Relevant bibliographies by topics / Enhanced learning opportunities

Academic literature on the topic 'Enhanced learning opportunities'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Enhanced learning opportunities"

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Teresevičienė, Margarita, Elena Trepulė, and Airina Volungevičienė. "Didactical Opportunities and Dilemmas of Technology Enhanced Learning." Pedagogika 128, no. 4 (December 20, 2017): 175–92. http://dx.doi.org/10.15823/p.2017.62.

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The purpose of this research is to identify the didactical characteristics of Technology Enhanced Learning (TEL) and to reveal the main opportunities and dilemmas of TEL didactical solutions in different types of organizations. Didactical characteristics of TEL such as measurable learning outcomes, interactivity, flexibility, experimentation, use of open educational resources (OER) as well as a need for social participation are studied and discussed. Quantitative research method was used to compare didactical characteristics of TEL used for training purposes of employees and teachers in a community, vocational education and training (VET) and business organizations and reveal main opportunities and dilemmas in organising of learning process. Research revealed that a variety of learning methods are used to enhance active learning and that open education resources are used while learning (free access of textbooks, documents, video material), that TEL focuses on practically used teaching/learning outcomes and that TEL curriculum structure creates possibilities for flexible learning and enhances learner mutual cooperation. Problematic areas appeared to be the following: use of technology enhanced assessment and self-assessment tools, clarity of workload.
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Mitchell, G. J. "Practice Applications: Technology-Enhanced Learning Opportunities." Nursing Science Quarterly 12, no. 3 (July 1, 1999): 2l. http://dx.doi.org/10.1177/08943189922106864.

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Pearson, Brian J., Kimberly Moore, and James Barrett. "Cooperative Learning to Enhance Horticulture Skills and Raise Funds for Professional Development." HortTechnology 27, no. 4 (August 2017): 455–57. http://dx.doi.org/10.21273/horttech03345-17.

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Increased global trade coupled with diversified employment opportunities have generated demand for college graduates to possess enhanced interpersonal and foreign communication skills and a well-developed understanding of foreign culture. Horticultural employment opportunities also require students to possess a mastery of horticultural theory with an established record of direct, hands-on experience. Despite these needs, financial limitations of students and academic departments coupled with a lack of available opportunities may restrict students from developing these critical skills. Through development of cooperative learning programs, students have an opportunity to master and refine their horticultural skills while simultaneously raising funds, which are allocated for professional development including an international learning program. This article provides a successful overview of a student-based cooperative learning program that enhances student learning opportunities.
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Mozelius, Peter, Sebastian Bader, Jimmy Jaldemark, Patrik Urbansson, and Alexis Engström. "Educational Development - Challenges, Opportunities, Tools and Techniques." European Conference on e-Learning 21, no. 1 (October 21, 2022): 264–71. http://dx.doi.org/10.34190/ecel.21.1.626.

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: As pointed out by many researchers, the ongoing pandemic has been a catalyst for educational development. With the increasing need for reskilling and lifelong learning, the current model of technology-enhanced learning needs updating, and so does also the university programmes for bachelor's and master's students. This study is based on an online brainstorming session and submitted development plans in the HEaD (Higher Education and Digitalisation) project, a five-year initiative for technology-enhanced educational development. HEaD is a development project aimed at supporting university teachers to work with research and development in the field of technology-enhanced and lifelong learning. As the research strategy, an action research approach was used, with the purpose of improving the educational process where authors also have the roles of teachers and facilitators. The aim of the study is to describe and discuss pilot project members' perceptions of challenges, opportunities, tools and techniques in higher education development. Data gathered from workshop discussion summaries and project plans were thematically analysed. Ideas from the workshop sessions were written down and saved with the use of the digital notice board Padlet. Results from the thematic analysis have been grouped into the four predefined categories of challenges, opportunities, tools and techniques. Findings show that course participants and project members have interesting ideas that have the potential to reinforce the current educational model at the university. Several tools and techniques that could support synchronous as well as asynchronous online learning will be tested and evaluated. Both the workshop summaries and the project plans show a high degree of creativity, but on the other hand, the method descriptions were scarce and would need improvement. The conclusion is that the project has had a good start if seen as development, but that there is a need for improvement and more input to achieve the intended core idea of research and development.
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Kanchana, Dr S., Dr S. Patchainayagi, and Dr S. Rajkumar. "EMPOWERING STUDENTS TO BECOME EFFECTIVE LEARNERS THROUGH ACTIVITY BASED LEARNING." Humanities & Social Sciences Reviews 7, no. 5 (September 18, 2019): 57–62. http://dx.doi.org/10.18510/hssr.2019.757.

