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Journal articles on the topic 'Facilitated learning'

To see the other types of publications on this topic, follow the link: Facilitated learning.

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Segal-Horn, Susan, Ian McGill, Tom Bourner, and Paul Frost. "Non-Facilitated Action Learning." Management Education and Development 18, no. 4 (December 1987): 277–86. http://dx.doi.org/10.1177/135050768701800405.

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2

Mkonto, Nosisana. "Peer-Facilitated Learning: Students’ Experiences." Africa Education Review 15, no. 2 (December 21, 2017): 16–31. http://dx.doi.org/10.1080/18146627.2016.1224599.

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Holmes, Natalie P., Matthew J. Griffith, Matthew G. Barr, Nicolas C. Nicolaidis, Vijay Bhatia, Michael Duncan, Ingrid McCarroll, Jenny Whiting, Paul C. Dastoor, and Julie M. Cairney. "Remote Learning Facilitated by MyScope Explore." Microscopy Today 29, no. 6 (November 2021): 42–48. http://dx.doi.org/10.1017/s1551929521001322.

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Abstract:In response to the requirements imposed by the COVID-19 pandemic in 2020, we developed a remote learning undergraduate workshop for 44 students at the University of Newcastle by embedding scanning electron microscope (SEM) images of Maratus (Peacock) spiders into the MyScope Explore environment. The workshop session had two main components: 1) to use the online MyScope Explore tool to virtually image scales with structural color and pigmented color on Maratus spiders; 2) to join a live SEM session via Zoom to image an actual Maratus spider. In previous years, the undergraduate university students attending this annual workshop would enter the Microscopy Facility at the University of Newcastle to image specimens with SEM; however, in 2020 the Microscopy Facility was closed to student visitors, and this virtual activity was developed in order to proceed with the educational event. The program was highly successful and constitutes a platform that can be used in the future by universities for teaching microscopy remotely.

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Marcus, Gary F., Keith J. Fernandes, and Scott P. Johnson. "Infant Rule Learning Facilitated by Speech." Psychological Science 18, no. 5 (May 2007): 387–91. http://dx.doi.org/10.1111/j.1467-9280.2007.01910.x.

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Law, Kris M. Y., Victor C. S. Lee, and Y. T. Yu. "Learning motivation in e-learning facilitated computer programming courses." Computers & Education 55, no. 1 (August 2010): 218–28. http://dx.doi.org/10.1016/j.compedu.2010.01.007.

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Solomon, Patricia, Sue Baptiste, Pippa Hall, Robert Luke, Carole Orchard, Ellen Rukholm, Lorraine Carter, Susanne King, and Gissele Damiani-Taraba. "Students’ perceptions of interprofessional learning through facilitated online learning modules." Medical Teacher 32, no. 9 (August 26, 2010): e391-e398. http://dx.doi.org/10.3109/0142159x.2010.495760.

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Khan, Waqar Ahmed, S. H. Chung, Muhammad Usman Awan, and Xin Wen. "Machine learning facilitated business intelligence (Part II)." Industrial Management & Data Systems 120, no. 1 (November 27, 2019): 128–63. http://dx.doi.org/10.1108/imds-06-2019-0351.

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Purpose The purpose of this paper is three-fold: to review the categories explaining mainly optimization algorithms (techniques) in that needed to improve the generalization performance and learning speed of the Feedforward Neural Network (FNN); to discover the change in research trends by analyzing all six categories (i.e. gradient learning algorithms for network training, gradient free learning algorithms, optimization algorithms for learning rate, bias and variance (underfitting and overfitting) minimization algorithms, constructive topology neural networks, metaheuristic search algorithms) collectively; and recommend new research directions for researchers and facilitate users to understand algorithms real-world applications in solving complex management, engineering and health sciences problems. Design/methodology/approach The FNN has gained much attention from researchers to make a more informed decision in the last few decades. The literature survey is focused on the learning algorithms and the optimization techniques proposed in the last three decades. This paper (Part II) is an extension of Part I. For the sake of simplicity, the paper entitled “Machine learning facilitated business intelligence (Part I): Neural networks learning algorithms and applications” is referred to as Part I. To make the study consistent with Part I, the approach and survey methodology in this paper are kept similar to those in Part I. Findings Combining the work performed in Part I, the authors studied a total of 80 articles through popular keywords searching. The FNN learning algorithms and optimization techniques identified in the selected literature are classified into six categories based on their problem identification, mathematical model, technical reasoning and proposed solution. Previously, in Part I, the two categories focusing on the learning algorithms (i.e. gradient learning algorithms for network training, gradient free learning algorithms) are reviewed with their real-world applications in management, engineering, and health sciences. Therefore, in the current paper, Part II, the remaining four categories, exploring optimization techniques (i.e. optimization algorithms for learning rate, bias and variance (underfitting and overfitting) minimization algorithms, constructive topology neural networks, metaheuristic search algorithms) are studied in detail. The algorithm explanation is made enriched by discussing their technical merits, limitations, and applications in their respective categories. Finally, the authors recommend future new research directions which can contribute to strengthening the literature. Research limitations/implications The FNN contributions are rapidly increasing because of its ability to make reliably informed decisions. Like learning algorithms, reviewed in Part I, the focus is to enrich the comprehensive study by reviewing remaining categories focusing on the optimization techniques. However, future efforts may be needed to incorporate other algorithms into identified six categories or suggest new category to continuously monitor the shift in the research trends. Practical implications The authors studied the shift in research trend for three decades by collectively analyzing the learning algorithms and optimization techniques with their applications. This may help researchers to identify future research gaps to improve the generalization performance and learning speed, and user to understand the applications areas of the FNN. For instance, research contribution in FNN in the last three decades has changed from complex gradient-based algorithms to gradient free algorithms, trial and error hidden units fixed topology approach to cascade topology, hyperparameters initial guess to analytically calculation and converging algorithms at a global minimum rather than the local minimum. Originality/value The existing literature surveys include comparative study of the algorithms, identifying algorithms application areas and focusing on specific techniques in that it may not be able to identify algorithms categories, a shift in research trends over time, application area frequently analyzed, common research gaps and collective future directions. Part I and II attempts to overcome the existing literature surveys limitations by classifying articles into six categories covering a wide range of algorithm proposed to improve the FNN generalization performance and convergence rate. The classification of algorithms into six categories helps to analyze the shift in research trend which makes the classification scheme significant and innovative.

