Relevant bibliographies by topics / Flexible learners

Contents

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

Academic literature on the topic 'Flexible learners'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Flexible learners"

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Lim, Doo H., and Michael Lane Morris. "The Effect of Flexible Learning Delivery Format on Online Learners' Learning, Application, and Instructional Perception." Journal of Educational Technology Systems 33, no. 4 (June 2005): 385–97. http://dx.doi.org/10.2190/dgpy-qygn-qgj3-6d6j.

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Instructional condition has been an important area of study to improve learner satisfaction and learning outcomes within public and private organizations. Among various types of learning methods satisfying the online learner's learning styles, this study examined the effect of flexible learning delivery format on learning and application of learning made by a group of Human Resource Development (HRD) undergraduate students. Quantitative data analysis results revealed a flexible learning delivery format did not influence online learners' perceived learning. From a qualitative data analysis, however, various reasons why online learners' attained high or low degree of perceived learning and application of learning were analyzed and categorized. Discussions about instructional conditions and strategies to enhance learning and the application of learning for online curriculum are included.
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Šimonová, Ivana, Petra Poulová, and Kateřina Kostolányová. "Flexible Hybrid Learning: Comparison of Two Approaches and Learning Results." International Journal of Information and Communication Technologies in Education 5, no. 2 (October 1, 2016): 29–50. http://dx.doi.org/10.1515/ijicte-2016-0007.

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Abstract Hybrid learning has become a widely exploited approach within the ICT-enhanced instruction. Making it flexible to students’ individual needs and preferences was the problem solved in various ways at Czech higher education institutions. In the paper two approaches to adapting the learning process to learner’s individual preferences are described comparing two different models of flexible hybrid learning. These models were exploited in educational practice and pedagogical experiments comparing learners’ knowledge in flexible and non-flexible learning were conducted. The results did not proved clearly visible differences in the two approaches, as neither numerous world-recognized researches did. Despite this, authors are persuaded that research activities in this field should go on, paying deeper attention to learners’ personal characteristics and other activities within the learning process.
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Rao, Kavita, and Grace Meo. "Using Universal Design for Learning to Design Standards-Based Lessons." SAGE Open 6, no. 4 (October 2016): 215824401668068. http://dx.doi.org/10.1177/2158244016680688.

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The Universal Design for Learning (UDL) framework can be used to proactively design lessons that address learner variability. Using UDL guidelines, teachers can integrate flexible options and supports that ensure that standards-based lessons are accessible to a range of learners in their classrooms. This article presents a process that teachers can use as they develop standards-based lesson plans. By “unwrapping” academic standards and applying UDL during the lesson planning process, teachers can identify clear goals aligned with an academic standard and develop flexible methods, assessments, and materials that address the needs and preferences of varied learners. General educators and special educators can use this process to develop inclusive lesson plans that address all learners, with and without disabilities.
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Anohina, Alla, Marks Vilkelis, and Romans Lukasenko. "Incremental Improvement of the Evaluation Algorithm in the Concept Map Based Knowledge Assessment System." International Journal of Computers Communications & Control 4, no. 1 (March 1, 2009): 6. http://dx.doi.org/10.15837/ijccc.2009.1.2409.

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The paper is devoted to the knowledge assessment system that has been developed at the Department of Systems Theory and Design of Riga Technical University for the last four years. The system is based on concept maps that allow displaying the knowledge structure of a particular learner in the form of a graph. Teacher’s created concept maps serve as a standard against which learner’s concept maps are compared. However, it is not correct to compare teacher’s and learners’ concept maps by examining the exact equivalence of relationships in both maps, because people construct knowledge in different ways. Thus, an appropriate mechanism is needed for the flexible evaluation of learners’ concept maps. The paper describes the algorithm implemented in the concept map based knowledge assessment system and its evolution through four prototypes of the system.
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LI, Kam Cheong. "How flexible do students prefer their learning to be?" Asian Association of Open Universities Journal 9, no. 1 (September 1, 2014): 35–46. http://dx.doi.org/10.1108/aaouj-09-01-2014-b004.

