Dissertations / Theses on the topic 'Individualised learning'
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Wang, Dawei. "Enhancing individualised learning and interaction in online learning environments." Thesis, Robert Gordon University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491201.
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The quality of the student learning experience in an online learning course has raised many debates in educational studies. Evidence found in current literature indicates that individualised learning and interactive learning do contribute to the student learning experience in online learning courses. However, there is little evidence of any major studies that have tried to explore the impact of both individualised learning and interactive learning on the students' experience.
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Martin, Stewart. "Multimedia and individualised learning in GCSE English Literature." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/4442/.
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This research aimed to provide insight into the use and possible value of purpose built multimedia computer software for the study of English Literature. The software in question was developed in light of many years practical experience of teaching English Literature to secondary school students preparing for external examinations and was designed with the aim of improving their knowledge and understanding of particular works of literature. Informed by a critique of the main research findings about ICT use in learning and teaching since the period when computers were introduced into mainstream schools from the 1980s, the empirical research investigated two of the most prominent theoretical and practical perspectives that have been applied to understanding the relationship between educational resources and learning: Learning Styles Theory and Cognitive Load Theory. These two approaches and their associated instrumentation were applied in a quasi-experimental controlled empirical study in four schools in the north-east of England where the multimedia software was used with groups of students embarking on a study of Shakespeare's Macbeth for GCSE examination. Learning Styles theory and the instrumentation used (Kolb's LSI and Honey & Mumford's LSQ) proved less successful than Cognitive Load Theory in demonstrating reliability and validity and therefore in explaining the relationship between different instructional resources and individual learning. The theoretical integrity and usefulness of these two approaches is discussed and, in particular, the rationale behind the continued use of Learning Styles was explored via interview with school faculty who gave reasons of face validity; the pressure from external inspection; the mechanisms through which they were held professionally accountable; senior management and institutional policy; the legacy of initial teacher training; and established classroom practice. Students using the multimedia software demonstrated improvements in their knowledge and understanding of Macbeth equivalent on average to one GCSE grade above those not using the multimedia resource and Cognitive Load Theory was found to be successful in explaining this and in predicting the relationship between instructional resource and the learning gains of individuals. Limitations of the study are drawn along with conclusions for further research and for enhancing teaching and learning with multimedia resources.
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Bartholomew, Hannah. "Learning environments and student roles in individualised mathematics classrooms." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249584.
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Abbas, Ayman. "A modelling approach to individualised computer aided learning for geometric design." Thesis, University of Strathclyde, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324096.
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Mazza-Davies, Laurie Lynn. "Personalising Learning: Exploring the principles and processes of the IEP for young, gifted readers." The University of Waikato, 2008. http://hdl.handle.net/10289/2310.
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This small-scale qualitative, action research study sought to establish the efficacy of using the Individualised Education Programme (IEP) as an assistive tool towards the differentiation of reading programmes for young, gifted and talented readers. Despite a growing awareness about the importance of curriculum differentiation for all students, research indicates how little some classroom teachers do to meet the needs of gifted readers. The literature reviewed reveals how the prolonged mismatching of instructional reading programmes to the academic and emotional maturity of the gifted reader may well result in underachievement, and a diminished opportunity to learn how to react to challenge. In November 2006, the New Zealand Ministry of Education launched its personalising learning initiative, which promotes the active participation of students in their education by creating their own learning pathways. Students are encouraged to articulate their learning needs and preferences, and set goals in collaboration with their parents and family/whanau and teachers. With its underlying principles based on collaboration and communication, together with its seemingly flexible structure, this study utilised the IEP as a personalising learning framework for young gifted and talented readers, and as a differentiation tool for their teachers. Over a five month period, the researcher worked alongside three Year Two/Three teachers from an urban, decile five primary school as they each identified one gifted reader from their classes, and together with the student and the student's parents, set about planning and implementing an IEP, using strategies and approaches suggested by the literature as the most apposite for gifted readers. Data was gathered through in-class observations, participants' journals, focus group meetings, IEP meetings, and semi-structured interviews. This study reveals the use of the IEP holds great promise as a differentiation tool towards the personalisation of learning programmes for young, gifted readers. Each student attended his or her own IEP meetings, indicated their learning preferences and needs, helped to set his or her own learning goals, and assessed their own achievement using the IEP goal indicators. Significantly, for the teachers involved in this project, the IEPs proved not only useful as qualitatively differentiated planning frameworks for the students in the study, but many of the goals and strategies used proved pertinent for all children, in particular, for the 'top' reading groups. In this regard, IEPs proved to be 'work-smarter' tools for the teachers involved, serving as planning blueprints for the most able readers in their classes, thereby creating inclusive rather than exclusive conditions for the gifted readers. Furthermore, the insights gained by the teachers involved into the needs of their gifted readers ultimately challenged their personal teaching philosophies, and resulted in changes to their teaching practices for their gifted students.
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Svensson, Anette. "Teaching English in a diverse classroom: Difficulties and possibilities." Thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105863.
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The present study aims to explore in what ways teachers work in a heterogeneous classroom with particular focus on the students’ diverse knowledge of the English language – a diversity caused by the fact that there are numerous students who learn English in an informal context outside of school, at the same time as there are those students who do not. In order to explore this aim, a study was conducted where five teachers at upper secondary level were interviewed. The results show that this diversity is the most challenging part of working as an English teacher today as experienced by four of the five teachers. It thus adds to other factors, such as, multiculturalism, multilingualism, difficulties with reading and writing etc. and makes it an even more difficult task for the teacher to support every student’s individualised learning.
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Prior, Gerard Anthony. "Facilitating individualised learning solutions : the case of hospitality and tourism owner/managers in Greater Belfast." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/37194.
