Journal articles: '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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Kovács, Ágnes Melinda, and Jacques Mehler. "Flexible Learning of Multiple Speech Structures in Bilingual Infants." Science 325, no. 5940 (July 9, 2009): 611–12. http://dx.doi.org/10.1126/science.1173947.

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Children acquire their native language according to a well-defined time frame. Surprisingly, although children raised in bilingual environments have to learn roughly twice as much about language as their monolingual peers, the speed of acquisition is comparable in monolinguals and bilinguals. Here, we show that preverbal 12-month-old bilingual infants have become more flexible at learning speech structures than monolinguals. When given the opportunity to simultaneously learn two different regularities, bilingual infants learned both, whereas monolinguals learned only one of them. Hence, bilinguals may acquire two languages in the time in which monolinguals acquire one because they quickly become more flexible learners.

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TUSTING, KARIN. "‘I am not a “good” teacher; I don’t do all their paperwork’: Teacher resistance to accountability demands in the English Skills for Life strategy." Literacy and Numeracy Studies 17, no. 3 (December 23, 2009): 6–26. http://dx.doi.org/10.5130/lns.v17i3.1396.

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In 2000, Skills for Life, a new strategy for literacy, numeracy and language education was introduced in England. It included new core curricula, tough new targets for learner achievement, and significantly increased accountability requirements for teachers and colleges. Many teachers found aspects of this new system difficult. This paper analyses interviews carried out with teachers in 2002 to identify the reasons underlying their resistance. In the interviews, teachers consistently drew on a welldefined discourse which defined ‘good’ teaching as teaching that is responsive to the learner, negotiating teaching in response to learners’ goals and characteristics, and flexible in the teaching moment. Resistance arose when aspects of the centralised strategy were perceived to constrain teachers’ ability to respond to learners in this way, being driven more by external demandsand advance planning than by responsiveness to learners. Teachers attempted to develop strategies to maintain responsiveness while working within the new strategy.

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Rogers, Tanya, and John Nelson. "Supporting Open and Distance Learners with Computer Conferencing: Potential Benefits and Barriers." Psychology Learning & Teaching 2, no. 2 (June 2002): 127–33. http://dx.doi.org/10.2304/plat.2002.2.2.127.

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The aim of this paper is to outline the issues surrounding online support for open and distance learners in a dual-mode department. In recent years with the acceptance of learning as a lifelong process, many UK universities have broadened their remit to embrace a larger and more diverse learner population. This cultural change in education policy has corresponded with rapid developments in educational technology. The Open Learning Unit (OLU), University of Wales, Aberystwyth, was established in 1993 specifically to develop open and distance learning degree schemes. It is directed by an educational philosophy of learner-centred, open and flexible learning. Central to this work is the implementation and maintenance of a learner support system, which includes the use of computer conferencing. Using over 600 distance learners from a Department of Information Studies as a case study, this paper aims to outline the issue of support for open and distance learners, describe the benefits and barriers of computer conferencing as a support medium, and consider the potential of social cognition research to investigate lurking behaviour in online teaching and learning environments.

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Matiure, Rungamirai, and Erick Nyoni. "Creating autonomous learners in the teaching of English as a second language (ESL) in Zimbabwean secondary schools : a reality or a myth?" Journal of African Languages and Literary Studies 1, no. 3 (December 1, 2020): 103–32. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a6.

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This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.

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Muralidharan, S., and Latha Parthiban. "Adaptive E-Learning Using Soft Computing Techniques." Journal of Computational and Theoretical Nanoscience 17, no. 5 (May 1, 2020): 2057–59. http://dx.doi.org/10.1166/jctn.2020.8849.

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E-Learning is gaining more importance in the present education system and methodology of learning are moving from instructor-orientation to learner-orientation thereby providing learner with flexible, efficient and personalized learning environment. In this paper, adaptive e-learning using various soft computing techniques needed for achieving adaptation in learning path in e-learning is discussed. Adaptive e-learning becomes necessary for slow learners and challenged people who take their own time for learning due to their impairment.

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Römer, Ute. "A corpus perspective on the development of verb constructions in second language learners." Constructions in Applied Linguistics 24, no. 3 (August 27, 2019): 268–90. http://dx.doi.org/10.1075/ijcl.00013.roe.

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Abstract This article reports initial findings from a study that uses written data from second language (L2) learners of English at different proficiency levels (CEFR A1 to C1) in a large-scale investigation of verb-argument construction (VAC) emergence. The findings provide insights into first VACs in L2 learner production, changes in the learners’ VAC repertoire from low to high proficiency levels, and changes in learners’ dominant verb-VAC associations from low to high proficiency levels. The article also addresses the question what role formulaic sequences play in the L2 acquisition of VACs. Data analyses indicate that, from lowest to highest proficiency levels, the VAC repertoire of L2 English learners shows an increase in VAC types, growth in VAC productivity and complexity, and a development from predominantly fixed sequences to more flexible and productive ones. The findings help to expand our understanding of the processes that underlie construction acquisition in an L2 context.

