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Thematische Bibliographien / In-Context learning / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „In-Context learning“

Autor: Grafiati

Veröffentlicht am 30. November 2024

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1

Paramita, Kristanti Dewi, und Yandi Andri Yatmo. „CONTEXT LEARNING TRANSFORMATION IN ARCHITECTURAL DESIGN STUDIO“. MODUL 20, Nr. 2 (15.12.2020): 157–66. http://dx.doi.org/10.14710/mdl.20.2.2020.157-166.

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This paper reflects the shifting understanding of context in a data-based architectural studio. With the school closure in the beginning of the COVID pandemic, the overall learning process is largely conducted online. Big Data becomes an important discourse that provides some benefits and opportunities which transform the design and learning process in an architectural studio, particularly on how students may explore and understand their context. Exploring the works of third-year architectural students in Department of Architecture, Faculty of Engineering Universitas Indonesia, this paper highlights the ways students capture and organise urban information and construct their intervention contexts. The study points out that time, flow and narrative are key in transforming understanding of context. Based on such three aspects, the data reveals the unseen urban patterns, emerging in the imbalance relationship between user and the environment, the disconnection of urban services, and the hidden variety of urban experience. The study reflects how these urban patterns informs the ways students define and situate themselves in the context, shifting existing ideas of context and its corresponding methodologies in the architectural education.

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DiSalvo, Betsy James, Kevin Crowley und Roy Norwood. „Learning in Context“. Games and Culture 3, Nr. 2 (April 2008): 131–41. http://dx.doi.org/10.1177/1555412008314130.

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3

Li, Chieh, und Ena Vazquez Nuttall. „Context, Context, Context: Powerful Factor in Language Learning“. Contemporary Psychology: A Journal of Reviews 41, Nr. 5 (Mai 1996): 501–3. http://dx.doi.org/10.1037/004472.

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4

Keiding, Tina Bering. „Learning in context – But what is a learning context?“ Nordic Studies in Education 27, Nr. 02 (29.05.2007): 138–50. http://dx.doi.org/10.18261/issn1891-5949-2007-02-04.

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5

Stein, Gary, und Avelino J. Gonzalez. „Learning in context: enhancing machine learning with context-based reasoning“. Applied Intelligence 41, Nr. 3 (03.07.2014): 709–24. http://dx.doi.org/10.1007/s10489-014-0550-0.

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6

Traxler, John. „Context in a wider context“. Mobile Learning in Widening Contexts: Concepts and Cases 19, Mobile Learning (08.07.2011): 1–16. http://dx.doi.org/10.21240/mpaed/19/2011.07.08.x.

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This paper attempts to review and reconsider the role of context in mobile learning and starts by outlining definitions of context-aware mobile learning as the technologies have become more mature, more robust and more widely available and as the notion of context has become progressively richer. The future role of context-aware mobile learning is considered within the context of the future of mobile learning as it moves from the challenges and opportunities of pedagogy and technology to the challenges and opportunities of policy, scale, sustainability, equity and engagement with augmented reality, «blended learning», «learner devices», «user-generated contexts» and the «internet of things». This is essentially a perspective on mobile learning, and other forms of technology-enhanced learning (TEL), where educators and their institutions set the agenda and manage change. There are, however, other perspectives on context. The increasing availability and use of smart-phones and other personal mobile devices with similar powerful functionality means that the experience of context for many people, in the form of personalized or location-based services, is an increasingly social and informal experience, rather than a specialist or educational experience. This is part of the transformative impact of mobility and connectedness on our societies brought about by these universal, ubiquitous and pervasive technologies. This paper contributes a revised understanding of context in the wider context (sic) of the transformations taking place in our societies. These are subtle but pervasive transformations of jobs, work and the economy, of our sense of time, space and place, of knowing and learning, and of community and identity. This leads to a radical reconsideration of context as the notions of ‹self› and ‹other› are transformed.

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Meyer, Margaret R., und Georgianna Diopoulos. „Anchored Learning in Context“. Mathematics Teaching in the Middle School 8, Nr. 1 (September 2002): 16–21. http://dx.doi.org/10.5951/mtms.8.1.0016.