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Purpose of the study: Activity based learning helps students to learn actively in classroom and it also provides ample scope for experimental learning. Students are to be provided opportunities and optimum learning environment to explore their knowledge and skills. It would broaden the understanding of concepts and theories in their core premises. It enhances the learning process and the students as active learners. Methodology: Interactive learning strategies are categorized as individual learning and group learning strategies. Individual activities may include flipped learning, polling answers and questions. Group activities include pair and share strategy, inspire and initiate scenarios. Main Findings: Interactive learning strategies, E-Learning and M-Learning are preferred modes for the students, promotes the cognitive level of the learners, achieved learning objectives. It is essential to suggest and design innovative learning practices. Implications: Higher education institutions and even schools are using various enhanced interactive learning practices, educational apps and M-Learning techniques. These activities enhance the student engagement in the classroom. By implementing activity based learning practices, learners become investigators and strive to make best real time decisions for different scenarios. Novelty/Originality of this study: Enhanced learning strategies promotes cooperative learning and efficient for large group of learners.
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Moumoutzis, Nektarios, Yiannis Sifakis, Stavros Christodoulakis, Desislava Paneva-Marinova, and Lilia Pavolva. "Performative Framework and Case Study for Technology-Enhanced Learning Communities." Informatics and Automation 20, no. 4 (August 3, 2021): 905–39. http://dx.doi.org/10.15622/ia.20.4.6.

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This paper employs the overarching concept of communities to express the social contexts within which human creativity is exercised and learning happens. With the advent of digital technologies, these social contexts, the communities we engage in, change radically. The new landscape brought about by digital technologies is characterized by new qualities, new opportunities for action, new community affordances. The term onlife is adopted from the Onlife Manifesto and used to distinguish the new kind of communities brought about by the modern digital technologies, the onlife communities. Design principles are presented to foster such communities and support their members. These principles constitute a framework that emphasizes the concept of performativity, i.e. knowledge is based on human performance and actions done within certain social contexts, rather than development of conceptual representations. To demonstrate the use of the framework and the corresponding principles, the paper presents how they can be used to analyze, evaluate and reframe a concrete system addressing creativity and learning in the field of cultural heritage (history teaching and learning). One of the most significant results is the adoption of principles that facilitate students’ engagement in rich learning experiences moving from the role of end-user towards the role of expert-user with the support of so called maieuta-designers. The result of this process is the use of the studied software not only to consume ready-made content but the creation of new, student generated content, offering new learning opportunities to the students. As the evaluation shows, these new learning opportunities enable students to develop a deeper understanding of the topics studied.
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Strambi, Antonella. "Learners’ perceptions of a web-enhanced learning environment." Australian Review of Applied Linguistics. Series S 18 (January 1, 2004): 81–96. http://dx.doi.org/10.1075/aralss.18.06str.

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This article presents the results of a longitudinal study on the perceptions of a Web-enhanced learning environment by a group of beginning-level students of Italian. A Website was specially designed and implemented as a complement to the existing syllabus, in order to enhance interactivity, variety, and authenticity of materials and tasks, as well as flexibility and learner control. The aim of the study is to ascertain whether the introduction of computing technology can promote learners’ positive attitudes, as suggested in much of the current literature on Computer-Assisted Language Learning. Quantitative and qualitative data collected from a variety of sources confirm that the introduction of computing technology can contribute to learners’ positive perceptions of the opportunities offered by their learning environment. However, a few drawbacks are also identified which suggest that the introduction of Web-enhanced learning in itself cannot be expected to promote and sustain learners’ positive attitudes and motivation in the long term, and that more research is needed to explore effective ways of using Web-based materials, particularly at introductory levels of competence in the target language.
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Cooner, Tarsem Singh. "Preparing for ICT enhanced practice learning opportunities in 2010—a speculative view." Social Work Education 23, no. 6 (December 2004): 731–44. http://dx.doi.org/10.1080/0261547042000294509.

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Kiley, Margaret, and Jim Cumming. "Enhanced learning pathways and support for coursework master's students: challenges and opportunities." Higher Education Research & Development 34, no. 1 (July 22, 2014): 105–16. http://dx.doi.org/10.1080/07294360.2014.934335.

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Kleinhans, Kelly A., and Sharon B. Hart. "Administration: Opportunities for Enhanced Clinical Experience Through Regional Stewardship." Perspectives on Administration and Supervision 22, no. 2 (July 2012): 64–70. http://dx.doi.org/10.1044/aas22.2.64.

