Relevant bibliographies by topics / Higher level learning

Contents

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

Academic literature on the topic 'Higher level learning'

Author: Grafiati
Published: 10 August 2023

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Journal articles on the topic "Higher level learning"

1

Aziz, Bashyr. "Higher level learning." Nursing Standard 18, no. 26 (March 10, 2004): 88. http://dx.doi.org/10.7748/ns2004.03.18.26.88.c3567.

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Silvia, Chris. "The Impact of Simulations on Higher-Level Learning." Journal of Public Affairs Education 18, no. 2 (June 2012): 397–422. http://dx.doi.org/10.1080/15236803.2012.12001690.

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Martin, Malissa, Tutita M. Casa, and Douglas J. Casa. "Dialogic Discourse: Higher-Level Learning through Class Discussions." Athletic Therapy Today 12, no. 2 (March 2007): 25–29. http://dx.doi.org/10.1123/att.12.2.25.

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Richmond, Aaron S., Bethany Fleck, Travis Heath, Kristin A. Broussard, and Bryce Skarda. "Can inquiry-based instruction promote higher-level learning?" Scholarship of Teaching and Learning in Psychology 1, no. 3 (2015): 208–18. http://dx.doi.org/10.1037/stl0000032.

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Fink, L. Dee. "7: Higher-Level Learning: The First Step toward More Significant Learning." To Improve the Academy 19, no. 1 (June 2001): 113–30. http://dx.doi.org/10.1002/j.2334-4822.2001.tb00527.x.

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Moust, J. H. C., M. L. De Volder, and H. J. P. Nuy. "Peer teaching and higher level cognitive learning outcomes in problem-based learning." Higher Education 18, no. 6 (November 1989): 737–42. http://dx.doi.org/10.1007/bf00155664.

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Rochford, Linda, and Patricia S. Borchert. "Assessing Higher Level Learning: Developing Rubrics for Case Analysis." Journal of Education for Business 86, no. 5 (June 14, 2011): 258–65. http://dx.doi.org/10.1080/08832323.2010.512319.

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Marcandella, Elise, and Khoudia Guèye. "Tensions in collaborative innovation projects and higher-level learning." Learning Organization 25, no. 4 (May 14, 2018): 248–59. http://dx.doi.org/10.1108/tlo-06-2017-0066.

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PurposeEnsuring collaboration between partners involved in a collaborative innovation project is a challenge for project managers. This paper aims to highlight how taking a high-level learning approach can represent a managerial lever. In addition, it analyzes the impact of learning tensions in a partnership context.Design/methodology/approachThe paper focuses on an explorative, longitudinal and in-depth analysis of the Innovative Solutions in Urban Systems project via a qualitative single-case study. The research is inductive and based on data from the field rather than a deductive application of theory.FindingsCollaborative innovation projects represent a high-level learning case. Activity theory is suited to studying the dynamics of learning in collaborative innovation projects. Tensions can fertilize the front-end of collaborative innovation projects.Research limitations/implicationsBecause of the chosen research approach, the research results may be difficult to generalize. Therefore, researchers are encouraged to test the conceptual framework further.Practical implicationsThis article provides a framework for managing tensions in collaborative innovation projects. The results provide also a process to implement all criteria of sustainable development in these projects.Social implicationsThis article highlights to what extent collaborative relations can be developed between participants through a questionnaire with social responsibility attributes. The questionnaire allows to foster participants’ trust.Originality/valueThis approach is original because the authors consider that situations exist that, by definition, belong to “higher-order learning”. Through a case study, they propose a framework to manage this situation.
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Cole, Jaclyn D., Melissa J. Ruble, Allison Povlak, Philip Nettle, Katherine Sims, and Brianna Choyce. "Self-Directed, Higher-Level Learning Through Journal Club Debates." Health Professions Education 6, no. 4 (December 2020): 594–604. http://dx.doi.org/10.1016/j.hpe.2020.05.007.

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Dzbor, Martin, Enrico Motta, and Arthur Stutt. "Achieving higher-level learning through adaptable Semantic Web applications." International Journal of Knowledge and Learning 1, no. 1/2 (2005): 25. http://dx.doi.org/10.1504/ijkl.2005.006249.