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The term 'flexible learning' has been used in the literature for decades in a rather general sense and has been closely associated with open and distance education. The notion of flexibility has been examined on various dimensions, such as admission criteria, students' control of learning time, commitment, content and tasks. There has recently been a tendency to use the term in a more defined or technical sense.One research focus has revolved around course design for effective learning in relation to the learner and dimensions of flexibility. This paper offers an updated review of the literature on the approaches to understanding flexible learning and the dimensions of flexibility involved. It also reports a preliminary study on distancelearners' preferences for flexibility in the courses in which they are engaged. In the study, a questionnaire was administered to 162 distance learners in Hong Kongto determine their preferred levels of flexibility on a range of dimensions. The results suggest that learners' preferences vary across dimensions. Based on the findings, it is argued that the diversity of learners' preferences and learning styles should be incorporated as an integral part of the mechanism for designing and reviewing study programmes.
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Riley, Tracy, Carola Sampson, Vanessa White, Janna Wardman, and Deborah Walker. "Connecting like-minded learners through flexible grouping." set: Research Information for Teachers, no. 1 (August 14, 2014): 25–33. http://dx.doi.org/10.18296/set.0005.

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Smith, Peter J. "Enhancing flexible business training: learners and enterprises." Industrial and Commercial Training 33, no. 3 (June 2001): 84–88. http://dx.doi.org/10.1108/00197850110390862.

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Smith, Peter J. "Preparedness for flexible delivery among vocational learners." Distance Education 21, no. 1 (January 2000): 29–48. http://dx.doi.org/10.1080/0158791000210103.

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Umoren, Rachel A., Julie A. Poore, Linda Sweigart, Natalia Rybas, Evalyn Gossett, Miles Johnson, Martina Allen, Patricia J. Scott, Barbara Truman, and Rohit Das. "TeamSTEPPS Virtual Teams: Interactive Virtual Team Training and Practice for Health Professional Learners." Creative Nursing 23, no. 3 (2017): 184–91. http://dx.doi.org/10.1891/1078-4535.23.3.184.

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Medical errors because of communication failure are common in health care settings. Teamwork training, such as Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS), improves team performance and patient outcomes. Academic institutions seek high-quality, low-cost curricula for interprofessional education (IPE) to prepare learners for clinical experiences before and after graduation; however, most IPE curricula involve lectures, simple tabletop exercises, and in-person simulations and are not readily accessible to geographically distributed and asynchronously engaged learners. To address this need, interprofessional faculty from multiple institutions and specialties created a series of eight screen-based interactive virtual simulation cases featuring typical clinical situations, with the goal of preparing learners to provide safe and effective care in clinical teams. Virtual simulations permit flexible, asynchronous learning on the learner’s schedule and allow educators an opportunity to identify gaps in knowledge and/or attitudes that can be addressed during class or forum discussions. In 2016, 1,128 unique users accessed the scenarios. As a result of such virtual activities, learner selection of the appropriate TeamSTEPPS tool increased with progression through the scenarios.
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Granger, Sylviane, Olivier Kraif, Claude Ponton, Georges Antoniadis, and Virginie Zampa. "Integrating learner corpora and natural language processing: A crucial step towards reconciling technological sophistication and pedagogical effectiveness." ReCALL 19, no. 3 (August 24, 2007): 252–68. http://dx.doi.org/10.1017/s0958344007000237.

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AbstractLearner corpora, electronic collections of spoken or written data from foreign language learners, offer unparalleled access to many hitherto uncovered aspects of learner language, particularly in their error-tagged format. This article aims to demonstrate the role that the learner corpus can play in CALL, particularly when used in conjunction with web-based interfaces which provide flexible access to error-tagged corpora that have been enhanced with simple NLP techniques such as POS-tagging or lemmatization and linked to a wide range of learner and task variables such as mother tongue background or activity type. This new resource is of interest to three main types of users: teachers wishing to prepare pedagogical materials that target learners' attested difficulties; learners themselves for editing or language awareness purposes and NLP researchers, for whom it serves as a benchmark for testing automatic error detection systems.
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Dissertations / Theses on the topic "Flexible learners"

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Smith, Peter John Brenchley, and mikewood@deakin edu au. "Preparing for flexible delivery in industry: Learners and their workplaces." Deakin University. School of social and cultural studies in education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060623.095632.

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This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces. Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning. The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term ‘flexible delivery’ may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of ‘client-focused’ flexible delivery. The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program. The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a Verbal–Non-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as Structure–Content, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directed–Social preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning. Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of O’Malley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data. The research also indicates, through the apprentice interviews, that support for apprentice’s learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers. The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kember’s (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.
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Zobec, Helena, and helena zobec@canberra edu au. "An investigation of library literacy levels of flexible learners at the Canberra Institute of Technology: a pilot study." University of Canberra. Information Management & Tourism, 1998. http://erl.canberra.edu.au./public/adt-AUC20050809.143304.

