Dissertations / Theses on the topic 'Action learning'
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Ball, Dianne Lesley School of Industrial Relations & Organisational Behaviour UNSW. "Facilitation of action learning groups: an action research investigation." Awarded by:University of New South Wales. School of Industrial Relations & Organisational Behaviour, 2004. http://handle.unsw.edu.au/1959.4/23407.
Full textPieropan, Alessandro. "Action Recognition for Robot Learning." Doctoral thesis, KTH, Datorseende och robotik, CVAP, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-165680.
Full textQC 20150504
Palasek, Petar. "Action recognition using deep learning." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/30828.
Full textScott, Fiona Marie. "Action-reflection-learning in a lean production environment /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17167.pdf.
Full textBooth, Ian M. "Developing community dentistry through action learning : the actions, reflections and learning of a clinical director." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520729.
Full textGammulle, Pranali Harshala. "Deep learning for human action understanding." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/135199/1/Pranali_Gammulle_Thesis.pdf.
Full textHumphrys, Mark. "Action selection methods using reinforcement learning." Thesis, University of Cambridge, 1996. https://www.repository.cam.ac.uk/handle/1810/252269.
Full textHowes, Andrew. "Learning task-action mappings by exploration." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.331956.
Full textMourao, Kira Margaret Thom. "Learning action representations using kernel perceptrons." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7717.
Full textStefic, Daria. "Learning saliency for human action recognition." Thesis, Queen Mary, University of London, 2016. http://qmro.qmul.ac.uk/xmlui/handle/123456789/23656.
Full textMarshall, L. "Learning and action in uncertain environments." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1563504/.
Full textFroggatt, Bert. "An action inquiry into negotiated learning." Thesis, Sheffield Hallam University, 1991. http://shura.shu.ac.uk/19210/.
Full textBlackwelder, Reid B., and Brian Cross. "Interprofessional Education and Learning in Action." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6935.
Full textTrivette, Carol M. "Principles of Adult Learning in Action." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4456.
Full textChoi, Jin-Woo. "Action Recognition with Knowledge Transfer." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/101780.
Full textDoctor of Philosophy
Recent progress on deep learning has shown remarkable action recognition performance. The remarkable performance is often achieved by transferring the knowledge learned from existing large-scale data to the small-scale data specific to applications. However, existing action recog- nition models do not always work well on new tasks and datasets because of the following two problems. i) Current action recognition datasets have a spurious correlation between action types and background scene types. The models trained on these datasets are biased towards the scene instead of focusing on the actual action. This scene bias leads to poor performance on the new datasets and tasks. ii) Directly testing the model trained on the source data on the target data leads to poor performance as the source, and target distributions are different. Fine-tuning the model on the target data can mitigate this issue. However, manual labeling small-scale target videos is labor-intensive. In this dissertation, I propose solutions to these two problems. To tackle the first problem, I propose to learn scene-invariant action representations to mitigate background scene- biased human action recognition models for the first problem. Specifically, the proposed method learns representations that cannot predict the scene types and the correct actions when there is no evidence. I validate the proposed method's effectiveness by transferring the pre-trained model to multiple action understanding tasks. The results show consistent improvement over the baselines for every task and dataset. To handle the second problem, I formulate human action recognition as an unsupervised learning problem on the target data. In this setting, we have many labeled videos as source data and unlabeled videos as target data. We can use already existing labeled video datasets as source data in this setting. The task is to align the source and target feature distributions so that the learned model can generalize well on the target data. I propose 1) aligning the more important temporal part of each video and 2) encouraging the model to focus on action, not the background scene. The proposed method is simple and intuitive while achieving state-of-the-art performance without training on a lot of labeled target videos. I relax the unsupervised target data setting to a sparsely labeled target data setting. Here, we have many labeled videos as source data and sparsely labeled videos as target data. The setting is practical as sometimes we can afford a little bit of cost for labeling target data. I propose multiple video data augmentation methods to inject color, spatial, temporal, and scene invariances to the action recognition model in this setting. The resulting method shows favorable performance on the public benchmarks.
