Journal articles: 'Community of learners'

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Natrah Aziz, Noor Hida, Haryani Haron, and Afdallyna Fathiyah Harun. "Components of Participatory Engagement within E-Learning Community." Indonesian Journal of Electrical Engineering and Computer Science 12, no. 2 (November 1, 2018): 556. http://dx.doi.org/10.11591/ijeecs.v12.i2.pp556-561.

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This paper explores the components of participatory engagement to improve learner’s engagement within the e-learning community. Data are gathered through observations to measuring the interactions of the learner’s. The measurement included the learners’ feedbacks through the interactions of learners and educators, learners and learners and learners and content. Follow-up interviews are conducted to get deeper insights into the interactions and overall learner’s engagement environment. Findings show that in order to promote learners’ engagement in e-learning components such as accessibility, mobility, active learning and collaboration must be present in an e-learning ecosystem.

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Rutz, Fredrik. "Recording Mobile Learning." International Journal of Mobile and Blended Learning 4, no. 3 (July 2012): 68–82. http://dx.doi.org/10.4018/jmbl.2012070105.

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Data collection in M-TEL (Mobile Technology Enhanced Learning) studies is associated with great challenges, as both the learners and data collectors are mobile. One context for M-TEL is outside the controlled environment of the classroom, meaning disturbing sound and noise from the environment, which forces the research community to re-evaluate how the community collects data. This study evaluates how many audio recording devices are needed when collecting data for a subsequent qualitative analysis of an M-TEL study; in the author’s case through interaction and conversation analysis. The author analyzed how much of one learner’s speech was recorded by an audio recorder attached to that learner, and compared this with how much that learner’s speech was recorded by her peer learners’ audio recorders, as well as by a close-up video camera. This article presents a quantitative analysis of the material from different points of view; consecutive in time, the proximity of the learners, activity of the learners, a union between audio recorders, and a union between video and an audio recorder. The author’s conclusion is that in a group of learners, it is necessary to let every learner carry an audio recorder to sufficiently record their speech for later qualitative analysis.

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Keiny, Shoshana. "A Community of Learners: promoting teachers to become learners." Teachers and Teaching 2, no. 2 (October 1996): 243–72. http://dx.doi.org/10.1080/1354060960020206.

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Howard, Martin. "The effects of study abroad on the L2 learner’s structural skills." EUROSLA Yearbook 1 (January 1, 2001): 123–41. http://dx.doi.org/10.1075/eurosla.1.11how.

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This article compares the relative effect of study abroad as opposed to foreign language instruction on an aspect of the L2 learner’s grammatical development, namely the expression of past time in target language (TL) French. Based on a cross-sectional quantitative analysis of oral data elicited from Irish advanced learners, a number of differences and similarities emerge between the learners’ development in the TL community and in the foreign language classroom. On the one hand, the more beneficial effect of study abroad is evident insofar as the study abroad learners attain a higher level of accuracy in their use of past time morphology across a more expansive range of aspectual contexts. On the other hand, however, similarities are also evident between the learners in both domains of acquisition. Based on a variationist analysis which controls for the effect of a number of linguistic factors on the learners’ choice of past time marker (grammatical aspect, inherent lexical aspect, and discourse grounding), the learners’ contextual use of past time morphology appears to be relatively similar. The results are firstly dicussed in relation to existing research evidence concerning the L2 learner’s grammatical development during study abroad, and secondly, in relation to the question of the manifestation of grammatical development in the L2 learner.

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Natrah Aziz, Noor Hida, Haryani Haron, and Afdallyna Fathiyah Harun. "ICT-supported for participatory engagement within E-learning community." Indonesian Journal of Electrical Engineering and Computer Science 20, no. 1 (October 1, 2020): 492. http://dx.doi.org/10.11591/ijeecs.v20.i1.pp492-499.

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This paper presents ICT-supported for participatory engagement learning within the e-learning community. Effectively tools in e-Learning facilitate interactive learning and the achievement of desired learning outcomes for learners. However, the intensity of its usage is not very remarkable; there is a need to understand ICT- supported for learners from the perspectives of participatory engagement. Therefore, integrating suitable technology into e-learning is expected to strengthen learner's engagement within the e-learning community. The objective of the study is to identify technology that could effectively support learners' engagement. This study analyzes the available technology in the market to integrate into e-learning using the technology evaluation process. Interview sessions with experts were held to validated and suggested other technology uses in e-learning. This research is carrying out with three experts (academic staff) of the e-technologies within the University. This study uses semi-structured interviews to captured expert suggestions, knowledge, and expertise about technologies. Understanding learner's requirements toward technology are essential to ensure learners can reap the benefits of technology usage. This study uses a thematical analysis to identify and organize key themes from qualitative data. The result reveals mobile technology, wireless technology, live streaming technology, authoring tool, summative assessment, cloud computing, gamification and Instagram is suitable technologies that support participatory engagement activities.

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Petersen, Sobah Abbas, Monica Divitini, and George Chabert. "Identity, sense of community and connectedness in a community of mobile language learners." ReCALL 20, no. 3 (August 21, 2008): 361–79. http://dx.doi.org/10.1017/s0958344008000839.