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This research addresses the question: How can the facilitation of individualised learning solutions for SME owner/managers be reconceptualised? In answering this question a questionnaire was utilised within a comparative case study design to conduct semistructured interviews. Subjects were drawn from a diverse range of hospitality and tourism firms including hotels, guest houses, pub/restaurants, coffee shops and a brewery. The research addresses wider issues affecting training and learning contexts rather than simply training alternatives. Such issues included, conceptions of learning, workplace learning environments, owner/learner identity, managerial skills and entrepreneurial talent. Consequently, conclusions were drawn highlighting that accessing learning solutions must be driven by the owner/manager. Such learning is identified as being available within the workplace or from the accessible open curriculum of the external environment. This open curriculum includes, working in other organizations, visiting benchmark firms as customers, accessing existing, or devising individualised training courses. This led to the development of the ‘owner/manager learner access model’ which reconceptualises how the owner/manager can move towards accessing individualised learning solutions. The model illustrates the positions of owner/managers in relation to their relative levels of activity in pursuing self-generated access to learning. From this, the requirement of a new layer of learning to help owner/managers develop a propensity for the acquisition of learning is identified. This layer is suggested as a pre-requisite to training in specific managerial skills. It involves equipping the owner/manager with the capacity to identify sources of new knowledge and skills and the ability to gain access to them. Two additional conclusions then emerge. Firstly, the ability to access self-generated learning is an entrepreneurial trait. Secondly, there is a link between delegation and moving to the domain of the self-generated learner. Delegation allows the time necessary to identify, develop and participate in new learning activities.
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Bunning, Karen. "Development of an 'individualised sensory environment' for adults with learning disabilities and an evaluation of its effects on their interactive behaviours." Thesis, City University London, 1996. http://openaccess.city.ac.uk/7938/.
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This thesis is about the development and evaluation of an intervention incorporating structured sensory stimulation. It was designed for use with adults with learning disabilities who were not yet intentional communicators. The intervention was termed an 'Individualised Sensory Environment' (I.S.E.). The main objective was to reduce the levels of non-purposeful engagement and to increase the levels of purposeful interaction. Appropriate opportunities for adaptive responding were organised by the provision of sensory stimulation that was identified as personally motivating to the individual. The reinforcing sensory experience was contingent on the participant's responses. The focal sensory domains of the intervention were the tactile and vestibular systems for input, and the proprioceptive for participant response feedback. An alternating treatments design was used to evaluate the effects of the intervention (I.S.E.) on engagement levels of participants. An attention placebo condition was also used. The participants attended a social service's Day Centre and formed therapy groups whose membership ranged from two to four, based on their location within the service's structure. Groupings were then randomly assigned to two experimental groups, the order of interventions for one being the reverse of the other. Data was collected by systematic observation of participant's engagements in the natural environment: at baseline, after each phase of therapy and at two follow-up points. Analysis of variance was the main method of statistical interpretation. The results showed that high levels of non-purposeful behaviour were emitted at baseline when compared with the construct purposeful interaction. When the intervention (I.S.E.) was introduced, a significant decline in the level of non-purposeful behaviour was observed, which maintained its new lower level up to one month after the termination of therapy. The placebo condition also effected a similar change initially. However, a significant increase in purposeful interactions was only observed after a phase of the 'Individualised Sensory Environment'. Some limitations of the study are discussed and recommendations for future work are indicated.
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Merricks, Beverley Ann. "The use of a self-regulated learning conceptual framework to investigate students' engagement with individualised feedback from summative clinical examinations at a UK medical school." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7938/.
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Research regarding students’ engagement with feedback from objective structured clinical examinations (OSCEs) is currently limited. Medical students at the University of Birmingham are provided with individual comments from examiners on their performance in summative OSCEs. This thesis explores student engagement with feedback in this context, and if engagement differs depending on the level of performance in the OSCE. A self-regulated learning (SRL) conceptual framework was devised to illustrate how effective learners incorporate feedback into their learning routines, highlighting the role of reflection in this process. Three empirical studies were conducted to appraise the SRL framework. An interview study (N=11) found that students at different performance levels in the OSCE had contrasting approaches to engaging with their feedback. However, two questionnaire studies (N=180 & 233) with sub-scales to assess the level of student engagement with feedback and their propensity to reflect on their learning, found that the majority of respondents claim to cognitively engage with feedback, whilst a lower number act to improve clinical skills or knowledge. The majority of the respondents were assessed as being reflective learners. Therefore there was no association between performance levels and these attributes. There was a statistically significant association between the engagement and reflection scales, suggesting that these may be related as hypothesised in the SRL conceptual framework, but a causal relationship cannot be asserted from these results. The findings of this research indicate a gap in the current level of engagement with feedback between cognitive engagement and action. Suggestions are made for activities to ameliorate this situation, which may be relevant for similar contexts.
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Willis, Karen Felicity. "An examination of forms of knowledge in individualised programmes of work-based learning in higher education : a case study of perceptions of students in a UK university." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573486.
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Debates over the role of universities often contest the balance between public good and private benefit. UK government policies have promoted work-based learning programmes in higher education as a means of improving the national economy. This research examines knowledge in work-based learning where curriculum is individually negotiated around each student's work role and projects, questioning the knowledge base legitimated by universities in these awards. The literature used draws on three main areas of thought, concerning the purposes of universities in society, everyday knowledge in the curriculum, and theories related to the curriculum of work, including reflection on practice. The investigation uses an interpretivist approach to examine a sample of students' perceptions of the forms of knowledge being gained, and explores the extent to which academic recognition is premised on their own experience and privileges personal knowledge. Through semi-structured interviews a model encompassing different forms of codified and uncodified knowledge is used as a tool for both questioning and analysis. The relative importance of different knowledge types, of theory and of reflection in students' learning is established, supported by qualitative data providing further evidence to illuminate their perspectives. The findings show that, although students report personal development and benefits, the most significant source of learning is everyday knowledge derived from reflection on experience, rather than new knowledge gained from broader academic or professional sources: The conclusion drawn is that this challenges the capacity of these programmes to fulfil the stated policy aims of employment-related higher education. Furthermore, the knowledge base appears. to blur the boundaries between different forms of knowledge with limited evidence of the use of wider theory or explanatory concepts from subject disciplines. Concerns over the university's role in the equating personal knowledge with conceptual knowledge are located in the broader discourse of personalisation and relevance in educational curricula.
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Wolf, Christian Marc, and chris@adaptive-learning net. "Construction of an Adaptive E-learning Environment to Address Learning Styles and an Investigation of the Effect of Media Choice." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080625.093019.