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Offen, Bilinda. "Responsive Teaching in Primary Mathematics: Linking current theory to practice and planning." Teachers' Work 17, no. 1and2 (December 14, 2020): 27–37. http://dx.doi.org/10.24135/teacherswork.v17i1and2.314.

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Abstract: Facilitating a more responsive style of teaching in primary mathematics has implications for not only teaching practice, but also for how we plan for our learners. Grouping decisions, task selection and teacher confidence in mathematical content are important considerations when developing inquiring mathematical communities. This article introduces some core elements of current theory for primary teachers who want to include inquiry principles in their mathematics program and increase their confidence levels when teaching primary mathematics. Teaching practices that promote learner agency are identified, followed by a planning process that allows for the flexibility required for responsive teaching and also encourages teachers to critically engage in mathematical content as they plan for their learners. Key Points: Responsive teaching in mathematics requires teachers to be more flexible with their teaching in primary mathematics than ever before. Current theory on how children best learn mathematics – learner agency, grouping, task selection and implications on planning Planning maths content collaboratively can help teachers grow confidence to choose rich tasks for their own learners

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Manurung, Grace N., Konder Manurung, Sudarkam R. Mertosono, and Abdul Kamaruddin. "Perceptions of EFL Learners in the Implementation of Blended Learning Post-natural Disaster at a University in Indonesia." Theory and Practice in Language Studies 10, no. 8 (August 1, 2020): 959. http://dx.doi.org/10.17507/tpls.1008.15.

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This study aims to investigate the perceptions and obstacles faced by EFL learners in the implementation of blended learning in an abnormal learning system. A group of undergraduate EFL learners, consisting of 48, who has completed a Grammar Class, participated in the study. The 48 learners formed three different learner category levels; High, Moderate, and Low. The learners of the three different category levels filled in a semi-structured open-ended questionnaire and responded semi-structured interviews. The low category learners perceive that learning grammar through blended learning is meaningful but need more experiences in the utilization of online learning mode, and in-availability of the supporting tools; The moderate category learners perceive blended learning to provide them more study times and make them get used to the internet or online-based learning; and the high category learners perceive the implementation of blended learning as helpful, easier, flexible, and fun. Although the learners of the three different categories level face the same problems on the implementation of blended learning, namely poor internet connectivity at home and campus, unclear online instruction, and delay to respond questions on the online learning mode, the learners of the low category level, on the other hand, experience problems applying online learning mode. We discuss the practical implications of the research results for the successful implementation of blended learning in the future, especially for low proficiency learners and in situations of abnormal learning systems.

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LEE, EUN-KYUNG, DORA HSIN-YI LU, and SUSAN M. GARNSEY. "L1 word order and sensitivity to verb bias in L2 processing." Bilingualism: Language and Cognition 16, no. 4 (February 4, 2013): 761–75. http://dx.doi.org/10.1017/s1366728912000776.

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Using a self-paced reading task, this study examines whether second language (L2) learners are flexible enough to learn L2 parsing strategies that are not useful in their first language (L1). Native Korean-speaking learners of English were compared with native English speakers on resolving a temporary ambiguity about the relationship between a verb and the noun following it (e.g.,The student read [that] the article. . .). Consistent with previous studies, native English reading times showed the usual interaction between the optional complementizerthatand the particular verb's bias about the structures that can follow it. Lower proficiency L1-Korean learners of L2-English did not show a similar interaction, but higher proficiency learners did. Thus, despite native language word order differences (English: SVO; Korean: SOV) that determine the availability of verbs early enough in sentences to generate predictions about upcoming sentence structure, higher proficiency L1-Korean learners were able to learn to optimally combine verb bias and complementizer cues on-line during sentence comprehension just as native English speakers did, while lower proficiency learners had not yet learned to do so. Optimal interactive cue combination during L2 sentence comprehension can probably be achieved only after sufficient experience with the target language.

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Oladejo, James A. "Error Correction in ESL: Learner's Preferences." TESL Canada Journal 10, no. 2 (October 26, 1993): 71. http://dx.doi.org/10.18806/tesl.v10i2.619.

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This paper reports the findings of two studies which attempt to identify the preferences and expectations of intermediate and advanced ESL learners regarding error correction. These are compared with some popular opinions of linguists and ESL teachers which have influenced error correction in the language classroom in recent time. Certain important differences are observed between learners' preferences 1. IN1RODUCTION and expectations on the one hand, and the opinions and practice of linguists/ teachers on the other. The paper concludes that, if the error correction is to be effective, classroom practice cannot afford to be based rigidly on any standardized practice derived from the opinions of linguists and teachers alone, but it must be flexible enough to incorporate the preferences and needs of the language learner.

