDAs. Then, the PDAs installed with these prepared contents were distributed to the students, and two-hour training on how to use the PDAs was given to the students. In the second phase of the study, a three-week application regarding students’ following the course content via PDAs was conducted. Throughout the application, the students communicated with the instructor for extracurricular feedback by means of PDAs. After the application, semi-structured interviews were held with the students regarding the course application performed via PDAs and its effectiveness. The interview data collected were examined with descriptive analysis. The results demonstrated that most of the students explained the hardware inadequacies in the use of multimedia environment facilities via PDAs such as visual images, videos, animation particularly in learning content. Besides this, for the interactive dimension and communication, the students mentioned negativities particularly regarding file sharing. Consequently, it was concluded that the students had negative opinions about the presentation of multimedia-supported Learning content via PDAs.

Active Learning Environment with Lenses in Geometric Optics

Science.gov (United States)

Tural, Güner

2015-01-01

Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

Analysis of Learning Environment Factors Based on Maslow’s Hierarchy of Needs

Directory of Open Access Journals (Sweden)

Košir Katja

2013-09-01

Full Text Available This paper provides a new analysis of some learning environment factors from the point of view of one of the most established motivational models, i.e. Maslow’s hierarchy of needs. For a teacher, this model can represent a meaningful tool for the analysis of the potential factors of pupils’ inadequate school adjustment. Some psychological constructs that can be conceptualized as learning environment factors are presented at specific levels of needs. As regards the level of physiological needs, this paper provides an overview of research studies on ergonomic factors of learning environment. As for safety needs, the paper outlines the concepts of classroom management and peer-to-peer violence, and presents some main research findings in both fields. The analysis regarding the level of love and belonging includes aspects of positive classroom climate and the concept of pupils’ social acceptance. Contemporary findings about the development of pupil’s academic self-concept are presented within the self-esteem and achievements needs. Flow is considered to be one of key factors that help teacher satisfy the self-actualization needs and stimulate pupils’ personal development. On the basis of this analysis, some implications and recommendations are given to help teachers efficiently encourage an integrated approach to pupil development.

Learning styles: individualizing computer-based learning environments

Directory of Open Access Journals (Sweden)

Tim Musson

1995-12-01

Full Text Available While the need to adapt teaching to the needs of a student is generally acknowledged (see Corno and Snow, 1986, for a wide review of the literature, little is known about the impact of individual learner-differences on the quality of learning attained within computer-based learning environments (CBLEs. What evidence there is appears to support the notion that individual differences have implications for the degree of success or failure experienced by students (Ford and Ford, 1992 and by trainee end-users of software packages (Bostrom et al, 1990. The problem is to identify the way in which specific individual characteristics of a student interact with particular features of a CBLE, and how the interaction affects the quality of the resultant learning. Teaching in a CBLE is likely to require a subset of teaching strategies different from that subset appropriate to more traditional environments, and the use of a machine may elicit different behaviours from those normally arising in a classroom context.

The sociability of computer-supported collaborative learning environments

NARCIS (Netherlands)

Kreijns, C.J.; Kirschner, P.A.; Jochems, W.M.G.

2002-01-01

There is much positive research on computer-supported collaborative learning (CSCL) environments in asynchronous distributed learning groups (DLGs). There is also research that shows that contemporary CSCL environments do not completely fulfil expectations on supporting interactive group learning,

Learning and Personality on Study Tours Abroad

Science.gov (United States)

Miao, Shin Yu; Harris, Roger

2012-01-01

Study tours abroad are important arenas for post-compulsory education. This paper focuses on how personality affects students' learning on study tours abroad. The research involved 66 learners from one higher education institution in Taiwan on tours to the UK, the USA and Australia. Data were gathered using questionnaires and learning journals,…

Natural selection and avian personality in a fluctuating environment

NARCIS (Netherlands)

Dingemanse, N.J.

2003-01-01

Individual animals differ in the way they cope with challenges in their environment, comparable with variation in human personalities. The proximate basis of variation in personality traits has received considerable attention, and one general finding is that personality traits have a substantial

A Knowledge Comparison Environment for Supporting Meaningful Learning of E-Book Users

Directory of Open Access Journals (Sweden)

Jingyun Wang

2016-05-01

Full Text Available In this paper, we present an ontology-based visualization support system which can provide a meaningful learning environment to help e-book learners to effectively construct their knowledge frameworks. In this personalized visualization support system, learners are encouraged to actively locate new knowledge in their own knowledge framework and check the logical consistency of their ideas for clearing up misunderstandings; on the other hand, instructors will be able to decide the group distribution for collaborative learning activities based on the knowledge structure of learners. For facilitating those visualization supports, a method to semi-automatically construct a course-centered ontology to describe the required information in a map structure is presented. To automatically manipulate this course-centered ontology to provide visualization learning supports, a prototype system is designed and developed.

Learning deep features with adaptive triplet loss for person reidentification

Science.gov (United States)

Li, Zhiqiang; Sang, Nong; Chen, Kezhou; Gao, Changxin; Wang, Ruolin

2018-03-01

Person reidentification (re-id) aims to match a specified person across non-overlapping cameras, which remains a very challenging problem. While previous methods mostly focus on feature extraction or metric learning, this paper makes the attempt in jointly learning both the global full-body and local body-parts features of the input persons with a multichannel convolutional neural network (CNN) model, which is trained by an adaptive triplet loss function that serves to minimize the distance between the same person and maximize the distance between different persons. The experimental results show that our approach achieves very promising results on the large-scale Market-1501 and DukeMTMC-reID datasets.

Personalization and Contextualization of Learning Experiences based on Semantics

Directory of Open Access Journals (Sweden)

Nicola Capuano

2014-04-01

Full Text Available Context-aware e-learning is an educational model that foresees the selection of learning resources to make the e-learning content more relevant and suitable for the learner in his/her situation. The purpose of this paper is to demonstrate that an ontological approach can be used to define leaning contexts and to allow contextualizing learning experiences finding out relevant topics for each context. To do that, we defined a context model able to formally describe a learning context, an ontology-based model enabling the representation of a teaching domain (including context information and a methodology to generate personalized and context-aware learning experiences starting from them. Based on these theoretical components we improved an existing system for personalized e-learning with contextualisation features and experimented it with real users in two University courses. The results obtained from this experimentation have been compared with those achieved by similar systems.

Language Learning in Outdoor Environments: Perspectives of preschool staff

Directory of Open Access Journals (Sweden)

Martina Norling

2015-03-01

Full Text Available Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

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.

Theoretical Foundations of Learning Environments. Second Edition

Science.gov (United States)

Jonassen, David, Ed.; Land, Susan, Ed.

2012-01-01

"Theoretical Foundations of Learning Environments" provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most…

Toward Project-based Learning and Team Formation in Open Learning Environments

NARCIS (Netherlands)

Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

2014-01-01

Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based

The Internet: A Learning Environment.

Science.gov (United States)

McGreal, Rory

1997-01-01

The Internet environment is suitable for many types of learning activities and teaching and learning styles. Every World Wide Web-based course should provide: home page; introduction; course overview; course requirements, vital information; roles and responsibilities; assignments; schedule; resources; sample tests; teacher biography; course…

Learning mathematics for personal understanding  and productions: A viewpoint

Directory of Open Access Journals (Sweden)

David Mtetwa

2010-09-01

Full Text Available In this paper we reflect on what makes mathematics more meaningful and more easily understood and thus enabling the learner to apply it to everyday situations in his/her life world. We identify personal – in relation to ‘collective’ or ‘public’ – mathematising as one key component towards real understanding of mathematics. We observe that today’s mathematics learner is often typified by such orientations as approaching the subject with timidity and in a cookbook fashion, adopting a re‐productive rather than a productive mode, and showing lack of intrinsic interest in the subject. Debilitating effects of some of these characteristics in relation to learning mathematics for personal development, include learner’s failure to exploit the subject’s natural features for developing own mental orientations such as algorithmic, stochastic, reflective, and creative thinking so essential in coping with modern life environments. We propose that, for inspirational effects, learners should have closer contact with and appreciation for the activities and practices of the professional mathematician. The mathematics teacher could enhance the learner’s mathematical learning experience by orienting instructional designs in ways that make the learning processes and outcomes more personal to the learner.

PERSONALIZATION SISTEM E-LEARNING BERBASIS ONTOLOGY

Directory of Open Access Journals (Sweden)

Ahmad Ashari

2010-11-01

Full Text Available Personalization of Ontology Based E-learning System. Today, a form of technology known as Web 2.0 thatthoroughly supports web-to-web interactions is present. Interactions, such as information sharing in the forms ofdocument sharing (slideshare, picture sharing (flickr, video sharing (youtube, Wikis, and online networking (weblogand web-forum are principally accomodating community empowerment services. These factors cause the appearanceof social interaction through Internet as well as learning interaction and anywhere-anytime training which is recentlycalled e-Learning. Basically, e-Learning needs a self-employed learning method and learning habits that emphasize onthe learner as the most important role. However, e-learning system which is expected to boost the intensity of selfemployedlearning is uncapable to represent the importance. This is proven with the current e-Learning system inIndonesia that only accomodates the delivery of learning materials identical to all active learners, ignores the cognitiveaspects and does not offer any approach or experience of interactive self-learning and disregards the aspect of users’ability to adapt. The proposed e-learning system which is Web 2.0-based utilizes ontology as the representation ofmeaning of knowledge formed by the learner.

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

Science.gov (United States)

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

2015-01-01

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

EDUCATION REFORMS TOWARDS 21ST CENTURY SKILLS: TRANSFORMING STUDENTS' LEARNING EXPERIENCES THROUGH EFFECTIVE LEARNING ENVIRONMENTS

OpenAIRE

Harriet Wambui Njui

2018-01-01

This paper reviews literature on learning environments with a view to making recommendations on how teachers could create effective and high-quality learning environments that provide learners with transformative learning experiences as they go through the process of education. An effective learning environment is critical because quality education, which is essential to real learning and human development, is influenced by factors both inside and outside the classroom. Learning institutions ...

A Study on Students’ Views On Blended Learning Environment

Directory of Open Access Journals (Sweden)

Meryem YILMAZ SOYLU

2006-07-01

Full Text Available In the 21st century, information and communication technologies (ICT have developed rapidly and influenced most of the fields and education as well. Then, ICT have offered a favorable environment for the development and use of various methods and tools. With the developments in technology, blended learning has gained considerable popularity in recent years. Together with the developments it brought along the description of particular forms of teaching with technology. Blended learning is defined simply as a learning environment that combines technology with face-to-face learning. In other words blended learning means using a variety of delivery methods to best meet the course objectives by combining face-to-face teaching in a traditional classroom with teaching online. This article examines students’ views on blended learning environment. The study was conducted on 64 students from Department of Computer Education and Instructional Technologies in 2005–2006 fall semester in Instructional Design and Authoring Languages in PC Environment at Hacettepe University. The results showed that the students enjoyed taking part in the blended learning environment. Students’ achievement levels and their frequency of participation to forum affected their views about blended learning environment. Face-to-face interaction in blended learning application had the highest score. This result demonstrated the importance of interaction and communication for the success of on-line learning.

Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

Directory of Open Access Journals (Sweden)

Simándi Szilvia

2017-08-01

Full Text Available Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008, as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc. there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013. Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010 Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

The effects of different learning environments on students' motivation for learning and their achievement.

Science.gov (United States)

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-09-01

Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

Toward Personalized Vibrotactile Support When Learning Motor Skills

Directory of Open Access Journals (Sweden)

Olga C. Santos

2017-01-01

Full Text Available Personal tracking technologies allow sensing of the physical activity carried out by people. Data flows collected with these sensors are calling for big data techniques to support data collection, integration and analysis, aimed to provide personalized support when learning motor skills through varied multisensorial feedback. In particular, this paper focuses on vibrotactile feedback as it can take advantage of the haptic sense when supporting the physical interaction to be learnt. Despite each user having different needs, when providing this vibrotactile support, personalization issues are hardly taken into account, but the same response is delivered to each and every user of the system. The challenge here is how to design vibrotactile user interfaces for adaptive learning of motor skills. TORMES methodology is proposed to facilitate the elicitation of this personalized support. The resulting systems are expected to dynamically adapt to each individual user’s needs by monitoring, comparing and, when appropriate, correcting in a personalized way how the user should move when practicing a predefined movement, for instance, when performing a sport technique or playing a musical instrument.

vPELS: An E-Learning Social Environment for VLSI Design with Content Security Using DRM

Science.gov (United States)

Dewan, Jahangir; Chowdhury, Morshed; Batten, Lynn

2014-01-01

This article provides a proposal for personal e-learning system (vPELS [where "v" stands for VLSI: very large scale integrated circuit])) architecture in the context of social network environment for VLSI Design. The main objective of vPELS is to develop individual skills on a specific subject--say, VLSI--and share resources with peers.…

Investigating the Possibility of Adaptation and Personalization in Virtual Environments

OpenAIRE

Octavia, Johanna Renny; RAYMAEKERS, Chris; CONINX, Karin

2009-01-01

The complex nature of virtual environments customarily hinders users to interact in a natural, intuitive and optimal way. Different user characteristics are hardly taken into account when designing 3D user interfaces for virtual environments. We envision that user interaction in virtual environments can be enhanced by integrating adaptation and personalization into 3D user interfaces. Through our research, we aim to provide adaptive and personalized 3D user interfaces for enhancing user inter...