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AbstractMobility can affect a learner's participation in different communities that support language learning. In this paper we report on our experience with supporting a course in which language students are encouraged to travel to a country where the target language is spoken. On the one hand, students who travel abroad get in contact with local communities,which can promote their learning of the language and the culture. On the other hand, they risk losing contact with their classmates and the support that they provide. In this context we introduced a mobile community blog with the aim of extending the learning arena and promoting the sharing of knowledge among the students, independently of their location. This paper discusses the design considerations for the blog and describes its use to support students' sense of community. An evaluation and analysis of the usage of the blog is presented. These results suggest that the learners lack an identity within the community of language learners and there was no sense of community among the members. Reflecting on these results, we suggest that while a blog might be an appropriate tool for promoting knowledge sharing, it lacks functionalities to promote connectedness among learners and foster their identity as a community.

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Starratt, Robert J. "Leading a Community of Learners." Educational Management Administration & Leadership 35, no. 2 (April 2007): 165–83. http://dx.doi.org/10.1177/1741143207075387.

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Honeychurch, Sarah, Aras Bozkurt, Lenandlar Singh, and Apostolos Koutropoulos. "Learners on the Periphery: Lurkers as Invisible Learners." European Journal of Open, Distance and E-Learning 20, no. 1 (June 27, 2017): 192–212. http://dx.doi.org/10.1515/eurodl-2017-0012.

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Abstract Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, witness learners, or legitimate peripheral participants (our preferred term), tend to be hard to track in a course because of their near invisibility. We decided to address this issue and to examine the perceptions that lurkers have of their behaviour by looking at one specific online learning course: CLMOOC. In order to do this, we used a mixed methods approach and collected our data via social network analysis, online questionnaires, and observations, including definitions from the lurkers of what they thought lurking was. We then analysed the data by using social network and content analyses and interpreted the research findings using the concept Community of Practice, with the Pareto Principle used to delimit types of learner. Our research findings revealed that lurking is a complex behaviour, or set of behaviours, and there isn’t one sole reason why lurkers act the ways that they do in their respective communities. We concluded that for a more participatory community the more active, experienced or visible community members could develop strategies to encourage lurkers to become more active and to make the journey from the periphery to the core of the community.

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Heller, Monica L., and Jerrell C. Cassady. "Predicting Community College and University Student Success." Journal of College Student Retention: Research, Theory & Practice 18, no. 4 (July 24, 2016): 431–56. http://dx.doi.org/10.1177/1521025115611130.

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The current study explored the differential influences that behavioral learning strategies (i.e., cognitive–metacognitive, resource management), motivational profiles, and academic anxiety appraisals have on college-level learners in two unique learning contexts. Using multivariate analysis of variance and discriminant analysis, the study first compared these variables across learners from a community college and traditional 4-year university located within the same regional area. The study also employed a series of multiple regression analyses to investigate the influence of these variables in predicting student performance outcomes (i.e., grade point average). The results illustrate that prior research on those factors most salient within student academic success prediction models within a social cognitive framework function as expected for the university population. However, the community college learner experience deviates significantly from this standard model. For the community college learner, it is the environmental factor that appears to be the most significant to predicting student success. These findings highlight those factors most influential in academic performance outcomes among diverse student populations.

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Hodge, Diane M. "Creating a Virtual Community of Learners Using WebCT: Lessons Learned." Journal of Technology in Human Services 22, no. 3 (June 7, 2004): 69–78. http://dx.doi.org/10.1300/j017v22n03_04.

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Hill, Rhys, and Alison Sewell. "Teachers as learners: Developing a community of learners through inquiry." Set: Research Information for Teachers, no. 3 (November 1, 2010): 31–37. http://dx.doi.org/10.18296/set.0435.

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Mackie, Renea. "Creative Forest: an emergent learning environment." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 17, 2021): 43. http://dx.doi.org/10.24135/pjtel.v3i1.107.

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Creative Forest is an educational space that connects, facilitates and empowers learners in education, enterprise and local community. Using an ecosystem methodology that resembles a forest metaphor, learner’s co-construct networks, interact, collaborate, and seek out and share expertise as a way of transforming social and cognitive relationships and values that craft a future of learning that is distinctly different and unconstrained. Learners are integral to the operation and success of the learning community as a way of designing, managing and promoting individual or group/community design projects for either self-discovery and knowledge creation or creative and entrepreneurial endeavour. The essence of the ecosystem relies on a permeable structure that allows participants to reveal tactics to reinvent, subvert, and recontextualise the folds and refolding of the learning space for meeting the needs and understanding of encounters of everyday practice. Learners are central to the ecosystem. “Learning is usually a progressive change in what we know or can do” (Nuthall, 2001). For Creative Forest, learners is a term that applies to everyone, everyone is a learner, everyone is a teacher, and learning to do by doing. Creative Forest is a reorientation in educational thinking that has challenged traditional, didactic education for its implied assumption of a separation between knowing and doing, where knowledge is treated as an integral, self-sufficient substance, theoretically independent of the situations in which it is learned and used. This assumption is in conflict with the social knowledge that emerges from learners’ interaction with each other and the Internet, which they use as a tool to reach out, interact, mentor and share experiences and knowledge. Given this situation, learning organisations are sometimes challenged to shift from their traditional role, perceived as the transfer of abstract, decontextualised formal concepts rather than personalised interconnecting socially constructed experiences (that promote critical learning and citizenship). Building a system that encourages students to co-construct, interact and collaborate on individually orientated projects shaped the foundation structure and supportive mechanisms for the development of Creative Forest. This paper presentation will discuss a journey into building Creative Forest as an emergent innovative learning environment and talk through its application in education, business and community contexts. References Nuthall, G, A. (2001) Student experience and learning process: Developing an evidence based theory of classroom learning. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle.