Nichols, B. "Reinforcement learning in continuous state- and action-space." Thesis, University of Westminster, 2014. https://westminsterresearch.westminster.ac.uk/item/967w8/reinforcement-learning-in-continuous-state-and-action-space.
Full textAkgun, Baris. "Action Recognition Through Action Generation." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612306/index.pdf.
Full texts, each corresponding to a different reaching action, were trained using this data. The proposed method used an object-centered coordinate system to define the variables for the action, eliminating the difference between the actor and the robot. During testing, the robot simulated action trajectories by its learned DMPs and compared the resulting trajectories against the observed one. The error between the simulated and the observed trajectories were integrated into a recognition signal, over which recognition was done. The proposed method was applied on the iCub humanoid robot platform using an active motion capture device for sensing. The results showed that the system was able to recognize actions with high accuracy as they unfold in time. Moreover, the feasibility of the approach is demonstrated in an interactive game between the robot and a human.
Fardinpour, Ali. "Taxonomy of Human Actions for Action-based Learning Assessment in Virtual Training Environments." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/51884.
Full textTjokatam, Sandra. "Learning in action : developments in management education." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/843319/.
Full textHeinze, A. "Blended learning : an interpretive action research study." Thesis, University of Salford, 2008. http://usir.salford.ac.uk/1653/.
Full textVick, Donna C. "A study of the action learning process." Thesis, University of Salford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313906.
Full textVan, Niekerk Herman J. "Enabling organisational knowledge through action learning : an epistemological study." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49945.
Full textENGLISH ABSTRACT: Key words: Organisational knowledge, pluralistic epistemology, action learning, systems theory, structuration theory, organisational learning, knowledge management. In today's competitive environment the value and importance of knowledge as an organisational resource is considered to be a key element and source of power. Knowledge is regarded as the single most important source of core competence to ensure competitiveness and long term sustainability. The value of most products and services now depends on knowledge-based intangibles and many organisational theorists argue that strategy formulations should be built on a resource-based theory. The challenge for many organisations is therefore how to enable organisational knowledge and how to increase their organisational learning capacity and performance. Following a multi-disciplinary approach, this study critically evaluates and interprets existing theories on action and systems thinking. The traditional positivist paradigm no longer answers to the needs of a post-modem paradigm and corporate epistemologists and practitioners alike are in search of a new paradigm on how to construct organisational knowledge. Drawing on Habermasian theory of communicative action, as well as Parsons' general theory of action and Giddens' structuration theory, I argue that the construction of knowledge happens in a pluralistic manner, in contrast with traditional approaches which support a paradigm informed by a singular epistemology. A pluralistic approach to the development of knowledge, in relation to a Habermasian theory of communicative action which emphasises the importance of communication and which integrates action and systems theory, is therefore proposed. Constitutive features of organisational knowledge, such as deliberation, knowledge leadership, organisational culture and technology, are identified and analysed. Action learning has been adopted by a number of leading international comparues as a learning methodology. However, action learning has seemingly not been grounded in a defensible epistemological framework. In redescribing action learning, this study explores epistemological foundations of action learning in an attempt to provide corporate epistemologists with a defensible epistemological framework which promotes pluralism and constitutive features of organisational knowledge. A framework for organisational learning and knowledge construction, the Pluralistic Action Learning Systems theory (pALS), is suggested as an improved model of organisational learning suitable for implementation in a post-modem era. This framework incorporates the primary "technical" elements of the learning process, namely problem identification, collection of information, analysis and interpretation, application/use and reflection, as well as organisational enablers inherent in collaborative learning. Organisational knowledge is therefore seen as the outcome of a learning process which occurs at the individual, social and organisational system levels. Organisational knowledge is also constituted by features such as communication, knowledge leadership and trust which are essential in a collaborative learning environment. Knowledge is therefore not constructed through a single paradigm, but socially constructed through a pluralistic epistemology. Organisational knowledge is the outcome of organisational learning and such an organisational learning process is enabled by an action learning approach. An empirical study is conducted which is based on a forty-point questionnaire. The sample size is 120 part-time MBA students who are enrolled for an action learning management development programme and who have all been theoretically and practically exposed to an action learning programme. The findings of the empirical study conclude that the construction of knowledge happens in a pluralistic manner and that an organisational epistemology should be shaped by a pluralistic framework if it were to be successful in a post-modem business environment. It proposes that action learning, which is shaped by a pluralistic epistemology grounded in the Habermasian theory of communicative action, provides a defensible framework to enhance organisational knowledge through a collaborative learning approach fostering values such as deliberation, trust and openness.
