Thematische Bibliographien / Learning environment / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „Learning environment“

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Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 27. November 2023

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1

Patricia, Lickman, Lillian Simms und Connie Greene. „Learning Environment“. Dimensions of Critical Care Nursing 13, Nr. 4 (Juli 1994): 200. http://dx.doi.org/10.1097/00003465-199407000-00005.

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2

Gupta, Monika Shekhar. „Thumb Rules for Sustainabile Learning Environment“. International Journal of Trend in Scientific Research and Development Volume-1, Issue-5 (31.08.2017): 265–72. http://dx.doi.org/10.31142/ijtsrd2268.

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3

Hodges, Jacob, und Geoff Stead. „Research Ethics in the Mobile Learning Environment (MoLE) m-Learning Project“. Connections: The Quarterly Journal 12, Nr. 1 (2012): 5–15. http://dx.doi.org/10.11610/connections.12.1.02.

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4

M. Radwan, Nouran. „Investigating Knowledge Management in e-Learning Environment“. International Journal of e-Education, e-Business, e-Management and e-Learning 5, Nr. 3 (2015): 136–43. http://dx.doi.org/10.17706/ijeeee.2015.5.3.136-143.

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5

Herlo, Dorin. „INTERCULTURAL LEARNING ENVIRONMENT IN “AUREL VLAICU” UNIVERSITY“. Journal Plus Education 19, Nr. 1/2018 (2017): 31–39. http://dx.doi.org/10.24250/jpe/1/2018/dh2.

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6

Kim, Mik, und Wusheng Zhang. „Learning Environment Instruments“. International Journal of Learning: Annual Review 13, Nr. 1 (2007): 81–86. http://dx.doi.org/10.18848/1447-9494/cgp/v14i01/45175.

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7

Alharbi, Mafawez T., Amelia Platt und Ali H. AlBayatti. „Personal Learning Environment“. International Journal for e-Learning Security 3, Nr. 1 (01.03.2013): 280–88. http://dx.doi.org/10.20533/ijels.2046.4568.2013.0036.

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8

Duchastel, Philippe. „Learning Environment Design“. Journal of Educational Technology Systems 22, Nr. 3 (März 1994): 225–33. http://dx.doi.org/10.2190/ekxu-3nqt-y0kb-yf27.

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Learning Environment Design (LED) is an instructional design process that is geared to the design of flexible and user-centered learning resources that constitute inviting environments for learning. LED is a possible successor to Instructional Systems Design (ISD), the process that has flourished in the instructional design field over the past three decades. LED is rooted in a conception of learning that emphasizes information, interest, structure, and regulation. LED explicitly distinguishes between the content and strategy facets of design in order to bring out the importance of both.
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Herlihy, Catherine. „A learning environment“. Journal of Library Metadata 1, Nr. 3 (1998): 59–66. http://dx.doi.org/10.1080/19386389809512385.

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10

Herlihy, Catherine S. „A Learning Environment“. Journal of Internet Cataloging 1, Nr. 3 (17.04.1998): 59–66. http://dx.doi.org/10.1300/j141v01n03_06.

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11

S.V, Mamadjanova. „DESIGN FEATURES OF VIRTUAL LEARNING ENVIRONMENTS“. European International Journal of Multidisciplinary Research and Management Studies 02, Nr. 06 (01.06.2022): 1–5. http://dx.doi.org/10.55640/eijmrms-02-06-01.

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The article deals with the influence of virtual informational educational environment on didactics of basic education, the functions of virtual informational educational environment as a new pedagogical system, shows the relationship of real and virtual components of the informational educational environment in the integral pedagogical process, presents the conditions for the selection of organizational forms of learning in a virtual educational environment. The validity of the selection of organizational forms of training ensures the achievement of guaranteed high quality of the educational process.
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12

Brown, Sally. „Teaching, learning and the learning environment“. Language Learning Journal 14, Nr. 1 (September 1996): 80–84. http://dx.doi.org/10.1080/09571739685200441.

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13

Purnomo, Agus, Bayu Kurniawan und Khofifatu Rohmah Adi. „Expanding Learning Environment through Mobile Learning“. International Journal of Emerging Technologies in Learning (iJET) 15, Nr. 07 (08.04.2020): 123. http://dx.doi.org/10.3991/ijet.v15i07.13215.