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Tabibian, Behzad, Utkarsh Upadhyay, Abir De, Ali Zarezade, Bernhard Schölkopf, and Manuel Gomez-Rodriguez. "Enhancing human learning via spaced repetition optimization." Proceedings of the National Academy of Sciences 116, no. 10 (January 22, 2019): 3988–93. http://dx.doi.org/10.1073/pnas.1815156116.

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Spaced repetition is a technique for efficient memorization which uses repeated review of content following a schedule determined by a spaced repetition algorithm to improve long-term retention. However, current spaced repetition algorithms are simple rule-based heuristics with a few hard-coded parameters. Here, we introduce a flexible representation of spaced repetition using the framework of marked temporal point processes and then address the design of spaced repetition algorithms with provable guarantees as an optimal control problem for stochastic differential equations with jumps. For two well-known human memory models, we show that, if the learner aims to maximize recall probability of the content to be learned subject to a cost on the reviewing frequency, the optimal reviewing schedule is given by the recall probability itself. As a result, we can then develop a simple, scalable online spaced repetition algorithm, MEMORIZE, to determine the optimal reviewing times. We perform a large-scale natural experiment using data from Duolingo, a popular language-learning online platform, and show that learners who follow a reviewing schedule determined by our algorithm memorize more effectively than learners who follow alternative schedules determined by several heuristics.

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Conrad, Dianne, and Rory McGreal. "Flexible paths to assessment for OER learners: A comparative study." Journal of Interactive Media in Education 2012, no. 2 (October 4, 2012): 12. http://dx.doi.org/10.5334/2012-12.

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Griffin, Andrea S., David Guez, Françoise Lermite, and Madeleine Patience. "Tracking Changing Environments: Innovators Are Fast, but Not Flexible Learners." PLoS ONE 8, no. 12 (December 31, 2013): e84907. http://dx.doi.org/10.1371/journal.pone.0084907.

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Dittman, James M., Kristen Maiden, Abigale T. Matulewicz, Genevieve Beaird, Kelly Lockeman, and Alan Dow. "A flexible customizable virtual escape room approach for interprofessional learners." Journal of Interprofessional Education & Practice 24 (September 2021): 100455. http://dx.doi.org/10.1016/j.xjep.2021.100455.

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Yadav, Meenakshi Sharma. "Role of Social Media in English Language Learning to the Adult Learners." International Journal of Linguistics, Literature and Translation 4, no. 1 (January 30, 2021): 238–47. http://dx.doi.org/10.32996/ijllt.2021.4.1.25.

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Today social media has become part and parcel of adults’ lives. Adult learners use social media much as a key to learn and improve their English as a foreign language (EFL) in academics. Currently, English instructors also encourage their adult learners within the realm of technologies. These learners are too self-motivated to use social media tools to learn English language skills. During texting, chatting, and socializing with friends, family, and global society on Facebook, WhatsApp, Blogs, Wikis, LinkedIn, YouTube, Twitter, Telegram, Hangout, and Snapchat, social media are facilitating and enhancing the process for both teachers and the adult learners worldwide. Due to proliferation of advanced technological equipped electronic handy-gadgets, like smartphones, tablets, laptops, and watches, EFL learners (EFLL) with different social media applications (Apps) and tools have become easy, mobile, and flexible. Even spectacular innovation and creation of mobile Apps of international testing agencies and institutes for EFLL are available formally and informally worldwide. Therefore, in this scientific descriptive research article, the critical study investigates the hypothetical propositions about the presumed relations among observed phenomena and personal experience of various websites and social media Apps' interwoven role, creative ways of functioning, and prospects scientifically in the EFLL for adult learners. An adult learner can master a specific skill while using these Apps on social media. Moreover, it is supposed to be handled meticulously and precisely. In that case, social media can prove a boon and panacea for adult learners inside and outside the classroom.

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Bouchboua, Ahmed, Rabah Ouremchi, and Mohammed El ghazi. "Educational Content Development Process in "CleverUniversity": Our Dynamic Adaptive Hypermedia Environment." International Journal of Emerging Technologies in Learning (iJET) 11, no. 12 (December 8, 2016): 14. http://dx.doi.org/10.3991/ijet.v11i12.5868.

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The implementation of a simple and flexible dynamic adaptive hypermedia environment meets several needs of teachers. Using a fitting system, teachers will be able to share their knowledge in chunks of content in order to create quality teaching resources. In this paper, we propose a development approach through our simple system dedicated to teachers and learners alike taking into account the different work done on the subject. Moreover, our approach is based on the various elements of our system such as the learner’s model, the domain model, the pedagogical model, the courses generator and the multimedia database. Our focus in this paper will be on the domain model given its importance in the development and adaptation of educational content as needed, and which consists of finding educational content related to a given field of knowledge to be adapted for a particular learner.

