Journal articles: '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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Wong, Grace, Steven Dellaportas, and Barry J. Cooper. "Chinese learner in a linguistically challenged environment – an exploratory study." Asian Review of Accounting 26, no. 2 (May 8, 2018): 264–76. http://dx.doi.org/10.1108/ara-07-2017-0123.

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Purpose The purpose of this paper is to explore the implications for student learning when accounting education is delivered in the student’s non-native language. It examines the impact on learning arising from the different components of English language competencies, namely, listening, reading, writing, and speaking. Design/methodology/approach The data are drawn from focus group interviews with students from Mainland China undertaking an accounting degree in Australia. Findings The findings indicate that students relied primarily on their reading instead of listening to seek understanding, and in turn, writing was considered less important compared to listening and reading. Notably, speaking was overlooked by many students as it was considered the least important skill necessary to achieve success as a student and to be a competent practitioner. Students developed a misconception that the quality of oral communication required of accountants in practice is unimportant. Practical implications The findings will assist accounting educators and the accounting profession in designing and implementing appropriate instructional strategies and assessment tasks for international students. One suggestion includes a more balanced weighting between written and oral assessment. Originality/value Few studies have specifically explored the impact of English language on learning accounting. While some studies examine specific aspects of language as a unitary concept, little has been reported on the impact of all components of the language skill-set on student learning.

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Meyer, Rhoda, Susan C. Van Schalkwyk, and Rosaley Prakaschandra. "The operating room as a clinical learning environment: An exploratory study." Nurse Education in Practice 18 (May 2016): 60–72. http://dx.doi.org/10.1016/j.nepr.2016.03.005.

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HESSE, FRANK, RALF DER, and J. MICHAEL HERRMANN. "MODULATED EXPLORATORY DYNAMICS CAN SHAPE SELF-ORGANIZED BEHAVIOR." Advances in Complex Systems 12, no. 03 (June 2009): 273–91. http://dx.doi.org/10.1142/s0219525909002258.

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We study an adaptive controller that adjusts its internal parameters by self-organization of its interaction with the environment. We show that the parameter changes that occur in this low-level learning process can themselves provide a source of information to a higher-level context-sensitive learning mechanism. In this way, the context is interpreted in terms of the concurrent low-level learning mechanism. The dual learning architecture is studied in realistic simulations of a foraging robot and of a humanoid hand that manipulated an object. Both systems are driven by the same low-level scheme, but use the second-order information in different ways. While the low-level adaptation continues to follow a set of rigid learning rules, the second-order learning modulates the elementary behaviors and affects the distribution of the sensory inputs via the environment.

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Conklina, Sheri, Beth Oyarzun, and Daisyane Barreto. "Blended synchronous learning environment: Student perspectives." Research on Education and Media 9, no. 1 (June 1, 2017): 17–23. http://dx.doi.org/10.1515/rem-2017-0004.

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Abstract Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE) can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-face and online synchronous students, which can cause cognitive overload and compromise the quality of instruction. Additionally, this study suggests that technical difficulties can affect students’ satisfaction with BSLE courses. Implications for further research and limitations are discussed.

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Uzan, Oriel, Reuth Dekel, Or Seri, and Ya’akov (Kobi) Gal. "Plan Recognition for Exploratory Learning Environments Using Interleaved Temporal Search." AI Magazine 36, no. 2 (June 21, 2015): 10–21. http://dx.doi.org/10.1609/aimag.v36i2.2579.

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This article presents new algorithms for inferring users’ activities in a class of flexible and open-ended educational software called exploratory learning environments (ELE). Such settings provide a rich educational environment for students, but challenge teachers to keep track of students’ progress and to assess their performance. This article presents techniques for recognizing students activities in ELEs and visualizing these activities to students. It describes a new plan recognition algorithm that takes into account repetition and interleaving of activities. This algorithm was evaluated empirically using two ELEs for teaching chemistry and statistics used by thousands of students in several countries. It was able to outperform the state-of-the-art plan recognition algorithms when compared to a gold-standard that was obtained by a domain-expert. We also show that visualizing students’ plans improves their performance on new problems when compared to an alternative visualization that consists of a step-by-step list of actions.

