The Sociocultural Contexts of Learning in the Workplace.

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Bierema, Laura L.

2002-01-01

Outlines demographic dimensions of the work force: aging, gender, race, sexual orientation, immigration, language, religion. Suggests a workplace pedagogy that is sensitive to sociocultural context and includes the concept of workplace learning as a lifelong process, socioculturally sensitive policies, equal opportunity development, and diversity…

A socio-cultural approach to learning in the practice setting.

LENUS (Irish Health Repository)

White, Ciara

2010-11-01

Practice learning is an essential part of the curriculum and accounts for approximately 60% of the current pre-registration nursing programmes in the Republic of Ireland. The nature and quality of the clinical learning environment and the student nurses\\' experience of their practice placements is recognised as being influential in promoting the integration of theory and practice. However, the problem experienced by many learners is how to relate their theoretical knowledge to the situation-at-hand within the practice setting. Socio-cultural or activity theories of learning seek to explain the social nature of learning and propose that knowledge and learning are considered to be contextually situated. Lave and Wenger (1991) argue that learning is integrated with practice and through engagement with a community of practice, by means of sponsorship; students become increasingly competent in their identity as practitioners. This paper examines the changes which have occurred within the pre-registration nursing curriculum in the Republic of Ireland with the transition from the apprenticeship system to the graduate programme, and the resulting reduction in clinical learning hours. It also examines the potential impact on the development of student learning with the implementation of the concepts proposed by Lave and Wenger to learning in the practice setting.

Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study

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Ahmad, Jameel

2015-01-01

This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu,…

Creating opportunities to learn in mathematics education: a sociocultural perspective

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Goos, Merrilyn

2014-09-01

The notion of `opportunities to learn in mathematics education' is open to interpretation from multiple theoretical perspectives, where the focus may be on cognitive, social or affective dimensions of learning, curriculum and assessment design, issues of equity and access, or the broad policy and political contexts of learning and teaching. In this paper, I conceptualise opportunities to learn from a sociocultural perspective. Beginning with my own research on the learning of students and teachers of mathematics, I sketch out two theoretical frameworks for understanding this learning. One framework extends Valsiner's zone theory of child development, and the other draws on Wenger's ideas about communities of practice. My aim is then to suggest how these two frameworks might help us understand the learning of others who have an interest in mathematics education, such as mathematics teacher educator-researchers and mathematicians. In doing so, I attempt to move towards a synthesis of ideas to inform mathematics education research and development.

Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning: An Integrative Review.

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Jessee, Mary Ann

A persistent deficit in new graduate nurses' clinical reasoning skill exists. Clinical reasoning is best learned in the sociocultural clinical learning environment (CLE), yet many CLEs fail to engage nursing students in the cognitive work of nursing that promotes development of clinical reasoning. Despite two decades of recommendations to improve CLEs based on students' perceptions of learning, widespread improvement remains elusive. The aim of this review was to synthesize what is known about the influence of sociocultural factors in the acute-care CLE on prelicensure nursing students' perceptions of learning, for the purpose of identifying factors that when modified may promote improvement of clinical reasoning skill. The integrative review methodology was used to synthesize and identify gaps in evidence on students' perceptions of learning in the acute-care CLE. Global commonalities exist in the impact of the sociocultural CLE on students' perceptions of learning, including overall sociocultural atmosphere, membership in the health care team, supervisory relationships, peer relationships, and clinical education structure. This review provides evidence that modification of CLE factors and examination of their influence on measurable learning outcomes such as clinical reasoning are the necessary next steps to facilitate improvement of new graduate nurses' clinical reasoning skill. Copyright © 2016 Elsevier Inc. All rights reserved.

Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship.

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van der Zwet, J; Zwietering, P J; Teunissen, P W; van der Vleuten, C P M; Scherpbier, A J J A

2011-08-01

Workplace learning in undergraduate medical education has predominantly been studied from a cognitive perspective, despite its complex contextual characteristics, which influence medical students' learning experiences in such a way that explanation in terms of knowledge, skills, attitudes and single determinants of instructiveness is unlikely to suffice. There is also a paucity of research which, from a perspective other than the cognitive or descriptive one, investigates student learning in general practice settings, which are often characterised as powerful learning environments. In this study we took a socio-cultural perspective to clarify how students learn during a general practice clerkship and to construct a conceptual framework that captures this type of learning. Our analysis of group interviews with 44 fifth-year undergraduate medical students about their learning experiences in general practice showed that students needed developmental space to be able to learn and develop their professional identity. This space results from the intertwinement of workplace context, personal and professional interactions and emotions such as feeling respected and self-confident. These forces framed students' participation in patient consultations, conversations with supervisors about consultations and students' observation of supervisors, thereby determining the opportunities afforded to students to mind their learning. These findings resonate with other conceptual frameworks and learning theories. In order to refine our interpretation, we recommend that further research from a socio-cultural perspective should also explore other aspects of workplace learning in medical education.

Experiential learning: transforming theory into practice.

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

2012-01-01

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

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

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

2018-01-01

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

Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects

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Evode Mukama

2014-12-01

Full Text Available This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs through a sociocultural perspective. The methodology included focus-group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students’ sociocultural proximity, the more focused the learners’ attention is on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students’ sociocultural proximity, that is, taking into consideration students’ physical, cultural, and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic involving cognitive support from peers, teachers, external specialists, and the wider community.

Sociocultural Paradoxes and Issues in E-Learning Use in Higher Education Africa

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Njenga, James Kariuki

2018-01-01

Sociocultural issues are major contributing factors in mass acceptance and effective use of technology. These issues are often perceived to contradict the benefits the technology brings about. E-learning use in higher education in Africa, as a technology, faces some sociocultural barriers that contradict its promise and benefits. This paper…

Learning English Vocabulary in a Mobile Assisted Language Learning (MALL Environment: A Sociocultural Study of Migrant Women

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Kham Sila Ahmad

2015-05-01

Full Text Available This paper reports on a case study of a group of six non-native English speaking migrant women’s experiences learning English vocabulary in a mobile assisted language learning (MALL environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning.

Nursing students' views of sociocultural factors in clinical learning: a qualitative content analysis.

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Dadgaran, Ideh; Parvizy, Soroor; Peyrovi, Hamid

2013-06-01

The aim of this study is description of nursing students' views of sociocultural factors in clinical learning. A qualitative content analysis was conducted to describe nursing students' views of sociocultural factors in clinical learning. The participants consisted of 21 nursing students. Semi-structured and interactive interviews were used to collect data. All the interviews were recorded and transcribed, and then, they were analyzed using Qualitative Content Analysis and Max Qualitative Data Analysis 2010. From the transcripts, a remarkable number of primary themes, main themes, and sub-themes emerged. The main themes consisted of elements related to "society and culture", "family", "staff", and "classmates". The themes encompassed a spectrum of facilitators of and impediments to clinical learning. The findings showed that the administrators of nursing education should coordinate with faculty and staff by adopting interactive and participatory solutions, including the establishment of clinical learning teams and the transformation of hospitals into suitable sociocultural environments for education. © 2012 The Authors. Japan Journal of Nursing Science © 2012 Japan Academy of Nursing Science.

Towards Contemporary Play: Sociocultural Theory and the Digital-Consumerist Context

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Edwards, Susan

2014-01-01

This article introduces the notion of "contemporary" play in relation to existing ideas about children's play, learning and development from a sociocultural perspective. The need to think about the nature of contemporary play is considered in response to arguments suggesting that the quality of children's play has declined in…

Learning as discourse change: A sociocultural mechanism

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Wickman, Per-Olof; Östman, Leif

2002-09-01

This paper deals with a theoretical mechanism for learning and a methodological approach for analyzing meaning making in classroom talk and action. It examines the potential of the approach for illuminating learning on a discursive level, i.e., how discourses change and how individuals become participants of new practices. Our approach involves a high-resolution analysis of how meaningful relations are built in encounters between individuals and between individuals and the world. The approach is based mainly on the work of the later Wittgenstein, but also on pragmatism and sociocultural research. To demonstrate how our approach can be used, we analyze what university students learn during a practical on insects. We specifically demonstrate how the encounters with physical pinned insects contribute to the meaning students make and how these encounters interact with other experiences during laboratory work.

Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students

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Crosslin, Matt; Wakefield, Jenny S.; Bennette, Phyllis; Black, James William, III

2013-01-01

This paper details a proposed doctoral student connections program that is based on sociocultural theory. It is designed to assist new students with starting their educational journey. This program is designed to leverage social interactions, peer mentorship, personal reflection, purposeful planning, and existing resources to assist students in…

The Integration of Cognitive and Sociocultural Theories of Literacy Development: Why? How?

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Davidson, Katherine

2010-01-01

Cognitive and sociocultural theories of literacy development are historically considered incommensurable in practice and in research. Cognitivists view literacy development as a succession of qualitatively varied skills whereas socioculturalists view literacy as socially and culturally embedded. Traditional educational discourses tend to reflect…

Sociocultural context as a facilitator of student learning of function concepts in mathematics

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Evangelina Díaz Obando

2016-03-01

Full Text Available In Costa Rica, many secondary students have serious difficulties to establish relationships between mathematics and real-life contexts. They question the utilitarian role of the school mathematics. This fact motivated the research object of this report which evidences the need to overcome methodologies unrelated to students’ reality, toward new didactical options that help students to value mathematics, reasoning and its  applications, connecting it with their socio-cultural context. The research used a case study as a qualitative methodology and the social constructivism as an educational paradigm in which the knowledge is built by the student; as a product of his social interactions. A collection of learning situations was designed, validated, and implemented. It allowed establishing relationships between mathematical concepts and the socio-cultural context of participants. It analyzed the impact of students’socio-cultural context in their mathematics learning of basic concepts of real variable functions, consistent with the Ministry of Education (MEP Official Program.  Among the results, it was found that using students’sociocultural context improved their motivational processes, mathematics sense making, and promoted cooperative social interactions. It was evidenced that contextualized learning situations favored concepts comprehension that allow students to see mathematics as a discipline closely related with their every-day life.

Initial Writing Learning from a Socio-Cultural Perspective: A Learning Experience on the Research Field

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María Ivoneth Lozano Rodríguez

2017-07-01

Full Text Available In this article, the fundamentals of the training process of researchers on the Master in Pedagogy of the Mother Tongue context are explained. The reflection is oriented from projects that are developed in the first writing cycle. It presents the accompaniment process in the disciplinary, pedagogical, didactic and investigative field, starting from the teaching of writing problem in the first education. It starts from recognizing prescriptive and normative practices of language teaching in which writing is unknown as a social activity and the evolutionary process is not taken into account, nor a scaffolding that enhances what children already know favors their appropriation from social interaction and the granting of differentiated aid. In the same way, the article shows how, from the action research, transformative didactic proposals are being constructed, within the pedagogy by projects framework. That seek to correspond with the fundamentals of an interaction and sociocultural theory of learning and with a socio-discursive perspective of the acquisition of writing in which it is recognized as a fundamentally social, intentional, situated activity and its learning is constructed in interaction processes.

Analyzing Learning in Professional Learning Communities: A Conceptual Framework

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Van Lare, Michelle D.; Brazer, S. David

2013-01-01

The purpose of this article is to build a conceptual framework that informs current understanding of how professional learning communities (PLCs) function in conjunction with organizational learning. The combination of sociocultural learning theories and organizational learning theories presents a more complete picture of PLC processes that has…

Shared Values and Socio-Cultural Norms: E-Learning Technologies from a Social Practice Perspective

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Shih, Patti; Velan, Gary M.; Shulruf, Boaz

2017-01-01

From a perspective of social practice, learning is a socially constituted practice that is imbued with socio-culturally significant meanings and shaped by the values and norms shared within a community of learners. This focus group study examines the role of e-learning technologies in mediating the social practice of learning among coursework…

Evaluating mobile learning practice. Towards a framework for analysis of user-generated contexts with reference to the socio-cultural ecology of mobile learning

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Judith Seipold

2011-04-01

Full Text Available Against the conceptual and theoretical background of a socio-culturally orientated approach to mobile learning (Pachler, Bachmair and Cook, 2010, this paper examines the evaluation of user-generated contexts by referring to an example from the use of mobile phones in schools. We discuss how mobile device-related, user- generated contexts around structures, agency and cultural practices might be brought into a fruitful relationship with institution-based learning. And, we provide categories for evaluating the use of mobile devices to generate meaning from and with fragmented and discontinuous media and modes at the interface of learning in formal, institutionalised and informal, self-directed settings. The evaluation criteria build on the framework of a socio-cultural ecology of mobile learning developed by the London Mobile Learning Group.

Making sense of shared sense-making in an inquiry-based science classroom: Toward a sociocultural theory of mind

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Ladewski, Barbara G.

Despite considerable exploration of inquiry and reflection in the literatures of science education and teacher education/teacher professional development over the past century, few theoretical or analytical tools exist to characterize these processes within a naturalistic classroom context. In addition, little is known regarding possible developmental trajectories for inquiry or reflection---for teachers or students---as these processes develop within a classroom context over time. In the dissertation, I use a sociocultural lens to explore these issues with an eye to the ways in which teachers and students develop shared sense-making, rather than from the more traditional perspective of individual teacher activity or student learning. The study includes both theoretical and empirical components. Theoretically, I explore the elaborations of sociocultural theory needed to characterize teacher-student shared sense-making as it develops within a classroom context, and, in particular, the role of inquiry and reflection in that sense-making. I develop a sociocultural model of shared sense-making that attempts to represent the dialectic between the individual and the social, through an elaboration of existing sociocultural and psychological constructs, including Vygotsky's zone of proximal development and theory of mind. Using this model as an interpretive framework, I develop a case study that explores teacher-student shared sense-making within a middle-school science classroom across a year of scaffolded introduction to inquiry-based science instruction. The empirical study serves not only as a test case for the theoretical model, but also informs our understanding regarding possible developmental trajectories and important mechanisms supporting and constraining shared sense-making within inquiry-based science classrooms. Theoretical and empirical findings provide support for the idea that perspectival shifts---that is, shifts of point-of-view that alter relationships

Body-Image Evaluation and Body-Image Investment among Adolescents: A Test of Sociocultural and Social Comparison Theories

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Morrison, Todd G.; Kalin, Rudolf; Morrison, Melanie A.

2004-01-01

Sociocultural theory and social comparison theory were used to account for variations in body-image evaluation and body-image investment among male and female adolescents (N = 1,543). Exposure to magazines and television programs containing idealistic body imagery as well as frequency of self-comparison to universalistic targets (e.g., fashion…

Sociocultural Theories, Academic Achievement, and African American Adolescents in a Multicultural Context: A Review of the Cultural Incompatibility Perspective

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Whaley, Arthur L.; Noel, La

2011-01-01

Some theories have posited that African American youth are academic underachievers because of sociocultural factors. We label this point of view the cultural incompatibility perspective. Ogbu's oppositional culture theory and Steele's stereotype threat theory are selected as popular examples of this viewpoint. A critical review of the literature…

Bringing Technology to Students' Proximity: A Sociocultural Account of Technology-Based Learning Projects

Science.gov (United States)

Mukama, Evode

2014-01-01

This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs) through a sociocultural perspective. The methodology included focus group discussions and field…

Beyond Normativity in Sociocultural Reproduction and Sociocultural Transformation: Curriculum Work--Leadership within an Evolving Context

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Ylimaki, Rose M.; Fetman, Lisa J.; Matyjasik, Erin; Brunderman, Lynnette; Uljens, Michael

2017-01-01

Background: The purpose of this article is to examine the contributions, gaps, and normativity problems in mainstream sociocultural theories, curriculum theory, and educational leadership studies, considering reflective education theories that provide a less normative alternative. Framework: Our framework introduces reflective education for social…

Building a Model of Employee Training through Holistic Analysis of Biological, Psychological, and Sociocultural Factors

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Schenck, Andrew

2015-01-01

While theories of adult learning and motivation are often framed as being either biological, psychological, or sociocultural, they represent a more complex, integral process. To gain a more holistic perspective of this process, a study was designed to concurrently investigate relationships between a biological factor (age), psychological factors…

The learning theories’ knowledge applied in the performance of distance tutor

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Fernanda Abreu de Moraes Figueiredo

2016-07-01

Full Text Available Abstract: This study aimed to identify the most influential theory of learning related to the practice of mentoring from behaviorism, cognitivism, humanism, the sociocultural theory and connectivism, and apply the most appropriate theories to solve common problems in distance education. For this purpose, we used the literature method. It was noted that each of the theories end up being influential to the role of tutor. Therefore, the learning tends to be richer in the ratio and effective to apply different theories together. However, that support better substantiating tutor's role is humanism, the sociocultural theory and connectivism. It was noticed that the problems often experienced by students in distance education are due to failures tutor interaction and affection, implying to resolve them closer tutor with the student to have more responsibility in the exchange of information, meeting deadlines and clarity in the disclosure notes assessments. Knowledge are mainly from humanism and sociocultural theory that end up not only reasons for existence of the tutor as serving to improve the development of the quality of tutor-student interaction. Keywords: learning theories; distance learning (DL; tutor distance.

An Explication of Vygotskian Sociocultural Theory as Evidenced by Ethomethodological Findings

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Behrooz Azabdaftari

2012-11-01

Full Text Available For centuries the speculations on man's mental functioning posed a great challenge for the scholars in various disciplines such as philosophy, psychology, sociocultural studies, education, ethnolinguistics, discourse analysis, literary criticism. Researchers have been pondering over the ticklish question: is it the mind making the human society, or is it the society that shapes up the human mind? Researchers not informed in Vygotsky's contribution to the resolution of the issue, may still find the vicious circular question glaring in the face. But thanks to Vygotsky's sociocultural theory (SCT, the hazy horizon has cleared away and today we are convinced of the truth of Vygotsky's claim that man's mental functioning is mediated by sociocultural artifacts (physical and psychological tools which imbue us with the capacity the shape natural environment, and in so doing change the natural circumstances in which we live, and the capacity to organize and gain voluntary control over our biologically specified mental functioning. The pivotal concept in this outlook is that man, released from biological constraints, emerges as the master of his own destiny. It goes without saying that a conception as such invests the educationists, social reformers, statesmen with a grave responsibility regarding the necessity of providing appropriate conditions for individual's cognitive, ethical and social development. Indeed, Vygotsky's position on the genesis of man's higher mental functioning which is said to be hinging on the social, cultural, and historical variables provides a viable solution to the mind-society enigma. This said, we intend to submit some ethnomethodological evidence in support of Vygotsky's claim regarding the genesis of man's higher mental conditioning.

Learning motivation and giftedness in sociocultural diverse Latin America and the Caribbean societies

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Sheyla Blumen

2015-03-01

Full Text Available This theoretical review aims to integrate state-of-the-art learning motivation theoretical concepts within the context of gifted and talent development models for native children living in Latin America and the Caribbean sociocultural diverse societies. Motivation as a determinant factor and a promoter of gifted achievement is analyzed. Also the relation between motivation, outstanding performance and underachievement is discussed and tendencies found in social-emotional development of the gifted linked to motivation are explored. Final remarks are given on the significant role of motivation in the achievement of gifted and talented children living under diverse socio-cultural influences that bias their performance on standardized measures. Recommendations highlight the importance of further research, in order to reach a convergence of theoretical and practical elements needed to promote Latin American children's talent.