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Khan, Waqar Ahmed, S. H. Chung, Muhammad Usman Awan, and Xin Wen. "Machine learning facilitated business intelligence (Part I)." Industrial Management & Data Systems 120, no. 1 (November 27, 2019): 164–95. http://dx.doi.org/10.1108/imds-07-2019-0361.

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Purpose The purpose of this paper is to conduct a comprehensive review of the noteworthy contributions made in the area of the Feedforward neural network (FNN) to improve its generalization performance and convergence rate (learning speed); to identify new research directions that will help researchers to design new, simple and efficient algorithms and users to implement optimal designed FNNs for solving complex problems; and to explore the wide applications of the reviewed FNN algorithms in solving real-world management, engineering and health sciences problems and demonstrate the advantages of these algorithms in enhancing decision making for practical operations. Design/methodology/approach The FNN has gained much popularity during the last three decades. Therefore, the authors have focused on algorithms proposed during the last three decades. The selected databases were searched with popular keywords: “generalization performance,” “learning rate,” “overfitting” and “fixed and cascade architecture.” Combinations of the keywords were also used to get more relevant results. Duplicated articles in the databases, non-English language, and matched keywords but out of scope, were discarded. Findings The authors studied a total of 80 articles and classified them into six categories according to the nature of the algorithms proposed in these articles which aimed at improving the generalization performance and convergence rate of FNNs. To review and discuss all the six categories would result in the paper being too long. Therefore, the authors further divided the six categories into two parts (i.e. Part I and Part II). The current paper, Part I, investigates two categories that focus on learning algorithms (i.e. gradient learning algorithms for network training and gradient-free learning algorithms). Furthermore, the remaining four categories which mainly explore optimization techniques are reviewed in Part II (i.e. optimization algorithms for learning rate, bias and variance (underfitting and overfitting) minimization algorithms, constructive topology neural networks and metaheuristic search algorithms). For the sake of simplicity, the paper entitled “Machine learning facilitated business intelligence (Part II): Neural networks optimization techniques and applications” is referred to as Part II. This results in a division of 80 articles into 38 and 42 for Part I and Part II, respectively. After discussing the FNN algorithms with their technical merits and limitations, along with real-world management, engineering and health sciences applications for each individual category, the authors suggest seven (three in Part I and other four in Part II) new future directions which can contribute to strengthening the literature. Research limitations/implications The FNN contributions are numerous and cannot be covered in a single study. The authors remain focused on learning algorithms and optimization techniques, along with their application to real-world problems, proposing to improve the generalization performance and convergence rate of FNNs with the characteristics of computing optimal hyperparameters, connection weights, hidden units, selecting an appropriate network architecture rather than trial and error approaches and avoiding overfitting. Practical implications This study will help researchers and practitioners to deeply understand the existing algorithms merits of FNNs with limitations, research gaps, application areas and changes in research studies in the last three decades. Moreover, the user, after having in-depth knowledge by understanding the applications of algorithms in the real world, may apply appropriate FNN algorithms to get optimal results in the shortest possible time, with less effort, for their specific application area problems. Originality/value The existing literature surveys are limited in scope due to comparative study of the algorithms, studying algorithms application areas and focusing on specific techniques. This implies that the existing surveys are focused on studying some specific algorithms or their applications (e.g. pruning algorithms, constructive algorithms, etc.). In this work, the authors propose a comprehensive review of different categories, along with their real-world applications, that may affect FNN generalization performance and convergence rate. This makes the classification scheme novel and significant.