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This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through a computer programming course. Despite the benefits of individualised instruction and a growing worldwide e-learning market, there is a paucity of guidance on how to effectively accommodate learning styles in an online environment. Several existing learning-style adaptive environments base their behaviour on an initial assessment of the learner's profile, which is then assumed to remain stable. Consequently, these environments rarely offer the learner choices between different versions of content. However, these choices could cater for flexible learning styles, promote cognitive flexibility, and increase learner control. The first research question underlying the project asked how learning styles could be accommodated in an adaptive e-learning environment. The second question asked whether a dynamically adaptive environment that provides the learner with a choice of media experiences is more beneficial than a statically adapted environment. To answer these questions, an adaptive e-learning environment named iWeaver was created and experimentally evaluated. iWeaver was based on an introductory course in Java programming and offered learning content as style-specific media experiences, assisted by additional learning tools. These experiences and tools were based on the perceptual and information processing dimension of an adapted version of the Dunn and Dunn learning styles model. An experimental evaluation of iWeaver was conducted with 63 multimedia students. The analysis investigated the effect of having a choice of multiple media experiences (compared to having just one static media experience) on learning gain, enjoyment, perceived progress, and motivation. In addition to these quantitative measurements, learners provided qualitative feedback at the end of each lesson. Data from 27 participants were sufficiently complete to be analysed. For the data analysis, participants were divided into two groups of high and low interest in programming and Java, then into two groups of high and low experience with computers and the Internet. Both group comparisons revealed statistically significant differences for the effect of choice. Having a choice of media experiences proved beneficial for learners with low experience but detrimental for learners with high experience or interest. These findings suggest that the effect of choice appears to be strongly influenced by the learner's background. It is hypothesised that encouraging a more active learner role in educational systems would expand the positive influence of choice to a wider range of learners. The study has contributed some weight to the argument that for certain groups of learners, it is more beneficial to view learning style as a flexible, rather than a stable construct. As a practical implication, it seems advisable to collect data on prior experience, interest, and the initial learning style distribution of the target audience before developing environments comparable to iWeaver. [See http://www.adaptive-learning.net/research/media.htm for media files associated with this thesis.]
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McFeeters, Forrest Ethan. "The Effects of Individualism Vs. Collectivism on Learner's Recall, Transfer and Attitudes Toward Collaboration and Individualized Learning." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28049.
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This study examined the differences in achievement between groups exhibiting different cultural dimensions in a particular online instructional environment. Variables were measured concerning the relationship between instructional environments, cultural dimensions and online learner preference. The subjects of this study were a representative sample of groups of graduate students from different cultures. The instrument was composed of a treatment that was represented across two instructional environments. A web-based tool measured participant?s cultural dimension, recall, transfer of knowledge and learning preference. A 2 x 2 x 2 ANOVA analysis method was used to examine the effects of individualism and collectivism on learner preference and achievement (recall, transfer). Significance in transfer measures was found. This indicated deep understanding of materials for collectivist participants. Correlational analysis revealed significance between cultural dimension and learner preference for instructional methods. Findings were consistent with the body of literature on cross-cultural psychology.Ph. D.
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Chen, Yang. "Improving student model for individualized learning." Thesis, Paris 6, 2015. http://www.theses.fr/2015PA066655/document.
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Les Environnements Informatiques pour l'Apprentissage Humain ont été utilisés pour améliorer l'apprentissage humain. Ils visent à accroître la performance des élèves en fournissant un enseignement individualisé. Il a été reconnu que l'apprentissage individualisé est plus efficace que l'apprentissage classique. L'utilisation de modèles d'étudiants pour capturer les connaissances des élèves sous-tend l'apprentissage individualisé. Différents modèles d'étudiants ont été proposés. Toutefois, une partie des informations de diagnostic issues du comportement des élèves est généralement ignorée par ces modèles. En outre, pour individualiser les parcours d'apprentissage des élèves, les modèles d'étudiants devraient capturer les structures préalables de compétences. Toutefois, l'acquisition de structures de compétences nécessite beaucoup d'efforts d'ingénierie de la connaissance. Nous améliorons les modèles d'étudiants pour l'apprentissage individualisé selon deux aspects. D'une part, afin d'améliorer la capacité de diagnostic d'un modèle de l'élève, nous introduisons les motifs d'erreur d'étudiants. Pour traiter le bruit dans les données de performance des élèves, nous étendons un modèle probabiliste en y intégrant les réponses erronées. Les résultats montrent que la fonction de diagnostic permet d'améliorer la précision de la prédiction des modèles d'étudiant. D'autre part, nous cherchons à découvrir des structures de compétences préalables à partir des données de performance de l'élève. C'est une tâche difficile, car les connaissances des élèves constituent une variable latente. Nous proposons une méthode en deux phases. Notre procédé est validé en l'appliquant à des donnéesComputer-based educational environments, like Intelligent Tutoring Systems (ITSs), have been used to enhance human learning. These environments aim at increasing student achievement by providing individualized instructions. It has been recognized that individualized learning is more effective than the conventional learning. Student models which are used to capture student knowledge underlie the individualized learning. In recent decades, various competing student models have been proposed. However, some diagnostic information in student behaviors is usually ignored by these models. Furthermore, to individualize learning paths, student models should capture prerequisite structures of fine-grained skills. However, acquiring skill structures requires much knowledge engineering effort. We improve student models for individualized learning with respect to the two aspects. On one hand, in order to improve the diagnostic ability of a student model, we introduce the diagnostic feature—student error patterns. To deal with the noise in student performance data, we extend a sound probabilistic model to incorporate erroneous responses. The results show that the diagnostic feature improves the prediction accuracy of student models. On the other hand, we target on discovering prerequisite structures of skills from student performance data. It is a challenging task, since student knowledge of a skill is a latent variable. We propose a two-phase method to discover skill structure from noisy observations. Our method is validated on simulated data and real data. In addition, we verify that prerequisite structures of skills can improve the accuracy of a student model
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Lindberg, David Seaman III. "Enhancing Individualized Instruction through Hidden Markov Models." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405350981.
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Mewes, Jennifer Robyn. "Evaluating the effectiveness of an individualized learning program for student athletes." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280199.
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This investigation analyzed the use of an individualized learning program to improve academic performance. College freshmen student athletes were matched on standardized test scores and randomly assigned to two groups. One group participated in the Individualized Learning Program, and a second group served as a comparison group who participated in a traditional study hall program. All students were pre-tested using the Nelson Denny Reading Test, the Mather-Woodcock Group Writing Test, and the Learning and Study Strategies Inventory (LASSI). Students in the Individualized Learning Program received an academic plan that was based on the student's strengths and weaknesses. Based on their individualized assessment from the pre-test, each student received metacognitive strategy instruction in reading, writing, time management, note taking, study strategies, and/or test taking strategies. The students who participated in the traditional study hall program completed six hours of supervised study and had access to content tutoring. A post-test was conducted and gain scores were analyzed using a multivariate analysis of covariance. Controlling for differences of a covariate (motivation) between the two groups, no significant differences were found. Some qualitative differences were found in that the students in the Individualized Learning Program improved in targeted areas of strategy instruction, but not at a statistically significant level. A secondary analysis examined the effects of a decline in motivation and determined that motivation was significantly related to some of the different sub-tests of the LASSI. Several factors may have impacted the results in this investigation, specifically, limited statistical power due to substantial student attrition, the use of a matched pairs design, and the use of self-report tests. Additional confounding factors included student participation in (a) freshmen study skills seminar, (b) English composition courses, (c) required study halls, and (d) available tutoring services. Finally, this investigation excluded students who scored below the 25th percentile on the SAT, even though this group may have benefited the most from an individualized program. Future research needs to address these factors.