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Rick, Jochen, and K. K. Lamberty. "Medium-based design: Extending a medium to create an exploratory learning environment." Interactive Learning Environments 13, no. 3 (December 2005): 179–212. http://dx.doi.org/10.1080/10494820500401883.

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Park, HyoungKil, and HanBeom Kim. "An Exploratory Study for Improving the Learning Environment of University Student Athletes." Journal of Korean Society of Sport Policy 16, no. 2 (May 31, 2018): 17–32. http://dx.doi.org/10.52427/kssp.16.2.2.

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Larbi-Siaw, Otu, and Yaw Owusu-Agyeman. "Miscellany of Students’ Satisfaction in an Asynchronous Learning Environment." Journal of Educational Technology Systems 45, no. 4 (May 17, 2017): 456–75. http://dx.doi.org/10.1177/0047239516667499.

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This study investigates the determinants of students’ satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student–content interaction, student and student interaction, student–teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The empirical data were gathered through structured questionnaires from 500 students who took courses in an asynchronous learning environment and the analysis was done using structural equation modeling. Framed along the positivist paradigm, deductive epistemology, exploratory research design, the study showed that all the seven variables served as robust antecedents of students’ satisfaction in an asynchronous learning environment.

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Ivanova, Malinka, and Anguelina Popova. "Formal and Informal Learning Flows Cohesion in Web 2.0 Environment." International Journal of Information Systems and Social Change 2, no. 1 (January 2011): 1–15. http://dx.doi.org/10.4018/jissc.2011010101.

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This paper presents the results of an exploratory study examining bachelor degree students’ experiences of learning with a new generation learning management system Edu 2.0 combined with Web 2.0 applications. The authors discuss students’ perceptions of formal and informal activities within this environment as captured through a collection of surveys, activities’ tracking, and assessment. The main functional characteristics and available social tools of Edu 2.0 are examined in the context of students learning support. A model of Learning area is developed to analyze the formal and informal learning flows from the point of view of learning enhancement.

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Espasa, Anna, and Julio Meneses. "Analysing feedback processes in an online teaching and learning environment: an exploratory study." Higher Education 59, no. 3 (June 10, 2009): 277–92. http://dx.doi.org/10.1007/s10734-009-9247-4.

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Gutierrez-Santos, Sergio, Eirini Geraniou, Darren Pearce-Lazard, and Alexandra Poulovassilis. "Design of Teacher Assistance Tools in an Exploratory Learning Environment for Algebraic Generalization." IEEE Transactions on Learning Technologies 5, no. 4 (October 2012): 366–76. http://dx.doi.org/10.1109/tlt.2012.19.

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Watson, Paul Barry, Philippa Seaton, Deborah Sims, Isabel Jamieson, Jane Mountier, Rose Whittle, and Mikko Saarikoski. "Exploratory Factor Analysis of the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T)." Journal of Nursing Measurement 22, no. 1 (2014): 164–80. http://dx.doi.org/10.1891/1061-3749.22.1.164.

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Background and Purpose: The Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) scale measures student nurses’ perceptions of clinical learning environments. This study evaluates the construct validity and internal reliability of the CLES+T in hospital settings in New Zealand. Comparisons are made between New Zealand and Finnish data. Methods: The CLES+T scale was completed by 416 Bachelor of Nursing students following hospital clinical placements between October 2008 and December 2009. Construct validity and internal reliability were assessed using exploratory factor analysis and Cronbach’s alpha. Results: Exploratory factor analysis supports 4 factors. Cronbach’s alpha ranged from .82 to .93. All items except 1 loaded on the same factors found in unpublished Finnish data. The first factor combined 2 previous components from the published Finnish component analysis and was renamed: connecting with, and learning in, communities of clinical practice. The remaining 3 factors (Nurse teacher, Supervisory relationship, and Leadership style of the manager) corresponded to previous components and their conceptualizations. Conclusion: The CLES+T has good internal reliability and a consistent factor structure across samples. The consistency across international samples supports faculties and hospitals using the CLES+T to benchmark the quality of clinical learning environments provided to students.

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Bwalya, Kelvin Joseph. "Virtual Reality and Learning in an African University Environment." International Journal of Art, Culture and Design Technologies 1, no. 1 (January 2011): 36–49. http://dx.doi.org/10.4018/ijacdt.2011010104.