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Boudabous, Soufiane, Okba Kazar, Mohamed Ridda Laouar, and Sean B. Eom. "A Multi-Agent System for Ubiquitous Learning for Hospital Education." International Journal of Information Systems in the Service Sector 13, no. 3 (July 2021): 1–17. http://dx.doi.org/10.4018/ijisss.2021070101.

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Healthcare information systems (HIS) have become an important area of research due to ever-increasing healthcare costs to the national economy. Many recent technological developments such as mobile technology and cloud computing have profoundly affected the current state of HIS and further facilitated the developments of ubiquitous computing and ubiquitous learning systems (ULS). The authors propose a multi-agent system for ubiquitous learning (MASUL) to facilitate various learning tasks. They use JADE (Java agent development framework) for developing the multi-agent system. MASUL provides a series of functionalities that can be used by the patients and clinicians. The system simplifies the mechanisms to access learning information via mobile devices, and it also facilitates the learning-teaching process centered on the physical surroundings of the user.

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Uysal, Fatma Öz Nihan Katayıfçı Bircan Yücekaya İsmail. "Is Learning Medical Terminology Facilitated with Visual Materials?" International Journal of Academic Medicine and Pharmacy Volume: 3 Issue: 2, Volume: 3 Issue: 2 (2021): 178–80. http://dx.doi.org/10.29228/jamp.50146.

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Driver, Michaela. "Improving group learning through electronically facilitated skillful discussions." Learning Organization 10, no. 5 (October 2003): 283–93. http://dx.doi.org/10.1108/09696470310486638.

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Bonner, Sarah M., Jennifer A. Somers, Gwendelyn J. Rivera, and Leslie S. Keiler. "Effects of student-facilitated learning on instructional facilitators." Instructional Science 45, no. 4 (April 11, 2017): 417–38. http://dx.doi.org/10.1007/s11251-017-9410-8.

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Lavi-Rotbain, Ori, and Inbal Arnon. "Visual statistical learning is facilitated in Zipfian distributions." Cognition 206 (January 2021): 104492. http://dx.doi.org/10.1016/j.cognition.2020.104492.

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John, Wall, Ahmed Vian, and Smit Debbie. "Addressing the Lifelong Learning Needs of Construction Professionals Using Technology Facilitated Learning." Journal for Education in the Built Environment 1, no. 2 (August 2006): 57–69. http://dx.doi.org/10.11120/jebe.2006.01020057.

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Shelley, Arthur W. "Project management and leadership education facilitated as projects." International Journal of Managing Projects in Business 8, no. 3 (June 1, 2015): 478–90. http://dx.doi.org/10.1108/ijmpb-09-2014-0059.

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Purpose – The purpose of this paper is to share the experiences and reflections of delivering postgraduate project management (PM) education by structuring the courses as projects with milestones and incorporating the “language of projects” into the course lexicon. Design/methodology/approach – An action research approach was taken to use learner reflections to assess the effectiveness of interactive learning environment and project management language to stimulate richer learning experiences. Findings – Participating students apply the principles of learning to their own practice as they learn to incorporate theories and reflect on their impact for their projects, within their own contexts. They report this to be an effective approach as it reinforces their learning and highlights practical outcomes. Success of this approach is attributed to integrating principles from a wide range of interdependent disciplines including action learning, leadership, project management, reflective practice, sense-making, stakeholder engagement, problem-based learning and knowledge management. Reflecting on the impacts of soft skills in their own projects enhances learning outcomes and develops their professional capabilities. Research limitations/implications – The new teaching approach and extended model have evolved through adaptations over three successive semesters with moderate student numbers. Feedback has been through subjective self-assessment by participating students. Further evaluation will build a more robust assessment of the effectiveness of the approach and model. Practical implications – Structuring postgraduate project management education as a project can be adopted by other educators to enhance the learning outcomes. Social implications – Enhanced project management capabilities will reduce failure and costs. Originality/value – A new approach to learning is proposed and a new model, “Iron Triangle Plus” is presented, that together enhance learning for project leadership education and applied as a more effective way to lead projects.

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Karunanayaka, S. P., J. C. N. Rajendra, H. U. W. Ratnayake, and Som Naidu. "Peer-facilitated discussions to enhance OER-based e-learning." Asian Association of Open Universities Journal 11, no. 1 (August 1, 2016): 90–104. http://dx.doi.org/10.1108/aaouj-07-2016-0022.