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Dissertations / Theses on the topic "Higher level learning"

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Jia, Chen. "Higher-level learning in an electrical engineering linear systems course." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19171.

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Doctor of Philosophy
Electrical and Computer Engineering
Steven Warren
Linear Systems (a.k.a., Signals and Systems) is an important class in an Electrical Engineering curriculum. A clear understanding of the topics in this course relies on a well-developed notion of lower-level mathematical constructs and procedures, including the roles these procedures play in system analysis. Students with an inadequate math foundation regularly struggle in this class, as they are typically able to perform sequences of the underlying calculations but cannot piece together the higher-level, conceptual relationships that drive these procedures. This dissertation describes an investigation to assess and improve students’ higher-level understanding of Linear Systems concepts. The focus is on the topics of (a) time-domain, linear time-invariant (LTI) system response visualization and (b) Fourier series conceptual understanding, including trigonometric Fourier series (TFS), compact trigonometric Fourier series (CTFS), and exponential Fourier series (EFS). Support data, including exam and online homework data, were collected since 2004 from students enrolled in ECE 512 - Linear Systems at Kansas State University. To assist with LTI response visualization, two online homework modules, Zero Input Response and Unit Impulse Response, were updated with enhanced plots of signal responses and placed in use starting with the Fall 2009 semester. To identify students’ conceptual weaknesses related to Fourier series and to help them achieve a better understanding of Fourier series concepts, teaching-learning interviews were applied between Spring 2010 and Fall 2012. A new concept-based online homework module was also introduced in Spring 2011. Selected final exam problems from 2007 to 2012 were analyzed, and these data were supplemented with detailed mid-term and final exam data from 77 students enrolled in the Spring 2010 and Spring 2011 semesters. In order to address these conceptual learning issues, two frameworks were applied: Bloom’s Taxonomy and APOS theory. The teaching-learning interviews and online module updates appeared to be effective treatments in terms of increasing students’ higher-level understanding. Scores on both conceptual exam questions and more traditional Fourier series exam questions were improved relative to scores received by students that did not receive those treatments.
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Fink, Mark L. "Peer interaction in university-level distance education." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.

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Dissertation (Ph.D.)--University of Toledo, 2007.
Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.
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Seifert, Hilary Elizabeth. "Gender Differences, Learning Styles, and Participation in Higher Mathematics." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2234.

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Students' lack of participation in higher-level mathematics courses is a pressing concern. In a small rural district in Alaska, many high school students elect to opt out of taking higher-level mathematics once the minimum requirement is reached. According to Bandura's self-efficacy construct, a learners' motivation is influenced by their self-beliefs and affect towards learning. Moreover, research on student learning experiences in mathematics suggests a gender difference, with girls preferring that less abstract conceptual knowledge be taught through hands-on activities. As mathematics instruction is traditionally taught through lecture and demonstration, both of which are preferences of the assimilator learning style, this study explored the role of learning styles in the lack of participation (particularly amongst girls) in higher-level mathematics. A mixed methods sequential explanatory design was used to explore the relationships among students' learning styles, participation in higher-level mathematics, and gender through a self-efficacy framework. Archival survey data were obtained for all high school students in the district (n = 63) and interviews were conducted with a subsample of students (n = 8) who volunteered to participate. Chi square analyses were performed on survey data to test for relationships between participation in higher-level mathematics, gender, and learning style. No significant relationships were found. Findings from the analysis of interview data indicated that students who opted not to take higher-level math had little knowledge of the importance of math as it relates to potential college and career options. A series of guidance lessons aimed at increasing awareness of the importance of math for future learning and potential career fields was created. This project study will promote social change by improving student awareness of, and achievement in, mathematics-related careers.
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Boyinbode, Olutayo Kehinde. "Towards an interactive mobile lecturing model a higher-level engagement for enhancing learning." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6381.