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Bari, Tazreen Jahan. "Community Language Learning (CLL) in Tertiary Level: A Learner Friendly Approach to ELT in Bangladesh." REiLA : Journal of Research and Innovation in Language 2, no. 3 (December 27, 2020): 121–26. http://dx.doi.org/10.31849/reila.v2i3.5123.

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This paper entitled "CLL in Tertiary Level: A Learner Friendly Approach to ELT in Bangladesh" aims to analyse the problems faced by tertiary level language learners in Bangladesh. This paper shows how Community Language Learning (CLL) can be a learner-friendly approach that creates an environment and process fit for maximum efficiency in target language learning. This paper analyses the quantitative data collected via questionnaire from fifty tertiary level students of Bangladesh from five universities across Bangladesh. This study reveals that tertiary level students face more barriers in classroom participation due to self-consciousness and anxiety. This study further reveals that using the CLL method that treats learners like a whole person allows them to take responsibility for their learning process. It also promotes small study groups consisting of peers and a counsellor-teacher to provide a more efficient learning environment is friendly to the learners. Thus, this study asserts that CLL is the most learner-friendly and efficient approach to ELT in the tertiary level and opens future research possibilities on how this method can be implemented.

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Gould, Elizabeth. "MIDTESOL 2013: “Engaging Learners, Building Community”." Issues in Language Instruction 2 (June 1, 2013): 6. http://dx.doi.org/10.17161/ili.v2i0.6952.

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MIDTESOL is in Lawrence this year! This is a great way to put into practice the ideas discussed in this Supplement to ILI and you can consider it a test run for TESOL 2014. Also, the MIDTESOL conference is a wonderful opportunity to network with colleagues from the Midwest, especially, Iowa, Missouri, and other Kansas schools.

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Gould, Elizabeth. "MIDTESOL 2013: “Engaging Learners, Building Community”." Issues in Language Instruction 2, no. 2 (June 1, 2013): 6–8. http://dx.doi.org/10.17161/ili.v2i2.6952.

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MIDTESOL is in Lawrence this year! This is a great way to put into practice the ideas discussed in this Supplement to ILI and you can consider it a test run for TESOL 2014. Also, the MIDTESOL conference is a wonderful opportunity to network with colleagues from the Midwest, especially, Iowa, Missouri, and other Kansas schools.

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Moffatt, K. "Community Practice Researchers as Reflective Learners." British Journal of Social Work 35, no. 1 (January 1, 2005): 89–104. http://dx.doi.org/10.1093/bjsw/bch164.

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Green, Rosemary. "Fostering a Community of Doctoral Learners." Journal of Library Administration 45, no. 1-2 (November 14, 2006): 169–83. http://dx.doi.org/10.1300/j111v45n01_09.

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Banta, Trudy W. "Editor's Notes: A community of learners." Assessment Update 1, no. 3 (1989): 3. http://dx.doi.org/10.1002/au.3650010303.

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Sherry, Lorraine. "Supporting a networked community of learners." TechTrends 41, no. 5 (October 1996): 28–32. http://dx.doi.org/10.1007/bf02818903.

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Shadiev, Rustam, Ting-Ting Wu, and Yueh-Min Huang. "Using image-to-text recognition technology to facilitate vocabulary acquisition in authentic contexts." ReCALL 32, no. 2 (February 12, 2020): 195–212. http://dx.doi.org/10.1017/s0958344020000038.

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AbstractA vocabulary acquisition learning activity was designed and a learning system featuring image-to-text recognition technology to support the activity was developed. The effectiveness of the system with regard to facilitating vocabulary acquisition was tested. The perceptions of learners toward this tool and the affordances of the system for vocabulary acquisition were also explored. To this end, we designed an experiment in which 40 native speakers of Russian learning English as a foreign language from an elementary school participated. They were assigned to either a control condition or an experimental condition. All learners learned new vocabulary in class and then applied their new knowledge to contexts with a realistic simulation of the real world by completing a learning task. The learners in the control group used a traditional approach (e.g. the learners learned vocabulary from corresponding pictures in a textbook), whereas the learners in the experimental group used the proposed learning system (e.g. the learners learned vocabulary using the system). A pre-test–post-test/delayed post-test design was employed to test the effectiveness of the treatment on vocabulary acquisition. Learner perceptions and perceived affordances of the system for vocabulary acquisition were explored through a questionnaire survey and interviews. The quantitative results showed that the learners in the experimental group outperformed their counterparts on both the vocabulary post-test and delayed post-test. The qualitative results revealed that most learners in the experimental group had positive perceptions of the system. In addition, the qualitative results showed the three main categories of affordances. Based on these results, several suggestions and implications are provided for the teaching and research community.

