Relevant bibliographies by topics / Exploratory Learning Environment

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Exploratory Learning Environment'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Exploratory Learning Environment"

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Rhee, Mooweon. "Network Updating and Exploratory Learning Environment*." Journal of Management Studies 41, no. 6 (August 12, 2004): 933–49. http://dx.doi.org/10.1111/j.1467-6486.2004.00461.x.

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Woo, Jin, Haksoo Han, and Sunhee Lee. "An Exploratory Study on Smart Learning Environment." Journal of the Institute of Internet Broadcasting and Communication 16, no. 1 (February 29, 2016): 21–31. http://dx.doi.org/10.7236/jiibc.2016.16.1.21.

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Hsu, Jing-Fong J., Carol A. Chapelle, and Ann D. Thompson. "Exploratory Learning Environments: What are They and Do Students Explore?" Journal of Educational Computing Research 9, no. 1 (February 1993): 1–15. http://dx.doi.org/10.2190/vlpq-ec65-gbt5-32d4.

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Computer-based learning environments have been defined as settings where students use software to facilitate active, exploratory learning. We distinguish between illocutionary and non-illocutionary learning environments: the computer interprets the intent of students in the former but not in the latter. We apply these terms to language learning environments, and report descriptive research on ESL students' use of a non-illocutionary learning environment. Results indicated students “explored” the learning environment in a routine way, but failed to explore creatively the program's morphosyntactic possibilities; routine exploration was positively related to attitudes for part of the group, but negatively related to attitudes for students who may have found the software environment too easy. Implications for illocutionary and non- illocutionary learning environments are discussed.
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Khanlarian, Cynthia J., and Rahul Singh. "An Exploratory Study of the Online Learning Environment." Issues in Accounting Education 29, no. 1 (September 1, 2013): 117–47. http://dx.doi.org/10.2308/iace-50614.

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ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.
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Austria, Milani M., Daniel D. Dasig, Jr., and Arlene Mae C. Valderama. "Exploratory Study on Learner-Driven Blended Learning Environment." Proceedings Journal of Education, Psychology and Social Science Research 2, no. 1 (May 23, 2015): 69–76. http://dx.doi.org/10.21016/icepss.2015.se28ef5.

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Wang, Feng Li, Jia Jun Liu, and Fang Peng. "The Exploratory Study and Research in Network Environment." Advanced Materials Research 468-471 (February 2012): 3081–84. http://dx.doi.org/10.4028/www.scientific.net/amr.468-471.3081.

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[Objective] This paper investigates the characteristics of the network environment and the impact on inquiry-based learning and it explores the inquiry learning research, development, content and theoretical basis. [Processes and Methods] The process and methods of experimental control, theoretical studies and system testing ways are applied. [Results] The network environment for inquiry-based learning provides more open space and self-learning environment, providing adequate sources of evidence and a wealth of interactive tools to promote inquiry-based learning and more efficient. “Inquiry learning” is the social development and it emerged with information technology network, the need to generate creative personnel training. The question, exploring and knowledge are the main elements, the learner's thinking on the scientific study and research methods. The theory stems from constructivist learning theory. [Conclusion] “Inquiry learning” is based on students’ knowledge construction, the formation of scientific concepts, scientific method and scientists to comprehend the course of study or activities similar understanding of the formation of a progressive course of communication activities, new course format. Its application for the cultivation of innovative talents is of great significance.
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Sumanarathna, Nipuni, Bismark Duodu, and Steve Rowlinson. "Social capital, exploratory learning and exploitative learning in project-based firms: the mediating effect of collaborative environment." Learning Organization 27, no. 4 (May 20, 2020): 351–64. http://dx.doi.org/10.1108/tlo-03-2020-0033.