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The use of mobile devices has grown in recent years and has overtaken the proliferation of desktop computers with their dual affordances of small size and easy connectivity in diverse fields. The usage of these devices has not been widespread in higher education. Mobile technology is a new and promising area of research in higher education. The affordance of mobile technologies has prompted their adoption as a means of enhancing face-to-face (f2f) learning. In this thesis, mobile lecturing is presented as a means of achieving mobile learning. The availability of mobile devices has positively enabled the mobile lecturing process. F2f lectures are recorded and distributed as lecture vodcasts using mobile devices. The vodcasts are generated through Opencast Matterhorn and YouTube. Currently, there are few descriptive models of mobile lecturing that can be used to enhance learning in Higher Education Institutions (HEIs). This thesis has several contributions: first I propose a “MOBLEC” theoretical model of mobile lecturing; mobile lecturing represents a new paradigm in mobile learning which enhances students’ engagement with lecture vodcasts to foster deep learning. The second contribution of this thesis is a mobile lecturing tool, MOBILect. MOBILect is developed in HTML5 for cross-platform solution across most mobile devices. This tool enables students to use mobile devices to actively interact with lecture vodcasts and with peers using the vodcast. Finally, I use different case studies to evaluate the MOBLEC model to explore the effectiveness of mobile lecturing in enhancing learning in HEIs. The MOBLEC model is proposed to define mobile lecturing: it describes mobile lecturing as a process resulting from the convergence of mobile technologies, learning engagements and learning interactions. The case studies are evaluative, relying on a group of students to evaluate the MOBLEC by accessing MOBILect. Empirical data was acquired through triangulation method involving focus group discussions, open-ended questions and interviews. All the questions were based on the MOBLEC model. The result of the studies provided positive indicators as to the usefulness and effectiveness of mobile lecturing in engaging students to enhance and foster deep learning. Mobile lecturing, through augmenting and accessing lecture vodcasts on students’ mobile devices anywhere and at any time, with an affordance to comment and respond to comments, has potential for empowering students who might be struggling to understand f2f sessions and the aggregated comments become a valuable educational resource. The thesis also outlines areas for future research work.
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Yazici, Ceylan. "Evaluation Of A Computerized Language Learning Architecture At University Level: A Case Study." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610604/index.pdf.

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The aim of this study was to evaluate the perceived benefits of an English language learning architecture of a preparatory language school of a private university from the current students&rsquo
, previous students&rsquo
, teachers&rsquo
and administrators&rsquo
point of view. The study investigated the reactions towards the two parts of the learning architecture designed to teach English through a blended learning system, focusing on the system&rsquo
s benefits for the students&rsquo
language skills as well as transferable skills such as computer literacy, working collaboratively, and taking responsibility for their own learning. In this case study both qualitative and quantitative data were gathered from four parties: questionnaires from current students, instructors, administrators and faculty students, classroom and language laboratory observation forms, interviews with the current students as well as with faculty students who passed the preparatory school&rsquo
s proficiency exam and were in their freshmen year, studying in their departments. The qualitative data were analyzed using a coding system and quantitative data were analyzed using SPSS and Excel. In general it can be said that there was a positive reaction towards the use of computers in the preparatory program for providing an effective platform for teaching and learning English as well as transferable skills such as computer literacy, taking responsibility for one&rsquo
s own learning and working collaboratively. The materials were found useful and there was a request for similar materials in the other levels of the program. Nevertheless, it was found that students did not really enjoy doing the materials and needed more incentives to complete them. From the instructors&rsquo
and administrators&rsquo
point of view issues of time needed to get familiar with and integrate the materials into the daily teaching, ways of integrating the materials as well as learner and teacher training emerged as a result of the study.
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Wilson, Monique. "Level up| A systematic review of the nexus between game-based learning and developmental math education." Thesis, University of Maryland University College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619513.

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Developmental math currently poses a hurdle that many community college students are unable to overcome. Eighty percent of developmental math students do not successfully complete any college-level course within three years (Bailey, Jeong, & Cho, as cited by Strother, Van Campen & Grunow, 2013, p. 1). Despite numerous reform attempts, there has been a lack of consistent improvement and a lack of understanding regarding which methods are the most successful and the reasons why. Faculty need a new pedagogy to connect with developmental math students and effectively engage them in order to improve student learning outcomes. Proponents regard game-based learning as a way to leverage the intense engagement of video games in an educational context to increase engagement, increase the amount of time on task, and improve overall student success metrics.

The author has reviewed the studies and the evidence; weighed the value and legitimacy of the studies; synthesized the weight of the evidence of introducing a game-based learning pedagogy, and then examined the potential efficacy of game-based learning in the developmental math environment. The author has created an evidence-based implementation plan to incorporate game-based learning into developmental math education in a way that has the highest potential to improve student learning.