AFRIKAANSE OPSOMMING: Sleutel woorde: Organisasiekennis, pluralistiese epistemologie, aksieleer, stelseldenke, strukturasie teorie, organisasieleer, kennisbestuur. Die waarde en belangrikheid van kennis in vandag se vinnige veranderende wêreld word beskou as van kritiese waarde en as die enkele mees belangrike element van kompetisie om lang termyn volhoubaarheid te bewerkstellig. In die hedendaagse korporatiewe omgewing word die waarde van die meeste produkte en dienste gebaseer op ontasbare elemente soos onder andere kennis. Korporatiewe strategeë argumenteer derhalwe dat korporatiewe strategie gevolglik op 'n vermoëns-strategie gebaseer moet word. Vir baie maatskappye is die uitdaging dus hoe kennis konstrueer moet word en hoe maatskappye hulle vermoëns moet verbeter om kennisorganisasies te word. Hierdie studie volg 'n multi-disiplinêre benadering wat bestaande aksie- en stelseldenke teorieë krities evalueer en interpreteer. Die tradisionele positivistiese raamwerk beantwoord nie aan die vereistes van 'n post-moderne paradigma nie en beide korporatiewe epistemoloeë en praktisyns is op soek na nuwe wyses hoe om organisasiekennis te konstrueer. Deur gebruik te maak van Parsons se algemene aksie teorie, en in besonder Habermas se teorie van kommunikatiewe aksie en Giddens se strukturasieteorie, argumenteer ek dat die konstruksie van kennis op 'n veeldoelige wyse plaasvind, in teenstelling met die tradisionele benadering wat 'n raamwerk aanbeveel wat op 'n enkelvoudige teorie van kennis gebaseer is. 'n Pluralistiese benadering met betrekking tot die ontwikkeling van kennis, in ooreenstemming met Habermas se teorie van kommunikatiewe aksie en gesteun deur aksie- en stelsels teorie, word derhalwe aanbeveel. Kenmerkende eienskappe van organisasie kennis soos, uitgebreide dialoog, kennisleierskap, organisasiekultuur en tegnologie word ook geidentifiseer en ontleed. Aksieleer is deur verskeie toonaangewende internasionale maatskappye aanvaar as 'n leer metodologie. Dit wil egter voorkom asof aksieleer nie in 'n epistemologiese raamwerk gegrond is nie. Deur aksieleer te herbeskryf ondersoek hierdie studie epistemologiese gronde van aksieleer in 'n poging om korporatiewe epistemoloeë met 'n verdigbare teoretiese kennisraamwerk toe te rus. 'n Raamwerk vir organisasie leer en die konstruksie van kennis, die Pluralistiese Aksieleer Stelsels (pALS) raamwerk, word derhalwe aanbeveel as 'n verdedigbare model wat aan die eise van 'n postmoderne samelewing beantwoord. Hierdie raamwerk sluit die primêre tegniese elemente van die leerproses in, te wete: probleem identifisering, die inwin van informasie, analisering en interpretasie van informasie, aanwending en gebruik van informasie en refleksie. Hierdie proses word verder ondersteun deur aspekte wat organisasieleer vergemaklik binne spanverband. Organisasieleer word dus beskou as die uitkoms van 'n leerproses wat bogenoemde elemente bevat en wat gebaseer is op 'n leeromgewing wat samewerking bevorder. Organisasiekennis word derhalwe gesien as die uitkoms van 'n leerproses wat op die individuele, sosiale en organisasie vlakke geskied. So 'n leerproses word bevorder en vergemaklik deur 'n aksieleer proses. Organisiekennis word ook gekenmerk deur eienskappe soos kommunikasie en kennisleierskap wat binne 'n saamwerk leeromgewing as noodsaaklik geag word. Kennis word dus nie deur 'n enkelvoudige raamwerk konstrueer nie, maar word ondersteun deur 'n veelvoudige epistemologie. Die empiriese studie is gebaseer op 'n veertigpunt vraelys. Die ondersoekgroep is 120 :MBA studente wat vir 'n aksieleer bestuursontwikkelingsprogam ingeskryf is en wat beide teoreties en prakties aan aksieleer blootgestel is. Die bevindings van die studie dui daarop dat kennis nie op 'n enkelvoudige wyse geskep word nie, maar wel deur van verskeie teorieë van kennis gebruik te maak. Die bevindings van die studie beveel aan dat aksieleer, as 'n pluralistiese teorie van kennis gegrond in die denke van Habermas, 'n verdedigbare raamwerk verskaf wat organisasieleer en die konstruksie van kennis bevorder deur 'n leeromgewing waarin waardes soos vertroue, openlikheid en kommunikasie bevorder word.