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Adeyemi, Remilekun Iyabo. "I’m part of the collective: exploring the influence of L1 culture on communal representation through the use of we, us and our in Nigerian undergraduates’ written texts." Journal for Language Teaching 53, no. 2 (March 3, 2021): 53–71. http://dx.doi.org/10.4314/jlt.v53i2.3.

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This study explores the influence of L1 culture on Nigerian tertiary learners’ use of first-person plural personal pronouns we, us and our in written texts to indicate the collective, i.e., the writers’ social community. The quantitative and semantic analysis of the learners’ use of the pronouns was done using the Nigerian learner English corpus (NLEC) in comparison to Louvain corpus of native English student essays (LOCNESS). The quantitative analysis indicates the overuse of first-person plural pronouns by Nigerian learners compared to their LOCNESS counterparts. The study reports on the semantic analysis and reveals that the learners’ overuse of these pronouns can be traced to their cultural background of collective shared experience, communality, inclusiveness and solidarity. This is evident in the collocates of the pronouns, e.g., ‘we live,’ ‘we have,’ ‘technology has helped us,’' ‘it gives us’, ‘our society,’ ‘our nation.’ The student-writers’ use of these pronouns indicates their involvement in issues of discourse and they emphasize collective experience. The findings of the study confirm writers make discoursal choices that align them with their L1 community which is traceable in their L2 written texts. Keywords: pronouns; culture; undergraduates; academic writing; student-writers; second language

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Murad, Ivan Hasan, Khalif Abdulrahman Al-Jumah, and Hozan Gorgeen Othman. "Investigating the Influence of Setting on Language Learning: The Case of Bahdini Kurdish Learners of English." European Scientific Journal, ESJ 13, no. 8 (March 31, 2017): 272. http://dx.doi.org/10.19044/esj.2017.v13n8p272.

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It was argued that those learning the language while mingling with the community are better learners than those learning in the academic setting where they only opt to use the academic language. The current small scale study investigates the influence of the setting on two BahdiniKurdish learners of English living in the UK in two different contexts. One of the learners has been learning English in an academic setting, while the other has been learning English through daily interactions with the community in a non-academic setting. Data were collected through interviews and observation. Results revealed that both learn English effectively for the context where their language will be used. However, the academic language learner was capable of expressing himself more than the one learning the colloquial language. The academic leaner could use a variety of strategies to express different situations and had a clearer language than the one learning the colloquial language even though the academic language learner did not mingle with academicians like the colloquial leaner did with the community.

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Chen, Hong Ren, and Ju Hong Chen. "Design of Mobile Interactive Learning Community Based on Electronic Cognitive Apprenticeship Mechanism." Applied Mechanics and Materials 490-491 (January 2014): 809–13. http://dx.doi.org/10.4028/www.scientific.net/amm.490-491.809.

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With the development of computer technology and the Internet, mobile learning has become more important in E-learning applications. Being freed from traditional fixed locations and times for the unilateral learning of formal curricula, a learning style allowing for adaptation and interactivity as well as ubiquitous learning has emerged. From the perspective of cognitive apprenticeship, in which learning cognition is guided by experts, and the executive process of missions, objectives, and capacities is manifest, the master can observe and discuss with the apprentices, and revise it toward a well-mixed interactive process, promoting learner ability in diagnosing and reflecting upon errors. This study uses the electronic cognitive apprenticeship system as the basis to integrate and construct a mobile digital content learning community. Through the handheld devices or mobile devices used by learners connected through wireless Internet, learners can read and learn digital content on computer hardware fabrication. The learning behavior recorder for enhancing learner learning activity, which integrates records for tracking and learning processes for the learner, in order to conduct master discussion and guidance for apprentices in electronic cognitive apprenticeship.

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Katernyak, Ihor, Viktoriya Loboda, and Maryana Kulya. "eLearning within the Community of Practice for sustainable development." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 312–22. http://dx.doi.org/10.1108/heswbl-03-2018-0030.

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Purpose The purpose of this paper is to demonstrate how the use of two knowledge management tools – eLearning and Community of Practice (CoP) – promotes the culture of managing by projects in public organizations toward achieving Sustainable Development Goals. Design/methodology/approach The paper presents three learning strategies for organizing eLearning in CoP, tailored e-course curriculum in Project Management for Local Development within the “4A” model (attention, actualization, attraction, action), with focus on learners’ feelings and emotions used for designing the eLearning process. Findings Every fourth learner was in the state of flow during the e-course, 70 percent of learners felt the state of arousal at certain moment of learning, and about 65 percent felt in control of knowledge they could apply. Practical implications This study bridges the gap between theory and practice by demonstrating synergistic effect of two knowledge management tools (e-learning and CoP) and proves the selection of learning strategies. Social implications Every year, about 1,000 public sector representatives and community leaders join the virtual CoP to study expertise, improve own practice, find new ideas and promote the culture of managing by projects for sustainable development. Originality/value The presented case shows eLearning implementation in the context of CoP, e-course curriculum “Project Management for Local Development,” and learning strategies aimed at constructing knowledge in competitive learning environment, applying new knowledge in practice in experiential learning environment and supporting affective and social learners’ behavior. The presented mental states are used as criteria for monitoring the learners’ emotional involvement in the e-course in different roles.