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Zheng, Tingting, and Qi’ang Liu. "Influence of Negative Transfer of Mother Tongue on Chinese English Learners’ Pronunciation." Theory and Practice in Language Studies 8, no. 11 (November 1, 2018): 1478. http://dx.doi.org/10.17507/tpls.0811.12.

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In our modern society, English is becoming increasingly important. As is known to all, pronunciation is a significant part of a language, which is complex and flexible. Chinese learners with a fluent and native English will benefit a lot. But the fact is that Chinese learners who have learned English as a second language for a long time still have lots of different problems on English pronunciation because of the interference of mother tongue. Therefore, based on language transfer theory, this paper intends to show different English pronunciation problems of learners in several areas—Northwest China, Central China, Northeast China and Southern China. By comparing Chinese and English phoneme families, the reasons of the problems in these areas will be analyzed. This paper aims to alleviate English pronunciation problems in these areas. What’s more, it is expected that this paper will be useful in teaching of English pronunciation.

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Thomas, Paul. "Avoiding the ‘virtual’." Asian Languages and Computers 17 (January 1, 2003): 111–24. http://dx.doi.org/10.1075/aralss.17.08tho.

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This paper explores current arguments on the virtual nature of experiences in learning via the Internet and the World Wide Web in the context of the design and recent implementation of an off-campus distributed language course in Indonesian developed by the author. The establishment of the course has been in response to the demand for more flexible modes of delivery that are capable of assisting learners to accommodate language study with the demands of employment and family commitments. It would appear, however, that for some language learners the remoteness of learning in a virtual classroom is in conflict with their ultimate goal of interpersonal communication within a new cultural context. While on-line or CD-ROM tasks are reflective of those encountered in on-campus language learning, for some learners the unfamiliarity of negotiating through an electronic medium gives little sense of a shared experience. The paper argues that these activities can only be exploited to strong effect when integrated within an approach that constantly seeks to link the learner to a community of learners with whom they share common goals, and to the wider native speaker community whose culture they wish to interact with.

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Davis, John M., Vinnarasan Aruldoss, Lynn McNair, and Nikolaos Bizas. "Enabling Creativity in Learning Environments: Lessons From the CREANOVA Project." LEARNing Landscapes 6, no. 1 (June 1, 2012): 179–200. http://dx.doi.org/10.36510/learnland.v6i1.581.

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The paper employs data from a European Union funded project to outline the different contexts and factors that enable creativity and innovation. It suggests that creativity and innovation are supported by flexible work settings, adaptable learning environments, collaborative design processes, determined effort, and liberating innovative relationships. It concludes that learning environments that seek to enable creativity and innovation should encourage collaborative working, offer flexibility for both learners and educators, enable learner-led innovative processes, and recognize that creativity occurs in curriculum areas beyond the creative arts.

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Wu, Shaoqun, Alannah Fitzgerald, Alex Yu, and Zexuan Chen. "What are language learners looking for in a collocation consultation system? Identifying collocation look-up patterns with user query data." ReCALL 33, no. 3 (April 27, 2021): 229–47. http://dx.doi.org/10.1017/s0958344021000057.

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AbstractCorpus consultation with concordancers has been recognized as a promising way for learners to study and explore language features such as collocations at their own pace and in their own time. This study examined 1.5 million search queries sent to a collocation consultation tool called FlaxCLS (Flexible Language Acquisition Collocation Learning System; http://flax.nzdl.org) over a period of two years to identify learners’ collocation look-up patterns. This paper examines and characterizes learners’ look-up patterns as they entered search queries, clicked on the query formation aids provided by the system, and navigated through the different levels of collocation information returned by the system to support collocation learning. We looked at how learners formulated query terms, and we analyzed the characteristics of query words learners entered, the characteristics of collocations they preferred, and the sample sentences they checked. Our collocation look-up pattern analyses, similar to traditional user query analyses of the web, provide interesting and revealing insights that are hard to obtain from small-scale user studies. The findings provide valuable information and pedagogical implications for data-driven learning (DDL) researchers and language teachers in designing tailored collocation consultation systems and activities. This paper also presents multidimensional analyses of learner query data, which, to the best of our knowledge, have not been explored in DDL research.

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Faraj, Shvan Gharib M. "Teaching Novels in an English Language Classroom: A Qualitative Study." ISSUE EIGHT 5, no. 1 (June 30, 2021): 90–97. http://dx.doi.org/10.25079/ukhjss.v5n1y2021.pp90-97.