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Understanding the community in which one practices is equally important to the clinical skills and applications of knowledge acquired by a graduate student in speech-language pathology in clinical settings. Shifting political and economic landscapes that are the backdrop for service delivery necessitate that university supervisors help students recognize the influence of local and state community issues. In this article, the authors explain how a service-learning model was used to create a regional outreach activity to benefit stakeholders of a university speech and hearing clinic and members of the regional communities. Specifically, the clinical experience was designed to prepare Kentucky citizens to meet the unique needs of children with Down syndrome and their families.
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Dissertations / Theses on the topic "Enhanced learning opportunities"

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Beardsley, Marc Yoshimi. "Bridging the science of learning and technology enhanced learning: transformative opportunities and ethical challenges." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/670823.

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Reports from the OECD and the World Economic Forum highlight that rapid technological and social change are demanding much more of students. Yet, research indicates that many students are not developing into effective learners despite years of formal education, hindering their abilities to meet such demands. Following a designbased research (DBR) methodology, this thesis explores opportunities to transform student learning skill development using approaches that combine the science of learning (SOL) and digital technologies. The aim is to improve the efficacy of student learning by increasing student and teacher knowledge of learning, awareness and use of evidence-based strategies, and abilities to regulate emotions and stress. This dissertation contributes analyses of teacher and student formative needs; such real-world solutions to support students and teachers as lessons, workshops, and a classroom orchestration tool (ClassMood App); and empirical studies on learning and teaching strategies. Moreover, to adhere to principles of Responsible Research and Innovation the thesis also traverses processes of research. Expressly, the dissertation scrutinizes the process of informed consent and explores the potential incidental influences of Technology Enhanced Learning research participation on participant data sharing behaviour. Along these lines, the dissertation also contributes with artifacts such as a data privacy lesson for students, an informed consent comprehension test, and design principles related to enhancing consent forms.
Los informes de la OCDE y el Foro Económico Mundial destacan que los rápidos cambios tecnológicos y sociales están incrementando la exigencia al alumnado. Sin embargo, las investigaciones indican que muchos estudiantes no se están convirtiendo en estudiantes efectivos a pesar de recibir educación formal durante años, lo que limita sus habilidades para satisfacer tales demandas. Siguiendo una metodología de investigación basada en el diseño (Design-Based Research, DBR), esta tesis explora oportunidades para transformar el desarrollo de habilidades de aprendizaje de los estudiantes utilizando enfoques que combinan la ciencia del aprendizaje (Science of Learning, SOL) y las tecnologías digitales. El objetivo es mejorar la eficacia del aprendizaje del alumnado aumentando el conocimiento de estudiantes y profesorado sobre el aprendizaje, la conciencia y el uso de estrategias basadas en la evidencia y las habilidades para regular las emociones y el estrés. Esta tesis doctoral aporta un análisis de las necesidades formativas del profesorado y del alumnado; soluciones prácticas para ayudar a estudiantes y profesores, como lecciones, talleres y una herramienta de orquestación del aula (la aplicación ClassMood); y estudios empíricos sobre estrategias de aprendizaje y enseñanza. Además, para adherirse a los principios de Investigación e Innovación Responsables, la tesis también estudia los procesos de investigación. Expresamente, la tesis doctoral analiza el proceso del consentimiento informado y explora las posibles influencias incidentales de la participación en investigación TEL sobre el comportamiento de los participantes en su compartición de datos. En este sentido, la tesis también contribuye con artefactos como una lección sobre la privacidad de datos para los estudiantes, una prueba de comprensión del consentimiento informado y principios de diseño relacionados con la mejora de los formularios de consentimiento.
Els informes de l'OCDE i el Fòrum Econòmic Mundial destaquen que els ràpids canvis tecnològics i socials estan incrementant l’exigència a l'alumnat. No obstant això, les investigacions indiquen que molts estudiants no s'estan convertint en aprenents efectius tot i rebre educació formal durant anys, fet que limita les seves habilitats per satisfer aquestes demandes. Seguint una metodologia de recerca basada en el disseny (Design-Based Research, DBR), aquesta tesi doctoral explora oportunitats per transformar el desenvolupament d'habilitats d'aprenentatge dels estudiants utilitzant enfocaments que combinen la ciència de l'aprenentatge (Science of Learning, SOL) i les tecnologies digitals. L'objectiu és millorar l'eficàcia de l'aprenentatge de l'alumnat augmentant el coneixement dels estudiants i el professorat sobre l'aprenentatge, la consciència i l'ús d'estratègies basades en l'evidència i les habilitats per a regular les emocions i l'estrès. Aquesta tesi doctoral aporta un anàlisi de les necessitats formatives del professorat i l’alumnat; solucions pràctiques per ajudar a l’alumnat i professorat, com lliçons, tallers i una eina d'orquestració de l'aula (l'aplicació ClassMood); i estudis empírics sobre estratègies d'ensenyament i aprenentatge. A més a més, per tal d’adherir-se als principis de Recerca i Innovació Responsables, la tesi també estudia els processos d'investigació. Tanmateix, la tesi doctoral analitza el procés de consentiment informat i explora les possibles influències incidentals de la participació en la investigació TEL sobre el comportament dels participants en la seva compartició de dades. En aquest sentit, la tesi també contribueix amb artefactes, com una lliçó sobre la privacitat de dades per als estudiants, una prova de comprensió del consentiment informat i principis de disseny relacionats amb la millora dels formularis de consentiment.
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Eagle, Jean F. "Realizing Shared Potential Through School/University Partnerships: Enhanced Opportunities in the Learning Community." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1133190714.