Key words: Game-based learning, gaming, serious games, developmental math, developmental education reform, innovation.

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Regjo, Kathryn S. "Program assessment and culture change| Understanding organizational culture change resulting from the development and implementation of student learning outcomes assessment at the program level." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635762.

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The following explores the phenomenon of perceived organizational culture change resulting from involvement in the establishment of program-level student learning outcomes assessment at colleges and universities. The goal of the research was to understand what elements of organizational culture may have changed on the part of the faculty and administration during the assessment development and implementation process, and how the combined effects may have shifted elements of organizational culture.

Two primary research questions guided the exploration of perceived organizational culture change. The first question focused on how the process of developing and implementing plans to assess student learning at the program level influences the attitudes, behaviors, values, and practices of faculty. The second question considered ways in which the assessment initiative changed or affected the program's organizational culture.

Critical to answering these research questions for each program studied was an understanding of the assessment development and implementation process. Further, it was important to identify and comprehend those decisions perceived most influential on the organizational culture of the program's faculty and administration.

The review of current knowledge supported and focused on research from the following four areas: 1. a basic history of assessment and the role of accreditation; 2. perceived cultural conflicts associated with assessment; 3. institutional interpretations of assessment; and, 4. research on organizational culture and the change process most relevant to higher education.

The researcher used the qualitative method of case study analysis and focused on efforts at three private liberal arts institutions. Selected from each institution were two programs of study that have successfully established learning goals and methods to measure student learning.

Across the three institutions and six programs studied, common themes and unique features emerged relative to the process of assessment development and the elements indicative of organizational culture change. Further, general assertions emerge concerning how the program's efforts affect attributes of organizational culture.

Both faculty and administrators may benefit from the conclusions of the research. Individuals charged with demonstrating academic integrity as well as those involved in the decision-making process regarding measuring student learning may also find the research valuable.

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Holmes, Leonard Michael. "Towards a relational perspective on higher-level learning and skill : graduate employability and managerial competence." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10006649/.

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The thesis presents a critique of the learning and competence agenda', ie currently-dominant approaches to graduate employability and managerial competence expressed in terms of learning as a process, and of transferable skills, competence, etc as outcomes of learning. The thesis argues that this agenda is based on a set of assumptions, referred to as the `conventional model of learning and competence', which is highly contestable. Key assumptions include that of learning as an individualised process sui generis, resulting in outcomes ('skills', `competencies' etc), causally related to behaviour or performance. Using both primary and secondary evidence, the claims made for the conventional model are shown not to be upheld. This is taken as warranting more fundamental consideration of the conventional model. It is argued that the `common sense' appeal of the model arises from the systematic ambiguity of the term `learning' (and other word-forms from the verb `to learn'). Conceptual analysis and clarification shows that the language of `learning', `skills' and so on relates to ways of expressing aspects of behaviour or performance. The thesis argues that performance is not objectively observable, but requires the construal or interpretation of activity as performance-of-a-kind. Drawing on various interpretive and constructionist traditions within the social sciences, this analysis is taken forward to develop a relational perspective on learning and competence. It is argued that, the notions of (social) `practices' and `emergent identity' are critical to such a perspective. The relational perspective is applied to the reconsideration of interviews with recent graduates and novice managers, particularly in respect of analysing career trajectories in terms of `modalities of emergent identity'. The forms of warranting of identity claim are also examined. The thesis concludes with a consideration of implications of the relational perspective, for further research, for policy and for pedagogic practice.
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Mestre, i. Mestre Eva María. "Error in the learning and teaching of english as a second language at higher education level." Doctoral thesis, Universitat Politècnica de València, 2011. http://hdl.handle.net/10251/11277.