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Incorporating Virtual Reality aesthetics and semantics can contribute towards transforming the education landscape in both the developed and developing world. This can be realized by VR’s capacity to enable the design of more vibrant and dynamic/interactive multimedia applications that are user centric. VR has a positive impact on e-Learning, which is an emerging education model in Africa. This paper uproots the different initiatives, experiences, and challenges that have been met by various endeavors to employ VR as a tool for education, especially in African universities. Using exploratory approaches, two universities in South Africa and Botswana are reviewed as case studies in order to ascertain the status of VR use in higher education in Africa. The paper finds that the potential of VR education is evident in Africa but needs to be unearthed.

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Md Hassan, Nurulhuda, Norliza Abdul Majid, and Nur Khairunnasuha Abu Hassan. "Validation of learning environment inventory for secondary school contexts." International Journal of Evaluation and Research in Education (IJERE) 9, no. 2 (June 1, 2020): 379. http://dx.doi.org/10.11591/ijere.v9i2.20444.

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This study was conducted to describe the validation of learning environment inventory (LEI) for secondary school contexts. A survey method was used for data collection through the 20-item LEI. This study consists of two phases. In Phase 1, an exploratory factor analysis (EFA) was conducted using the Statistical Package for Social Sciences (SPSS 21) involving data collected from 150 students, which resulted in the extraction of four factors related to learning environment; (a) Learner-centered, (b) Knowledge-centered, (c) Assessment-centered, and (d) Community-centered. A confirmatory factor analysis (CFA) was carried out in Phase 2 with a new sample (N = 268) which resulted in strong model fit estimation. Such results confirmed the factor structure of Phase 1 and resulted in a final 12-item scale, which may be considered as an acceptable model.

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Westlin, Joseph, Eric Anthony Day, and Michael G. Hughes. "Learner-Controlled Practice Difficulty and Task Exploration in an Active-Learning Gaming Environment." Simulation & Gaming 50, no. 6 (September 27, 2019): 812–31. http://dx.doi.org/10.1177/1046878119877672.

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Background. With the use of computer-based simulations and games becoming increasingly common in education and organizational contexts for delivering training and instruction, learners are being granted unprecedented control over their learning. This increase in learner control leaves large differences in how learners challenge themselves and explore their learning environments. Learners can benefit from task difficulty, an aspect of challenge, when they are neither overwhelmed nor underwhelmed. The purpose of the present lab study was to test a model of how encouraging learners to challenge themselves with greater task difficulty when practicing a video game could be a “double-edged sword” in terms of their skill-based learning. Method. Using a first-person shooter computer game as the criterion task, 120 undergraduate males were randomly assigned to one of two groups. Half of the participants were encouraged to practice at a difficulty level that matched their skill level, while the other half were encouraged to practice at a difficulty that greatly exceeded their skill. Exploratory behavior was reflected in the variety of weapons used. Results. Findings supported a model of inconsistent mediation predicting that difficulty encouragement instructions would lead to higher selected practice difficulty, which in turn would have positive direct effects on skill transfer yet negative indirect effects through exploratory behavior. Discussion. The present study demonstrated that encouraging learners to practice at high levels of task difficulty is a “double-edged sword.” Although high levels of task difficulty can help in the preparation for future difficulties, it can also undermine exploratory behavior which is an important aspect of the learning process. This research speaks to the potential of encouraging learners to practice under difficult conditions without undermining their learning.

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Ramakrishnan, Santhosh K., Dinesh Jayaraman, and Kristen Grauman. "Emergence of exploratory look-around behaviors through active observation completion." Science Robotics 4, no. 30 (May 15, 2019): eaaw6326. http://dx.doi.org/10.1126/scirobotics.aaw6326.

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Standard computer vision systems assume access to intelligently captured inputs (e.g., photos from a human photographer), yet autonomously capturing good observations is a major challenge in itself. We address the problem of learning to look around: How can an agent learn to acquire informative visual observations? We propose a reinforcement learning solution, where the agent is rewarded for reducing its uncertainty about the unobserved portions of its environment. Specifically, the agent is trained to select a short sequence of glimpses, after which it must infer the appearance of its full environment. To address the challenge of sparse rewards, we further introduce sidekick policy learning, which exploits the asymmetry in observability between training and test time. The proposed methods learned observation policies that not only performed the completion task for which they were trained but also generalized to exhibit useful “look-around” behavior for a range of active perception tasks.