Information literacy experiencies inside virtual learning environments

Directory of Open Access Journals (Sweden)

Patricia Hernández Salazar

2016-03-01

Full Text Available Objective. Suggest the use of virtual learning environments as an Information Literacy (IL alternative. Method. Analysis of the main elements of web sites. To achieve this purpose the article includes the relationship between IL and the learning virtual environment (by defining both phrases; phases to create virtual IL programs; processes to elaborate didactic media; the applications that may support this plan; and the description of eleven examples of learning virtual environments IL experiences from four countries (Mexico, United States of America, Spain and United Kingdom these examples fulfill the conditions expressed. Results. We obtained four comparative tables examining five elements of each experience: objectives; target community; institution; country; and platform used. Conclusions. Any IL proposal should have a clear definition; IL experiences have to follow a didactic systematic process; described experiences are based on IL definition; the experiences analyzed are similar; virtual learning environments can be used as alternatives of IL.

Measuring the clinical learning environment in anaesthesia.

Science.gov (United States)

Smith, N A; Castanelli, D J

2015-03-01

The learning environment describes the way that trainees perceive the culture of their workplace. We audited the learning environment for trainees throughout Australia and New Zealand in the early stages of curriculum reform. A questionnaire was developed and sent electronically to a large random sample of Australian and New Zealand College of Anaesthetists trainees, with a 26% final response rate. This new instrument demonstrated good psychometric properties, with Cronbach's α ranging from 0.81 to 0.91 for each domain. The median score was equivalent to 78%, with the majority of trainees giving scores in the medium range. Introductory respondents scored their learning environment more highly than all other levels of respondents (P=0.001 for almost all comparisons). We present a simple questionnaire instrument that can be used to determine characteristics of the anaesthesia learning environment. The instrument can be used to help assess curricular change over time, alignment of the formal and informal curricula and strengths and weaknesses of individual departments.

Fitness consequences of avian personalities in a fluctuating environment.

Science.gov (United States)

Dingemanse, Niels J.; Both, Christiaan; Drent, Piet J.; Tinbergen, Joost M.

2004-01-01

Individual animals differ in the way they cope with challenges in their environment, comparable with variation in human personalities. The proximate basis of variation in personality traits has received considerable attention, and one general finding is that personality traits have a substantial genetic basis. This poses the question of how variation in personality is maintained in natural populations. We show that selection on a personality trait with high heritability fluctuates across years within a natural bird population. Annual adult survival was related to this personality trait (behaviour in novel environments) but the effects were always opposite for males and females, and reversed between years. The number of offspring surviving to breeding was also related to their parents' personalities, and again selection changed between years. The observed annual changes in selection pressures coincided with changes in environmental conditions (masting of beeches) that affect the competitive regimes of the birds. We expect that the observed fluctuations in environmental factors lead to fluctuations in competition for space and food, and these, in association with variations in population density, lead to a variation in selection pressure, which maintains genetic variation in personalities. PMID:15255104

Examining Person--Environment Fit and Academic Major Satisfaction

Science.gov (United States)

Milsom, Amy; Coughlin, Julie

2017-01-01

Decisions regarding college majors have the potential to affect a person's overall academic performance and long-term career success. With Holland's (1997) trait-and-factor theory serving as a foundation, the authors examined relationships between person-environment fit, college major satisfaction, and grade point average of undergraduate students…

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

NARCIS (Netherlands)

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:

University Libraries and Digital Learning Environments

OpenAIRE

2011-01-01

University libraries around the world have embraced the possibilities of the digital learning environment, facilitating its use and proactively seeking to develop the provision of electronic resources and services. The digital environment offers opportunities and challenges for librarians in all aspects of their work – in information literacy, virtual reference, institutional repositories, e-learning, managing digital resources and social media. The authors in this timely book are leading exp...

Learning How to Design a Technology Supported Inquiry-Based Learning Environment

Science.gov (United States)

Hakverdi-Can, Meral; Sonmez, Duygu

2012-01-01

This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

The influences of family environment on personality traits.

Science.gov (United States)

Nakao, K; Takaishi, J; Tatsuta, K; Katayama, H; Iwase, M; Yorifuji, K; Takeda, M

2000-02-01

In order to clarify the influences of family environment on the development of personality traits, 150 children (104 males and 46 females, mean age 13.2 +/- 2.4 years) who had been interviewed at the Child Guidance Clinic in Osaka were investigated. From 13 behavioral characteristics (activity, talkativeness, sociability, social skills, rule-keeping, will, aggression, emotional control, imagination, anxiety, maturity, intelligence, and neuroticism), factor analysis identified three personality traits: extraversion, maturity, and intellect. The effects of family environment (maternal and paternal participation in child rearing before and after 4years of age, child-rearing style, parental relationship, sibling relationship, number of siblings, birth order, and socioeconomic status) on these personality traits were examined based on a structural equation model. The results found, first, that extraversion was negatively associated with overprotection/interference and with maternal participation in child rearing. Maturity correlated with high socioeconomic status, appropriate child-rearing style, and paternal participation in child rearing. Intellect was related to high socioeconomic status and maternal participation in child rearing. Second, path analysis with selected variables revealed that 8% of variance in extraversion, 14% in maturity, and 10% in intellect was due to family environment. Third, children with high introversion or high intellect had stronger influences from family environment than did those with high extraversion or low intellect.

Reading a Story: Different Degrees of Learning in Different Learning Environments

Directory of Open Access Journals (Sweden)

Anna Maria Giannini

2017-10-01

Full Text Available The learning environment in which material is acquired may produce differences in delayed recall and in the elements that individuals focus on. These differences may appear even during development. In the present study, we compared three different learning environments in 450 normally developing 7-year-old children subdivided into three groups according to the type of learning environment. Specifically, children were asked to learn the same material shown in three different learning environments: reading illustrated books (TB; interacting with the same text displayed on a PC monitor and enriched with interactive activities (PC-IA; reading the same text on a PC monitor but not enriched with interactive narratives (PC-NoIA. Our results demonstrated that TB and PC-NoIA elicited better verbal memory recall. In contrast, PC-IA and PC-NoIA produced higher scores for visuo-spatial memory, enhancing memory for spatial relations, positions and colors with respect to TB. Interestingly, only TB seemed to produce a deeper comprehension of the story’s moral. Our results indicated that PC-IA offered a different type of learning that favored visual details. In this sense, interactive activities demonstrate certain limitations, probably due to information overabundance, emotional mobilization, emphasis on images and effort exerted in interactive activities. Thus, interactive activities, although entertaining, act as disruptive elements which interfere with verbal memory and deep moral comprehension.

Reading a Story: Different Degrees of Learning in Different Learning Environments.

Science.gov (United States)

Giannini, Anna Maria; Cordellieri, Pierluigi; Piccardi, Laura

2017-01-01

The learning environment in which material is acquired may produce differences in delayed recall and in the elements that individuals focus on. These differences may appear even during development. In the present study, we compared three different learning environments in 450 normally developing 7-year-old children subdivided into three groups according to the type of learning environment. Specifically, children were asked to learn the same material shown in three different learning environments: reading illustrated books (TB); interacting with the same text displayed on a PC monitor and enriched with interactive activities (PC-IA); reading the same text on a PC monitor but not enriched with interactive narratives (PC-NoIA). Our results demonstrated that TB and PC-NoIA elicited better verbal memory recall. In contrast, PC-IA and PC-NoIA produced higher scores for visuo-spatial memory, enhancing memory for spatial relations, positions and colors with respect to TB. Interestingly, only TB seemed to produce a deeper comprehension of the story's moral. Our results indicated that PC-IA offered a different type of learning that favored visual details. In this sense, interactive activities demonstrate certain limitations, probably due to information overabundance, emotional mobilization, emphasis on images and effort exerted in interactive activities. Thus, interactive activities, although entertaining, act as disruptive elements which interfere with verbal memory and deep moral comprehension.

The fluidities of digital learning environments and resources

DEFF Research Database (Denmark)

Hansbøl, Mikala

2012-01-01

The research project “Educational cultures and serious games on a global market place” (2009-2011) dealt with the challenge of the digital learning environment and hence it’s educational development space always existing outside the present space and hence scope of activities. With a reference...... and establishments of the virtual universe called Mingoville.com, the research shows a need to include in researchers’ conceptualizations of digital learning environments and resources, their shifting materialities and platformations and hence emerging (often unpredictable) agencies and educational development...... spaces. Keywords: Fluidity, digital learning environment, digital learning resource, educational development space...

Personal Coaching: Reflection on a Model for Effective Learning

Science.gov (United States)

Griffiths, Kerryn

2015-01-01

The article "Personal Coaching: A Model for Effective Learning" (Griffiths, 2006) appeared in the "Journal of Learning Design" Volume 1, Issue 2 in 2006. Almost ten years on, Kerryn Griffiths reflects upon her original article. Specifically, Griffiths looks back at the combined coaching-learning model she suggested in her…

Personality traits in learning and education

NARCIS (Netherlands)

De Raad, B.

Personality traits judged relevant for the context of learning and education are identified as a subset of a comprehensive set of 1203 trait descriptive adjectives, constructed by Brokken (1979). The identification procedure is described and relevant statistics are provided. Self- and peer-ratings

E-Learning Systems, Environments and Approaches

OpenAIRE

Isaias, P.; Spector, J.M.; Ifenthaler, D.; Sampson, D.G.

2015-01-01

The volume consists of twenty-five chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference held in Fort Worth, Texas, USA, in October 2013 and also from world class scholars in e-learning systems, environments and approaches. The following sub-topics are included: Exploratory Learning Technologies (Part I), e-Learning social web design (Part II), Learner communities through e-Learning implementations (Par...

Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education

OpenAIRE

Ingeborg Placklé; Karen D. Könings; Wolfgang Jacquet; Katrien Struyven; Arno Libotton; Jeroen J. G. van Merriënboer; Nadine Engels

2014-01-01

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument – the Inventory Powerful Learning Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. W...

Students Preferred Characteristics of Learning Environments in Vocational Secondary Education

OpenAIRE

Placklé, Ingeborg

2014-01-01

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure studentsâ preferences on characteristics of powerful learning environments in voca-tional education. ...

The clinical learning environment in nursing education: a concept analysis.

Science.gov (United States)

Flott, Elizabeth A; Linden, Lois

2016-03-01

The aim of this study was to report an analysis of the clinical learning environment concept. Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. The clinical learning environment was investigated using Walker and Avant's concept analysis method. A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role. © 2015 John Wiley & Sons Ltd.

Reponsive and Open Learning Environments (ROLE: Requirements, Evaluation and Reflection

Directory of Open Access Journals (Sweden)

Effie Lai-Chong Law

2013-02-01

Full Text Available Coordinating requirements engineering (RE and evaluation studies across heterogeneous technology-enhanced learning (TEL environments is deemed challenging, because each of them is situated in a specific organizational, technical and socio-cultural context. We have dealt with such challenges in the project of ROLE (http://www.role-project.eu/ in which five test-beds are involved in deploying and evaluating Personal Learning Environments (PLEs. They include Higher Education Institutions (HEIs and global enterprises in and beyond Europe, representing a range of values and assumptions. While the diversity provides fertile grounds for validating our research ideas, it poses many challenges for conducting comparison studies. In the paper, we first provide an overview of the ROLE project, focusing on its missions and aims. Next we present a Web2.0-inspired RE approach called Social Requirements Engineering (SRE. Then we depict our initial attempts to evaluate the ROLE framework and report some preliminary findings. One major outcome is that the technology adoption process must work on the basis of existing LMS, extending them with the ROLE functionality rather than embracing LMS functionality in ROLE.

Advanced Training Technologies and Learning Environments

Science.gov (United States)

Noor, Ahmed K. (Compiler); Malone, John B. (Compiler)

1999-01-01

This document contains the proceedings of the Workshop on Advanced Training Technologies and Learning Environments held at NASA Langley Research Center, Hampton, Virginia, March 9-10, 1999. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees were from NASA, other government agencies, industry, and universities. The objective of the workshop was to assess the status and effectiveness of different advanced training technologies and learning environments.