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8

O'Brien, Marion, und Xiufen Bi. „Language Learning in Context“. Topics in Early Childhood Special Education 15, Nr. 2 (April 1995): 148–63. http://dx.doi.org/10.1177/027112149501500202.

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9

Göker, A. „Context learning in Okapi“. Journal of Documentation 53, Nr. 1 (März 1997): 80–83. http://dx.doi.org/10.1108/eum0000000007194.

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10

Thüs, Hendrik, Mohamed Amine Chatti, Esra Yalcin, Christoph Pallasch, Bogdan Kyryliuk, Togrul Mageramov und Ulrik Schroeder. „Mobile learning in context“. International Journal of Technology Enhanced Learning 4, Nr. 5/6 (2012): 332. http://dx.doi.org/10.1504/ijtel.2012.051818.

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11

Sagi, D. „Perceptual learning in context“. Journal of Vision 13, Nr. 9 (25.07.2013): 1374. http://dx.doi.org/10.1167/13.9.1374.

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12

Rangachari, P. K. „Active learning: in context.“ Advances in Physiology Education 268, Nr. 6 (Juni 1995): S75. http://dx.doi.org/10.1152/advances.1995.268.6.s75.

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Active learning has become trendy, particularly in health care education. It has been noted that active learning is an attitude, not a method. Promotion of active learning requires willing students, sympathetic teachers, and an institution willing to promote interactions between them. The essence is to shift the locus of control from the teacher to the student. This essay draws attention to books and articles discussing such issues.

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Rozmus, Stefan. „E-LEARNING IN THE GDPR CONTEXT“. Ekonomiczne Problemy Usług 131 (2018): 303–13. http://dx.doi.org/10.18276/epu.2018.131/1-30.

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14

Khaldi, Zeyneb, und Hana Aissaoui. „Othering in EFL Hybrid Learning in the Algerian Higher Education Context“. Rhetoric and Communications, Nr. 53 (31.10.2022): 156–66. http://dx.doi.org/10.55206/ownq6638.

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Abstract: This paper seeks to examine deeply Algerian students’ othering in online learning. The study is carried out using phenomenological design. The data are collected using a semi-structured interview from 10 students who have been enrolled in hybrid learning at Algerian universities in the academic year 2020-2021 selected through convenience sampling, a purposeful sampling method. Students’ opinions were taken regarding how they described othering, their experience in online classes, disconnectedness from peers and instructors, and the challenges faced while going back to mandatory classes at the end of the semesters. The results will contribute in understanding how ‘’otherness’’ is newly perceived in 21st century, and thus, setting adjustments of the notion in online discourse. Key words: face-to-face FL classes, otherness, disconnectedness, hybrid learning.

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Boyle, Mary-Ellen. „Learning to Neighbor? Service-learning in Context“. Journal of Academic Ethics 5, Nr. 1 (März 2007): 85–104. http://dx.doi.org/10.1007/s10805-007-9045-5.

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16

V., Maithri. „Formative Assessments in Indian Context and Its Role in Active Learning Approach“. International Journal of Psychosocial Rehabilitation 24, Nr. 5 (20.04.2020): 3846–56. http://dx.doi.org/10.37200/ijpr/v24i5/pr202093.

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17

Raza, Ahmad, und Hasan Sohaib Murad. „Learning in plural cultural context“. Journal for Multicultural Education 8, Nr. 1 (08.04.2014): 2–12. http://dx.doi.org/10.1108/jme-01-2014-0001.

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Purpose – This paper aims to reconstruct the metaphor of classroom learning in plural cultural context. It underscores the essential complexity of the human learning and argues for multiple pedagogical practices as a tool for instructional engagement. Design/methodology/approach – Technological innovations have given new meanings and interpretations to the social vocabulary of learning across the world. These innovations have created cultural contexts in which metaphor of classroom learning needs to be revisited and reassessed. It discusses the concept of classroom learning in a humanistic cultural context and explores a methodological framework for multiple pedagogic practices a tool for learning engagement based on critique of divergent themes in pedagogical literature. Findings – It is argued that classroom learning is a complex microcosm of human bodies, minds and cultures, necessitating major adaptations, both from teachers and learners. It is a continuous engagement, borne out of mutual willingness of teachers and learners to become indivisible part of whole living experience of learning. Classroom as a metaphor of learning would continue to inspire the serious learners, have responded to technological innovations, currently experienced by the human societies across the world, and has gone on to become a “cyber-classroom” in the era of globalization. Originality/value – The paper highlights underlying cultural complexities of human learning and hence underscores the need for a revised and pluralistic curriculum for the global management education and those who are engaged in it.