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Linguistic error has proven to be a recurrent area of interest for researchers. There exist several types of approaches to error; some studies have focused on specific errors, such as grammatical errors, others on more general or exogenous issues, such as the perception of error of the group object of study, etc. From the point of view of methodology, some have been dedicated to the definition and description of error, while others have studied the identification of erroneous uses of language. Several proposals for error categorisation have also been propounded. In the case of error production in languages foreign to the speaker, the learning factor must also be included. Some authors have focused on the underlying reasons, questioning if the cause for errors rests upon an inadequate teaching method, or the actual teacher, or even if the cause is intrinsic to any learnt language, as opposed to the Mother Tongue. From the principle that it is possible to improve the language proficiency level of students by looking at the errors produced, this doctoral dissertation studies pragmatic error in the production of written English. In addition, it includes pedagogic perspectives that introduce a Second Language to potential speakers and the European Framework of Reference. The thesis is structured as follows: the first part is dedicated to a theoretical justification of the research, with an introduction to Pragmatics, Error Analysis, Contrastive Analysis, Second Language Acquisition -in particular the Communicative Approach- and the European Framework for Languages. The third chapter is dedicated to the objectives. Chapter 4 explains the methodology used for data processing and analysis. The results are explained in chapter 5 and chapter 6 presents the conclusions derived from these. To begin with, a proposal for error analysis and identification is presented. This takes into account error distribution and classification and language levels proposed in the Common Europea Framework of Reference for Languages as an open tool for the analysis of errors investigated.
Mestre I Mestre, EM. (2011). Error in the learning and teaching of english as a second language at higher education level [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/11277
Palancia
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Dalton, Rebecca Marie. "The development of students' mental models of chemical substances and processes at the molecular level /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050721.160759/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2003.
"A thesis submitted in fulfilment of the requirements for the award of the degree Doctor of Philosophy from University of Western Sydney" Bibliography : leaves 483-501.
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Books on the topic "Higher level learning"

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Miller, Margaret A. Measuring up on college-level learning. San Jose, Calif: National Center for Public Policy and Higher Education, 2005.

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Babcock, Denise. Aim higher! WASL math level D. Wilmington, MA: Great Source Education Group, 2002.

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Babcock, Denise. Aim higher! WASL math level D. Wilmington, MA: Great Source Education Group, 2002.

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1944-, Tobin Kenneth George, Kahle Jane Butler, and Fraser Barry J, eds. Windows into science classrooms: Problems associated with higher-level cognitive learning. London: Falmer Press, 1990.

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May, Catherine Harkins. Tales have been told: Activities for higher level syntax. Eau Claire, Wis: Thinking Publications, 1997.

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Rodrigues, Edward. From knowledge production to knowledge transmission: Exploring the learning context of sociology at the undergraduate level. Pune: Dept. of Sociology, University of Pune, 2007.

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Callaghan, Patricia. Accessing Third Level education in Ireland: A handbook for students with disabilities and learning difficulties. 2nd ed. Dublin: AHEAD, 1998.

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Lost for words: Dyslexia at second-level and beyond : a practical guide for parents and teachers. Stillorgan: Tower Press, 1998.

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Mike, Thacker, ed. Al tanto!: A course for A level and AS Spanish. Walton-on-Thames: Nelson, 1991.

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Time to know them: A longitudinal study of writing and learning at the college level. Mahwah, N.J: Lawrence Erlbaum Associates, 1997.

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Book chapters on the topic "Higher level learning"

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Madhukar, B. S. "Managing Quality at Institutional Level." In India Higher Education Report 2017: Teaching, Learning and Quality in Higher Education, 276–91. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9789353280338.n12.

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Rumshisky, Anna, and Amber Stubbs. "Machine Learning for Higher-Level Linguistic Tasks." In Handbook of Linguistic Annotation, 333–51. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0881-2_13.

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Ramesh Kumar, C. "Higher Level Abstraction of Deep Architecture." In Prediction and Analysis for Knowledge Representation and Machine Learning, 143–61. Boca Raton: Chapman and Hall/CRC, 2022. http://dx.doi.org/10.1201/9781003126898-7.

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McCollum, Brett. "Situated Science Learning for Higher Level Learning with Mobile Devices." In Teaching Science Online, 156–67. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447405-13.

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Santos-Hermosa, Gema. "The Role of Institutional Repositories in Higher Education: Purpose and Level of Openness." In Distributed Learning Ecosystems, 47–70. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38703-7_4.