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Purpose The study aims to provide suggestions for project-based firms (PBFs) to create value through the development of social capital, collaborative environment and organisational learning (exploratory & exploitative learning). In this regard, a conceptual model is proposed that examines the interrelations between social capital, collaborative environment and exploratory & exploitative learning in the context of PBFs. Design/methodology/approach A semi-systematic literature review focussed on interrelations between social capital, exploratory & exploitative learning and collaborative environment was undertaken. Top ranked journals and highly relevant journal articles in the management domain were considered for the review. To analyse literature, the content analysis technique incorporating NVIVO 12 software was adopted. Findings Conceptual model suggests that social capital positively affects exploratory & exploitative learning through collaborative environment in PBFs. Three dimensions of social capital (network ties, trust and shared goals) create collaborative environment and collaborative environment enhances organisational learning in PBFs across different levels. Ultimately, social capital, collaborative environment and exploratory & exploitative learning contribute to value creation in PBFs. Originality/value Although the relationship between social capital and exploratory & exploitative learning has been researched previously, findings remain inconsistent. This study provides an alternative perspective to discuss this relationship with the proposed mediating construct: collaborative environment. Considering the context of PBFs, a conceptual model was developed to explain the interrelations between social capital, collaborative environment and learning. This study especially discusses collaborative environment as a value creation factor.
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Lee, Jong-Yeon, Sang Hoon Park, Hae-Jin Kang, and Sung-Youl Park. "An Exploratory Study on Educational Significance and Environment of Flipped Learning." Journal of Digital Convergence 12, no. 9 (September 28, 2014): 313–23. http://dx.doi.org/10.14400/jdc.2014.12.9.313.

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Ross, Alanna, and Christine Furno. "Active Learning in the Library Instruction Environment: An Exploratory Study." portal: Libraries and the Academy 11, no. 4 (2011): 953–70. http://dx.doi.org/10.1353/pla.2011.0039.

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Kanyaru, Paul, and Elizaphan Maina. "Enhancing Exploratory Learning Using Computer Simulation in an E-learning Environment: A Literature Review." Open Journal for Information Technology 2, no. 2 (December 16, 2019): 35–40. http://dx.doi.org/10.32591/coas.ojit.0202.02035k.

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Dissertations / Theses on the topic "Exploratory Learning Environment"

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Ison, William T. (William Travis). "Prediction of Achievement Scores for Adult Learners Using the Productivity Environmental Preference Survey (PEPS): an Exploratory Study." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279302/.

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This study attempted to determine, given an individual's learning environment preference as determined by Alone/Peer Oriented scale of the Productivity Environmental Preference Survey (PEPS), if achievement scores could be predicted when given either an individual or a peer-group teaching environment. Participants were graduate students (n = 18) enrolled in a graduate course.
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Salem, Houda Sahal Mohamed. "The perceptions and implications of techno-stress in an E-learning environment : an exploratory case study." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2809.

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Thesis (MTech) Information Technology))--Cape Peninsula University of Technology, 2018.
The rapid growth of digital technology has exceeded society’s expectations. The overload and pace of technological advances causes many individuals at the workplace or organisations of higher learning, such as universities of technology, to become exposed and prone to stress. Students in higher education environments often find themselves vulnerable to technological stress. The problem is that we do not know the extent of the perceived implications of techno-stress, and it is not clear what the perceived psychological and emotional implications of techno-stress may have on the academic performance of higher education students. The study investigated the perceptions and implications of techno-stress in an e-learning environment to explore and describe the implications of techno-stress; the physical, mental and behavioural outcomes also how it impacts on the academic performance of students at higher education institutions. The questions of the study were focused on finding what the implications of techno-stress are as perceived by students on their studies; what the types and elements of techno-stress that students experience at universities; what the potential causes of techno-stress are as perceived by students; and how students think techno-stress impacts on their academic performance. The qualitative methods approach was used. It was found that students were more stressed over technology when problems occur as they lack the ability to manage or control it, and it was evident that this influence had an undesirable consequence on students’ results. The research concluded that despite the importance technology plays in an e-learning environment by allowing students to conduct their research, download class material and learn online, students perceive technology as an important source of stress. Despite technology’s advantages mentioned above, technology can be unpredictable and when problems occur, students exhibit lack of skills to manage or control it. It was recommended that universities of technology such as CPUT should design a program that helps students to cope with techno-stress.
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Vey, Lynette Daphne, and n/e. "Enhancing the realationship between learning and assessment." University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20060804.112632.