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D'Anna, Laura Lee. "Impact of Individualized Learning Plans on Educational Completion Among Incarcerated Youth." ScholarWorks, 2018. http://scholarworks.waldenu.edu/dissertations/4963.
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Interruptions to juvenile detainees' education often delay their progress toward high school completion. Implementing an individualized learning plan (ILP) has been suggested as a solution to this problem. The purpose of this case study was to explore how ILPs facilitate attainment of graduation among incarcerated youth. The study was guided by the Washington State legislative framework for individualized learning plans and the efforts of the Office of Juvenile Justice and Delinquency to increase educational opportunities. Three research questions were formulated to explore perceptions of local juvenile detention center educators and administrators regarding their experiences in the development, implementation, and effectiveness of ILPs. Qualitative data were collected from interviews with 5 detention center educators, field observations, and document reviews. The examination of the data through the coding process using a matrix enabled descriptions and themes to emerge. Results indicated that ILPs are collaboratively developed and implemented in the detention center, there is a need for professional development related to ILPs, and ILPs have impacted students' education completion.
Results from this study may influence social change by supporting development of ILPs which can result in a higher graduation rate and a reduction in recidivism among the incarcerated youth population.
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Haile, Leslie Christine. "The effect of individualized versus cooperative learning on achievement and task performance." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1269.
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The present study investigates whether individuals who are trained in groups will benefit from a more enhanced facilitation of the information than those trained in a more traditional, individualistic, classroom setting. Participants who learn in a cooperative, group setting are expected to exhibit better performance on a subsequent knowledge test than participants who learn individually.
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Schnaiberg, Romy S. (Romy Sue). "An evaluation of a multidimensional intervention for learning disabled adolescents /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59639.
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Meeting the needs of the Learning Disabled has become one of the most researched and documented areas in special education. Individualized programs which incorporate components to promote motivation, skill building, skill generalization and strategy use, and social competence have been called for in the literature (Deshler, Schumaker, Lenz, & Ellis, 1984), however, there have been remarkably few evaluations of such programs (Horn, O'Donnell, & Vitulano, 1983).This study evaluated a multidimensional intervention program using the objectives-oriented method. The Kaufman Test of Educational Achievement and three nonstandardized measures were used to evaluate the four program objectives. Analysis of the individuals' gains indicated that objective achievement was idiosyncratic. Group gain analysis indicated significant gains only in English class marks, F(7,1) = 7.40, p =.3. The results are discussed and implications for future research are outlined.
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Stockwell, Glenda, Beth Anne Fox, and Reid Blackwelder. "Goal Directed Learning: Early Assessment And Individualized Education Plans for Family Medicine Interns." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6928.
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Cline, Patricia L. "The effects of modifying teaching methods to accommodate student learning styles." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999clinep.pdf.
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Lewis-Briggs, Stephanie Kay. "The effectiveness of small learning communities in program improvement schools." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1907248581&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 90-105). Issued in print and online. Available via ProQuest Digital Dissertations.
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Ruzicka, Dennis Edward Neuleib Janice. "Cognitive style and individualized instruction in a community college composition program." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914573.
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Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 11, 2006. Dissertation Committee: Janice Neuleib (chair), Julia Visor, Jerry Weber, Heather Graves. Includes bibliographical references (leaves 169-176) and abstract. Also available in print.
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Fandino, Emily Christine. "The importance of differentiated instruction to student involvement, motivation, and learning." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3404.
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This study was focused on what differentiated instruction is, what it takes to have a differentiated classroom, and if differentiated instruction really helps increase student motivation, engagement, and learning. Two classes of eighth grade students were taken through the process of differentiating assignments using four ways differentiation can take place: variety, choice, relevance, and centers.
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Puakpong, Nattaya, and n/a. "An individualized CELL Listening Comprehension Program: making listening more meaningful for Thai learners of English." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060724.135729.
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The purpose of this research project was to examine theories of learning, theories of teaching, and theories of listening comprehension with a view to developing and testing a computer-enhanced listening comprehension system for English as a Foreign Language within the Thai university system. In addition to carrying out an in-depth literature review, factors contributing to difficulties in the listening process were also carefully examined in order to build a sound foundation for dealing with listening comprehension. A brief history and analysis of Computer Assisted Language Learning were presented together with a review of some computer programs with the aim of determining their characteristics. An Individualized CELL Listening Comprehension Program was then developed on the basis of four theoretical frameworks: the Constructivist approach, the need to use authentic spoken passages, reduction of cognitive load and response to learner differences.
The system was then used by twenty students of Suranaree University of Technology (SUT), Thailand for a period of fifteen weeks. Students were volunteers from different proficiency levels. SUT midterm and final examinations were employed, in part, to observe the effect of the program on proficiency levels. The SUT examinations, which were usually in a multiple-choice format, tested students on minor details through short, simple conversations. These tests might not fit entirely within best practice for listening but they seem to be a common way of measuring listening development in several educational contexts. Pretests and posttests examining global ideas and specific details in written and multiple-choice formats were then developed so as to provide a more accurate gauge of improvement in listening skills. Log files were kept in order to scrutinize in detail students� interactions with the system. Questionnaire and interview techniques were applied to seek out students� attitudes towards the program.
The results revealed that the participants performed better than their peers in the same proficiency levels in SUT midterm and final examinations although the difference was not at a statistically significant level. However, posttest scores were better than those of pretest at a statistically significant level in most aspects except in case of the global ideas. The log files revealed that all students tended to focus on the word level by attempting to understand and decode every word in the transcriptions. This fixation is likely to explain the low global ideas scores. Analysis was complicated by the fact that some students were not able to use the
program frequently enough, usually because of unexpectedly heavy schedules. However, the data extracted through questionnaires and interviews showed that most students demonstrated a positive attitude towards the various features of the program and felt that use of the program had improved their listening skills. In addition to findings relating to the development of listening comprehension, the study revealed that the majority of students felt that they did not think listening comprehension and, more generally the study of English, was sufficiently important to spend time on. This interesting but shocking discovery needs to be attended to immediately as it may have a strong effect on how Thai students prioritize their learning of English, and how this may impact on the levels of proficiency which they might subsequently attain.