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This research article explores and studies the role of the English novel in English Language Teaching (ELT) from the students’ perspective. Novels are considered to motivate and enhance literary materials used in the classroom. The study used a qualitative approach. The research targeted senior students selected from an English Department. Use of the novel was observed to be a flexible learning tool. Novels have the ability to appeal and satisfy each learner’s unique style of learning. It can touch on the learners’ creativity and enhance their descriptive and dialogue abilities.

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Cornelius, Sarah, and Carole Gordon. "Adult learners’ use of flexible online resources in a blended programme." Educational Media International 46, no. 3 (September 2009): 239–53. http://dx.doi.org/10.1080/09523980903135392.

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Legault, Jennifer, Jiayan Zhao, Ying-An Chi, Weitao Chen, Alexander Klippel, and Ping Li. "Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning." Languages 4, no. 1 (February 18, 2019): 13. http://dx.doi.org/10.3390/languages4010013.

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Learning a second language (L2) presents a significant challenge to many people in adulthood. Platforms for effective L2 instruction have been developed in both academia and the industry. While real-life (RL) immersion is often lauded as a particularly effective L2 learning platform, little is known about the features of immersive contexts that contribute to the L2 learning process. Immersive virtual reality (iVR) offers a flexible platform to simulate an RL immersive learning situation, while allowing the researcher to have tight experimental control for stimulus delivery and learner interaction with the environment. Using a mixed counterbalanced design, the current study examines individual differences in L2 performance during learning of 60 Mandarin Chinese words across two learning sessions, with each participant learning 30 words in iVR and 30 words via word–word (WW) paired association. Behavioral performance was collected immediately after L2 learning via an alternative forced-choice recognition task. Our results indicate a main effect of L2 learning context, such that accuracy on trials learned via iVR was significantly higher as compared to trials learned in the WW condition. These effects are reflected especially in the differential effects of learning contexts, in that less successful learners show a significant benefit of iVR instruction as compared to WW, whereas successful learners do not show a significant benefit of either learning condition. Our findings have broad implications for L2 education, particularly for those who struggle in learning an L2.

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Priestley, Rebecca, Jacqueline Dohaney, Cliff Atkins, Rhian Salmon, and Kealagh Robinson. "Engaging new Antarctic learners and ambassadors through flexible learning, open education and immersive video lectures." Polar Record 55, no. 4 (November 14, 2018): 274–88. http://dx.doi.org/10.1017/s0032247418000384.

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AbstractIn April 2017, Victoria University of Wellington launched ICE101X—Antarctica: From Geology to Human History—on the global edX platform. This Massive Open Online Course, or MOOC, attracted 5735 learners from around the world, who engaged with content about Antarctic science, history, geology, and culture, primarily through video lectures filmed in Antarctica. Analysis of feedback from learners in three iterations of the course, offered between 2015 and 2017 and culminating in ICE101X, revealed that learners enjoyed the immersive Antarctic field lectures and learning through a diverse set of disciplinary lenses, had some preconceptions about Antarctica that were challenged by the course content, and completed the course with a new sense of interest in and protection of Antarctica.

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Stern, Claire M. "Teaching the Distance Learner Using New Technology." Journal of Educational Technology Systems 15, no. 4 (June 1987): 407–18. http://dx.doi.org/10.2190/et15.4.h.

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The distance learner may be a professional worker requiring upgraded skills in science and engineering, or a displaced worker unaccustomed to a traditional classroom, or students in rural junior and senior high schools. Lifelong learning has become more than personal fulfillment. For millions of people flexible opportunities for returning to school is now a necessity if they are to compete successfully in a complex information-based society. This article describes diverse methods of reaching the distance learner, illustrating innovative uses of technology—satellites, microwave transmission, fiber optics, and coaxial cable. The consensus of those persons interviewed, and of written sources consulted, points to an underutilization of a major resource, video transmission, to benefit the learners and the teachers.

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Farmanova, B. "The Experience of Implementing of Distance Learning to Humanitarian Disciplines Teaching in the System of Higher Education." Bulletin of Science and Practice 6, no. 5 (May 15, 2020): 491–95. http://dx.doi.org/10.33619/2414-2948/54/67.

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The present paper aims to review distance learning in the context of present definitions, technologies, opportunities, challenges, concepts and contributions as it is fast becoming an essential part of educational systems in both developed and developing countries. By virtue of new technologies the ways of teaching and acquiring new knowledge aren’t confined by space and time any more. New technologies offer great flexibility in when, where and how to distribute teaching and acquiring knowledge offering flexible learning opportunities to individuals and group learners. Distance learning is one of the most rapidly growing fields of education and its potential impact on all education delivery systems has been greatly accentuated through the development of Internet-based information technologies. In order to meet the needs of the changing world future distance learning must be time flexible, lacking geographical barriers, competitive value, and learner centered.