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The present study attempted to measure library literacy levels of open or flexible learners at the Canberra Institute of Technology (CIT) during the 1995 academic year, and to investigate to what extent the information skills component of TAFE open learning modules influence adult learners' library literacy levels. To address these issues, a quasi-experimental research methodology was used to measure library literacy levels at the beginning and, again, on or near course completion to ascertain whether any change had occurred, through the administration of a questionnaire. A number of participants were then interviewed to further validate the responses fiom the questionnaires. The study attempted to show that though courses claim to address key competencies in a vocational education and training environment, one component of the key competencies, the ability to collect, analyse and organise information, was not being met. That one component was the ability to locate (or collect) information. No strong correlations resulted fiom the library literacy levels measured and the degree to which the key competency was addressed within course modules. No statistical measures were possible due to the small sample population that eventuated, though it was almost half the original targeted population. No real gain was achieved in library literacy levels between the pretest and posttest stages of the research for either the Experimental or Control groups. Though a highly suitable research methodology, the quasi-experimental research design did have some limitations in this piece of research. The CIT flexible learning environment at the time of the study contributed to the limitations of the study. However, a number of recommendations were made on the basis of the research results, advocating some strategies that might be implemented to improve the library literacy levels of learners undertaking open or flexible delivery courses within CIT, and suggestions to change the research environment to avoid many of the problems experienced. The CIT pilot study was the first known formally documented study of library literacy levels in an Australian TAFE environment of its kind. The study reflects the literature published at the time of the study. At that time, the research in this field was minimal. Many publications and research have emerged since 1995 when this study was conducted, indicating this is an area of great interest.
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Tucker, Debra M. "More and Less: Perceptions and Experiences of the Professional Part-Time Employee." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30756.

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The workforce of today is a far cry from the workforce of yesteryear. Not only have there been changes in who works, but how one works as well. The traditional nine-to-five work day has been replaced by a plethora of flexible work options, including flextime, telecommuting, and part-time employment. Until recently, most part-time workers were those who worked in low-level, low-paying jobs. However, with the influx of women in the workplace, as well as the desire for more leisure time and the need for retraining and updating of skills, more people than ever before desire professional part-time jobs. Although considerable research exists comparing full-time to part-time workers, little research is available which examines the experiences of the professional part-time employee. The central question of this study concerned which factors exist within an organization, as well as within the part-time professional and supervisor, to influence levels of job satisfaction and commitment. A questionnaire was mailed to 805 members of the Association of Part-Time Professionals which gathered demographic characterics about the employee and supervisor, and the provision of benefits for employees. Additional questions concerned attitudes of co-workers, anticipated effects on career advancement, access to staff training, and provision of space, equipment, and clerical support. The final sample included 319 part-time professionals across the career spectrum. A variety of statistical techniques was used to examine the relationships among organizational and supervisor characteristics and the individual characteristics of the participants. Factor analyses were employed to identify the different participant attitudes. The bivariate relationships between attitudes and respondent and organizational characteristics were used to develop multivariate models. Participants generally had high levels of job satisfaction and relatively neutral levels of commitment. Part-time professionals felt positive about their access to equipment, clerical assistance, and office space, but less so about their economic compensation. They were generally satisfied with the work they were asked to do and their treatment by supervisors and co-workers. Access to benefits was variable. Implications for the Adult Educator/Human Resource Specialist are discussed with recommendations made as to how both can promote and advance the needs of the part-time professional. Areas for future research are also presented.
Ph. D.
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Doolan, Martina A. "Using technology to support collaborative learning through assessment design." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/6055.

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This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the tutor. The thesis designed and tested a theoretical framework which encompassed an active learning environment and resulted in the development of the shamrock conceptual framework. To test the theoretical framework, clarify the role of the tutor and the impact on the learner experience two studies were undertaken using pedagogical models that combined the concepts of learner-centric, sociocultural and dialogic perspectives on collaborative learning and technology in meeting the needs of learners in the 21st Century. In the first study, the role of the tutor was found to be crucial in setting, implementing and guiding learners using the assessment design as part of a social constructivist pedagogical practice. The pedagogical approach adopted was to blend face-to-face and Wiki learning experiences and was found to promote learner ownership, engagement and the fostering of a learning community. The second study validated the first and provided additional asynchronous technology experiences in addition to the Wiki blend in the assessment design. Study 2 examined the role of the tutor and the learner whilst using current technologies comprising podcasts and video and a Wiki in the collaborative experience. Findings showed that the Wiki supported community and collaborative aspects of a sociocultural practice whilst learners were engaged in authentic learning activities and led to a well supported learning environment. The importance of technology design and use to accommodate collaborative and community aspects was found to be an essential component. It was found that technology is not simply an add-on but rather needs to be planned and considered purposefully by both tutors and learners when used in a blend to supplement learning on campus as part of an assessment design in higher education. This study has shown that, for this to happen, academics need to be provided with the appropriate support, knowledge and skills required in developing a blended learning experience using a Wiki supplemented by class contact on campus as part of an assessment design.
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Urek, Halime. "Control Of A Satellite With Flexible Smart Beam During Slew Maneuver." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613597/index.pdf.