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Warschauer, Mark. „Online Learning in Sociocultural Context“. Anthropology Education Quarterly 29, Nr. 1 (März 1998): 68–88. http://dx.doi.org/10.1525/aeq.1998.29.1.68.

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19

Luckin, Rosemary, und Kristen Weatherby. „Online learning communities in context“. International Journal of Web Based Communities 8, Nr. 4 (2012): 440. http://dx.doi.org/10.1504/ijwbc.2012.049559.

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20

Huang, Shenghui Cindy. „Language learning strategies in context“. Language Learning Journal 46, Nr. 5 (21.06.2016): 647–59. http://dx.doi.org/10.1080/09571736.2016.1186723.

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21

Stanovich, Keith E. „Learning Disabilities in Broader Context“. Journal of Learning Disabilities 22, Nr. 5 (Mai 1989): 287–91. http://dx.doi.org/10.1177/002221948902200506.

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22

Good, Ronald. „Context in teaching and learning“. Journal of Research in Science Teaching 28, Nr. 10 (Dezember 1991): 883–84. http://dx.doi.org/10.1002/tea.3660281002.

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23

Rupčić, Nataša. „Team learning in the context of learning organizations“. Learning Organization 29, Nr. 2 (26.05.2022): 191–201. http://dx.doi.org/10.1108/tlo-02-2022-278.

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24

Cant, Michael C., und Cornelius H. Bothma. „Applying Learning Technologies In An Open Learning Context“. International Business & Economics Research Journal (IBER) 10, Nr. 12 (23.11.2011): 117. http://dx.doi.org/10.19030/iber.v10i12.6655.

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The use of learning technologies are becoming more and more important in education. Not only is it essential that educational institutions look at new ways of learning and teaching, but they also need to adapt to the changing profile of their students and their learning habits. In this respect the use of technology has become important to both residential universities and Open learning institutions. It is the management of these technologies that are posing challenges to academia all over the world. Previous research undertaken by the authors in a specific department believed a learning management system to be the most appropriate technology to use. The experience of the head of department has however shown that lecturers are using the universitys proprietary learning management system, myUnisa, either to a limited extent or hardly at all. Consequently, further research was undertaken targeting the other Chairs of Departments and selected senior lecturers within the School of Management Sciences, to which the Department of Marketing and Retail Management belongs, in order to identify ways of increasing the use of myUnisa amongst lecturers.

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Abildina, S., K. Aidarbekova und А. Mukhametzhanova. „Opportunities to use educational resources in the context of distance learning“. Bulletin of the Karaganda University. Pedagogy series 109, Nr. 1 (29.03.2023): 160–68. http://dx.doi.org/10.31489/2023ped1/160-168.

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The article describes the importance and necessity of using Internet resources and digital educational resources in the context of distance learning. The content of the concepts “Internet resources”, “educational platform”, “educational resource”, etc. is given, the effectiveness of their use in teaching students is revealed. Definitions of electronic resources, digital educational resources, Internet resources are given. The importance of distance learning today is emphasized. The authors classify the most widely used educational platforms in Kazakhstani schools and focus on their capabilities. To educate an independence-oriented person, you need not only a fairly large amount of information, but also a large variability of information that reflects different approaches to solving the same problems. Only in this case, a person has a subject to search for truth, facts, and evidence to support or refute a particular idea, point of view or task. The effectiveness of the special course “Methods of using digital educational resources in primary school” is considered in the preparation of future primary school teachers for the effective use of digital educational resources

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Khosiyat, Turgunova. „GAMIFICATION IN ENGLISH LEARNING CONTEXT: ASSESSING THE EFFECTS OF DEVELOPING LANGUAGE COMPETENCE“. American Journal of Philological Sciences 4, Nr. 1 (01.01.2024): 58–63. http://dx.doi.org/10.37547/ajps/volume04issue01-10.