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Technological developments change the point of view in learning. Learning space is not limited to conventional classrooms in schools. With technology, there is an opportunity to expand the learning environment through the development of mo-bile learning. This research design is the basic development of mobile learning in higher education. The purpose is to produce prototypes of online learning materi-als in physical geography courses. The test results are limited to one class show-ing positive responses from prospective users. Flexibility and ease of access make them able to learn according to the time they want. However, the limitations of this research are only limited to certain science courses, and it needs further development for social science courses.
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14

Havu-Nuutinen, Sari, und Tuula Keinonen. „Learning Electricity through STS-Learning Environment“. International Journal of Learning: Annual Review 16, Nr. 6 (2009): 177–88. http://dx.doi.org/10.18848/1447-9494/cgp/v16i06/46353.

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15

Papancheva, Rumyana, Ivelina Nikolova und Jasena Christova. „DYNAMIC KINDERGARTEN LEARNING ENVIRONMENT“. Education and Technologies Journal 8, Nr. 1 (15.08.2017): 63–65. http://dx.doi.org/10.26883/2010.171.257.

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16

Sadik, Dr Mohammad. „Leadership and Learning Environment“. TANMIYAT AL-RAFIDAIN 30, Nr. 90 (01.06.2008): 9–19. http://dx.doi.org/10.33899/tanra.2008.161755.

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17

Bierer, S. Beth, und Elaine F. Dannefer. „The Learning Environment Counts“. Academic Medicine 91 (November 2016): S44—S52. http://dx.doi.org/10.1097/acm.0000000000001363.

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18

Rogers, Sue. „The physical learning environment“. Primary Teacher Update 2011, Nr. 1 (Oktober 2011): 23–25. http://dx.doi.org/10.12968/prtu.2011.1.1.23.

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Rogers, Sue. „The emotional learning environment“. Primary Teacher Update 2011, Nr. 2 (November 2011): 14–16. http://dx.doi.org/10.12968/prtu.2011.1.2.14.

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20

Paddison, Brendan, und Christine Mortimer. „Authenticating the learning environment“. Journal of Teaching in Travel & Tourism 16, Nr. 4 (Oktober 2016): 331–50. http://dx.doi.org/10.1080/15313220.2016.1245121.

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21

Thistlethwaite, Jill. „Maximising the learning environment“. Clinical Teacher 12, Nr. 2 (19.03.2015): 142. http://dx.doi.org/10.1111/tct.12376.

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22

Memmott, Jay, und Eileen M. Brennan. „Learner-Learning Environment Fit“. Journal of Teaching in Social Work 16, Nr. 1-2 (26.01.1998): 75–98. http://dx.doi.org/10.1300/j067v16n01_06.

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23

Milosavljević, Bojan. „E-learning environment organization“. Trendovi u poslovanju 1, Nr. 2 (2013): 55–68. http://dx.doi.org/10.5937/trendpos1302055m.

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24

Nordquist, Jonas, Jena Hall, Kelly Caverzagie, Linda Snell, Ming-Ka Chan, Brent Thoma, Saleem Razack und Ingrid Philibert. „The clinical learning environment“. Medical Teacher 41, Nr. 4 (17.03.2019): 366–72. http://dx.doi.org/10.1080/0142159x.2019.1566601.

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25

Chappell, Kathy. „The Clinical Learning Environment“. JONA: The Journal of Nursing Administration 46, Nr. 1 (Januar 2016): 1–3. http://dx.doi.org/10.1097/nna.0000000000000284.

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26

Johnson, A., J. Leigh, B. Carter, J. Sosnoski und S. Jones. „Virtual Harlem [learning environment]“. IEEE Computer Graphics and Applications 22, Nr. 5 (September 2002): 61–67. http://dx.doi.org/10.1109/mcg.2002.1028727.

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27

Pielstick, N. L. „Assessing the Learning Environment“. School Psychology International 9, Nr. 2 (Mai 1988): 111–22. http://dx.doi.org/10.1177/0143034388092005.

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28

Shailer, Barbara. „Clinical learning environment audit“. Nurse Education Today 10, Nr. 3 (Juni 1990): 220–27. http://dx.doi.org/10.1016/0260-6917(90)90029-p.