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In this thesis, an attitude control system based on Linear Quadratic Regulator (LQR) technique is developed for a hypothetical Earth observation satellite with a long flexible boom. To improve pointing performance of the satellite, the piezoelectric actuators are used as well. The boom is rectangular made of aluminum with the surface bonded piezoelectric layers on all four surfaces. The boom is modeled using finite elements. The pointing performance of the satellite using various metrics is evaluated through simulations. Effectiveness of the piezoelectric actuators is demonstrated.
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Njai, Samuel. "Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study ofStudents and their Learning Experiences in a Collaborative Learning Space." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585.

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Njai, Samuel. "Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study ofStudents and their Learning Experiences in a Collaborative Learning Space." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585.

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Hainer-Violand, Julia. "(Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere." Thesis, 2013. http://hdl.handle.net/1807/42622.

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This thesis investigates how teachers navigate Common Core State Standards, high-stakes testing, and teacher evaluation while creating their own curriculum to meet the needs of culturally and linguistically diverse students. As a former teacher, I conducted a practitioner research case study of four successful colleagues in a bilingual Pre-K-8 school in Washington, DC. When given flexibility in curriculum, teachers integrated knowledge from their relationships with students to foster a caring environment that supports learning and created their own systems of accountability by deciding what data matters. Teachers centered student engagement as what drives their curriculum and used a variety of differentiation methods based on their own “toolbox” of instructional strategies. Findings suggest a flexible curriculum model allows teachers to be curriculum makers who actively go beyond the standards to integrate knowledge from their practice and relationships with students to create curriculum that successfully supports language learners.
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Pelland, Justin M. "The Building That Learns to Fish: Architecture, Peak Oil, and the Need for Adaptability." 2012. https://scholarworks.umass.edu/theses/868.

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Oil is a finite resource; This much has been established as fact and is commonly agreed upon. We will, some day, find our supplies depleted. The question that remains hotly debated, however, is when this will happen and what impacts it will have on our modern lives. Estimates and forecasts abound, but still no one can answer these questions definitively. As fossil fuels, the energy behind virtually every aspect of our lives, become scarce, our patterns of growth will face a reckoning. We will be forced to adapt and adjust; either shifting our energy demand to more renewable sources, or reducing it by significant amounts. Although there are a plethora of what-if scenarios when predicting the effects of an end to oil, it’s easy to recognize that the peak oil crisis will significantly impact our lives. It will change how we live them and, by extension, where and how we construct our buildings. So what does this mean for buildings - one of the country’s largest consumers of energy? This thesis proposes that a theory of adaptability, when applied properly to the design and construction process, can begin to equip our building to handle the range of possible outcomes that an energy-poor future poses. This thesis also aims to address, in the broadest of terms, how our current approach to design could lead to significant issues in a post-oil, energy hungry world. It does so by encouraging a more holistic approach to problem solving and building design, while outlining how the values of cost efficiency and speed have polarized global construction techniques.
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Books on the topic "Flexible learners"

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Daniel, Neil. Flexible pacing for able learners. Reston, Va: Council for Exceptional Children, 1988.

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Arnott, Andrew Jon Gillies. An investigation into how flexible learning contexts affect levels of achievement for secondary learners of English. Birmingham: University of Birmingham, 1996.

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Delsandro, Elizabeth M. We can make it better!: A strategy to motivate and engage yourng learners in social problem-solving through flexible stories. San Jose, CA: Social Thinking Pub., 2010.

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Bordo, Michael D. Canada's pioneering experience with a flexible exchange rate in the 1950s: Lessons learned for monetary policy in a small open economy. Cambridge, MA: National Bureau of Economic Research, 2007.

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Dodge, David A. Canada's experience with inflation targets and a flexible exchange rate : lessons learned =: Cibles d'inflation et régime de changes flottants : les enseignements tirés de l'expérience canadienne. Ottawa, Ont: Bank of Canada = Banque du Canada, 2002.

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Fletcher, Mark. Flexible Friends for Young Learners (Brain Friendly Resources). English Experience, 1997.

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Implementing and Managing Open and Flexible Learning: Meeting Learners' Needs: Workbook / Cassette (TVU). Financial Times Prentice Hall (a Pearson Education company), 1995.