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This study explores the significance of gamification games in English language learning, examining their impact on learner engagement, motivation, proficiency, and cultural understanding. Employing a mixed-methods approach, the research reveals that gamified language learning platforms enhance learner engagement, intrinsic motivation, and overall learning experiences. Participants demonstrate improved cultural immersion, contextual understanding, and collaborative engagement, underscoring the transformativepotential of gamification in English language acquisition. The findings emphasize the pivotal role of gamification games in creating dynamic, interactive, and effective learning environments, offering valuable insights for educators, learners, and developers seeking to optimize English language learning through innovative and engaging pedagogical approaches.

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27

Mandell, Charlotte. „Putting Learning Back in Context: A Review of Balsam and Tomie’s Context and Learning“. Behavior Analyst 9, Nr. 2 (Oktober 1986): 205–10. http://dx.doi.org/10.1007/bf03391949.

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28

Kocaman, Orhan, Merve Yıldız und Büşra Kamaz. „Use of Vocabulary Learning strategies in a Turkish as a Language Context“. International Journal of Psychology and Educational Studies 5, Nr. 2 (01.05.2018): 54–63. http://dx.doi.org/10.17220/ijpes.2018.02.7.

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29

BURDUJAN, Radu. „The potential of task-based language learning (TBL) in an interdisciplinary context“. Acta et commentationes: Științe ale Educației 35, Nr. 1 (März 2024): 127–35. http://dx.doi.org/10.36120/2587-3636.v35i1.127-135.

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This research explores the implementation of Task-Based Language Learning (TBL) within an interdisciplinary framework to enhance linguistic proficiency and subject-specific knowledge. Emphasizing the value of interdisciplinarity in promoting interaction and motivation, the study advocates for collaboration across diverse disciplines. Task-based learning is examined for its goal-oriented nature and authenticity in replicating real-life scenarios. The research highlights the potential benefits of TBL in fostering linguistic competence, critical thinking, and a holistic understanding of real-world problems. It includes a sample interdisciplinary lesson plan integrating English Language, Mathematics, and Art.

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Sidupa, Christiana. „Learning Effectivenss of Blended Learning in Higher Education Context“. Journal of English Education 4, Nr. 2 (11.12.2019): 89–96. http://dx.doi.org/10.31327/jee.v4i2.1006.

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The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative. A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing English as a compulsory course. Data collection technique used mid and final tests of two English skills: listening and reading. This study revealed that there was a significant difference between the mid test and the post test scores.

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Han, Feifei, und Robert Ellis. „Personalised learning networks in the university blended learning context“. Comunicar 28, Nr. 62 (01.01.2020): 19–30. http://dx.doi.org/10.3916/c62-2020-02.