Disjunction between Language Policy and Children's Sociocultural Ecology--An Analysis of English-Medium Education Policy in Pakistan

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Manan, Syed Abdul; David, Maya Khemlani; Dumanig, Francisco Perlas

2015-01-01

Sociocultural theory and constructionists propose that language learning is a socially and culturally mediated process, and they emphasize on social interaction. This study examines the amount of students' exposure to the school language to account for the link between English-medium policies in low-fee English-medium schools and children's…

Educating for Financial Literacy: A Case Study with a Sociocultural Lens

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Sprow Forte, Karin

2013-01-01

This study explored the teaching and learning in an adult financial literacy education program aimed specifically at Latina single mothers to understand the influence of sociocultural factors in this setting. Informed by critical and Latina feminist sociocultural adult learning perspectives and the transtheoretical model of behavior change,…

Foundations of Socio-Cultural Ecology: Consequences for Media Education and Mobile Learning in Schools

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Klaus Rummler

2014-07-01

Full Text Available This conceptual paper offers insights to the foundations of Socio-Cultural Ecology and relates this concept to traditional concepts of Ecology e.g. media ecology or Bronfenbrenner’s ecological model of child development. It will further discuss the term «ecology» as a relation between learners and their surrounding physical and structural world, e. g. an ecology of resources or the classroom as an ecological system. Thirdly more recent concepts in ecology will be considered e. g. Digital Media Ecology including media ecology (German: Medienökologie from a German perspective. This contribution tries to describe common principles of (media ecologies and will ask after their meaning and relation to media education and mobile learning. One of the main results is the realisation that cultural practices of school learning and cultural practices of media acquisition take place in different worlds or in different ecological spheres. The question is thus again of how to bridge these ecological spheres, and how «agency» developed outside school, can be nourished inside school. In other words: how can we bridge socio-cultural and technological structures within these cultural practices.

New approaches for the asessment and education of children under socio-cultural disadvantages

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Alegría Majluf

2003-06-01

Full Text Available The present paper describes the traditional psychometric parameters thal don 't fit by workingwith children who suffer socio-cultural deprivation (or who are living under socio-cultural disadvantagesand the new assessment and education strategies for this population. Vygotsky's socio-cultural approach, that emphasizes the Zone of Proximal Development, and the Dynamic Assessment and the Mediated Learning developed by Feucrstein and complemented by Coll relatedwith the Significative Learning are stressed.

PROSPECTIVE PRIMARY SCHOOL TEACHERS’ FOREIGN LANGUAGE SOCIOCULTURAL COMPETENCE: MONITORING PRINCIPLES

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Olena Ishutina

2016-04-01

Full Text Available The paper substantiates the necessity and importance of the organization of prospective primary school teachers’ foreign language sociocultural competence monitoring in the educational process of high school. The author notes that prospective primary school teachers’ foreign language sociocultural competence is inseparably linked with linguomethodological competence. It is proved that the measurement of foreign language sociocultural competence of primary school foreign language teachers should be performed in the process of lingvomethodological training of the students as lingvomethodological competence occupies a dominant place and is a unifying and a backbone for other competencies of the future teacher’s professiogram. In this regard, the concept of “foreign language sociocultural competence of prospective primary school teacher” is clarified, the essence of lingvomethodological monitoring of foreign language sociocultural competence is revealed. It is emphasized that linguistic disciplines (“The practice of oral and written language”, “Practical grammar of a foreign language”, “Practical phonetics of a foreign language”, etc. and linguomethodological courses (“Methods of teaching English at primary school”, “ICT in learning foreign languages”, “Innovative technologies of learning foreign languages”, etc. play very important role in forming “foreign language sociocultural competence of prospective primary school teacher”. Specific principles of lingvomethodological monitoring of foreign language sociocultural competence are identified and characterized. They are complexity, lingvomethodological orientation, validity, multi-vector monitoring procedures.

SOCIO-CULTURAL INFLUENCES ON EFFECTIVE ENGLISH ...

African Journals Online (AJOL)

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Consequently, challenges abound in the teaching and learning of ... English in tertiary institutions in contemporary Nigeria, the influence of socio-cultural factors ... The English Language has been a crucial issue in the Nigerian education.

Patterns of Internet Usage: Learning Sphere and the Socio-cultural Context

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Hossein Ebrahimabadi

2009-11-01

Full Text Available In addition to the curriculum and the learning targets, there are some other points –as “the culture of the real life”, “patterns of communication and virtual-life’s experiencing”, and generally “pattern of communication and internet usage”- should be considered in evaluating internet. Applying results of a survey on the impacts of both the web-based and the traditional educational methods on students’ learning and motivation, the present study explores the patterns of internet usage. Research method is experimental, using the t test for independent groups and analyzing multi-variable regression, and some points as the population, method of sampling and data gathering is explained in the article. Results show that there is a meaningful difference between the grades of the test group and the witness group; thus variable of “the internet usage” could predict changes in learning. In other words, supra-usage of internet would decrease learning and curriculum development. However, using internet for scientific and schooling would cause students to correlate their patterns of computer and internet usage. As results show, decline in entertaining usage of internet is related to the socio-cultural context, way and amount of participating in the web, and the quality of virtual learning sphere, rather than the interest or disinterest of the users.

Upgrade with a sociocultural focus of the process of teaching-learning of the nuclear physics for the formation and professors' excellence

International Nuclear Information System (INIS)

Vazquez Conde, Julio P.

2003-01-01

When modernizing the teaching-learning procces of the nuclear physics, to put it in better correspondence with the current sociocultural context and to overcome the limitations presented in the professors formation, It have kept in mind a nucleus of ideas in those that it is synthesized the theoretical and practice experience in the field of the science didactics during the last decades. The idea defend in the investigation is that in correspondence with a sociocultural focus the process teaching-learning of the nuclear physics for the formation and professors should be structured around the most general problems that face the science, the technology and the society. The theoretical contribution of the work resides in the establishment of essential relationships among the teaching-learning of the nuclear physics, the sociocultural focus of the scientific education, the distinctive characteristics of the human psychic activity and of the activity scientist contemporary investigator, The practical contribution of the carried out work resides in the following results. a) strategy for the bring up to date of the process of teaching-learning of the nuclear physics, b) it programs of the subject the nuclear physics in the science, the technology and the society, c) systems of educational tasks, d) it structures basic of a place Web Science and nuclear Technology'', d) it programs computer of simulation of the dispersion of nuclear particles and and) I study on-line Nuclear Physics and the situation of the world'' (Author)

Considering a Voice of the Body for Adult Transformative Learning Theory

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Boleyn, Elizabeth C.

2013-01-01

Unknowingly, much of the population of the Western World are thinking machines who live and learn isolated from somatic experiences. They distrust their bodies in the learning process and are stuck living out unquestioned realities of embodied socioculturalism and rationalism which guide decision making, learning and ways of being. Considering a…

Lifting as We Climb: Developing Constellations of Learning within an Informal Online Radio Format

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Mistry, Margaret Egan

2012-01-01

This mixed-methods study combines the sociocultural theories of Vygotsky's research on thought and language, Mezirow's Transformational Learning Theory, situated learning theory of Rogoff, Lave, and Wenger, to explore individual and group process and resulting products within an online university radio station system. The study…

Professional development as learning in relationships

OpenAIRE

Noworolnik-Mastalska, Monika

2013-01-01

The article presents a clasification of selected leading conceptions within professional development, using socio-cultural perspective of learning in different relationships. Beside drawing on the classical social theory of learning through interactions with others, another dimensions of learning are added: related to the self, personal dimension of learning through professional identity development and societal dimension, where learning results from the ability to respond comprehensively to ...

Blended Learning at the Boundary: Designing a New Internship

Science.gov (United States)

Heckman, Robert; Østerlund, Carsten S.; Saltz, Jeffrey

2015-01-01

This paper explores how blended learning can enhance learning at the boundary between academia and industry, and make possible the design of a new kind of internship. Boundary theory proposes that socio-cultural discontinuities between different environments create opportunities for learning. Blended learning pedagogy makes it possible to make the…

Learning Object-Orientation through ICT-mediated Apprenticeship

DEFF Research Database (Denmark)

Fjuk, A.; Berge, O.; Bennedsen, J.

2004-01-01

In this paper, we show how sociocultural theories inform the design of a course in object-oriented programming. An essential learning objective within this philosophy is the programming processes as such. To move toward this learning goal, the course design incorporates a combination of the so...

Learning Dynamics in Doctoral Supervision

DEFF Research Database (Denmark)

Kobayashi, Sofie

investigates learning opportunities in supervision with multiple supervisors. This was investigated through observations and recording of supervision, and subsequent analysis of transcripts. The analyses used different perspectives on learning; learning as participation, positioning theory and variation theory....... The research illuminates how learning opportunities are created in the interaction through the scientific discussions. It also shows how multiple supervisors can contribute to supervision by providing new perspectives and opinions that have a potential for creating new understandings. The combination...... of different theoretical frameworks from the perspectives of learning as individual acquisition and a sociocultural perspective on learning contributed to a nuanced illustration of the otherwise implicit practices of supervision....

Learning Theory Foundations of Simulation-Based Mastery Learning.

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McGaghie, William C; Harris, Ilene B

2018-06-01

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

Risks in socio-cultural perspective

International Nuclear Information System (INIS)

Kwee, S.L.

1981-01-01

An exposition is presented of the principles of a socio-cultural risk theory based on the statement 'Risk is structured uncertainty'. It deals with hazards of human behaviour, risk as a challenge, hazards in nature and in culture, in science and enterprise, to close with a few words on today's crisis and uncertainty. (Auth.)

Conceptions of How a Learning or Teaching Curriculum, Workplace Culture and Agency of Individuals Shape Medical Student Learning and Supervisory Practices in the Clinical Workplace

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Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E.

2015-01-01

The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the…

Constructivism, Socioculturalism, and Popper's World 3.

Science.gov (United States)

Bereiter, Carl

1994-01-01

Examines the concept of learning from both constructivist and sociocultural perspectives and introduces a third perspective based on K. R. Popper's philosophy of science. It is argued that constructivism cannot adequately account for the immaterial objects that Popper located in his World 3--abstract mathematical and scientific objects. (GLR)

Dynasting Theory: Lessons in learning grounded theory

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

2011-06-01

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

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

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Aparicio, Juan José; Rodríguez Moneo, María

2005-11-01

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

Learning Theories In Instructional Multimedia For English Learning

OpenAIRE

Farani, Rizki

2016-01-01

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

SOCIO-CULTURAL COMPETENCE FORMATION BY MEANS OF TRANSLATION IN THE CONDITIONS OF INCLUSIVE EDUCATION

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Kateryna Shapochka

2016-12-01

Full Text Available The article is devoted to the problem of socio-cultural competence formation by means of translation / interpretation and the necessity of foreign language communicative competence formation in the process of inclusive education. The question of training of young generation for life in a multi-ethnic and multicultural society, forming skills of communication and cooperation with people of different nationalities, the foreign language learning, the formation of the communicative and socio-cultural competence is one of the main tasks of modern school to meet educational needs persons with disabilities. Today’s realities require that students with special educational needs should study a foreign language and use it in the process of learning. In turn, the use of translation in the process of learning a foreign language helps students to get new skills, to form general and specific competences, including socio-cultural competence, which promotes socialization of children with special needs, and integrating them into a comprehensive system of Ukraine. The article raises the problem of modernization of the educational system. It was established that the formation of socio-cultural competence by means of written translation is done by means of a system of exercises. Based on this system, subsystems, groups and types of exercises their systems can be developed in accordance with human activity, objectives and learning environment. It shows that the development of an inclusive approach to learning demands new solutions towards learning a foreign language at different levels of education.

Trans/Languaging and the Triadic Dialogue in Content and Language Integrated Learning (CLIL) Classrooms

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Lin, Angel M. Y.; Lo, Yuen Yi

2017-01-01

There has been a rich literature on the role of language in learning and on its role in knowledge (co-)construction in the science classroom. This literature, rooted in social semiotics theories and sociocultural theories, discussed research conducted largely in contexts where students are learning content in their first language (L1). In this…

Linking Task-based Language Teaching and Sociocultural Theory: Private Speech and Scaffolding in Reading Comprehension

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Soheila Tahmasebi

2011-01-01

Full Text Available In Sociocultural Theory, mediations in second language learning include (1 mediation by others (2 mediation by self (3 and mediation by artifacts, which incorporates brilliant insights for EFL contexts (Lantolf, 2000. Putting these ideas in a task-based method, the present study aimed at examining the contribution of scaffolding and private speech in improving EFL learners’ skills and seeking how learners performance might link to  social or interpersonal activities they engage in. Screened through an Oxford Placement Test, 54 EFL freshmen taking a reading comprehension course participated in this study and formed two randomly divided groups and pretested using a 30-item TOEFL test of reading comprehension. The control group benefited from a teacher, who paraphrased, summarized and provided the meaning of the new words and expressions. The experimental group was asked to do the same tasks through collaboration, private speech and artifacts. Students' performances were video-taped to be used for discourse analyses and provide measures of fluency, accuracy and complexity (Iwashita, Elder, & McNamara, 2001. Two types of measurements were used: 1 a final test of reading comprehension, 2 an oral presentation of a text whose readability matched that of the texts used during the experiment. The students' performances on presenting the text orally were rated based on the idea units recalled (Johnson, 1970. The data analysis revealed no difference between the two groups in the final test, but in oral presentation, the experimental group outperformed the control group.

Higher Education Learning Experiences among Vietnamese Immigrant Women in Taiwan

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Wu, Ya-Ling; Wu, Hsing-Chen

2015-01-01

Based on a sociocultural approach to adult learning and poststructural feminist theories, this study draws on interviews with 11 married Vietnamese women to explore the higher education learning experiences of Vietnamese immigrant women in Taiwan. On the basis of their husbands' permission and support, Vietnamese immigrant women embraced the…

Power and Identity in Immigrant Parents' Involvement in Early Years Mathematics Learning

Science.gov (United States)

Takeuchi, Miwa Aoki

2018-01-01

This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and…

Chinese Learning Through Internet Inspired by Contructivist Learning Theory

OpenAIRE

Yan, Huang

2011-01-01

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

Relations of some sociocultural variables and attitudes and motivations of young Arab students learning English as a second language.

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Lori, A A; al-Ansari, S H

2001-02-01

This paper examined a number of variables pertaining to the sociocultural outlooks of 412 young Arab students learning English as a foreign language and the relation of their attitudes and motivations prior to their learning of the language. Analysis indicated clearly that certain variables appeared to be correlated with their attitudes and motivations more than others. Most of the students had maids in their homes, and the presence of a maid was associated with most of the psycholinguistic variables tested. Their previous learning experience of the language was positively correlated as was their knowledge of English stories. Having some sort of English games had the highest correlations (.25 to .41). Potential pedagogical implications of these results were discussed.

Sociocultural patterning of neural activity during self-reflection

DEFF Research Database (Denmark)

Ma, Yina; Bang, Dan; Wang, Chenbo

2014-01-01

) in Chinese than in Danish participants. Moreover, the group difference in TPJ activity was mediated by a measure of a cultural value (i.e., interdependence of self-construal). Our findings suggest that individuals in different sociocultural contexts may learn and/or adopt distinct strategies for self-reflection...

Moderation and Teacher Learning: What Can Research Tell Us about Their Interrelationships?

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Hipkins, Rosemary; Robertson, Sally

2011-01-01

This report is a synthesis that explores "opportunities for professional learning" that might occur when teachers work together to moderate their judgments about students' work. Since such conversations are inherently social, the synthesis employs the lens of sociocultural learning theory. It draws together key themes from the small…

Some ideas for learning CP-theories

OpenAIRE

Fierens, Daan

2008-01-01

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

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

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

2012-01-01

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

THE CONTRIBUTION OF SOCIOCULTURAL THEORY TO THE PROBLEM OF INSTRUCTIONAL INTERACTIONS IN THE SECOND LANGUAGE CLASSROOM

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Chernova, N.A.

2018-03-01

Full Text Available The article deals with the concept of a continuum of regulation being also important to understanding Vygotsky’s view of cognitive development which clearly suggests that communicative collaboration with adults or more skilled peers contributes to the development of self-regulation, that is, the capacity for independent problem solving and self-directed activity. Attention is drawn to the fact that in the language classroom, using sociocultural theory and its tenets as a framework, we would see a highly interactive classroom, where the students’ zone of proximal development is identified through strategies such as portfolios, and dialogue journals. Necessity of compiling a textbook based on the above-mentioned principles is stressed.

Health behavior change models and their socio-cultural relevance for breast cancer screening in African American women.

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Ashing-Giwa, K

1999-01-01

Models of health behavior provide the conceptual bases for most of the breast cancer screening intervention studies. These models were not designed for and have not been adequately tested with African American women. The models discussed in this paper are: The Health Belief Model, the Theory of Reasoned Action/Theory of Planned Behavior, and the Transtheoretical Model. This paper will examine the socio-cultural relevance of these health behavior models, and discuss specific socio-cultural dimensions that are not accounted for by these paradigms. It is critical that researchers include socio-cultural dimensions, such as interconnectedness, health socialization, ecological factors and health care system factors into their intervention models with African American women. Comprehensive and socio-culturally based investigations are necessary to guide the scientific and policy challenge for reducing breast cancer mortality in African American women.

Maximising meaning : Creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective

NARCIS (Netherlands)

van Rijk, Y.; Volman, M.; de Haan, D.; van Oers, B.

Sociocultural theories based on the work of Vygotsky have been increasingly influential in educational sciences. Developmental education (DE) is a pedagogical approach based on Vygotskian theory that has inspired primary schools in the Netherlands to change the learning environment innovatively in a

Learning theory and gestalt therapy.

Science.gov (United States)

Harper, R; Bauer, R; Kannarkat, J

1976-01-01

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

Discourses, Identities and Investment in English as a Second Language Learning: Voices from Two U.S. Community College Students

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Yueh-ching Chang

2016-10-01

Full Text Available Adopting a qualitative case study methodology, the present study illuminates how two multilingual students enrolled in a U.S. community college ESL class negotiated the sociocultural norms valued in their multiple communities to make investment in learning English in college. Drawing on Gee’s theory of Discourse and identity (1996 and Norton’s theory of investment (2000, the study found that each student’s investment in learning the language practices of the classroom was shaped by the diverse Discourses in which they participated across time and space. Despite confronting structural constraints, the focal students were able to mobilize their multiple Discourses to negotiate the existing sociocultural norms and invest in identities that have the potential to transform their lives. These findings suggest that multilingual students’ learning at the college is shaped by their socio-cultural milieu and future aspirations. Thus, language educators should recognize their multiple identities as well as their agency, and broaden the curriculum goals to accommodate their diverse linguistic and educational needs. Keywords: Discourses, identities, investment, community college, ESL, multilingual students

Peer-Peer Dialogue as a Means of Second Language Learning.

Science.gov (United States)

Swain, Merrill; Brooks, Lindsay; Tocalli-Beller, Agustina

2002-01-01

Considers recent research in which peer dialogue has been examined with the purpose of understanding its impact on second language learning. Reviews research from the perspective of a sociocultural theory of mind that claims cognition and knowledge are dialogically constructed. (Author/VWL)

Teaching and Learning English as a Foreign Language in Taiwan: A Socio-Cultural Analysis

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Kung, Fan-Wei

2017-01-01

This article examines the English as a Foreign Language (EFL) context in Taiwan based on Vygotsky's (1978) socio-cultural framework. The historical context is provided after some delineations of the educational system in Taiwan with regard to its foreign language instruction policy and development. Based upon the proposed socio-cultural framework,…

An Elementary Introduction to Statistical Learning Theory

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Kulkarni, Sanjeev

2011-01-01

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

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

Science.gov (United States)

2014-01-01

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

Learning theories application in nursing education

Science.gov (United States)

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

2015-01-01

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

Learning theories application in nursing education.