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Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2005.
Title from second page of PDF document. Document formatted into pages; contains [2], iv, 177 p. Includes bibliographical references (p. 170-174).
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Shrestha, Sujan. "Exploring mobile learning opportunities and challenges in Nepal : the potential of open-source platforms." Thesis, University of West London, 2016. https://repository.uwl.ac.uk/id/eprint/2962/.

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With the increasing access to mobile devices in developing countries, the number of pilots and projects embracing mobile devices as learning tools is also growing. The important role it can play in improving education is also positively received within education communities. But, providing a successful mobile learning service is still significantly challenging. The considerable problems arise due to existing pedagogical, technological, political, social and cultural challenges and there has been a shortage of research concerning how to deploy and sustain this technology in a resource constrained educational environment. There are studies mainly conducted in sub-Saharan countries, India, and Latin America, which provide some guidelines for incorporating technology in the existing educational process. However, considering the contextual differences between these regions and other countries in Asia, such as Nepal, it requires a broader study in its own challenging socio-cultural context. In response to this difficulty, the aims of this exploratory research work are to study the distinct challenges of schools’ education in Nepal and evaluate the use of open-source devices to provide offline access to learning materials in order to recommend a sustainable mobile learning model. The developmental study was conducted in University of West London in order to assess the feasibility of these devices. The main study in Nepal explored i) the overall challenges to education in the challenging learning environment of schools with limited or no access to ICT, ii) how ICT might be helping teaching and learning in the rural public schools, and iii) how an offline mobile learning solution based on the open source platforms may facilitate English language teaching and learning. Data collection primarily involved interviews, questionnaires, observations and supplemented by other methods. This thesis presents the sustainable model for deploying and supporting mobile technology for education, which is based on the findings emerging from completed exploratory studies in Nepal. It highlights all the aspects that need to be addressed to ensure sustainability. However, to translate this understanding to a design is a complex challenge. For a mobile learning solution to be used in such challenging learning contexts, the need is to develop simple and innovative solutions that provide access to relevant digital learning resources and train teachers to embed technology in education. This thesis discusses these findings, limitations and presents implications for the design of future mobile learning in the context of Nepal.
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Nicol, Jerome Sowle. "Planning for the planning school: making the case for enhanced applied learning opportunities at the University of British Columbia’s School of Community and Regional Planning." Thesis, 1996. http://hdl.handle.net/2429/4558.

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The nature and role of higher education is changing. The relationship between the University, the student, and greater society is shifting. Internal (e.g., concerns about accessibility and inclusion) and external (e.g., funding and market demands) forces are converging in a way that demands a reconceptulization of higher education and the learning process. This thesis tries to identify and integrate varying facets that contribute to the changing landscape of university education, specifically focusing on the increased interest in applied learning opportunities at the post-secondary level, and the ways in which different professional and academic programs are incorporating such opportunities into their programs. These findings are interpreted in the context of graduate planning education at the University of British Columbia's School of Community and Regional Planning (SCARP). This qualitative study is grounded in an analytical reflection informed by my own experiences as a graduate planning student, by a review of academic, professional, government, and public press literature, and by interviews with various academics, administrators, and practitioners. The thesis presents an overview of literature from the field of planning education, and an introduction to the literature of higher education. This is followed by an examination of graduate planning schools in Canada and analogous professional/academic programs in British Columbia, which provide ample evidence and support for the emerging practice of incorporating indifferent types of applied learning opportunities (e.g., co-op program, internship, and practicum). A summary of trends, models of innovation, best practice ideals, and recommendations for graduate planning education at SCARP conclude the thesis. Most importantly, the recommendation is made for the school to continue and improve its trial internship program as well as persist in exploring ways of providing applied learning opportunities to students. Programs in higher education must continue to link theory and practice in ways that best serve students in today's changing society.
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(13539291), Bruce T. Fogarty. "Professional practicum report: An analysis and account of the effect subject specialisation has on the professional craft knowledge of teachers working with years 6 and 7 in primary education." Thesis, 1995. https://figshare.com/articles/thesis/Professional_practicum_report_An_analysis_and_account_of_the_effect_subject_specialisation_has_on_the_professional_craft_knowledge_of_teachers_working_with_years_6_and_7_in_primary_education/20742559.

