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Academic literature on the topic 'Learner behaviour management'

Author: Grafiati

Published: 25 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Learner behaviour management"

Lancaster, Alia, Scott Moses, Martyn Clark, and Megan C. Masters. "The Positive Impact of Deliberate Writing Course Design on Student Learning Experience and Performance." Journal of Learning Analytics 7, no. 3 (December 17, 2020): 48–63. http://dx.doi.org/10.18608/jla.2020.73.5.

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Learning management systems (LMSs) are ubiquitous components of the academic technology experience for learners across a wide variety of instructional contexts. Learners’ interactions within an LMS are often contingent upon how instructors architect a module, course, or program of study. Patterns related to these learner interactions, often referred to as learning analytics implementation (LAI), can be represented by combining system-level LMS data with course-level design decisions to inform more granular insights into learner behaviour. The purpose of this paper is to use the LAI framework, specifically the principles of coordination and comparison (Wise & Vytasek, 2017), to examine how learner interaction patterns associated with LMS-use variables correspond to deliberate learning design decisions and course outcomes for a group of courses in the same undergraduate writing program. Visualizations of learner activity exhibited similar patterns of learner engagement across courses, corroborating the observation that design decisions heavily influence learner behaviour. Predictive analyses demonstrated strong influence of LMS use on final grades while accounting for course instructor. That is, while page views were not related to final grade, the length of discussion entries was often predictive. These results suggest that students who practised writing more — the main learning objective of this course — had higher final grades, regardless of variations in instructor and semester.

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Chow, Cristelle, Cynthia Lim, and Koh Cheng Thoon. "Can an online clinical communication course impact learner behaviour?" Asia Pacific Scholar 5, no. 3 (September 1, 2020): 83–87. http://dx.doi.org/10.29060/taps.2020-5-3/sc2238.

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Background: Effective communication between doctors and patients leads to better compliance, health outcomes and higher doctor and patient satisfaction. Although in-person communication skills training programs are effective, they require high resource utilisation and may provide variable learner experiences due to challenges in standardisation. Objective: This study aimed to develop and implement an evidence-based, self-directed and interactive online communication skills training course to determine if the course would improve learner application of communication skills in real clinical encounters. Methods: The course design utilised the Kalamazoo Consensus framework and included videos based on common paediatric clinical scenarios. Final year medical students in academic year 2017/2018 undergoing a two-week paediatric clerkship were divided into two groups. Both groups received standard clerkship educational experiences, but only the intervention group (88 out of 146 total students) was enrolled into the course. Caregiver/patient feedback based on students’ clinical communication was obtained, together with pre- and post-video scenario self-reported confidence levels and course feedback. Results: There were minimal differences in patient feedback between intervention and control groups, but the control group was more likely to confirm caregivers’/patients’ agreement with management plans and provide a summary. However, caregivers/patients tended to feel more comfortable with the intervention compared to the control group. Median confidence levels increased post-video scenarios and learners reported gains in knowledge, attitudes and skills in paediatric-specific communication. Conclusion: Although online video-based communication courses are useful standardisation teaching tools, complementation with on-the-job training is essential for learners to demonstrate effective communication.

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Brouns, Francis, Hubert Vogten, José Janssen, and Anton Finders. "E-Portfolios in Support of Informal Learning." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (July 2014): 18–32. http://dx.doi.org/10.4018/ijhcitp.2014070102.

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Nowadays, informal learning is very much part of everyone's life, even when individuals are not aware that they engage in informal learning. Therefore it is vital that individuals and organisations become aware of the value of informal learning. Not only that, but individuals need to take control of their informal learning and make it known to others. This article illustrates how e-portfolios, as a store of learning activities and resulting products, can support reflection on the learning process by allowing learners to monitor their learning behaviour. Findings indicate that ease of use is crucial. User interface design should accommodate the needs of the learner to promote uptake of the tool. The e-portfolio has to be an integral part of the learner's working and learning processes, and assist the learner by tracking and presenting his learning activities for easy inclusion into the e-portfolio.

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Hietanen, Lenita. "Entrepreneurial learning environments: supporting or hindering diverse learners?" Education + Training 57, no. 5 (July 13, 2015): 512–31. http://dx.doi.org/10.1108/et-04-2014-0047.

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Purpose – This study focuses on the implementation of entrepreneurship education in non-business education at the basic education level and in class-teacher education in Finland. The subject to learn was music, which did not include any entrepreneurial content. Accordingly, this study looks closely at the way learners behave when studying music. The purpose of this paper is to see whether entrepreneurial behaviour is appropriate in non-business education. Design/methodology/approach – The study used the action research approach; in particular, it used the special teacher-as-researcher method. The analysis was based on content analysis. Findings – In this study, the teacher-researcher looked at entrepreneurial learning as experimenting with alternative learning methods and different learning contents. To ensure that every learner received the support they needed in their self-chosen tasks, peer learning was encouraged. Learners got the support they needed both from each other and from the teacher-researcher. Practical implications – Although this study was only carried once during some music lessons in one particular comprehensive school and once in one class-teacher education in Finland, the findings may prompt teachers in other subjects and other countries to add entrepreneurial activities to their learning environments. Originality/value – There is a lack of research into entrepreneurship education practices at lower educational levels and where education is not business-oriented. Using the entrepreneurial approach in general education raises another question: is the approach suitable for every learner? Neither of these facets has been studied in depth.