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Yorkshire & Humberside Flexible Learning Project. and Wolds Enterprise Bureau, eds. Flexible teacher-flexible learner. York: Yorkshire & Humberside Flexible Learning Project, 1994.

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Enhancement of flexible and open learning in North Wales: The development of accredited support for adult learners : project report. [Mold]: Clwyd Library and Information Services, 1994.

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Fung, C. Victor. Foundations of Classic Daoism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190234461.003.0004.

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Classic Daoism, led by Laozi (b. ca. 570 BC) and Zhaungzi (369–286 BC), postulates a dao-centric school of philosophy. The author discusses four key principles of dao (the “way” 道‎): wuwei (無為‎take non-egoistic action); (2) guan (觀‎ observation from the perspective of the being observed); (3) qiwu (齊物‎ equality); and (4) rou (柔‎ soft and flexible). To apply these principles in music education, learners would learn in their most natural ways; music, musicians, and learners would be understood from their own vantage points; all perspectives would be treated equally; and educators would be so flexible that they need not worry about what is forthcoming.
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Book chapters on the topic "Flexible learners"

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Ben, Johnson. "Flexible Learners." In Teaching Students to Dig Deeper, 97–108. Second edition. | New York : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315165653-10.

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Baniulis, Kazys, and Bronius Tamulynas. "Flexible intelligent environment for tutoring and assessing learners." In Computer Aided Learning and Instruction in Science and Engineering, 424–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022634.

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Tucker, Kay. "Flexible Spaces, Schedules, and Roles Enabling Personalization." In The Take-Action Guide to World Class Learners Book 1: How to Make Personalization and Student Autonomy Happen, 129–54. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2016. http://dx.doi.org/10.4135/9781483394589.n7.

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Duarte, Rogério, Ana Luísa de Oliveira Pires, and Ângela Lacerda Nobre. "Mature Learners’ Participation in Higher Education and Flexible Learning Pathways: Lessons Learned from an Exploratory Experimental Research." In Contributions to Higher Engineering Education, 33–53. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8917-6_2.

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Thórisson, Kristinn R., Jordi Bieger, Stephan Schiffel, and Deon Garrett. "Towards Flexible Task Environments for Comprehensive Evaluation of Artificial Intelligent Systems and Automatic Learners." In Artificial General Intelligence, 187–96. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21365-1_20.

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Crow. "Lessons Learned." In Flexible Dolphins, 181–90. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781003175001-10.

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Brunton, James, Mark Brown, Eamon Costello, Orna Farrell, and Conor Mahon. "Giving Flexible Learners a Head Start on Higher Education: Designing and Implementing a Pre-induction Socialisation MOOC." In Digital Education: Out to the World and Back to the Campus, 10–19. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59044-8_2.

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Tellerup, Susanne, and Niels Henrik Helms. "Development and Future of Flexible Distance Learning in Denmark." In Networking the Learner, 105–13. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35596-2_11.

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Birtwistle, Tim, and Robert Wagenaar. "Re-Thinking an Educational Model Suitable for 21st Century Needs." In European Higher Education Area: Challenges for a New Decade, 465–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_29.

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Abstract How should learning in higher education best meet the challenges posed by the many changes in society and employment? If graduates are knowledgeable in a particular field of studies and are trained in key generic competences/transferable skills to allow for autonomy and responsibility, is that enough? Is it being achieved? Or are new and diverse sets of learning models (Lifelong Learning or the 60 Year Curriculum) needed? Learners must be empowered to operate as responsible and active citizens in their society and be successful participants in a dynamic labour market. Society will require continuous (re-)training to handle rapid technological and societal changes. To stay relevant as autonomous educational providers, higher education institutions will have to change their formats of learning and teaching. A revised higher education model demands a highly flexible format to cater for individualised learning pathways, based on three key components: (1) a particular field of studies (thematic or disciplinary)—the core—(2) a fully integrated set of transferable skills and (3) a large set of learning units of various sizes covering a flexible curriculum. Can it respond to five societal challenges in each component: interculturalism; processes of information and communication; processes of governance and decision making; ethics, norms, values and professional standards and the impact of climate change? Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe (CALOHEE), an EU funded project envisages a new model. The paper will partly be based on the (initial) findings of this project. International cooperation in the context of the EHEA is essential to engage all, and make a change.
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Hou, Benjamin, Athanasios Vlontzos, Amir Alansary, Daniel Rueckert, and Bernhard Kainz. "Flexible Conditional Image Generation of Missing Data with Learned Mental Maps." In Machine Learning for Medical Image Reconstruction, 139–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33843-5_13.