Science.gov (United States)

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

2015-01-01

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

Aproximación a la Animación Sociocultural desde una perspectiva didáctica

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Ana CALVO SASTRE

2009-11-01

Full Text Available RESUMEN: El objetivo principal de este artículo es plantear algunas reflexiones sobre los procesos de Animación Sociocultural desde una perspectiva didáctica. Para ello se analiza, por un lado, la relación entre la Animación Sociocultural como práctica educativa y la Didáctica como disciplina centrada en el estudio de los procesos de enseñanza-aprendizaje. Este análisis se realiza desde una perspectiva de complementariedad entendiendo la Didáctica como un marco referencial para la Animación Sociocultural y, a su vez, planteando la Animación Sociocultural como un campo que amplía los espacios de acción, reflexión e investigación de la Didáctica. Por otro lado, el apartado final del artículo se centra de manera específica en la perspectiva del Curriculum y su relación con la Animación Sociocultural. Se analizan, sobre todo, aquellas teorías que conciben la práctica del Curriculum como un proceso de investigación y, de manera más específica, aquellas que expresan una visión crítica del mismo puesto que constituyen la concepción del Curriculum en la que mejor se acomoda la Animación Sociocultural desde los planteamientos que de este concepto se realizan a lo largo del artículo.ABSTRACT: The principal objective of this article is to establish some reflections on the processes of Socio-cultural Animation («Community education» in Anglo- Saxon contexts from a didactic perspective. Thus, in one part, we analyze the relationship between Socio-cultural Animation as an educational practice and Didactics as a discipline centered on the study of teaching-learning processes. This analysis is carried out from a complementary perspective, if we understand Didactics as a referential framework for Socio-cultural Animation and, in turn, establish Sociocultural Animation as a field that extends the areas of action, reflection, and investigation of Didactics. Then, the final part of the article centers specifically on the perspective

Abordagem sociocultural: algumas vertentes e autores Sociocultural approach: some perspectives and authors

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Adriana Ferreira Paes Ribas

2006-04-01

Full Text Available A necessidade de enfocar aspectos socioculturais nas investigações em psicologia tem sido destacada por diferentes autores, em diferentes épocas, e a abordagem sociocultural representa uma fonte conceitual proveitosa neste sentido. Este artigo tem como objetivo apresentar e discutir algumas idéias centrais da abordagem sociocultural, mudanças pelas quais esta abordagem passou nas últimas décadas, algumas de suas vertentes e autores. Os conceitos aqui discutidos não esgotam o tema, mas podem ser úteis para tentativas de articular investigações de diferentes temas em psicologia à abordagem sociocultural. As considerações finais apontam no sentido da necessidade de incluir as investigações em psicologia em um cenário conceitual que considere a cultura e o contexto social como elementos centrais, articulando as contribuições da psicologia transcultural e da cultura.The need to approach sociocultural aspects in psychological investigations has been emphasized by different authors in different times, and the sociocultural approach represents a profitable conceptual source in this sense. The purpose of this article was to discuss some concepts of the sociocultural approach, changes by which this approach went through last decades, some of their perspectives and authors. The concepts here discussed can be useful in the attempts to articulate psychological investigations in a sociocultural approach. The conclusions point to the need of including the investigations in psychology into a conceptual approach that considers the culture and the social context as central elements, articulating the contributions of the cross-cultural psychology, and of the culture.

Exploring a Pluralist Understanding of Learning for Sustainability and Its Implications for Outdoor Education Practice

Science.gov (United States)

Paulus, Susanne C.

2016-01-01

This article explores a pluralist understanding of learning for sustainability in educational theory and relates it to outdoor education practice. In brief, this kind of learning can be described as a deep engagement with an individual's multiple identities and the personal location in diverse geo-physical and socio-cultural surroundings. I…

The English in Japanese University Entrance Examinations: A Sociocultural Analysis.

Science.gov (United States)

Locastro, Virginia

1990-01-01

Sociocultural and historical examination of the kind of English used in Japanese university entrance examinations suggests that such usage mirrors and reinforces general Japanese attitudes about language, language learning, and national interests, resulting in a closed system highly resistant to change. (28 references) (Author/CB)

Consideration on Singularities in Learning Theory and the Learning Coefficient

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Miki Aoyagi

2013-09-01

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

Broadening conceptions of learning in medical education: the message from teamworking.

Science.gov (United States)

Bleakley, Alan

2006-02-01

There is a mismatch between the broad range of learning theories offered in the wider education literature and a relatively narrow range of theories privileged in the medical education literature. The latter are usually described under the heading of 'adult learning theory'. This paper critically addresses the limitations of the current dominant learning theories informing medical education. An argument is made that such theories, which address how an individual learns, fail to explain how learning occurs in dynamic, complex and unstable systems such as fluid clinical teams. Models of learning that take into account distributed knowing, learning through time as well as space, and the complexity of a learning environment including relationships between persons and artefacts, are more powerful in explaining and predicting how learning occurs in clinical teams. Learning theories may be privileged for ideological reasons, such as medicine's concern with autonomy. Where an increasing amount of medical education occurs in workplace contexts, sociocultural learning theories offer a best-fit exploration and explanation of such learning. We need to continue to develop testable models of learning that inform safe work practice. One type of learning theory will not inform all practice contexts and we need to think about a range of fit-for-purpose theories that are testable in practice. Exciting current developments include dynamicist models of learning drawing on complexity theory.

Opportunities to learn scientific thinking in joint doctoral supervision

DEFF Research Database (Denmark)

Kobayashi, Sofie; Grout, Brian William Wilson; Rump, Camilla Østerberg

2015-01-01

Research into doctoral supervision has increased rapidly over the last decades, yet our understanding of how doctoral students learn scientific thinking from supervision is limited. Most studies are based on interviews with little work being reported that is based on observation of actual...... supervision. While joint supervision has become widely used, its learning dynamics remains under-researched and this paper aims to address these gaps in research by exploring learning opportunities in doctoral supervision with two supervisors. The study explores how the tensions in scientific discussion...... between supervisors can become learning opportunities. We combine two different theoretical perspectives, using participation and positioning theory as a sociocultural perspective and variation theory as an individual constructivist perspective on learning. Based on our analysis of a complex episode we...

Education, learning and participation (FERA 50 years anniversary - celebrating with colleagues)

DEFF Research Database (Denmark)

Lysgaard, Jonas Andreasen

The second presentation on participation by Jonas Andreasen Lysgaard will address different takes on participation in learning, particularly those informed by critical educational theory and sociocultural theory of learning. The focus will be on the tensions between the normative and transformative...... on the one side and the discursive and transcendental on the other. Drawing on a Lacanian perspective the key argument is that although participation as an educational ideal cannot be fully reached, or measured, it nevertheless holds significance as an organizing principle of the pedagogical practice....

The sign learning theory

African Journals Online (AJOL)

KING OF DAWN

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

Language Assessment Literacy as Self-Awareness: "Understanding" the Role of Interpretation in Assessment and in Teacher Learning

Science.gov (United States)

Scarino, Angela

2013-01-01

The increasing influence of sociocultural theories of learning on assessment practices in second language education necessitates an expansion of the knowledge base that teacher-assessors need to develop (what teachers need to know) and related changes in the processes of language teacher education (how they learn and develop it). Teacher assessors…

Foster interaction by the integration of ICT with sociocultural and constructivist learning principles

Science.gov (United States)

Nguyen, Nhung; Williams, P. John

2018-01-01

Research shows that it is challenging to introduce an interactive way of teaching and learning into Asian classrooms where Confucian philosophy has considerable influence. This study was conducted within the context of an ASEAN undergraduate physics course. A goal of the study was to use information communication technology (ICT) to integrate sociocultural and constructivist learning principles to foster interaction within the learning environment. Ninety-three students, a lecturer and a teaching assistant participated in the study. The study employed a mixed method approach, using a questionnaire and interviews with students, the lecturer and the teaching assistant to collect the data, to triangulate, complement and explain the findings. Data was also collected from different groups of people in order to investigate, compare and synthesize perspectives from each group (i.e. students, lecturer, and teaching assistant). SPSS was used to analyze quantitative data from the questionnaire, and NVivo was used to analyze qualitative data from the interviews. The findings of this study obtained from the different sources showed that the interactions within the learning environment were enhanced using this framework. Interviews with the lecturer and the teaching assistant showed that interaction was fostered, and the integration of ICT with the learning principles provided opportunities for new ways of teaching and learning. The lecturer designed learning tasks that required the participant students to search and study different learning resources, and then design group presentation on the topic of optics to explain these topics to their classmates. The lecturer also provided support and motivation for this process. In this way, the lecturer believed that he had created opportunities for the students to interact with learning resources, work in groups, discuss physics content and working processes. Data analysis of the students' interviews revealed this undergraduate ASEAN

Impacts of geographical locations and sociocultural traits on the Vietnamese entrepreneurship.

Science.gov (United States)

Vuong, Quan Hoang

2016-01-01

This paper presents new results obtained from investigating the data from a 2015 Vietnamese entrepreneurs' survey, containing 3071 observations. Evidence from the estimations using multinomial logits was found to support relationships between several sociocultural factors and entrepreneurship-related performance or traits. Specifically, those relationships include: (a) Active participation in entrepreneurs' social networks and reported value of creativity; (b) CSR-willingness and reported entrepreneurs' perseverance; (c) Transforming of sociocultural values and entrepreneurs' decisiveness; and, (d) Lessons learned from others' failures and perceived chance of success. Using geographical locations as the control variate, evaluations of the baseline-category logits models indicate their varying effects on the outcomes when combined with the sociocultural factors that are found to be statistically significant. Empirical probabilities that give further detail about behavioral patterns are provided; and toward the end, the paper offers some conclusions with some striking insights and useful explanations on the Vietnamese entrepreneurship processes.

A Dynamic Logic for Learning Theory

DEFF Research Database (Denmark)

Baltag, Alexandru; Gierasimczuk, Nina; Özgün, Aybüke

2017-01-01

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

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

Advanced Learning Theories Applied to Leadership Development

Science.gov (United States)

2006-11-01

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

Bullying in Virtual Learning Communities.

Science.gov (United States)

Nikiforos, Stefanos; Tzanavaris, Spyros; Kermanidis, Katia Lida

2017-01-01

Bullying through the internet has been investigated and analyzed mainly in the field of social media. In this paper, it is attempted to analyze bullying in the Virtual Learning Communities using Natural Language Processing (NLP) techniques, mainly in the context of sociocultural learning theories. Therefore four case studies took place. We aim to apply NLP techniques to speech analysis on communication data of online communities. Emphasis is given on qualitative data, taking into account the subjectivity of the collaborative activity. Finally, this is the first time such type of analysis is attempted on Greek data.

Impact of Sociocultural Background and Assessment Data Upon School Psychologists' Decisions.

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Huebner, E. Scott; Cummings, Jack A.

1985-01-01

Psychologists (N=56) participated in an adapted version of Algozzine and Ysseldyke's (1981) diagnostic simulation to investigate the effects of sociocultural background (rural vs. suburban) and assessment data (normal vs. learning disabled) on educational decisions. Findings suggest school psychologists utilize multiple sources of information but…

Three Southern high school biology teachers' perspectives on teaching evolution: Sociocultural influences

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Kyzer, Peggy Mckewen

Organizations in science and science education call for students to have a thorough understanding of the theory of evolution. Yet many high school biology teachers do not teach evolution and/or include creationism in their instruction (National Academy of Science, 1998). Historically, the controversy surrounding evolution has created tension for teachers. This case study explored the sociocultural influences related to teaching evolution in three Southern 10th-grade public high school biology classrooms. It also explored the socially and culturally embedded influences on teachers' instructional goals and personal perspectives toward evolution as well as modification of instruction when evolution is taught. Theoretically framed using symbolic interactionism and sociocultural theory, data were collected between October 2003 and April 2004 and included classroom observations two to three times per week, artifacts, and in-depth interviews of the participating teachers, their science department chairpersons, their students, and a Protestant minister. The classroom teachers were unaware of the focus of the study until after evolution was taught. The analysis used in this study was an inductive, interpretative approach that allowed exploration of the sociocultural influences that affect how teachers teach evolution. The sociocultural influences and the lived experiences of each teacher created a continuum for teaching evolution. One of the participating teachers who was heavily involved in the community and one of its fundamentalist churches elected to avoid teaching evolution. Another participating teacher at the same school integrated the theory of evolution in every unit. The third teacher who taught in another school elected to teach evolution in a superficial manner to avoid conflict. The data revealed that the participating teachers' sociocultural situatedness influenced their decisions and instruction on evolution. The influence of strong religious beliefs within

The everyday meets the academic: How bilingual Latino/a third graders use sociocultural resources to learn in science and social studies

Science.gov (United States)

McIntosh Ciechanowski, Kathryn E.

Driven by questions surrounding the documented "fourth-grade slump" in student test scores and about the content learning of English language learners, this dissertation examines the science and social studies literacy practices of third grade bilingual Latino/as in an urban school. Using qualitative and quantitative methods, I examined three questions: (a) What content area demands are evident in instruction and in the assigned texts that children read? (b) What sociocultural knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? and (c) What linguistic knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? These questions are premised on three key tenets from the extant research literature. First, research has documented that middle grade students struggle to make sense of content texts, which could be caused by not only a scarcity of expository texts in early grades but also by discipline-specific demands in the content texts. Second, although all students may struggle to read specialized texts, students from non-mainstream backgrounds may struggle more because they do not possess the social and linguistic capital valued in mainstream schools. Third, sociocultural research has documented the importance of social and cultural funds of knowledge in classroom learning and knowledge construction. Guided by these tenets, I observed for six months in 2 classes and recorded field notes, interviewed participants, collected artifacts, and conducted pre- and post-unit assessments. Analytic methods included quantitative evaluation of assessments and constant comparative and discourse analyses. Findings indicate that the textbooks posed linguistic and conceptual demands and represented multiple discourses including the discourses of the natural and social sciences. To make sense of texts, students drew from various sociocultural

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

Science.gov (United States)

Gopnik, Alison; Wellman, Henry M

2012-11-01

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

Moral learning as intuitive theory revision.

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Rhodes, Marjorie; Wellman, Henry

2017-10-01

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

A learning theory account of depression.

Science.gov (United States)

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

2015-06-11

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

Katimavik Participant's Manual, Book VII, Socio-Cultural Activities = Katimavik manuel du participant, cahier VII, activites socio-culturelles.

Science.gov (United States)

OPCAN, Montreal (Quebec).

The bilingual student manual, devoted to the socio-cultural learning activity portion of Katimavik (a nine-month volunteer community service and experiential learning program for 17 to 21 year old Canadians), contains sections on learning program objectives and trimester guidelines, optional activities, resume recordkeeping, general topic…

The Scientific Status of Learning Styles Theories

Science.gov (United States)

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

2015-01-01

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

Scaling of theory-of-mind understandings in Chinese children.

Science.gov (United States)

Wellman, Henry M; Fang, Fuxi; Liu, David; Zhu, Liqi; Liu, Guoxiong

2006-12-01

Prior research demonstrates that understanding of theory of mind develops at different paces in children raised in different cultures. Are these differences simply differences in timing, or do they represent different patterns of cultural learning? That is, to what extent are sequences of theory-of-mind understanding universal, and to what extent are they culture-specific? We addressed these questions by using a theory-of-mind scale to examine performance of 140 Chinese children living in Beijing and to compare their performance with that of 135 English-speaking children living in the United States and Australia. Results reveal a common sequence of understanding, as well as sociocultural differences in children's developing theories of mind.

The Activity Theory Approach to Learning

Directory of Open Access Journals (Sweden)

Ritva Engeström

2014-12-01

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

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

NARCIS (Netherlands)

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

1996-01-01

This paper discusses the relevance of Van der Krogt's learning network theory (1995) for our understanding of the concepts of work-related learning projects and learning climate in organisations. The main assumptions of the learning network theory are presented and transferred to the level of

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

Science.gov (United States)

Canino, Frank J.

1981-01-01

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

A Survey of Quantum Learning Theory

OpenAIRE

Arunachalam, Srinivasan; de Wolf, Ronald

2017-01-01

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

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

Science.gov (United States)

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

2016-07-01

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

Statistical Learning Theory: Models, Concepts, and Results

OpenAIRE

von Luxburg, Ulrike; Schoelkopf, Bernhard

2008-01-01

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

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

Science.gov (United States)

Gopnik, Alison; Wellman, Henry M.

2012-01-01

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

Game Engagement Theory and Adult Learning

Science.gov (United States)

Whitton, Nicola

2011-01-01

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

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...

Socio-Cultural Factors and International Competitiveness

Directory of Open Access Journals (Sweden)

Madara Apsalone

2015-12-01

Full Text Available Socio-cultural factors – shared values, norms and attitudes are significant, but less acknowledged sources of international competitiveness. Previous studies have found socio-cultural factors positively affecting various aspects of international competitiveness – entrepreneurship, innovation, productivity and international cooperation. These factors are more sustainable and less affected by external environment changes in comparison with the traditional factors. Socio-cultural factors provide an opportunity to develop competitiveness strategies based on unique advantages. This research aims to explore the impact of socio-cultural factors on international competiveness in small, open economies. Analysing relationship between 400 socio-cultural indicators and competitiveness indicators such as productivity, economic development, business and government efficiency, innovation capacity and infrastructure in 37 countries, six socio-cultural factors have emerged: Collectivism and Hierarchy; Future, Cooperation and Performance Orientation, Self-expression, Monochronism and Rationality, Economic Orientation and Social structure. The first factor – Collectivism and Hierarchy – tends to reduce the international competitiveness; the other five affect it positively.

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

OpenAIRE

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

1996-01-01

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

El enfoque sociocultural en el diseño y construcción de una comunidad de aprendizaje (THE SOCIOCULTURAL APPROACH IN THE DESIGN AND CONSTRUCTION OF A LEARNING COMMUNITY

Directory of Open Access Journals (Sweden)

Rodríguez Arocho Wanda C.

2009-11-01

Full Text Available Resumen:Los conceptos de comunidad de práctica y comunidad de aprendizaje se utilizan cada vez más en contextos educativos, muchas veces de forma indiferenciada. En este trabajo ubicamos ambas nociones en el contexto de los acercamientos socioculturales al aprendizaje y examinamos sus fundamentos. Luego, analizamos cada concepto y discutimos su aplicación en el ejemplo de una comunidad de aprendizaje concreta que fue concebida para construir colaborativamente intereses, conocimientos y destrezas en investigación desde una perspectiva interdisciplinaria en jóvenes de escuela secundaria. Concluimos con algunas reflexiones con respecto a los logros y dificultades del proyecto.Abstract:The concepts community of practice and community of learning are increasingly used in educational contexts, many times in undifferentiated ways. In this work we place both concepts in the contexts of sociocultural approaches to learning and examine their backgrounds. We proceed to analyze each concept and to discuss their application trough the example of a specific learning community designed to the collaborative construction of the interests, knowledge and skills needed to conduct scientific research from an interdisciplinary perspective amonghigh school students. We conclude with some reflections on the accomplishments and difficulties confronted in the project.

Peer assisted learning in the clinical setting: an activity systems analysis

OpenAIRE

Bennett, Deirdre; O?Flynn, Siun; Kelly, Martina

2014-01-01

Peer assisted learning (PAL) is a common feature of medical education. Understanding of PAL has been based on processes and outcomes in controlled settings, such as clinical skills labs. PAL in the clinical setting, a complex learning environment, requires fresh evaluation. Socio-cultural theory is proposed as a means to understand educational interventions in ways that are practical and meaningful. We describe the evaluation of a PAL intervention, introduced to support students? transition i...

Critical evidence for the prediction error theory in associative learning.