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Borthick, A. Faye. "Analysis of Design from a Community of Practice Dialogue: Negotiating the Meaning of Auditing Information System Development." Journal of Information Systems 14, s-1 (January 1, 2000): 133–47. http://dx.doi.org/10.2308/jis.2000.14.s-1.133.

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A persistent question associated with theories of situated learning is how to put them into action. The concept of situated learning, in which the learner and the task are placed in the context of the overall social practice, stems from Lave (1988) and Lave et al.'s (1988) recognition that a traditional view of learning as the end result of a process of transmitting knowledge is inadequate. Instead, they propose looking at learning from the learner's perspective and viewing learning as a continuous process in which what is learned depends on what has been learned before and the context in which the learner is immersed—a process known as “legitimate peripheral participation” (Lave and Wenger 1991). This paper explains how a situated-learning experience was operationalized in a context in which the learners' task was to develop a plan for auditing the development of a dysfunctional information system. It identifies and analyzes the situated learning from the viewpoint of dimensions of educational design associated with communities of practice (Wenger 1998). Here, the community of practice consisted of master's-level students assuming the auditor's role. In a community of practice, members of the group learn from each other by working together as they develop a common sense of purpose, including a common way of thinking about how work gets done and what is necessary to accomplish a task. The analysis is based on the text of synchronous class discussion from a web class session. Also discussed are implications of communities of practice implemented through synchronous discussion for educational design and professional practice.

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Atkinson, Michael. "Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity." Literacy and Numeracy Studies 22, no. 1 (October 1, 2014): 3–20. http://dx.doi.org/10.5130/lns.v22i1.4176.

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Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on research which points to the need to position the learning of literacy and numeracy in the ESL context as a social and educational journey made meaningful by a learner's sense of (emerging) identity. In this context a holistic, socially orientated understanding of their learning and their progress is preferable to an approach which views and evaluates learners against preconceived functional literacy skills. The participants in this study were people of refugee background from Africa with minimal literacy skills.

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Zhou, Xuan, Genghui Dai, Shuang Huang, Xuemin Sun, Feng Hu, Hongzhi Hu, and Mirjana Ivanović. "CyberPsychological Computation on Social Community of Ubiquitous Learning." Computational Intelligence and Neuroscience 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/812650.

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Under the modern network environment, ubiquitous learning has been a popular way for people to study knowledge, exchange ideas, and share skills in the cyberspace. Existing research findings indicate that the learners’ initiative and community cohesion play vital roles in the social communities of ubiquitous learning, and therefore how to stimulate the learners’ interest and participation willingness so as to improve their enjoyable experiences in the learning process should be the primary consideration on this issue. This paper aims to explore an effective method to monitor the learners’ psychological reactions based on their behavioral features in cyberspace and therefore provide useful references for adjusting the strategies in the learning process. In doing so, this paper firstly analyzes the psychological assessment of the learners’ situations as well as their typical behavioral patterns and then discusses the relationship between the learners’ psychological reactions and their observable features in cyberspace. Finally, this paper puts forward a CyberPsychological computation method to estimate the learners’ psychological states online. Considering the diversity of learners’ habitual behaviors in the reactions to their psychological changes, a BP-GA neural network is proposed for the computation based on their personalized behavioral patterns.

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Drier, Hollylynne Stohl. "Investigating Mathematics as a Community of Learners." Teaching Children Mathematics 6, no. 6 (February 2000): 358–63. http://dx.doi.org/10.5951/tcm.6.6.0358.

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Chené, Adèle. "COMMUNITY‐BASED OLDER LEARNERS: BEING WITH OTHERS." Educational Gerontology 20, no. 8 (January 1994): 765–81. http://dx.doi.org/10.1080/0360127940200804.

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Baldwin, John. "Community Collaboration Ensures Success for Adult Learners." NASSP Bulletin 76, no. 546 (October 1992): 69–73. http://dx.doi.org/10.1177/019263659207654612.

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Daniel, Wallace. "The University as a Community of Learners." New Directions for Teaching and Learning 2014, no. 139 (September 2014): 11–18. http://dx.doi.org/10.1002/tl.20101.

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White, Barbara. "Lifelong Learners’ Contributions to the Campus Community." Innovation in Aging 4, Supplement_1 (December 1, 2020): 554. http://dx.doi.org/10.1093/geroni/igaa057.1817.