Perceived Satisfaction, Perceived Usefulness and Interactive Learning Environments as Predictors to Self-Regulation in e-Learning Environments

Science.gov (United States)

Liaw, Shu-Sheng; Huang, Hsiu-Mei

2013-01-01

The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and…

The Effects of Integrating Social Learning Environment with Online Learning

Science.gov (United States)

Raspopovic, Miroslava; Cvetanovic, Svetlana; Medan, Ivana; Ljubojevic, Danijela

2017-01-01

The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional…

Incremental learning of concept drift in nonstationary environments.

Science.gov (United States)

Elwell, Ryan; Polikar, Robi

2011-10-01

We introduce an ensemble of classifiers-based approach for incremental learning of concept drift, characterized by nonstationary environments (NSEs), where the underlying data distributions change over time. The proposed algorithm, named Learn(++). NSE, learns from consecutive batches of data without making any assumptions on the nature or rate of drift; it can learn from such environments that experience constant or variable rate of drift, addition or deletion of concept classes, as well as cyclical drift. The algorithm learns incrementally, as other members of the Learn(++) family of algorithms, that is, without requiring access to previously seen data. Learn(++). NSE trains one new classifier for each batch of data it receives, and combines these classifiers using a dynamically weighted majority voting. The novelty of the approach is in determining the voting weights, based on each classifier's time-adjusted accuracy on current and past environments. This approach allows the algorithm to recognize, and act accordingly, to the changes in underlying data distributions, as well as to a possible reoccurrence of an earlier distribution. We evaluate the algorithm on several synthetic datasets designed to simulate a variety of nonstationary environments, as well as a real-world weather prediction dataset. Comparisons with several other approaches are also included. Results indicate that Learn(++). NSE can track the changing environments very closely, regardless of the type of concept drift. To allow future use, comparison and benchmarking by interested researchers, we also release our data used in this paper. © 2011 IEEE

A SIMULTANEOUS MOBILE E-LEARNING ENVIRONMENT AND APPLICATION

Directory of Open Access Journals (Sweden)

Hasan KARAL

2010-04-01

Full Text Available The purpose of the present study was to design a mobile learning environment that enables the use of a teleconference application used in simultaneous e-learning with mobile devices and to evaluate this mobile learning environment based on students’ views. With the mobile learning environment developed in the study, the students are able to follow a teleconference application realized by using appropriate mobile devices. The study was carried out with 8 post-graduate students enrolled in Karadeniz Technical University (KTU, Department of Computer Education and Instructional Technologies (CEIT, Graduate School of Natural and Applied Science. The students utilized this teleconference application using mobile devices supporting internet access and Adobe Flash technology. Of the 8 students, 4 accessed the system using EDGE technology and 4 used wireless internet technology. At the end of the application, the audio and display were delayed by 4-5 seconds with EDGE technology, and were delayed by 7-8 seconds with wireless internet technology. Based on the students’ views, it was concluded that the environment had some deficiencies in terms of quality, especially in terms of the screen resolution. Despite this, the students reported that this environment could provide more flexibility in terms of space and time when compared to other simultaneous distance education applications. Although the environment enables interaction, in particular, the problem of resolution caused by screen size is a disadvantage for the system. When this mobile learning application is compared to conventional education environments, it was found that mobile learning does have a role in helping the students overcome the problems of participating in learning activities caused by time and space constraints.

Individual Syllabus for Personalized Learner-Centric E-Courses in E-Learning and M-Learning

OpenAIRE

Khaled Nasser ElSayed

2014-01-01

Most of e-learning and m-learning systems are course-centric. These systems provided services that concentrated on course material and pedagogical. They did not take into account varieties of student levels, skills, interests or preferences. This paper provides a design of an approach for personalized and self-adapted agent-based learning systems for enhancing e-learning and mobile learning (m-learning) services to be learner-centric. It presents a modeling of goals of different learners of a...

Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

Science.gov (United States)

Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

2014-05-01

We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the

A Fuzzy Logic-Based Personalized Learning System for Supporting Adaptive English Learning

Science.gov (United States)

Hsieh, Tung-Cheng; Wang, Tzone-I; Su, Chien-Yuan; Lee, Ming-Che

2012-01-01

As a nearly global language, English as a Foreign Language (EFL) programs are essential for people wishing to learn English. Researchers have noted that extensive reading is an effective way to improve a person's command of English. Choosing suitable articles in accordance with a learner's needs, interests and ability using an e-learning system…

Sociocultural Perspective of Science in Online Learning Environments. Communities of Practice in Online Learning Environments

Science.gov (United States)

Erdogan, Niyazi

2016-01-01

Present study reviews empirical research studies related to learning science in online learning environments as a community. Studies published between 1995 and 2015 were searched by using ERIC and EBSCOhost databases. As a result, fifteen studies were selected for review. Identified studies were analyzed with a qualitative content analysis method…

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

Science.gov (United States)

Yurdugül, Halil; Menzi Çetin, Nihal

2015-01-01

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

Physiognomy: Personality Traits Prediction by Learning

Institute of Scientific and Technical Information of China (English)

Ting Zhang; Ri-Zhen Qin; Qiu-Lei Dong; Wei Gao; Hua-Rong Xu; Zhan-Yi Hu

2017-01-01

Evaluating individuals' personality traits and intelligence from their faces plays a crucial role in interpersonal relationship and important social events such as elections and court sentences.To assess the possible correlations between personality traits (also measured intelligence) and face images,we first construct a dataset consisting of face photographs,personality measurements,and intelligence measurements.Then,we build an end-to-end convolutional neural network for prediction of personality traits and intelligence to investigate whether self-reported personality traits and intelligence can be predicted reliably from a face image.To our knowledge,it is the first work where deep learning is applied to this problem.Experimental results show the following three points:1)"Rule-consciousness" and "Tension" can be reliably predicted from face images.2) It is difficult,if not impossible,to predict intelligence from face images,a finding in accord with previous studies.3) Convolutional neural network (CNN) features outperform traditional handcrafted features in predicting traits.

Web-Based Language Learning Perception and Personality Characteristics of University Students

Science.gov (United States)

Mirzaee, Meisam; Gharibeh, Sajjad Gharibeh

2016-01-01

The significance of learners' personality in language learning/teaching contexts has often been cited in literature but few studies have scrutinized the role it can play in technology-oriented language classes. In modern language teaching/learning contexts, personality differences are important and should be taken into account. This study…

Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena

Science.gov (United States)

Suarez, Enrique A.

This dissertation investigates how emerging bilingual students make sense of natural phenomena through engaging in certain epistemic practices of science, and the elements of the learning environment that created those opportunities. Specifically, the dissertation focuses on how emerging bilingual students problematized electrical phenomena, like electric flow and electrical resistance, and how the design features of the environment (e.g., sequencing of activities, linguistic practices) may have supported students as they made sense of phenomena. The first study describes how for students presented and evaluated mechanistic models of electric flow, focusing specifically on how students identified and negotiated a disagreement between their explanatory models. The results from this study highlight the complexity of students' disagreements, not only because of the epistemological aspects related to presenting and evaluating knowledge, but also due to interpersonal dynamics and the discomfort associated with disagreeing with another person. The second study focuses on the design features of the learning environment that supported emerging bilingual students' investigations of electrical phenomena. The findings from this study highlight how a carefully designed set of activities, with the appropriate material resources (e.g., experimental tools), could support students to problematize electrical resistance. The third study describes how emerging bilingual students engaged in translanguaging practices and the contextual features of the learning environment that created and hindered opportunities for translanguaging. The findings from this study identify and articulate how emerging bilingual students engaged in translanguaging practices when problematizing electrical resistance, and strengthen the perspective that, in order to be equitable for emerging bilingual students, science learning environments need to act as translanguaging spaces. This dissertation makes three

Towards an intelligent environment for distance learning

Directory of Open Access Journals (Sweden)

Rafael Morales

2009-12-01

Full Text Available Mainstream distance learning nowadays is heavily influenced by traditional educational approaches that produceshomogenised learning scenarios for all learners through learning management systems. Any differentiation betweenlearners and personalisation of their learning scenarios is left to the teacher, who gets minimum support from the system inthis respect. This way, the truly digital native, the computer, is left out of the move, unable to better support the teachinglearning processes because it is not provided with the means to transform into knowledge all the information that it storesand manages. I believe learning management systems should care for supporting adaptation and personalisation of bothindividual learning and the formation of communities of learning. Open learner modelling and intelligent collaborativelearning environments are proposed as a means to care. The proposal is complemented with a general architecture for anintelligent environment for distance learning and an educational model based on the principles of self-management,creativity, significance and participation.

Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs).

Science.gov (United States)

von der Emde, Silke; Schneider, Jeffrey; Kotter, Markus

2001-01-01

Draws on experiences from a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Maps out the benefits to using a MOO (multiple user domains object-oriented) for language learning: a student-centered learning environment structured by such objectives as peer teaching,…

INTUITEL and the Hypercube Model - Developing Adaptive Learning Environments

Directory of Open Access Journals (Sweden)

Kevin Fuchs

2016-06-01

Full Text Available In this paper we introduce an approach for the creation of adaptive learning environments that give human-like recommendations to a learner in the form of a virtual tutor. We use ontologies defining pedagogical, didactic and learner-specific data describing a learner's progress, learning history, capabilities and the learner's current state within the learning environment. Learning recommendations are based on a reasoning process on these ontologies and can be provided in real-time. The ontologies may describe learning content from any domain of knowledge. Furthermore, we describe an approach to store learning histories as spatio-temporal trajectories and to correlate them with influencing didactic factors. We show how such analysis of spatiotemporal data can be used for learning analytics to improve future adaptive learning environments.

Engaging students in a community of learning: Renegotiating the learning environment.

Science.gov (United States)

Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

2018-03-01

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Creating Dynamic Learning Environment to Enhance Students’ Engagement in Learning Geometry

Science.gov (United States)

Sariyasa

2017-04-01

Learning geometry gives many benefits to students. It strengthens the development of deductive thinking and reasoning; it also provides an opportunity to improve visualisation and spatial ability. Some studies, however, have pointed out the difficulties that students encountered when learning geometry. A preliminary study by the author in Bali revealed that one of the main problems was teachers’ difficulties in delivering geometry instruction. It was partly due to the lack of appropriate instructional media. Coupling with dynamic geometry software, dynamic learning environments is a promising solution to this problem. Employing GeoGebra software supported by the well-designed instructional process may result in more meaningful learning, and consequently, students are motivated to engage in the learning process more deeply and actively. In this paper, we provide some examples of GeoGebra-aided learning activities that allow students to interactively explore and investigate geometry concepts and the properties of geometry objects. Thus, it is expected that such learning environment will enhance students’ internalisation process of geometry concepts.

Evaluation of a Learning Object Based Learning Environment in Different Dimensions

Directory of Open Access Journals (Sweden)

Ünal Çakıroğlu

2009-11-01

Full Text Available Learning Objects (LOs are web based learning resources presented by Learning Object Repositories (LOR. For recent years LOs have begun to take place on web and it is suggested that appropriate design of LOs can make positive impact on learning. In order to support learning, research studies recommends LOs should have been evaluated pedagogically and technologically, and the content design created by using LOs should have been designed through appropriate instructional models. Since the use of LOs have recently begun, an exact pedagogical model about efficient use of LOs has not been developed. In this study a LOR is designed in order to be used in mathematics education. The LOs in this LOR have been evaluated pedagogically and technologically by mathematics teachers and field experts. In order to evaluate the designed LO based environment, two different questionnaires have been used. These questionnaires are developed by using the related literature about web based learning environments evaluation criteria and also the items are discussed with the field experts for providing the validity. The reliability of the questionnaires is calculated cronbach alpha = 0.715 for the design properties evaluation survey and cronbach alpha =0.726 for pedagogic evaluation. Both of two questionnaires are five point Likert type. The first questionnaire has the items about “Learning Support of LOs, Competency of LOR, The importance of LOs in mathematics education, the usability of LOs by students”. “The activities on LOs are related to outcomes of subjects, there are activities for students have different learning styles. There are activities for wondering students.” are examples for items about learning support of LOs. “System helps for exploration of mathematical relations”, “I think teaching mathematics with this system will be enjoyable.” are example items for importance of LOs in mathematics education. In the competency of LOR title, �

Predicting job satisfaction: a new perspective on person-environment fit.

Science.gov (United States)

Hardin, Erin E; Donaldson, James R

2014-10-01

There may be 2 ways to look at person-environment (P-E) fit: the extent to which the environment matches the person (which, in the case of person-job [P-J] fit, we term ideal-job actualization) and the extent to which the person matches the environment (which we term actual-job regard; cf. Hardin & Larsen, 2014). Adults employed full time in the United States (n = 251; 49.8% women) completed an online survey that included measures assessing these 2 perspectives on P-J fit, along with measures of job and life satisfaction. Ideal-job actualization and actual-job regard were empirically and conceptually distinct, each accounting for unique variance in overall job satisfaction, even after controlling for overall life satisfaction and remuneration. Looking at fit from these 2 frames of reference may give a more complete perspective that accounts for critical outcomes, like satisfaction, as well as suggest novel approaches to career counseling. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Career Success: The Effects of Personality.