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Goulding, Jack, and Sharifah Syed-Khuzzan. "A study on the validity of a four-variant diagnostic learning styles questionnaire." Education + Training 56, no. 2/3 (April 8, 2014): 141–64. http://dx.doi.org/10.1108/et-11-2012-0109.

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Purpose – The purpose of this paper is to examine the use, construct, and pervasiveness of learning styles theory. Whilst extant literature has provided educational theorists with a temporal landscape for promoting or critiquing the surfeit of “models” and “diagnostic tools”, there has been little empirical research evidence undertaken on the adoption and adaptation of learning styles in the e-Learning environment, especially in respect of personalised learning environments (PLEs). In this respect, evidence identifies that the more thoroughly instructors understand the differences in learning styles, the better chance they have of meeting the diverse learning needs of their learners. Design/methodology/approach – The paper provides a critical review of the development of learning styles inventories and instruments of learning styles. It focuses specifically on the reliability, validity, and rubrics behind these models. A positivist stance was adopted, using a structured case study methodology with learners as the main unit of analysis. This was undertaken to statistically explore and confirm the validity and reliability of a Diagnostic Questionnaire (DQ). Findings – A new Diagnostic Learning Styles Questionnaire was developed based upon the amalgamation of three existing models of learning styles (Kolb; Honey and Mumford; and Felder and Silverman). Research findings identified four principal learning styles categories (A, B, C, D). These are supported by Cronbach's α results ranging from 0.57 to 0.80 for the learning styles within the DQ, which provides new insight into these relationships. Research limitations/implications – This research suggests that improved construct validity can be achieved if relationships are fully understood. However, research findings need to be countered by extending the embedded case study presented in this paper to include other case studies for comparison (within this context). Further research is also needed on examining learner traits in more detail with a wider data set. Practical implications – The DQ can be used to explore different approaches to use in learning environments. Specifically, it allows training providers to understand the nuances and dependencies associated with learner styles, behaviour, learner effectiveness, and motivation. Originality/value – This paper uncovers new understanding on the learning process and how this links to pedagogy and learning styles. It presents a mechanism for embedding a DQ into a PLEs.

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KIES, NADIA. "TOWARDS A BETTER EFL LEARNERS’ MANAGEMENT OF THEIR INDEPENDENT ENGLISH LANGUAGE LEARNING AT UNIVERSITY LEVEL." International Journal for 21st Century Education 3, no. 1 (June 30, 2016): 85. http://dx.doi.org/10.21071/ij21ce.v3i1.5650.

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This paper reports the results of a research work that has sought to investigate the characteristics of students’ management of their English language learning and has attempted to correlate it with effective, independent, autonomous learning. It stresses the importance of improving students ‘learning how to learn skills’ through implementing an instructional programme based on autonomy fostering. It is undeniable that the ultimate objective of Education is targeting quality assurance and enhancement for facing twenty first century education challenges. Therefore, the primary goal of higher education is to prepare learners to function independently and appropriately into this world in constant motion. It is our role as teachers to equip them with the necessary tools and skills so that they manage both content and the way to learn it and use it for future employability objectives. Major researches in the area of learner autonomy in language learning will be reviewed drawing the characteristics of the autonomous learning behaviour as well as the main variables influencing its practice. The research adhered to a descriptive interpretative type of research, where we have attempted to investigate whether students were able to manage, monitor and self-regulate their learning and make it more self-directed and more successful. Both qualitative and quantitative data were collected thanks to a triangulation of research tools used before and after the instruction in learning skills and competencies. Some of the results revealed that while for the majority of learners, autonomy fostering was welcomed and gave significant results, not all students were ready to function independently from a teacher for their language learning.

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Kingsley, Obasi Veronica. "Management of learning facilities." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 82–87. http://dx.doi.org/10.18844/prosoc.v6i7.4516.

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Facilities management is an integral part of the overall management of the school. The actualisation of the goals and objectives of education requires the provision, maximum utilisation and appropriate management of the facilities. The primary purpose of the teaching and learning process is to bring about in the learner desirable change in behaviour through critical thinking. These processes do not take place in a vacuum but rather in an environment structured to facilitate learning. As stated in the conference objective, the match between an individual’s characteristics with the learning environment together with the management of those learning environment is also important. Learning facilities management is a process that ensures that buildings and other technical systems support the operation of an organisation. This will improve the quality of teaching and learning facilities. A direct relationship exists between the quality of learning facilities provided and the quality of the products of the school. The physical environment of a school is a major determining factor in the attainment of its objectives. This paper describes the concept, nature, types of learning facilities, the need for learning facilities in the school and facility management methodologist. It recommended among others that school managers and teachers who constantly use learning facilities be given orientation on the maintenance of such facilities. Keywords: Learning, facilities, management and need for learning facilities.