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The teachers of Years 6 and 7 at a rural State Primary School in the South -Burnett Region of South -East Queensland, in response to concerns and issues raised in the 1993 Collaborative School Campus Review, initiated an action research study during which all teachers of Years 6 and 7 students would specialise in a maxium of three subjects. This research study was conducted over a six month period in 1994 and was a natural progression from other initiatives already established within the school campus. Timetable blocking, the establishment of school management teams of teachers in the P-2. Years 3-5, Years 6-7 and Specialist/Support Staff areas had already been completed.

The action research study, officially included within the school campus operational plan, sought such outcomes as (a) the improvement of teaching practices; (b) enhanced learning opportunities/outcomes for students; (c) enhanced professional support for teachers; (d) promotion of Years 7-8 transition ease for students: and (e) working smarter, not harder within a context of devolved education departmental responsibilities and accountabilities for school -based staff. Conducted by the school principal in collaboration with the School Child Needs and Staff Professional Development Committees, the intent of the study was to (1) develop a plan of action to improve present teaching practices; (2) act on and implement the plan devised collaboratively by the teaching team, comprising the principal and Year 6 and 7 teachers; (3) observe and record the effects of the action within the classroom teaching context, using student opinion to provide an additional perspective; and (4) reflect on these effects as a basis for further planning and action.

Each teacher of Years 6 and 7 specialised in a combination of up to three of the following subjects: (a) English,(b) Mathematics, (c) Science.(d) Social Studies,(e) Environmental Education/Health/Personal Development,(f) Art,(g) Physical Education,(h) Music.(i) German; and (j) Library/Research Studies. Each subject was taught by each teacher at least four times per week for a minimum period of 3Omins. Classroom teachers retained English and Mathematics in their subject selection and specialist teachers retained their official subject area of responsibility. It was thought that by focusing a teacher's time and expertise on a maximum of three subjects, teachers would be able to reflect on their teaching strategies and through improved practice, enhance student learning.

The study found that in transition from successful general teaching practice to that of successful specialist teaching practice, many aspects of a teacher's professional craft knowledge remain constant enabling such a transition to successfully be undertaken. It was also found that over time, many aspects of effective teaching practice evolve and/or specialise.

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Books on the topic "Enhanced learning opportunities"

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Mukerji, Siran. Cases on technology enhanced learning through collaborative opportunities. Hershey, PA: Information Science Reference, 2010.

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Goodman, Paul S. Technology Enhanced Learning: Opportunities for Change. Lawrence Erlbaum, 2001.

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Technology Enhanced Learning: Opportunities for Change. Lawrence Erlbaum, 2001.

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Technology enhanced learning: Opportunities for change. Mahwah, N.J: L. Erlbaum, 2002.

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Goodman, Paul S. Technology Enhanced Learning: Opportunities for Change. Taylor & Francis Group, 2001.

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Goodman, Paul S. Technology Enhanced Learning: Opportunities for Change. Taylor & Francis Group, 2001.

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Goodman, Paul S. Technology Enhanced Learning: Opportunities for Change. Taylor & Francis Group, 2001.

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Goodman, Paul S. Technology Enhanced Learning: Opportunities for Change. Taylor & Francis Group, 2001.

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Siran, Mukerji, and Tripathi Purnendu 1975-, eds. Cases on technology enhanced learning through collaborative opportunities. Hershey PA: Information Science Reference, 2010.

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Zheng, Robert Z. Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities. IGI Global, 2019.

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Book chapters on the topic "Enhanced learning opportunities"

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Sastry, Venkat V. S. S., and Piers MacLean. "Opportunities for Technology-Enhanced Remedial Maths." In Learning at the Crossroads of Theory and Practice, 179–97. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2846-2_12.