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Purpose The Open University of Sri Lanka implemented a fully online professional development course on open educational resources-based e-learning (OEReL), which adopted a scenario-based learning (SBL) design within the constructivist pedagogy. It was designed to facilitate knowledge construction in a collaborative manner with the support of open educational resource (OER), mainly through peer-facilitated discussion forum activities. The purpose of this paper is to present a case study on how peer-facilitated discussions affected the OEReL process, what factors supported and hindered peer-facilitated discussions, and what challenges were faced during the process. Design/methodology/approach The OEReL course consisted of five modules with 14 discussion forum activities. Content analysis of the threaded forum discussions was the key data collection and analysis strategy based on the community of inquiry (CoI) framework (Garrison and Arbaugh, 2007). It was supplemented with participants’ reflections and focus group discussions. Findings The three elements of CoI – cognitive presence, social presence and teaching presence played a major role in knowledge construction in the OEReL process. A complementary relationship between cognitive presence, social presence and teaching presence was observed, where the three elements have interacted in supporting knowledge construction. Overall, the findings reaffirm the significant of role of instructors in cultivating the three presences within a peer-facilitated environment, by enabling learners to engage with the content in a meaningful manner through appropriate course design, structure and leadership. Practical implications Forum discussions created an opportunity for participants to engage in meaning making through social negotiation, where facilitation became a shared responsibility among instructors and learners. Peer-facilitation was the key strength that promoted critical, analytical and reflective thinking, as well as self-regulated learning. The SBL design, learning tasks with OER integration, and instructor guidance were the most supportive factors, while time constraints due to the participants’ workload was challenging. Originality/value Through carefully orchestrated, well-structured and pedagogically sound OEReL environments, peer-facilitated forum discussions can be designed creatively and implemented in a meaningful manner to enhance knowledge construction.

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Asriyah, Siti. "Enhancing EFL Learners' Talk Through CL Facilitated TBL: Process." ELT Forum: Journal of English Language Teaching 8, no. 2 (November 30, 2019): 175–83. http://dx.doi.org/10.15294/elt.v8i2.32927.

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This study aimed to explain how cooperative learning facilitates task-based learning in enhancing EFL learners’ talk for eighth-grade students of SMPN 1 Magelang in the academic year 2018/2019. The researcher conducted the study based on Ellis (2003) and Kagan (1994) theories for explaining the process of teaching and learning activities using Task-Based Learning (TBL) and Cooperative Learning (CL) methods for enhancing EFL learners’ talk. This study used a qualitative case study methodology. The instruments used were observation sheet, interview guidelines, and document analysis. Based on the data analysis, it can be concluded that cooperative learning techniques that facilitated the task-based learning in learning activities can enhance the EFL learners’ self-confidence to talk in front of the class. Besides, task-based learning facilitated with cooperative learning techniques enhances students’ courage and creativity, it also makes them more active. The practice also made them more understand the materials. There are some suggestions. First, it will become a good alternative for the teacher to look up some interesting materials for the students as their guidance to enhance their speaking habits. The students are suggested to be accustomed to learning to speak using group and pair techniques because the technique can motivate them to have a speaking habit. Lastly, the next researcher needs to conduct further research related to other techniques in helping the students to improve their talk. Keywords: Task-based Learning, Cooperative Learning, enhance, EFL learners’ talk

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Li, Wenyi. "Main Factors That Facilitate Second Language Learning With Learning and Teaching Experience." Asian Journal of Social Science Studies 6, no. 4 (November 18, 2021): 35. http://dx.doi.org/10.20849/ajsss.v6i4.955.

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There are many factors that influence and promote second language learning and this research examines how to promote second language learning and teaching by exploring three main individual factors, namely motivation, anxiety and enjoyment. By understanding students' extrinsic motivation, teachers can use rewards or foster a sense of responsibility in learners to stimulate their latent interest. Although anxiety is generally regarded as a negative factor in learning, it can be reduced and language learning facilitated by studying the mechanisms of anxiety. The opposite of anxiety is enjoyment, and teachers can find a rewarding and enjoyable way to encourage students to make progress. Second language learning can therefore be facilitated through a range of research into the three important individual differences in motivation, anxiety and enjoyment.

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Serot Almeras, Hedwige, and Sabrina Bresciani. "Equine Facilitated Learning for Enhancing Leadership and Communication Skills." Academy of Management Proceedings 2021, no. 1 (August 2021): 12372. http://dx.doi.org/10.5465/ambpp.2021.12372abstract.

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Afzal, Muhammad Tanveer, and Muhammad Bashir Gondal. "Effect of Mathematics Software Facilitated Teaching on Students Learning." International Journal of Technology, Knowledge, and Society 6, no. 3 (2010): 111–20. http://dx.doi.org/10.18848/1832-3669/cgp/v06i03/56070.

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Kehoe, Amelia, and Jan Illing. "Early clinical exposure requires facilitated access to support learning." Medical Education 51, no. 10 (September 13, 2017): 989–91. http://dx.doi.org/10.1111/medu.13404.

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Cohen, Jay. "The nature of learning being facilitated by frontline managers." Human Resource Development International 16, no. 5 (November 2013): 502–18. http://dx.doi.org/10.1080/13678868.2013.825143.

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Talay‐Ongan, Ayshe, Trish Edmonds, Maree Gosper, and Margaret McNaught. "Collaborative learning and teaching: Reflections on a facilitated journey." Journal of Early Childhood Teacher Education 23, no. 1 (January 2002): 97–104. http://dx.doi.org/10.1080/1090102020230115.