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Fratamico, Lauren, Cristina Conati, Samad Kardan, and Ido Roll. "Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity." International Journal of Artificial Intelligence in Education 27, no. 2 (January 6, 2017): 320–52. http://dx.doi.org/10.1007/s40593-016-0131-y.

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González-González, Inés, Ana Jiménez-Zarco, and Cristina Alcaide-Muñoz. "When Grad Students Adopt Technology Applications: An Exploratory Study in a Virtual Learning Environment." Journal of Scientific Research and Reports 11, no. 2 (January 10, 2016): 1–12. http://dx.doi.org/10.9734/jsrr/2016/19538.

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Osgerby, Julia. "Students' Perceptions of the Introduction of a Blended Learning Environment: An Exploratory Case Study." Accounting Education 22, no. 1 (February 2013): 85–99. http://dx.doi.org/10.1080/09639284.2012.729341.

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Russell, Lynn, Joyce Nyhof-Young, Beverley Abosh, and S. Robinson. "An exploratory analysis of an interprofessional learning environment in two hospital clinical teaching units." Journal of Interprofessional Care 20, no. 1 (January 2006): 29–39. http://dx.doi.org/10.1080/13561820500476473.

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Hudacek, Sharon S., Mary Jane K. DiMattio, Audrey Schnell, and Catherine P. Lovecchio. "Examination of the Structural Validity of the Clinical Learning Environment Inventory Using Exploratory Factor Analysis." Journal of Nursing Measurement 27, no. 2 (August 1, 2019): 210–20. http://dx.doi.org/10.1891/1061-3749.27.2.210.

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Background and PurposeThis study tested the psychometrics of the Clinical Learning Environment Inventory (CLEI—actual version), a tool designed to measure the perceptions of nursing students' clinical learning. The developer of the CLEI did not report structural validity.MethodExploratory factor analysis (EFA) was performed using data from 311 licensure nursing students to assess the CLEI's proposed dimensions or structural validity.ResultsThe Kaiser–Meyer–Olkin (KMO) test indicated acceptable sampling adequacy. Analysis of four different models, while retaining items with factor loadings >0.35, resulted in a four-factor solution with 32 items. The factors were renamed: Concern for Student Welfare (the highest weighted factor); Organized/Effective Teaching; Enjoyment of Clinical Learning; and Student Decision-Making.ConclusionsThis study suggests that the 32 item four-factor CLEI is sufficiently structurally valid and reliable for further testing.

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Reisoğlu, İlknur, and Yüksel Göktaş. "Developing community of inquiry scale for 3D virtual learning environments." Pegem Eğitim ve Öğretim Dergisi 6, no. 3 (June 6, 2016): 347–70. http://dx.doi.org/10.14527/pegegog.2016.018.

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This study aims at developing Community of Inquiry Model scale for 3 Dimensional virtual learning environments. 51 items were developed for the scale from the literature review based on the characteristics of a virtual learning environment which was developed for winter sports in a 3D environment. The items were reviewed by field and language experts. A pilot study was conducted with 15 students. In 3D virtual winter sports learning environment, 260 5th, 6th, and 7th grade students practiced and then the scale was implemented on them. Exploratory and confirmatory factor analyses were carried out on the obtained data. At the end of the analyses, it was confirmed that the scale was comprised of three factors that are teaching, social and cognitive presence, and explained 57.80% of the variance and Cronbach alpha coefficient was .96. In confirmatory factor analyses conducted with three-factor structure that are teaching, social and cognitive presence, goodness of fit indexes before any modifications made on the model were as follows; [Ï‡2/df=1.59 (p=.00); RMSEA= .07; GFI= .80; AGFI= .76; CFI=.99; NFI= .97; SRMR= .05].

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Wright, Christopher G. "Constructing a Collaborative Critique-Learning Environment for Exploring Science Through Improvisational Performance." Urban Education 54, no. 9 (April 29, 2016): 1319–48. http://dx.doi.org/10.1177/0042085916646626.