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Terao, Kanta; Matsumoto, Yukihisa; Mizunami, Makoto

2015-03-10

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

Linking theory to practice in learning technology research

Directory of Open Access Journals (Sweden)

Cathy Gunn

2012-03-01

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

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

Directory of Open Access Journals (Sweden)

Fahriye Altınay Aksal

2013-12-01

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

Substantiating the need to apply a sociocultural lens to the preparation of teachers in an effort to achieve science reform

Science.gov (United States)

Zapata, Mara

2013-12-01

This qualitative, sociocultural study examines how teacher preparation programs may have deliberate impact on science reform by unearthing the complex layers of diversity inherent in the contextual reality of education. This study was conducted in one of the largest school districts in the Southeastern United States, serving a predominately Hispanic population comprising 65 % of its student body, followed by African Americans at 24 %. The representative subjects utilized for this study were elementary education undergraduate students and later a percentage of the same subjects, as practicing teachers in the field. All subjects were exposed to inquiry based methodology in science teaching as part of their undergraduate studies with emphasis on the learning cycle, facilitation of student voice and exposure to the nature of science. The goal of science education was emphasized to students as purposeful in promoting scientific literacy. This study is framed by sociocultural theory grounded in a social constructivist paradigm with the understanding that science learning takes place within social and collaborative processes leading to internalization and greater sense of self-efficacy. The study examines the perception of education students' beliefs about scientists as well as reflections on their own learning of science as elementary students themselves. As present practicing teachers, perspectives from their position in the field were obtained via interviews. Interviews served to elicit reflections on present practice as related to previous perceptions, in order to analyze whether these were pervasive in framing practice as well as self-perceptions related to science. A lack of change of these perceptions may underscore the importance of an emphasis on issues of gender, culture and social factors within teacher preparation, specific to science teaching and learning. Cognizance of such factors are believed to support internalization and hence greater understanding of

The Sociocultural Psychology as a Postformal Theory of Academic Achievement: Interrogating Formal Education

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Sinha, Chetan

2013-01-01

The present paper interrogates the dominance of formal education. As formal education system relies on ability based academic achievement as a goal, exploring post-formal approaches, such as sociocultural notion of academic achievement is the hallmark of present paper. An attempt is made to interrogate the existing cultural dominance in formal…

Socio-cultural differences in the self-descriptions of two groups of Azerbaijanian students learning in the Russian and Azerbaijani languages

Directory of Open Access Journals (Sweden)

Dzherelievskaya M.A.

2017-12-01

Full Text Available Background: The dimension of individualism-collectivism is regarded as one of the most important cultural factors that influence a person’s self-consciousness, and help shape his/her sense of self as independent or interdependent. Moreover, studies support the conclusion that the salience of both tendencies may vary not only within a single national culture (depending on the place of residence, language environment, etc., but also on the level of the individual self (depending on the current situation. In our research we have assumed that the language environment (receiving education in one’s native or a foreign language acts as a socio-cultural factor affecting the self-concept of students of the same nationality–more specifically, the intensity of their individualistic and collectivistic characteristics. Objective: Finding socio-cultural differences in self-image between two groups of Azerbaijanian students (learning in Russian and Azerbaijanian, respectively. Design: The sample included one hundred students from Baku colleges and universities equally divided into two groups. Participants in the first group were studying in Azerbaijani while those in the second group were learning in Russian. We collected data in the form of open-ended self-descriptions. We examined these texts using contentanalysis procedures. Then we calculated correlations between certain defined characteristics for each group. Results: The self-descriptions produced by students learning in Azerbaijanian contained the following features: norm compliance as a significant factor in emotional wellbeing; self-criticism related to negative feelings and expectation of outside criticism; the prevalence of self-justification and bravado as basic forms of psychological defense, combined with the lack of self-enhancement; and focus on society and interpersonal relations affecting the respondents’ inner feelings. The second group’s (those learning in Russian self

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

Science.gov (United States)

Lau, K H Vincent

2014-03-01

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

Geometrical methods in learning theory

International Nuclear Information System (INIS)

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

2001-01-01

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

Learning Theory and Prosocial Behavior

Science.gov (United States)

Rosenhan, D. L.

1972-01-01

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

A Comparative Analysis of Three Unique Theories of Organizational Learning

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Leavitt, Carol C.

2011-01-01

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

Social learning, culture and the 'socio-cultural brain' of human and non-human primates.

Science.gov (United States)

Whiten, Andrew; van de Waal, Erica

2017-11-01

Noting important recent discoveries, we review primate social learning, traditions and culture, together with associated findings about primate brains. We survey our current knowledge of primate cultures in the wild, and complementary experimental diffusion studies testing species' capacity to sustain traditions. We relate this work to theories that seek to explain the enlarged brain size of primates as specializations for social intelligence, that have most recently extended to learning from others and the cultural transmission this permits. We discuss alternative theories and review a variety of recent findings that support cultural intelligence hypotheses for primate encephalization. At a more fine-grained neuroscientific level we focus on the underlying processes of social learning, especially emulation and imitation. Here, our own and others' recent research has established capacities for bodily imitation in both monkeys and apes, results that are consistent with a role for the mirror neuron system in social learning. We review important convergences between behavioural findings and recent non-invasive neuroscientific studies. Copyright © 2016 Elsevier Ltd. All rights reserved.

Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

Science.gov (United States)

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

2017-01-01

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

Dificuldades de aprendizagem: reflexões a partir da teoria histórico-cultural / Learning difficulties: reflections based on culturalhistorical theory

Directory of Open Access Journals (Sweden)

Fabiane Adela Tonetto Costas

2010-01-01

Full Text Available Ao estudar as dificuldades de aprendizagem não se pode esquecer que o aluno é um sujeito sociocultural com uma história e valores específicos aos quais se deve estar atento e que a escola também é atravessada por uma história e uma cultura específica. A reflexão proposta parte da Teoria Histórico-Cultural, tendo em Vygotsky a principal referência, além de outros autores como Luria, Leontiev e Duarte. Ressaltamos que nossa análise das dificuldades de aprendizagem pressupõe a presença de fatores sociais e culturais, enfocando as dificuldades que são produzidas no processo de escolarização e não os problemas/dificuldades de aprendizagem em si. Ao final, não chegamos a uma conclusão, restam-nos questões que mantêm a reflexão aberta.Abstract When studying learning difficulties one must not forget that the pupil is a sociocultural subject with a history and specific values to which one must be attentive to and that school is also per passed by a history and a specific culture. The reflection proposed here is based on Cultural-Historical Theory, which has in Vygotsky its main reference, besides other authors such as Luria, Leontiev and Duarte. We highlight that our analysis of learning difficulties assume in advance the presence of social and cultural factors, focusing on the difficulties which are produced in the educational process, and not on learning problems/difficulties themselves. Finally, we could not reach a conclusion, but we left many questions to be answered that keep the reflection open.

Districtwide Instructional Reform: Using Sociocultural Theory to Link Professional Learning to Organizational Support

Science.gov (United States)

Gallucci, Chrysan

2008-01-01

No Child Left Behind Act accountability pressures and calls to close achievement gaps between groups of students have challenged school districts to achieve systemwide instructional improvement. These policies create learning challenges for classroom teachers and for school and district leaders. This article engages questions about organizational…

Simulation-based education: understanding the socio-cultural complexity of a surgical training 'boot camp'.

Science.gov (United States)

Cleland, Jennifer; Walker, Kenneth G; Gale, Michael; Nicol, Laura G

2016-08-01

The focus of simulation-based education (SBE) research has been limited to outcome and effectiveness studies. The effect of social and cultural influences on SBE is unclear and empirical work is lacking. Our objective in this study was to explore and understand the complexity of context and social factors at a surgical boot camp (BC). A rapid ethnographic study, employing the theoretical lenses of complexity and activity theory and Bourdieu's concept of 'capital', to better understand the socio-cultural influences acting upon, and during, two surgical BCs, and their implications for SBE. Over two 4-day BCs held in Scotland, UK, an observer and two preceptors conducted 81 hours of observations, 14 field interviews and 11 formal interviews with faculty members (n = 10, including the lead faculty member, session leaders and junior faculty members) and participants (n = 19 core surgical trainees and early-stage residents). Data collection and inductive analysis for emergent themes proceeded iteratively. This paper focuses on three analytical themes. First, the complexity of the surgical training system and wider health care education context, and how this influenced the development of the BC. Second, participants' views of the BC as a vehicle not just for learning skills but for gaining 'insider information' on how best to progress in surgical training. Finally, the explicit aim of faculty members to use the Scottish Surgical Bootcamp to welcome trainees and residents into the world of surgery, and how this occurred. To the best of our knowledge, this is the first empirical study of a surgical BC that takes a socio-cultural approach to exploring and understanding context, complexities, uncertainties and learning associated with one example of SBE. Our findings suggest that a BC is as much about social and cultural processes as it is about individual, cognitive and acquisitive learning. Acknowledging this explicitly will help those planning similar enterprises and

Linking theory to practice in learning technology research

OpenAIRE

Cathy Gunn; Caroline Steel

2012-01-01

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

The Attribution Theory of Learning and Advising Students on Academic Probation

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Demetriou, Cynthia

2011-01-01

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

Learning theories application in nursing education

OpenAIRE

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

2015-01-01

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

Learning theory of distributed spectral algorithms

International Nuclear Information System (INIS)

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

2017-01-01

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

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

OpenAIRE

Gopnik, Alison; Wellman, Henry M.

2012-01-01

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

Low skilled, mature (male) workers and lifelong learning

DEFF Research Database (Denmark)

Hansen, Leif Emil

what characterises low skilled male workers socio-culturally - and how does this influence their participation in lifelong learning?......what characterises low skilled male workers socio-culturally - and how does this influence their participation in lifelong learning?...

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

Directory of Open Access Journals (Sweden)

George Maher Iskander

2014-03-01

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

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

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Hense, Jan; Mandl, Heinz

2012-01-01

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

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

OpenAIRE

Jacqueline D., Beebe

1992-01-01

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

Why formal learning theory matters for cognitive science.

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Fulop, Sean; Chater, Nick

2013-01-01

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

Introduction to Views of Connectivism Theory of Learning

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Sa’adi Sa’adi

2016-07-01

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

Simulation Methodology in Nursing Education and Adult Learning Theory

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Rutherford-Hemming, Tonya

2012-01-01

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

Reflection of Learning Theories in Iranian ELT Textbooks

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Neghad, Hossein Hashem

2014-01-01

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

Jigsaw Cooperative Learning: Acid-Base Theories

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Tarhan, Leman; Sesen, Burcin Acar

2012-01-01

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

Motivation to learn: an overview of contemporary theories.

Science.gov (United States)

Cook, David A; Artino, Anthony R

2016-10-01

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

School Socio-Cultural Identity and Perceived Parental Involvement about Mathematics Learning in Greece

Science.gov (United States)

Moutsios-Rentzos, Andreas; Chaviaris, Petros; Kafoussi, Sonia

2015-01-01

In this quantitative study we investigated the primary school students' perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students' ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students' grade and…

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

Science.gov (United States)

Schellhase, Kristen C.

2008-01-01

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

Constructing a Grounded Theory of E-Learning Assessment

Science.gov (United States)

Alonso-Díaz, Laura; Yuste-Tosina, Rocío

2015-01-01

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

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

Science.gov (United States)

Bunderson, C. Victor

2011-01-01

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

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

Science.gov (United States)

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

2013-11-01

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

Repositioning Ideology Critique in a Critical Theory of Adult Learning.

Science.gov (United States)

Brookfield, Stephen

2001-01-01

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

Learning Theory Applied to the Biology Classroom.

Science.gov (United States)

Novak, Joseph D.

1980-01-01

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

Socio-cultural context, child development and beginning reading in Peru

Directory of Open Access Journals (Sweden)

Cecilia Thorne

2005-06-01

Full Text Available This article focuses on the fact that many children in Peru are not able to read fluently when they finish elementary school. To analyze this shortcoming it presents an overview of the Peruvian context, the education system, the multilingual and the socio-cultural background and identifies the difficult conditions in which Peruvian children grow and its consequences in child development and beginning reading. The paper discusses different aspectsof developmental psychology and puts the accent on Bronfenbrenner's theory and the developmental approach to education. It offers, also, a review of several studies on reading in Peru. Finally it emphasizes the advantages of incorporating the ecological theory and the developmental approach to education

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

Science.gov (United States)

1980-05-01

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

Discourses, Identities and Investment in English as a Second Language Learning: Voices from Two U.S. Community College Students

Science.gov (United States)

Chang, Yueh-ching

2016-01-01

Adopting a qualitative case study methodology, the present study illuminates how two multilingual students enrolled in a U.S. community college ESL class negotiated the sociocultural norms valued in their multiple communities to make investment in learning English in college. Drawing on Gee's theory of Discourse and identity (1996) and Norton's…

Linking Theory to Practice in Learning Technology Research

Science.gov (United States)

Gunn, Cathy; Steel, Caroline

2012-01-01

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

Optimizing Computer Assisted Instruction By Applying Principles of Learning Theory.

Science.gov (United States)

Edwards, Thomas O.

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

The application of learning theory in horse training

DEFF Research Database (Denmark)

McLean, Andrew N.; Christensen, Janne Winther

2017-01-01

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

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

Science.gov (United States)

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

2015-11-01

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

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

Science.gov (United States)

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

2015-01-01

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

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

Directory of Open Access Journals (Sweden)

Rita Kop

2008-10-01

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

How Does a Newcomer Construct Identity? A Socio-Cultural Approach to Workplace Learning

Science.gov (United States)

Blaka, Gunnhild; Filstad, Cathrine

2007-01-01

The aim of this article is to develop the foundations of a socio-cultural approach and to determine how this shapes our perception of a newcomer's construction of identity in two different workplaces: a high-technology delivery ward with newly employed midwives and a real estate agency with newly employed real estate agents. We explore how…

Learning in and about Rural Places: Connections and Tensions between Students' Everyday Experiences and Environmental Quality Issues in Their Community

Science.gov (United States)

Zimmerman, Heather Toomey; Weible, Jennifer L.

2017-01-01

Guided by sociocultural perspectives on the importance of place as a resource for learning, we investigated 14- and 15-year old students' understandings of their community and water quality during a school-based watershed unit. Methods included a theory-driven thematic analysis of field notes and video transcripts from four biology classrooms, a…

Three Theories of Learning and Their Implications for Teachers.

Science.gov (United States)

Ramirez, Aura I.

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

Applying Distributed Learning Theory in Online Business Communication Courses.

Science.gov (United States)

Walker, Kristin

2003-01-01

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

[Linking learning theory with practice].

Science.gov (United States)

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

2016-01-01

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

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

Science.gov (United States)

Reed, Cajah S.

2012-01-01

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

In-Service Teachers’ Learning Through Integrating Theory and Practice

Directory of Open Access Journals (Sweden)

Esa Virkkula

2014-10-01

Full Text Available Vocational education aims to prepare competent workforce for the needs of continuously changing work life. A competent employee does not only carry out routine tasks but is also required to have the ability to act in the communities of practice in his field and develop his way of working. The challenge of Finnish school-based vocational education has been in creating such learning environments that promote learning professional knowledge demanded by work life. The challenge has required vocational teachers to develop their competences in collaboration with employers. The research covers the role of Finnish vocational teachers’ authentic work placement periods in developing competences from the viewpoint of sociocultural learning. During the work placement period, a teacher furthers his or her competences by working in goal-oriented and planned ways in the work communities of enterprises or in the public sector of their fields. The purpose of the present qualitative case study is to increase the understanding of the role of authentic work placement periods in vocational teachers’ competence. Experiences of teachers representing different subjects were studied during their work placement periods. The results show that work placement period supports the development of teachers’ competences and provides prerequisites for work-based vocational education.

The rural school meal as a site for learning about food

DEFF Research Database (Denmark)

Torres, Irene; Benn, Jette

2017-01-01

school meal programs should address the views of parents and teachers because of their influence on how the meal is prepared and provided. The article proposes that schools work within a flexible framework emphasizing attention to the caring aspects of the meal, as a means to develop this dimension......'s sociocultural theory of learning with Noddings' theory of care to analyze the findings. In the study, elements of care in the relationships between children and adults seemed to promote dialogue and, in this way, adults were able to model what is required to care for others and oneself. This entails...

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

Science.gov (United States)

Burke, Helen; Mancuso, Lorraine

2012-10-01

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

THE WORLD VIEW, IDENTITY AND SOCIOCULTUR HOMEOSTASIS

Directory of Open Access Journals (Sweden)

Marina Yur’evna Neronova

2016-02-01

Full Text Available The paper presents the relationship between the phenomenon of world view and sociocultural identity both individuals and the community as a whole. The research is being carried out in the context of current crisis of world view accepted in so-called art Nouveau era. This paper also presents the identity crisis typical for modern civilized societies. A new notion of sociocultural homeostasis is introduced in connection with analyzable phenomena and their mutual relations.Purpose. Study of the relationship between the phenomenon of the world view and sociocultural identity as a structural and functional mechanism.Methodology. Phenomenological and systematic methods with the elements of historical method were employed. Cultural analysis is based on using both axiological and phenomenological approach, and also the elements of semiotic approach.Results. The dependence of identity on the world view is revealed (or is being revealed?, the phenomenon of sociocultural homeostasis is singled out (or is being singled out in the capacity of the mechanism setting up the correspondence in the contradictory unity between the world view as a subjective image and concrete reality as an objective part of this contradictory. The analysis of sociocultural homeostasis is carried out (or is being carried out and the conclusion is being drown that instability of the latter leads to serious problems in the identification of both individuals and communities as a whole. Besides, (moreover the relationship between the legitimacy level of the world view and stability of sociocultural homeostasis is established. (is being established.Practical implications: the system of education.

An Interpretation of Dewey's Experiential Learning Theory.

Science.gov (United States)

Roberts, T. Grady

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

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

OpenAIRE

Glenna G. Bower

2013-01-01

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

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

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McCray, Kimberly H.

2016-01-01

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

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

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Iralí Araque

2018-01-01

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

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

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

2014-01-01

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

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

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

2014-01-01

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

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

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Hovlid Einar

2012-08-01

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

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

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

2012-08-03

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

An instance theory of associative learning.

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

2012-03-01

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

Grid-group cultural theory: an introduction

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Mamadouh, V.

1999-01-01

This article offers an introduction to grid-group cultural theory (also known as grid-group analysis, Cultural Theory or theory of socio-cultural viability), an approach that has been developed over the past thirty years in the work of the British anthropologists Mary Douglas and Michael Thompson,

Residents’ Attitude toward Tourism Development: A Sociocultural Perspective

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Sajad Ebrahimi Meimand

2017-07-01

Full Text Available Host population support for tourism development has attracted the attention of researchers in tourism studies. Given the importance of understanding local community support for tourism development, limitations in understanding their priority and lack of a socio-cultural model of support for tourism, this study attempted to model locals’ support for tourism development based on socio-cultural factors in Malaysian Homestay program. Using extensive literature review, a tourism support model was proposed including several hypothesized paths. The proposed socio-cultural research framework predicted the impact of Islamic religiosity, locals’ knowledge about tourism, intrinsic motivation factors and community attachment on locals support for tourism development through mediating variables of perceived socio-cultural benefits and costs in Malaysian Homestays. , the model and paths were tested using structural equation modelling and partial least square algorithm (PLS-SEM with the aid of SmartPLS software. Findings reveal that locals’ support for tourism development in Homestay program is a function of perceived socio-cultural benefits and costs perceived by local community and four independent variables of Islamic religiosity, knowledge about tourism, intrinsic motivations, and community attachment.

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

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Nielsen, Ann

2016-07-01

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

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

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Yuan, Yu; McKelvey, Bill

2004-01-01

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

Learning theories 101: application to everyday teaching and scholarship.

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Kay, Denise; Kibble, Jonathan

2016-03-01

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

The Impact of Cognitive Load Theory on Learning Astronomy

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Foster, Thomas M.