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In researching student learning experience in Higher Education, a dearth of studies has investigated cognitive, social, and material dimensions simultaneously with the same population. From an ecological perspective of learning, this study examined the interrelatedness amongst key elements in these dimensions of 365 undergraduates’ personalised learning networks. Data were collected from questionnaires, learning analytics, and course marks to measure these elements in the blended learning experience and academic performance. Students reported qualitatively different cognitive engagement between an understanding and a reproducing learning orientation towards learning, which when combined with their choices of collaboration, generated five qualitatively different patterns of collaboration. The results revealed that students had an understanding learning orientation and chose to collaborate with students of similar learning orientation tended to have more successful blended learning experience. Their personalised learning networks were characterized by self-reported adoption of deep approaches to face-to-face and online learning; positive perceptions of the integration between online environment and the course design; the way they collaborated and positioned themselves in their collaborative networks; and they were more engaged with online learning activities in the course. The study had significant implications to inform theory development in learning ecology research and to guide curriculum design, teaching, and learning. En la Educación Superior, pocos estudios han investigado simultáneamente las dimensiones cognitivas, sociales y materiales de una misma población. Desde una perspectiva ecológica del aprendizaje, este estudio examina la interrelación entre elementos clave a partir de estas dimensiones en las redes personalizadas de 365 estudiantes. Los datos procedentes de cuestionarios, análisis de aprendizaje y calificaciones del curso permiten considerar estos aspectos en la experiencia de aprendizaje y en el rendimiento académico. Los participantes registraron niveles cualitativamente dispares en el nivel de implicación en el curso, oscilando de un enfoque orientado a la comprensión a enfoques basados en la reproducción de contenidos, lo que, junto a sus opciones de colaboración, generó cinco patrones distintos. Los resultados revelaron que una orientación más comprensiva y una cooperación con estudiantes de orientaciones similares tiende a asociarse con mejores rendimientos en el aprendizaje semipresencial. Sus redes personalizadas se caracterizaron por enfoques más profundos hacia el aprendizaje presencial y virtual; percepciones positivas hacia la integración de ambos contextos; el diseño del curso, por la forma y modo de colaboración; y por una mayor implicación en las actividades en línea. El estudio tuvo implicaciones significativas de aplicación en el desarrollo teórico de la investigación en la ecología del aprendizaje, así como en la forma de guiar el diseño del currículum, la práctica docente y el aprendizaje.

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Ningsih, Alit Tri Santika, Made Hery Santosa und I. Putu Ngurah Wage Myartawan. „STUDENTS’ LEARNING APPROACH IN THE EFL ONLINE LEARNING CONTEXT“. Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 9, Nr. 1 (03.06.2022): 23–35. http://dx.doi.org/10.36706/jele.v9i1.17408.

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The switching between conventional learning to online learning during this pandemic quite affected the learning approach adopted by students. This study aims to determine the learning approach of the eighth-grade students at one of public schools in Bali during online learning. The mixed-method was used in this study with two instruments for data collection: the R-SPQ-2F questionnaire and semi-structured interviews. This study involved 168 eighth grade students of one public junior high school in Bali. The analysis of the mean score of R-SPQ-2F was used to evaluate the data from questionnaire, while the interactive model analysis was used to analyze the interview data. Based on the findings, the learning method of the eight-grade students in the context of online learning tends to be of deep approach. The results of the interview revealed that the student learning approach was influenced by several supporting and inhibiting factors. This shows that student learning approaches can adapt and be influenced by various factors faced by students during the learning process. These factors can come from within students and students’ learning environment. Therefore, teachers should have a better understanding of learning approaches adopted by students during online learning situations to assist students in achieving learning success.Keywords: EFL, online learning, students’ learning approach

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Krishnasamy, Sivapoorani, Lew Sook Ling und Tan Choo Kim. „Enhancing Learning Experience Using Multimedia Context Learning in Education“. Advanced Science Letters 23, Nr. 8 (01.08.2017): 8013–16. http://dx.doi.org/10.1166/asl.2017.9633.

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34

Giguashvili, Tsisana, und Dali Sanaia. „Teaching grammar in context and multilingual environment“. International Journal of Multilingual Education X, Nr. 3 (11.11.2021): 113–18. http://dx.doi.org/10.22333/ijme.2021.190013.

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Multilingual environment has always been characteristic to Georgian reality. Today, due to current political or economic changes multilingualism has impacted the various fields including education. In this respect, Tbilisi State University is no exception, where the number of multilingual classes of ESL students of Azeri, Armenian and Georgian nationality is increasing. This process is accompanied by new challenges posed to the acquisition of the English language. The necessity of tackling these problems imposes responsibilities on English teachers, who are constantly engaged in the search for appropriate strategies and approaches fostering the proper learning process. Having a good command of a foreign language implies the acquisition of new language items and the development of all the skills and sub skills that cannot be achieved without knowing grammar as an important component for developing the receptive and productive skills. The paper aims at finding the efficient ways of teaching grammar in multilingual environment. For this purpose, the problems related to learning grammatical structures are identified and analyzed and their solutions are suggested. Reviewing the advantages and drawbacks of applying various approaches and strategies, the paper singles out teaching grammar in context and supports its utilization in the multilingual classroom with the findings demonstrated by the experiment conducted. The paper presents scholarly viewpoints regarding the above mentioned issues, inferences and concludes that the proper strategies, methods and approaches to teaching grammar should be determined considering the peculiarities of multilingual classroom so as to achieve the favourable learning outcomes.