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Flach, Tami Wootton. "Application of differentiation and universal design for learning in the second grade science curriculum." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/tflach2007.pdf.
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Vaughn, Elizabeth Susan. "A study contrasting differentiated and cooperative learning styles and their relationship to motivation of K-5 students." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002vaughne.pdf.
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Halvorson, Melisa. "Analysis of transition skills as a result of direct instruction in transition a study of eighth grade students with specific learning disabilities at Hudson Middle School /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006halvorsonm.pdf.
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Lee, Hyun Jin. "Self-Regulated Learning of a Second Language in an Individualized Instruction Program: A Social Cognitive Perspective." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483365542296511.
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Timmins, Stacey Lee. "A Study of the Outcomes of a Teacher's Attempt to Individualise Assessment and Intervention in a Busy Classroom." Thesis, University of Canterbury. Education and Human Development, 2009. http://hdl.handle.net/10092/4464.
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To date only a limited number of studies have focused on teacher-led functional assessments in the mainstream classroom. This purpose of this study was to observe what happens when a general education teacher attempts to individualise parts of her programme to meet the unique teaching needs of certain children. The participating teacher identified eight children with behavioural and/or learning needs in her classroom. For each of the children with learning difficulties the teacher was able to formulate a function-based hypotheses and design an effective intervention after being provided with some written support. The teacher did not form a function based hypothesis for a child with behavioural difficulties. The subsequent intervention was not function based and failed to decrease the problem behaviour. In each of the eight remaining case studies the teacher required support from the researcher in order to implement, supervise, and maintain an individualised intervention.
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Ericsson, Fredric. "Kollektivism eller individualism i skolan? : En läroplansanalys på LGY70, LPF94 och LGY11." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38960.
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This essay will address whether the school has gone from being a collectivist-oriented to anindividualist-oriented school. By studying the curricula LGY70, LPF94 and LGY11 for uppersecondary school and studying how the concept group expresses itself in the different curricula.The study is based on a qualitative concept analysis model by Walker and Avant's seven differentsteps to analyze concept. The term group will be explained and discussed in the paper to create anunderstanding of what a group is and its different definitions. After this, group theories will beaddressed in relation to the concept group, then this will be applied in relation to the curricula.In each curriculum I will give an overall history when the curricula came to be applied in society.This is done to better understand the time and spirit of the time. In each curriculum I will give anoverall history when the curricula came to be applied in society. This is done to better understandthe time and spirit of the time.What I have come up with is that the school has gone from being collectivist to individualistic.This is because the curricula change and are revised to create the conditions for an increasinglychanging society. This is a must for the school to prepare the students for an ever-changing society.Groups are not as important, but it is the individual and its growth and learning that have come intofocus. For each curriculum, more and more valid groups and group identities have been revisedaway.
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Carter, Adrienne Lynne. "Learning to walk the talk: Cognitive models improve presentation skills." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3026.
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Bown, Jennifer M. "Going solo the experience of learning Russian in a non-traditional environment /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085674928.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xii, 243 p.; also includes graphics Includes bibliographical references (p. 238-243). Available online via OhioLINK's ETD Center
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Karlsson, Oscar, Erica Lantz, and Lucas Rickardsson. "Digitala verktyg i matematikundervisning : En undersökning om digitala verktygs möjligheter att individualisera aritmetikinlärning." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80080.
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I studien analyseras utvalda digitala verktyg för att undersöka om de kan bidra till en ökad individualisering inom aritmetikinlärning i årskurs 4–6. Studiens syfte är även att undersöka om och hur de digitala verktygen ger möjlighet för stegvis inlärning inom aritmetik. De digitala verktyg som undersöks är Nomp, MattePortal och Skolplus. För att få svar på frågeställningarna utgick studien ifrån radikalkonstruktivismens tolkning av aritmetikinlärning. I studien framkommer att alla undersökta digitala verktyg kan användas för att individualisera undervisning beroende på hur de används. Alla digitala verktyg utgår även från någon form av stegvis aritmetisk inlärningsprocess. Det är alltså möjligt för lärare att använda dessa verktyg för att individualisera sin undervisning inom aritmetik, men beroende på vad läraren anser som viktigast är de digitala verktygen olika användbara.
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Scanlon, Regina M. "Improving Individualized Educational Program (IEP) mathematics learning goals for conceptual understanding of order and equivalence of fractions." Thesis, University of Delaware, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594968.
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The purpose of this Executive Position Paper project was to develop resources for improving Individual Educational Program (IEP) mathematics learning goals for conceptual understanding of fractions for middle school special education students. The investigation surveyed how IEP mathematics learning goals are currently determined and proposed a new approach. It demonstrated how the approach would work through a pilot project in which two tools were developed: (1) a list of learning goals for goal writers to use as a reference when writing mathematics learning goals for middle school special needs students and (2) an assessment linked to the goals that would determine whether or not a student has achieved the goals. A description is given of the process that combines knowledge from research literature and information from instructional practice and that continually refines the products.
For this pilot project the learning goals were focused on order and equivalence of fractions. The goals were identified through a review of educational literature and examination of several sources related to practice for teaching fractions. Assessment items were then developed for the goals. Four experts reviewed the learning goals and assessments for content and clarity and the assessments for validity. Based on their feedback, edits were made to both the learning goals and the assessment items. Four middle school teachers field tested the assessment with their students. Analysis of student work confirmed that the assessment revealed detailed information on individual students' strengths and weaknesses in conceptual understanding of order and equivalence of fractions and that appropriate learning goals could be selected as a result of the assessment.
Final recommendations include expanding the project to additional math content and other grades and developing instructional lessons and resources linked to the learning goals that teachers could use to help students achieve the learning goals. Additionally, it is recommended that a system of continual improvement be incorporated into the process of further development.
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Deng, Qi [Verfasser], and Dirk [Akademischer Betreuer] Söffker. "Improved machine learning approaches for individualized human assistance, supervision, and behavior prediction / Qi Deng ; Betreuer: Dirk Söffker." Duisburg, 2021. http://d-nb.info/1226092071/34.