2010-01-01

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

A Critical Comparison of Transformation and Deep Approach Theories of Learning

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Howie, Peter; Bagnall, Richard

2015-01-01

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

Socio-Cultural Perspectives on Causes and Intervention Strategies

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AJRH Managing Editor

Ngezi exclusively rely on socio-cultural intervention strategies to solve the problem of male infertility. ... infertility which integrates the socio-cultural perspectives in policy and programming, if ..... out that the concept of using traditional medicine.

Game-Based Learning in Science Education: A Review of Relevant Research

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Li, Ming-Chaun; Tsai, Chin-Chung

2013-12-01

The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and models employed by these studies were classified into four theoretical foundations including cognitivism, constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the students' problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor, tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning environments, and to facilitate science learning for younger students are also addressed.

High school students' implicit theories of what facilitates science learning

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

2011-11-01

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

Theory-based Bayesian models of inductive learning and reasoning.

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

2006-07-01

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

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

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

2012-01-01

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

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

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Elizabeth Ann Sanli

2013-01-01

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

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

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

2013-01-01

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

Implications of learning theory for developing programs to decrease overeating.

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Boutelle, Kerri N; Bouton, Mark E

2015-10-01

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

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

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Margoliash, D

2002-12-01

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

El enfoque sociocultural en el estudio del desarrollo y la educación

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Miguel Angel Martínez Rodríguez

1999-11-01

Full Text Available En este trabajo se abordan los fundamentos teóricos y metodológicos del enfoque sociocultural o sociohistórico del desarrollo de las funciones psicológicas superiores, que proviene de los planteamientos de Vygotsky y sus colaboradores (Luria y Leontiev. Esta teoría del desarrollo se caracteriza hacer énfasis en el origen social de los fenómenos psicológicos, y utilizar un postulado de carácter metodológico que tiene que ver con la acción mediada como unidad de análisis. Sobre la base de este enfoque, se pretende explicar las relaciones que se establecen entre el aprendizaje y el desarrollo, extendiendo las nociones de mediación semiótica y de zona de desarrollo próximo, como líneas de reflexión teórica que guían la elaboración de nuestros conceptos y las aproximaciones empíricas que hacemos en el campo de la educación. En la última parte de este ensayo se busca vincular tales planteamientos con nuestro contexto educativo y se aportan algunas consideraciones que pueden ser de utilidad para orientar la práctica educativa, así como la investigación sobre el desarrollo psicológico. AbstractThis paper focuses on the theoretical and methodological basis of the sociocultural or sociohistorical approach to the development of higher psychological processes, which derives from the work of Vygotsky’s and his colleagues’ (Luria and Leontiev. This theory of development emphasises on the social origin of the psychological phenomena, and uses a methodological postulate related to mediated action as a unit of analysis. Based on this approach, we intend to explain the relationship between learning and development, taking the notions of eemiotic mediation and proximal zone as the lines of theoretical reflection to elaborate our concepts and empirical approximations in the field of education. In the last part of the essay we try to link those postulates to our educational context. We also point out some considerations that may be

Toward an Instructionally Oriented Theory of Example-Based Learning

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Renkl, Alexander

2014-01-01

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

Exploring Mobile Technologies for Learning Chinese

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Jing Wang

2012-08-01

Full Text Available The present study aimed to reveal how learners of Chinese as a foreign language use mobile technology to study Chinese outside the classroom. Researchers used sociocultural perspectives to frame the study and grounded theory to analyze data. Eleven English-speaking students who had learned Chinese for different years at a midwestern university participated in the study. They answered 23 major questions by submitting journal entries and participating in an interview. Compared with computer assisted language learning, mobile devices bring changes to tutorial functions, social computing, and gaming. Participants heavily explored tutorial functions, used mobile devices differently from computers for social computing, and showed interest in gaming. Although participants were enthusiastic about using mobile devices to learn Chinese, the number of applications they used and the variety of activities they engaged in were limited. Findings suggest that the effective incorporation of mobile devices to learn Chinese depends on collaboration and scaffolding

Shadow-Reading: Affordances for Imitation in the Language Classroom

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de Guerrero, María C. M.; Commander, Millie

2013-01-01

Imitation has a fundamental role in learning and development within Vygotskyan sociocultural theory. In this study, we adopt a sociocultural theory view of imitation as an intentional, meaningful, and transformative process leading learners to higher developmental levels. The study centers on instances of imitation that occurred as adult learners…

Treating Women with Bulimia from a Sociocultural Perspective.

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Hotelling, Kathy

1986-01-01

Outlines a sociocultural perspective of bulimia. Notes that since bulimia occurs in a sociocultural context, which includes a socialized developmental path with concomittant norms and values, effective treatment must address those norms and values. Recommends group therapy. (ABB)

"Learning to Like Learning": An Appreciative Inquiry into Emotions in Education

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Naude, L.; van den Bergh, T. J.; Kruger, I. S.

2014-01-01

Various learning philosophies, such as humanistic, constructivist, and socio-cultural approaches, have accentuated the importance of emotion in learning. In this article, we reviewed these approaches and explored the affective dimensions of learning. We conducted focus group and individual interviews with a group of female students in the…

Students’ Socio-cultural Competence Development, Using English and Russian Phraseological Units

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Umit I. Kopzhasarova

2013-01-01

Full Text Available The article deals with the problem of socio-cultural competence development on the basis of using English and Russian phraseological units. The authors specify the essence of the socio-cultural competence, define socio-cultural component of foreign language teaching. The authors justify their viewpoint that phraseological units, being the most valuable source of cultural information, exposing background knowledge and culture specific vocabulary, are the effective means of socio-cultural competence development. The set of exercises on socio-cultural competence development on the material of English and Russian phraseological units, developed by authors, include language and speech tasks; tasks based on project and creative research activity methods, which are the basis of development of the main socio-cultural skills that are necessary in intercultural communication

Historical, Socio-Cultural, and Conceptual Issues to Consider When Researching Mexican American Children and Families, and other Latino Subgroups

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Raymond Buriel

2012-12-01

Full Text Available In order for the field of psychology in the United States to maintain its relevance and validity, it must become more inclusive in its theory and research of Latinos, who are now the largest "minority" group in the nation. In particular, due to immigration and birth rates, Mexican Americans are the largest and fastest growing segment of the Latino population. This paper addresses some of the most significant historical and socio-cultural factors contributing to the psychological nature and wellbeing of Mexican Americans. These factors should be understood and used to guide research and theory in order to make the discipline of psychology relevant for Mexican Americans. The concept of mestizaje is used to explain the biological and cultural mixing constituting the diverse origins of the Mexican people. Immigration to the U.S. is described in terms of selective socio-cultural variables giving rise to a diverse Mexican American culture that is resistant to complete assimilation. Within a U.S. context, the constructs of generational status, acculturation, and biculturalism are used to explain the socio-cultural adaptation of Mexican Americans. The special role of children in immigrant families as language and cultural brokers are also discussed, and used to explain the adjustment of Mexican American families.

EL CARÁCTER SOCIOCULTURAL DE LA ENSEÑANZA EN LA EDUCACIÓN SUPERIOR (THE SOCIOCULTURAL NATURE OF TEACHING IN HIGHER EDUCATION

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Obregón Rodríguez Carmen

2009-11-01

Full Text Available Resumen:Como la escuela en general, el ámbito de la educación superior también nos ofrece un escenario privilegiado para recabar evidencias del carácter sociocultural del pensamiento. Fundada en las exploraciones de Vigotzky y expandida por sus seguidores, la perspectiva sociocultural establece que nuestro pensamiento en general, y las funciones mentales superiores en particular, están por definición culturalmente mediados; y que no hay forma de no estar culturalmente situados cuando llevamos a cabo una acción, usualmente acorde con los patrones aceptados por el grupo social al que se pertenece (acción mediada. A partir de estas aseveraciones, este ensayo intenta justificar la importancia de un mayor conocimiento del contexto cultural que tiene lugar al interior de la educación superior, y una mejor comprensión de las implicaciones que las diferencias disciplinarias tienen en la enseñanza y el aprendizaje; dar cuenta de algunos hallazgos de incursiones de la investigación empírica a este respecto; y cerrar enmarcando los aportes concretos de este ejercicio dentro de una eminente preocupación por encontrar nuevas formas de articular la multiculturalidad; de integrar la diversidad que nos habita y nos estructura, y que forma parte de nuestras herencias y de nuestro presente cultural.Abstract:Just like school does in a general sense, higher education creates a privileged setting for collecting evidences of the sociocultural nature of thinking. Grounded in Vygotsky’s explorations and extended by his colleagues, the sociocultural perspective establishes that our thinking in a broad sense, and higher psychological functioning in particular, are by definition culturally mediated; and that there is no other way than to be culturally situated when taking action, usually following patterns accepted by the social group to which one belongs (mediated action. Parting from those statements, this essay attempts to justify the importance of a

The importance of socio-cultural context for understanding students' meaning making in the study of genetics

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Furberg, Anniken; Arnseth, Hans Christian

2009-03-01

In this rejoinder to Ann Kindfield and Grady Venville's comments on our article "Reconsidering conceptual change from a socio-cultural perspective: Analyzing students' meaning making in genetics in collaborative learning activities," we elaborate on some of the critical issues they raise. Their comments make apparent some of the crucial differences between a socio-cultural and a socio-cognitive approach towards conceptual change. We have selected some issues that are addressed, either implicitly or explicitly, in their comments. The main issues discussed are talk and interaction as data, the significance of context in interaction studies, the feasibility of generic claims in small-scale interaction studies, and the difference between studying students' understanding of science concepts as opposed to studying the construction of meaning.

Personalised Learning Object System Based on Self-Regulated Learning Theories

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Ali Alharbi

2014-06-01

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

Teacher Identity Development: A Collective Case Study of English as a Foreign Language Pre-Service Teachers Learning to Teach in an Indonesian University Teacher Education Program

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Riyanti, Dwi

2017-01-01

The purpose of this study is to examine how English as a foreign language pre-service teachers develop their identities through the process of learning to teach in a university microteaching class and a student teaching practicum within a multilingual Indonesian context. A sociocultural theoretical lens incorporating activity theory as well as a…

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

Science.gov (United States)

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

2015-01-01

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

College Athletes' Reflective Judgment: A Moderator between Sport and Sociocultural Pressures, Body Ideal Internalization, and Body Dissatisfaction

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Greene, Catie A.

2016-01-01

The purpose of this research was to investigate the sociocultural model of eating disorder development among male and female college student-athletes as moderated by students' level of Reflective Judgment, a stage theory of adult epistemology marked by increasing cognitive complexity. A review of literature on the established relationships between…

Early Learning Theories Made Visible

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Beloglovsky, Miriam; Daly, Lisa

2015-01-01

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

An Overview of the History of Learning Theory

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Illeris, Knud

2018-01-01

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

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

Science.gov (United States)

Laschinger, Heather K.; Boss, Marvin K.

1989-01-01

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

The Development of a Comprehensive and Coherent Theory of Learning

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Illeris, Knud

2015-01-01

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

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

African Journals Online (AJOL)

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

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

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Chen, Bodong

2015-01-01

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

Complexity Theory and CALL Curriculum in Foreign Language Learning

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Hassan Soleimani

2014-05-01

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

Conformal prediction for reliable machine learning theory, adaptations and applications

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Balasubramanian, Vineeth; Vovk, Vladimir

2014-01-01

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

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

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

2018-05-01

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

The Socioculturally Constructed Multivoiced Self as a Framework for Christian Education of Second-Generation Korean American Young Adults

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Kang, S. Steve

2002-01-01

This article proposes a new framework for theory and practice of Christian education for second-generation Korean American young adults using the literature of sociocultural constructionism and the multivoiced self. This framework can provide holistic nurture and future trajectories in which to encourage a reflexive, praxis-generating faith. The…

Employee Learning Theories and Their Organizational Applications

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Abdussalaam Iyanda Ismail

2017-12-01

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

How do medical educators design a curriculum that facilitates student learning about professionalism?

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Mason, Glenn; Wang, Shaoyu

2016-01-01

Objectives This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger’s and Mezirow’s learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results Students’ and tutors’ reflections on learning in PPD converged on two principle themes - ‘Developing a philosophy of medicine’ and ‘Becoming an ethical doctor’- which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. Conclusions A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine. PMID:26845777

Mean-field theory of meta-learning

International Nuclear Information System (INIS)

Plewczynski, Dariusz

2009-01-01

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

Structural Learning Theory: Current Status and New Perspectives.

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Scandura, Joseph M.

2001-01-01

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

Rhetorical ways of thinking Vygotskian theory and mathematical learning

CERN Document Server

Albert, Lillie R; Macadino, Vittoria

2012-01-01

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

Classification of suicide attempters in schizophrenia using sociocultural and clinical features: A machine learning approach.

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Hettige, Nuwan C; Nguyen, Thai Binh; Yuan, Chen; Rajakulendran, Thanara; Baddour, Jermeen; Bhagwat, Nikhil; Bani-Fatemi, Ali; Voineskos, Aristotle N; Mallar Chakravarty, M; De Luca, Vincenzo

2017-07-01

Suicide is a major concern for those afflicted by schizophrenia. Identifying patients at the highest risk for future suicide attempts remains a complex problem for psychiatric interventions. Machine learning models allow for the integration of many risk factors in order to build an algorithm that predicts which patients are likely to attempt suicide. Currently it is unclear how to integrate previously identified risk factors into a clinically relevant predictive tool to estimate the probability of a patient with schizophrenia for attempting suicide. We conducted a cross-sectional assessment on a sample of 345 participants diagnosed with schizophrenia spectrum disorders. Suicide attempters and non-attempters were clearly identified using the Columbia Suicide Severity Rating Scale (C-SSRS) and the Beck Suicide Ideation Scale (BSS). We developed four classification algorithms using a regularized regression, random forest, elastic net and support vector machine models with sociocultural and clinical variables as features to train the models. All classification models performed similarly in identifying suicide attempters and non-attempters. Our regularized logistic regression model demonstrated an accuracy of 67% and an area under the curve (AUC) of 0.71, while the random forest model demonstrated 66% accuracy and an AUC of 0.67. Support vector classifier (SVC) model demonstrated an accuracy of 67% and an AUC of 0.70, and the elastic net model demonstrated and accuracy of 65% and an AUC of 0.71. Machine learning algorithms offer a relatively successful method for incorporating many clinical features to predict individuals at risk for future suicide attempts. Increased performance of these models using clinically relevant variables offers the potential to facilitate early treatment and intervention to prevent future suicide attempts. Copyright © 2017 Elsevier Inc. All rights reserved.

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

OpenAIRE

Proctor, Kristopher Ryan

2010-01-01

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

Learning progressions from a sociocultural perspective: response to "co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action"

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Tytler, Russell

2016-10-01

This article discusses a case for a different, socio-cultural way of looking at learning progressions as treated in the next generation science standards (NGSS) as described by Ralph Cordova and Phyllis Balcerzak's paper "Co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action". The paper is interesting for a number of reasons, and in this response I will identify different aspects of the paper and link the points made to my own research, and that of colleagues, as complementary perspectives. First, the way that the science curriculum is conceived as an expanding experience that moves from the classroom into the community, across subjects, and across time, links to theoretical positions on disciplinary literacies and notions of learning as apprenticeship into the discursive tools, or `habits of mind' as the authors put it, that underpin disciplinary practice. Second, the formulation of progression through widening communities of practice is a strong feature of the paper, and shows how children take on the role of scientists through this expanding exposure. I will link this approach to some of our own work with school—community science partnerships, drawing on the construct of boundary crossing to tease out relations between school science and professional practice. Third, the demonstration of the expansion of the children's view of what scientists do is well documented in the paper, illustrated by Figure 13 for instance. However I will, in this response, try to draw out and respond to what the paper is saying about the nature of progression; what the progression consists of, over what temporal or spatial dimensions it progresses, and how it can productively frame curriculum processes.

Machine learning in radiation oncology theory and applications

CERN Document Server

El Naqa, Issam; Murphy, Martin J

2015-01-01

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

Vygotsky's Socio-cultural Theory of Literacy Scaffolding Children to Read and Write at an Early Age

OpenAIRE

Arshad, Mahzan; Chen, Wu Hsueh

2009-01-01

In the article the concept of semiotic mediation, appropriation, internalization,Zone of Proximal Development (ZPD) and scaffolding in particular werereviewed to provide understanding of the process. Under the concept ofsemiotic mediation, the issue of how children learn through imitating adults wasexamined with inputs from second language acquisition theories. Vygotsky’sconcept of appropriation provides the springboard for a discussion on howchildren may appropriate the psychological tool of...

Cooperative learning in Confucian heritage cultures is a superficial success

DEFF Research Database (Denmark)

Martinsen, Anders

2014-01-01

The use of cooperative learning in Asia does not take the sociocultural aspects into consideration. Researchers say that there is a need for healthy scepticism when importing any foreign educational reforms.......The use of cooperative learning in Asia does not take the sociocultural aspects into consideration. Researchers say that there is a need for healthy scepticism when importing any foreign educational reforms....

LOCAL GENIUS AS SOCIO-CULTURAL CAPITAL FOR EMPOWERING THE BAJO ETHNIC PEOPLE RESIDING AT THE COASTAL AREA OF BUNGIN PERMAI VILLAGE, SOUTH EAST SULAWESI

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La Ode Ali Basri

2012-11-01

Full Text Available In this dissertation the local genius as socio-cultural capital for empowering theBajo ethnic people residing at the costal area of Bungin Permai Village, TinanggeaDistrict, South Konawe Regency, South Sulawesi Province is discussed. The Bajo ethnicpeople have a set of local genius within their socio-cultural system which is reflected intheir belief, tradition and custom and is used as the reference for conceiving andexplaining the objective and essence of life and the world. However, such local geniushas not functioned optimally yet as they are still marginalized.This research is focused on (1 what forms of local genius serve as the sociocultural capital for empowering the Bajo ethnic group residing at the coastal area?; (2how the local genius is developed to empower the Bajo ethnic people residing at thecoastal area?; and (3 what factors which may support and obstruct the local genius usedas the socio cultural capital for empowering the Bajo ethnic people residing at the coastalarea? Qualitative method is employed in this study with the approach of cultural studies.The theories used are the post colonial theory, structural theory, generative theory,hegemony theory and semiotic theory. The techniques used for collecting the data neededare participative observation, in-depth interview, library research, and focus groupdiscussion. The data obtained are analytically and descriptively processed and arepresented in the forms of narration, tables and visual illustration.The results of the study show that the Bajo ethnic people residing at BunginPermai Village have a set of local genius which may be potentially used as the sociocultural capital for empowering their community such as (1 indigenous skills andknowledge; (2 working culture; and (3 local organizations. The development of theindigenous skills and knowledge (pengetahuan dan ketrampilan asli; hereon abbreviatedto PKA and the revitalization of their local organizations may be used as the

Small Stories for Learning: A Sociocultural Analysis of Children's Participation in Informal Science Education

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Desjardins, Elia Nelson

2011-12-01

This dissertation examines the ways children use language to construct scientific knowledge in designed informal learning environments such as museums, aquariums, and zoos, with particular attention to autobiographical storytelling. This study takes as its foundation cultural-historical activity theory, defining learning as increased participation in meaningful, knowledge-based activity. It aims to improve experience design in informal learning environments by facilitating and building upon language interactions that are already in use by learners in these contexts. Fieldwork consists of audio recordings of individual children aged 4--12 as they explored a museum of science and technology with their families. Recordings were transcribed and coded according to the activity (task) and context (artifact/exhibit) in which the child was participating during each sequence of utterances. Additional evidence is provided by supplemental interviews with museum educators. Analysis suggests that short autobiographical stories can provide opportunities for learners to access metacognitive knowledge, for educators to assess learners' prior experience and knowledge, and for designers to engage affective pathways in order to increase participation that is both active and contemplative. Design implications are discussed and a design proposal for a distributed informal learning environment is presented.