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Annette, John. „Service Learning in an International Context“. Frontiers: The Interdisciplinary Journal of Study Abroad 8, Nr. 1 (15.12.2002): 83–93. http://dx.doi.org/10.36366/frontiers.v8i1.95.

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Service learning is an important form of learning in higher education in the United States and the United Kingdom, and increasingly in universities internationally. Service learning is defined as an experiential learning program where students learn through engaging in service in partnership with a local community. It involves reflective learning activities which enable a student to develop key skills and capabilities, and a greater sense of civic awareness and active citizenship. The experience should be of sufficient length to enable students to benefit fully from it, and they must be challenged to be reflective and to link their learning to their college curriculum.

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Ims, Knut J., und Judith A. White. „Learning Ethics in a Social Context“. Proceedings of the International Association for Business and Society 4 (1993): 725–35. http://dx.doi.org/10.5840/iabsproc1993458.

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37

Bester, G. „Adolescent egocentrism in a learning context“. Africa Education Review 10, Nr. 3 (September 2013): 393–409. http://dx.doi.org/10.1080/18146627.2013.853537.

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38

Elliott, Robert T., und Qingzong Zhang. „Interference in Learning Context‐dependent Words“. Educational Psychology 18, Nr. 1 (März 1998): 5–25. http://dx.doi.org/10.1080/0144341980180101.

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39

Hunting, Robert P., und Richard K. Korbosky. „Context and process in fraction learning“. International Journal of Mathematical Education in Science and Technology 21, Nr. 6 (November 1990): 929–48. http://dx.doi.org/10.1080/0020739900210612.

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40

Cope, Peter, und Hugh Smith. „Cultural context in musical instrument learning“. British Journal of Music Education 14, Nr. 3 (November 1997): 283–89. http://dx.doi.org/10.1017/s026505170000125x.

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The importance of a cultural context for musical instrument teaching and learning is analysed in terms of situated cognition and cultural validity. It is suggested that the current cultural location of instrument teaching is often associated with a view that confines success to a minority of children, partly by retaining the notion of the concert player as the goal. The nature of this goal and its implications are discussed and compared with traditional instrument learning and playing. Given that recent research suggests that virtuoso players are the product of practice rather than innate talent, the authors argue that a more relevant cultural framework for instrument teaching would result in competent players whose facility with an instrument would be appropriate to their social context.

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Morrison, J. Bradley. „Putting the learning curve in context“. Journal of Business Research 61, Nr. 11 (November 2008): 1182–90. http://dx.doi.org/10.1016/j.jbusres.2007.11.009.

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42

Taylor, Cedric A. „Cooperative learning in an African context“. International Journal of Educational Research 23, Nr. 3 (Januar 1995): 239–53. http://dx.doi.org/10.1016/0883-0355(95)93611-x.

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43

Rogoff, Barbara. „Learning in Cultural Context: Developing Destinies“. Childhood Education 88, Nr. 5 (30.08.2012): 324–25. http://dx.doi.org/10.1080/00094056.2012.718615.

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Debowski, Shelda. „Quality learning in a global context“. International Journal for Academic Development 15, Nr. 1 (März 2010): 5–6. http://dx.doi.org/10.1080/13601440903529836.

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Colwill, RM, RA Absher und ML Roberts. „Context-US learning in Aplysia californica“. Journal of Neuroscience 8, Nr. 12 (01.12.1988): 4434–39. http://dx.doi.org/10.1523/jneurosci.08-12-04434.1988.

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Branch, Marc N. „Basic Learning Principles in Broad Context“. Contemporary Psychology 48, Nr. 2 (April 2003): 193–95. http://dx.doi.org/10.1037/000760.