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Conference papers on the topic "Flexible learners"

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Hsieh, Athena, Rita Kuo, Chang-Kai Hsu, Maiga Chang, and Jia-Sheng Heh. "Making Static Online Teaching Materials Be Flexible to Learners by Reconstructing Its Hypermedia Structures Automatically." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339775.

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Trubnikova, Victoriya. "From saying it right to doing it right: a model of pragmatic competence development." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12954.

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This article discusses the need for the explicit pragmatic instruction and proposes a pentaphasic model of pragmatic competence development designed for leaners of different language backgrounds and social groups. The model includes five steps of free and guided analysis and production with specific goals and tasks. The aim of the model is to develop a student’s agency as a leaner and to raise their metapragmatic awareness by guided discovery inductive procedures, explicit discussions and self-assessment. It was tested on a group of Italian language learners in order to understand their motivational and cognitive demands when approaching speech act focused instruction. Although they were actively engaged into guided discussions, the learner-centred procedure and raising awareness activities prove to be unfamiliar for learners who are used to more traditional form-focused learning sessions. Despite these difficulties, the model provides a flexible framework that can bridge the gap between research considerations and teaching experiences.
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Geffner, Hector. "Model-free, Model-based, and General Intelligence." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/2.

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During the 60s and 70s, AI researchers explored intuitions about intelligence by writing programs that displayed intelligent behavior. Many good ideas came out from this work but programs written by hand were not robust or general. After the 80s, research increasingly shifted to the development of learners capable of inferring behavior and functions from experience and data, and solvers capable of tackling well-defined but intractable models like SAT, classical planning, Bayesian networks, and POMDPs. The learning approach has achieved considerable success but results in black boxes that do not have the flexibility, transparency, and generality of their model-based counterparts. Model-based approaches, on the other hand, require models and scalable algorithms. Model-free learners and model-based solvers have indeed close parallels with Systems 1 and 2 in current theories of the human mind: the first, a fast, opaque, and inflexible intuitive mind; the second, a slow, transparent, and flexible analytical mind. In this paper, I review developments in AI and draw on these theories to discuss the gap between model-free learners and model-based solvers, a gap that needs to be bridged in order to have intelligent systems that are robust and general.
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Lindstedt, Juha, Raine Kauppinen, and Altti Lagstedt. "Personalizing the learning process with Wihi." In Enabling Technology for a Sustainable Society. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-362-3.21.

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Societies are changing rapidly because of automation and digitalization, but local and global business environments are also becoming more volatile. Changing societies also place requirements on education: the number of atypical learners is growing all the time, and lifelong careers have been changed to lifelong learning. Traditional education approaches do not support part-time learners or lifelong learning; personalizing the learning process for every student separately is too laborious. In this paper, we study a flexible, personalized learning approach and an information system (Wihi) to support it. Wihi is a thesis management tool for students to plan and schedule their theses and for the thesis supervisor to centrally monitor the progress of different theses. In addition, it allows curriculum management to follow the whole thesis situation. Although Wihi was developed for a specific need, the personalized learning assumptions behind it are also applicable in other education cases.
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Briede, Baiba. "Students’ Self-directed Learning in the Context of Industrial Challenges: Latvia University of Life Sciences and Technologies Case." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9292.

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Students’ self-directed learning (SDL) is analysed as a means to promote the development of professionals who are active life-long learners, ready to complex problem solving, leadership and flexible adaptation to social and economic situations. That is why the aim of the study was to analyse the components of SDL essential for nowadays socio-economic situation and to find out SDL results from the students of Latvia University of Life Sciences and Technologies (LLU). The method of questionnaire was used to investigate the students’ self-assessment on their SDL focusing on purposefulness, motivation for knowledge, implementation of effective learning strategies, responsibility, control assessment of learning progress, importance to express one’ s view and time management. The results of the study were obtained from 305 first-year students of LLU. Medium results dominate in relation to implementation of effective learning strategies, importance to express one’s view and time management. It means that preferably an electronic aid on learning strategies and more flexible learning environments for the first year students is necessary. The study results also indicate that more teaching methods promoting views expression are of high importance and should be included in further education courses for teachers. Keywords: Self-directed learning; university students; professionalism.
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Czaplinski, Iwona, Christine Devine, Martin Sillence, Andrew Fielding, Oliver Gaede, and Christoph Schrank. "Active learning in the time of the pandemic: Report from the eye of the storm." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0107.