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Chan, Selena. "Enhancing Learning Through Improving Opportunities and Strategies for Feedback." In Identity, Pedagogy and Technology-enhanced Learning, 61–79. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2129-4_4.

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Buchem, Ilona, Ralf Klamma, and Fridolin Wild. "Introduction to Wearable Enhanced Learning (WELL): Trends, Opportunities, and Challenges." In Perspectives on Wearable Enhanced Learning (WELL), 3–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-64301-4_1.

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Apiola, Mikko, Mikko-Jussi Laakso, and Mirjana Ivanovic. "Enhancing Learning Opportunities for CS: Experiences from Two Learning Systems." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference. Workshops, 187–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52287-2_19.

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Balistreri, Maurizio, and Francesco Casile. "Care Robots and Bioethics: A Discussion Paper on Moral Standing of New Training Opportunities." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 11th International Conference, 210–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86618-1_21.

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Walker, Richard. "Facilitating Active Learning Opportunities for Students Through the Use of Technology-Enhanced Learning Tools: The Case for Pedagogic Innovation and Change." In Teaching Learning and New Technologies in Higher Education, 117–33. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4847-5_9.

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Hernandez, Barbara Couden. "Organizational Opportunities to Enhance Physician Learning." In Transforming the Heart of Practice, 107–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15250-5_11.

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Yang, Ping. "Experiential Learning Opportunities." In Study Abroad Contexts for Enhanced Foreign Language Learning, 189–217. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch009.

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This chapter examines how international students use experiential learning to improve their Chinese language skills through cultural immersion in China. This experiential learning mobilizes them to practice their Chinese communication skills in authentic context and in real use. Furthermore, they immerse themselves in the cultural context, reflecting on language and cultural differences, appreciating cultural diversities, and improving communicative competence. Using a qualitative method, the researcher collected data from various sources about six international students from five countries. The subjects' real-life experiences mirror their daily activities. Using Nvivo 11 as a tool, the researcher critically analyzed data, categorized contents into emerging themes. The project outcomes are useful for international students currently studying in China to reflect on their past experiences and are also beneficial to those who want to join study abroad and mobility programs, better prepare themselves for language learning and cultural immersion in China in the future.
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"Design Patterns for Technology-Enhanced Learning: Achievements and Opportunities." In Technology-Enhanced Learning, 311–18. Brill | Sense, 2010. http://dx.doi.org/10.1163/9789460910623_019.

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Dempster, Jacqueline A. "A Research-Led Approach to Technology Enhanced Learning." In Technology Enhanced Learning, 154–67. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-600-6.ch007.

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This chapter focuses on national and institutional initiatives in UK higher education (HE) to support and embed technology enhanced learning, and in particular with regard to the development in undergraduate students of research-oriented capabilities. The term “research-led” is widely used in the HE sector to describe universities that demonstrate a high capacity for good quality research whilst claiming that their research informs and enhances their teaching. The approaches described are based on the premise that developments should be led by clear pedagogical objectives coupled with the opportunities afforded to the curriculum by the technologies.
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Conference papers on the topic "Enhanced learning opportunities"

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Chugh, Ritesh. "Knowledge sharing with enhanced learning and development opportunities." In 2012 International Conference on Information Retrieval & Knowledge Management (CAMP). IEEE, 2012. http://dx.doi.org/10.1109/infrkm.2012.6205014.

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Barkalov, Sergey, Tatiana Averina, and Elena Avdeeva. "Opportunities of Digital Education for Sustainable Development of Society." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482550.

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Raja, A. S., and V. JosephRaj. "How biometrics along with tablet devices shall create great learning opportunities in classrooms: The BT framework." In 2012 International Conference on Technology Enhanced Education (ICTEE). IEEE, 2012. http://dx.doi.org/10.1109/ictee.2012.6208639.

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Kwok, Yipkei, and David L. Sullivan. "LFO2: An Enhanced Version of Learning-From-OPT Caching Algorithm." In 2nd International Conference on Machine Learning Techniques and Data Science (MLDS 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111806.

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Recent machine learning-based caching algorithm have shown promise. Among them, Learning-FromOPT (LFO) is the state-of-the-art supervised learning caching algorithm. LFO has a parameter named Window Size, which defines how often the algorithm generates a new machine-learning model. While using a small window size allows the algorithm to be more adaptive to changes in request behaviors, experimenting with LFO revealed that the performance of LFO suffers dramatically with small window sizes. This paper proposes LFO2, an improved LFO algorithm, which achieves high object hit ratios (OHR) with small window sizes. This results show a 9% OHR increase with LFO2. As the next step, the machine-learning parameters will be investigated for tuning opportunities to further enhance performance.
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Girdzijauskienė, Rūta, Liudmila Rupšienė, and Eglė Pranckūnienė. "Usage of Digital Learning Tools to Engage Primary School Students in Learning." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.20.