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Manona, Wendy. "An Empirical Assessment of Dropout Rate of Learners at Selected High Schools in King William’s Town, South Africa." Africa’s Public Service Delivery and Performance Review 3, no. 4 (December 1, 2015): 164. http://dx.doi.org/10.4102/apsdpr.v3i4.102.

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This study investigated and analysed factors responsible for high dropout rate of learners at selected high schools in King William’s Town District, Province of the Eastern Cape. The aim of the study is provide an understanding into inherent problems of early exit of learners in the education sector, which impede the long-term production of professionals with bright future. The main findings of this study revealed that multiple motives, associated with individual characteristics of dropouts and social problems emanating from their family background and influence of the community, prompted learners to dropout. Moreover, learner dropout is inter alia caused by social factors such as lack of resources, the effect of poverty, orphans at school, the distance between the school and the community, drug abuse, pregnancy and HIV and AIDS prevalence in schools, gangsterism and learning barriers. The results of this research suggest that the government should make resources available with regard to scholar transport, school nurses to provide education awareness programmes in relation to early pregnancies, HIV and AIDS infection to improve attendance rate. The Department of Social Development should provide information with regard to benefits available to orphaned learners. The government should ensure sustainable provision of the school nutrition programme to alleviate hunger and poverty. School management should effectively regulate the behaviour of learners to promote discipline in schools so that substance abuse is eliminated.

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Belle, Louis Jinot. "Student Discipline Management: An Examination of the State Secondary School Principal’s Leadership in Mauritius." International Research in Education 6, no. 1 (January 18, 2018): 30. http://dx.doi.org/10.5296/ire.v6i1.12271.

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The purpose of this study was to determine the leadership approaches that state secondary school principals adopt in Mauritius in order to manage student discipline. Semi-structured interviews and non-participant observation were done in this multisite case study. Purposive convenient sampling was used to gather information from 84 participants. It was found that principals use visionary leadership, distributed leadership, learner leadership, inclusive leadership and ethical leadership. This is the result of the political and legal framework, the unwillingness of the educators to assume their professional commitment to discipline students, the complicated protocol to be observed by principals to address indiscipline, and the feeling of disempowerment of the principal to manage student behaviour due to the centralisation of the education system. The study recommends for a mix of leadership approaches to ensure effective student discipline.

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Healy, Michael. "Microcredential learners need quality careers and employability support." Journal of Teaching and Learning for Graduate Employability 12, no. 1 (April 15, 2021): 21–23. http://dx.doi.org/10.21153/jtlge2021vol12no1art1071.

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Providers, industry, and governments have embraced microcredentialing as a solution to the volatility and velocity of changes in labour markets, workplace competencies, and the needs of the 21st century lifelong learner (Oliver, 2019). However, microcredentials do not, in and of themselves, guarantee career or employment success. Seeking a microcredential is one adaptive career behaviour that people might enact in pursuit of their career goals (Lent & Brown, 2013). Similarly, holding a microcredential is one form of employability capital that people might highlight when seeking employment (Tomlinson & Anderson, 2020).

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Dissertations / Theses on the topic "Learner behaviour management"

Serakwane, Jane Mathukhwane. "Learner behaviour management practices of teachers in culturally diverse classrooms." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80517.

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Despite considerable interest among South African scholars in learner behaviour management in South African schools, there is little literature on learner behaviour management in the context of cultural diversity. The present study investigates this essentially neglected space by focusing on learner behaviour management practices of teachers in culturally diverse classrooms of a high school in the Tshwane South District within the Gauteng Department of Education, South Africa. Cultural diversity is used as a lens to explore the practices of teachers. The theoretical underpinnings of culturally responsive classroom management are used to describe and to interpret learner behaviour management practices of teachers to determine whether the approaches and the resultant strategies that they use are culturally responsive. A qualitative case study approach was used, and data was collected through semi-structured interviews that included critical incident narratives obtained from teachers, analysis of pertinent documents and observations of 10 culturally diverse teachers who teach the same class consisting of culturally diverse learners, as well as of the Discipline Officer and two additional teachers that were identified through snowball sampling. The findings revealed that learner behaviour management practices of most teachers are not culturally responsive. This is a result of factors such as lack of recognition of their own ethnocentrism and biases, as demonstrated mainly by their unrealistic expectations, pessimistic attitudes and stereotyping perceptions; ignorance of learners‟ cultural backgrounds, as demonstrated mainly by teachers‟ denial and minimisation of the importance of understanding learners‟ cultural backgrounds (leading to misinterpretation of the behaviours of culturally different learners); lack of commitment to building a caring classroom community; lack of consciousness of the broader social, economic and political context of the South African education system; and lack of ability to apply culturally responsive classroom management strategies, which is exacerbated by lack of teacher education and development in this regard. The implication of these findings is that teachers need to possess an ethnorelative mindset, and to be interculturally competent. A key recommendation is that teachers should endeavour to move away from ethnocentrism towards being ethnorelative by developing an inclusive outlook, accepting cultural differences and adapting their perspective to take the cultural differences that influence learner behaviour into account. The study also recommends that teacher education programmes should prioritise teacher development on intercultural issues and the acquisition of intercultural competencies, as these aspects are crucial for teachers to appropriately manage the behaviours of learners whose cultural backgrounds are different from their own.
Thesis (PhD)--University of Pretoria, 2020.
Education Management and Policy Studies
PhD
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Philander, Rochelle. "Management of children with sexual behaviour problems, between the ages of five to nine years old, by educators and social workers." University of the Western Cape, 2018. http://hdl.handle.net/11394/6404.