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This study investigated second- and third-year science students’ perceptions of the effectiveness of their learning practices during the COVID-19 pandemic. The study focused on the concept of active learning, with special attention paid to self-regulation and self-direction. The data collected through mixed research methods provided evidence of students’ flexible adjustment to the exceptional circumstances. However, the data also revealed a relatively limited range of learning strategies reported by respondents. Thus, this paper identifies an important need for further investigation of students’ practices to enhance their awareness of learning strategies, as a way of becoming active learners. Finally, the study also made salient the need for teacher training in effective teaching strategies, as a complementary strategy to promote students’ active learning. The conclusions from the study reach beyond the current circumstances, as they suggest implications for learning design in terms of educators’ training and designing for active learning.
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Fukuda, Shuichi. "Learning Coordination in Body Motion Control: A Pattern Based Approach." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67435.

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Motion Control is increasing its importance. Although the progress of system dynamics is remarkable, progress of human body motion control is very slow. Most of system dynamics deal with explicit knowledge, but human body motion control belongs to tacit knowledge. Its difficulty is the number of degrees of freedom is tremendously large and human behaviors change very flexibly to cope with the changing contexts of environments and situations. Further, our body motions vary from person to person, because our bodies, muscles and joints are different. These problems make it very difficult to deal with human body motions. Although there are many researches using motion capture, EMG, etc., they succeeded only in showing how final successful movements should be. They can show movements at each step toward this goal, but they cannot teach learners how they should coordinate their muscles or joints. Coordination or balancing plays an important role in body motion learning, But, there are very few, in any, researches which help learners learn how to coordinate or balance their muscles and joints to achieve the final successful movement. In this paper, a solution to how we can help a learner learn to coordinate or balance in motion or motor learning is introduced. Its approach is pattern based and it uses Recognition Taguchi (RT) technique, one of the techniques of Mahalanobis Taguchi Systems. In this approach, Mahalanobis Distance (MD) is used to indicate quantitatively how a learner’s pattern of movement is close to the successful one. MD reduces multi-dimensional information to one-dimensional. RT indicates how a sample pattern matches the ideal pattern quantitatively using MD. In the regular RT approach, Unit Space (Ideal Pattern) is defined and each sample space is compared with Unit Space using MD. But In this work, Unit Space is updated every time a learner succeeds, such as successfully riding a bicycle. And every trial movement is compared with this updated Unit Space. The primary benefits of RT are it can process large data in a very short time and it is based upon the difference between the ideal pattern and the current pattern. So, learners can understand which joints they should pay attention to in order to coordinate or balance to improve their movements. Thus, step by step, they can coordinate or balance their muscles and joints to get closer to the ideal movement.
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Ryder, Dara. "How UDL can make learning work for all your students." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.21.

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Universal Design for Learning (UDL) is a set of principles and guidelines for curriculum development that give all individuals equal opportunities to learn. UDL aims to improve the educational experience of all students by introducing more flexible methods of teaching and assessment to cater for the huge diversity of learners now participating in higher education. This approach is underpinned by research in the field of neuroscience and the learning sciences and is designed to improve the learning experience and outcomes for all students. The basic idea is simple but backed by decades of research – that all of us learn differently, have different life experiences and demands, and differing physical and cognitive strengths, and so a variety of teaching and learning approaches with choice and flexibility built in are required to reach and motivate everyone. This presentation will explore the origins of UDL, provide an introduction to its 3 key principles, encourage participants to examine the diversity within their own classrooms and offer practical take-aways for those seeking to explore further and get started on their own UDL journey.
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Ruiz-Perez, Sergio, and Gema Lopez-Hevia. "¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13003.

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In the past decade, the second language acquisition (SLA) field has challenged the understanding of bi/multilingual speakers and even second language (L2) learners (Valdés, 2005). This multilingual reconception has brought the use of translingual practices to the forefront of the SLA discussion. Translanguaging is a new approach to language use, bilingual acquisition, and bilingual education that sees all acquired languages (or those being acquired) as components of one bi/multilingual repertoire (García & Wei, 2014). Discussions of specific pedagogical applications of translingualism have remained limited and have been regarded as speculative (Gervers, 2018; Matsuda, 2014). It is still unclear how such pedagogies would address the diverse needs of bi/multilingual student writers. Based on the need to further understand the use of translanguaging in the classroom, the present article explores the translingual practices and attitudes of students in a Spanish undergraduate writing class that permitted flexible use of translanguaging. Results from surveys and interviews suggest that students can better focus on the message they want to convey without linguistic pressure. Additionally, pairing students for collaborative writing enhances their overall drafting development.
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Mas, Xavier, Lluís Pastor, Marta Merino, Loles González, and Toni Martínez-Aceituno. "Driving institutional change: challenge based learning for the University of the 21st Century." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5297.