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The article focuses on the usage of digital learning tools by primary school teachers in order to enhance student engagement in learning. Based on the data obtained in the focus groups of educators teaching at primary school, ways to identify and enhance student engagement in learning through digital learning tools were identified. The analysis of the research data proved that the use of the said tools enhanced students’ cognitive, emotional and behavioural engagement in learning. To this end, teachers reconstructed common educational practices, anticipated the hindrances to engagement caused by digital technologies and the ways to overcome them, exploited the opportunities provided by digital learning tools, and applied effective means to ensure classroom management and interaction between students. To conclude, the enhancement of learners’ engagement in learning required effective teaching and learning strategies, innovative methods, and apt and value-based organisation of the educational process.
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Juing-Huei Su, Shun-Chung Wang, Chyi-Shyong Lee, and Jiann-Jong Chen. "Enhanced problem-based learning of power converter theories and implementations with behavior model simulations." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417942.

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Fuenmayor, Roberto, Mohamad Mustaqim Mokhlis, and Satyaraj Muniandy. "Managing Gas Lift optimization Opportunities Through Enhanced Production Advisory with AI/ML." In SPE Middle East Artificial Lift Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/206931-ms.

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Abstract The oil industry is evolving and inventing new ways to increase production and spending less time screening candidates. We expanded on the previous paper (Abu Bakar et al. 2020) where we described the benefit of combining multiple workflows based on engineering models to be used as validations checks and created a confidence score for the wells to be executed in the field. The main objective of this paper is to share an alternative solution to enhance or complement the results of each of the workflows by using artificial intelligence/machine learning (AI/ML) to predict well production and/or fill data gaps needed to run the workflows. The workflows taken into consideration in this paper are gas lift optimization (GLO), gas lift diagnostics (GLD), gas lift surveillance (GLS), sand management monitoring (SMM) workflow, and well test validation (WTV).
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Motschnig-Pitrik, Renate, Sonja Kabicher, Kathrin Figl, and Antonio M. Santos. "Person centered, technology enhanced learning in action: Action research in a course on organizational development." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417890.

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Ramaila, Sam. "TECHNOLOGY INTEGRATION IN NATURAL SCIENCES TEACHING AND LEARNING IN SOUTH AFRICAN TOWNSHIP SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end022.

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This study examined technology integration in Natural Sciences teaching and learning in South African township schools. A mixed method approach was adopted as part of an exploratory descriptive survey design. Data was collected through semi-structured interviews, classroom observations as well as administration of open-ended survey questionnaire. The study involved purposively selected grade 9 Natural Sciences teachers and learners as participants. The empirical investigation is underpinned by technological pedagogical content knowledge (TPACK) as the underlying theoretical framework. The participants demonstrated a positive disposition about technology integration in Natural Sciences teaching and learning. In particular, technology integration was perceived to provide opportunities for the enhancement of meaningful Natural Sciences teaching and learning in township schools. Digital resources were largely viewed as essential educational tools that can be deployed to demystify abstract scientific concepts with a view to enhance scientific literacy. Theoretical implications for technology-enhanced teaching and learning are discussed.
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Kushnazarov, Mansurbek, Crystal Jing Luo, and Nicole Kwan Yee Lai. "The effect of an online active learning-based course on approaches to teaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13050.

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The quality of teacher training research postgraduate (RPg) students receive is highly likely to determine the quality of teaching and learning they will provide when they are given teaching duties. Designing and developing such a teaching development course is considerably challenging, particularly if it is fully online. Owing to its focus on student learning, we integrated group learning, case-based learning and technology-enhanced learning approaches of active learning into an online Professional Development (PD) course at a university in Hong Kong. The course intended to enhance RPg students’ student-focused teaching approaches which, in turn, would help their students demonstrate high academic performance and achieve learning objectives. We relied on the concept of teaching approaches to build the theoretical foundation of this study and used Approaches to Teaching Inventory (ATI) to test the effectiveness of the PD course in improving the RPg students’ teaching quality. The quantitative analysis of the survey conducted showed that there was a significant increase in both Conceptual Change/Student Focused (CCSF) and Information Transmission/Teacher Focused approaches to teaching among the RPg students. The results provided opportunities to make informed decisions for further enhancement of the course design and start a new potential dialogue in studies of teaching approaches.
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Reports on the topic "Enhanced learning opportunities"

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McGarrigle, M. Embedding Building Information Modelling into Construction Technology and Documentation Courses. Unitec ePress, November 2014. http://dx.doi.org/10.34074/rsrp.005.