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Magister Artium - MA (Child and Family Studies)
The Management of children, younger than twelve years of age, who pose a risk to other children, remains complex and confusing. When their behaviour includes sexual aggression towards other children, ignorance about how to manage them becomes even more challenging. Society has an expectation that any sexual aggressor should be punished, however, when the aggressor is younger than ten years old, different responses are necessary. The aim of this current study was to explore the management of learners with sexual behaviour problems, within the primary school setting. The main question underpinning this study was: How are children, aged five-to-nine-years, with sexual behaviour problems, managed by social workers and educators? A qualitative methodology, with focus group discussions and semi-structured interviews were used to conduct this study. Educators from primary schools, as well as social workers from the Western Cape Education Department, were purposively selected to form the sample for this study. Focus group discussions were conducted with the educators, while semi-structured interviews were conducted with the social workers.

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Brown, Mark Jonathan. "Teacher perceptions of factors influencing classroom management practices: A comparative case study of two public high schools in the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/6623.

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Magister Educationis - MEd
Teachers in schools located in disadvantaged areas are increasingly required to address poor learner behaviour, which makes teaching and the completion of the curriculum a great challenge to teachers. This raised the need to explore teacher views of the effectiveness of the different classroom management strategies teachers’ use and their value in addressing learner behaviour and achievement. This research therefore focussed on understanding classroom management issue from the perspective of teachers. The broad aim of this study was thus to compare teacher perceptions of the factors that contributed to effective classroom management practices in two public high schools located in a historically disadvantaged community. An eco-systemic theoretical lens is used to illuminate an understanding of the complexity of school systems and factors which influence classroom management (CRM). This relates to a Whole School Development (WSD), an approach in which all elements of organisational life and stakeholders are involved to find a solution for a problem – in this case reducing the complexities of the school system in addition to the factors influencing CRM by involving all stakeholders possible.

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Van, der Linde Engela Susanna. "The management of discipline of learners in special schools." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78503.

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The lack of learner discipline in ordinary schools is a universal concern. Managing learners’ discipline is even more challenging in special schools since learners with special educational needs (LSEN) struggle with a wide range of difficulties that impact their behaviour. Many of these learners do not readily recognise authority and have a very hard time following school rules. These are often secondary problems stemming from primary conditions, such as communication disorders which are complex and difficult to manage. This case study was conducted at a special school in the Gauteng province of South Africa. A sample of 18 members participated in the study by answering semi-structured interview questions. The goal of this qualitative study was to answer the main research question: How do special schools manage learner discipline? To do this, the nature, intensity and frequency of the disciplinary issues of learners in special schools had to be explored. The unique challenging and disruptive behaviours of individual learners in special schools include but are not limited to ADHD-associated behaviours, extreme aggressiveness, the throwing of tantrums, verbal abuse and direct threats towards teachers and other learners, hitting, biting and scratching teachers, severe defiance, and severe bullying. These behavioural challenges have a negative impact on both the quality of teaching and learning as well as on the safety and security of all school stakeholders. The findings of this study were interpreted through the theoretical lens of the social model of disability, as learners in special schools are accommodated using measures implemented from a social premise. While using the medical model of disability as a base, teachers and other staff at the research site currently apply the principles of the social model of disability to accommodate learners with behavioural problems in spite of the limitations of this model. These environmental accommodative measures have also proven successful in removing spatial barriers and assisting the staff in managing learner behaviour. This study used Charles’ (1989) definition concept as a working definition for the management of discipline in schools focusing on preventive, supportive and corrective discipline. The literature review focussed on these concepts in relation to the management of discipline of learners with special educational needs. As postulated by Charles (1989), the goal of preventative discipline is to prevent disruptive behaviour before it occurs. In terms of preventative disciplinary measures, the school chosen for this study used its code of conduct alongside the well-established classroom rules to serve as the basis for managing learner behaviour. Supportive discipline, on the other hand, refers to support strategies that are developed to assist an individual acquire social and behavioural competence. In line with existing literature, effective supportive disciplinary measures are focused on individualised strategies developed by multi-disciplinary teams to assist individual learners. It must be noted that parental input and support is a vital component of this process. The findings of this study, which are detailed in the closing chapter of the dissertation, indicate that the environmental accommodations made for learners from the premise of the social model of disability are, to an extent, successful in removing environmental barriers within the educational context and assisting staff in managing learner behaviour. The third pillar of discipline management, corrective discipline, refers to measures that help redirect poor behaviour when it does occur. This is aligned to Charles’ (1989) definition of discipline. Corrective discipline is therefore not a punitive disciplinary measure, but instead focuses on providing individual support to help correct current behavioural patterns and prevent further inappropriate behaviours from developing.
Dissertation (MEd)--University of Pretoria, 2020.
Education Management and Policy Studies
MEd
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De, Waal Neil-Owen. "Teachers' understanding of their learners' behaviour in the classroom." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53080.