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Tamis-LeMonda, Catherine S., Yana Kuchirko, and Lulu Song. "Why Is Infant Language Learning Facilitated by Parental Responsiveness?" Current Directions in Psychological Science 23, no. 2 (April 2014): 121–26. http://dx.doi.org/10.1177/0963721414522813.

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Duff, Melissa C., Diana R. Gallegos, Neal J. Cohen, and Daniel Tranel. "Learning in Alzheimer's disease is facilitated by social interaction." Journal of Comparative Neurology 521, no. 18 (October 28, 2013): 4356–69. http://dx.doi.org/10.1002/cne.23433.

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Tam, M. D. B. S., A. R. Hart, S. Williams, D. Heylings, and S. Leinster. "Is learning anatomy facilitated by computer-aided learning? A review of the literature." Medical Teacher 31, no. 9 (January 2009): e393-e396. http://dx.doi.org/10.1080/01421590802650092.

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Tsai, Meng-Chuan, and Chia-Wen Tsai. "Applying online externally-facilitated regulated learning and computational thinking to improve students’ learning." Universal Access in the Information Society 17, no. 4 (June 3, 2017): 811–20. http://dx.doi.org/10.1007/s10209-017-0542-z.

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Morrison, J., N. Johnson, A. McConnachie, A. Power, P. Redding, and D. Corcoran. "Problem-Based, Peer-Facilitated Education about Antibiotic Prescribing." Scottish Medical Journal 50, no. 3 (August 2005): 118–21. http://dx.doi.org/10.1177/003693300505000309.

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Aims: To assess the feasibility and acceptability of a problem-based, peer-facilitated educational workshop about antibiotic prescribing for GPs. Method: Participants: All 39 GPs working in an average sized Local Health Care Co-operative (LHCC) in Glasgow. Intervention: Prospective collection of information about 10 prescriptions for antibiotics to assess learning needs in relation to antibiotic prescribing. Two and a half hour workshop involving problem-based group work based on the needs assessment and discussions with a consultant microbiologist, prescribing adviser and academic GP. Evaluation: Written feedback about the process of the educational intervention immediately after the workshop and outcome feedback collected after four weeks. Telephone interviews with non-participants. Results: Twenty-four GPs agreed to participate in the study. 19 of these completed the Needs Assessment and 14 of these completed the workshop. The method of learning needs assessment and the educational workshop were highly acceptable. “No time, too busy” was the main reason given for not taking part in the study. Conclusion: Some GPs are unable to participate as fully as they would like in continuing professional learning activities due to competing workload pressures. Turther research is required to investigate the necessary type and balance of learning activities and the barriers to engagement to ensure the most effective use of clinician time available for continuing educational activities.

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Azevedo, Roger, Daniel C. Moos, Jeffrey A. Greene, Fielding I. Winters, and Jennifer G. Cromley. "Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?" Educational Technology Research and Development 56, no. 1 (September 29, 2007): 45–72. http://dx.doi.org/10.1007/s11423-007-9067-0.

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Ngan, Shing-Chung, and Kris M. Y. Law. "Exploratory Network Analysis of Learning Motivation Factors in e-Learning Facilitated Computer Programming Courses." Asia-Pacific Education Researcher 24, no. 4 (June 4, 2015): 705–17. http://dx.doi.org/10.1007/s40299-014-0223-0.

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Wen, Cai-Ting, Chia-Jung Chang, Ming-Hua Chang, Shih-Hsun Fan Chiang, Chen-Chung Liu, Fu-Kwun Hwang, and Chin-Chung Tsai. "The learning analytics of model-based learning facilitated by a problem-solving simulation game." Instructional Science 46, no. 6 (June 29, 2018): 847–67. http://dx.doi.org/10.1007/s11251-018-9461-5.

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Reichl, Franz, Sabine Payr, Gottfried S. Csanyi, and Ursula E. Vierlinger. "Joint European Continuing Engineering Education Courses with Facilitated Open Distance Learning." Industry and Higher Education 15, no. 5 (October 2001): 323–32. http://dx.doi.org/10.5367/000000001101295858.

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To cope with new challenges, universities of technology need to team up and complement their continuing engineering education programmes with open distance learning. The European FACILE project provided a starting point for collaboration among universities in providing continuing engineering education with facilitated open distance learning. Facilitated open distance learning combines the flexibility of open learning with support of the learning process through local support centres. Following experiences with FACILE, European centres will form a network acting as a geographically separated virtual centre for continuing engineering education which will offer programmes for an audience located all over Europe.

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Armson, Heather, Keith Wycliffe-Jones, Maria Palacios Mackay, and Stefanie Roder. "Academic Half-Days: Facilitated Small Groups to Promote Interactive Learning." Family Medicine 52, no. 1 (January 3, 2020): 53–64. http://dx.doi.org/10.22454/fammed.2020.947981.