Science.gov (United States)

Lau, Victor P.; Shaffer, Margaret A.

1999-01-01

A model based on Bandura's Social Learning Theory proposes the following personality traits as determinants of career success: locus of control, self-monitoring, self-esteem, and optimism, along with job performance and person-to-environment fit. (SK)

Using a User-Interactive QA System for Personalized E-Learning

Science.gov (United States)

Hu, Dawei; Chen, Wei; Zeng, Qingtian; Hao, Tianyong; Min, Feng; Wenyin, Liu

2008-01-01

A personalized e-learning framework based on a user-interactive question-answering (QA) system is proposed, in which a user-modeling approach is used to capture personal information of students and a personalized answer extraction algorithm is proposed for personalized automatic answering. In our approach, a topic ontology (or concept hierarchy)…

The Interactional Effects of the Internal and External University Environment, and the Influence of Personal Values, on Satisfaction among International Postgraduate Students

Science.gov (United States)

Arambewela, Rodney; Hall, John

2013-01-01

The article investigates the interactional effects of internal and external university learning environments, and the influence of personal values, in the satisfaction formation process of international postgraduate students from Asia. Past research on student satisfaction has been narrowly focused on certain aspects of the university internal…

An Enhanced Personal Learning Environment Using Social Semantic Web Technologies

Science.gov (United States)

Halimi, Khaled; Seridi-Bouchelaghem, Hassina; Faron-Zucker, Catherine

2014-01-01

Compared with learning in classrooms, classical e-learning systems are less adaptive and once a system that supports a particular strategy has been designed and implemented, it is less likely to change according to student's interactions and preferences. Remote educational systems should be developed to ensure as much as necessary the…

Towards AI-powered personalization in MOOC learning

Science.gov (United States)

Yu, Han; Miao, Chunyan; Leung, Cyril; White, Timothy John

2017-12-01

Massive Open Online Courses (MOOCs) represent a form of large-scale learning that is changing the landscape of higher education. In this paper, we offer a perspective on how advances in artificial intelligence (AI) may enhance learning and research on MOOCs. We focus on emerging AI techniques including how knowledge representation tools can enable students to adjust the sequence of learning to fit their own needs; how optimization techniques can efficiently match community teaching assistants to MOOC mediation tasks to offer personal attention to learners; and how virtual learning companions with human traits such as curiosity and emotions can enhance learning experience on a large scale. These new capabilities will also bring opportunities for educational researchers to analyse students' learning skills and uncover points along learning paths where students with different backgrounds may require different help. Ethical considerations related to the application of AI in MOOC education research are also discussed.

Construction of a Digital Learning Environment Based on Cloud Computing

Science.gov (United States)

Ding, Jihong; Xiong, Caiping; Liu, Huazhong

2015-01-01

Constructing the digital learning environment for ubiquitous learning and asynchronous distributed learning has opened up immense amounts of concrete research. However, current digital learning environments do not fully fulfill the expectations on supporting interactive group learning, shared understanding and social construction of knowledge.…

Personality Traits and Learning Styles of Secondary School Students in Serbia

Science.gov (United States)

Djigic, Gordana; Stojiljkovic, Snežana; Markovic, Andrijana

2016-01-01

This paper is concerned with the personality dimensions and learning styles of secondary school students, attending grammar and technical vocational school. The aim of the study is to examine differences in personality traits and learning styles between students from these types of schools, as well as to determine the predictive power of…

Clinical learning environments: place, artefacts and rhythm.

Science.gov (United States)

Sheehan, Dale; Jowsey, Tanisha; Parwaiz, Mariam; Birch, Mark; Seaton, Philippa; Shaw, Susan; Duggan, Alison; Wilkinson, Tim

2017-10-01

Health care practitioners learn through experience in clinical environments in which supervision is a key component, but how that learning occurs outside the supervision relationship remains largely unknown. This study explores the environmental factors that inform and support workplace learning within a clinical environment. An observational study drawing on ethnographic methods was undertaken in a general medicine ward. Observers paid attention to interactions among staff members that involved potential teaching and learning moments that occurred and were visible in the course of routine work. General purpose thematic analysis of field notes was undertaken. A total of 376 observations were undertaken and documented. The findings suggest that place (location of interaction), rhythm (regularity of activities occurring in the ward) and artefacts (objects and equipment) were strong influences on the interactions and exchanges that occurred. Each of these themes had inherent tensions that could promote or inhibit engagement and therefore learning opportunities. Although many learning opportunities were available, not all were taken up or recognised by the participants. We describe and make explicit how the natural environment of a medical ward and flow of work through patient care contribute to the learning architecture, and how this creates or inhibits opportunities for learning. Awareness of learning opportunities was often tacit and not explicit for either supervisor or learner. We identify strategies through which tensions inherent within space, artefacts and the rhythms of work can be resolved and learning opportunities maximised. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

USING PCU-CAMEL, A WEB-BASED LEARNING ENVIRONMENT, IN EVALUATING TEACHING-LEARNING PROCESS

Directory of Open Access Journals (Sweden)

Arlinah Imam Rahardjo

2008-01-01

Full Text Available PCU-CAMEL (Petra Christian University-Computer Aided Mechanical Engineering Department Learning Environment has been developed to integrate the use of this web-based learning environment into the traditional, face-to-face setting of class activities. This integrated learning method is designed as an effort to enrich and improve the teaching-learning process at Petra Christian University. A study was conducted to introduce the use of PCU-CAMEL as a tool in evaluating teaching learning process. The study on this method of evaluation was conducted by using a case analysis on the integration of PCU-CAMEL to the traditional face-to-face meetings of LIS (Library Information System class at the Informatics Engineering Department of Petra Christian University. Students’ responses documented in some features of PCU-CAMEL were measured and analyzed to evaluate the effectiveness of this integrated system in developing intrinsic motivation of the LIS students of the first and second semester of 2004/2005 to learn. It is believed that intrinsic motivation can drive students to learn more. From the study conducted, it is concluded that besides its capability in developing intrinsic motivation, PCU-CAMEL as a web-based learning environment, can also serve as an effective tool for both students and instructors to evaluate the teaching-learning process. However, some weaknesses did exist in using this method of evaluating teaching-learning process. The free style and unstructured form of the documentation features of this web-based learning environment can lead to ineffective evaluation results

Evaluation of students' perception of their learning environment and approaches to learning

Science.gov (United States)

Valyrakis, Manousos; Cheng, Ming

2015-04-01

This work presents the results of two case studies designed to assess the various approaches undergraduate and postgraduate students undertake for their education. The first study describes the results and evaluation of an undergraduate course in Water Engineering which aims to develop the fundamental background knowledge of students on introductory practical applications relevant to the practice of water and hydraulic engineering. The study assesses the effectiveness of the course design and learning environment from the perception of students using a questionnaire addressing several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning, and methods of communication and assessment. The second study investigates the effectiveness of supervisory arrangements based on the perceptions of engineering undergraduate and postgraduate students. Effective supervision requires leadership skills that are not taught in the University, yet there is rarely a chance to get feedback, evaluate this process and reflect. Even though the results are very encouraging there are significant lessons to learn in improving ones practice and develop an effective learning environment to student support and guidance. The findings from these studies suggest that students with high level of intrinsic motivation are deep learners and are also top performers in a student-centered learning environment. A supportive teaching environment with a plethora of resources and feedback made available over different platforms that address students need for direct communication and feedback has the potential to improve student satisfaction and their learning experience. Finally, incorporating a multitude of assessment methods is also important in promoting deep learning. These results have deep implications about student learning and can be used to further improve course design and delivery in the future.

Learning Design Patterns for Hybrid Synchronous Video-Mediated Learning Environments

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2016-01-01

This article describes an innovative learning environment where remote and face-to-face full-time general upper secondary adult students jointly participate in the same live classes at VUC Storstrøm, an adult learning centre in Denmark. The teachers developed new learning designs as a part of the...... activating and equal learning designs for the students. This article is written on the basis of a chapter in the PhD–thesis by the author....

Semantic Web, Reusable Learning Objects, Personal Learning Networks in Health: Key Pieces for Digital Health Literacy.

Science.gov (United States)

Konstantinidis, Stathis Th; Wharrad, Heather; Windle, Richard; Bamidis, Panagiotis D

2017-01-01

The knowledge existing in the World Wide Web is exponentially expanding, while continuous advancements in health sciences contribute to the creation of new knowledge. There are a lot of efforts trying to identify how the social connectivity can endorse patients' empowerment, while other studies look at the identification and the quality of online materials. However, emphasis has not been put on the big picture of connecting the existing resources with the patients "new habits" of learning through their own Personal Learning Networks. In this paper we propose a framework for empowering patients' digital health literacy adjusted to patients' currents needs by utilizing the contemporary way of learning through Personal Learning Networks, existing high quality learning resources and semantics technologies for interconnecting knowledge pieces. The framework based on the concept of knowledge maps for health as defined in this paper. Health Digital Literacy needs definitely further enhancement and the use of the proposed concept might lead to useful tools which enable use of understandable health trusted resources tailored to each person needs.

Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review

Science.gov (United States)

Virtanen, Mari Aulikki; Haavisto, Elina; Liikanen, Eeva; Kääriäinen, Maria

2018-01-01

Ubiquitous learning and the use of ubiquitous learning environments heralds a new era in higher education. Ubiquitous learning environments enhance context-aware and seamless learning experiences available from any location at any time. They support smooth interaction between authentic and digital learning resources and provide personalized…

The Development of Personality and Lifelong Learning

Directory of Open Access Journals (Sweden)

Irena Lesar

2000-12-01

Full Text Available Despite the introduction of improved educational strategies, the concept of life-long learning remains unfulfilled in a number of areas. Experts believe that even the best designed programs do not achieve their goals. What is the problem? It seems that a great deal depends on each individual student who must be not only capable of learning but also willing to approach learning in a permanent fashion . The author believes that to achieve the goal of life-long learning an enormous amount of energy must be devoted to the institutionalised forms of regular education to which each individual is exposed over the course of many years. Right at the beginning, teachers as educators must recognize the child as a »person in formation « and create a kind of » ped agogical eros« which facilitates not only mental development but also the development of personality (emotional, motivational etc.. The teacher's concept of teaching and learning is therefore of the utmost importance because it influences the pupil's attitude toward education. The style of teaching and the teacher's role in the educational process is extremely significant. Within standard educational formats, these various influences should be addressed and improved. The method of every teacher gradually evolves. Instead of the »substitutive method of teaching« - which is popular in Slovenia- teachers could progressively embrace a more »process-oriented way of teaching« which enables teacher and pupil to share responsibility for preparing class work, implementing and balancing learning, evaluating achievements and maintaining motivation and concentration.

Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education

Directory of Open Access Journals (Sweden)

Ingeborg Placklé

2014-12-01

Full Text Available If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers.

U-CrAc Flexible Interior Doctrine, Agile Learning Environments

DEFF Research Database (Denmark)

Poulsen, Søren Bolvig; Rosenstand, Claus Andreas Foss

2012-01-01

The research domain of this article is flexible learning environment for immediate use. The research question is: How can the learning environment support an agile learning process? The research contribution of this article is a flexible interior doctrine. The research method is action research...

The Influence of Personal Well-Being on Learning Achievement in University Students Over Time: Mediating or Moderating Effects of Internal and External University Engagement

Directory of Open Access Journals (Sweden)

Lu Yu

2018-01-01

Full Text Available The current study examined the relationship between students' personal well-being and their learning achievement during university study, and whether such relationship would be mediated or moderated by university engagement. A total of 434 university students from one public university in Hong Kong participated in the study. The participants completed an online survey consisting of personal well-being (cognitive behavioral competence and general positive youth development, university engagement, and learning achievement measures (personal growth, and accumulated GPA as academic achievement at four time points with a 1-year interval. Results showed that personal well-being measured at the beginning of university study positively predicted students' personal growth and academic achievement after 3 years' study. While the internal dimensions of university engagement (academic challenge and learning with peers showed longitudinal significant mediational effect, the external dimensions (experience with faculty and campus environment did not have significant longitudinal moderating effect. Nevertheless, external dimensions of student engagement also showed direct effect on personal growth and academic achievement. The long-standing positive effects of personal well-being on university engagement and subsequently, learning achievement during university years call for more attention to the promotion of holistic development among university students in Hong Kong.