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29

Weiss, Kevin B., James P. Bagian und Thomas J. Nasca. „The Clinical Learning Environment“. JAMA 309, Nr. 16 (24.04.2013): 1687. http://dx.doi.org/10.1001/jama.2013.1931.

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30

Kumar, Shashwat, und Sangeeta Chauhan. „Blended teaching-learning environment“. GYANODAYA - The Journal of Progressive Education 14, Nr. 1and2 (2021): 40–42. http://dx.doi.org/10.5958/2229-4422.2021.00004.9.

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31

Szegediné Lengyel, Piroska. „Learning in Online Environment“. International Journal of Emerging Technologies in Learning (iJET) 18, Nr. 04 (23.02.2023): 219–34. http://dx.doi.org/10.3991/ijet.v18i04.34887.

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The study emphasizes personality development, the development of students' emotional intelligence, the facilitation of learning (the creation of an atmosphere that stimulates learning), when it seeks the answer to "how, when why a student learns and how learning looks and feels from the inside". Research conducted among the students at the Milton Friedman University will be presented, regarding how they think about motivation, how their personality traits influence their learning activities, what their learning strategy is and based on all this, how they evaluate the methodological base of teaching tools that support their learning
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32

Khan, AbdulSattar, Majid Al-Subeiy, SayedIbrahim Ali und Rabel Khawaja. „Shifting from classic learning environment to digital learning environment in Arab culture“. Hamdan Medical Journal 9, Nr. 2 (2016): 147. http://dx.doi.org/10.7707/hmj.453.

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33

Nix, Rebekah K., Barry J. Fraser und Cynthia E. Ledbetter. „Evaluating an Integrated Science Learning Environment Using the Constructivist Learning Environment Survey“. Learning Environments Research 8, Nr. 2 (Mai 2005): 109–33. http://dx.doi.org/10.1007/s10984-005-7251-x.

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34

Dauksiene, Estela, Margarita Tereseviciene und Airina Volungeviciene. „Virtual Learning Environment for Open Online Learning“. EDEN Conference Proceedings, Nr. 1 (16.06.2019): 460–65. http://dx.doi.org/10.38069/edenconf-2019-ac-0051.

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Digital networked society is learning in various platforms, in different ways and at selected time and pace. What are the preferences of members of digital and networked society for the learning platforms? What resources should be used to better fulfil nowadays learner expectations? And how higher education institutions are preparing for that? These are the main research questions of this research. In order to answer the research questions, the theory analysis and quantitative research were performed. The results of the research findings of the preferred learning ways and requirements for virtual learning platform of the online learners who speak Lithuanian are discussed in the paper.
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35

Doulik, Pavel, Jiri Skoda und Ivana Simonova. „Learning Styles in the e-Learning Environment“. International Journal of Distance Education Technologies 15, Nr. 2 (April 2017): 45–61. http://dx.doi.org/10.4018/ijdet.2017040104.

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The paper focuses on the field of learning styles in e-learning. The study is structured in two main parts: (1) a brief overview of traditional approaches to learning styles is presented and their role in the process of instruction is set; this part results in the reflection of current state, when learning styles are considered within e-learning; (2) results of meta-analysis dealing with learning styles in the e-learning environment are introduced focusing on two periods (2001-2007, 2008-2014) and journals in selected databases ProQuest Central, Elsevier Science Direct and ERIC. Totally 5,361 papers were collected and structured according to three criteria: (1) time period, (2) relevancy of information sources and (3) relevant key words. Collected data underwent the chí-squared test for independence and the analysis of adjusted residuals on the significance level a=0.05. No statistically significant changes were discovered in the research sample, however, some shifts were detected in this field. Finally, the results were discussed and relating conclusions provided.
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36

Zharkynbekova, Sholpan, Kuralai Urazayeva, Sylvia Petkova und Gulmira Kozhamkulova. „Student-centered learning and effective learning environment“. Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 127, Nr. 2 (2019): 135–46. http://dx.doi.org/10.32523/2616-678x-2019-127-2-135-146.

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37

R, Roopa, und Jayadeva T.S. „Learning Android Programming through Active Learning Environment“. International Journal of Computer Trends & Technology 67, Nr. 3 (25.04.2019): 165–68. http://dx.doi.org/10.14445/22312803/ijctt-v67i3p131.