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Thesis (MEdPsych)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: Despite the fact that a large proportion of learners in schools today is seen as displaying behavioural problems / difficulties, the area of teachers understanding the learners' needs to behave in a certain way is underresearched. A review of traditional psychological literature also suggests that the area of teachers' understanding of their learners' behaviour in the classroom is a marginalised subject. It is generally postulated that teachers have a profound influence on learners and how they behave. A teacher's understanding of a learner's behaviour, or the lack thereof, could be accompanied by a host of psychological and social consequences. The focus of this study will be to determine whether teachers understand the need/function of their learners' behaviour in the classroom. A qualitative study will be conducted. The instrument to be employed in the study is a self-constructed questionnaire and focus group interviews to clarify certain responses to the questionnaire. These will be administered to teachers at two mainstream primary schools in Bonteheuwel. Content and thematic analysis will be used to analyse the data. The primary aim of the study is to determine teachers' understanding of their learners' difficult/inappropriate/unacceptable behaviour in the classroom. The understanding of learners' behaviour in the classroom will inform teachers of the intervention strategies and behaviour management programmes to be used.
AFRIKAANSE OPSOMMING: Ondanks die feit dat 'n aansienlike aantal leerders in skole gedragsprobleme ervaar, bly die begrip van onderwysers aangaande leerders se onderliggende motivering vir hul gedrag 'n braak navorsingsarea. 'n Oorsig van sielkundige literatuur insinieër dat onderwysers se verstaan van hul leerders se gedrag in die klaskamer erg gemarginaliseerd is. Dit word algemeen gepostuleer dat onderwysers 'n fenomenale invloed op leerders en hulle gedrag het. 'n Onderwyser se begrip (verstaan) aangaande 'n leerder se gedrag of gebrek daaraan, gaan heel waarskynlik gepaard met verskeie sielkundige asook sosiale gevolge. Hierdie studie sal voorts probeer om vas te stelof onderwysers die behoefte/funksie van hul leerders se gedrag in die klaskamer verstaan. 'n Kwalitatiewe studie salonderneem word. 'n Self gekonstrueerde vraelys, asook fokus groep onderhoude, met die doelom sekere response op die vraelys uit te klaar, sal as instrument gebruik word. Die vraelys sowel as die fokus groep onderhoude sal aan onderwysers van twee hoofstroom primêre skole in Bonteheuwel geadminstreer word. Inhouds- en tematiese analise sal gebruik word om die data te analiseer. Die pnrnere doel van die studie sal wees om onderwysers se begrip rondom hulle leerders se moeilike/ontoepaslike/onaanvaarbare gedrag in die klaskamer vas te stel. Die verstaan (begrip) van leerders se gedrag in die klaskamer sal meer lig werp op intervensiestrategieë, asook gedragsbestuurprogramme wat deur onderwysers gebruik kan word.

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Saborse, Jacob A. "Cultural Breakdown of Learned Avian Alarm Calls: Implications to Management and Conservation." Youngstown State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1321976985.

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Ozturk, Seval. "The Relationship Between Learned Resourcefulness And Conflict Behaviors." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607366/index.pdf.

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The purpose of the present study was to investigate the relationships of learned resourcefulness and conflict behaviors of university students. The sample of the study consisted of 393 (253 females, 140 males) volunteered undergraduate students from Faculty of Education in Middle East Technical University in Ankara. The data were gathered by administering two instruments, namely Rosenbaum&rsquo
s Self-Control Schedule (SCS) and Conflict Behaviors Questionnaire (CBQ). The results of MANOVA employed to CBQ scores revealed significant main effects for learned resourcefulness groups and gender. The interaction effect of gender and learned resourcefulness levels was not significant. The results of ANOVA yielded a significant difference between high and low learned resourcefulness groups in collaborating behavior, indicating that, as compared to low resourceful group, high resourceful group reported higher usage of collaborating behavior in conflict situations. Findings also seemed to suggest that, in conflict situations, those in the high resourcefulness group tended to use compromising behaviors more than those in low resourcefulness group. No significant difference was found in any of the other conflict behaviors as a function of learned resourcefulness.

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Al-Aulamie, Abdullah. "Enhanced technology acceptance model to explain and predict learners' behavioural intentions in learning management systems." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/323773.

