Relevant bibliographies by topics / Learners

Contents

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

Academic literature on the topic 'Learners'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Learners"

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Jabbour, Khayrazad Kari. "Presents Spoken Texts in Multimedia Instructions as an Alternative to Printed Texts." Journal of Education and Vocational Research 3, no. 9 (September 15, 2012): 297–302. http://dx.doi.org/10.22610/jevr.v3i9.81.

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Multimedia instructions refer to presentations that contain graphics and texts information. The graphics can include pictures, drawings, diagram, chart, animation, video, or simulations. In addition, texts can include printed texts or spoken texts. Multimedia education occurs when learners create mental representations caused by combining texts and relevant graphics simultaneously in lessons. Research evidence shows that not all multimedia instructions are equally useful. How can we use multimedia instructional to help learners to grasp knowledge? Do learners learn better when multimedia instructions present spoken text in multimedia instructions as an alternative to printed text principle? This article examines whether there is any benefit on supplementing spoken text with multimedia. Specifically, do learners learn more from spoken text and graphics, rather than from printed text and graphics? Meaningful learning engages the learner into excessive cognitive load processing during learning; on the other hand, the learner’s cognitive capacity is limited. For that, reasons multimedia instructional designers must take into account the learner's cognitive load processing. One of the obstacles of multimedia instructions is the possibility of overloading the learners’ cognitive capacity. Multimedia instructional designers must design multimedia instruction in ways that minimize the possibility of overloading the learners’ cognitive capacity. Also will examines the limitations of presenting spoken rather than printed texts; Reasons for presenting spoken rather than printed texts; Evidence for Using Spoken Rather Than Printed Text; And when this principle applies.
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Crafford, Gerrie, and Benjamin Rosman. "Improving Reinforcement Learning with Ensembles of Different Learners." MATEC Web of Conferences 370 (2022): 07008. http://dx.doi.org/10.1051/matecconf/202237007008.

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Different reinforcement learning (RL) methods exist to address the problem of combining multiple different learners to generate a superior learner. These existing methods usually assume that each learner uses the same algorithm and/or state representation. We propose an ensemble learner that combines a set of base learners and leverages the strengths of the different base learners online. We demonstrate the proposed ensemble learner’s ability to combine the strengths of multiple base learners and adapt to changes in base learner performance on various domains, including the Atari Breakout domain.
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Park, Kinam, Hyesung Ji, and Heuiseok Lim. "Development of a Learner Profiling System Using Multidimensional Characteristics Analysis." Mathematical Problems in Engineering 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/652623.

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We propose a learner profiling system that uses the multidimensional characteristic analysis of learners. For this purpose, a real-time monitoring system for learners was developed and then used to extract information of the characteristics of learners that appear in learning environments. The extracted information on the characteristics of learners is automatically constructed into personalized learner profiles through the learner profiling system. The contents of learner profiles consist of the cognitive ability of learners, the learning condition, and teacher assessment. To verify the effectiveness of the proposed study method, profiles of actual learners were constructed, with 210 elementary school students as subjects. As a result, the group that learned using the learner profiling showed a significant level of satisfaction in comparison to the group that did not use learner profiling. From this, it was demonstrated that the learner profiling system proposed in this paper could enhance learning effectiveness.
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Bourkoukou, Outmane, and Essaid El Bachari. "Toward a Hybrid Recommender System for E-learning Personnalization Based on Data Mining Techniques." JOIV : International Journal on Informatics Visualization 2, no. 4 (August 7, 2018): 271. http://dx.doi.org/10.30630/joiv.2.4.158.

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Personalized courseware authoring based on recommender system, which is the process of automatic learning objects selecting and sequencing, is recognized as one of the most interesting research field in intelligent web-based education. Since the learner’s profile of each learner is different from one to another, we must fit learning to the different needs of learners. In fact from the knowledge of the learner’s profile, it is easier to recommend a suitable set of learning objects to enhance the learning process. In this paper we describe a new adaptive learning system-LearnFitII, which can automatically adapt to the dynamic preferences of learners. This system recognizes different patterns of learning style and learners’ habits through testing the psychological model of learners and mining their server logs. Firstly, the device proposed a personalized learning scenario to deal with the cold start problem by using the Felder and Silverman’s model. Next, it analyzes the habits and the preferences of the learners through mining the information about learners’ actions and interactions. Finally, the learning scenario is revisited and updated using hybrid recommender system based on K-Nearest Neighbors and association rule mining algorithms. The results of the system tested in real environments show that considering the learner’s preferences increases learning quality and satisfies the learner.
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Ho, Kevin K. W. "The Role Of Learners' Academic Background On E-Learning." International Journal of Systems and Service-Oriented Engineering 4, no. 4 (October 2014): 51–64. http://dx.doi.org/10.4018/ijssoe.2014100104.