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Background and Objectives: Medical educators have expressed interest in using less didactic and more interactive formats for academic half-days (AHDs) in postgraduate residency training. We assessed the feasibility and effectiveness of implementing a practice-based small-group learning (PBSGL) process as one part of AHDs. Methods: A mixed-methods approach was used. Over a two-year period, family medicine residents at the University of Calgary took part in PBSGL sessions during their AHDs, discussing clinical cases presented in evidence-based educational modules and reflecting on clinical experiences with the guidance of a trained peer facilitator. Data sources to explore experiences with the PBSGL process included an evaluation questionnaire, a practice reflection tool (PRT; documenting patient management plans) and individual interviews (n=19) with residents and faculty preceptors. Results: Of 148 residents, 139 (93%) agreed to participate. Participants were divided into groups of 14-16 members to discuss 12 different module topics. Participants indicated that ongoing small-group interactions were helpful in meeting learning needs and provided opportunities to share and learn from experiences of others in a safe environment. Group facilitation by residents was successful. Level of resident participation and time to preread modules were factors contributing to successful small-group interactions. Modules were rated as effective learning tools, and sample cases were perceived as representing typical cases encountered in practice. Although participants intended to apply their learning to practice, follow through was hindered by lack of relevant clinical cases. Conclusions: Ongoing small-group learning facilitated by residents, coupled with evidence-based educational materials, was a feasible approach to AHDs.

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Millward, Pamela, and Helen Timperley. "Organisational Learning Facilitated by the Use of Student Achievement Information." International Journal of Learning: Annual Review 13, no. 3 (2007): 239–50. http://dx.doi.org/10.18848/1447-9494/cgp/v14i03/45237.

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Morgan, Mallory, and Jonas Braasch. "Improving data labeling efficiency for deep learning-facilitated bioacoustics monitoring." Journal of the Acoustical Society of America 149, no. 4 (April 2021): A55. http://dx.doi.org/10.1121/10.0004505.

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Williams, Dylan P. "vPBL: Developing a Facilitated Remote Approach to Problem Based Learning." Journal of Chemical Education 99, no. 4 (April 4, 2022): 1642–50. http://dx.doi.org/10.1021/acs.jchemed.1c01068.

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Shors, Tracey J., and Richard J. Servatius. "Stress-induced sensitization and facilitated learning require NMDA receptor activation." NeuroReport 6, no. 4 (March 1995): 677–80. http://dx.doi.org/10.1097/00001756-199503000-00023.

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Scholz, Geeske, Art Dewulf, and Claudia Pahl-Wostl. "An Analytical Framework of Social Learning Facilitated by Participatory Methods." Systemic Practice and Action Research 27, no. 6 (November 27, 2013): 575–91. http://dx.doi.org/10.1007/s11213-013-9310-z.

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Prather, Richard W. "Implicit Learning of Arithmetic Regularities Is Facilitated by Proximal Contrast." PLoS ONE 7, no. 10 (October 31, 2012): e48868. http://dx.doi.org/10.1371/journal.pone.0048868.

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Kelliher, Felicity, and Leana Reinl. "From Facilitated to Independent Tourism Learning Networks: Connecting the Dots." Tourism Planning & Development 8, no. 2 (May 2011): 185–97. http://dx.doi.org/10.1080/21568316.2011.573919.

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Tosterud, Randi, Kristin Kjølberg, Arnhild Vestnes Kongshaug, and Jon Viktor Haugom. "Exploration of Two Different Structures for Debriefing in Simulation: The Influence of the Structure on the Facilitator Role." Simulation & Gaming 51, no. 2 (February 10, 2020): 243–57. http://dx.doi.org/10.1177/1046878120903467.

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Background. In the use of simulation as a learning approach, a structured debriefing is important for students to achieve learning. The facilitator’s feedback style and abilities in facilitating are crucial, and have a great impact on the learning environment. The facilitators should facilitate for student active learning, and provide helpful feedback to empower students as self-regulated learners. The aim of the study was to explore the Steinwachs structure and the Critical Response Process structure when used in debriefing in medical simulation, and how each of them affected the facilitator’s role. Method. A multi-method, comparative quasi-experimental design was used. Results. Structuring debriefing in accordance with the Critical Response Process facilitated a facilitator role that coincided with factors highlighted in theory on how to facilitate student active learning and the development self-regulating learners. Structuring debriefing in accordance with the Steinwachs structure revealed that debriefing seemed to be based more on the facilitator’s frames and dominance than the students’ frames and involvement. Conclusion. The results of this study showed that Critical Response Process (CRP) can be an appropriate structure to use in debriefing in medical simulation. It reduced the facilitator’s dominance and frames, coincident with what is empathized in collaborative, active and learner-centered learning.

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Goodman, Barbara E., Karen L. Koster, and Patrick L. Redinius. "Comparing biology majors from large lecture classes with TA-facilitated laboratories to those from small lecture classes with faculty-facilitated laboratories." Advances in Physiology Education 29, no. 2 (June 2005): 112–17. http://dx.doi.org/10.1152/advan.00054.2004.