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E-learning has become the new paradigm for modern teaching moreover, the technology allows to break the resurrection of time and place by enabling people to learn whenever and wherever they want. In information system research, learners' acceptance of e-learning can be predicted and explained using technology acceptance models. This research developed enhanced technology acceptance model to explain students' acceptance of learning management systems (LMSs) in Saudi Arabia. The research model aims to investigate the viability of TAM constructs in a nonwestern country. Moreover, due to the cultural impact of the Saudi Arabian culture towards genders, the research addresses the moderating effect of gender towards LMSs acceptance. The developed model variables identification focuses on two motivation aspects, extrinsic and intrinsic. The developed model consisted of ten variables in total, which can be categorised into three groups. First, the extrinsic variables consisting of information quality, functionality, accessibility, and user interface design. Second, the intrinsic variables are consisting of computer playfulness, enjoyment, and learning goal orientation. Third, the TAM variables consisting of perceived usefulness, perceived ease of use and behavioural intention. Moreover, to validate and examine the developed model, a questionnaire tool was developed for data collection. Furthermore, the data was collected from electronically from three universities over six weeks. The research findings supported the developed model. Additionally, the identified variables were good critical in predicting and explaining students' acceptance of LMSs. The research applied structural equation modelling for statistical analysis using IBM AMOS. The research results confirmed the applicability of the developed model to explain the Saudi students' acceptance of LMSs. The developed model explained high variance among the dependent variables outperforming the excising models. The research improved the explanatory power of the TAM model through the identified variables. Furthermore, the research results showed that the extrinsic variables were stronger predictors of students' perceived usefulness, perceived ease of use and behavioural intention. In addition, the results showed that males and females perception towards the LMS was significantly different. The male students' acceptance towards LMSs was higher than females. Moreover, enjoyment was the stronger determinant of females' behavioural intention.

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Venter, Catharina Helena. "Determining the need for environmental education in the curriculum of management learners on tertiary level / Catharina Helena Venter." Thesis, North-West University, 2008. http://hdl.handle.net/10394/4155.

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Dwindling natural resources, the impact of the green house effect and infrastructure that is resource intensive are becoming a global problem. Signs of unsustainability can be identified in various events worldwide. T he above poses an important quest ion: who should be responsible for the protection of natural resources? This question is debatable when reference is ma de to groups such as governments, consumers and business organisations. However, the destruction of the environment cannot continue and it becomes a problem that should be pondered by humanity at large. This leads to the role of education in environmental protection, and in this study specifically to the education of managers. An organisation's base rests on management's philosophy, values, vision and goals. Clearly, a manager 's influence can have immense influence on the organisation, its goals and involvement in environmental protect ion. Taking the above into consideration, this study's objective is to determine if environmental education should be included in the curriculum of management learners on tertiary level. To achieve this objective, exploratory research-was used-to learn more about the dilemma or problem identified. Through interviews (qualitative research) with interest groups such as managers, lecturers and learners in management studies, the attitude of these groups were tested regarding the above objective. Based on the study the following recommendations could be made: • The state of the environment is of great concern and is a global phenomenon affecting all humanity, not only certain groups. • Managers can play a much greater role in the protection of the environment. • Governments and people in leadership positions should decide and put legislation in place that could play an important role in the protection of the environment.
Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.

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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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Books on the topic "Learner behaviour management"

Myers, M. Scott. Rhymes of the ancient manager: Leadership in the new age : 25 lessons learned. Fort Walton Beach, Fla: Choctaw Publishing, 1994.

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Collis, Mark. Becoming responsible learners: Strategies for positive classroom management. Portsmouth, NH: Heinemann, 1990.

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Joan, Dalton, ed. Becoming responsible learners: Strategies for positive classroom management. Armadale, Australia: Eleanor Curtain Publishing, 1990.

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D, Brownell Kelly, and LEARN Education Center, eds. The LEARN program for weight management 2000: Lifestyle, exercise, attitudes, relationships, nutrition. Dallas, Tex: American Health Pub. Co., 2000.

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Levin, Martin P. All I know about management I learned from my dog. New York: Skyhorse Pub., 2011.

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Motivating defiant and disruptive students to learn: Positive classroom management strategies. Thousand Oaks, Calif: Corwin Press, 2012.

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Jones, Melissa M. Within our reach: Behavior prevention and intervention strategies for learners with mental retardation and autism. Reston, VA: Division on Mental Retardation and Developmental Disabilities of the Council for Exceptional Children, 1998.

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1931-, Vlasin Raymond, ed. Increasing the odds for high-performance teams: Lessons learned. East Lansing: Michigan State University Press, 2006.

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Foote, Whyte William. Social theory for action: How individuals and organizations learn to change. Newbury Park: Sage Publications, 1991.

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Bruno, Trezzini, Lambe Patrick 1960-, Al-Hawamdeh Suliman, and Information and Knowledge Management Society., eds. People, knowledge and technology: What have we learnt so far? : proceedings of the first iKMS International Conference on Knowledge Management, Singapore, 13-15 December 2004. Singapore: World Scientific, 2004.

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Book chapters on the topic "Learner behaviour management"

Bost, Mel. "Avoiding Traps Where Structure Influences Behavior." In Project Management Lessons Learned, 119–26. Boca Raton, FL : CRC Press, [2018]: Auerbach Publications, 2018. http://dx.doi.org/10.1201/9780429490361-20.

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Sturmey, Peter. "Failing to Learn from John Connolly: Current Use of Restraint and Seclusion." In Reducing Restraint and Restrictive Behavior Management Practices, 93–117. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17569-0_6.

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Yabe, Tomoki, Teruhiko Unoki, Takayuki Kunieda, Yusuke Kometani, Naka Gotoda, Ken’ichi Fujimoto, Toshihiro Hayashi, and Rihito Yaegashi. "A Support System for Viewing Lecture Contents Adapted Students Understanding - Study on Question Behavior to Grasp Learner’s Understanding Situation -." In Human Interface and the Management of Information. Visual Information and Knowledge Management, 392–401. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22660-2_28.