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38

Ndirangu, Mwangi, und Maurice O. Udoto. „Quality of learning facilities and learning environment“. Quality Assurance in Education 19, Nr. 3 (12.07.2011): 208–23. http://dx.doi.org/10.1108/09684881111158036.

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39

Dickson, William. „Partners in Learning: Creating a Learning Environment“. NASSP Bulletin 80, Nr. 576 (Januar 1996): 112–14. http://dx.doi.org/10.1177/019263659608057617.

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40

Ferrer, Lourdes M. „Learning environment, learning styles and conceptual understanding“. Research in Science Education 20, Nr. 1 (Januar 1990): 95–104. http://dx.doi.org/10.1007/bf02620484.

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41

Gutiérrez-Braojos, Calixto, Jesus Montejo-Gamez, Ana Marin-Jimenez und Jesús Campaña. „Hybrid learning environment: Collaborative or competitive learning?“ Virtual Reality 23, Nr. 4 (14.07.2018): 411–23. http://dx.doi.org/10.1007/s10055-018-0358-z.

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42

Tuilan, Jeane. „Self-Regulated Learning In Blended Learning Environment“. Script Journal: Journal of Linguistics and English Teaching 8, Nr. 2 (10.10.2023): 154–62. http://dx.doi.org/10.24903/sj.v8i2.1381.

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Background: As technology advances and online learning becomes increasingly prevalent, consideration of students' metacognitive skills grows in importance. This study aims to provide insight into the influence of Self-Regulated Learning (SRL) on the academic outcomes of English students while examining the dominant component within SRL and assessing whether there is a relationship between the use of SRL and gender. Methodology: The research involved 123 students from the English Department of Universitas Negeri Manado (Unima), located in North Sulawesi, Indonesia. An adjusted questionnaire was utilized in a web-based survey to explore the use of SRL amid blended learning settings. Findings: The statistical analysis revealed a positive relationship between SRL and the learning outcomes of the students in the blended learning environment. In particular, students predominantly used achievement orientation as their SRL component in the blended learning environment, while gender differences in the use of SRL strategies were found to be statistically insignificant. Conclusion: As a result, this study highlights the importance of self-regulated learning in the improvement of student outcomes in a blended learning environment. The prominence of performance orientation is a noteworthy aspect of SRL application. Additionally, the lack of notable gender-based disparities in the utilization of SRL implies a level of equality in the educational setting. Originality: This study aims to fill an important gap in current understanding by exploring the complex relationship between SRLs, gender and blended environments among English language learners. By investigating the dynamics of effective learning strategies in the current digital age, this study aims to contribute to a comprehensive understanding of the factors that influence academic success and pave the way for targeted educational interventions.
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43

Chen, Zhengxin. „Learning about Learners: System Learning in Virtual Learning Environment“. International Journal of Computers Communications & Control 3, Nr. 1 (01.03.2008): 33. http://dx.doi.org/10.15837/ijccc.2008.1.2372.

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Virtual learning is not just about a set of useful IT tools for learning. From an examination on where virtual learning stands in the overall learning spectrum, we point out the important impact of natural computing on virtual learning. We survey and analyze selected literature on important role of natural computing aspects, such as emergence (using swarm intelligence to achieve collective intelligence) and emotion, to virtual learning. In addition, in order to effectively incorporate these aspects into virtual learning, we propose using infrastructural support for virtual learning through system learning: The virtual learning environment not only provides facilities for learners, but also observes the behavior of learners and takes actions, so that its own performance can be improved (i.e., to better serve the learners). In this sense, system learning is concerned with learning about learners. Consequently, a virtual learning environment is a true human-machine symbiosis, paired by human learning and system learning.
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44

Yang, Dazhi, und Sally J. Baldwin. „Using Technology to Support Student Learning in an Integrated STEM Learning Environment“. International Journal of Technology in Education and Science 4, Nr. 1 (01.01.2020): 1–11. http://dx.doi.org/10.46328/ijtes.v4i1.22.