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This study is an investigation of the relationship between assessment and learning in education, and specifically, in the context of Australian secondary students studying English. The purpose of this research is to contribute to change in the way assessment of learning is conducted in view of the shift of educational values from content based towards a more goal-orientated process. Therefore, we begin this study with the premise that educational values should not only inform assessment in terms of outcomes and accountability as specified in national guidelines. They should also support a pedagogic process which helps to develop in students a heightened sense of the value of their own contributions to the community, academic and otherwise. The intellectual context of this study begins with an overview of most prominent educational theories. We illustrate John Dewey’s view that education should not only prepare one for life, but should also be an integral part of life itself. Dewey insisted that education was based in experience and that educational institutions should therefore honour and build on students� experiences. Piaget believed that children are quite sophisticated, active thinkers and theorists. Vygotsky saw all learning, knowledge, and experience had a social basis. Together these three theorists emphasize the active role of students as individuals (Dewey and Piaget) or a group (Vygotsky). Further, as society’s values shift from the Industrial Age to an Information Age, there is a growing expectation for individuals to be active and informed citizens, with the ability to exercise judgment and the capacity to make sense of their world. In response to these issues, we conclude that the teaching and assessment processes must support these kinds of requirements. We examine literature related to learning theories and assessment with the objective of ascertaining and illustrating aspects which they share and which, in our view, hamper the development of learning environments enabling exploratory and critical learning. We argue that when assessment criteria predetermine the learning outcomes, this results in teaching models where students’ learning needs are also predetermined. This process alienates students from their sociocultural context which shapes them and from which they derive their identify and the sense of their own value. Consequently, students become an object of pedagogic tools, rather than rightful participants in the lives of their various communities. Against the background of these reflections, we set out in this study to investigate how learning and assessment can be linked together. To this end, we develop the concept of an Exploratory Learning Environment. In order to articulate the framework of such an environment, we draw on a number of principals generally associated with humanist/constructivist/postmodern approaches to learning and assessment. In the course of this work we argue that students’ ways of knowing, and how they learn, cannot be divorced from their individual, and yet socially (interactively) constructed (negotiated), cultural experiences (terms of reference). The philosophy of the Exploratory Learning Environment can be described as promoting engagement and construction, thus supporting learning through experience, inquiry,experimentation and critical reflection. Consequently, in the Exploratory Learning Environment we seek to integrate pedagogic task construction and students’ expectations. To this end, we concentrate our research on strategies, or tools, enhancing students’ critical forms of engagement in their community. We aim for the academic knowledge, which they construct as a result, not to serve arbitrarily constructed performance indicators, but the students themselves and the community which they engage. Regarding assessment, our objective is to ascertain the diversity of conflict-generating concerns which students take into account in order to motivate the kinds of socially responsible solutions that they create and, as a result, the kinds of relationships which they want to establish. This approach to assessment allows us to focus students’ learning on developing critical thinking skills whose validation comes from students’ own evaluation, rather than from an abstract source of authority. This arrangement of creating learning environments rich in tools enhancing students’ critical forms of engagement we carry out using two classes of Year 10 and one class of Year 8 students in two secondary schools. Results from the study demonstrate significant advantages that can be gained when assessment is not limited to the measure of a ‘product’, but is based in pedagogy enabling critical negotiation. For example, students developed a sense of ownership of their learning task, felt motivated to explore conflicting issues, and, interestingly, valued the assessment process and looked forward to learning about the quality of their performance. In summary, the theoretical reflections conducted in this study and the experiment conducted within the Exploratory Learning Environment model, together, provide valuable and reliable evidence supporting the need for a critical evaluation of the currently existing relationship between teaching and assessment. Further, this thesis offers examples of solutions in which this link can be fostered. It demonstrates that, when students are empowered to learn by critically linking academic and other forms of knowledge residing in their community, the assessment process become a meaningful tool to them and they become involved in their assessment. At the same time, teachers learn to reduce the grip they hold on the learning and assessment processes. They do so by adopting the role of a facilitator of the students’ negotiation process. This is very different from the traditional teaching practices where the learning process is restricted, rather than enhanced, by assessment.
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Ross, Jonathan Lewis. "An exploratory analysis of post-secondary student achievement comparing a web-based and a conventional course learning environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ49535.pdf.