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Nowadays, instructional technologies are the enabler for educators to have more choices in course planning, course design, and lecturing. These technologies not only strengthen the communication between instructors and learners, but also let the learners get an easily access their course materials at anytime and from anywhere. As a result, many educational institutes, including formal universities and online educational service providers, are now using E-learning technologies to deliver their courses as pure online courses or hybrid courses. In this research, the effectiveness of using online discussion forum in teaching is evaluated based on five teaching criteria related to knowledge construction process: learner's motivation, learner's independence, learner-learner interaction, learner-instructor interaction, and learner's satisfaction. The author's findings indicated that IT majors are more positive towards the use of online discussion forum in E-learning.
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Hua, Xin, Hongchen Zhang, Feihong Xie, Juntian Wei, Junjia Wei, and Huimin Li. "Research on Learner Modeling and Curriculum Recommendation Based on Emotional Factors." Journal of Sensors 2022 (May 17, 2022): 1–9. http://dx.doi.org/10.1155/2022/3296713.

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With the increasing with the number of courses, learners cannot find the courses they need quickly. Therefore, the primary problem to change the efficiency of online courses is to recommend corresponding courses for a certain group of people according to their needs. Learner characteristics are an important aspect of reflecting learner preferences, and learner models are abstract representations and descriptions of learner characteristics. It is necessary to enhance the use of online courses among students; we must build a relatively comprehensive curriculum model. At present, the construction of learner model is mostly based on cognitive level and learning style, ignoring the emotion expressed by learners to the curriculum, and emotion is a very important characteristic of learners. In order to establish a perfect learner model, it is necessary to incorporate learners’ aspect emotion into the learner model to make the course recommendation process more accurate. Firstly, based on the attention mechanism long-term and short-term memory network, this paper extracts the learner’s aspect emotion to the curriculum from the learner’s curriculum review. At the same time, it studies various characteristics, such as demography, cognitive level, motor behavior, and learning style. By establishing a perfect model integrating researchers’ emotional state, finally, the complex interaction between learner characteristics and curriculum characteristics is modeled by using deep factor natural decomposition, so as to achieve accurate curriculum recommendation. In this study, the learner’s aspect emotion is included in the construction of learner model and enriched and perfected the learner model. It provides a reference for the theoretical research and applied research of learner model and has reference significance. At the same time, combining Deep learning can improve the accuracy of course recommendation, help learners’ learning efficiency and personalized learning quality, and also contribute to the long-term development of online platform. The mathematical modeling in this paper uses learning analysis technology and general factor model based on matrix factorization to calculate and uses factorization machine to reduce the dimension of high-dimensional data, which is efficient and accurate.
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Pal, Saurabh, Pijush Kanti Dutta Pramanik, Aranyak Maity, and Prasenjit Choudhury. "Learner question’s correctness assessment and a guided correction method: enhancing the user experience in an interactive online learning system." PeerJ Computer Science 7 (May 25, 2021): e532. http://dx.doi.org/10.7717/peerj-cs.532.

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In an interactive online learning system (OLS), it is crucial for the learners to form the questions correctly in order to be provided or recommended appropriate learning materials. The incorrect question formation may lead the OLS to be confused, resulting in providing or recommending inappropriate study materials, which, in turn, affects the learning quality and experience and learner satisfaction. In this paper, we propose a novel method to assess the correctness of the learner's question in terms of syntax and semantics. Assessing the learner’s query precisely will improve the performance of the recommendation. A tri-gram language model is built, and trained and tested on corpora of 2,533 and 634 questions on Java, respectively, collected from books, blogs, websites, and university exam papers. The proposed method has exhibited 92% accuracy in identifying a question as correct or incorrect. Furthermore, in case the learner's input question is not correct, we propose an additional framework to guide the learner leading to a correct question that closely matches her intended question. For recommending correct questions, soft cosine based similarity is used. The proposed framework is tested on a group of learners' real-time questions and observed to accomplish 85% accuracy.
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Jia, Bao Xian. "Application and Research of Data Mining in Micro Course Platform Construction." Advanced Materials Research 962-965 (June 2014): 3003–6. http://dx.doi.org/10.4028/www.scientific.net/amr.962-965.3003.