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Abstract The 2,000 member Osher Lifelong Learning Institute (OLLI) at California State University, Long Beach offers non-credit classes to adults 50 and older. We have an ongoing strategic goal (2014, 2019) to “increase our University and student involvement.” Integration into the campus community includes members volunteering as participants in survey and participatory faculty and student research related to biopsychosocial aspects of aging, faculty/student data collection in selected OLLI classes, vetting students to teach OLLI classes, acting as resources for professors/students in product development related to aging, guest lecturing in University courses, and providing internships for students at OLLI. Collaborations have led to multiple faculty/student publications and presentations. We also endow an annual award for graduate students to support their research/projects related to aging. In return, we request and provide students the opportunity to present their results to our members. Outreach strategies will be discussed.

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Jinot, Belle Louis. "The Causes of a Lack of Discipline among Secondary School Learners in Mauritius." Mediterranean Journal of Social Sciences 9, no. 1 (January 1, 2018): 35–46. http://dx.doi.org/10.2478/mjss-2018-0003.

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AbstractA lack of learners’ discipline is a major school problem in secondary schools in Mauritius. The study aims at determining and examining the main causes of this problem in the context of Mauritius. Qualitative data were collected from learners, educators, principals and parents of four secondary schools by using focus group interviews and individual face-to-face interviews. By using content analysis, the study revealed that the causes of learners’ lack of discipline originate from the family (the parenting style, working parents, ineffective parental discipline and the dysfunctional family), the learners’ attitudes to education and schooling, the educators’ attitudes to their role of maintaining learner discipline, the principals’ lack of authority and leadership in managing learner discipline and the influence of peer group in the school setting. The study shows that all the stakeholders of the school community are responsible for the deterioration of learner discipline in secondary schools. It recommends that there should be a decentralisation of learner discipline strategies from the Ministry of Education to the secondary school principals who should be empowered to set up their institutional school discipline plan.

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Jernudd, Björn. "SOCIOCULTURAL CONTEXTS OF LANGUAGE AND LITERACY.Bertha Péacrez (Ed.). Mahwah, NJ: Erlbaum, 1998. Pp. xiii + 354. $36.50 paper." Studies in Second Language Acquisition 21, no. 4 (December 1999): 668. http://dx.doi.org/10.1017/s0272263199254071.

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This book is for teachers who instruct “the culturally and linguistically diverse learner” (p. ix, et passim) in the United States; it reflects American community relations today. The editor's intention is to “assist you [the American teacher] in creating a sociocultural context for literacy learning within your classroom community of learners” (p. xi).

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O’Shea, Amanda. "Teachers’ Conceptions of Assessment for Learning: What are the Implications for Children?" Polish Journal of Educational Studies 72, no. 1 (January 1, 2020): 64–78. http://dx.doi.org/10.2478/poljes-2019-0005.

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AbstractThis paper describes a multi-case study which linked conceptions and practices of assessment for learning to developing learner autonomy within UK primary mathematics classrooms. The project explored the use of assessment for learning in mathematics lessons with Year 5 (9–10 years old) children and their teachers. Four cases were studied in depth to understand how conceptions and practices impacted upon autonomy and control for teachers and learners. A typology of assessment for learning in mathematics is proposed, along with what this might mean for both teachers and learners in terms of the balance between control and autonomy. One case in particular, that of teacher Alex, is highlighted as it exemplified the expert teacher through the conceptions and use of assessment for learning, which led to the children becoming expert learners of mathematics. The class ethos was one of value for personal autonomy. Responsibility and control of learning was a shared endeavour within a community of learners. Community in this respect was broadened to include the environment and resources within the classroom and so demonstrated learners working within an expert classroom. This article was developed from a paper first presented at the ICME 13 conference (O’Shea, 2016).

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MOUGEON, RAYMOND, and KATHERINE REHNER. "The influence of classroom input and community exposure on the learning of variable grammar." Bilingualism: Language and Cognition 20, no. 1 (March 11, 2016): 21–22. http://dx.doi.org/10.1017/s1366728916000304.

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As pointed out by Carroll (Carroll), our team has investigated the influence of input on the spoken French competence of older Ontario bilinguals. Our research has examined the learning of invariant and variable aspects of French grammar. We focus here on the learning of variation, since it is an under-researched topic not covered by Carroll. Our research examines adolescent speakers of Ontario French from French-medium schools (e.g., Mougeon & Beniak, 1991), same-age immersion students (e.g., Mougeon, Nadasdi & Rehner, 2010) and advanced learners from a bilingual university (e.g., Mougeon & Rehner, 2015). Two key dimensions of input are teacher classroom speech and frequency of use of French in the community for the Franco-Ontarian students and amount of extra-curricular interactions with Francophones for the FSL students. Having collected corpora from these student groups, we compared the output of learners with primarily classroom-based input with that of learners with broader ranging (extra-) curricular input. The availability of teacher in-class recordings for these learner groups has been crucial in identifying additional factors influencing these students’ output.

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Kalyar, Jan Muhammad, Habibullah Pathan, Mansoor Ahmed Channa, Shoukat Ali Lohar, and Jam Khan Muhammad. "An Investigation of Willingness to Communication in ESL Classroom: A Quantitative Study of Elementary Students in Pakistan." International Journal of English Linguistics 9, no. 1 (December 31, 2018): 357. http://dx.doi.org/10.5539/ijel.v9n1p357.