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Wang, Zhi Jun, and Xiao Tang. "Design and Research on Adult English Learning System Based on the Mobile Technology." Advanced Materials Research 403-408 (November 2011): 1548–51. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.1548.

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Recently, with the rapid development of information network and communication technology, Mobile learning has playing an important role in people's studying and working and becomes the focus and tendency of distance learning. On the other hand, adult education as a supplement of ordinary education has playing an important role in improving labors' total quality, For adult learners are busy for work and they only have to learn at spare moment, so the form of adult education should be more flexible, not only limit to television university and night college. Mobile learning is flexible and individual which can provide adult learners a good way to learn. This issue's aim is to design and develop an adult English mobile learning system.

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Arfaei Zarandi, Seyedeh Zahra, and Behzad Rahbar. "Enhancing Speaking Ability through Intervening Scaffolding Strategies." Theory and Practice in Language Studies 6, no. 11 (November 1, 2016): 2191. http://dx.doi.org/10.17507/tpls.0611.17.

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The present study set out to investigate the effect of intervening scaffolding strategies on Iranian EFL learners’ speaking ability. To do so, a sample of 60 Iranian EFL learners were selected based on their performance on Oxford Placement Test (OPT). The participants were then randomly assigned to two equal groups of experimental and control. The experimental group was taught speaking through intervening scaffolding by providing flexible opportunities for learners to use their knowledge, skills, and strategies in different contexts and for different purposes. Control group received routine techniques of speaking instruction. Based on the statistical results of the independent sample t-test, intervening scaffolding strategies had been proved to be successful in enhancing speaking ability of EFL learners

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Andrade, Maureen Snow. "Online English Language Learning: Theory-Based Course Design and Pedagogy." Journal of Education and Training Studies 5, no. 3 (January 16, 2017): 1. http://dx.doi.org/10.11114/jets.v5i3.2058.

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The demand for higher education is increasing worldwide. To meet this demand, and to provide increased access, flexible forms of delivery are needed. Although online courses are criticized for a lack of interaction, when intentionally designed, they can provide learners with opportunities for collaboration that supports the achievement of desired learning outcomes. The latter may focus on only content mastery, however, rather than on specific learner needs. The diverse learners entering higher education institutions today due to widening access often need help with how to learn and particularly how to learn in an online context. Inclusion of this element in course design supports immediate and future academic success. This study illustrates how online English language courses, based on distance education, learning, and language acquisition theories and related pedagogical approaches, can result not only in improved linguistic skill, but also broader educational outcomes. The significance of this approach is its focus on how to learn and how to facilitate learning rather than simply on what to learn. The theoretical framework is introduced followed by application of the theories for course design and illustrations of instructor/learner interaction.

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Brunton, James, Mark Brown, Eamon Costello, and Orna Farrell. "Pre-induction supports for flexible learners: The Head Start Online MOOC pilot." Student Success 10, no. 1 (June 12, 2018): 155–61. http://dx.doi.org/10.5204/ssj.v10i1.434.

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This practice report discusses the development of the Head Start Online MOOC. This initiative targeted flexible learners, defined as adults engaged in part-time or online distance learning, during the initial stages of the study life-cycle. Drawing on the literature, the experiences of major international Online and Distance Learning (ODL) providers, and a set of overarching design principles, the MOOC (Massive open online course) was developed with a suite of digital readiness tools at its heart. These tools were combined with other supporting materials in order to deliver a comprehensive pre-entry socialisation course. A small pilot of Head Start Online ran over five weeks with 150 people enrolled and 50 going on to receive a certificate of completion. The feedback received, albeit limited by the numbers of respondents, indicates that a course that strategically uses digital readiness tools can have a positive impact on new and prospective flexible learners.

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Taylor, Janet A. "Self Test: a flexible self assessment package for distance and other learners." Computers & Education 31, no. 3 (November 1998): 319–28. http://dx.doi.org/10.1016/s0360-1315(98)00044-x.

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Chateau, Anne, and Hélène Zumbihl. "Learners' perceptions of the pedagogical relations in a flexible language learning system." Computer Assisted Language Learning 25, no. 2 (January 31, 2012): 165–79. http://dx.doi.org/10.1080/09588221.2011.636053.

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Chan, Yuen Fook, Suthagar Narasuman, Asmahan Abd Razak, and Nurul Fitriah Alias. "Profiling MOOC Learners in a Higher Learning Institute in Malaysia." Environment-Behaviour Proceedings Journal 5, SI3 (December 30, 2020): 199–203. http://dx.doi.org/10.21834/ebpj.v5isi3.2556.