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The main challenge faced by higher education is overcoming the gap between university education and the demands of society and the professional world. This gap cannot be accounted for merely in terms of a shortcoming in the relationship between the competencies of academic programmes and the real training needs of lifelong learners, but also involves the mismatch between the design of training models and students' expectations. The UOC has launched the PLA-Niu project in response to this problem. It aims to transform the subjects in the University's programmes into activities designed strictly based on competencies which are aimed at resolving challenges inspired by the professional sphere; to implement a new means of selecting, designing and managing learning resources based on content curation for learning, organising it into specific aggregators for each activity; and to provide a system that enables the production and organisation of training in an agile, flexible and personalisable manner. In this paper, we set out the experience of applying the PLA-Niu in the University as a whole, and present its characteristics, explain the strategies and measures involved in its implementation, and share the reflections of those involved from a critical perspective.
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Reports on the topic "Flexible learners"

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Yu, Haichao, Haoxiang Li, Honghui Shi, Thomas S. Huang, and Gang Hua. Any-Precision Deep Neural Networks. Web of Open Science, December 2020. http://dx.doi.org/10.37686/ejai.v1i1.82.

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We present Any-Precision Deep Neural Networks (Any- Precision DNNs), which are trained with a new method that empowers learned DNNs to be flexible in any numerical precision during inference. The same model in runtime can be flexibly and directly set to different bit-width, by trun- cating the least significant bits, to support dynamic speed and accuracy trade-off. When all layers are set to low- bits, we show that the model achieved accuracy compara- ble to dedicated models trained at the same precision. This nice property facilitates flexible deployment of deep learn- ing models in real-world applications, where in practice trade-offs between model accuracy and runtime efficiency are often sought. Previous literature presents solutions to train models at each individual fixed efficiency/accuracy trade-off point. But how to produce a model flexible in runtime precision is largely unexplored. When the demand of efficiency/accuracy trade-off varies from time to time or even dynamically changes in runtime, it is infeasible to re-train models accordingly, and the storage budget may forbid keeping multiple models. Our proposed framework achieves this flexibility without performance degradation. More importantly, we demonstrate that this achievement is agnostic to model architectures. We experimentally validated our method with different deep network backbones (AlexNet-small, Resnet-20, Resnet-50) on different datasets (SVHN, Cifar-10, ImageNet) and observed consistent results.
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Bordo, Michael, Ali Dib, and Lawrence Schembri. Canada's Pioneering Experience with a Flexible Exchange Rate in the 1950s:(Hard) Lessons Learned for Monetary Policy in a Small Open Economy. Cambridge, MA: National Bureau of Economic Research, November 2007. http://dx.doi.org/10.3386/w13605.

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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.
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Birch, Izzy. Thinking and Working Politically on Transboundary Issues. Institute of Development Studies (IDS), January 2020. http://dx.doi.org/10.19088/k4d.2021.010.

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There is growing consensus that political factors are a key determinant of development impact. The practice of Thinking and Working Politically (TWP) is built around three interconnected principles: (i) strong political analysis, insight, and understanding; (ii) detailed appreciation of, and response to, the local context; and (iii) flexibility and adaptability in program design and implementation. The literature notes that while TWP emphasises the centrality of politics and power, technical knowledge is still important and can reinforce the political agenda, for example by increasing the confidence of smaller states or by strengthening collective understanding. Furthermore, improving the quality of domestic cooperation can be a step towards regional cooperation, and flexible engagement with the diverse range of actors that populate transboundary settings has been shown to be an effective strategy. The literature also highlights lessons learned including Transboundary cooperation can be built from the bottom up and for development partners, pre-existing bilateral partnerships may facilitate their engagement at a transboundary level, particularly on sensitive issues. Given the relatively isolated experience of TWP in transboundary settings, the evidence base for this report is also limited. The two areas where most examples were found concern regional integration and transboundary water management.
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Caribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003341.

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The COVID-19 pandemic forced the closure of schools across the Caribbean, including tertiary institutions. Colleges and universities turned to digital solutions and modified their pedagogy in order to sustain continuity of learning. Other adaptations like flexible payment schemes were made to allow students to stay enrolled. The University of West Indies CCEP and CLRI and the IDB co-hosted a conversation titled “Caribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic,” which sought to explore how tertiary institutions were coping with the impact of the COVID-19 pandemic. The conversation focused on the most prominent challenges and what measures the institutions had taken to deal with them, what they felt they had done well in adapting, and how sustainable they deemed those measures in supporting their operations in the medium to long term. A follow-up meeting was held with several students from UWI to further explore how they had been impacted. This publication shares the responses to these questions, offers lessons learned and outlines next steps for the Caribbean Tertiary Institutions and the IDB.
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