Understanding feedback: A learning theory perspective

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

2018-01-01

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

Learning theories in computer-assisted foreign language acquisition

OpenAIRE

Baeva, D.

2013-01-01

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

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

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Youse, Keith Edward

2012-01-01

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

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

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

2006-01-01

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

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

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Wood, Rodger Ll; Alderman, Nick

2011-01-01

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

A pedagogical model for simulation-based learning in healthcare

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Tuulikki Keskitalo

2015-11-01

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

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

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

2003-07-01

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

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

DEFF Research Database (Denmark)

Harlung, Asger

2003-01-01

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

Socio-cultural impacts of contemporary tourism.

Science.gov (United States)

Jovicić, Dobrica

2011-06-01

The topic of the paper is devoted to analysis of socio-cultural impacts of tourism, as effects on the people of host communities resulting from their direct and indirect associations with tourists. The social and cultural impacts of tourism are the ways in which tourism is contributing to changes in value systems, individual behavior, family structure and relationships, collective lifestyles, safety levels, moral conduct, traditional ceremonies and community organizations. Special attention is devoted to considering complexity of tourists/host interrelationships and discussing the techniques for appraisal of quality and quantity of socio-cultural changes which tourism provokes in local communities.

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

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Kneebone, Roger

2005-06-01

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

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

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Ester López Donoso

2008-09-01

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

Experiential Learning Theory as a Guide for Effective Teaching.

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Murrell, Patricia H.; Claxton, Charles S.

1987-01-01

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

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

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Nieto, J.

2016-03-01

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

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

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Bo Terje Kalsaas

2012-07-01

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

Collective learning modeling based on the kinetic theory of active particles

Science.gov (United States)

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

2016-03-01

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

Attitudinal Dispositions of Students toward the English Language: Sociolinguistic and Sociocultural Considerations

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Ersoy Erdemir

2013-04-01

Full Text Available Problem Statement: The status, value, and importance of a language is often measured by the attitudes toward that language. Learning a second or foreign language and attaining proficiency in it is closely related to the attitudes of learners toward the language. A few studies have investigated language attitudes of Turkish students toward the English language in Turkey. However, the same issue has not been explored among Turkish students learning and using the English language in a country where English is spoken as the first language.Purpose: This exploratory study investigated the attitudes of Turkish students toward learning and using English language as they lived and pursued their university degrees in a northeastern city in the United States. The study examined students’ attitudinal dispositions toward English based on sociolinguistic and sociocultural considerations.Methods: The study included 8 student participants (4 male and 4 female who were born in Turkey and spoke Turkish as their native language. They were all enrolled in a state university studying different programs in Engineering Sciences and Social Sciences. Data were collected conducting in-depth interviews with students over a two-month period. Participants were interviewed twice individually, and 16 interviews were conducted in total. Each interview took 50 to 60 minutes and was transcribed by the researcher. Data analysis included (1 intensive (rereadings of interview transcripts and identifying attitudinal themes and patterns in the data through emergent coding; and (2 making qualitative connections among themes and patterns through identifying their consistency by applying axial coding. Coded dataset was then descriptively interpreted in its entirety.Findings: Participants displayed mostly positive dispositions toward learning and using the English language; however, their attitudinal patterns varied with regards to sociolinguistic and sociocultural considerations

Networks and learning in game theory

NARCIS (Netherlands)

Kets, W.

2008-01-01

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

A Bayesian Theory of Sequential Causal Learning and Abstract Transfer.

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

2016-03-01

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

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

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Iryna Lytovchenko

2016-07-01

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

Video Conferencing for Opening Classroom Doors in Initial Teacher Education: Sociocultural Processes of Mimicking and Improvisation

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Rolf Wiesemes

2010-11-01

Full Text Available In this article, we present an alternative framework for conceptualising video-conferencing uses in initial teacher education and in Higher Education (HE more generally. This alternative framework takes into account the existing models in the field, but – based on a set of interviews conducted with teacher trainees and wider analysis of the related literature – we suggest that there is a need to add to existing models the notions of ‘mimicking’ (copying practice and improvisation (unplanned and spontaneous personal learning moments. These two notions are considered to be vital, as they remain valid throughout teachers’ careers and constitute key affordances of video-conferencing uses in HE. In particular, we argue that improvisational processes can be considered as key for developing professional practice and lifelong learning and that video-conferencing uses in initial teacher education can contribute to an understanding of training and learning processes. Current conceptualisations of video conferencing as suggested by Coyle (2004 and Marsh et al. (2009 remain valid, but also are limited in their scope with respect to focusing predominantly on pragmatic and instrumental teacher-training issues. Our article suggests that the theoretical conceptualisations of video conferencing should be expanded to include elements of mimicking and ultimately improvisation. This allows us to consider not just etic aspects of practice, but equally emic practices and related personal professional development. We locate these arguments more widely in a sociocultural-theory framework, as it enables us to describe interactions in dialectical rather than dichotomous terms (Lantolf & Poehner, 2008.

Connectivism: A knowledge learning theory for the digital age?

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Goldie, John Gerard Scott

2016-10-01

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

A Socio-Cultural Reframing of Science and Dis/ability in Education: Past Problems, Current Concerns, and Future Possibilities

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Connor, David J.; Valle, Jan W.

2015-01-01

In this article we assert the value of a socio-cultural reframing of science and dis/ability in education. We begin by problematizing current issues in education pertaining to the often-unquestioned concept of dis/ability and the impact that has upon research, theory, practice, and policy. As our topic is broad, we have chosen to focus upon four…

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

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

2017-01-01

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

Sociocultural Theory as an Approach to Aid EFL Learners

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Behroozizad, Sorayya; Nambiar, Radha M. K.; Amir, Zaini

2014-01-01

Learning English as a foreign language (EFL) has long been regarded a challenging task. Said challenge is clearly evident in the many studies attempting to delineate some of the major problems faced by EFL learners while trying to uncover both the sources and the solutions. This paper turns to the Vygotskian approach to language learning, in…

Correlates of hepatitis B virus health-related behaviors of Korean Americans: a situation-specific nursing theory.

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Lee, Haeok; Fawcett, Jacqueline; Yang, Jin Hyang; Hann, Hie-Won

2012-12-01

The purpose of this article is to explain the evolution of a situation-specific theory developed to enhance understanding of health-related behaviors of Korean Americans (KAs) who have or are at risk for a chronic hepatitis B virus (HBV) infection. The situation-specific theory evolved from an integration of the Network Episode Model, studies of health-related behaviors of people with HBV infection, and our studies of and practice experiences with Asian American individuals with HBV infection. The major concepts of the theory are sociocultural context, social network, individual-level factors, illness experience, and health-related behaviors. The major propositions of the theory are that sociocultural context, social network, and individual-level factors influence the illness experience, and that sociocultural context, social network, individual-level factors, and the illness experience influence health-related behaviors of KAs who have or are at risk for HBV infection. This situation-specific theory represents a translation of abstract concepts into clinical reality. The theory is an explanation of correlates of health-related HBV behaviors of KAs. The next step is to develop and test the effectiveness of a nursing intervention designed to promote behaviors that will enhance the health of KAs who have or are at risk for HBV infection, and that takes into account sociocultural context, social network, individual-level factors, and illness experience. © 2012 Sigma Theta Tau International.

The Subjectivity of the Translator and Socio-Cultural Norms

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Pei, Denghua

2010-01-01

This thesis attempts to probe into the dialectical relationship between the subjectivity of the translator and socio-cultural norms. The socio-cultural norms inevitably regulate the translator's translating activity, as acceptability of the translated text is the primary concern of most translators. However, this does not mean that the…

Development and application of social learning theory.

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Price, V; Archbold, J

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

From conditioning to learning communities: implications of fifty years of research in e-learning interaction design

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Andrew Ravenscroft

2003-12-01

Full Text Available This paper will consider e-learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e-learning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and Gagné, cognitivist (Pask, Piaget and Papert, situated (Lave, Wenger and Seely-Brown, socioconstructivist (Vygotsky, socio-cultural (Nardi and Engestrom and community-based (Wenger and Preece. Emerging from this review is the argument that effective elearning usually requires, or involves, high-quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e-learning.

The role of work-related learning in the identity transformation of Canadian workers with low literacy skills

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Taylor, Maurice C.; Trumpower, David L.; Purse, Edward R.

2015-12-01

Workplaces are settings where power, knowledge and self are brought together in a complex social environment which includes various forms of struggle related to identity, agency, socio-cultural norms, political structures and functional practices. The purpose of this article is to uncover how formal and informal work-related learning processes influence the identity transformation of workers with low literacy and essential skills. Drawing on two recent Canadian data bases which serve as cases in this study, the position taken by the authors is that the organisational context can both facilitate and impede worker subjectivity. Various conditions, approaches to learning and training pathways are examined as they contribute to social cognitive and transformative learning theories.

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

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Martin Oliver

2011-12-01

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

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

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

2018-04-01

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

Sociocultural Behavior Research and Engineering in the Department of Defense Context

Science.gov (United States)

2011-09-01

sponsored by the Incisive Analysis Office is Socio-cultural Content in Language ( SCIL ). SCIL explores and develops novel designs, algorithms, methods...to meet the grand challenge of shaping the future force. DLO and programs such as IARPA’s SCIL are important for addressing persisting gaps in...programs conducting research relevant to building defense-related capabilities in sociocultural behavior. The Socio-Cultural Content in Language ( SCIL

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

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Afify, Mohammed Kamal

2018-01-01

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

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

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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…

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

Science.gov (United States)

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

2016-03-01

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

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

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Alfred, Mary V.

2009-01-01

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

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

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Miyoshi, Seiji; Hara, Kazuyuki; Okada, Masato

2005-03-01

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

Residents’ Attitude toward Tourism Development: A Sociocultural Perspective

OpenAIRE

Sajad Ebrahimi Meimand; Zainab Khalifah; Edmundas Kazimieras Zavadskas; Abbas Mardani; Amir Abbas Najafipour; Ungku Norulkamar Ungku Ahmad

2017-01-01

Host population support for tourism development has attracted the attention of researchers in tourism studies. Given the importance of understanding local community support for tourism development, limitations in understanding their priority and lack of a socio-cultural model of support for tourism, this study attempted to model locals’ support for tourism development based on socio-cultural factors in Malaysian Homestay program. Using extensive literature review, a tourism support model was ...

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

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Rand, Jane

2013-01-01

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

Motivational Classroom Climate for Learning Mathematics: A Reversal Theory Perspective

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Lewis, Gareth

2015-01-01

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

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

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

2018-01-01

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

Applying the Science of Learning to the Learning of Science: Newton's Second Law of Motion

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Lemmer, Miriam

2018-01-01

Science teaching and learning require knowledge about how learning takes place (cognition) and how learners interact with their surroundings (affective and sociocultural factors). The study reported on focussed on learning for understanding of Newton's second law of motion from a cognitive perspective that takes social factors into account. A…

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

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Osborn, Cynthia J.

2001-01-01

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

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

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Ricke, Audrey

2018-01-01

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

Symbolic healing of early psychosis: psychoeducation and sociocultural processes of recovery.

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Larsen, John Aggergaard

2007-09-01

This article analyzes sociocultural processes of recovery in a Danish mental health service providing two years of integrated biopsychosocial treatment following first-episode psychosis. The study is based on ethnographic research in the service and person-centered involvement with 15 clients. The analysis applies Dow's [1986 American Anthropologist 88:56-69] model of universal components of symbolic healing to elucidate sociocultural aspects of therapeutic efficacy that are alternatively disregarded as placebo or nonspecific effects. It is demonstrated how staff engaged with clients to deliver "psychoeducation" that provided scientific and biomedical theories about mental illness, constituting a shared "mythic world" that was accepted as an experiential truth and used to explain clients' illness experiences. The analysis highlights the need to supplement attention in Dow's model to the healing procedure with consideration of variability in the healing process. Depending on individual responses to the intervention, the staff's professional backgrounds and staff-client relationships different recovery models were applied. One suggested "episodic psychosis" and full recovery, and the other suggested "chronic schizophrenia" and the necessity of comprehensive life adjustments to the mental illness. The recovery models influenced clients' perspectives on illness and self as they engaged in identity work, negotiating future plans and individual life projects by including also alternative systems of explanation from the wider cultural repertoire.

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

Science.gov (United States)

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

2015-01-01

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

Andragogy And Pedagogy Theories Of Learning In Joint Professional Military Education

Science.gov (United States)

2015-09-27

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

Identifying Socio-Cultural Factors That Impact the Use of Open Educational Resources in Local Public Administrations

OpenAIRE

Julia Stoffregen; Jan M. Pawlowski; Eric Ras; Snezana Scepanovic; Dragica Zugic

2016-01-01

The goal of this paper is to define relevant barriers to the exchange of Open Educational Resources in local public administrations. Building upon a cultural model, eleven experts were interviewed and asked to evaluate several factors, such as openness in discourse, learning at the workplace, and superior support, among others. The result is a set of socio-cultural factors that shape the use of Open Educational Resources in public administrations. Significant factors are, in...

Learning a commonsense moral theory.

Science.gov (United States)

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

2017-10-01

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

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

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Mark, Michael; Menson, Betty

1982-01-01

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

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

Science.gov (United States)

Murphy, Michael P. A.

2017-01-01

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

FEMALE SOCIAL ENTREPRENEURSHIP AND SOCIO-CULTURAL CONTEXT: AN INTERNATIONAL ANALYSIS

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David Urbano Pulido

2014-12-01

Full Text Available In this article we analyse the socio-cultural factors that influence the likelihood of women becoming social entrepreneurs, using institutional economics. Binary logistic regression has been applied as the statistical method to test the hypotheses proposed, using data (40 countries and 56,875 individuals from the World Value Survey (WVS and the World Bank (WB. The main findings of the study reaffirm the relevance of socio-cultural factors to social entrepreneurship. Particularly, we have found that altruistic attitudes and being a member of a social organization are the most relevant socio-cultural factors for social female entrepreneurship.

The Effectiveness of Urban Green Spaces and Socio-Cultural Facilities

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Mehmet Faruk Altunkasa

2017-04-01

Full Text Available This paper aims to develop a theoretical approach for mapping and determining the effectiveness of green spaces and socio-cultural facilities as providers of urban ecosystem services and urban services in the case of Adana, Turkey. Firstly, green spaces and socio-cultural facilities per capita have been determined and indexed for the neighbourhoods in the city. Then, a distance-based method for estimating the effectiveness of these facilities was used. The distances between the various neighbourhoods and between a given facility and the farthest threshold have been measured and these values have been used to determine the facility effectiveness change value for each neighbourhood. Then, effective values have been calculated and indexed by incorporating the green space and socio-cultural facility values and the effectiveness change values for the neighbourhoods. Finally, point-based effective green spaces and socio-cultural facilities index values have been converted to continuous surface values in a GIS (geographic information system environment in order to utilize as a base map for urban physical planning purposes. According to the outcomes of this study, the distribution of green spaces and socio-cultural facilities of the neighbourhoods are imbalanced and index values of these facilities range in between 45 and 84 out of 100.

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

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

1974-01-01

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

The Aesthetic Value of Socio-Cultural Identities and the Cultural Dimension of the Landscape

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Lazaros Elias Mavromatidis

2012-11-01

Full Text Available This paper summarizes an individual theoretical study on how the landscape could be shaped by economic globalization and political restructuring. Providing a socio-cultural approach to the landscape notion I am trying to discover through the international literature the subjective dimension on landscape definition, in order to understand its ‘cultural dimension’. In this paper, the notion of ‘virtual landscape’ is introduced in order to investigate the incoherence that exists in the nowadays megacities regarding their social reality and their iconic existence through architecture and urban planning. In addition, it is also explored in theory how an ideological turn is re-inforced through political orientation focusing on ‘virtual landscape’ images in order to obtain a favorable publicity in a contemporary context of ‘globalised cities’ consisting in the elimination of the ‘cultural landscape’. Therefore, this contribution has as main objective to define, negotiate and start the debate on radical socio-cultural approaches of landscape notion in the nowadays ‘megacities’, inside a strict capitalistic context.

The Self-Perception Theory vs. a Dynamic Learning Model

OpenAIRE

Swank, Otto H.

2006-01-01

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

What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

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

2015-01-01

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…

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

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Ritchie, Graeme

2003-01-01

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

Victoria's dirty secret: how sociocultural norms influence adolescent girls and women.

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Strahan, Erin J; Lafrance, Adèle; Wilson, Anne E; Ethier, Nicole; Spencer, Steven J; Zanna, Mark P

2008-02-01

The present studies tested whether the salience of sociocultural norms for ideal appearance leads women to base their self-worth more strongly on appearance, which in turn leads them to feel more concerned with others' perceptions and less satisfied with their bodies. Study 1 tested this model by manipulating the salience of the sociocultural norm among female university students. The model was supported. In Study 2 an intervention challenging the legitimacy of the sociocultural norm was delivered to female and male adolescents. Compared to controls, females who received this intervention were less accepting of the sociocultural norms for appearance, based their self-worth less strongly on appearance, and in turn were less concerned with others' perceptions and were more satisfied with their bodies. The implications for women are discussed.

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

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

2015-10-01

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

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

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Brunstad, Anne; Hjälmhult, Esther

2014-12-01

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

What learning theories can teach us in designing neurofeedback treatments

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Ute eStrehl

2014-11-01

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

What learning theories can teach us in designing neurofeedback treatments.

Science.gov (United States)

Strehl, Ute

2014-01-01

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

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

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Fritz, Barbara Smolej; Peklaj, Cirila

2011-01-01

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

Teacher-Student Interaction and Learning.

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Hall, Joan Kelly; Walsh, Meghan

2002-01-01

Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…

Environmental Argumentation as Sociocultural Activity

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Oliveira, Alandeom W.; Akerson, Valarie L.; Oldfield, Martha

2012-01-01

While environmental argumentation has recently received much attention from science educators, little consideration has been given to how personal identities and social relationships can either support or constrain student argumentation. This study attends to this issue by examining environmental argumentation as a sociocultural activity (how…

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

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Howell, Dana

2009-01-01

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

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

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Daniels, Lia M.; Stupnisky, Robert H.

2012-01-01

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

Learning to care for older patients: hospitals and nursing homes as learning environments.