The Influence of Personal Well-Being on Learning Achievement in University Students Over Time: Mediating or Moderating Effects of Internal and External University Engagement

Science.gov (United States)

Yu, Lu; Shek, Daniel T. L.; Zhu, Xiaoqin

2018-01-01

The current study examined the relationship between students' personal well-being and their learning achievement during university study, and whether such relationship would be mediated or moderated by university engagement. A total of 434 university students from one public university in Hong Kong participated in the study. The participants completed an online survey consisting of personal well-being (cognitive behavioral competence and general positive youth development), university engagement, and learning achievement measures (personal growth, and accumulated GPA as academic achievement) at four time points with a 1-year interval. Results showed that personal well-being measured at the beginning of university study positively predicted students' personal growth and academic achievement after 3 years' study. While the internal dimensions of university engagement (academic challenge and learning with peers) showed longitudinal significant mediational effect, the external dimensions (experience with faculty and campus environment) did not have significant longitudinal moderating effect. Nevertheless, external dimensions of student engagement also showed direct effect on personal growth and academic achievement. The long-standing positive effects of personal well-being on university engagement and subsequently, learning achievement during university years call for more attention to the promotion of holistic development among university students in Hong Kong. PMID:29375421

[Learning about social determinants of health through chronicles, using a virtual learning environment].

Science.gov (United States)

Restrepo-Palacio, Sonia; Amaya-Guio, Jairo

2016-01-01

To describe the contributions of a pedagogical strategy based on the construction of chronicles, using a Virtual Learning Environment for training medical students from Universidad de La Sabana on social determinants of health. Descriptive study with a qualitative approach. Design and implementation of a Virtual Learning Environment based on the ADDIE instructional model. A Virtual Learning Environment was implemented with an instructional design based on the five phases of the ADDIE model, on the grounds of meaningful learning and social constructivism, and through the narration of chronicles or life stories as a pedagogical strategy. During the course, the structural determinants and intermediaries were addressed, and nine chronicles were produced by working groups made up of four or five students, who demonstrated meaningful learning from real life stories, presented a coherent sequence, and kept a thread; 82% of these students incorporated in their contents most of the social determinants of health, emphasizing on the concepts of equity or inequity, equality or inequality, justice or injustice and social cohesion. A Virtual Learning Environment, based on an appropriate instructional design, allows to facilitate learning of social determinants of health through a constructivist pedagogical approach by analyzing chronicles or life stories created by ninth-semester students of medicine from Universidad de La Sabana.

Nursing students' perceptions of learning in practice environments: a review.

Science.gov (United States)

Henderson, Amanda; Cooke, Marie; Creedy, Debra K; Walker, Rachel

2012-04-01

Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

Creating sustainable empowering learning environments through ...

African Journals Online (AJOL)

... as these impede optimal learning especially among rural and immigrant communities in South Africa, Canada and the world over. The primary focus of all papers herein therefore is on the creation of sustainable empowering learning environments through engaged scholarship spearheaded by the university.

Intelligent Adaptation and Personalization Techniques in Computer-Supported Collaborative Learning

CERN Document Server

Demetriadis, Stavros; Xhafa, Fatos

2012-01-01

Adaptation and personalization have been extensively studied in CSCL research community aiming to design intelligent systems that adaptively support eLearning processes and collaboration. Yet, with the fast development in Internet technologies, especially with the emergence of new data technologies and the mobile technologies, new opportunities and perspectives are opened for advanced adaptive and personalized systems. Adaptation and personalization are posing new research and development challenges to nowadays CSCL systems. In particular, adaptation should be focused in a multi-dimensional way (cognitive, technological, context-aware and personal). Moreover, it should address the particularities of both individual learners and group collaboration. As a consequence, the aim of this book is twofold. On the one hand, it discusses the latest advances and findings in the area of intelligent adaptive and personalized learning systems. On the other hand it analyzes the new implementation perspectives for intelligen...

Neural correlates of reward-based spatial learning in persons with cocaine dependence.

Science.gov (United States)

Tau, Gregory Z; Marsh, Rachel; Wang, Zhishun; Torres-Sanchez, Tania; Graniello, Barbara; Hao, Xuejun; Xu, Dongrong; Packard, Mark G; Duan, Yunsuo; Kangarlu, Alayar; Martinez, Diana; Peterson, Bradley S

2014-02-01

Dysfunctional learning systems are thought to be central to the pathogenesis of and impair recovery from addictions. The functioning of the brain circuits for episodic memory or learning that support goal-directed behavior has not been studied previously in persons with cocaine dependence (CD). Thirteen abstinent CD and 13 healthy participants underwent MRI scanning while performing a task that requires the use of spatial cues to navigate a virtual-reality environment and find monetary rewards, allowing the functional assessment of the brain systems for spatial learning, a form of episodic memory. Whereas both groups performed similarly on the reward-based spatial learning task, we identified disturbances in brain regions involved in learning and reward in CD participants. In particular, CD was associated with impaired functioning of medial temporal lobe (MTL), a brain region that is crucial for spatial learning (and episodic memory) with concomitant recruitment of striatum (which normally participates in stimulus-response, or habit, learning), and prefrontal cortex. CD was also associated with enhanced sensitivity of the ventral striatum to unexpected rewards but not to expected rewards earned during spatial learning. We provide evidence that spatial learning in CD is characterized by disturbances in functioning of an MTL-based system for episodic memory and a striatum-based system for stimulus-response learning and reward. We have found additional abnormalities in distributed cortical regions. Consistent with findings from animal studies, we provide the first evidence in humans describing the disruptive effects of cocaine on the coordinated functioning of multiple neural systems for learning and memory.

Persons' various experiences of learning processes in patient education for osteoarthritis, a qualitative phenomenographic approach.

Science.gov (United States)

Larsson, Ingalill; Sundén, Anne; Ekvall Hansson, Eva

2018-03-30

Patient education (PE) is a core treatment of osteoarthritis (OA) with the aim to increase persons' knowledge, self-efficacy, and empowerment. To describe person's various experiences of learning processes in PE for OA. Phenomenography. Semi-structured interviews were performed with the same persons, pre- (11) and post- (9) education. Various experiences on learning processes were found and were described in an outcome space. Achieving knowledge describes self-regulated learning and strongly relates to Control, which describes a high order cognitive learning skill, and minor to Confirm, which describes a cognitive learning skill based on recognition and application. Receiving knowledge describes the expectancy of learning regulated from the educator and strongly relates to Comply, which describes a low-order cognitive learning skill, and minor to Confirm. Different experiences of motivation and learning impact on persons' learning processes which, in turn, influence the persons' capability to accomplish self-efficacy and empowerment. The outcome space may serve as a basis for discussions between healthcare educators involved in PE to better understand what learning implies and to develop PE further.

Create a good learning environment and motivate active learning enthusiasm

Science.gov (United States)

Bi, Weihong; Fu, Guangwei; Fu, Xinghu; Zhang, Baojun; Liu, Qiang; Jin, Wa

2017-08-01

In view of the current poor learning initiative of undergraduates, the idea of creating a good learning environment and motivating active learning enthusiasm is proposed. In practice, the professional tutor is allocated and professional introduction course is opened for college freshman. It can promote communication between the professional teachers and students as early as possible, and guide students to know and devote the professional knowledge by the preconceived form. Practice results show that these solutions can improve the students interest in learning initiative, so that the active learning and self-learning has become a habit in the classroom.

Students’ digital learning environments

DEFF Research Database (Denmark)

Caviglia, Francesco; Dalsgaard, Christian; Davidsen, Jacob

2018-01-01

used tools in the students’ digital learning environments are Facebook, Google Drive, tools for taking notes, and institutional systems. Additionally, the study shows that the tools meet some very basic demands of the students in relation to collaboration, communication, and feedback. Finally...

Mobile Learning for Higher Education in Problem-Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn

2011-01-01

This paper describes the PhD project on Mobile Learning for Higher Education in Problem-Based Learning Environment which aims to understand how students gain benefit from using mobile devices in the aspect of project work collaboration. It demonstrates research questions, theoretical perspective...

What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

Science.gov (United States)

Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

2015-08-01

This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

Blended learning in paediatric emergency medicine: preliminary analysis of a virtual learning environment.

Science.gov (United States)

Spedding, Ruth; Jenner, Rachel; Potier, Katherine; Mackway-Jones, Kevin; Carley, Simon

2013-04-01

Paediatric emergency medicine (PEM) currently faces many competing educational challenges. Recent changes to the working patterns have made the delivery of effective teaching to trainees extremely difficult. We developed a virtual learning environment, on the basis of socioconstructivist principles, which allows learning to take place regardless of time or location. The aim was to evaluate the effectiveness of a blended e-learning approach for PEM training. We evaluated the experiences of ST3 trainees in PEM using a multimodal approach. We classified and analysed message board discussions over a 6-month period to look for evidence of practice change and learning. We conducted semistructured qualitative interviews with trainees approximately 5 months after they completed the course. Trainees embraced the virtual learning environment and had positive experiences of the blended approach to learning. Socioconstructivist learning did take place through the use of message boards on the virtual learning environment. Despite their initial unfamiliarity with the online learning system, the participants found it easy to access and use. The participants found the learning relevant and there was an overlap between shop floor learning and the online content. Clinical discussion was often led by trainees on the forums and these were described as enjoyable and informative. A blended approach to e-learning in basic PEM is effective and enjoyable to trainees.

A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

Science.gov (United States)

Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

2009-01-01

This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…

Personality Traits Bias the Perceived Quality of Sonic Environments

Directory of Open Access Journals (Sweden)

PerMagnus Lindborg

2016-12-01

Full Text Available There have been few empirical investigations of how individual differences influence the perception of the sonic environment. The present study included the Big Five traits and noise sensitivity as personality factors in two listening experiments (n = 43, n = 45. Recordings of urban and restaurant soundscapes that had been selected based on their type were rated for Pleasantness and Eventfulness using the Swedish Soundscape Quality Protocol. Multivariate multiple regression analysis showed that ratings depended on the type and loudness of both kinds of sonic environments and that the personality factors made a small yet significant contribution. Univariate models explained 48% (cross-validated adjusted R2 of the variation in Pleasantness ratings of urban soundscapes, and 35% of Eventfulness. For restaurant soundscapes the percentages explained were 22% and 21%, respectively. Emotional stability and noise sensitivity were notable predictors whose contribution to explaining the variation in quality ratings was between one-tenth and nearly half of the soundscape indicators, as measured by squared semipartial correlation. Further analysis revealed that 36% of noise sensitivity could be predicted by broad personality dimensions, replicating previous research. Our study lends empirical support to the hypothesis that personality traits have a significant though comparatively small influence on the perceived quality of sonic environments.

Typology of person-environment fit constellations: a platform addressing accessibility problems in the built environment for people with functional limitations.

Science.gov (United States)

Slaug, Björn; Schilling, Oliver; Iwarsson, Susanne; Carlsson, Gunilla

2015-09-02

Making the built environment accessible for all regardless of functional capacity is an important goal for public health efforts. Considerable impediments to achieving this goal suggest the need for valid measurements of acccessibility and for greater attention to the complexity of person-environment fit issues. To address these needs, this study aimed to provide a methodological platform, useful for further research and instrument development within accessibility research. This was accomplished by the construction of a typology of problematic person-environment fit constellations, utilizing an existing methodology developed to assess and analyze accessibility problems in the built environment. By means of qualitative review and statistical methods we classified the person-environment fit components covered by an existing application which targets housing accessibility: the Housing Enabler (HE) instrument. The International Classification of Functioning, Disability and Health (ICF) was used as a conceptual framework. Qualitative classification principles were based on conceptual similarities and for quantitative analysis of similarities, Principal Component Analysis was carried out. We present a typology of problematic person-environment fit constellations classified along three dimensions: 1) accessibility problem range and severity 2) aspects of functioning 3) environmental context. As a result of the classification of the HE components, 48 typical person-environment fit constellations were recognised. The main contribution of this study is the proposed typology of person-environment fit constellations. The typology provides a methodological platform for the identification and quantification of problematic person-environment fit constellations. Its link to the globally accepted ICF classification system facilitates communication within the scientific and health care practice communities. The typology also highlights how relations between aspects of functioning

Technology-supported environments for learning through cognitive conflict

Directory of Open Access Journals (Sweden)

Anne McDougall

2002-12-01

Full Text Available This paper examines ways in which the idea of cognitive conflict is used to facilitate learning, looking at the design and use of learning environments for this purpose. Drawing on previous work in science education and educational computing, three approaches to the design of learning environments utilizing cognitive conflict are introduced. These approaches are described as confrontational, guiding and explanatory, based on the level of the designer's concern with learners' pre-existing understanding, the extent of modification to the learner's conceptual structures intended by the designer, and the directness of steering the learner to the desired understanding. The examples used to illustrate the three approaches are taken from science education, specifically software for learning about Newtonian physics; it is contended however that the argument of the paper applies more broadly, to learning environments for many curriculum areas for school levels and in higher education.