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Carlisle, Vincent J. "Understanding the effects of personal responsibility and environment on the development of self-directed learning: an exploratory study." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32502.

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Doctor of Philosophy
Department of Educational Leadership
Sarah Fishback
This exploratory study analyzed changes in self-directed learning of Army officers attending the Army’s Command and General Staff Officers Course, CGSOC, by applying a quasi-experimental, pretest posttest, comparative approach based on the attribute independent variables gender, race/ethnicity, level of education, and branch of Army. It also sought to inform implementation and assessment strategies in both the private and broader public sectors, specifically companies and organizations seeking to develop lifelong learners in the furtherance of creating or sustaining a learning organization. The study began with the administration of the Personal Responsibility Orientation to Self-directed Learning Scale (PRO-SDLS) during the first week of a ten-month resident course and concluded with a second administration of the PRO-SDLS at the end of the course. In addition to a total score, the PRO-SDLS provided results for four dependent variables: learner initiative, learner self-efficacy, learner control, and learner motivation. Though effect size varied, this study found a statistically significant difference in pretest to posttest scores differences between white and non-white in both total score and in the subcomponent of learner motivation. Additionally, the change in scores for learner motivation from pretest to posttest for whites was statically significant. Finally, the change in scores for the subcomponent of learner control between students with a bachelor’s degree and those with a master’s degree was also significant. The broader implication of these findings is the caution by Brockett and Hiemsta (1991) that adult educators should consider the individual characteristics of the learner when developing and delivering curriculum. In this case it would appear that either the curriculum or the delivery of the curriculum or a combination of the two may have been experienced differently by white and non-white Army officers; specifically regarding the development of learner motivation.
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Gage, Charles Quincey. "The meaning and measure of school mindfulness an exploratory analysis /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1069683954.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xiii, 169 p.; also includes graphics. Includes abstract and vita. Advisor: Wayne K. Hoy, Dept. of Educational Policy and Leadership. Includes bibliographical references (p. 154-169).
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Laurence, Harold A. IV. "An exploratory study of cognitive complexity at a military intermediate service school." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20515.

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Doctor of Philosophy
Educational Leadership
Sarah Jane Fishback
The military devotes significant resources and time in the development of officers through education. Recently, there has been a great deal of emphasis placed on military Intermediate Service Schools (ISS’s) to enhance the ability of graduates to think with greater cognitive complexity in order to solve the kinds of problems they may face after graduation. The military environment in which these mid-career officer students will serve is highly complex and requires a significant ability to generate solutions to unique and complex problems. One hallmark of a developmental adult educational experience is the advancement of the student to higher levels of cognitive complexity. The purpose of this research was to determine if there was a relationship between the cognitive complexity of faculty, students, and expectations for student graduates, at a military Intermediate Service School. Along with the simultaneous measure of cognitive complexity, via a survey administration of the LEP instrument, the researcher also developed a technique for translating learning objectives from Blooms taxonomy into a corresponding Perry position. This translation method was used to translate the college learning objectives into an expected Perry position for graduates of the college. The study also included demographic data to look for significant results regarding a number of independent variables. For faculty only these included teaching department, years of teaching experience, age, and military status. For both populations the variables studied included education level, gender, combat experience and combat trauma, branch of service, commissioning source, and years of active duty service. The study found that the mean cognitive complexity of entering students (CCI = 360) was lower than the cognitive complexity required of graduates (CCI = 407). However, the faculty mean cognitive complexity (CCI = 398) was not significantly different from a student graduate. The faculty results indicated that there were no statistically significant relations between the independent variables studied and the measured cognitive complexity. For students there was a statistically significant relation between measured cognitive complexity and gender.
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Galyen, Krista D. "Characterizing Performance via Behavior Co-occurrences in a 3D Collaborative Virtual Learning Environment| An Exploratory Study of Performance and Design." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877143.

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The iSocial 3D CVLE is an innovative design for addressing special needs at a distance that require social and active learning. This exploratory retrospective case study explored innovative methods of analyzing co-occurrences of behavior to gain insight into understanding and evaluating student performance and 3D CVLE design. Visualization techniques were employed to model student behavior within similarly structured activities. Linear mixed models revealed that student performance significantly differed across environments. In addition, environmental design attributes were identified through qualitative memos. General behavior patterns were associated with design environment attributes, warranting further study.