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This study investigates willingness to Communicate (WTC) in ESL classroom of elementary students of higher Secondary School Qazi Ahmed, Pakistan. This current study used close ended questionnaire, adopted from McCroskey (1992). The participants of the study belong to the higher Secondary School Qazi Ahmed. The current study has 300 participant from different grades like 100 learners from six grade, 100 from seven grades, and 100 participants belong to eight grades. These participants were all between11 year to 15 years of age. The data was analyzed through SPSS version 20 (statistical for social science) in order to find out the ratio and percentage of learners’ willingness to communication. The results revealed that a learner learns target language because he/she has to communicate with target community for different purposes. This study finds out the individual differences of learners’ willingness to communication (WTC) which is a basically free will for communication that promotes to the integrative motivation and some time, it prefers instrumental motivation to be used.

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Dun, Yijie, Na Wang, Min Wang, and Tianyong Hao. "Revealing Learner Interests through Topic Mining from Question-Answering Data." International Journal of Distance Education Technologies 15, no. 2 (April 2017): 18–32. http://dx.doi.org/10.4018/ijdet.2017040102.

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In a question-answering system, learner generated content including asked and answered questions is a meaningful resource to capture learning interests. This paper proposes an approach based on question topic mining for revealing learners' concerned topics in real community question-answering systems. The authors' approach firstly preprocesses all questions associated with learners. Afterwards, it analyzes each question with text features and generates a weight feature matrix using a revised TF/IDF method. In order to decrease the sparsity issue of data distribution, the authors employ three concept-mapping strategies including named entity recognition, synonym extension, and hyponym replacement. Applying an SVM classifier, their approach categorizes user questions into representative topics. Three experiments are conducted based on a TREC dataset and an actual dataset containing 1,120 questions posted by learners from a commercial question-answering community. Results demonstrate the effectiveness of the method compared with conventional classifiers as baselines.

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Rogers-Shaw, Carol, Davin J. Carr-Chellman, and Jinhee Choi. "Universal Design for Learning: Guidelines for Accessible Online Instruction." Adult Learning 29, no. 1 (October 17, 2017): 20–31. http://dx.doi.org/10.1177/1045159517735530.

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Universal Design for Learning (UDL) is a framework for the teaching–learning transaction that conceptualizes knowledge through learner-centered foci emphasizing accessibility, collaboration, and community. Given the importance of access to achieving social justice, UDL is a promising approach to meeting all learners’ needs more effectively. In this article, the history and philosophy of UDL are discussed and elaborated, followed by an explanation of how the principles of UDL were used to improve an existing online course offering for adult learners.

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Pescaru, Adina. "Teachers and parents in a community of learners." Procedia - Social and Behavioral Sciences 33 (2012): 268–72. http://dx.doi.org/10.1016/j.sbspro.2012.01.125.

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Anderson, Terry. "Contact North: linking community learners and educational institutions." Open Learning: The Journal of Open, Distance and e-Learning 6, no. 1 (February 1991): 16–22. http://dx.doi.org/10.1080/0268051910060104.

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West, Elizabeth, Phyllis Jones, and Sarah Semon. "Promoting Community for Online Learners in Special Education." Journal of Digital Learning in Teacher Education 28, no. 3 (March 2012): 108–16. http://dx.doi.org/10.1080/21532974.2012.10784688.

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Martinez-Pons, Manuel. "The Community of Learners: The Open Classroom Experience." Contemporary Psychology 48, no. 6 (December 2003): 839–41. http://dx.doi.org/10.1037/000993.

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Gustafsson, Hana. "Making do." Review of Cognitive Linguistics 17, no. 2 (December 31, 2019): 382–410. http://dx.doi.org/10.1075/rcl.00040.gus.

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Abstract This paper argues that the cognitive usage-based model enhanced by a complexity theory perspective can provide useful insights into L2 learners’ non-target-like use of L2 phraseological chunks. Firstly, L2 chunks are conceptualized here as L2 complex form-meaning mappings subject to developmental schematization and entrenchment, as well as productive cut-and-paste mechanisms. Traces of these mechanisms at community level are interpreted as emergent patterns, a complexity theory concept in line with the cognitive usage-based model. Next, learner expressions for two task-elicited notions (depositing money and donating money) in a community of L2 English learners (N = 167; L1 Dutch) are analyzed for emergent patterns at different levels of schematicity. The findings indicate that L2 phraseological chunks are not constructed from a target-like initial exemplar that becomes entrenched or schematized. The paper concludes that within the cognitive usage-based model this is a major impeding factor in L2 learners’ target-like use of L2 phraseological chunks.

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Irvine, Paul, and Paul Brna. "Growing an internet-based community for lifelong self-learners: empowering the community." International Journal of Continuing Engineering Education and Life-Long Learning 13, no. 1/2 (2003): 5. http://dx.doi.org/10.1504/ijceell.2003.002150.