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Data mining can be used to make modeling for individual learner's usage record, combining with learner's basic information to make analysis of his habits, personal preferences to provide personalized service for the learner. At the same time by collecting and counting learners’ recent access information in micro course platform to analyse the learning content, compare and match with mining pattern, and to sort according to the matching degree, forecasting the most possible knowledge for the learner in the next step, attaching sorting result to the end of the learner’s requested page, for the learning content recommendation consequently, etc. Paper mainly introduced the specific application of data mining in micro course platform BBS. Key words: data mining, micro courses, personalized recommendation
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Mohamed, Hafidi, and Mahnane Lamia. "A New Approach of an Intelligent E-Learning System Based On Learners' Skill Level and Learners' Success Rate." International Journal of Web-Based Learning and Teaching Technologies 10, no. 2 (April 2015): 13–25. http://dx.doi.org/10.4018/ijwltt.2015040102.

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Learners usually meet cognitive overload and disorientation problems when using e-learning system. At present, most of the studies in e-learning either concentrate on the technological aspect or focus on adapting learner's interests or browsing behaviors, while, learner's skill level and learners' success rate is usually neglected. In this paper, the authors propose an online course generation based not only on the difficulty level of a learning unit, but also the changing learning performance of the individual learner during the learning process. Therefore, considering learner's skill level and learners' success rate can promote personalized learning performance. Learners' skill level is obtained from pre-test result analysis, while learners' success rate is acquired through specific tests after completing a learning unit. After computing success rate of a learning unit, the system then modifies the difficulty level of the corresponding learning unit to update courseware material sequencing. Experiment results indicate that applying the proposed intelligent e-learning system can generate high quality learning paths, and help learners to learn more effectively.
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Savina, Alina, and Nadezhda Moroshkina. "Is It Possible to Read Other People’s Confidence While Testing Their Implicit Learning?" Russian Journal of Cognitive Science 6, no. 4 (December 31, 2019): 39–49. http://dx.doi.org/10.47010/19.4.4.

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Recent studies have shown that observers can accurately read a partner’s confidence in their decision without verbal information exchange. The main question of the present study concerns the possibility of an accurate reading of the metacognitive experiences of others if they make decisions based on implicit knowledge. The second question addressed the predictors of such mindreadings if they are possible. The experiment was conducted using an artificial grammar learning paradigm. Participants worked in dyads: the Learner implicitly learned to classify stimuli as grammatical and non-grammatical, and the Observer observed the classification process while having no access to the stimuli, and not communicating with the partner. The Observer’s judgment of the Learner’s confidence, as well as the Learner's judgment of his/her confidence, were recorded. The results demonstrate that the Learner's confidence judgments correlate with the Observer's judgments of his/her confidence. Moreover, only the confidence judgments of the Learner correlate with the classification accuracy. It is concluded that intrapersonal confidence judgments and interpersonal confidence judgments are partially guided by the same criteria (in particular, response time), however, the Learners’ judgments of their own confidence in the decisions are more sensitive to the implicit knowledge
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Dissertations / Theses on the topic "Learners"

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Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.

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Orenturk, Burcu. "Learners." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1099464/index.pdf.

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This study examines elementary school students&rsquo
project-based learning (PBL) experiences through Computer-Mediated Communication (CMC). The purpose of the study is to explore whether the use of computer-mediated communication tools in a project-based collaborative learning process enhances 5th grade students&rsquo
attitudes toward computer and computer class within an online supported environment, analyze the level of learners&rsquo
satisfaction about the project-based collaborative learning through CMC, and examine students&rsquo
perceptions of their social presence and how effective social presence is as a predictor of overall students&rsquo
satisfaction. The sample of this study is included 36 5th grade students of two private schools in Ankara and Nisde, and convenience and purposeful sampling methods were used. At the beginning of the study, subjects were given the Computer Attitude Scale to measure their attitudes toward computers. At the end of the study, participants were given the CAS again to measure their attitudes toward computers, satisfaction scale and social presence scale. The results indicated that the students&rsquo
attitudes toward computer did not change from the beginning to the end of the study. However, evidence suggests a positive response by students to the use of CMC in the project-based collaborative learning environment. Majority of the students were satisfied with the learning experience they had in the project-based collaborative learning environment through CMC. Moreover, although results on perceived social presence were low, students tried to develop an online community throughout the project. This study also showed that social presence was a strong predictor of satisfaction in a PBCL environment.
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Guler, Melek. "Learners." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608025/index.pdf.