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Swift, Kristie M. "The effect differentiated instruction in social studies has on student performance." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009swiftk.pdf.
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Ghiggi, Lisete. "A roda : método de aprendizagem que desafia o individualismo." Faculdades EST, 2008. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=97.
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Esta dissertação versa sobre a importância da roda, denominação atribuída a um
grupo de pessoas que pauta suas ações individuais e coletivas em busca de
mudanças comportamentais e sociais. Ganham espaço para reflexão, dois
gêneros de rodas: o Fórum Social Mundial, ao se converter em espaço de debate
das inquietações que afligem a humanidade, com a perspectiva de apontar os
caminhos para o seu bem estar social e as Rodas Pedagógicas quando voltadas
à promoção de uma aprendizagem significativa, oriunda da interatividade de seus
pares, em especial na análise e produção textual. Estes dois gêneros de rodas
são estudados a partir da possibilidade de fortalecer os valores humanos e auxiliar
na construção de uma sociedade mais justa e cooperativa, menos individualista e
competitiva. Nesta perspectiva, as rodas são encaradas como formas de
contraposição ao individualismo, àquele que é sinônimo de egoísmo ou
egocentrismo. Com relação ao Fórum Social Mundial são destacados os objetivos,
bem como a sua importância no contexto global como a maior roda planetária que
se estrutura sob o lema "um outro mundo é possível". Nas rodas dedicadas à
aprendizagem, aqui denominadas pedagógicas, está descrito o método da roda,
fruto de uma prática constante, direcionado à análise e produção textual
compartilhada, e que revela a sua importância como forma de aprendizagem
significativa. Também são apresentados os resultados obtidos a partir da
aplicação do método em uma turma de alunos no ensino superior, partindo de
critérios específicos. O método da roda foi submetido a uma avaliação pelos
sujeitos que o experimentaram, através de questões que permitem constatar se a
técnica aplicada auxilia no ensino e na aprendizagem e contribui para estreitar
laços, bem como estruturar uma aprendizagem mais cooperativa e menos
competitiva, capaz de provocar mudanças na sociedade em que vivemos. O
Fórum Social Mundial e as rodas voltadas ao ensino e aprendizagem; tanto as
pequenas quanto as grandes rodas aqui abordadas são consideradas
pedagógicas porque ensinam e têm em comum, a cooperação e o desafio de
vencer o individualismo que resulta de uma competitividade sem limites advinda
da globalização neoliberal ou do triunfo do capitalismo. Quando assim
estruturadas se constituem em núcleos fortalecedores das comunidades frente ao
individualismo que se observa principalmente na sociedade ocidental, que nega
qualquer forma de ética, pois esta pressupõe o outro. O que desponta neste início
de século é uma vida comunitária fragilizada e enfraquecida, a qual dá margens à
corrupção, à insegurança e ao descontrole social. As rodas aqui descritas se
constituem em modelos para enfrentar a desestruturação social e fortalecer as
comunidades e o seu conjunto, a sociedade.This dissertation is about the importance of the circle, which is the name given to a group of persons that base their individual and collective actions in search of behavioral and social changes. Two kinds of circles will be discussed here: the World Social Forum as a discussion space of the concerns that afflict humanity, with the perspective of pointing ways for social well being of the people; and the Pedagogical Circles, when they are used to promote significant learning coming from interactivity among pairs, especially in text production and analysis. These two kinds of circles are studied from the possibility of strengthening human values and to help in the construction of a more just and cooperative society, less individualist and competitive. In this perspective the circles are seen as contraposition ways against individualism, in the sense of selfishness or egocentrism. About the World Social Forum, its objectives will be pointed out as well as its importance in the global context as the biggest world circle based on the slogan another world is possible. About the circles dedicated to learning, called here pedagogical, the circle method which results from constant practice directed to participative text analysis and production and that reveals its importance as a meaningful way of learning will be described. There are also presented the results obtained from using the method with a group of university students, based on specific criteria. The method of the circle was evaluated by the persons that have tried it, through questions that allow observing if the technique helps in teaching and learning and contributes to tighten relationships as well as structuring a more cooperative and less competitive learning able to instigate changes in the society in which we live. The World Social Forum and the circles dedicated to teaching and learning; the small circles as well as the big circles discussed here are considered pedagogical because they teach and they have in common the cooperation and the challenge to overcome individualism that results in a limitless competitiveness that comes from neoliberal globalization or the triumph of capitalism. When they are structured in this way they form strengthening nucleus of the communities in face of the individualism that is observed mainly in the western society, which denies any form of ethics because ethics presupposes the other. What arises in the beginning of this century is a fragile and weakened communitarian life that allows corruption, insecurity and social lack of control. The circles described here constitute models to confront the lack of social arrangement and to strengthen the communities and their whole, the society.
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Grundling, Gertruida Jeanette. "The role of tutor development in a flexible learning system." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52022.
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Thesis (MPhil)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: Technikon Southern Africa defined its role as distance learning institution with the implementation of the Integrated Learner Centred Distance Learning (ILCDE) model. This model implied the establishment of regional offices as well as the implementation of a tutor system. The tutor system implied the appointment of tutors at the different regional offices. In an attempt to take the distance out of distance learning the following functions of tutors were identified: • Telephone tutoring • Conducting contact sessions • Assessing assignments The focal point of this study was tutor development within a flexible learning system as no structured learning programmes for tutors exist at TSA. The purpose was to investigate and analyse the learning needs of tutors in a flexible learning system. Various critical questions stimulated this study. However, the following three questions formed the basis of this study: • What is the role of training and development in the tutor system? • Do tutors have a need for continuing professional learning programmes? If so, what . should the nature of such learning programmes be? • What should the criteria be to evaluate and monitor the development oftutors? A qualitative research approach was followed and the data was obtained by means of interviews and participative observation sessions. The subjects of the study were the tutors of the Subject Group: Management Leadership: Policing appointed for the registration period May 1998 - May 1999. One of the conclusions of the study was that the following processes regarding the tutor system need attention: • Recruitment and selection • Interviewing and appointment • Job descriptions • Orientation, training and development programmes • Evaluation and monitoring programmes • Role clarification • Marketing strategy The following recommendations were formulated: • A guide for the recruitment and appointment processes of its tutors should be compiled. • An assessment of the support needs of learners should be performed. • Establishing a continuing professional learning unit should be considered. • A proposal for learning interventions for continuing professional learning should be developed.