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The focus of this study is to explore the profile of students who subscribed to MOOCs as a flexible learning option. The study was based on an analysis of the respondent’s profile and demographic data. The findings show that students had signed up for MOOCs in their last semester because they considered it to be a flexible learning option. The study found that there were no significant differences among the users’ demographic data, particularly gender and age. The only difference was in the chosen program of course via the MOOC platform. Keywords: Massive Open Online Course, MOOC user usage, gender, age, the program of study eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2556

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Muradova, N. "Trends and Development Prospects of Open and Distance Learning." Bulletin of Science and Practice 6, no. 5 (May 15, 2020): 501–5. http://dx.doi.org/10.33619/2414-2948/54/69.

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The present paper aims to review open and distance learning in the context of present definitions, technologies, opportunities, challenges, concepts and contributions as it is fast becoming an essential part of educational systems in both developed and developing countries. By virtue of new technologies the ways of teaching and acquiring new knowledge aren’t confined by space and time any more. New technologies offer great flexibility in when, where and how to distribute teaching and acquiring knowledge offering flexible learning opportunities to individuals and group learners. Ореn and distance learning is one of the most rapidly growing fields of education and its potential impact on all education delivery systems has been greatly accentuated through the development of Internet-based information technologies and in particular the World Wide Web. In order to meet the needs of the changing world future open and distance learning must be time flexible, lacking geographical barriers, competitive cost and learner centered.

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Loranger, Ann L. "The Study Strategies of Successful and Unsuccessful High School Students." Journal of Reading Behavior 26, no. 4 (December 1994): 347–60. http://dx.doi.org/10.1080/10862969409547858.

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I examined the study strategies of successful and unsuccessful learners to determine if successful learners would differ in the quality of their information processing from unsuccessful learners. It was expected that good learners would use studying techniques requiring greater cognitive effort, such as notetaking, summarizing, and outlining. Three high school students in Grade 11 were studied as successful students; three unsuccessful students were studied as well. Each of the six participants was interviewed individually for a single, 1-hour session. During the session, students read and studied an article. A videotaped interview with the researcher followed reading and studying. The successful students were more active, purposeful, and flexible in their strategy use. Although the unsuccessful students were generally less efficient in their use of learning strategies, they were satisfied with their academic performance. That is, the unsuccessful students perceived themselves as successful learners, lacking self-knowledge of their inefficient strategy use.

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Szabó, Szilvia. "LANGUAGE LEARNERS’ BEHAVIOUR AT MULTINATIONAL COMPANIES." Oradea Journal of Business and Economics 5, no. 1 (March 2020): 97–105. http://dx.doi.org/10.47535/1991ojbe092.

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In our digitalized world, foreign language skills are becoming vital in the life of multinational companies. In addition to traditional teaching methods, online teaching methods play an important role in language teaching. In this paper we try to compare the perceived effectiveness of online and offline teaching methods. We also aim to understand language learners’ behaviour, including their motivation, service provider choice, information sources considered in their choice and their willingness to pay. In this paper, we also examine the extent to which language learners are supported in everyday company teaching by the Eflow by SZABO online software, which can be used in a flexible form of education. A combined (online and paper-based) survey was conducted among language school students who are using Eflow by SZABO. To analyse the data, we have used descriptive statistics and factor analysis. We have found that language schools are considered to be the most effective form of language learning, closely followed by Eflow by SZABO. Individual learning is also seen as being more effective than learning in groups. The findings can be used by scholars and in throughout language teaching business too.

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Huxtable, Marie. "The Elasticated Learner: Beyond Curriculum Learning Opportunities in a Local Education Authority." Gifted Education International 17, no. 2 (May 2003): 140–50. http://dx.doi.org/10.1177/026142940301700207.

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After one Saturday workshop, Chris (an 11 year old) told me he was becoming an ‘elasticated learner’. This seems to succinctly sum up the purpose of education in general and the APEX (Able Pupils Extending Opportunities) out of hours sessions in particular, with the emphasis being not only on flexible, increased capacity but also on the ownership by the learner of the process. How can we help more young people to become ‘elasticated learners ‘; high ability learners willing and able to seek out and profit from learning experiences which will challenge and extend them, take them to new and uncharted territory and contribute to their educational voyage? Good curriculum teaching and school improvement are essential, but not sole, components of provision to meet the needs of high ability pupils. Children need to gain the competence, confidence and motivation to develop and achieve their ambitions as adults to their own and society's benefits. To this end it is argued that varied out of hours learning opportunities need to be developed in a variety of venues. It is proposed that Renzulli's Enrichment Triad model is used to develop coherent provision with the Saturday Workshops and Summer Schools, which form part of the APEX (Able Pupils Extending Opportunities) Project in Bath and North East Somerset, given as examples.

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Dove, Tanya. "Facilitating Teaching and Learning with Made to Measure Fashion Design and Creation MOOC Courses." International Journal of Information and Education Technology 10, no. 10 (2020): 792–96. http://dx.doi.org/10.18178/ijiet.2020.10.10.1460.