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Huls, Marije; de Rooij, Sophia E; Diepstraten, Annemie; Koopmans, Raymond; Helmich, Esther

2015-03-01

A significant challenge facing health care is the ageing of the population, which calls for a major response in medical education. Most clinical learning takes place within hospitals, but nursing homes may also represent suitable learning environments in which students can gain competencies in geriatric medicine. This study explores what students perceive as the main learning outcomes of a geriatric medicine clerkship in a hospital or a nursing home, and explicitly addresses factors that may stimulate or hamper the learning process. This qualitative study falls within a constructivist paradigm: it draws on socio-cultural learning theory and is guided by the principles of constructivist grounded theory. There were two phases of data collection. Firstly, a maximum variation sample of 68 students completed a worksheet, giving brief written answers on questions regarding their geriatric medicine clerkships. Secondly, focus group discussions were conducted with 19 purposively sampled students. We used template analysis, iteratively cycling between data collection and analysis, using a constant comparative process. Students described a broad range of learning outcomes and formative experiences that were largely distinct from their learning in previous clerkships with regard to specific geriatric knowledge, deliberate decision making, end-of-life care, interprofessional collaboration and communication. According to students, the nursing home differed from the hospital in three aspects: interprofessional collaboration was more prominent; the lower resources available in nursing homes stimulated students to be creative, and students reported having greater autonomy in nursing homes compared with the more extensive educational guidance provided in hospitals. In both hospitals and nursing homes, students not only learn to care for older patients, but also describe various broader learning outcomes necessary to become good doctors. The results of our study, in particular the

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

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

1988-01-01

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

Assessing Student Learning in Academic Advising Using Social Cognitive Theory

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

2013-01-01

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

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

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Patton, Narelle; Higgs, Joy; Smith, Megan

2013-10-01

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

Processos de significação na relação professor-alunos: uma perspectiva sociocultural construtivista Meaning processes in the relationship teacher-students: a sociocultural and constructivist point of view

Directory of Open Access Journals (Sweden)

Maria Carmen Villela Rosa Tacca

2008-04-01

Full Text Available Neste artigo consideramos que o fracasso escolar é um fenômeno persistente que exige análises empíricas e teóricas acerca dos processos de significação envolvidos na dinâmica das interações professor-aluno relacionados com as relações ensino-aprendizagem. Com base na abordagem sociocultural construtivista, o estudo analisa a interação de fatores socioculturais com a participação ativa do indivíduo, destacando a unidade cognição-afeto. Os processos interativos atuam como mobilizadores da construção do conhecimento ao longo de convergências e divergências nas interações, especialmente nas negociações quanto aos objetivos e desenvolvimento de atividades pedagógicas. Duas turmas de segunda série do ensino fundamental foram investigadas, sendo destacados os resultados de análises microgenéticas das interações, que apontaram para crenças e estratégias comunicativas e metacomunicativas que podem favorecer ou dificultar o processo de ensino-aprendizagem. A conclusão aponta para o fato dos processos de significação estarem apoiados na metacomunicação e na unidade cognição-afeto, que direcionam as possibilidades de aprendizagem.School failure consists of a persistent problem in our educational system. This paper aims at contributing to understand the issue by presenting and theoretically discussing empirical data concerning the dynamics of teacher-students interactions. We draw our analysis on a constructivist sociocultural theoretical framework, which stresses the interactions between sociocultural factors and human agency, claiming for the unison, intertwined nature of affect and cognition. Interactive processes lie at the basis of knowledge construction, which takes place along convergent and divergent interaction frames, particularly during negotiations about goals and rules for educational activities. Two second-grade classrooms were investigated, the results of microgenetic analysis being especially

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

OpenAIRE

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

2014-01-01

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

High School Students' Implicit Theories of What Facilitates Science Learning

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

2011-01-01

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

Sociocultural adjustment among sojourning Malaysian students in Britain: a replication and path analytic extension.

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Swami, Viren; Arteche, Adriane; Chamorro-Premuzic, Tomas; Furnham, Adrian

2010-01-01

The present study examined the sociocultural adjustment of 249 sojourning Malaysian undergraduates in Britain. One-hundred and ten Malay and 139 Chinese students enrolled in various courses answered a self-report questionnaire that examined various aspects of sociocultural adjustment and socio-demographics. Overall, Malay students reported significantly poorer sociocultural adjustment than Chinese students, as well as more negative outcomes on a range of predictors. Path analysis for the total sample showed that higher family income led to greater sociocultural adjustment, but partially because it led to more contact with host and conationals, better language proficiency, lower perceived cultural differences and less perceived discrimination. Moreover, participants with higher English proficiency were better adapted, but partially because they perceived less cultural differences as well as having more contact with host nationals. Additionally, individuals reporting better sociocultural adjustment also reported better health statuses. The same model was equally useful at predicting sociocultural adjustment for both Malay and Chinese participants. These results are discussed in terms of the role played by income in buffering against the negative aspects of sociocultural adjustment.

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

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McDuff, Elaine

2012-01-01

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

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

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Hartjen, Raymond H.

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

SOCIOCULTURAL INTEGRATION AS A TOOL FOR CONSTRUCTIVE CONFLICT RESOLUTION: THE CASE OF THE NORTH CAUCASUS

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M. E. Popov

2017-01-01

Full Text Available The paper is devoted to research of sociocultural integration as a tool for resolving regional conflicts. The modern theory of conflict resolution focuses on the ability of the sociocultural integration in the transformation of destructive identity-based conflicts into conflicts of interest. The author considers the systemic factors of the identity-based conflicts and emphasizes destabilizing role of the politicization of ethnicity. Ethnic mobilization, social inequalities, economic polarization and civic identity crisis are structural factors that determine the acuity of ethnic tension and escalation of regional identity conflicts as a result. Contradictions between the modernization system and social disintegration are the primary source of identity conflicts in theNorth Caucasus. Regionalization takes conflictogenic form in this case, i.e. the specifics of regional conflicts is associated with a conflict of static (traditionalization and dynamic (modernization types of social propagation. Structurally, escalation of violence in regional conflicts is determined by the intensity and scope of ethnic mobilization and social dissatisfaction as necessary conditions of a collision. Regional conflicts affect existentially meaningful collective values and group identities, that is why the participants are involved emotionally into identification conflicts; due to their emotional charge and irrationality, identity conflicts are no longer a means of overcoming social frustrations, but a destructive goal in itself, i.e. ethnicity polarization and negative cultural stereotypes in perceiving “the others” play a key role in initiating such conflicts. The following must be considered for discussing anti-conflict mechanisms of sociocultural integration in theNorth Caucasus. First, sociocultural integration is a political project with its content determined to a wide extent by defense challenges of the polyethnic Russian society. Second, development of the

Working Together: Librarian and Student Collaboration for Active Learning in a Library Eclassroom

Directory of Open Access Journals (Sweden)

Marcie Lynne Jacklin

2010-06-01

Full Text Available Active learning strategies based on several learning theories were incorporated during instruction sessions for second year Biological Sciences students. The instructional strategies described in this paper are based primarily on sociocultural and collaborative learning theory, with the goal being to expand the relatively small body of literature currently available that discusses the application of these learning theories to library instruction. The learning strategies employed successfully involved students in the learning process ensuring that the experiences were appropriate and effective. The researchers found that, as a result of these strategies (e.g. teaching moments based on the emerging needs of students students’ interest in learning information literacy was increased and students interacted with information given to them as well as with their peers. Collaboration between the Librarians, Co-op Student and Senior Lab Instructor helped to enhance the learning experience for students and also revealed new aspects of the active learning experiences. The primary learning objective, which was to increase the students’ information skills in the Biological Sciences, was realized. The advantages of active learning were realized by both instructors and students. Advantages for students attained during these sessions include having their diverse learning styles addressed; increased interaction with and retention of information; increased responsibility for their own learning; the opportunity to value not only the instructors, but also themselves and their peers as sources of authority and knowledge; improved problem solving abilities; increased interest and opportunities for critical thinking, as a result of the actively exchanging information in a group. The primary advantage enjoyed by the instructors was the opportunity to collaborate with colleagues to reduce the preparation required to create effective library instruction sessions

Identifying Socio-Cultural Factors That Impact the Use of Open Educational Resources in Local Public Administrations

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Julia Stoffregen

2016-12-01

Full Text Available The goal of this paper is to define relevant barriers to the exchange of Open Educational Resources in local public administrations. Building upon a cultural model, eleven experts were interviewed and asked to evaluate several factors, such as openness in discourse, learning at the workplace, and superior support, among others. The result is a set of socio-cultural factors that shape the use of Open Educational Resources in public administrations. Significant factors are, in this respect, the independent choice of learning resources, the spirit of the platform, the range of available formats and access to technologies. Practitioners use these factors to elaborate on the readiness of public administrations towards the use of open e-Learning systems. To academic debates on culture in e-Learning, the results provide an alternative model that is contextualized to meet the demands of public sector contexts. Overall, the paper contributes to the lack of research about open e-Learning systems in the public sector, as well as regarding culture in the management of learning and knowledge exchange.

Self Modeling: Expanding the Theories of Learning

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Dowrick, Peter W.

2012-01-01

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

Learning Organisation Review--A "Good" Theory Perspective

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Santa, Mijalce

2015-01-01

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

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

NARCIS (Netherlands)

Mooij, Ton

2016-01-01

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

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

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Healey, Mick; Jenkins, Alan

2000-01-01

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

Vygotsky’s socio-cultural theory of literacy Scaffolding children to read and write at an early age

Directory of Open Access Journals (Sweden)

Mahzan Arshad

2009-10-01

Full Text Available In the article the concept of semiotic mediation, appropriation, internalization,Zone of Proximal Development (ZPD and scaffolding in particular werereviewed to provide understanding of the process. Under the concept ofsemiotic mediation, the issue of how children learn through imitating adults wasexamined with inputs from second language acquisition theories. Vygotsky’sconcept of appropriation provides the springboard for a discussion on howchildren may appropriate the psychological tool of language through modelingand text meditation in the context of second language learning. It is hopedthat the understanding of these concepts could lead to more insights in orderto understand the various changes observable in children at early age as theynudge to achieve their potential in their literacy development. The informationgathered in the paper may be used by parents or teachers in preschool as thefoundation to help children acquire literacy skills at early age.

Pursuing Improvement in Clinical Reasoning: The Integrated Clinical Education Theory.

Science.gov (United States)

Jessee, Mary Ann

2018-01-01

The link between clinical education and development of clinical reasoning is not well supported by one theoretical perspective. Learning to reason during clinical education may be best achieved in a supportive sociocultural context of nursing practice that maximizes reasoning opportunities and facilitates discourse and meaningful feedback. Prelicensure clinical education seldom incorporates these critical components and thus may fail to directly promote clinical reasoning skill. Theoretical frameworks supporting the development of clinical reasoning during clinical education were evaluated. Analysis of strengths and gaps in each framework's support of clinical reasoning development was conducted. Commensurability of philosophical underpinnings was confirmed, and complex relationships among key concepts were elucidated. Six key concepts and three tenets comprise an explanatory predictive theory-the integrated clinical education theory (ICET). ICET provides critical theoretical support for inquiry and action to promote clinical education that improves development of clinical reasoning skill. [J Nurs Educ. 2018;57(1):7-13.]. Copyright 2018, SLACK Incorporated.

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

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Bektas, Murat; Ozturk, Candan; Armstrong, Merry

2010-01-01

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

Promoting medical competencies through international exchange programs: benefits on communication and effective doctor-patient relationships.

Science.gov (United States)

Jacobs, Fabian; Stegmann, Karsten; Siebeck, Matthias

2014-03-04

Universities are increasingly organizing international exchange programs to meet the requirements of growing globalisation in the field of health care. Analyses based on the programs' fundamental theoretical background are needed to confirm the learning value for participants. This study investigated the extent of sociocultural learning in an exchange program and how sociocultural learning affects the acquisition of domain-specific competencies. Sociocultural learning theories were applied to study the learning effect for German medical students from the LMU Munich, Munich, Germany, of participation in the medical exchange program with Jimma University, Jimma, Ethiopia. First, we performed a qualitative study consisting of interviews with five of the first program participants. The results were used to develop a questionnaire for the subsequent, quantitative study, in which 29 program participants and 23 matched controls performed self-assessments of competencies as defined in the Tuning Project for Health Professionals. The two interrelated studies were combined to answer three different research questions. The participants rated their competence significantly higher than the control group in the fields of doctor-patient relationships and communication in a medical context. Participant responses in the two interrelated studies supported the link between the findings and the suggested theoretical background. Overall, we found that the exchange program affected the areas of doctor-patient relationships and effective communication in a medical context. Vygotsky's sociocultural learning theory contributed to explaining the learning mechanisms of the exchange program.

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

Science.gov (United States)

Emmons, Mark; Wilkinson, Frances C.

2001-01-01

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

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

Science.gov (United States)

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

2018-02-01

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

Socio-cultural sustainability of pig production: Citizen perceptions in the Netherlands and Denmark

DEFF Research Database (Denmark)

Boogaard, B.K.; boekhorst, L.J.S.; Oosting, S.J.

2011-01-01

positive and six negative aspects on the farms for which they had to write a motivation. The qualitative analysis resulted in seven socio-cultural themes (SCT) of pig production namely: 1) meat production, 2) farm activities, 3) farm income, 4) animals, 5) housing system, 6) environment and nature, and 7......Many sustainability studies of animal production consider three pillars: the economic, environmental and socio-cultural. Farmers and animal scientists tend to put most emphasis on the economic and environmental pillar and largely ignore the socio-cultural pillar. Socio-cultural sustainability...... to gain further insights into socio-cultural sustainability of pig production. Many citizens may not know what contemporary pig production actually entails. To give people a real life experience with pig production, we conducted farm visits with citizen panels with 18 respondents in the Netherlands and 8...

An Analysis of Stochastic Game Theory for Multiagent Reinforcement Learning

National Research Council Canada - National Science Library

Bowling, Michael

2000-01-01

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

Some Consequences of Learning Theory Applied to Division of Fractions

Science.gov (United States)

Bidwell, James K.

1971-01-01

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

Learning Theories Applied to the Teaching of Business Communication.

Science.gov (United States)

Hart, Maxine Barton

1980-01-01

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

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

Science.gov (United States)

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

2016-05-01

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

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

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

2017-01-01

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

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

Science.gov (United States)

Erlich, Richard J.; Russ-Eft, Darlene

2011-01-01

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

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

Science.gov (United States)

Bahn, D

2001-02-01

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

Out of Our Minds: A Review of Sociocultural Cognition Theory

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Tenenberg, Josh; Knobelsdorf, Maria

2014-01-01

Theories of mind are implicitly embedded in educational research. The predominant theory of mind during the latter half of the twentieth century has focused primarily on the individual mind in isolation, context-free problem-solving and mental representations and reasoning, what we refer to as "cognitivism." Over the last two decades, CS…

Designing Opportunities to Learn Mathematics Theory-Building Practices

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Bass, Hyman

2017-01-01

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

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

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

2015-01-01

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

Jakarta socio-cultural ecology: a sustainable architecture concept in urban neighbourhood

Science.gov (United States)

Wijaksono, Sigit; Sasmoko; Indrianti, Y.; Widhoyoko, SA

2017-12-01

As a metropolitan city with densely populated and fast residential development Jakarta should be able to implement a concept that is Jakarta socio-cultural ecology Architecture as the basis of settlement development. The concept of Jakarta socio-cultural ecology architecture is characterized by residential development capabilities that reflect and express the indigenous culture, the settlements built by linking the social and economic activities of the people of Jakarta and the settlements built by maintaining the building with the value of existing heritage. The objectives of this research are 1) to find a relevant construct to housing condition in Jakarta which then called Jakarta socio-cultural ecology, and 2) to see the tendency of complex condition of Jakarta socio-cultural ecology settlement. This research uses Neuroresearch method, which is one of mix-method research method as a mixture research method between qualitative research (exploration) and quantitative research method (explanatory and confirmatory). The population of research as well as unit analysis are all settlements in Jakarta. Sampling technique using probability sampling that is with multistage sampling. The results show that nowadays the Jakarta residential complex tends to lead to socio-cultural ecology and rather reflects and expresses the indigenous culture, the residential complex in Jakarta tends to form the building has been linked fully with the social and economic activities of Jakarta society but tends to occasionally maintain buildings with existing heritage values. This study also found that indigenous culture is a significant determinant of the formation of the condition of Jakarta socio-cultural ecology.

Teaching and Learning of Knot Theory in School Mathematics

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Kawauchi, Akio

2012-01-01

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

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

Science.gov (United States)

Sadideen, Hazim; Kneebone, Roger

2012-09-01

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

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

Science.gov (United States)

Biser, Eileen

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

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

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

2016-01-01

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

Supporting Alternative Strategies for Learning Chemical Applications of Group Theory

Science.gov (United States)

Southam, Daniel C.; Lewis, Jennifer E.

2013-01-01

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

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

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Grusec, Joan E.

1992-01-01

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

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

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

2012-01-01

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

La investigación educativa sobre nuevas tecnologías: una aproximación sociocultural

Directory of Open Access Journals (Sweden)

María Ángeles REBOLLO CATALÁN

2009-11-01

Full Text Available RESUMEN: En este artículo presentamos algunas líneas de investigación del enfoque sociocultural en la actualidad y sus desarrollos metodológicos en el ámbito educativo. La teoría sociocultural constituye hoy un área de investigación interdisciplinar en Ciencias Sociales que integra aportaciones sugerentes para desvelar las funciones de los medios en los procesos de enseñanza-aprendizaje. Un sello característico de esta teoría es el reconocimiento del poder mediador de los signos e instrumentos para el desarrollo del pensamiento humano, destacando la noción de mediación cognitiva. La construcción de la identidad constituye uno de los temas abordados desde los planteamientos de esta teoría. En este trabajo se presentan algunos estudios sobre el papel de las tecnologías en la construcción de la identidad cultural. De forma complementaria se expone una revisión de las metodologías y enfoques de análisis del discurso que se han empleado en las investigaciones socioculturales sobre esta temática.ABSTRACT: This paper presents some of the main research outlines in the sociocultural approach at actually and its methodological developments in the educational scope. Nowadays, sociocultural theory constitutes an emergent field of interdisciplinary research in Social Sciences, which integrates interesting contributions in relation to different roles of the technologies in the educational process. A distinctive feature of its theory is to recognize the power of mediational means and cultural tools to promote new ways of thinking. In this framework, the notion of cognitive mediation is outstanding. At the present time, one of the main themes in the sociocultural research is the construction of cultural identity. In this paper, we show some studies about the roles of new technologies in the construction of cultural identity. In addition, a review of research methodologies and approaches of discourse analysis used in the sociocultural

Nursing students' learning dynamics and influencing factors in clinical contexts.

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Lee, Jung Jae; Clarke, Charlotte L; Carson, Maggie N

2018-03-01

Clinical placements are essential for students to develop clinical skills to qualify as nurses. However, various difficulties encountered by nursing students during their clinical education detract from developing clinical competencies. This constructivist grounded theory study aims to explore nursing students' experiences in clinical nursing education, and to identify the factors that influence the clinical education students receive. Twenty-one individual and six group semi-structured interviews were conducted with sixteen fourth year nursing students and four registered nurses. This research identified six factors that influence nursing students' clinical education: interpersonal, socio-cultural, instructional, environmental, emotional and physical factors. The research has developed a dynamic model of learning in clinical contexts, which offers opportunities to understand how students' learning is influenced multifactorially during clinical placements. The understanding and application of the model can improve nursing instructional design, and subsequently, nursing students' learning in clinical contexts. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

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Alzahrani, Ibraheem; Woollard, John

2013-01-01

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

The Learning Organization and Some Other Modern Theories of Management

International Nuclear Information System (INIS)

Sugarman, Barry

2003-01-01

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

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

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Eileen N. Ariza

2003-10-01

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

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

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

2014-06-01

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

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

International Nuclear Information System (INIS)

Both, J

2014-01-01

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

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

Science.gov (United States)

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

2013-01-01

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

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

African Journals Online (AJOL)

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

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

Science.gov (United States)

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

2014-01-01

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

Socio-Cultural Factors and Intention towards Sustainable Entrepreneurship

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Wei-Loon KOE

2014-05-01

Full Text Available In order to rectify environmental degradation, government has encouraged sustainable management among businesses. In addition, researchers have also suggested a new breed of study called “sustainable entrepreneurship”, which links sustainability management to entrepreneurial activities. However, the participation of entrepreneurial firms in sustainability management is still far from satisfactory. Past studies also have found that SMEs are less active in sustainabilty initiatives and many issues related to the intention of firms for sustainability entrepreneurship is still unanswered. Therefore, this study was carried out to examine the influence of socio-cultural factors on intention towards sustainable entrepreneurship among SMEs. A total of 404 SMEs in Malaysia were surveyed by using questionnaire. Based on the statistical analyses performed, this study found that three socio-cultural factors, namely time orientation, sustainability orientation and social norm significantly influenced intention towards sustainable entrepreneurship among SMEs. Thus, in order to develop true sustainable entrepreneurs in the country, the effects of non-economic factors such as socio-cultural factors should not be underestimated. Lastly, some recommendations for future researchers have also been put forth in this paper.