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AbstractThe aim of this chapter is to consider repositories as distributed learning systems, exploring how they can influence higher education by allowing learners and teachers to deposit their educational resources for open sharing and use in teaching and learning processes. To this end, three essential issues will be addressed. The first is the current state of institutional repositories in higher education at international level. An overview will be offered—covering content, metadata, licences, educational and reuse aspects, etc.—to identify the different levels of development of these repositories, followed by a more specific contextualisation of the European case. The second issue, causally related to the first, is the question of what should be done to (further) increase the level of openness and interconnection of repositories in order to integrate them into education. In other words, how can we advance from open content and Open Educational Resources (OER) to Open Educational Practices (OEP), and from OAI-PHM (Open Archives Initiative Protocol for Metadata Harvesting) protocol interoperability to Linked Data and Open Informational Ecosystems? Finally, several ongoing initiatives will also be discussed as good practice models to be considered.
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Butorac, Marta zuvic, Nena Roncevic, Damir Nemcanin, and Zoran Nebic. "Blended E-Learning in Higher Education: Research on Students' Perspective." In Strategic Human Resource Management at Tertiary Level, 1–30. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003357223-1.

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Snehi, Neeru. "Teaching-Learning: A Study of Undergraduate Level of Education." In Teaching Learning and New Technologies in Higher Education, 85–99. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4847-5_7.

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Gibbs, Paul. "Adopting Consumer Time: Potential Issues for Higher Level Work-Based Learning." In Professional and Practice-based Learning, 103–10. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3933-0_9.

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Štuikys, Vytautas. "Smart LOs Design: Higher-Level Coding and Testing Aspects." In Smart Learning Objects for Smart Education in Computer Science, 123–40. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16913-2_6.

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Mohamad Noor, Noor Maizura, Rosmayati Mohemad, and Faizah Aplop. "Formative Assessment of Cognitive Level in Database Subject Using Problem-Based Learning Approach." In Alternative Assessments in Malaysian Higher Education, 105–15. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7228-6_11.

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Conference papers on the topic "Higher level learning"

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Wright, Angela Siobhan. "Enquiry Based Learning: A Valuable Mechanism at Level 9?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5066.

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This paper examines ‘Enquiry Based Learning’ (EBL) as an engagement strategy for assessment at ‘taught masters’ level 9. The master students in question are adult learners in full time employment and the empirical data was gathered from these students. First, an outline of the key features of EBL is presented and, from there, an investigation of how it is viewed when applied to a specific problem statement by the masters students. EBL creates a memorable atmosphere in the classroom and encourages deep learning (Ramsden, 1992). EBL also encourages active learning, which is more enjoyable for the students (Eison, 2010), especially adults – offering more control (Whowell, 2006). Learning should not be passive or a spectator sport; students learn most effectively by active engagement (Karmas, 2006), with an interesting project, hence, the use of EBL. It is vital that we move beyond a conceptualisation of education as the simple acquisition of knowledge to one which equally emphasises, nurtures and assesses innovation and expertise in the utilisation and application of knowledge, (Boland, 2010). The findings of this research are relevant and important as they inform practice and feed into future programme reviews when considering the inclusion of EBL for assessment.
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Fuchs-Kittowski, Frank. "Integration of a MOOC into a traditional third-level e-learning platform." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5216.

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This article presents the didactic concept and the Massive Open Online Course (MOOC) e-learning solution for the course “Environment, computer science and society” in the environmental informatics degree course at the HTW Berlin, which was realised on the basis of the traditional third-level learning platform Moodle.
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Kober, J., and J. Peters. "Learning elementary movements jointly with a higher level task." In 2011 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS 2011). IEEE, 2011. http://dx.doi.org/10.1109/iros.2011.6048507.

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Kober, Jens, and Jan Peters. "Learning elementary movements jointly with a higher level task." In 2011 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS 2011). IEEE, 2011. http://dx.doi.org/10.1109/iros.2011.6094834.

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Kławsiuć-Zduńczyk, Anna. "ACTIVE AND EXPERIENTIAL LEARNING AT THE HIGHER EDUCATION LEVEL." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2651.

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Salmerón-Manzano, Esther, Alfredo Alcayde García, Antonio Jesús Zapata, and Francisco Manzano-Agugliaro. "SMARTPHONE CONTRIBUTION IN HIGHER EDUCATION: MEASURING SATISFACTION AND ATTENTION LEVEL." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1736.