AFRIKAANSE OPSOMMING: DIE ROL VAN TUTORONTWIKKELING IN 'N PLOOffiARE LEERSTELSEL Die Technikon Suider-Afrika het sy rol as afstandsonderriginstansie gedefinieer toe die Geïntegreerde Leergesentreerde Afstandsonderrigmodel (lLeD£) geïmplementeer is. Hierdie model het die daarstelling van streekkantore asook die implementering van 'n tutorstelsel veronderstel. Die tutorstelsel het die aanstelling van tutors by die onderskeie streekkantore tot gevolg gehad. Om die afstand uit afstandsonderrig te haal, is die volgende drie funksies van tutors geïdentifiseer: • Telefoonbegeleiding • Fasilitering van kontaksessies • Assessering van werkopdragte Die fokuspunt van hierdie studie was tutorontwikkeling binne 'n plooibare leerstelsel, aangesien geen gestruktureerde leerprogramme vir tutors by TSA bestaan nie. Die doel was om die leerbehoeftes van tutors in so 'n plooibare leerstelsel te ondersoek en te ontleed. Verskeie kritiese vrae het aanvanklik hierdie studie gestimuleer, maar die volgende drie vrae het die basis van die studie gevorm: • Wat is die rol van opleiding en ontwikkeling in die tutorstelsel? • Is daar 'n behoefte aan deurlopende professionele leerprogramme? Indien ja, wat behoort die aard van die programme te wees? • Wat behoort die kriteria te wees om die ontwikkeling van tutors te evalueer en te monitor? 'n Kwalitatiewe navorsingsbenadering IS gevolg en die data IS deur middel van onderhoudvoering en deelnemende waarnemingsessies ingesamel. Die tutors wat aangestel is vir die registrasietydperk Mei 1998 - Mei 1999, van die Vakgroep: Bestuursleierskap: Polisiëring is vir die studie gebruik. Een van die gevolgtrekkings van die studie IS dat die volgende prosesse lil die daarstelling van die tutorstelsel aandag vereis: • Werwing en keuring • Onderhoudvoering en aanstelling • Posbeskrywings • Oriënterings-, opleidings- en ontwikkelingsprogramme • Evaluerings- en moniteringsprogramme • Roluitklaring • Bemarking Die volgende aanbevelings is geformuleer: • 'n Handleiding vir die werwing en keuring van tutors behoort saamgestel te word. • 'n Behoeftebepaling van die ondersteuningsbehoeftes van die leerders behoort gedoen te word. • Die vestiging van 'n deurlopende professionele leereenheid behoort oorweeg te word. • 'n Voorstel vir leerintervensies vir personeelontwikkeling behoort ontwikkel te word.
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Saadawi, Haneyah Abdullah S. "The Effects of Individualized Learning and Emotional Intelligence in Females' Intermediate Schools in the Kingdom of Saudi Arabia." Thesis, Manchester Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517481.
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Ballard, Robin Richards. "Writing individualized education plans for students with specific learning disabilities compliance after the No Child Left Behind Act /." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-06212006-125859.
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Valencia, Arboleda Carlos Felipe. "Contributions to statistical learning and its applications in personalized medicine." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/49143.
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This dissertation, in general, is about finding stable solutions to statistical models with very large number of parameters and to analyze their asymptotic statistical properties. In particular, it is centered in the study of regularization methods based on penalized estimation. Those procedures find an estimator that is the result of an optimization problem balancing out the fitting to the data with the plausability of the estimation. The first chapter studies a smoothness regularization estimator for an infinite dimensional parameter in an exponential family model with functional predictors. We focused on the Reproducing Kernel Hilbert space approach and show that regardless the generality of the method, minimax optimal convergence rates are achieved. In order to derive the asymptotic analysis of the estimator, we developed a simultaneous diagonalization tool for two positive definite operators: the kernel operator and the operator defined by the second Frechet derivative of the expected data t functional. By using the proposed simultaneous diagonalization tool sharper bounds on the minimax rates are obtained. The second chapter studies the statistical properties of the method of regularization using Radial Basis Functions in the context of linear inverse problems. The regularization here serves two purposes, one is creating a stable solution for the inverse problem and the other is prevent the over-fitting on the nonparametric estimation of the functional target. Different degrees for the ill-posedness in the inversion of the operator A are considered: mildly and severely ill-posed. Also, we study different types for radial basis kernels classifieded by the strength of the penalization norm: Gaussian, Multiquadrics and Spline type of kernels. The third chapter deals with the problem of Individualized Treatment Rule (ITR) and analyzes the solution of it through Discriminant Analysis. In the ITR problem, the treatment assignment is done based on the particular patient's prognosis covariates in order to maximizes some reward function. Data generated from a random clinical trial is considered. Maximizing the empirical value function is an NP-hard computational problem. We consider estimating directly the decision rule by maximizing the expected value, using a surrogate function in order to make the optimization problem computationally feasible (convex programming). Necessary and sufficient conditions for Infinite Sample Consistency on the surrogate function are found for different scenarios: binary treatment selection, treatment selection with withholding and multi-treatment selection.
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Youn, Inn. "The culture specificity of epistemological beliefs about learning /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841349.
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Martin, Teresa Ann. "A Curriculum for General Academic Preparation." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2199.
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The curriculum at the English Language Center (ELC) at Brigham Young University (BYU) currently has two programs: Foundations and Academic. In order for students to progress from Foundations to the Academic Program, they must pass their Level Achievement Tests (LATs), which are administered as final exams. Each semester there are students who do not pass their LATs. The question then is what should happen to these students? Should they be asked to leave the ELC, should they have to repeat the same level until they pass, or should they be promoted without passing their LATs? This project presents an alternative solution to this situation through a curriculum specifically designed for these students. Outlined in this document are the analysis, design, development, and results of implementing that curriculum. The main elements of the course consist of 3 main classes: Reading, Listening/Speaking, Writing/Grammar, and an individualized Language Learning Plan (LLP) that allows the curriculum to be tailored to meet the individual student needs. These LLPs are an integral part of the curriculum and both the problems and benefits associated with them are set out in this paper. The course is woven together using a themed textbook series, which recycles vocabulary and helps to ensure that the students experience an integrated system despite having 3 separate classes. Budgeting is always a consideration for any school, and methods to increase the cost effectiveness of the curriculum are also discussed at various points of the document. Finally, the outcomes and value of the program to the different stakeholders and lessons learned are outlined in order to provide a summary of the overall usefulness and effectiveness of the General Academic Prep (GAP) curriculum.