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The teaching faculty for this course sought to address their own concerns about the quality of student learning in an impersonal large lecture biology class for majors, the difficulties in getting to know each student by name, and difficulties in soliciting answers and reactions from the students during the lecture. Questions addressed by this study were, Do active-learning activities in a small and personal lecture setting enhance student learning more than active-learning activities in large impersonal lectures? and Are students more satisfied with an educational experience in a small and personal lecture setting? Based on faculty perceptions of how they best relate to their students, the prediction was that the students in the experimental group with small lecture classes and increased direct contact with the teaching faculty would learn physiological principles better than the students in the control group in the large impersonal lecture portion of the course. One of the laboratory sections of this large enrollment biology course was randomly selected to be taught with separate small lectures by the teaching faculty. In addition, the teaching faculty participated in the laboratory with these students during their experiments correlated with the lecture material. The students in both groups were compared by pre- and posttests of physiological principles, final course grades, and class satisfaction surveys.

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Isarida, Takeo, Toshiko K. Isarida, Takayuki Kubota, Yannan Yin, Ibuki Sakakibara, and Daiki Kato. "Facilitation effect of incidental environmental context on the computer screen for paired-associate learning." Quarterly Journal of Experimental Psychology 74, no. 9 (April 22, 2021): 1562–70. http://dx.doi.org/10.1177/17470218211011005.

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Three experiments, in which a total of 198 undergraduates engaged, investigate whether the incidental environmental context on the computer screen influences paired-associate learning. Experiment 1 compared the learning of foreign- and native-language words between a constant context condition, where the stimulus and response pairs were presented twice on the same 5-s video background context, and a varied context condition, where the pairs were presented twice on different video contexts. Repetition in the same context resulted in better learning than in different contexts, evaluated with a paper-and-pencil test. Experiment 2 investigated learning of paired-associate foreign and native words in the same video contexts, or photograph contexts, or on a neutral grey background. Both the video and the photograph contexts equally facilitated the paired-associate learning compared with the grey background. Experiment 3 investigated whether the incidental environmental context similarly facilitated face–name paired-associate learning. We added a new condition of spot illustrations, and a second testing 1 day later. The repetition of face–name pairs within the same complex incidental environmental context on the computer screen (either video or photograph background) facilitated the paired-associate learning. There was no significant difference in learning performance between video and photograph background contexts, which were significantly better than grey or spot-illustration backgrounds which did not differ from each other. The retention interval did not interact with the effect of the background. The present results show that repetition within the same video or photograph context, covering the entire background of the video screen on which each item pair was superimposed, facilitates paired-associate learning.

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James, Nicole. "Learning Circles: Learning Online Together at the Cologne Public Library." Bibliothek Forschung und Praxis 44, no. 1 (April 3, 2020): 30–33. http://dx.doi.org/10.1515/bfp-2020-2086.

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AbstractThe Cologne Public Library has offered small, facilitated study groups for online learning, called learning circles, for the past two years. The development of learning circles by Peer 2 Peer University (P2PU) is discussed, as well as the Library’s experiences with this learning model. An introduction is given to the Erasmus+ project Learning Circles in Libraries (LCIL).

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Putra, Julius Eldorado Antupenka Sulis Omega, and Tanti Listiani. "PENDEKATAN FACILITATED E-LEARNING DENGAN METODE 5E TERHADAP KEAKTIFAN SISWA DALAM PEMBELAJARAN DARING [USING A FACILITATED E-LEARNING APPROACH AND THE 5E METHOD TO INCREASE STUDENT ACTIVENESS DURING ONLINE LEARNING]." JOHME: Journal of Holistic Mathematics Education 5, no. 2 (December 22, 2021): 241. http://dx.doi.org/10.19166/johme.v5i2.2851.

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<p>During the Covid-19 pandemic, learning was carried out online. It takes student activeness with the right approach and method to provide maximal learning experiences and learning outcomes. The purpose of this paper is to describe the application of the facilitated e-learning approach combined with the 5E method on student activeness in learning. This paper used the descriptive qualitative research method. Students are imagebearers of God so a teacher should view students as special and valuable. Students have reason and ability so it can be said that they are active individuals. Therefore, a teacher should always encourage their activiteness during the learning process. Implementing the facilitated e-learning approach with the 5E method is the right solution because the students carry out learning activities independently with the teacher in the role of facilitator. This has the potential to encourage student activeness in online learning so that students can get the maximum learning experience and learning outcomes and teachers can provide God-centered learning. In applying these approaches and methods, a teacher needs careful and measured preparation in order to provide the maximum learning experience even though it is carried out online.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Selama pandemi covid-19, pembelajaran dilaksanakan secara daring. Dibutuhkan keaktifan siswa dengan pendekatan dan metode yang tepat untuk tetap memberikan pengalaman belajar dan hasil belajar yang maksimal. Tujuan penulisan dari penelitian ini untuk memaparkan penerapan pendekatan <em>facilitated e-learning</em> dikolaborasikan dengan metode 5E terhadap keaktifan siswa dalam pembelajaran. Penelitian ini disusun dengan metode penelitian kualitatif deskriptif. Hasil pembahasan dari penelitian, siswa merupakan gambar dan rupa Allah sehingga seorang guru hendaknya memandang siswa istimewa dan berharga. Siswa memiliki akal dan kemampuan sehingga siswa dapat dikatakan sebagai pribadi yang aktif. Maka dari itu, seorang guru hendaknya dapat selalu mendorong keaktifan siswa dalam proses pembelajaran. Kesimpulannya, menerapkan pendekatan <em>facilitated e-learning </em>dengan metode 5E merupakan solusi yang tepat karena siswa melakukan aktivitas pembelajaran secara mandiri dengan guru memiliki peran sebagai fasilitator yang berpotensi mendorong keaktifan siswa dalam pembelajaran daring sehingga siswa dapat mendapatkan pengalaman belajar dan hasil belajar yang maksimal serta guru dapat memberikan pembelajaran yang berpusat pada Allah. Disarankan seorang guru dalam menerapkan pendekatan dan metode tersebut perlu memberikan persiapan yang matang dan terukur agar dapat memberikan pengalaman belajar yang maksimal meskipun dilaksanakan secara daring.</p>