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Berg, Paul Eric. "An exploratory case study of the effects of gender related combat stress on adult learning in a military academic environment." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34476.

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Doctor of Philosophy
Department of Educational Leadership
Sarah Jane Fishback
This study describes how combat experiences affected female Army officers who attended the Command and General Staff College (CGSC) in Fort Leavenworth, Kansas. The female Army officers’ combat experiences were found to affect their academic learning, classroom experience, and coping mechanisms in a graduate-level professional military education. The themes identified included combat-related gender specific experiences and additional gender themes related to learning in a male-dominated military education environment. Nine female active duty Army officers who were attending CGSC participated in this research with each having a minimum of two combat tours. In addition, two active duty Army CGSC military instructors with multiple combat tours and two behavioral counselors specializing in military patients were also interviewed. The findings of this case study indicated that combat experiences affect t a degree the female students who served in the Army in Iraq and Afghanistan. The level of perceived academic stress was contingent upon the impact of the CGSC classroom environment, personal combat experiences, prior education, gender related combat stress, and other factors. Also, the learning experience of female students at CGSC was influenced due to marginalization in the classroom, instructor biases, and two-female limitations. This study contributes the continued research on effects of combat on adult learning, specifically adding to the limited works on being a female serving in the Army.
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Yetkin, Iffet Elif. "The role of classroom context in student self-regulated learning an exploratory case study in a sixth-grade mathematics classroom /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148492404.

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Books on the topic "Exploratory Learning Environment"

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Slater, Stanley F. Information search style and business performance in dynamic and stable environments: An exploratory study. Cambridge, Mass: Marketing Science Institute, 1997.

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Boezerooy, Petra. E-learning strategies of higher education institutions: An exploraty study into the influence of environmental contingencies on strategic choices of higher education institutions with respect to integrating e-learning in their education delivery and support processes. Enschede: CHEPS/UT, 2006.

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Harrod, Molly, Sanjay Saint, and Robert W. Stock. Teaching Inpatient Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.001.0001.

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Each year, roughly 18,000 medical students graduate from 170 plus medical schools in the United States. Nearly all of these graduates will continue their medical education at one of the more than 1,000 teaching hospitals across the country. Because of the reduction in the resident work week and the more recent intern shift cap, medical education on the wards must be high yield. This educational responsibility falls on the shoulders of attending physicians, few of whom have had formal education in teaching. This book utilized an in-depth exploratory, qualitative approach to uncover how a group of attendings, identified as experts in the field of medical teaching, construct learning environments that promote team-based learning while delivering high-quality patient-centered care. We observed attendings with their teams on rounds and conducted interviews and focus groups with the attendings and current and former learners in order to obtain multiple perspectives on what makes an attending a great teacher and clinician. Using real examples derived from the inpatient teaching environment, this book will provide readers with strategies they can modify and incorporate into their own teaching repertoire, including how to utilize the expertise of other allied health professionals and involve the patient in the teaching process.
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Honorato, Hercules Guimarães. Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-378-7.

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This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.
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Book chapters on the topic "Exploratory Learning Environment"

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Nevile, Liddy. "Do Users Inhabit Or Build Their Boxer Environment?" In Computers and Exploratory Learning, 421–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57799-4_23.

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Alberti, Maria Alberta, and Daniele Marini. "Knowledge Representation in a Learning Environment for Euclidean Geometry." In Computers and Exploratory Learning, 109–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57799-4_7.

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Colette and Jean-Marie Laborde. "What About a Learning Environment Where Euclidean Concepts are Manipulated with a Mouse?" In Computers and Exploratory Learning, 241–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57799-4_13.

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Ting, Choo-Yee, M. Reza Beik Zadeh, and Yen-Kuan Chong. "A Decision-Theoretic Approach to Scientific Inquiry Exploratory Learning Environment." In Intelligent Tutoring Systems, 85–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11774303_9.