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This exploratory design experiment investigates Black male youth’s participation in a science-learning environment designed to conceptualize the practice of critique as improvisational performance. The research highlights the young men’s deployment of a linguistic practice, signifying, used to co-construct and enact the practice of collaborative critique. Implications include calling for the continued reimagining of teaching and learning science within urban contexts, including the need for educators to develop the required skills for recognizing and building upon students’ potential resources. The theoretical and pedagogical choices incorporated in this study contrasts often-utilized discourses of deficiency associated with science education in urban contexts.

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López-Chao, Vicente, Antonio Amado Lorenzo, and Jorge Martin-Gutiérrez. "Architectural Indoor Analysis: A Holistic Approach to Understand the Relation of Higher Education Classrooms and Academic Performance." Sustainability 11, no. 23 (November 20, 2019): 6558. http://dx.doi.org/10.3390/su11236558.

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The influence of learning space on users has been broadly accepted and tested. However, the literature has focused on single factor research, instead of holistic approaches. Additionally, lower educational levels have been the focus of interest, while higher education is moving towards multi-method teaching. This paper focuses on how learning spaces for different purposes (practice and lecture rooms) may influence academic performance from a holistic approach of learning physical environment perception. For this, the iPEP scale (Indoor physical environment perception) is used and validated through Cronbach Alpha and Exploratory Factorial Analysis. Then, multiple linear regression is conducted. The results indicate that iPEP measures near to 63 percent of the construct, which is structured in six factors. Moreover, linear regression analyses support previous literature concerning the influence of learning physical environment on academic performance (R2 = 0.154). The differences obtained between practice and lecture room in terms of predictor variables bring to the light the need to diagnose learning environments before designing changes in educational buildings. This research provides a self-reported way to measure indoor environments, as well as evidence concerning the modern university, which desires to combine several teaching methods.

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Du Vignaux, Maÿlis Merveilleux, Pierre-Majorique Léger, Patrick Charland, Youness Salame, Emmanuel Durand, Nicolas Bouillot, Mylène Pardoen, and Sylvain Sénécal. "An Exploratory Study on the Impact of Collective Immersion on Learning and Learning Experience." Multimodal Technologies and Interaction 5, no. 4 (April 7, 2021): 17. http://dx.doi.org/10.3390/mti5040017.

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This paper aims to explore the impact of a collective immersion on learners’ engagement and performance. Building on Bandura’s social learning theory and the theory on the sense of presence, we hypothesise that collective immersion has a positive impact on performance as well as cognitive, emotional and behavioural engagement. Ninety-three participants distributed in four conditions took part in the experiment. The four conditions manipulated the collective and individual dimensions of the learning environment as well as the high and low immersion of the learning material. The two conditions that offered a high immersion setting used two types of the novel immersive dome: a large one for collective immersion and a small one for individual use. All participants were presented with the same stimuli, an 8-min-long video of a virtual neighbourhood visit in Paris in the 18th century. The participants’ reactions were measured during and after the task. The learning outcome, as well as the cognitive, emotional and behavioural engagement, were measured. Final results showed that collective immersion learning outcomes are not significantly different, but we find that collective immersion impacts the cognitive, emotional and behavioural engagement of learners.

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Huang, Shi-Zheng, Ka Yin Chau, Fengsheng Chien, and Huawen Shen. "The Impact of Startups’ Dual Learning on Their Green Innovation Capability: The Effects of Business Executives’ Environmental Awareness and Environmental Regulations." Sustainability 12, no. 16 (August 12, 2020): 6526. http://dx.doi.org/10.3390/su12166526.

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Under the environment of a green economy, green innovation serves as the only way for enterprises to grow, upgrade their competitiveness and seek continued business. Based on a questionnaire survey of 212 enterprises established within 4 years in the Pearl River Delta of China, this research utilizes structural methods to analyze the impacts of exploratory and applied learning (dual learning) on green innovation capability and verifies the environmental protection awareness of senior executives and the adjustment effects of environmental regulation. The results suggest that (1) exploratory and applied learning have a positively significant impact on green innovation capability; (2) under the regulation of environmental protection awareness of internal executives, there are differences in green innovation capabilities under the dual influences of exploratory and applied learning; and (3) under the adjustment of external environmental regulation, there are differences in green innovation capabilities under the dual influences of exploratory and applied learning. The findings indicate that new start-up ventures should raise awareness of environmental protection among senior executives under dual learning and perceive the changes of the government’s environmental regulations to enhance their green innovation capabilities.