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Thomas, Paul. "Avoiding the ‘virtual’." Asian Languages and Computers 17 (January 1, 2003): 111–24. http://dx.doi.org/10.1075/aralss.17.08tho.

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This paper explores current arguments on the virtual nature of experiences in learning via the Internet and the World Wide Web in the context of the design and recent implementation of an off-campus distributed language course in Indonesian developed by the author. The establishment of the course has been in response to the demand for more flexible modes of delivery that are capable of assisting learners to accommodate language study with the demands of employment and family commitments. It would appear, however, that for some language learners the remoteness of learning in a virtual classroom is in conflict with their ultimate goal of interpersonal communication within a new cultural context. While on-line or CD-ROM tasks are reflective of those encountered in on-campus language learning, for some learners the unfamiliarity of negotiating through an electronic medium gives little sense of a shared experience. The paper argues that these activities can only be exploited to strong effect when integrated within an approach that constantly seeks to link the learner to a community of learners with whom they share common goals, and to the wider native speaker community whose culture they wish to interact with.

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Borer, Hagit. "Access to Universal Grammar: The real issues." Behavioral and Brain Sciences 19, no. 4 (December 1996): 718–20. http://dx.doi.org/10.1017/s0140525x00043582.

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AbstractIssues concerning UG access for L2 acquisition as formulated by Epstein et al. are misleading as well as poorly discussed. UG accessibility can only be fully evaluated with respect to the steady state gram mar reached by the learner. The steady state for LI learners is self evidently the adult grammar in the speech community. For L2 learners, however, the steady state is not obvious. Yet, without its clear characterization, debates concerning stages of L2 acquisition and direct and indirect UG accessibility cannot be resolved.

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Eika, Evelyn. "Learning in Higher Education Under the Covid-19 Pandemic: Were Students More Engaged or Less?" International Journal of English Linguistics 11, no. 3 (May 17, 2021): 96. http://dx.doi.org/10.5539/ijel.v11n3p96.

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This study explored students’ learning experiences in higher education during the Covid-19 pandemic. A journal writing methodology was used to extract learners’ reflective thoughts regarding their living and learning during the pandemic outbreak. The results were interpreted through the views of relevant student engagement frameworks. The students’ structural factors (family, support, and pressure) were impacted because of political and sociocultural factors (restrictive measures in response to the pandemic outbreak) within which the university factors were embedded (total closure with online education, subsequent reopening allowing physical attendance, and later principal distance education with approved exceptions), which collectively and psychosocially influenced students’ life and studies. The learners self-adapted via their individual efficacy to tackle the unfamiliar situations by digitally reaching out to family/friends and enhancing skills/self-learning; learner differences in learning style and preferences were noted. Online courses offered flexibility for learning independent of time and space while social presence in the learning community during online lessons remained less effective; traditional values of face-to-face physical classrooms were recognised among some learners. Learners’ perceived effective engaging measures underscored the importance of ensuring learner well-being (counselling and mask-wearing), learning independence (online lecture recordings and optional attendance), and strengthening online learning experiences (building the learning community, enhancing class dialogue, and demonstrating problem-solving techniques). Recommendations for engaging learning were discussed.

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Smith, Anne. "“You are contagious”: The Role of the Facilitator in Fostering Self-Efficacy in Learners." Scenario: A Journal of Performative Teaching, Learning, Research XI, no. 2 (July 1, 2017): 1–14. http://dx.doi.org/10.33178/scenario.11.2.1.

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This article argues that improvised role-play can raise learners’ levels of self-efficacy, which in turn increases their likelihood of using language learned beyond the workshop space. It argues that the physicality of the facilitator plays a key role in developing the self-efficacy of learners, using evidence drawn from the study of two Creative English groups with differing outcomes in terms of the use of English beyond the sessions.Creative English is a national, community-based applied theatre programme in the UK, which teaches adult migrants the English they need for everyday situations such as talking to doctors and landlords through drama. It works with those with low levels of English, including those who may have no prior experience of formal education.The article identifies kinaesthetic approaches to facilitating a learner in role, which help to lower the affective filter, and support learner progression in a mixed ability group. It examines the role the body plays in accelerating the creation of a supportive group dynamic, and where it can support and interfere with the likelihood of applying the language and confidence developed in real life.

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Blanco-Suárez, Zeltia, Francisco Gallardo-del-Puerto, and Evelyn Gandón-Chapela. "The Primary Education Learners’ English Corpus (PELEC): Design and compilation." Research in Corpus Linguistics 8 (2020): 147–63. http://dx.doi.org/10.32714/ricl.08.01.09.

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This paper describes the process of design and compilation of the Primary Education Learners’ English Corpus (PELEC), a learner corpus which includes written (14,577 words) and spoken materials (47,032 words) from Primary Education learners in the Autonomous Community of Cantabria. It is composed of data from a total of 252 students in the fourth and sixth grade of Primary Education (aged 9–10 and 11–12, respectively) who were studying in five different state schools which followed either a Content and Language Integrated Learning (CLIL) or an English as a Foreign Language (EFL) approach.

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Journal articles on the topic 'Community of learners'

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