Broadbent, Fiona. "Action-reflection-learning in a lean production environment /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19334.pdf.
Full textHauser, Bernhard. "Action learning im Management development eine vergleichende Analyse von Action-Learning-Programmen zur Entwicklung von Führungskräften in drei verschiedenen Unternehmen." München Mering Hampp, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2830873&prov=M&dok_var=1&dok_ext=htm.
Full textChappell, Allison Taylor. "Learning in action training the community policing officer /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011615.
Full textGouin, Rachel. "Gendering resistance : young women's learning in social action." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102242.
Full textIn this study, I focus on young female activists' experiences and learning in social struggle. I rely on interviews and a participatory research project conducted with a group of young facilitators working with girls in an elementary school. The role of oppression and domination in social movements and in emancipatory projects is explored. Learning is found to be situated in particular historical contexts and to be influenced by underlying social dynamics inherent to social struggle. It is also found to be contradictory---it both inhibits and fosters change.
This study is my praxis. It is a back and forth between grassroots practice and research. It engages activists in thinking critically about their actions and uses various written texts to reflect their stories back to them, and to broader audiences. In the tradition of feminist and participatory research, I use this study as a catalyst for learning and for transforming practice.
Kumar, B. G. Vijay. "Supervised dictionary learning for action recognition and localization." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/8780.
Full textVergara, Mariana Ines. "Mindfulness into action| Transformational learning through collaborative inquiry." Thesis, Teachers College, Columbia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013911.
Full textThis action research exploratory study sought to learn how to better develop my practice by using grounded theory. It explored the apparent cognitive transformational experience of nine participants over a period of four weeks after the implementation of an intervention called Mindfulness into Action. The informal intervention was used with the Kichwa community in the Amazon rainforest and three additional formal interventions were conducted in the United States, Ecuador, and Norway over six years, in each case supported by higher education institutions. Using grounded theory methodology, the researcher found that participants were in the initial “reactive” state in Phase 1, experiencing conflict, resistance, stress, and victim identity. These characteristics were unknown to participants who were just reacting to everyday life experiences. In Phase 2, participants became aware of their behaviors, but could not stop non-beneficial behaviors. In Phase 3, they could observe their unknown behaviors and then change their sabotaging behaviors. Other salient characteristics from Phase 3 were happiness, being at peace with themselves, tolerance, and effectiveness.