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Roy, Debopriyo. "Developing a Project-Based CALL Environment with Technical Communication in an Exploratory 3D Printing Context." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 2 (April 2017): 75–101. http://dx.doi.org/10.4018/ijcallt.2017040105.

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Involving EFL students in 3D printing in a language classroom introduces the idea of project-based CALL, where different technology interfaces engage students in complex technical writing activities and social interactions in a fluid language-learning environment. This paper took an instructional approach to explaining how project-based CALL environment could be created with 3D printing based practices, combining technical communication with systems thinking, online research, 3D scanning, computer-aided design, sketch boarding and concept mapping, prototyping, and digital content management. Class performance in this collaborative, autonomous and social language-learning environment suggested that students were able to produce technical writing, prepare documentation, demonstrated critical thinking and brainstorming, and develop design and implementation strategies while handling 3D printing-enabled processes. Results and patterns of student engagement with technology indicated that project-based learning (PBL) approach in TC classroom is engaging, unique, realistic and feasible.

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Peng, Pai, Yong Jiang Zhong, and Yu Han Zhang. "The Design and Research of Electronic Schoolbag Learning Environment Take "Science of Eyes" of the Science of Primary School for Exam." Applied Mechanics and Materials 651-653 (September 2014): 2518–23. http://dx.doi.org/10.4028/www.scientific.net/amm.651-653.2518.

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With the development of information technology, electronic schoolbag has become a hot topic of the broad masses of teachers and students, however, its application in the teaching not widely carried out, it is just exploratory. The biggest obstacle is the lack of the software environment and resources environment of electronic schoolbag in the application of classroom. How to design electronic schoolbag, provide an ideal learning environment for students, is the primary problems of the application of electronic schoolbag in the learning environment. This article is based on the functions and characteristics of electronic schoolbag, aiming at the problems existing in the learning environment, propose the overall design model of electronic schoolbag learning environment, analyze its features are in detail and take primary school science for example, provied concrete application case and the actual application result. It has important practical significance for the construction of electronic schoolbag learning environment and the design of teaching activity in electronic schoolbag learning environment.

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Abenoja, Zarina Marie Krystle M., and Matthew DeCoursey. "Using drama activities to teach beginner’s French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study." Studies in Second Language Learning and Teaching 9, no. 4 (October 31, 2019): 711–36. http://dx.doi.org/10.14746/ssllt.2019.9.4.7.

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The exam-oriented education system in Hong Kong has created a language learning environment that is largely confined to traditional classroom settings, which may not take best advantage of students’ abilities to relate what they have learnt in class to real-life scenarios. Such learning environments may have implications for the way second language learners learn a new language. Numerous studies suggest that drama activities used in language classrooms can enhance second language learning. These studies put forward tasks that generate pleasant and rewarding experiences, enhance confidence and subsequently increase motivation to learn a language. By focusing on students studying in a beginning French course at a tertiary institution in Hong Kong, this article reports on how drama activities make a target language more enjoyable and easier to recall. Classroom observations and interviews with students (N = 30) revealed that learning French via drama had a number of positive effects on second language learners especially in terms of their confidence. The learning of French through drama may provide a language learning environment that enables students to apply their French language skills more effectively in real-life situations.

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Said, Alison. "Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study." International Journal for Research in Vocational Education and Training 5, no. 1 (April 26, 2018): 42–63. http://dx.doi.org/10.13152/ijrvet.5.1.3.

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The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry’s exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualitative data was adopted. A purposive approach to multiple case study selection was used where the unit of analysis was a higher vocational student. The perceptions and expectations of vocational undergraduate (EQF level 6) students in two disciplines (applied science and engineering) were explored, to identify what may constitute good practice. A total of ten participants from two different institutes within the vocational university college agreed to be interviewed. Semi-structured and photo-elicitation interviews were applied. In addition, the Powerful Learning Environments (PLEs) Framework was used as a preliminary tool to aid in the decision-making process for data collection. Iterative analysis was used for the semi- structured interviews, whilst a constant-comparative method was used for the photo- elicitation image analysis. Overall, the expectations and preferences between both groups were very similar. Results show that students expect to be taught by interactive lectures that relate theory to practice that will prepare them for the job. Formal lectures including presentations were the least favoured. Regarding teaching qualities, students expect approachable and understanding lecturers who provide concrete industrial examples. Assessment preferences included home based assignments and research projects. The preferred learning environment is in line with most characteristics of the Powerful Learning Environment. Evidence shows that there is no particular difference between a higher vocational stu- dent and a higher education student. Implications for the enhancement of students’ learning processes are discussed and recommendations for further research are elaborated.