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Phajane, Masello Hellen. "Strategies to Enhance the Most Effective Classroom Management Techniques and Practices." In Paradigm Shifts in 21st Century Teaching and Learning, 252–69. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3146-4.ch016.

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The purpose of this chapter is to explore and determine the most effective classroom management techniques and practices. This chapter includes a full review and critical analysis of research and literature associated with classroom discipline and ongoing management to promote positive learning. Owing to the diverse population of learners, changes in cultural behaviours, and the social and emotional pressure children experience, the classroom environment has become disorderly. Teachers need an effective classroom management plan that would help bring order and productive learning back into the classroom. As teachers learn more about a variety of classroom management approaches, they can sample techniques that would fit their needs. Not all classroom management programmes are geared to the same grade levels. Therefore, teachers can choose programmes that will best satisfy the needs of their own classroom's grade level. Teachers can choose between an approach for individual classrooms and a whole school approach to enhance learner behaviour.

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Nakayama, Minoru, Hiroh Yamamoto, and Rowena Santiago. "Online Learning Management and Learners’ Behavior." In Developing and Utilizing E-Learning Applications, 155–74. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-791-2.ch009.

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Online learning has been playing a major role in university teaching across the world. For three consecutive years, the authors have surveyed bachelors and masters students who were enrolled in online courses at a Japanese university, in order to study learners‘ behavior while they are engaged in online courses. It was also their goal in this study to identify learning strategies and instructional design techniques that can contribute to the development of e-learning standards and can be applied to online course design and management. This book chapter will discuss how these issues were addressed using the survey data collected over three years, and based on the results of data analyses, provide a discussion of some guiding principles for the design and implementation of online learning.

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Muñoz, Karla, Paul Mc Kevitt, Tom Lunney, Julieta Noguez, and Luis Neri. "Affective Educational Games and the Evolving Teaching Experience." In Computer Games as Educational and Management Tools, 206–28. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-569-8.ch013.

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Teaching methods must adapt to learners’ expectations. Computer game-based learning environments enable learning through experimentation and are inherently motivational. However, for identifying when learners achieve learning goals and providing suitable feedback, Intelligent Tutoring Systems must be used. Recognizing the learner’s affective state enables educational games to improve the learner’s experience or to distinguish relevant emotions. This chapter discusses the creation of an affective student model that infers the learner’s emotions from cognitive and motivational variables through observable behavior. The control-value theory of ‘achievement emotions’ provides a basis for this work. A Probabilistic Relational Models (PRMs) approach for affective student modeling, which is based on Dynamic Bayesian Networks, is discussed. The approach is tested through a prototyping study based on Wizard-of-Oz experiments and preliminary results are presented. The affective student model will be incorporated into PlayPhysics, an emotional game-based learning environment for teaching Physics. PRMs facilitate the design of student models with Bayesian Networks. The effectiveness of PlayPhysics will be evaluated by comparing the students’ learning gains and learning efficiencies.

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Kolko, David J., and Eric M. Vernberg. "Basic Parent Management Skills: Using Consequences to Correct Problem Behavior." In Assessment and Intervention with Children and Adolescents Who Misuse Fire, 113–22. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190261191.003.0011.

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This chapter reviews parenting techniques and provides and in depth discussion of the parent’s use of consequences to the child’s behavior. It teaches how to identify problem behaviors and desired behaviors, and provides the use of point systems as a way to improve child behavior. Topics covered include ensuring consequences are logical and suitable; removing a reward or privilege; and making restitution to another person after causing that person to suffer a loss or an injury, particularly by misuse of fire. There is a discussion of a home management (consequence) program, including a rationale for combining positive and problem behaviors in one program. Forms and worksheets from the appendix are used for parents to learn and review the concepts discussed. Potential problems to home practice are addressed.

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Tu, Chih-Hsiung, Cherng-Jyh Yen, J. Michael Blocher, and Junn-Yih Chan. "A Study of the Predictive Relationship between Online Social Presence and ONLE Interaction." In Cyber Behavior, 1731–44. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5942-1.ch090.

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Open Network Learning Environments (ONLE) are online networks that afford learners the opportunity to participate in creative content endeavors, personalized identity projections, networked mechanism management, and effective collaborative community integration by applying Web 2.0 tools in open environments. It supports social interaction by integrating User-Generated Content, Participatory Web, digital identities, social and networking linkages, and collaborative learning community to allow learners manage and tailor their social presence. The purposes of this study were to assess the predictive relationship between online social presence and overall ONLE's social interaction and examine the predictive relationships between online social presence and four dimensions of ONLE's interaction (i.e., cognitive, social, networking, and integration). The results of this study did not support the role of online social presence as a predictor for overall ONLE's social interaction. Although social presence can serve as a predictor for networking and integration dimensions, social presence cannot serve as a predictor for cognitive and social dimensions. This study suggests CMC and ONLE have different dynamics in social interaction. ONLE focuses on “social and “networking” linkages to transform online learners into “network learners” to project their ideal and preferred “network social presence” rather than online social presence.