There is a tendency to believe that change does not come easily, especially for adults, because our mental models rule our lives (subconsciously). However, participants were all adults from distinct walks of life who observed their unknown assumptions and reported change in their lives and in perceptions of their world. Furthermore, this intervention helped participants manage dissonance in their lives and produce changes specific and relevant to each individual, i.e., adults in the Kichwa community changed their assumptions and got rid of the mining company without violence. Moreover, the students who conducted research in the Amazon rainforest changed their research approach from top-down (doing research on people) to human development co-creation (doing research with people). Lastly, students in the academic institutions changed their way of interacting with their environment and others, and most importantly observed and changed behaviors that were sabotaging their efforts to succeed in life. They overcame their assumption of “knowing” and became more open to others’ perspectives. Each change was specific to the individual, resulting in the betterment of their lives.
Grönland, Axel, and Möllerstedt Viktor Eriksson. "Robust Reinforcement Learning in Continuous Action/State Space." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-293879.
Full textI detta projekt applicerar vi Robust Rein- forcement Learning (RRL) algoritmer, framtagna av Doya och Morimoto [1], [2], på reglerproblem. Målet var att träna en agent att balansera en pendel i det instabila jämviktsläget; det inverterade tillståndet. Vi undersökte prestandan hos regulatorer baserade på två value function approximators. Den ena är kvadratisk och den andra en Radial Basis Function neuralt nätverk. För att skapa robusthet så använder vi en metod som är ekvivalent med H∞ - reglering, som innebär att man introducerar en motståndare i reglersystemet. Genom att ändra pendelns massa efter träning, hoppas vi att som i [2] kunna visa att den förment robusta regulatorn klarar av denna störning bättre än sin icke-robusta mostvarighet. Detta var inte fallet. Vi lade även till en slumpmässig störsignal efter träning och utförde liknande tester, men lyckades inte visa robusthet i detta fall heller.
Kandidatexjobb i elektroteknik 2020, KTH, Stockholm
Rensburg, Cheryl Dawn. "Facilitating alumni support for a low-resourced high school using a participatory action research approach." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/14167.
Full textNg, Cheuk Wing Margaret. "Is action learning an effective means of implementing CPD in inquiry-based learning?" Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559072.
Full textLiu, De Min. "Building an organisational learning architecture for strategic renewal an autoethnography of action learning /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/67317.
Full textA thesis is submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Faculty of Business and Enterprise, Swinburne University of Technology - 2009. Typescript. Includes bibliographical references (p. 225-238)
Kenny, John Daniel, and jonk19@bigpond net au. "Exegesis: Strategy and Learning: a path to organisational change." RMIT University. Education, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060308.125308.
Full textYeadon-Lee, Annie. "Effective action learning sets : an analysis of participant experiences." Thesis, University of Huddersfield, 2010. http://eprints.hud.ac.uk/id/eprint/9092/.
Full textJebara, Tony (Tony S. ). 1974. "Action-reaction learning : analysis and synthesis of human behaviour." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/29544.
Full textMiddel, Hindrik Geert Albertus. "Collaborative improvement action learning in the extended manufacturing enterprise /." Enschede : University of Twente [Host], 2008. http://doc.utwente.
Full textOmslagtitel: Collaborative improvement : action learning in the extended manufacturing enterprise : an action research approach. Met lit. opg. - Met samenvatting in het Nederlands.
Phillips, Linda. "Action learning and primary teachers’ pedagogical knowledge in mathematics." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7584/.
Full textChorley, Paul. "The influence of dopamine on prediction, action and learning." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39650/.
Full textBux, Allah. "Vision-based human action recognition using machine learning techniques." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/89205/.
Full textClement-Okooboh, Mercy K. "Transitioning towards a learning organisation : an action research approach." Thesis, University of Bolton, 2016. http://ubir.bolton.ac.uk/1145/.