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This study investigated the students&rsquo
perceptions about a web based course. Their perceptions about course materials, level of communication, online course support, and satisfaction were discussed in this study. In this case study, Information Technology in Education II (CEIT 112), an undergraduate course at the department of Computer Education and Instructional Technology (CEIT), Middle East Technical University (METU) at 2004/2005 spring semester was taken into investigation. Totally 34 1st year CEIT students attended the course in the term and participated to the study. The course was delivered via web based instruction. The data were collected by using a survey instrument at the end of the term and analyzed using descriptive statistical analyzing methods. Frequency distributions for demographic data about the students and the statements evaluating different aspects of the course were obtained. Results showed that students&rsquo
feelings about course materials, online course support, level of communication and satisfaction were neutral. The study results may be used in evaluation of web-based instruction environment for the instructor and the department. They may give clues in order to create an effective learning environment in the future design of the course.
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CLARK, MELODY SELLET. "STUDENT SUPPORT FOR ACADEMIC SUCCESS IN A BLENDED, VIDEO AND WEB-BASED, DISTANCE EDUCATION PROGRAM: THE DISTANCE LEARNER'S PERSPECTIVE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069775658.

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Matshotyana, Zanele. "Experiences of parenting learners with regards to learner pregnancy policy." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2060_1307513466.

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A qualitative research design in the form of a case study was employed. A quantitative method was also utilized in the form of a short questionnaire for demographic purposes in order to provide a general description of the sample. A purposive sample of 10 parenting learners, and two teachers was selected. The study was conducted in a Senior Secondary School that is located in Khayelitsha, a historically disadvantaged community in the Western Cape. Semi structured interviews of approximately ninety minutes each were conducted and audio taped. A thematic analysis was used to analyse the audio taped data from the transcribed interviews. The key findings from this research illustrate that there is a misunderstanding and miscommunication between teachers and learners about learner pregnancy. Pregnant learners hide pregnancy from the teachers to avoid comments and from being expelled from the school and consequently do not get any support from the school. On the other hand, the findings indicate that if the teachers were aware of their pregnancy and trained to deal with learner pregnancy, these learners would be supported by the school. Some of the recommendations were to develop the capacity of the teachers so that the school is able to provide an adolescent-professional-friendly service. A safe non-judgmental environment is required so that the learner is able to disclose her pregnancy status as early as possible to ensure that they receive the necessary support.

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Dixon, David. "Measuring language learner autonomy in tertiary-level learners of English." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.

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The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the quantified measurement of autonomy would involve. The main conclusions of this research were, firstly, that the aim of measuring learner autonomy needs to be recast in the light of the research which indicated that it is necessary to understand autonomy as a quality which has only an abstract existence if it is not instantiated in a context. This means that the aim of producing an instrument which measures an abstract universal learner autonomy cannot be achieved. However, such an instrument can be used to monitor learners in autonomyrelevant areas and can serve a useful purpose in scaffolding the learners in their environment in order to facilitate the dialogue which enables a teacher to support the learners better in the development and maintenance of their autonomous learning. Secondly, teacher estimates of their learners' autonomy can be complemented and assisted by using the data provided by the quantitative instrument developed in this research. Another outcome was that the translation of instruments in second language teaching research is an issue which needs to be given more serious consideration and should be carried out in a more principled way than it is currently.
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Ågren, Louise. "English as a third language. Learner profiles of six L3 learners of English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30834.

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Hall, Valerie Joyce. "Observations : a vehicle for enabling learner voice and developing expert learners." Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/1943/.