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The aim of this research is to generate a resource to assist construction lecturers in identifying opportunities where Building Information Modelling [BIM] could be employed to augment the delivery of subject content within individual courses on construction technology programmes. The methodology involved a detailed analysis of the learning objectives and underpinning knowledge of the course content by topic area, within the residential Construction Systems 1 course presently delivered at Unitec on the National Diplomas in Architectural Technology[NDAT], Construction Management [NDCM] and Quantity Surveying [NDQS]. The objective is to aid students’ understanding of specific aspects such as planning controls or sub-floor framing by using BIM models, and investigate how these could enhance delivery modes using image,animation and interactive student activity. A framework maps the BIM teaching opportunities against each topic area highlighting where these could be embedded into construction course delivery. This template also records software options and could be used in similar analyses of other courses within similar programmes to assist with embedding BIM in subject delivery.
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McGarrigle, M. Embedding Building Information Modelling into Construction Technology and Documentation Courses. Unitec ePress, November 2014. http://dx.doi.org/10.34074/rsrp.005.

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The aim of this research is to generate a resource to assist construction lecturers in identifying opportunities where Building Information Modelling [BIM] could be employed to augment the delivery of subject content within individual courses on construction technology programmes. The methodology involved a detailed analysis of the learning objectives and underpinning knowledge of the course content by topic area, within the residential Construction Systems 1 course presently delivered at Unitec on the National Diplomas in Architectural Technology[NDAT], Construction Management [NDCM] and Quantity Surveying [NDQS]. The objective is to aid students’ understanding of specific aspects such as planning controls or sub-floor framing by using BIM models, and investigate how these could enhance delivery modes using image,animation and interactive student activity. A framework maps the BIM teaching opportunities against each topic area highlighting where these could be embedded into construction course delivery. This template also records software options and could be used in similar analyses of other courses within similar programmes to assist with embedding BIM in subject delivery.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3762.

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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.
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Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.

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Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.
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Quality Assurance in HECA Colleges During the COVID-19 Pandemic: A Mixed Methods Analysis through the lens of QQI’s Core Criteria. Higher Education College's Assocation (HECA), May 2022. http://dx.doi.org/10.22375/hqf.tos22.

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The National Forum’s 2020 Network and Discipline Fund was launched in November 2020 and focuses on Shared Solutions to Common Challenges. Its overarching aim is to support networks and discipline groups to work together to respond proactively to identified challenges in teaching and learning in higher education, including those that have come to light through the sudden move to online/remote teaching and learning. The National Forum’s 2020 Network and Discipline Fund, drawing on the Higher Education Colleges’ Association (HECA) members’ experience, provided the HECA Academic Quality Enhancement Forum(HAQEF) with opportunities to strengthen its networks and discipline group, support their efforts to enhance teaching and learning, and produce useful insights and resources into the application of quality assurance of blended and online learning. In the pandemic period, many colleges were forced to change from a face-to-face delivery model of education and training to an online format of delivery. This disruption meant that assumptions about and plans for how the courses were to be delivered and managed had to be rapidly reviewed. With government pronouncements advising all staff to work from home where possible, the majority of internal roles and processes of colleges were also affected. The quality assurance (QA) policies, processes and procedures that were developed by colleges had to be modified to reflect this change in circumstances. This document reports on the results of a mixed methods study of QA developments that came about as a result of the initial changes enforced by the pandemic and the move to working from home. It also looked at what was learned about the management of quality in this sector during this time. Data was collected by HAQEF via a survey of QA personnel from the member colleges of HECA and follow up interviews. The survey consisted of 11 questions, one for each Core Area of Quality, as set out in the QQI Core QA Guidelines (2016). The questions asked for reflections on each provider’s experience of managing this aspect of QA, what resources or instances of good practice they could share with practitioners and which stakeholders were involved in this adaptation. The interviews asked about the measures that were undertaken to adapt QA processes in the pandemic period and what challenges could be reported from this adaptation. The report is divided into 11 chapters, with each chapter centred on a discussion of one Core Area of Quality as set out in the QQI Core QA Guidelines. An overview of the core area is developed, followed by a commentary on common experiences of the group in this area. Most sections conclude with resources, volunteered by member colleges of HECA, that was rated as useful in how the cohort navigated the management of QA in this core area.
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