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Suwono, H., S. Susanti, and U. Lestari. "Guided Inquiry Facilitated Blended Learning to Improve Metacognitive and Learning Outcome of High School Students." Journal of Physics: Conference Series 824 (April 18, 2017): 012068. http://dx.doi.org/10.1088/1742-6596/824/1/012068.

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Andrew Cohen, Jay. "The inseparable nature of working and learning: peripheral management practice that facilitates employee learning." Development and Learning in Organizations: An International Journal 28, no. 5 (July 29, 2014): 10–12. http://dx.doi.org/10.1108/dlo-03-2014-0020.

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Purpose – This paper aims to look at the peripheral management practice that facilitates employee learning. Such management practices are embedded or inseparable to working and being a good manager. Design/methodology/approach – Point of view. Findings – For many frontline managers and their employees, the separation between working and learning is often not apparent. There appears to be no clear distinction between when they are working and when they are learning. Practical implications – Better development of organizational managers. Originality/value – This paper highlights the informal nature of learning and working and builds on the understanding that much of the learning that occurs at work occurs as part of a social act, often involving managers and their employees. In this way, employee learning that is identified and facilitated by frontline managers is so often entwined in other management activity. Furthermore, this paper outlines some practical actions that organizations can undertake to aid greater frontline management involvement in employee learning.

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El-Rumi, Umiarso. "The development of students’ self-regulated learning through online learning design." Jurnal Kependidikan Penelitian Inovasi Pembelajaran 6, no. 1 (May 17, 2022): 53–67. http://dx.doi.org/10.21831/jk.v6i1.44980.

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This study focused on exploring how the online learning design of Pendidikan Agama Islam (PAI) course facilitated the development of students’ self-regulated learning. This study was conducted at the State University of Malang, Indonesia, and used a qualitative approach in the form of a case study as its research method. Based on Bandura’s learner agency theory, the data were collected through documentation, online-based interviews, and observation. After being collected, the data then were analyzed using the interactive model of Miles, Huberman, and Saldana. Findings show that the PAI course at the State University of Malang had four learning design stages: stimulation and problem identification, learning problem-content analysis, verification of results, and generalization. These stages facilitated the development of students’ self-regulated learning, as observed through three indicators owned by each student, namely, creativity, ability to think critically, and self-regulation. The implication of this study is the emergence of the technical-didactic side of online Islamic education learning through a designed learning design stage so that, in the end, it will lead to benefits in achieving educational goals more effectively.

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Bashori, Muzakki. "I LOVE INDONESIA: EFL LEARNERS� PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING." EduLite: Journal of English Education, Literature and Culture 2, no. 1 (February 13, 2017): 273. http://dx.doi.org/10.30659/e.2.1.273-302.

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The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today�s learners as the Generation Z (Gonz�lez-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners� language development.�Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

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Zhou, Xiaoer. "Business English Proficiency Acquisition Facilitated by Technology: Evaluations and Implications." English Language and Literature Studies 12, no. 2 (March 14, 2022): 21. http://dx.doi.org/10.5539/ells.v12n2p21.

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Online learning prospered in recent years, so did the research in this area. The COVID-19 pandemic has made it the default option of education. The design, implementation and evaluation of a completely online education model are of universal urgency. The learning purposes of Business English encompass the mastery of business knowledge and language abilities. This paper reviews the online teaching and learning of this course and tries to assess its effectiveness in equipping students with business related language competence. Students’ performances were measured in score comparisons; their levels of participation and activeness were captured in statistics across learning platforms; their perceptions on the advantages and disadvantages of this teaching model were collected in a survey and in-depth interviews. Research results show significant progresses have been achieved in students’ reading proficiency; language production in terms of speaking and writing was perceived to have been improved; the level of engagement was high. Challenges of this model have also been summarized and corresponding modifications would be proposed, to facilitate proficiency acquisition more efficiently.

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