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Tucker, Richard N., and John Whiting. "Consequences of Moving from a Traditional Cybernetic Approach to a Open Exploratory Learning Environment." In Cognitive Tools for Learning, 251–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77222-1_20.

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Mavrikis, Manolis, Wayne Holmes, Jingjing Zhang, and Ning Ma. "Fractions Lab Goes East: Learning and Interaction with an Exploratory Learning Environment in China." In Lecture Notes in Computer Science, 209–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93846-2_38.

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Lee, Yang-Won, Key-Ho Park, and Ryosuke Shibasaki. "Collaborative GIS Environment for Exploratory Spatial Data Analysis Based on Hybrid P2P Network." In Technologies for E-Learning and Digital Entertainment, 330–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11736639_44.

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Joyner, David A., and Ashok K. Goel. "Attitudinal Gains from Engagement with Metacognitive Tutors in an Exploratory Learning Environment." In Intelligent Tutoring Systems, 627–28. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07221-0_85.

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Holmes, Wayne, Manolis Mavrikis, Alice Hansen, and Beate Grawemeyer. "Purpose and Level of Feedback in an Exploratory Learning Environment for Fractions." In Lecture Notes in Computer Science, 620–23. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19773-9_76.

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Teodoro, Vitor Duarte. "The Computer as a Conceptual Lab: Learning Dynamics with an Exploratory Environment." In Advanced Educational Technologies for Mathematics and Science, 209–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-662-02938-1_7.

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Conference papers on the topic "Exploratory Learning Environment"

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"Exploratory Learning in the ViStA Immersive Environment." In 5th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004387201280135.

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R. Vogel, Douglas, Robert Davison, Ronnie H. Shroff, and Sajda Qureshi. "Sociocultural Learning in Globally Distributed Teams: An Exploratory Study." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2425.

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Characteristics of the new millennium suggest that we give students the experience of working in multi-cultural distributed teams to prepare them for present and future organizational demands. In general, students respond positively to this type of learning activity. However, we know little in terms of what they are really learning, how to improve the environment in which that learning takes place and how to assess the improvements, if any. In this paper we use tenets of the sociocultural learning model to explore aspects of learning in culturally differentiated teams distributed on two continents, using groupware for project support. We conclude that learning is taking place in a number of ways that makes relevant use of multi-cultural distributed teams and that our measurement instrument provides an initial basis for comparison across classes and technologies to assess whether we are improving the learning environment.
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Fontes, S. G., P. L. P. Côrrea, S. L. Stanzani, and R. G. Morato. "Association rules mining applied in the animal movement exploratory analysis." In VII Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/kdmile.2019.8782.

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The animal movement analysis determines the animal behavior, which is the basis for understanding the interaction between species and the environment and to guide actions of preservation and conservation. The challenge is how to explore this movement data, getting indications about how the animal behaves over time and space. In this sense, a framework to animal movement exploratory analysis is presented, that combines algorithms for spatiotemporal data analysis and association rules mining, as a first step to answer questions related to animal behavior. We performed the framework’s evaluation in the exploratory analysis of monitored monkeys (Cebus capucinus) in the Panamá.
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Gogoulou, A., E. Gouli, and M. Grigoriadou. "e-ECLiP: A Web-Based Environment Supporting Exploratory and Collaborative Learning in Programming." In 2010 2nd International Conference on Intelligent Networking and Collaborative Systems (INCoS). IEEE, 2010. http://dx.doi.org/10.1109/incos.2010.35.

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Varaljai, Mariann. "Establish innovative learning environment by virtual lab concept: An exploratory research in higher education." In 2016 7th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2016. http://dx.doi.org/10.1109/coginfocom.2016.7804578.

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Karkalas, Sokratis, and Sergio Gutierrez-Santos. "Enhanced JavaScript Learning Using Code Quality Tools and a Rule-Based System in the FLIP Exploratory Learning Environment." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.35.

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Lee, Jongmin, Youngsoo Jang, Pascal Poupart, and Kee-Eung Kim. "Constrained Bayesian Reinforcement Learning via Approximate Linear Programming." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/290.