Underlying Processes of an Inverted Personalization Effect in Multimedia Learning – An Eye-Tracking Study

Directory of Open Access Journals (Sweden)

Steffi Zander

2017-12-01

Full Text Available One of the frequently examined design principles in multimedia learning is the personalization principle. Based on empirical evidence this principle states that using personalized messages in multimedia learning is more beneficial than using formal language (e.g., using ‘you’ instead of ‘the’. Although there is evidence that these slight changes in regard to the language style affect learning, motivation and the perceived cognitive load, it remains unclear, (1 whether the positive effects of personalized language can be transferred to all kinds of content of learning materials (e.g., specific potentially aversive health issues and (2 which are the underlying processes (e.g., attention allocation of the personalization effect. German university students (N = 37 learned symptoms and causes of cerebral hemorrhages either with a formal or a personalized version of the learning material. Analysis revealed comparable results to the few existing previous studies, indicating an inverted personalization effect for potentially aversive learning material. This effect was specifically revealed in regard to decreased average fixation duration and the number of fixations exclusively on the images in the personalized compared to the formal version. These results can be seen as indicators for an inverted effect of personalization on the level of visual attention.

Mobile e-Learning for Next Generation Communication Environment

Science.gov (United States)

Wu, Tin-Yu; Chao, Han-Chieh

2008-01-01

This article develops an environment for mobile e-learning that includes an interactive course, virtual online labs, an interactive online test, and lab-exercise training platform on the fourth generation mobile communication system. The Next Generation Learning Environment (NeGL) promotes the term "knowledge economy." Inter-networking…

Social Networks as Learning Environments for Higher Education

Directory of Open Access Journals (Sweden)

J.A.Cortés

2014-09-01

Full Text Available Learning is considered as a social activity, a student does not learn only of the teacher and the textbook or only in the classroom, learn also from many other agents related to the media, peers and society in general. And since the explosion of the Internet, the information is within the reach of everyone, is there where the main area of opportunity in new technologies applied to education, as well as taking advantage of recent socialization trends that can be leveraged to improve not only informing of their daily practices, but rather as a tool that explore different branches of education research. One can foresee the future of higher education as a social learning environment, open and collaborative, where people construct knowledge in interaction with others, in a comprehensive manner. The mobility and ubiquity that provide mobile devices enable the connection from anywhere and at any time. In modern educational environments can be expected to facilitate mobile devices in the classroom expansion in digital environments, so that students and teachers can build the teaching-learning process collectively, this partial derivative results in the development of draft research approved by the CONADI in “Universidad Cooperativa de Colombia”, "Social Networks: A teaching strategy in learning environments in higher education."

Designing Virtual Learning Environments

DEFF Research Database (Denmark)

Veirum, Niels Einar

2003-01-01

The main objective of this working paper is to present a conceptual model for media integrated communication in virtual learning environments. The model for media integrated communication is very simple and identifies the necessary building blocks for virtual place making in a synthesis of methods...

Learning as You Journey: Anishinaabe Perception of Social-ecological Environments and Adaptive Learning

Directory of Open Access Journals (Sweden)

Iain Davidson-Hunt

2003-12-01

Full Text Available This paper explores the linkages between social-ecological resilience and adaptive learning. We refer to adaptive learning as a method to capture the two-way relationship between people and their social-ecological environment. In this paper, we focus on traditional ecological knowledge. Research was undertaken with the Anishinaabe people of Iskatewizaagegan No. 39 Independent First Nation, in northwestern Ontario, Canada. The research was carried out over two field seasons, with verification workshops following each field season. The methodology was based on site visits and transects determined by the elders as appropriate to answer a specific question, find specific plants, or locate plant communities. During site visits and transect walks, research themes such as plant nomenclature, plant use, habitat descriptions, biogeophysical landscape vocabulary, and place names were discussed. Working with elders allowed us to record a rich set of vocabulary to describe the spatial characteristics of the biogeophysical landscape. However, elders also directed our attention to places they knew through personal experiences and journeys and remembered from stories and collective history. We documented elders' perceptions of the temporal dynamics of the landscape through discussion of disturbance events and cycles. Again, elders drew our attention to the ways in which time was marked by cultural references to seasons and moons. The social memory of landscape dynamics was documented as a combination of biogeophysical structures and processes, along with the stories by which Iskatewizaagegan people wrote their histories upon the land. Adaptive learning for social-ecological resilience, as suggested by this research, requires maintaining the web of relationships of people and places. Such relationships allow social memory to frame creativity, while allowing knowledge to evolve in the face of change. Social memory does not actually evolve directly out of

Students’ perception of the learning environment in a distributed medical programme

Directory of Open Access Journals (Sweden)

Kiran Veerapen

2010-09-01

Full Text Available Background : The learning environment of a medical school has a significant impact on students’ achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. Purpose : To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. Method : The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008 of the programme. The domains of the learning environment surveyed were: students’ perceptions of learning, students’ perceptions of teachers, students’ academic self-perceptions, students’ perceptions of the atmosphere, and students’ social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. Results : The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008 of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Conclusions : Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing

Students' perception of the learning environment in a distributed medical programme.

Science.gov (United States)

Veerapen, Kiran; McAleer, Sean

2010-09-24

The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and

Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment

NARCIS (Netherlands)

T.-C. Liu (Tzu-Chien); Y.-C. Lin (Yi-Chun); G.W.C. Paas (Fred)

2014-01-01

textabstractTwo experiments examined the effects of prior knowledge on learning from different compositions of multiple representations in a mobile learning environment on plant leaf morphology for primary school students. Experiment 1 compared the learning effects of a mobile learning environment

Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

Science.gov (United States)

Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

2016-01-01

A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…

Educational Modelling Language and Learning Design: new challenges for instructional re-usability and personalized learning

NARCIS (Netherlands)

Hummel, Hans; Manderveld, Jocelyn; Tattersall, Colin; Koper, Rob

2003-01-01

Published: Hummel, H. G. K., Manderveld, J. M., Tattersall, C.,& Koper, E. J. R. (2004). Educational Modelling Language: new challenges for instructional re-usability and personalized learning. International Journal of Learning Technology, 1, 1, 110-111.

Dyslexia and Learning a Foreign Language: A Personal Experience.

Science.gov (United States)

Simon, Charlann S.

2000-01-01

This participant observer report reviews research on how dyslexia complicates learning a second language, a description of how dyslexia has affected educational experiences, personal experiences learning a foreign language, and recommendations to individuals with dyslexia who are faced with fulfilling a foreign language requirement and their…

Environment and Personal Well-being in Urban China

Institute of Scientific and Technical Information of China (English)

Yang Yuwen; Yang Wenya

2011-01-01

The aim of this study is to examine the relationship between environment and personal well-being using a sample of 562 urban employees from three cities in Liaoning province in the People＇s Republic of China. In contrast to previous studies, this study controlled positive affectivity （PA）, negative affectivity （NA）, job satisfaction and Big Five personality traits. In addition, the research variables of personal well-being index （PWI）, positive affectivity, negative affectivity, job satisfaction, Big Five, and environmental satisfaction are measured with multi-item scales. The research finds that environmental satisfaction is positively related to personal well-being, suggesting that improvement of the natural surroundings in the cities can improve people＇s well-being.

Interactive learning environments to support independent learning: the impact of discernability of embedded support devices

NARCIS (Netherlands)

Martens, Rob; Valcke, Martin; Portier, Stanley

2017-01-01

In this article the effectivity of prototypes of interactive learning environments (ILE) is investigated. These computer-based environments are used for independent learning. In the learning materials, represented in the prototypes, a clear distinction is made between the basic content and embedded

A Collaborative Model for Ubiquitous Learning Environments

Science.gov (United States)

Barbosa, Jorge; Barbosa, Debora; Rabello, Solon

2016-01-01

Use of mobile devices and widespread adoption of wireless networks have enabled the emergence of Ubiquitous Computing. Application of this technology to improving education strategies gave rise to Ubiquitous e-Learning, also known as Ubiquitous Learning. There are several approaches to organizing ubiquitous learning environments, but most of them…

Learning Design for a Successful Blended E-learning Environment: Cultural Dimensions

OpenAIRE

Al-Huwail, N.; Gulf Univ. for Science & Technology; Al-Sharhan, S.; Gulf Univ. for Science & Technology; Al-Hunaiyyan, A.; Gulf Univ. for Science & Technology

2007-01-01

Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. This paper presents a new framework for delivery environment in blended e-learning. In addition, new concepts related to the learning strategies and multimedia design in blended e-learning are introduced. The work focuses on the critical cultural factors that affect a blended elearning system. Since it is common that good systems may fail due to cultural issues, ...

Learning from Scientific Texts: Personalizing the Text Increases Transfer Performance and Task Involvement

Science.gov (United States)

Dutke, Stephan; Grefe, Anna Christina; Leopold, Claudia

2016-01-01

In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students' learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in…

Students’ digital learning environments

DEFF Research Database (Denmark)

Caviglia, Francesco; Dalsgaard, Christian; Davidsen, Jacob

2018-01-01

of the study are 1) to provide an overview of tools for students’ study activities, 2) to identify the most used and most important tools for students and 3) to discover which activities the tools are used for. The empirical study reveals that the students have a varied use of digital media. Some of the most......, the study shows that most of the important tools are not related to the systems provided by the educational institutions. Based on the study, the paper concludes with a discussion of how institutional systems connect to the other tools in the students’ practices, and how we can qualify students’ digital......The objective of the paper is to examine the nature of students’ digital learning environments to understand the interplay of institutional systems and tools that are managed by the students themselves. The paper is based on a study of 128 students’ digital learning environments. The objectives...

Practical Applications and Experiences in K-20 Blended Learning Environments

Science.gov (United States)

Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

2014-01-01

Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

Distributed Scaffolding: Synergy in Technology-Enhanced Learning Environments

Science.gov (United States)

Ustunel, Hale H.; Tokel, Saniye Tugba

2018-01-01

When technology is employed challenges increase in learning environments. Kim et al. ("Sci Educ" 91(6):1010-1030, 2007) presented a pedagogical framework that provides a valid technology-enhanced learning environment. The purpose of the present design-based study was to investigate the micro context dimension of this framework and to…

Digital Communication Applications in the Online Learning Environment

Science.gov (United States)

Lambeth, Krista Jill

2011-01-01

Scope and method of study. The purpose of this study was for the researcher to obtain a better understanding of the online learning environment, to explore the various ways online class instructors have incorporated digital communication applications to try and provide learner-centered online learning environments, and to examine students'…

Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

Science.gov (United States)

Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

2016-01-01

The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

Preparing Teachers for Emerging Blended Learning Environments

Science.gov (United States)

Oliver, Kevin M.; Stallings, Dallas T.

2014-01-01

Blended learning environments that merge learning strategies, resources, and modes have been implemented in higher education settings for nearly two decades, and research has identified many positive effects. More recently, K-12 traditional and charter schools have begun to experiment with blended learning, but to date, research on the effects of…

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…

Personality disorder traits, family environment, and alcohol misuse: a multivariate behavioural genetic analysis.

Science.gov (United States)

Jang, K L; Vernon, P A; Livesley, W J

2000-06-01

This study seeks to estimate the extent to which a common genetic and environmental basis is shared between (i) traits delineating specific aspects of antisocial personality and alcohol misuse, and (ii) childhood family environments, traits delineating broad domains of personality pathology and alcohol misuse. Postal survey data were collected from monozygotic and dizygotic twin pairs. Twin pairs were recruited from Vancouver, British Columbia and London, Ontario, Canada using newspaper advertisements, media stories and twin clubs. Data obtained from 324 monozygotic and 335 dizygotic twin pairs were used to estimate the extent to which traits delineating specific antisocial personality traits and alcohol misuse shared a common genetic and environmental aetiology. Data from 81 monozygotic and 74 dizygotic twin pairs were used to estimate the degree to which traits delineating personality pathology, childhood family environment and alcohol misuse shared a common aetiology. Current alcohol misuse and personality pathology were measured using scales contained in the self-report Dimensional Assessment of Personality Pathology. Perceptions of childhood family environment were measured using the self-report Family Environment Scale. Multivariate genetic analyses showed that a subset of traits delineating components of antisocial personality (i.e. grandiosity, attention-seeking, failure to adopt social norms, interpersonal violence and juvenile antisocial behaviours) are influenced by genetic factors in common to alcohol misuse. Genetically based perceptions of childhood family environment had little relationship with alcohol misuse. Heritable personality factors that influence the perception of childhood family environment play only a small role in the liability to alcohol misuse. Instead, liability to alcohol misuse is related to genetic factors common a specific subset of antisocial personality traits describing conduct problems, narcissistic and stimulus

Digital Learning Environments: New possibilities and opportunities

Directory of Open Access Journals (Sweden)

Otto Peters

2000-06-01

Full Text Available This paper deals with the general problem whether and, if so, how far the impact of the digitised learning environment on our traditional distance education will change the way in which teachers teach and learners learn. Are the dramatic innovations a menace to established ways of learning and teaching or are they the panacea to overcome some of the difficulties of our system of higher learning and to solve some of our educational problems caused by the big and far-reaching educational paradigm shift? This paper will not deal with technical or technological achievements in the field of information and communication which are, of course, revolutionary and to be acknowledged and admired. Rather, the digital learning environment will be analysed from a pedagogical point of view in order to find out what exactly are the didactic possibilities and opportunities and what are its foreseeable disadvantages.