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Josa, Irene, Carles Farré, Immaculada Gálvez, Dídac Ferrer-Balas, Montserrat Vilalta, and Lídia Montero. "DEVELOPMENT AND ENHANCEMENT OF INCLUSION SERVICES AT HIGHER EDUCATION LEVEL." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1328.

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Leow, Zhen Zhen, Jason Chui, and Cally Ng. "MOHICANS: Mobile Learning Teaching Model for Next Gen Learners." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9193.

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The proliferation of mobile devices among especially the younger (aka Next Gen) learners has led to a change in expectations when it comes to learning. These learners prefer to learn "on-the-go" and to have the learning contents at their fingertips. However, design strategies for mobile learning are still in nascent development stages. This research builds on existing literature in the field of mobile learning pedagogy to propose a novel teaching model for mobile learning which instructors can use to design their own courses.The research is conducted on 120 identified learners from 2 faculties, School of IT and School of Health Sciences who were undertaking their respective core modules. The participating instructors designed and implemented mobile learning packages in accordance with the proposed teaching model. The authors collected feedback from learners via survey questionnaires on a four-point Likert scale to measure the level of learners’ satisfaction with the mobile learning packages. The authors also examined the module learning outcomes to gauge the level of instructors' satisfaction as well as the competency levels achieved by the learners. Both qualitative data and sentiments collected from survey and classroom observations have been encouraging, showing that the teaching model proposed is effective.
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Babo, Lurdes, José Azevedo, Cristina Torres, and Ana Paula Lopes. "FORMATIVE ASSESSMENT IN HIGHER EDUCATION: DETECTION AND IMPROVEMENT ON LEARNING LEVEL." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1187.

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McIntyre, D. G., D. K. Liu, V. L. Lasky, and S. J. Murray. "A Remote Water-Level Rig Laboratory for e-Learning." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339747.

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Reports on the topic "Higher level learning"

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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Sussman, Joshua, Hanna Melnick, Emily Newton, Kerry Kriener-Althen, Karen Draney, Peter Mangione, and Perman Gochyyev. How Do California Preschool Quality Ratings Relate to Children's Development? Learning Policy Institute, June 2022. http://dx.doi.org/10.54300/422.974.

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High-quality early learning has the potential to narrow disparities in children’s learning and development prior to kindergarten entry, particularly for children from families with low incomes and children who are multilingual learners. This study investigates the relationship between preschool quality and children’s learning and development from fall to spring of 1 school year through the analysis of child- and program-level data from approximately 70,000 children in California preschool programs. It suggests that attending a higher-quality-rated program is associated with greater learning and development than attending a lower-quality-rated program.
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Levochkina, N. A. Lecture course for distance learning "Museum management" (training course: 43.03.02 "Tourism", 51.03.04 "Museology and protection of objects of cultural and natural heritage", level of higher education - bachelor's degree). Science and Innovation Center Publishing House, November 2016. http://dx.doi.org/10.12731/levochkina.01112016.22234.

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Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4130.

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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
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Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

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The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools in the Young Lives (YL, 2012-13) and RISE (2018-19) surveys. We employ matching techniques to estimate the effects of the reform by accounting for baseline observable characteristics of the two cohorts matched within the same schools. Results show that the RISE cohort started the school year with a lower average test score than the YL cohort. At the start of Grade 4, the Average Treatment Effect on the Treated (ATT) is lower by 0.36 SD (p<0.01). In terms of learning gain over the school year, however, the RISE cohort has shown a modestly higher value-added than the YL cohort, with ATT of 0.074 SD (p<0.05). The learning gain particularly is higher for students in rural schools (0.125 SD & p<0.05), which is also stronger among rural boys (0.184 SD & p<0.05) than among rural girls. We consider the implications of our results from a system dynamic perspective; in that the GEQIP-II reform induced unprecedented access to primary education, where the national Net Enrolment Rate (NER) rose from 85.7 percent in 2012-13 to 95.3 percent in 2019-20, which is equivalent to nearly 3 million additional learners to the primary education at a national level. This shows that learning levels have not increased in tandem with enrolment, and the unprecedented access for nearly all children might create pressure on the school system. Current policy efforts should therefore focus on sustaining learning gains for all children while creating better access.
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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