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This paper provides the first review and illustration of technology-use strategies for supporting student learning in different integrated science, technology, engineering, and mathematics (STEM) learning environments. An integrated STEM learning environment may focus on integrating and learning science and mathematics or integrating and learning engineering and technology simultaneously for multiple levels of learners. An integrated STEM learning environment breaks down disciplinary boundaries and allows students to apply multidisciplinary knowledge in solving problems. This study illustrates four technology-use strategies to support student learning in an integrated STEM learning environment: a) providing authentic learning contexts, b) offering web-based inquiry environments, c) expanding learning through immersive and interactive technology, and d) transforming students from consumers to creators. It also addresses the challenges that manifest in integrated STEM learning environments. The study provides practical implications and research directions for technology-supported learning in integrated STEM learning environments.
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45

Stone, Nancy J., Conne Mara Bazley, Michelle M. Robertson, Nancy LJ Larson, Elizabeth L. Blickensderfer und Ronald Laurids Boring. „Designing a Global Learning Environment“. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, Nr. 1 (September 2018): 393–97. http://dx.doi.org/10.1177/1541931218621090.

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The increase in Massive Open Online Courses (MOOCs) and other “in-the-moment” learning opportunities suggests the need for an understanding of how to effectively design the global learning environment, which includes more than the content, but also includes the modes of delivery or instructional design, as well as the environment in which the learner receives the content. Therefore, not only must the learning environment match the learning content, but also the technologies used and the characteristics of the learners (e.g., engagement, self-regulated learning). Additionally, the likelihood that online learners are multitasking while interacting with the learning material makes it important to understand other aspects of the learners’ selected environment. Unfortunately, there is little research on the learners’ environment in which the student interacts with the online materials. The purpose of this panel is to address and highlight these issues and offer suggestions for designing effective global learning environments.
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46

Arango, Jorge. „Learning from the Magic Kingdom“. Journal of Information Architecture 7, Nr. 1-2 (30.12.2022): 83–105. http://dx.doi.org/10.55135/1015060901/222.011/3.047.

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People interact in and with environments. Information in the environment influences how we perceive places and informs what we understand we can and cannot do. For most of our history, the environments we have interacted in were strictly physical. But starting in the 20th Century, we have also started interacting in and with digital environments. We use environmental information to build internal models that allow us to act skillfully toward accomplishing our goals. These internal models are easier to develop if the environment is organized in understandable ways. By studying the design of physical environments, designers can produce digital environments that are easier to understand and navigate. This article offers insights from a specific physical environment: Disneyland Park in Anaheim, California.
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Rueangprathum, Atchara, Somchai Limsiroratana und Suntorn Witosurapot. „Enabling Semantic-Based Ubiquitous Learning in UPnP Network Environment“. International Journal of Information and Education Technology 5, Nr. 10 (2015): 794–98. http://dx.doi.org/10.7763/ijiet.2015.v5.613.

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48

Ansari, Hashim Shakil, und Goutam R. „Autonomous Driving using Deep Reinforcement Learning in Urban Environment“. International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (30.04.2019): 1573–75. http://dx.doi.org/10.31142/ijtsrd23442.

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49

Kordova, Sigal. „Developing systems thinking in a Project-Based Learning environment“. International Journal of Engineering Education 2, Nr. 1 (15.06.2020): 63–81. http://dx.doi.org/10.14710/ijee.2.1.63-81.

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As science and engineering projects are becoming increasingly more complex, sophisticated, comprehensive and multidisciplinary, there is a growing need for systems thinking skills to ensure successful project management. Systems thinking plays a major role in the initiation, effective management, and in facilitating inter-organizational tasks. This research assesses the capacity for engineering systems thinking and its contribution in carrying out a multidisciplinary project. The research also reviews the cognitive process through which systems thinking skill is acquired. The study focused on a group of students who have completed their senior design projects in high-tech industry, while their plans were being integrated into existing larger projects in the respective industrial sites. The systems thinking skill of the students was examined according to a questionnaire for assessing the Capacity for Engineering Systems Thinking (CEST). Statistical analysis shows significant differences in the students capacity for systems thinking at the beginning and end of the work (p<0.001). This research demonstrates that systems thinking skills can be improved through awareness and involvement in multidisciplinary projects.
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Tuah, Nooralisa Mohd, Dg Senandong Ajor und Nuraini Jamil. „Assistive Tools towards Personal Learning Environment in Higher Education“. International Journal of Computer Theory and Engineering 7, Nr. 5 (Oktober 2015): 398–401. http://dx.doi.org/10.7763/ijcte.2015.v7.993.

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