Reflective portfolios support learning, personal growth and ...

African Journals Online (AJOL)

Conclusion. Portfolios are an under-utilised assessment and self-development tool in postgraduate training. They allow students to self-assess their attainment of personal learning needs, professional growth and competency achievement and provide faculty with useful feedback on curriculum content, educational activities ...

Gendered learning environments in managerial work

OpenAIRE

Gustavsson, Maria; Fogelberg Eriksson, Anna

2010-01-01

The aim is to investigate female and male managers’ learning environments with particular focus on their opportunities for and barriers to learning and career development in the managerial work of a male-dominated industrial company. In the case study 42 managers, 15 women and 27 men in the company were interviewed. The findings demonstrate that the male managers were provided with significantly richer opportunities to participate in activities conducive to learning and career development tha...

Education for Knowledge Society: Learning and Scientific Innovation Environment

Directory of Open Access Journals (Sweden)

Alexander O. Karpov

2017-11-01

Full Text Available Cognitive-active learning research-type environment is the fundamental component of the education system for the knowledge society. The purpose of the research is the development of conceptual bases and a constructional model of a cognitively active learning environment that stimulates the creation of new knowledge and its socio-economic application. Research methods include epistemic-didactic analysis of empirical material collected as a result of the study of research environments at schools and universities; conceptualization and theoretical modeling of the cognitively active surrounding, which provides an infrastructure of the research-type cognitive process. The empirical material summarized in this work was collected in the research-cognitive space of the “Step into the Future” program, which is one of the most powerful systems of research education in present-day Russia. The article presents key points of the author's concept of generative learning environments and a model of learning and scientific innovation environment implemented at Russian schools and universities.

eTeacher: Providing Personalized Assistance to E-Learning Students

Science.gov (United States)

Schiaffino, Silvia; Garcia, Patricio; Amandi, Analia

2008-01-01

In this paper we present eTeacher, an intelligent agent that provides personalized assistance to e-learning students. eTeacher observes a student's behavior while he/she is taking online courses and automatically builds the student's profile. This profile comprises the student's learning style and information about the student's performance, such…

Using ESSEA Modules, Local Event Studies and Personal Learning Experiences in an Earth Systems Science Course for Preservice Middle School Teachers

Science.gov (United States)

Slattery, W.; Brown, D.

2008-12-01

Most science courses, including courses that provide preparation for pre-service K-12 teachers are only taught from a deductive big picture perspective. This method is fine for most abstract learners, but pre- service classroom educators that are being prepared to teach in middle school classrooms will be faced with the challenge of building science content knowledge in students that are concrete learners. For these K-12 students a better pedagogical practice is to use local real-world familiar places, issues and personal experience to connect student learning with more abstract concepts. To make it more likely that teachers have the requisite skills and pedagogical content knowledge to build K- 12 student science concept knowledge and science process skills we have integrated ESSEA modules that connect worldwide issues such as global climate change with local event studies chosen by learners. Some recent examples include how such local events such as landfill fires and suburban sprawl impact the local area's air, land, water and life. Course participants are able to choose a more personal route to understanding how their habits impact the global environment by participating in a three week learning experience called the Lifestyle Project. This experience asks students to incrementally reduce their use of heating or air-conditioning, the amount of waste going to landfills, to conserve electricity, drive less and eat less energy intensively. Pre-post content assessments indicate that students in this course scored significantly higher on post course content assessments and reported that by engaging in personal experience to global scale learning experiences they have a new appreciation for how personal choices impact the global environment and how to use local artifacts and issues to enhance K-12 student learning.

INFORMATION EDUCATIONAL ENVIRONMENT AS A PLATFORM FOR IMPLEMENTING BLENDED LEARNING IN HIGHER EDUCATION INSTITUTIONS

Directory of Open Access Journals (Sweden)

Alla P. Kobysia

2017-02-01

Full Text Available The article deals with the organization of blended learning for students on the basis of information educational environment using electronic teaching methods courses. It was considered the use of modern information technology, interactive learning, the use of computer-oriented technologies for structuring educational information and presenting it in different formats, creating an electronic notebook - portfolio of student’s work on appropriate discipline. The portfolio does not only qualitatively assess the performance of students and their level of competence, but also intensify educational interests through the reflection of their professional activity, self-control and self-monitoring their achievement, analysis, reasoning and planning future actions, decisions, and finally changes personal success.

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

DEFF Research Database (Denmark)

Helbo, Jan; Knudsen, Morten

2004-01-01

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

Ethnography in the Danish Veterinary Learning Environment

Directory of Open Access Journals (Sweden)

Camilla Kirketerp Nielsen

2015-11-01

Full Text Available The overall objective of this project is research-based development, implementation and evaluation of a game-based learning concept to be used in the veterinary education. Herd visits and animal contact are essential for the development of veterinary competences and skills during education. Yet veterinary students have little occasion to reach/attain a proper level of confidence in their own skills/abilities, as they have limited “training-facilities” (Kneebone & Baillie, 2008. One possible solution mightbe to provide a safe, virtual environment (game-based where students could practise interdisciplinary clinical skills in an easily-accessible, interactive setting. A playable demo using Classical Swine Fever in a pig herd as an example has been produced for this purpose. In order totailor the game concept to the specific veterinary learning environment and to ensure compliance with both learning objectives and the actual learning processes/procedures of the veterinary students, the project contains both a developmental aspect (game development and an exploration of the academic (scholastic and profession (practice oriented learning context. The initial phase of the project was a preliminary exploration of the actual learning context, providing an important starting point for the upcoming phase in which I will concentrate on research-based development, implementation and evaluation of a game-based virtual environment in this course context. In the academic (scholastic and profession (practice oriented learning context of a veterinary course in Herd Health Management (Pig module,ethnographic studies have been conducted by using multiple data collection methods; participant observation, spontaneous dialogues and interviews (Borgnakke, 1996; Hammersley & Atkinson, 2007. All courserelated activities in the different learning spaces (commercial pig herds, auditoriums, post-mortem examinations, independent group work were followed.This paper will

Personal Profiles: Enhancing Social Interaction in Learning Networks

NARCIS (Netherlands)

Berlanga, Adriana; Bitter-Rijpkema, Marlies; Brouns, Francis; Sloep, Peter; Fetter, Sibren

2009-01-01

Berlanga, A. J., Bitter-Rijpkema, M., Brouns, F., Sloep, P. B., & Fetter, S. (2011). Personal Profiles: Enhancing Social Interaction in Learning Networks. International Journal of Web Based Communities, 7(1), 66-82.

Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

NARCIS (Netherlands)

Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

2008-01-01

Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

Virtual language learning environments: the standardization of evaluation

Directory of Open Access Journals (Sweden)

Francesca Romero Forteza

2014-03-01

Full Text Available Nowadays there are many approaches aimed at helping learners acquire knowledge through the Internet. Virtual Learning Environments (VLE facilitate the acquisition and practice of skills, but some of these learning platforms are not evaluated or do not follow a standard that guarantees the quality of the tasks involved. In this paper, we set out a proposal for the standardization of the evaluation of VLEs available on the World Wide Web. Thus, the main objective of this study is to establish an evaluation template with which to test whether a VLE is appropriate for computer-assisted language learning (CALL. In the methodology section, a learning platform is analysed and tested to establish the characteristics learning platforms must have. Having established the design of the template for language learning environments, we concluded that a VLE must be versatile enough for application with different language learning and teaching approaches.

Learning speed is affected by personality and reproductive investment in a songbird.

Directory of Open Access Journals (Sweden)

Hector Fabio Rivera-Gutierrez

Full Text Available Individuals from different taxa, including songbirds, differ consistently in behaviour and personality when facing different situations. Although our understanding of animal behaviour has increased, knowledge about between-individual differences in cognitive abilities is still limited. By using an experimental approach and a free-living songbird (Parus major as a model, we attempted to understand between-individual differences in habituation to playbacks (as a proxy of learning speed, by investigating the role of personality, age and reproductive investment (clutch size. Pre-breeding males were tested for exploration (a proxy of personality in standardized conditions. In addition, the same individuals were exposed to three playbacks in the field during incubation. Birds significantly moved less, stayed further away and overlapped less the playback with successive playback stimulation. While a decrease in the locomotor behaviour can be explained by personality, differences in habituation of overlapping were predicted by both reproductive investment and personality. Fast explorers habituated less. Moreover, males paired to females with larger clutches did not vary the intensity of overlapping. Since habituation requires information for recognition of non-threatening signals, personality may bias information gathering. While fast explorers may collect less information from the environment, slow explorers (reactive birds seem to pay attention to environmental clues and collect detailed information. We provided evidence that the rate of habituation of behavioural responses, a proxy of cognitive abilities, may be affected by different factors and in a complex way.

A Semi-Open Learning Environment for Mobile Robotics

Directory of Open Access Journals (Sweden)

Enrique Sucar

2007-05-01

Full Text Available We have developed a semi-open learning environment for mobile robotics, to learn through free exploration, but with specific performance criteria that guides the learning process. The environment includes virtual and remote robotics laboratories, and an intelligent virtual assistant the guides the students using the labs. A series of experiments in the virtual and remote labs are designed to gradually learn the basics of mobile robotics. Each experiment considers exploration and performance aspects, which are evaluated by the virtual assistant, giving feedback to the user. The virtual laboratory has been incorporated to a course in mobile robotics and used by a group of students. A preliminary evaluation shows that the intelligent tutor combined with the virtual laboratory can improve the learning process.

Gendered Learning Environments in Managerial Work

Science.gov (United States)

Gustavsson, Maria; Eriksson, Anna Fogelberg

2010-01-01

The aim is to investigate female and male managers' learning environments with particular focus on their opportunities for and barriers to learning and career development in the managerial work of a male-dominated industrial company. In the case study 42 managers, 15 women and 27 men in the company were interviewed. The findings demonstrate that…

Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum.

Science.gov (United States)

Mala-Maung; Abdullah, Azman; Abas, Zoraini W

2011-12-01

This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.

Nigerian Physiotherapy Clinical Students' Perception of Their Learning Environment Measured by the Dundee Ready Education Environment Measure Inventory

Science.gov (United States)

Odole, Adesola C.; Oyewole, Olufemi O.; Ogunmola, Oluwasolape T.

2014-01-01

The identification of the learning environment and the understanding of how students learn will help teacher to facilitate learning and plan a curriculum to achieve the learning outcomes. The purpose of this study was to investigate undergraduate physiotherapy clinical students' perception of University of Ibadan's learning environment. Using the…

Students' Conception of Learning Environment and Their Approach to Learning and Its Implication on Quality Education

Science.gov (United States)

Belaineh, Matheas Shemelis

2017-01-01

Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students' perspective and their…

Students' perceptions of learning environment in Guilan University of Medical Sciences

Directory of Open Access Journals (Sweden)

Mahdokht Taheri

2013-05-01

Full Text Available  Background and purpose: There is an increasing interest and concern regarding the role of learning environment in undergraduate medical education in recent years. Educational environment is one of the most important factors determining the success of an effective curriculum. The quality of educational environment has been identified to be crucial for effective learning.we compared the perceptions of Basic sciences students and clinical phase regarding the learning environment and also to identify the gender related differences in their perceptions.Method: In this study, the Dundee Ready Education Environment Measure (DREEM inventory was used. The total score for all subscales is 200. In this study, DREEM was administered to undergraduate medical students of basic sciences students (n=120, and clinical phase (n= 100 and the scores were compared using a nonparametric test.Results Between the two batches, basic sciences students were found to be more than satisfied with the learning environment at GUMS compared to the clinical phase. Gender wise, there was not much difference in the students' perceptions.Conclusion: This study revealed that both groups of students perceived learning environment relatively more Negative than Positive in GUMS. It is essential for faculty members to place more efforts on observing principals of instructional design and create an appropriate educational environment in order to provide a better learning for students.Keywords:LEARNING ENVIRONMENT,,MEDICAL SCHOOL

Online EEG-Based Workload Adaptation of an Arithmetic Learning Environment.