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In this paper, we consider the safe learning scenario where we need to restrict the exploratory behavior of a reinforcement learning agent. Specifically, we treat the problem as a form of Bayesian reinforcement learning in an environment that is modeled as a constrained MDP (CMDP) where the cost function penalizes undesirable situations. We propose a model-based Bayesian reinforcement learning (BRL) algorithm for such an environment, eliciting risk-sensitive exploration in a principled way. Our algorithm efficiently solves the constrained BRL problem by approximate linear programming, and generates a finite state controller in an off-line manner. We provide theoretical guarantees and demonstrate empirically that our approach outperforms the state of the art.
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Tammaro, Rosanna, Iolanda Sara Iannotta, and Concetta Ferrantino. "THE TEACHER TRAINING DURING COVID-19 PANDEMIC: AN EXPLORATORY STUDY ABOUT ONLINE LABORATORIES QUALITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end111.

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The spread of novel Corona Virus and the resulting Covid-19 Pandemic has had a profound impact in our lives and most of daily activities have been upset. Negative effects crushed education and all around the world schools, universities and tertiary institutions had to shut down moving to Distance Learning. Distance Learning was in fact the global answer to continue educational activities and preserve students’ right to education. The United Nations Organization for Culture and Education (UNESCO) reports that ten months after rising pandemic, more than 331 million students worldwide are affected by the Pandemic and in 28 countries the schools are still closed (updated 09.12.2020). During the months of the first contagion curve, only 15% of teaching activities were delivered remotely, globally, thanks to Distance Learning. More than 1.5 billion students worldwide are or have been touched by the closure of schools and universities due to the Covid-19 Pandemic. Teachers and instructors world-wide had to find the best solution to fix the pedagogical challenge. For this reason, teaching strategies, methods and materials have been adapted to the online learning environment. Distance Learning refers to an electronic learning environment; generally, it is used if time and/or geographic conditions do not allow a direct contact between educators and students (King, Young, Drivere-Richmond & Schrader, 2001). UNESCO (2002) asserts that Distance Learning includes learning process carried out separately in time and space, through artificial electronic or print media; this holds also for a part of the educational process. Distance Learning requires specific evaluation procedures throughout qualitative and quantitative methodologies, focusing the performance assessment and the learning process (Benigno & Trentin, 1999). This article is a part of a wider research that wants to investigate the students’ experience about online Laboratory classes during Pandemic crisis. Based on a quantitative, non- experimental and ex-post-facto research, this article specifically investigates the strategies used during remote Labs students attended during the sanitary emergency. Data was collected through a no-tested research survey administered with an online free app. A voluntary response sample from 749 Single-cycle Primary Teacher Education students, from first year course to the fifth, attending university in one of the most important athenaeums in Southern Italy, at the end of their last second semester. Results from the closed-response questions show the use of a variety of strategies whose effectiveness should be assessed based on empirical evidence.
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Cohen, Michael K., Elliot Catt, and Marcus Hutter. "A Strongly Asymptotically Optimal Agent in General Environments." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/302.

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Reinforcement Learning agents are expected to eventually perform well. Typically, this takes the form of a guarantee about the asymptotic behavior of an algorithm given some assumptions about the environment. We present an algorithm for a policy whose value approaches the optimal value with probability 1 in all computable probabilistic environments, provided the agent has a bounded horizon. This is known as strong asymptotic optimality, and it was previously unknown whether it was possible for a policy to be strongly asymptotically optimal in the class of all computable probabilistic environments. Our agent, Inquisitive Reinforcement Learner (Inq), is more likely to explore the more it expects an exploratory action to reduce its uncertainty about which environment it is in, hence the term inquisitive. Exploring inquisitively is a strategy that can be applied generally; for more manageable environment classes, inquisitiveness is tractable. We conducted experiments in "grid-worlds" to compare the Inquisitive Reinforcement Learner to other weakly asymptotically optimal agents.
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Asunka, Stephen, and Emmanuel Freeman. "Students' Access, Use and Perceptions of Learner Support Services Provided in a Higher Education Blended Learning Environment: An Exploratory Case Study." In 2019 International Conference on Communications, Signal Processing and Networks (ICCSPN). IEEE, 2019. http://dx.doi.org/10.1109/iccspn46366.2019.9150187.

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