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Fuhs, Mark C., und David S. Touretzky. „Context Learning in the Rodent Hippocampus“. Neural Computation 19, Nr. 12 (Dezember 2007): 3173–215. http://dx.doi.org/10.1162/neco.2007.19.12.3173.

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We present a Bayesian statistical theory of context learning in the rodent hippocampus. While context is often defined in an experimental setting in relation to specific background cues or task demands, we advance a single, more general notion of context that suffices for a variety of learning phenomena. Specifically, a context is defined as a statistically stationary distribution of experiences, and context learning is defined as the problem of how to form contexts out of groups of experiences that cluster together in time. The challenge of context learning is solving the model selection problem: How many contexts make up the rodent's world? Solving this problem requires balancing two opposing goals: minimize the variability of the distribution of experiences within a context and minimize the likelihood of transitioning between contexts. The theory provides an understanding of why hippocampal place cell remapping sometimes develops gradually over many days of experience and why even consistent landmark differences may need to be relearned after other environmental changes. The theory provides an explanation for progressive performance improvements in serial reversal learning, based on a clear dissociation between the incremental process of context learning and the relatively abrupt context selection process. The impact of partial reinforcement on reversal learning is also addressed. Finally, the theory explains why alternating sequence learning does not consistently result in unique context-dependent sequence representations in hippocampus.

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Sein, Kyaw. „Culture learning in Myanmar EFL context“. Journal of Green Learning 2, Nr. 1 (28.06.2022): 1–9. http://dx.doi.org/10.53889/jgl.v2i1.101.

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In this era of information and technology explosion, peoples in the world encounter one another more often and more easily than ever before. The need for mastering a foreign or second language besides one’s own seems to dramatically grow. More people are learning languages for their personal and professional needs. Specifically, cultural features of the language being learned must be taught concurrently with the linguistic parts, which have traditionally been underlined. Consequently, the present study sought to shed some light on the place of culture in EFL classrooms at educational context in general, and the main goals of teaching culture, major means of teaching culture and the main obstacles facing teachers in teaching culture. To do so, questionnaires were distributed among EFL teachers from different universities and responses were then collected. The findings revealed a gap between the teachers' perceptions and practices in dealing with culture. The data were collected through a questionnaire with 52 Myanmar teachers of English and 86 Myanmar university learners Finally, data analyzed showed that the teachers and learners had positive attitude towards the culture and culture learning. They all preferred to the intercultural communicative competence. And the teachers and learners are actively involved in cultural activities in language classrooms and had the positive attitudes to the cultural activities.

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Akhurst, Jacqueline, Nqobile Msomi und Anneliese Maritz. „Learning in the context of partnership“. African Journal of Higher Education Community Engagement 1, Nr. 1 (23.11.2023): 20–38. http://dx.doi.org/10.21504/ajhece.v1i1.2480.

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For a number of years, community-based service learning (CBSL) has been a key element of the Community Psychology module in the Master’s programme for training psychologists at Rhodes University. In 2022, CBSL was consolidated to become central to the whole programme, with a focus on providing services in a partnership with the Assumption Development Centre (ADC). After introducing a model showing how students gradually move from sensitisation to social justice issues at undergraduate levels towards conscientisation as postgraduates, this paper will reflect on the interface between the professional training programmes and the community-based partnership with the ADC. Following a brief background about the partnership’s development, we describe the structure of the CBSL and its integration into the curricula. We provide evidence of its impact on both the firstyear master’s students, and the second year Counselling Psychology Interns. These data draw from the trainee psychologists’ reflections, as reported in the Rhodes Psychology Clinic 2022 Annual Report; and the Intern Psychologists’ reflections, integrated into the 2022 ADC Counselling Hub Annual Report. A thematic analysis of the reflections illustrates the commonalities in the accounts of learning, as well as the deepened insights and shifts evident in the accounts. The reported reflective learning is then considered both practically and theoretically, with recommendations for further development.

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Busetto, R., V. Breschi, M. Forgione, D. Piga und S. Formentin. „In-context learning of state estimators“. IFAC-PapersOnLine 58, Nr. 15 (2024): 145–50. http://dx.doi.org/10.1016/j.ifacol.2024.08.519.

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