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Persky, Adam M., Teague Henry, and Ashley Campbell. "An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment." American Journal of Pharmaceutical Education 79, no. 2 (March 25, 2015): 20. http://dx.doi.org/10.5688/ajpe79220.

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Solanki, Muskan, Naveen Mehta, and Dharmendra Mehta. "An exploratory study on application of WhatsApp for enhancing language learning skills in multicultural environment." Educational Role of Language Journal 2, no. 2 (December 31, 2019): 37–47. http://dx.doi.org/10.36534/erlj.2019.02.04.

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Yue, Wong Seng, and Lee Weng Ken. "An Exploratory Study: Security and Students’ Awareness of Modular Object-Oriented Dynamic Learning Environment (MOODLE)." Advanced Science Letters 22, no. 12 (December 1, 2016): 4138–41. http://dx.doi.org/10.1166/asl.2016.8213.

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Rose, Tanya A., Anna Copley, and Nerina A. Scarinci. "Benefits of providing an acute simulated learning environment to speech pathology students: An exploratory study." Focus on Health Professional Education: A Multi-Professional Journal 18, no. 3 (November 27, 2017): 44. http://dx.doi.org/10.11157/fohpe.v18i3.186.

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Sun, Chuxiong, Rui Wang, Qian Li, and Xiaohui Hu. "Reward Space Noise for Exploration in Deep Reinforcement Learning." International Journal of Pattern Recognition and Artificial Intelligence 35, no. 10 (May 21, 2021): 2152013. http://dx.doi.org/10.1142/s0218001421520133.

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A fundamental challenge for reinforcement learning (RL) is how to achieve efficient exploration in initially unknown environments. Most state-of-the-art RL algorithms leverage action space noise to drive exploration. The classical strategies are computationally efficient and straightforward to implement. However, these methods may fail to perform effectively in complex environments. To address this issue, we propose a novel strategy named reward space noise (RSN) for farsighted and consistent exploration in RL. By introducing the stochasticity from reward space, we are able to change agent’s understanding about environment and perturb its behaviors. We find that the simple RSN can achieve consistent exploration and scale to complex domains without intensive computational cost. To demonstrate the effectiveness and scalability of the proposed method, we implement a deep Q-learning agent with reward noise and evaluate its exploratory performance on a set of Atari games which are challenging for the naive [Formula: see text]-greedy strategy. The results show that reward noise outperforms action noise in most games and performs comparably in others. Concretely, we found that in the early training, the best exploratory performance of reward noise is obviously better than action noise, which demonstrates that the reward noise can quickly explore the valuable states and aid in finding the optimal policy. Moreover, the average scores and learning efficiency of reward noise are also higher than action noise through the whole training, which indicates that the reward noise can generate more stable and consistent performance.

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Hooven, Katie. "Development and Testing of the Collaboration in the Clinical Learning Environment Tool." Journal of Nursing Measurement 25, no. 2 (2017): 353–69. http://dx.doi.org/10.1891/1061-3749.25.2.353.

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Background and Purpose: This study was done to develop and psychometrically test the Collaboration in the Clinical Learning Environment (CCLE) tool. The researcher acknowledged 2 distinct populations that required input into this particular tool development: staff nurses and nursing faculty members. Both have influence into student learning. Methods: Research followed the 8-step methodology for tool development as defined by DeVellis. Results: Reliability testing was done on the 24-item CCLE, which confirmed a Cronbach’s alpha of .96. Exploratory factor analysis with principal component factor analysis was done to examine the structure of the instrument. Validity was supported through the content expert review, along with concurrent validity. Conclusions: Although collaboration has been emphasized for many years in the clinical learning environment, the construct has never been successfully operationalized. Implications for nursing education, practice, and theory are discussed.