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

Directory of Open Access Journals (Sweden)

Ezequiel Alejandro Di Paolo

2014-07-01

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

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

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Tan, Javan; Quek, Chai

2010-06-01

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

POSSIBLE INTERFACE BETWEEN NEW LITERACIES ESTUDIES AND ACTIVITY THEORY

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Cândida Martins Pinto

2014-12-01

Full Text Available In this paper, it aims at making certain possible relationships between the precepts of two theories: the New Literacy Studies and Activity Theory, which, though distinct, dialogue, for departing from a sociocultural perspective to explain how individuals participate in social practices, making use of language and other instruments mediators.

Learning relationships from theory to design

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C. J.H. Fowler

1999-12-01

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

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

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Klobučar, Nataša Rijavec

2016-08-01

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

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

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

2017-01-01

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

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

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

2015-01-01

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

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

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Chuah, Kong

2015-01-01

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

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

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

2012-01-01

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

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

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Han, Gang; Newell, Jay

2014-01-01

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

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

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

2018-01-11

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

The application of learning theory in horse training

DEFF Research Database (Denmark)

McLean, Andrew N.; Christensen, Janne Winther

2017-01-01

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

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

Science.gov (United States)

Belbase, Shashidhar

2010-01-01

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

A Socio-Cultural Model Based on Empirical Data of Cultural and Social Relationship

DEFF Research Database (Denmark)

Lipi, Afia Akhter; Nakano, Yukiko; Rehm, Matthias

2010-01-01

The goal of this paper is to integrate culture and social relationship as a computational term in an embodied conversational agent system by employing empirical and theoretical approach. We propose a parameter-based model that predicts nonverbal expressions appropriate for specific cultures...... in different social relationship. So, first, we introduce the theories of social and cultural characteristics. Then, we did corpus analysis of human interaction of two cultures in two different social situations and extracted empirical data and finally, by integrating socio-cultural characteristics...... with empirical data, we establish a parameterized network model that generates culture specific non-verbal expressions in different social relationships....

Web 2.0 in e-Learning

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M. Tariq Banday

2013-10-01

Full Text Available Web 2.0 tools have created fresh opportunities for governments, education, businesses and individuals to enhance efficiency and improve effectiveness while executing respective professional duties. The key features of these tools include online character and access through a web browser, supportive for open content licenses, open sharing and social interaction, and often free to use or support free features. These have created novel prospects for teachers to combine face-to-face teaching and online materials via social media such as discussion forums, blogs and wikis. The web 2.0 educational design is based on socio-cultural learning theories such as interaction, joint creation of content, critical thinking, learning by doing and collaboration. This paper makes an appraisal of ICT adoption in education, emergence of Web, improvements in Web and its effect on the e-Learning. It explains gradual integration of ICT into education through various stages. The paper presents the content and communication dimensions of e-learning for its classification. It discusses various opportunities created by Web 2.0 tools in education for effective teacher-learner, learner-learner and teacher-teacher communication, interaction and collaboration. It presents various cases and projects involving use of some Web 2.0 tools for enhancing learning. Furthermore, it lists some challenges for successful implementation of e-learning through Web 2.0 tools and discusses some possible solutions for its control.

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

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Smith, Markley; Stowell, Mary Ellen

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

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

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Rao, Zhenhui

2016-01-01

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

Shorthand Instruction in Light of Recent Theories of Learning and Instruction

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Laurie, Charles T.

1976-01-01

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

Social Learning Theory: A Vanishing or Expanding Presence?

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Stuart, Richard B.

1989-01-01

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

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

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Kimball, Ezekiel W.

2012-01-01

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

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

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Lin, Chun-Yi

2013-01-01

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

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

OpenAIRE

Peklaj, Cirila; Smolej-Fritz, Barbara

2015-01-01

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

Assessing 3D Virtual World Disaster Training Through Adult Learning Theory

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Lee Taylor-Nelms

2014-10-01

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

Using Game Theory and Competition-Based Learning to Stimulate Student Motivation and Performance

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Burguillo, Juan C.

2010-01-01

This paper introduces a framework for using Game Theory tournaments as a base to implement Competition-based Learning (CnBL), together with other classical learning techniques, to motivate the students and increase their learning performance. The paper also presents a description of the learning activities performed along the past ten years of a…

Gaming mindsets: implicit theories in serious game learning.

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Lee, Yu-Hao; Heeter, Carrie; Magerko, Brian; Medler, Ben

2012-04-01

Individuals' beliefs about the malleability of their abilities may predict their response and outcome in learning from serious games. Individuals with growth mindsets believe their abilities can develop with practice and effort, whereas individuals with fixed mindsets believe their abilities are static and cannot improve. This study uses survey and gameplay server data to examine the implicit theory of intelligence in the context of serious game learning. The findings show that growth mindset players performed better than fixed mindset players, their mistakes did not affect their attention to the game, and they read more learning feedback than fixed mindset players. In addition, growth mindset players were more likely to actively seek difficult challenges, which is often essential to self-directed learning. General mindset measurements and domain-specific measurements were also compared. These findings suggest that players' psychological attributes should be considered when designing and applying serious games.

Differential theory of learning for efficient neural network pattern recognition

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Hampshire, John B., II; Vijaya Kumar, Bhagavatula

1993-09-01

We describe a new theory of differential learning by which a broad family of pattern classifiers (including many well-known neural network paradigms) can learn stochastic concepts efficiently. We describe the relationship between a classifier's ability to generate well to unseen test examples and the efficiency of the strategy by which it learns. We list a series of proofs that differential learning is efficient in its information and computational resource requirements, whereas traditional probabilistic learning strategies are not. The proofs are illustrated by a simple example that lends itself to closed-form analysis. We conclude with an optical character recognition task for which three different types of differentially generated classifiers generalize significantly better than their probabilistically generated counterparts.

Combining theories to reach multi-faceted insights into learning opportunities in doctoral supervision

DEFF Research Database (Denmark)

Kobayashi, Sofie; Rump, Camilla Østerberg

The aim of this paper is to illustrate how theories can be combined to explore opportunities for learning in doctoral supervision. While our earlier research into learning dynamics in doctoral supervision in life science research (Kobayashi, 2014) has focused on illustrating learning opportunitie...

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

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Prem Rashid

2017-02-01

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

Constructivist Teaching/Learning Theory and Participatory Teaching Methods

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Fernando, Sithara Y. J. N.; Marikar, Faiz M. M. T.

2017-01-01

Evidence for the teaching involves transmission of knowledge, superiority of guided transmission is explained in the context of our knowledge, but it is also much more that. In this study we have examined General Sir John Kotelawala Defence University's cadet and civilian students' response to constructivist learning theory and participatory…

Muscle Dysmorphia, Gender Role Stress, and Sociocultural Influences: An Exploratory Study

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Readdy, Tucker; Watkins, Patti Lou; Cardinal, Bradley J.

2011-01-01

Our study explored the contribution of gender role stress (GRS) and sociocultural appearance demands to symptoms of muscle dysmorphia (MD) in a college sample of 219 women and 154 men. For women, five GRS subscales, sociocultural appearance demands, age, and frequency of aerobic exercise predicted MD symptoms (model R[superscript 2] = 0.33;…

Socio-cultural context of eating disorders in Poland.

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Pilecki, Maciej Wojciech; Sałapa, Kinga; Józefik, Barbara

2016-01-01

The goal of this study was to assess the relationship between sociocultural factors and clinical eating disorders during the intensive process of Westernisation in Poland that occurred after 1989. The study population included girls diagnosed with an eating disorder according to DSM-IV criteria (n = 47 anorexia nervosa restrictive type [ANR], n = 16 anorexia binge/purge type [ANBP], n = 34 bulimia nervosa [BN], n = 19 eating disorder not otherwise specified [EDNOS]) who received consultation for the first time between 2002 and 2004 in the Department of Clinical Child and Adolescent Psychiatry, University Hospital, Kraków, Poland. The study included an age-matched normal control group [NOR] of 85 schoolgirls from Kraków. Relationships between two given qualitative features were investigated using the chi-square test or Fisher's exact test. Correspondence analysis was applied to graphically explore the relationship. The Kruskal-Wallis test with the Bonferroni was performed to compare quantitative results across groups. Objective sociodemographic variables and responses to the 62-item Questionnaire of Socio-cultural Context were measured. The mothers of ANBP and BN patients were less professionally active than mothers of ANR patients and NOR subjects. Subjective socio-cultural factors were more relevant for the BN group than the ANR group. Questionnaire responses in the ANBP group were more similar to those in the BN group than to those in the ANR group. The most unambiguous and specific characteristic of the ANR group was a sense of belonging to the middle class. Variables that differentiated the BN group from the NOR group included the importance attached to thinness treated as an expression of power and control over one's self, as well as a multifaceted negative evaluation of one's own family, including a negative assessment of the position of women and parental lack of concern for appearance and principles of nutrition. All patients, regardless

Musicians working in community contexts : perspectives of learning

NARCIS (Netherlands)

Smilde, Rineke

2012-01-01

This paper will explore types of learning, which takes place when musicians work in situations where they have to connect to community contexts. It will first address musicians’ changing professional roles in the changing sociocultural landscape and the need for lifelong learning and emergence of

Honoring Family and Culture: Learning from New Zealand

Science.gov (United States)

Nagel, Nancy G.

2009-01-01

The New Zealand Ministry of Education's early childhood curriculum policy is built on a framework called "Te Whariki." This framework provides a sociocultural context for children's early learning and emphasizes a learning partnership between teachers, parents, families, and community. Besides interpersonal relationships, Te Whariki…

Information Literacy in the 21st Century Multicultural Classroom: Using Sociocultural Literacy

Science.gov (United States)

Blas, Elise A.

2014-01-01

Sociocultural literacy guides an instructor's pedagogy in the multicultural university classroom. By employing sociocultural literacy in the information literacy classroom, the instruction librarian can better teach students from all cultures including international students, first generation students, or students from a wide array of…

The history of imitation in learning theory: the language acquisition process.

OpenAIRE

Kymissis, E; Poulson, C L

1990-01-01

The concept of imitation has undergone different analyses in the hands of different learning theorists throughout the history of psychology. From Thorndike's connectionism to Pavlov's classical conditioning, Hull's monistic theory, Mowrer's two-factor theory, and Skinner's operant theory, there have been several divergent accounts of the conditions that produce imitation and the conditions under which imitation itself may facilitate language acquisition. In tracing the roots of the concept of...

Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared

Science.gov (United States)

Pang, Ming Fai; Ling, Lo Mun

2012-01-01

The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory--the variation theory of learning. In this paper, we argue that having an…

Connected and Ubiquitous: A Discussion of Two Theories That Impact Future Learning Applications

Science.gov (United States)

Bair, Richard A.; Stafford, Timothy

2016-01-01

Mobile media break down traditional barriers that have defined learning in schools because they enable constant, personalized access to media. This information-rich environment could dramatically expand learning opportunities. This article identifies and discusses two instructional design theories for mobile learning including the major…

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

Science.gov (United States)

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

2011-04-01

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

Neoliberal Moral Economy: Capitalism, Socio-cultural Change and Fraud in Uganda

DEFF Research Database (Denmark)

Ponte, Stefano

2017-01-01

Book review of: Neoliberal Moral Economy: Capitalism, Socio-Cultural Change & Fraud in Uganda by Jörg Wiegratz. London and New York, Rowman & Littlefield, 2016, 375 pp. ISBN 9781783488537.......Book review of: Neoliberal Moral Economy: Capitalism, Socio-Cultural Change & Fraud in Uganda by Jörg Wiegratz. London and New York, Rowman & Littlefield, 2016, 375 pp. ISBN 9781783488537....

Learning, Action and Solutions in Action Learning: Investigation of Facilitation Practice Using the Concept of Living Theories

Science.gov (United States)

Sanyal, Chandana

2018-01-01

This paper explores the practice of action learning (AL) facilitation in supporting AL set members to address their 'messy' problems through a self-reflexive approach using the concept of 'living theory' [Whitehead, J., and J. McNiff. 2006. "Action Research Living Theory." London: Sage]. The facilitation practice is investigated through…

Local Residents’ Perceptions of Socio-Cultural Impacts of Tourism in Mangochi, Malawi

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Felix G. BELLO

2017-06-01

Full Text Available The purpose of this paper is to examine residents’ perceptions of the socio-cultural impacts of tourism in Mangochi, Malawi. This paper is based on results of a survey of 196 households together with ten key informant interviews. A concurrent triangulation mixed method was used to ensure well-validated and substantiated findings. The study findings indicate that local residents perceive specific positive and negative socio-cultural impacts of tourism in their community. Some of the positive sociocultural impacts of tourism include the provision of jobs; improved personal incomes; stimulation of the local economy and improved security in the destination area. However, the study also revealed two major negative socio-cultural impacts of tourism: the migration of people to the area in search of jobs; and the influence of Western visitors on local culture and “the way of life” of local people due to the demonstration effect. The paper indicates the degree to which local residents perceive different socio-cultural impacts of tourism development in an African local community setting. Therefore, the paper will assist tourism planners and local government in the planning and implementation of tourism development strategies for the area aiming at consolidating local residents’ support for tourism.

Teaching Theory in Occupational Therapy Using a Cooperative Learning: A Mixed-Methods Study.

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Howe, Tsu-Hsin; Sheu, Ching-Fan; Hinojosa, Jim

2018-01-01

Cooperative learning provides an important vehicle for active learning, as knowledge is socially constructed through interaction with others. This study investigated the effect of cooperative learning on occupational therapy (OT) theory knowledge attainment in professional-level OT students in a classroom environment. Using a pre- and post-test group design, 24 first-year, entry-level OT students participated while taking a theory course in their second semester of the program. Cooperative learning methods were implemented via in-class group assignments. The students were asked to complete two questionnaires regarding their attitudes toward group environments and their perception toward group learning before and after the semester. MANCOVA was used to examine changes in attitudes and perceived learning among groups. Students' summary sheets for each in-class assignment and course evaluations were collected for content analysis. Results indicated significant changes in students' attitude toward working in small groups regardless of their prior group experience.

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

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

2008-01-01

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

Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action

Science.gov (United States)

Rahm, Jrène

2016-03-01

Marta Civil's paper "STEM learning research through a funds of knowledge lens" can be read as a story about her trajectory as a researcher of everyday and school mathematics over time, grounded in sociocultural historical theory. Building on her work, I explore three issues. First, I address the grounding of STEM research in studies of learning and show what this may imply in the context of multilingualism and transculturism. Second, I explore how funds of knowledge can put into question what counts as science. Third, I discuss some of the methodological challenges the article raises. I conclude with some comments to think with for the future of the STEM field and equitable science.

Amidst Multiple Theories of Learning in Mathematics Education

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Simon, Martin A.

2009-01-01

Currently, there are more theories of learning in use in mathematics education research than ever before (Lerman & Tsatsaroni, 2004). Although this is a positive sign for the field, it also has brought with it a set of challenges. In this article, I identify some of these challenges and consider how mathematics education researchers might think…

Learning and Emotion: Perspectives for Theory and Research

Science.gov (United States)

Hascher, Tina

2010-01-01

There is growing interest in and knowledge about the interplay of learning and emotion. However, the different approaches and empirical studies correspond to each other only to a low extent. To prevent this research field from increasing fragmentation, a shared basis of theory and research is needed. The presentation aims at giving an overview of…

Gestalt-A Learning Theory for Graphic Design Education

Science.gov (United States)

Jackson, Ian

2008-01-01

This article will begin by seeking to define the notion of learning "by, through" and "from" experience. A linkage will then be established between these notions of experiences and gestalt theory. This will be explored within a subject specific context of graphic design. Links will be highlighted between the inherent nature of graphic design and…

Teaching language teachers scaffolding professional learning

CERN Document Server

Maggioli, Gabriel Diaz

2012-01-01

Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers.

The Interdependence of Pedagogy, Learning Theory, Morality and Metaphysics.

Science.gov (United States)

Blunden, Ralph

1997-01-01

Explores the incompatibility between constructivist theories of learning and realist metaphysics (belief that knowledge and skills exist in mind-independent workplace practices). Shows how this results in conflict between constructivist teaching approaches and the transmission or banking mode favored by realist metaphysics. (SK)

Conversations, Individuals and Knowables: Toward a Theory of Learning

Science.gov (United States)

Daniel, John S.

1975-01-01

Presents a learning theory in the language of cybernetics based on the tenet that the minimal experimental situation for making psychological observations is a conversation. The account is directed at generating interest in the original work by G. Pask, et al. (GS)

DIALOGIC LEARNING AND ITS CONTRIBUTIONS TO EDUCATIONAL THEORY

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Óscar Prieto

2009-11-01

Full Text Available This article highlights the contributions of the dialogic learning approach toeducational theory, with the aim of providing some orientations in order to promoteegalitarian and scientific educational practice. The seven principles of dialogic learningare discussed, along with other reproductionist theories and practices from the educationalfield, demonstrating how the former both surpass the latter. The article also reflectsopen dialogue with the critical theories of education which the dialogic learningtheory is based on. These basic theories are, on the one hand, by authors who are distantin time but very close in their educational approach, such as Ferrer i Guàrdia, Vygotsky,or Paulo Freire, and, on the other hand, by other contemporary authors in critical pedagogy.Each of the seven principles presented are provided along with a critical examinationof a specific educational practice. The consequences of the implementation of dialogiclearning are underlined here through an analysis of innovative and critical educationalprojects which are academically successful.

Anorexia Nervosa: Sociocultural Factors and Treatment.

Science.gov (United States)

Williams, Jennifer

This paper examines how the epidemiological findings of anorexia nervosa lead theorists to speculate a correlation between sociocultural factors and the development of anorexia nervosa. A section on the essential features of anorexia nervosa identifies five primary characteristics of anorexia: (1) severe weight loss; (2) a disturbance of body…

AN ANALYSIS OF THE INTENTION TO PURCHASE ON THE COLLECTIVE BUYING WEBSITES THROUGH PSYCHOLOGICAL, SOCIOCULTURAL AND SITUATIONAL FACTORS

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Erivaldo Lopes de Souza

2017-10-01

Full Text Available DOI: 10.12957/cadest.2017.25443 This article proposes to use empirical models, with good adjustment, that can provide an informative measure on the intention to buy consumers considering information about socio-cultural, psychological and situational factors associated with them. It is expected that a measure of probability provided by a model such as that proposed can be useful in strategic marketing decisions where consumers' intention to buy.To achieve the objective, initially interviewed 384 Internet users in places with large circulation of people the city of João Pessoa, Paraíba, Brazil. Then the data obtained from interviews, were used to estimate those models.  These models were based on assumptions of theories of the cognitive approach of consumer behavior, especially the Theory of Reasoned Action. The instrument used for data collection was a questionnaire containing market research questions related to psychological factors, sociocultural and situational consumer. The analysis considered only regression models of the class of generalized additive models.The most successful model presented nine variables and a single non-parametric term, obtained from smoothing splines. This model had a pseudo-R2of 0,89 and allowed to reach a percentage of correct trials of the observations of the sample equal to 94%. Keywords: Purchases intention, Regression model, Generalized Aditive Models, Consumer Behavior.

Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

Science.gov (United States)

Westberry, Nicola; Franken, Margaret

2015-01-01

This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

Acceptance and Transformation of English Educational Theory in Japan: On Student-Centered Education

Science.gov (United States)

Kuwamura, Teresa

2014-01-01

In Japan, various theories and methodologies of English education born in other countries have been practiced, but the result has left a lot to be desired. Still, each theory has its own sociocultural background. When theory goes beyond its culture and locality, it transforms by losing its originality and absorbing new elements from a different…

Snaps, Selfies, and Shares: How Three Popular Social Media Platforms Contribute to the Sociocultural Model of Disordered Eating Among Young Women.