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Massive Online Open Courses (MOOC) provides a flexible and engaging learning environment. A MOOC in Apparel Technology facilitates a comprehensive e-Learning platform, with a variety of instructional videos and technical resources, which will foster a technical foundation in pattern cutting and sewing for learners. Apparel technology is a core skill for fashion design students; however, universities only address a limited range of construction techniques within their curriculum. Students work towards model size apparel for their graduate fashion shows, which limit the learner’s knowledge in developing apparel for different body shapes. A MOOC in Apparel Technology would facilitate learners with the skills and knowledge to develop apparel for different sizes and figure shapes, with fit assessment and problem-based forums on fit solutions. With many retailers now providing a global platform for the sales of clothing, the sizing of women’s clothing is an area of concern in the fashion industry, ‘one size does not fit all’. The inconsistencies in garment sizing can contribute to the dissatisfaction of garment fit, leaving women unable to find, or know, what size fits their body shape. MOOC incorporates an innovative design and e-Learning platform, in a less structured approach, which harnesses learning in an interactive setting, with online interactions prompting learners to collaborate, share ideas and examples, in a less structured environment.

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Kumaria, A., EK Lucas, V. Chernykh, DC Macarthur, SPS Howarth, and IJA Robertson. "P57 An innovative approach to workplace based didactic teaching in neurosurgery: initial experience." Journal of Neurology, Neurosurgery & Psychiatry 90, no. 3 (February 14, 2019): e38.3-e38. http://dx.doi.org/10.1136/jnnp-2019-abn.122.

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ObjectivesTo increase the amount and quality of didactic teaching by commissioning an in-house Diploma course using distance-learning methodologies to supplement regular departmental teaching sessions.DesignWeb-based course consisting of 9 modules covering the breadth of neurosurgical topics. A Diploma was conferred by the Head of Service upon successful completion of all modules.SubjectsTo date, eleven learners (junior doctors at F1/F2/SHO level) have started the Diploma, including doctors from outside our department.MethodsLearners download a module, dedicate a period of self-study and then discuss the module with their Tutor. To complete a module, a learner would be expected to demonstrate to the Tutor that their knowledge was at ST2 standard as described in the neurosurgical curriculum. Assessment of modules was documented on learners’ existing portfolios.ResultsBy way of feedback, all learners (100%) strongly agreed that the Diploma was useful for their day to day job, that it helped understand management of acute neurosurgical problems, that it was interesting, that they would recommend it to a friend/colleague and that support received from the Course Tutor was helpful.ConclusionsLearners reportedly enjoyed the self-directed, flexible aspect of the Diploma and found that it promoted interactive discussions with registrars and consultants. Feedback obtained externally through HEE and GMC was highly praiseworthy of the Diploma. We intend to continue to offer this course.

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Smith, Ann. "Management Education by Distance Mode: Combining Print and Computer Mediated Communication (CMC) Technologies to Provide Flexible Individual Study and Collaborative Learning Opportunities." Journal of Management & Organization 8, no. 2 (2002): 52–64. http://dx.doi.org/10.1017/s1833367200005022.

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ABSTRACTGiven the need to provide increased opportunities for busy managers to learn, but their reduced availability to attend formal on-campus classes, management students and corporate employers have turned to Distance Education (DE) provision as an alternative to face-to-face (FtF) programmes.Providing flexible delivery, however, does not guarantee that the learning requirements of management students will be met, and needs to be considered in terms of the limits and enhancements to learning that different flexible methodologies support. DE comes in many forms and pedagogics, uses a variety of media, and tends to be designed with the individual learner in mind, whereas the demand for work-relevant management skills requires Management Education (ME) programmes to include collaborative as well as individual modes of learning.Managers require integrative knowledge, emotional intelligence, and complex social and perceptual skills and attitudes that increasingly reflect ethical and values-oriented behaviour. At issue in the shift from FtF to DE is the need to provide opportunities for the ongoing social and interpersonal skills development that would normally occur within the classroom. For DE to add value to management learners it needs to offer flexibility that supports quality work-relevant education.In this paper the author explores whether print-based DE combined with Computer Mediated Communication (CMC) technologies provides a solution. CMC is a networked electronic medium; used in conjunction with print-based DE it can provide opportunities for group interactivity and collaborative learning. Since the skills required for effective CMC participation are also synergistic with the socio-cultural and technical skills required of today's ‘networked manager’, the author suggests that there are further advantages to including CMC as part of the ME curriculum. From a review of the literature, the author concludes that there is much benefit in combining the two methodologies provided that:• appropriate pedagogy is designed into the combined media• the flexibility and educational needs of management learners are met• educators and learners learn how to learn by the new media.

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Journal articles on the topic 'Flexible learners'

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