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Eryilmaz, Ayse Piril. "Features Of Renaissance Individualism And References To Machiavellian Politics In Christopher Marlowe'." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608352/index.pdf.
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This thesis analyses the Machiavellian concepts of cunning, cruelty and opportunism as well as self-determination and individualism with regard to the major characters in Christopher Marlowe's plays, The Jew of Malta, The Tragical History of Doctor Faustus and Tamburlaine, Parts 1 and 2. The thesis then examines these characters'
scales of achievement as individuals who challenge the established order. Finally, the thesis clarifies whether these characters are theatrical representatives of the Renaissance individual or not. Therefore, this paper primarily revolves around the analysis of the five concepts and how they give shape to the characters.
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Nigro, Giacomo. "Learning styles and personality traits associated with student success at the grade 9 level in an individualized study program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0007/MQ34154.pdf.
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Lo, Ya-Yu. "Functional assessments and individualized intervention plans increasing the behavior adjustment of urban learners in general and special education settings /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060619211.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xvii, 319 p.; also includes graphics Includes bibliographical references (p. 227-238). Available online via OhioLINK's ETD Center
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Lee, In Heok. "Readiness for self-directed learning and the cultural values of individualism/collectivism among American and South Korean college students seeking teacher certification in agriculture." Texas A&M University, 2004. http://hdl.handle.net/1969.1/3281.
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The purpose of this study is to examine the relationship between self-directed learning readiness and the cultural values of individualism/collectivism in two sample groups drawn from different cultures. The research design used for this study was descriptive and correlational in nature. The target population for this study consisted of two sample groups: Korean and American college students who seek teacher certification in the field of agriculture. Data were collected using a web-formatted questionnaire. Results were computed statistically, including the means, standard deviations, effect size, independent sample t-test, one-way ANOVA, bivariate correlations, and multiple regression.
Findings indicated that in a hierarchical multiple regression analysis, scores for the Self-Directed Learning Readiness Scale (SDLRS) (R2 = .03, adjusted R2 = .01, p = .30) in Step 1 was not statistically significantly related by gender, student classification, and GPA. Gender, student classification, and GPA accounted for only 3% of the variance and the three beta weights for the gender, student classification, and GPA variables were not statistically significantly related to the SDLRS. However, scores for SDLRS (R2= .34, adjusted R2 = .30, ¨R2 = .31, p =.00) in Step 2 was statistically significantly related by gender, student classification, GPA, nationality, vertical individualism (VI), horizontal individualism (HI), vertical collectivism(VC), and horizontal collectivism(HC). This model accounted for 34 % of the variance in the SDLRS (R2 change = .31). It appears that nationality, VI, HI, VC, and HC accounted for a further 31% of the variance. However, in Step 1, the gender, student classification, and GPA variables did not account for a significant amount of variance in Step 2. The beta weight for nationality and VI variables were not statistically significantly related to the SDLRS (E = -0.15, t = -1.67, p = .10; E = 0.01, t = 0.10, p = .92, respectively). However, the beta for the HI variable was statistically significant and positive (E = 0.40, t = 4.31, p = .00). The beta for the VC
variable also was statistically significant and positive (E = 0.20, t = 2.12, p = .04). The beta for the HC variable also was statistically significant and positive (E = 0.21, t = 2.19, p = .03). These findings indicated that if HI, VC, and HC attitudes are high, the SDLRS
scores tend to be high. That is, differences in the students SDLRS can be best explained through HI, VC, and HC among the cultural values of individualism/collectivism.
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Zschache, Johannes. "The matching law and melioration learning." Doctoral thesis, Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-216771.
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Das Thema dieser Dissertation ist die Anwendung des „Matching Law” als Verhaltensannahme bei der Erklärung sozialer Phänomene. Das „Matching Law” ist ein Modell der behavioristischen Lerntheorie und sagt aus, dass die relative Häufigkeit der Wahl einer Handlung mit der relativen Häufigkeit der Belohnung dieser Handlung übereinstimmt.
In der Dissertation werden verschiedene Probleme in Bezug auf die soziologische Anwendung des „Matching Law” erörtert. Aufbauend auf diesen Erkenntnissen wird das Entsprechungsgesetz in die ökonomische Entscheidungstheorie integriert und mit bestehenden Verhaltensprognosen theoretisch verglichen.
Anschließend wird das Entsprechungsgesetz auf mehrere soziale Situationen angewandt. Dabei kommt ein Lernmodell zum Einsatz, welches als „Melioration Learning” bezeichnet wird und unter bestimmten Bedingungen zum Entsprechungsgesetz führt. Mit Hilfe dieses Lernmodells und agentenbasierter Simulationen werden Hypothesen zu sozialem Verhalten hergeleitet.
Zunächst werden einfache Situationen mit nur zwei interagierenden Akteuren betrachtet. Dabei lassen sich durch das Entsprechungsgesetz einige Lösungskonzepte der Spieltheorie replizieren, obwohl weniger Annahmen bezüglich der kognitiven Fähigkeiten der Akteure und der verfügbaren Informationen gesetzt werden.
Außerdem werden Interaktionen zwischen beliebig vielen Akteuren untersucht. Erstens lässt sich die Entstehung sozialer Konventionen über das Entsprechungsgesetz erklären. Zweitens wird dargestellt, dass die Akteure lernen, in einem Freiwilligendilemma oder einem Mehrpersonen-Gefangenendilemma zu kooperieren.
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Grechus, Marilyn L. "The comparison of individualized computer game reinforcement versus peer-interactive board game reiniforcement on nutrition label knowledge retention of fifth graders /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841145.
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Baxter, Lynn Z. (Lynn Zander). "The Association of Self-Directed Learning Readiness, Learning Styles, Self-Paced Instruction, and Confidence to Perform on the Job." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc935689/.
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Learning styles and readiness for self-directed learning were identified for 125 adult employees enrolled in self-paced training courses. The success of the self-paced instruction was measured by confidence to perform learned skills on the job. Confidence scores were compared across learning style types and self-directed learning readiness. It was concluded that self-paced training programs can be effective for a variety of learning style preferences. Additionally, adult employees who are highly self-directed will experience greater success in self-paced instruction than those less self-directed. The implication for businesses and academic institutions seeking to employ technology based, self-instructional programs is that a return on investment can be maximized by an examination of the target audience. Training programs which are self-paced may not generate the desired success which will translate into effective job performance for those adults who are not ready for self-directed learning.