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"Motivation theory and the management of motivation to learn in school." In Understanding Pupil Behaviour in School, 267–83. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203064122-24.

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"Emotions in Organisational Behaviour." In Emotion-Based Approaches to Personnel Management, 1–21. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8398-1.ch001.

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In this chapter, the authors cover the basic concepts around emotion. In particular, they present an historical introduction of emotion theories, while offering several definitions of emotion, as well as research findings in the past decades. You will be introduced to the major exponents of emotion theory, such as Darwin, James, Freud, Arnold, Lange, Averill, Hochschild, and many more. At the end of the chapter, the reader should have a better understanding of the theoretical background needed to appreciate the importance of emotion in the workplace. After the conclusions, there is a comprehensive section of further readings, for those who would like to learn more about these topics.

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Conference papers on the topic "Learner behaviour management"

Ainscough, Louise, Richard Leung, Kay Colthorpe, and Tracey Langfield. "Characterizing university students’ self-regulated learning behavior using dispositional learning analytics." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9153.

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Learning analytics can be used in conjunction with learner dispositions to identify at-risk students and provide personalized guidance on how to improve. Participants in the current study were students (n=192) studying a first year anatomy and physiology course. A two-step cluster analysis was performed using learning analytics data from the learning management system and self-regulated learning behavior from meta-learning assessment tasks. Three clusters of students were identified – high, medium and low self-regulated learners. High self-regulated learners were engaged with the meta-learning tasks, reported the most self-regulated learning strategies and used new strategies during semester. They also had the highest academic achievement. Compared to low self-regulated leaners, medium self-regulated learners were more engaged in the meta-learning tasks and used more learning strategies during semester, including new strategies; however, both medium and low self-regulated learners had similar levels of academic achievement. It is possible that the medium self-regulated learners represent students who were attempting to improve their learning, but had not yet found strategies that were right for them. Future evaluation of academic performance may determine whether the attempts to improve learning by medium self-regulated learners distinguishes them from low self-regulated learners in the later years of their study.

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Ma, B., R. Y. G. Lim, M. H. Toh, and H. Y. Ng. "Positive behaviour changes through learn-practice-implement leadership behavioural standards." In 2017 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2017. http://dx.doi.org/10.1109/ieem.2017.8289844.

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Zeller, Arnaud, and Pascal Marquet. "Impact of GUI personalization of a word processor on a learning activity course." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11279.

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This research investigates the impact of an activity of personalization of a graphical user interface by the learners, on their behavior of using the ILE. The analysis conducted is based on an exploitation of the interaction traces between the learner and the interface of a word processor software with advanced personalization and auto-writing features including training of spelling and a learning analytics management module. The results show that, several variables related to the facilitation conditions recognized by the ILE partly explain the writing activity. Navigation variable can be correlated with the knowledge of customization possibilities. If the automatic sentence generator has no significant effect on the number of misspellings found in the documents submitted, the intention to personalize the interface seems to have a greater effect than the act of personalization itself. But the impact of the personalization process on learning outcomes is still to be established.

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Nakamura, Taichi, Yuko Kitaura, Hiroshi Maruyama, and Akio Takashima. "Analysis of Learners' Behavior in Role-Play Training for Project Management Education." In 2009 Ninth IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2009. http://dx.doi.org/10.1109/icalt.2009.81.

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Wen, Miaomiao, and Carolyn Penstein Rose. "Identifying Latent Study Habits by Mining Learner Behavior Patterns in Massive Open Online Courses." In CIKM '14: 2014 ACM Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2661829.2662033.

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Phithak, Thawatphong, Supachanun Wanapu, Narodom Kittidachanupap, and Sorachai Kamollimsakul. "Expectations and Self-Regulated Learning Behaviors of Thai MOOC Learners." In ICBIM '18: The 2nd International Conference on Business and Information Management. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3278252.3278271.

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Peng, Yu-Chi, Jon-Chao Hong, Yi-Chen Chang, and Tzu-Wei Chen. "E-mail as reminder enhance self-regulated learning on the second language learner behavior." In 2012 IEEE Symposium on E-Learning, E-Management and E-Services (IS3e). IEEE, 2012. http://dx.doi.org/10.1109/is3e.2012.6414962.

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Pradubwate, Rathapol, Nutteerat Pheeraphan, Naruemon Sirawong, and Nipada Trirat. "Characteristics and Learning Behavior of Active Learners on SWU-MOOC." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377603.

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Theptudborvomnun, Chonwarin, Wipavan Narksarp, Parham Porouhan, Poohridate Arpasat, Sarayut Intarasema, and Wichian Premchaiswadi. "Analysis of Learners' Participative Behavior from Active Learning Management by Process Mining Technique." In 2020 18th International Conference on ICT and Knowledge Engineering (ICT&KE). IEEE, 2020. http://dx.doi.org/10.1109/ictke50349.2020.9289866.

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Chiu, Hsiao-Ya. "Profiling Learners Behavior: A Multi-agent Approach to Support Diagnosis in Learning Management System." In 2008 Third International Conference on Convergence and Hybrid Information Technology (ICCIT). IEEE, 2008. http://dx.doi.org/10.1109/iccit.2008.402.

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