Science.gov (United States)

Walter, Carina; Rosenstiel, Wolfgang; Bogdan, Martin; Gerjets, Peter; Spüler, Martin

2017-01-01

In this paper, we demonstrate a closed-loop EEG-based learning environment, that adapts instructional learning material online, to improve learning success in students during arithmetic learning. The amount of cognitive workload during learning is crucial for successful learning and should be held in the optimal range for each learner. Based on EEG data from 10 subjects, we created a prediction model that estimates the learner's workload to obtain an unobtrusive workload measure. Furthermore, we developed an interactive learning environment that uses the prediction model to estimate the learner's workload online based on the EEG data and adapt the difficulty of the learning material to keep the learner's workload in an optimal range. The EEG-based learning environment was used by 13 subjects to learn arithmetic addition in the octal number system, leading to a significant learning effect. The results suggest that it is feasible to use EEG as an unobtrusive measure of cognitive workload to adapt the learning content. Further it demonstrates that a promptly workload prediction is possible using a generalized prediction model without the need for a user-specific calibration.

Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment

NARCIS (Netherlands)

Pedaste, Margus; Kori, Külli; Maeots, Mario; de Jong, Anthonius J.M.; Riopel, Martin; Smyrnaiou, Zacharoula

2016-01-01

Inquiry learning is an effective approach in science education. Complex technology-enhanced learning environments are needed to apply inquiry worldwide to support knowledge gain and improvement of inquiry skills. In our study, we applied an ecology mission in the SCY-Lab learning environment and

Personality Types, Learning Styles, and Educational Goals.

Science.gov (United States)

Miller, Alan

1991-01-01

Outlines a new personality typology that provides a coherent system for construing and conducting research on learning styles. Discusses analytic, holistic, objective, and subjective styles as the affect versatility. Presents implications for educational goals, such as determining which students can benefit from stylistic versatility and which…

Personality, Self-Regulated Learning, and Academic Entitlement

Science.gov (United States)

McLellan, Chelsea K.; Jackson, Dennis L.

2017-01-01

The current study explored the relation between the Big-Five personality domains, self-regulated learning, and academic entitlement. Academic entitlement is defined as the tendency to possess expectations of unearned academic success, unearned/undeserved academic services, and/or the expectation of unrealistic accommodation (Chowning and Campbell…

Learning in Non-Stationary Environments Methods and Applications

CERN Document Server

Lughofer, Edwin

2012-01-01

Recent decades have seen rapid advances in automatization processes, supported by modern machines and computers. The result is significant increases in system complexity and state changes, information sources, the need for faster data handling and the integration of environmental influences. Intelligent systems, equipped with a taxonomy of data-driven system identification and machine learning algorithms, can handle these problems partially. Conventional learning algorithms in a batch off-line setting fail whenever dynamic changes of the process appear due to non-stationary environments and external influences.   Learning in Non-Stationary Environments: Methods and Applications offers a wide-ranging, comprehensive review of recent developments and important methodologies in the field. The coverage focuses on dynamic learning in unsupervised problems, dynamic learning in supervised classification and dynamic learning in supervised regression problems. A later section is dedicated to applications in which dyna...

Do general radiographic examinations resemble a person-centred environment?

International Nuclear Information System (INIS)

Hayre, C.M.; Blackman, S.; Eyden, A.

2016-01-01

Aim and objective: It is argued whether general radiographic examinations adhere to a person-centred approach within the direct digital radiography (DDR) environment. General radiographic examinations continue to increase and constitute approximately 90% of all examinations undertaken in the clinical environment. This study explored the potential impact patients experience whilst undergoing general imaging examinations. Method: An ethnographic methodology provided insight of two general radiography environments in the United Kingdom (UK) using participant observation and semi-structured interviews. Findings: The findings highlighted an ‘in and out’ culture whereby patients are ‘hurried’ and ‘rushed’ out of X-ray rooms in response to increasing time pressures experienced by diagnostic radiographers. In addition, this study challenged that patients may begin to rank ‘speed’ and ‘waiting times’ above other elements of radiographic care thus presenting new challenges for radiographers within the clinical environment. Conclusion: It is asserted that radiographers should remain holistic healthcare professionals and not begin to resemble operators on the production line. Further, it challenges whether patients are beginning to rank aspects of radiographic care within contemporary practices. Advances in knowledge: Few studies have explored the radiographer–patient relationship within the DDR environment, yet this study provides insight of person-centred practices within contemporary practices. - Highlights: • Challenges whether the use of DDR conforms to a person-centred approach. • Challenges whether radiographers are ‘treating patients as persons’ using DDR. • Patients may begin to rank ‘speed’ and ‘waiting times’ above other aspects of radiographic care.

Supporting Student Learning in Computer Science Education via the Adaptive Learning Environment ALMA

Directory of Open Access Journals (Sweden)

Alexandra Gasparinatou

2015-10-01

Full Text Available This study presents the ALMA environment (Adaptive Learning Models from texts and Activities. ALMA supports the processes of learning and assessment via: (1 texts differing in local and global cohesion for students with low, medium, and high background knowledge; (2 activities corresponding to different levels of comprehension which prompt the student to practically implement different text-reading strategies, with the recommended activity sequence adapted to the student’s learning style; (3 an overall framework for informing, guiding, and supporting students in performing the activities; and; (4 individualized support and guidance according to student specific characteristics. ALMA also, supports students in distance learning or in blended learning in which students are submitted to face-to-face learning supported by computer technology. The adaptive techniques provided via ALMA are: (a adaptive presentation and (b adaptive navigation. Digital learning material, in accordance with the text comprehension model described by Kintsch, was introduced into the ALMA environment. This material can be exploited in either distance or blended learning.

Nursing students' satisfaction of the clinical learning environment: a research study.

Science.gov (United States)

Papastavrou, Evridiki; Dimitriadou, Maria; Tsangari, Haritini; Andreou, Christos

2016-01-01

The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical learning environment is a significant concern for educational institutions. The quality of clinical learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as learning environment is a significant concern within the contemporary nursing education. The nursing students' satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students' satisfaction of the clinical settings as learning environments. A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students from the three universities in Cyprus were participated. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T). Nursing students were highly satisfied with the clinical learning environment and their satisfaction has been positively related to all clinical learning environment constructs namely the pedagogical atmosphere, the Ward Manager's leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher (p relationship. The frequency of meetings among the students and the mentors increased the students' satisfaction with the clinical learning environment. It was also revealed that 1st year students were found to be more satisfied than the students in other years. The supervisory relationship was evaluated by the students as the most influential factor in their satisfaction with the clinical learning environment. Student's acceptance within the nursing team and a well-documented individual nursing care is also related with students' satisfaction. The pedagogical atmosphere is considered pivotal, with reference to

Mobile Learning Environment System (MLES): The Case of Android-based Learning Application on Undergraduates' Learning

OpenAIRE

Hanafi, Hafizul Fahri; Samsudin, Khairulanuar

2012-01-01

Of late, mobile technology has introduced new, novel environment that can be capitalized to further enrich the teaching and learning process in classrooms. Taking cognizance of this promising setting, a study was undertaken to investigate the impact of such an environment enabled by android platform on the learning process among undergraduates of Sultan Idris Education University, Malaysia; in particular, this paper discusses critical aspects of the design and implementation of the android le...

COOPERATIVE LEARNING ENVIRONMENT WITH THE WEB 2.0 TOOL E-PORTFOLIOS

Directory of Open Access Journals (Sweden)

Soh OR KAN

2011-07-01

Full Text Available In recent years, the development of information and communication technology (ICT in the world and Malaysia namely has created a significant impact on the methods of communicating information and knowledge to the learners and consequently, innovative teaching techniques have evolved to change the ways teachers teach and the ways students learn. This study main focuses are directed on developing a cooperative learning environment to promote an active learning environment of smart schools in Malaysia. Within this learning process, multimedia technology and Web 2.0 tools, namely, MyPortfolio were integrated to provide the students to learn on their own as well as to document their progress and experience within this cooperative learning environment. The core purpose of this study is to establish the impact on student learning, their perceptions and learning experiences of the cooperative learning environment using web 2.0 tools among the smart secondary schools students in Malaysia. Surveys were conducted to students to ascertain their reaction towards these learning environment activities. The results of this project were encouraging as the students managed to cope with each other to reach their common goal. The usage of blogs acts as an important tool to enhance team cooperation and to foster a learning community within the class.

Personalised Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE)

Science.gov (United States)

Corneli, Joseph; Mikroyannidis, Alexander

2011-01-01

The Peer-to-Peer Learning Environment (P2PLE) is a proposed approach to helping learners co-construct their learning environment using recommendations about people, content, and tools. The work draws on current research on PLEs, and participant observation at the Peer-to-Peer University (P2PU). We are particularly interested in ways of eliciting…

Personalized Information Environments: Do Public Libraries Want a Slice of the PIE?

Science.gov (United States)

Worcester, Lea

2003-01-01

Discussion of personalized information environments (PIEs) focuses on library personalized interfaces. Describes academic library PIEs and commercial sites, such as Amazon.com that use personalization; explores the Public Library of Charlotte and Mecklenburg's personalized interface; and discusses opportunities and challenges PIEs offer public…

Miscellany of Students' Satisfaction in an Asynchronous Learning Environment

Science.gov (United States)

Larbi-Siaw, Otu; Owusu-Agyeman, Yaw

2017-01-01

This study investigates the determinants of students' satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student-content interaction, student and student interaction, student-teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The…

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

DEFF Research Database (Denmark)

Helbo, Jan; Knudsen, Morten

2004-01-01

This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... didactic model has until now been a positive experience........ The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

259 “Team Pair Solo” Cooperative Learning and Personality Type ...

African Journals Online (AJOL)

User

learning strategy and students' personality type on achievement and attitude to Chemistry. 175 SS2 ... There is increasing concern among practitioners and educational researchers about the .... Teachers' role in a cooperative learning classroom involves a careful design of meaningful ..... Classroom Management. Harry K.

Multi-person tracking with overlapping cameras in complex, dynamic environments

NARCIS (Netherlands)

Liem, M.; Gavrila, D.M.

2009-01-01

This paper presents a multi-camera system to track multiple persons in complex, dynamic environments. Position measurements are obtained by carving out the space defined by foreground regions in the overlapping camera views and projecting these onto blobs on the ground plane. Person appearance is

Creative and Playful Learning: Learning through Game Co-Creation and Games in a Playful Learning Environment

Science.gov (United States)

Kangas, Marjaana

2010-01-01

This paper reports on a pilot study in which children aged 7-12 (N = 68) had an opportunity to study in a novel formal and informal learning setting. The learning activities were extended from the classroom to the playful learning environment (PLE), an innovative playground enriched by technological tools. Curriculum-based learning was intertwined…

Personalized Learning for Every Student Every Day

Science.gov (United States)

Childress, Stacey; Benson, Scott

2014-01-01

The best hope for accelerating much needed improvement in student achievement is by using a range of pedagogical and technological innovations that deliver personalized learning to each student. The authors examine three school initiatives across the country that are using technology and new teaching methods successfully to drive student…

Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity

Science.gov (United States)

Fratamico, Lauren; Conati, Cristina; Kardan, Samad; Roll, Ido

2017-01-01

Interactive simulations can facilitate inquiry learning. However, similarly to other Exploratory Learning Environments, students may not always learn effectively in these unstructured environments. Thus, providing adaptive support has great potential to help improve student learning with these rich activities. Providing adaptive support requires a…

Postgraduate trainees' perceptions of the learning environment in a ...

African Journals Online (AJOL)

Increased performance in both areas requires routine assessment of the learning environment to identify components that need attention. Objective. To evaluate the perception of junior doctors undergoing specialist training regarding the learning environment in a teaching hospital. Methods. This was a single-centre, ...

Personalized Physical Activity Coaching: A Machine Learning Approach

Directory of Open Access Journals (Sweden)

Talko B. Dijkhuis

2018-02-01

Full Text Available Living a sedentary lifestyle is one of the major causes of numerous health problems. To encourage employees to lead a less sedentary life, the Hanze University started a health promotion program. One of the interventions in the program was the use of an activity tracker to record participants' daily step count. The daily step count served as input for a fortnightly coaching session. In this paper, we investigate the possibility of automating part of the coaching procedure on physical activity by providing personalized feedback throughout the day on a participant's progress in achieving a personal step goal. The gathered step count data was used to train eight different machine learning algorithms to make hourly estimations of the probability of achieving a personalized, daily steps threshold. In 80% of the individual cases, the Random Forest algorithm was the best performing algorithm (mean accuracy = 0.93, range = 0.88–0.99, and mean F1-score = 0.90, range = 0.87–0.94. To demonstrate the practical usefulness of these models, we developed a proof-of-concept Web application that provides personalized feedback about whether a participant is expected to reach his or her daily threshold. We argue that the use of machine learning could become an invaluable asset in the process of automated personalized coaching. The individualized algorithms allow for predicting physical activity during the day and provides the possibility to intervene in time.