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When we watch an expert perform, how does that inform our own knowledge and skills in that subject, or establish what our potential might be to become a ‘better’ learner? There is much policy and rhetoric around the development of this ‘expert’ learner through ‘Learner Voice’ initiatives, yet this is a sparsely researched area. Mainly anecdotal, with poorly documented methodology, it is also heavily biased towards compulsory-aged education. This study, set within Further Education, adds to knowledge by providing evidence of how learners can improve the quality of teaching, and their own learning, through direct involvement in reflection and discussion with teachers. It also considers the implications of this for those involved: learners, teachers, the organisation and wider policy. Using an action-research model, and observations, eight volunteer participants from a teacher training curriculum area engaged with this study: two ‘learners’, each paired with a different ‘teacher’ for the observation; three teaching staff who were ‘observed’; and the curriculum area manager. Interviews were conducted throughout the research, with main participants interviewed up to three times to draw out their phenomenological interpretations and reflections. Working within a community of learning, with multiple points of interaction and ‘layers’, two theoretical frameworks were used in analysing the interviews: communities of practice and ecological learning systems. Finding them insufficient in isolation, to improve the data analysis, and the nuances of these layers – ‘micro’, ‘meso’, ‘exo’ and ‘macro’ – a ‘continuum of practice’ was devised to combine these frameworks. Additional theoretical concepts – self-efficacy, self-esteem, self-concept and self-categorization theories – were also used to interpret evidence of an individual’s sense of identity and their perceived trajectory. Evidence suggests interactions within observation partnerships, including those observed, were influenced by the theoretical framework embedded within that interaction: an appropriate framework approach can enhance the quality of outcome from these collaborations.
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Rioux, Robyn. "English language learners and the development of the English language learner curriculum." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.

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Wienand, Merna Adeliade. "Empowering teachers to render learner support to learners who experience reading barriers." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1353.

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In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations were made based on the literature study and the results of the empirical research
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Books on the topic "Learners"

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Hulme, Pat. Bilingual learners. Bristol: Classroom Resources, 2003.

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Learner strategies for learner autonomy: Planning and implementing learner training for language learners. New York: Prentice Hall, 1991.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. New York: Prentice Hall, 1991.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. New York: Prentice Hall, 1991.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. New York: Prentice Hall, 1991.

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Nanni, Loris, Sheryl Brahnam, Rick Brattin, Stefano Ghidoni, and Lakhmi C. Jain, eds. Deep Learners and Deep Learner Descriptors for Medical Applications. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42750-4.

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Forester, Anne D. The learners' way. Winnipeg: Peguis Publishers, 1989.

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1941-, Cartwright Carol A., and Ward Marjorie E, eds. Educating special learners. 4th ed. Belmont [Calif.]: Wadsworth, 1995.

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Khan, Tariw Ali. New English learners. Lahore: Dogar publishers, 2002.

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Cartwright, G. Phillip. Educating special learners. 4th ed. Belmont, Cal: Wadsworth Publishing, 1995.

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Book chapters on the topic "Learners"

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McQueen, Hilary. "Learners." In Roles, Rights, and Responsibilities in UK Education, 47–77. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137390240_3.

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Devos, Nathan J. "Learners Helping Learners: Peer Scaffolding." In Educational Linguistics, 147–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22219-6_8.

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Wharton, Christopher. "Experimenting with Autonomy: Learners Teaching Learners." In Realizing Autonomy, 33–48. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230358485_3.

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Neuhaus, Wolfgang, Volkhard Nordmeier, and Jürgen Kirstein. "Learners’ Garden." In Medien & Bildung, 360–63. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-92082-5_26.

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Gunderman, Richard B. "Understanding Learners." In Achieving Excellence in Medical Education, 41–58. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-307-7_3.

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Gunderman, Richard B. "Promoting Learners." In Achieving Excellence in Medical Education, 59–74. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-307-7_4.

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Pegrum, Mark. "Mobile Learners." In Mobile Lenses on Learning, 171–206. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1240-7_5.

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Cornelius, Sarah, Carole Gordon, and Jan Schyma. "Welcoming learners." In Live Online Learning, 27–45. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32876-2_3.

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Cornelius, Sarah, Carole Gordon, and Jan Schyma. "Engaging learners." In Live Online Learning, 64–80. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32876-2_5.

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Sell, Roger D. "Reader-learners." In Children's Literature as Communication, 263–90. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/sin.2.18sel.

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Conference papers on the topic "Learners"

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Leung, L. "Learners as users, and users as learners." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339810.

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Sullivan, Keith, Liviu Panait, Gabriel Balan, and Sean Luke. "Can good learners always compensate for poor learners?" In the fifth international joint conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1160633.1160777.

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Billong IV, Samuel Ismael, Bernabé Batchakui, René Simo Nono, and Georges Kouamou. "A pedagogic approach by contextual immersion." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11226.