Full textRadlbeck, Andrew J. "Machine Learning Based Action Recognition to Understand Distracted Driving." Digital WPI, 2019. https://digitalcommons.wpi.edu/etd-theses/1337.
Full textBrown, Beth Lynne. "Improving Teaching Practices through Action Research." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26869.
Full textPh. D.
Anderson, Lisa Marie. "Critical action learning : an examination of the social nature of management learning and development." Thesis, University of Leeds, 2008. http://etheses.whiterose.ac.uk/5406/.
Full textWant, Stephen Charles. "Observational learning and tool-use development." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302488.
Full textMcLachlan, Benita. "Learning for excellence : professional learning for learning support assistants within further education." Thesis, Anglia Ruskin University, 2012. http://arro.anglia.ac.uk/297145/.
Full textMcLachlan, Benita. "Learning for Excellence: Professional learning for learning support assistants within further education." Thesis, Anglia Ruskin University, 2012. https://arro.anglia.ac.uk/id/eprint/297145/6/McLachlan_2012.pdf.
Full textChiang, Hsuan-yi, and 江炫儀. "Action Segmentation and Learning by Inverse Reinforcement Learning." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/24130256006959006664.
Full text國立中山大學
電機工程學系研究所
104
Reinforcement learning allows agents to learn behaviors through trial and error. However, as the level of difficulty increases, the reward function of the mission also becomes harder to be defined. By combining the concepts of Adaboost classifier and Upper Confidence Bounds (UCB), a method based on inverse reinforcement learning is proposed to construct the reward function of a complex mission. Inverse reinforcement learning allows the agent to rebuild a reward function that imitates the process of interaction between the expert and the environment. During the imitation, the agent continuously compares the difference between the expert and itself, and then the proposed methods determines a specific weight for each state via Adaboost. The weight is then combined with the state confidence from UCB to construct an approximate reward function. This thesis uses a state encoding method and action segmentation to simplify the problem, then utilize the proposed method to determine the optimal reward function. Finally, a maze environment and a soccer robot environment simulation are used to validate the proposed method, further to decreasing the computational time.
DAR--TSAI, MING, and 蔡明達. "Action Research of Cooperative Learning." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/47897812285792179405.
Full text國立彰化師範大學
科學教育研究所在職進修專班
91
Action Research of Cooperative Learning in the vocational high school Mathematics Classroom Abstract The purpose of this study was to use the cooperative learning method in the mathematics classroom. The effective ways of instruction, problems that may be encountered, solutions to the problems and the students'' achievements were also explored in this research. The researcher chose forty students from his own class as subjects. An action research and the deep situational teaching method were conducted. In the first stage, the researcher helped students to get used to the teaching method of cooperative learning and analyzed the problems. After that, a revision was offered and went into the next stage called as revision stage. Based on the evaluation of the effects of front stages, the stage of formal experiment was carried out. The researcher''s diary, students''weekly learning reports, the records of the interviews with students, questionnaires and the relevant documents were gathered. The results of the research were as follows :In the process of adopting cooperative learning method, the researcher confronted some difficulties. Such as “It is difficult for teachers to follow the teaching schedule.”, “Students did not do well in their tests.”, “Students just chatted with each other and didn''t concentrate on their learning materials ” When facing the aforementioned difficulties, the researcher found out that it will improve students grades if teachers can design appropriate teaching activities, and encourage students to be more active in their learning. Team competitions are the effective ways to inspire the students'' motivation and participation in class. It also changed the students'' attitudes toward math. Through the change of teaching method, both students and teachers enjoyed math class more.
Pereira, Ventura de Sousa. "FCPortugal - Multi-Robot Action Learning." Master's thesis, 2020. https://hdl.handle.net/10216/131458.
Full text"Joint Action Enhances Motor Learning." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29823.
Full textDissertation/Thesis
Doctoral Dissertation Psychology 2015