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Xu, He A., Alireza Modirshanechi, Marco P. Lehmann, Wulfram Gerstner, and Michael H. Herzog. "Novelty is not surprise: Human exploratory and adaptive behavior in sequential decision-making." PLOS Computational Biology 17, no. 6 (June 3, 2021): e1009070. http://dx.doi.org/10.1371/journal.pcbi.1009070.

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Classic reinforcement learning (RL) theories cannot explain human behavior in the absence of external reward or when the environment changes. Here, we employ a deep sequential decision-making paradigm with sparse reward and abrupt environmental changes. To explain the behavior of human participants in these environments, we show that RL theories need to include surprise and novelty, each with a distinct role. While novelty drives exploration before the first encounter of a reward, surprise increases the rate of learning of a world-model as well as of model-free action-values. Even though the world-model is available for model-based RL, we find that human decisions are dominated by model-free action choices. The world-model is only marginally used for planning, but it is important to detect surprising events. Our theory predicts human action choices with high probability and allows us to dissociate surprise, novelty, and reward in EEG signals.

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Hongwisat, Prapattra, Thanawat Wuthikanokkan, and Chirati Romayes. "How Does COVID -19 Affect Thai Students?" International Journal of Research and Review 8, no. 9 (September 16, 2021): 126–29. http://dx.doi.org/10.52403/ijrr.20210917.

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This research was a study about the problem regarding unfavorable learning environments and stressful situations of Thai students during online studying amidst the COVID -19 situation and the solutions to improve the efficiency in learning and development for each age group. This research is an exploratory study of secondary to high school students in Thailand in 2021. The researcher interviewed 144 people in Thailand to obtain information regarding the problems, their effects, opinions, and possible solutions. They collected the data from the questionnaire and analyze the data to find more solutions to the problem. The data analyst used the frequency percentage statistic. The results showed that 1.) Most students want to go to school due to a more comfortable learning environment compared to sitting at home with an unconducive learning environment. Further, learning at school allows students to ask their teachers immediately and the school includes the activities which help support and develop different students 2.). Most of the students will understand if they study diligently, on the other hand, some answered that they will not understand even if they study diligently due to various environmental factors, such as the unconducive environment for learning, 3.) Students have reasons for their problems; this is one of the causes of stress in online learning. Most reasons cite unsuitable environments and unstable online learning systems that make studying boring and inconsistent instruction. 4.) Thai students in the Covid-19 situation concern about their academic performance as old grading standards are still in use, and many said they got low grades. 5.) Out of 144 students, 81 students stated that they have a suitable home environment for online learning; while 63 students do not have a suitable environment for learning due to various home factors like problems with internet instability and parents in the house who had them run errands during the course. In conclusion, the most common problem in online learning is problems with the learning environment. Keywords: Students, Learning, COVID-19, Thailand.

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González-González, Inés, and Ana Isabel Jiménez-Zarco. "Using learning methodologies and resources in the development of critical thinking competency: An exploratory study in a virtual learning environment." Computers in Human Behavior 51 (October 2015): 1359–66. http://dx.doi.org/10.1016/j.chb.2014.11.002.

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Pelz, Maddie, and Celeste Kidd. "The elaboration of exploratory play." Philosophical Transactions of the Royal Society B: Biological Sciences 375, no. 1803 (June 2020): 20190503. http://dx.doi.org/10.1098/rstb.2019.0503.

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We apply a new quantitative method for investigating how children's exploration changes across age in order to gain insight into how exploration unfolds over the course of a human life from a life-history perspective. In this study, different facets of exploratory play were quantified using a novel touchscreen environment across a large sample and wide age range of children in the USA ( n = 105, ages = 1 year and 10 months to 12 years and 2 months). In contrast with previous theories that have suggested humans transition from more exploratory to less throughout maturation, we see children transition from less broadly exploratory as toddlers to more efficient and broad as adolescents. Our data cast doubt on the picture of human life history as involving a linear transition from more curious in early childhood to less curious with age. Instead, exploration appears to become more elaborate throughout human childhood. This article is part of the theme issue ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals’.

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Journal articles on the topic 'Exploratory Learning Environment'

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