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In several training institutions in sub-Saharan Africa today, the competency-based approach to teaching (CBA) has been adopted at the secondary school level. In Cameroon, based on our experience in teaching, we have found that this approach does not suit all categories of learners, generally the youngest. With the advent of Information and Communication Technologies (ICT), learners spend most of their time on ICT’s gadgets (mobile phone, tablet, etc ...). In this paper, we propose a complement to the CBA approach through pedagogic differentiation. This differentiation takes into account the learner's environment and adds a playful and captivating aspect to the techno-pedagogic tools to be made available to them through the gadgets they use. We call this approach contextual immersion. It starts from real life situation familiar to the learner. The tool made available to the learner, which integrates this approach, guides him/her progressively towards the solution to the problem posed and a generalization that summarizes the course that will be transmitted.
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Pandya, Manushri K., and Stacey Pigg. "Learners as Users: Understanding Learner Experiences With Privacy Policy Pages." In SIGDOC '22: The 40th ACM International Conference on Design of Communication. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3513130.3558976.

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Ningsih, Sulistia. "Teacher’s and Learners’ Perceptions of Learner Autonomy in EFL Context." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.202.

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Ningsih, Sulistia. "Teacher’s and Learners’ Perceptions of Learner Autonomy in EFL Context." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.309.

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Ningsih, Sulistia. "Teacher’s and Learners’ Perceptions of Learner Autonomy in EFL Context." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.98.

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Berman, Ronald, and Cathy Ames. "Private Online Workspaces for Doctoral Learners - Enhanced Communication and Reduced Isolation." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2182.

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This quantitative exploratory study, a continuation of the university’s four year research initiative that addresses the high national rate of doctoral student attrition, investigates whether a private online workspace for doctoral students and their dissertation committee will enhance communication and reduce learner’s feelings of isolation during the dissertation phase. Private doctoral workspaces provide a virtual platform for learner and committee collaboration, manuscript review, and milestone planning. The purpose of this study is to offer preliminary feedback to guide in the further development of the virtual workspace. To assess effectiveness of the private doctoral workspace, a seven question online survey was created to address usage, communication, and isolation. Two surveys were distributed to 803 doctoral candidates at a private southwestern university in the United States, resulting in 328 respondents for the first survey, and 190 respondents for the second survey. Doctoral learners completed the survey at the onset of the private doctoral workspace implementation, and again four months later. The results indicate that doctoral learners regularly access their private dissertation workspace, communicate more frequently with their dissertation committee, and have reduced feelings of isolation. These results may provide similar benefits to other academic groups working together on long-term projects in other disciplines.
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Beam, Paul, and Diane Burke. "Learners as authors." In the 12th annual international conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/192506.192549.

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Alon, Noga, Alon Gonen, Elad Hazan, and Shay Moran. "Boosting simple learners." In STOC '21: 53rd Annual ACM SIGACT Symposium on Theory of Computing. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3406325.3451030.

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Reports on the topic "Learners"

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Rao, N. S. V., E. M. Oblow, C. W. Glover, and G. E. liepins. N-learners problem: Fusion of concepts. Office of Scientific and Technical Information (OSTI), September 1991. http://dx.doi.org/10.2172/5241320.

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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-based programs and practices; (3) effective family-community engagement; and (4) accountability models that ensure EL students’ success. The authors include a variety of tools and processes for LEA’s to use in the development of their EL Master Plan.
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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these essential elements; (2) Alignment of fiscal and human resources must be targeted to ensure that teachers are provided with professional development, materials and curricular program supports required to implement these key elements leading to English learner success; and (3) Teacher preparation and credential requirements need to incorporate the four critical elements of effective practice for success with English Learners.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Takizawa, Kumiko. Stance-taking: JFL Learners and Benefactive Verbs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6365.

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Rui, Yang, and Arjun Upadhyay. Examples of EdTech that reach marginalised learners. EdTech Hub, July 2022. http://dx.doi.org/10.53832/edtechhub.0102.

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Bullard, James, and Jacek Suda. The Stability of Macroeconomic Systems with Bayesian Learners. Federal Reserve Bank of St. Louis, 2008. http://dx.doi.org/10.20955/wp.2008.043.

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Rao, N. S. V., E. M. Oblow, and C. W. Glover. N-learners problem: Learning Boolean combinations of halfspaces. Office of Scientific and Technical Information (OSTI), March 1992. http://dx.doi.org/10.2172/5654035.

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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1621.

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