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Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Learning environment.'
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Gupta, Monika Shekhar. "Thumb Rules for Sustainabile Learning Environment." International Journal of Trend in Scientific Research and Development Volume-1, Issue-5 (August 31, 2017): 265–72. http://dx.doi.org/10.31142/ijtsrd2268.
Hodges, Jacob, and Geoff Stead. "Research Ethics in the Mobile Learning Environment (MoLE) m-Learning Project." Connections: The Quarterly Journal 12, no. 1 (2012): 5–15. http://dx.doi.org/10.11610/connections.12.1.02.
M. Radwan, Nouran. "Investigating Knowledge Management in e-Learning Environment." International Journal of e-Education, e-Business, e-Management and e-Learning 5, no. 3 (2015): 136–43. http://dx.doi.org/10.17706/ijeeee.2015.5.3.136-143.
Kim, Mik, and Wusheng Zhang. "Learning Environment Instruments." International Journal of Learning: Annual Review 13, no. 1 (2007): 81–86. http://dx.doi.org/10.18848/1447-9494/cgp/v14i01/45175.
Alharbi, Mafawez T., Amelia Platt, and Ali H. AlBayatti. "Personal Learning Environment." International Journal for e-Learning Security 3, no. 1 (March 1, 2013): 280–88. http://dx.doi.org/10.20533/ijels.2046.4568.2013.0036.
Learning Environment Design (LED) is an instructional design process that is geared to the design of flexible and user-centered learning resources that constitute inviting environments for learning. LED is a possible successor to Instructional Systems Design (ISD), the process that has flourished in the instructional design field over the past three decades. LED is rooted in a conception of learning that emphasizes information, interest, structure, and regulation. LED explicitly distinguishes between the content and strategy facets of design in order to bring out the importance of both.
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Herlihy, Catherine. "A learning environment." Journal of Library Metadata 1, no. 3 (1998): 59–66. http://dx.doi.org/10.1080/19386389809512385.
Herlihy, Catherine S. "A Learning Environment." Journal of Internet Cataloging 1, no. 3 (April 17, 1998): 59–66. http://dx.doi.org/10.1300/j141v01n03_06.
Thesis (M.Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2003. Includes bibliographical references (leaves 53-54). This thesis introduces a rationale and a set of methods for assessing the performance of learning environments. The vehicle of this study is the assessment project of the new teaching laboratory of the MIT Department of Aeronautics and Astronautics. Learning environments are settings that support teaching and learning activities. The objective of developing and managing learning environments is to achieve a dynamic coherence among space, equipment, tools, and operation of the learning environment so as to maximize the learning outcome. The method of learning environment assessment is to identify latent problems and explore opportunities and processes of improving its performance. To assess the performance of the learning environment, this thesis proposes that the learning environment should be examined through three lenses: teaching and learning activities, settings, and students' individual lives. Methods of examining learning environments through these three lenses are introduced in this thesis in the context of the MIT Aero/ Astro new teaching laboratory assessment. by Guoqing Fan. M.Arch.
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Tarasova, H. S., and O. V. Shakhmatova. "Flipped learning as interactive learning environment." Thesis, Інститут інноваційної освіти, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41237.
The use of the flipped classroom as an alternative to the traditional learning environments has been increasingly attracting the attention of researchers and educators. The advancement in technological tools such as interactive videos, interactive in-class activities, and video conference systems paves the way for the widespread use of flipped classrooms. It is even asserted that the flipped classroom, which is used to create effective teaching environments at schools, is the best model for using technology in education. Studies about the flipped classroom appear in different disciplines including information systems, engineering, sociology, and humanities, mathematics education, and English composition. The purpose of this paper is to fulfil the needs regarding the review of recent literature on the use of the flipped classroom approach in education.
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Gebbels, Susan. "Promoting citizenship and environmental learning in the marine environment." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2298.
This thesis addresses the need to involve all members of society in marine environmental education, policy-making and stakeholder processes. Several strategies are considered. Firstly, marine environmental citizenship and the concept of joint responsibility as a way of enabling people to contribute meaningfully to marine environmental management processes. This incorporates the implementation of programmes that enable adults to participate in local environmental projects and the importance of using skilled volunteers in wildlife recording programmes. Chapter two outlines ‘A Citizens’ Day’ between school pupils and environmentalists that enables participants to take part in debates and environmental planning in real life situations. The thesis examines the effects of links between universities, industries and schools were pupils surveyed a coastal area and made 15 recommendations for its sustainable management which were implemented by industry employees. Intergenerational learning as a means of encouraging transfer of knowledge between generations was tested in depth during one study. The methods proved effective, the majority of the adults in the project claimed that their knowledge of their areas maritime heritage had increased significantly. ‘The Tale of the Herring’ project looked at the concept of sense of place education as a tool for promoting environmental citizenship and connecting young people to their marine environment. The results of the study concluded that this approach did encourage a feeling of belonging and a sense of responsibly for one’s local environs. Global marine citizenship was assessed through International Schools Partnership in Ghana and the UK. Schools carried out independent surveys of local coastal habitats and made recommendations to managers. Despite many differences in their lives, pupils’ recommendations had many similarities. Innovative methods of giving children who have Special Education Needs a voice in marine environmental citizenry were also investigated. The focus had special emphasis on fieldwork, enquiry-based and cross-curricula approaches to learning. Pupils’ believed that their work motivated their interest in science and gave them a sense of pride in their work. Finally the thesis explored the potential use of the creative arts as an effective means of communicating marine environmental messages.
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Veneri, Brittney. "Classroom environment : the classroom environment's effect on student learning /." Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.
New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Yahaya, Ros. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16489/1/Roy_Yahaya_Thesis.pdf.
New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Johnson, Michelle E. "The Teaching and Learning Environment: The Eating Environment." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8550.
Alsubaei, Mutlag. "Creating a personalised learning environment using learning objects." Thesis, University of Salford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491030.
A paradigm shift has occurred in the learning field with the emergence, advances and proliferation of the latest, rapid technologies coupled with improvements in the understanding of learning environments and advances in instructional design. This takes the traditional notions of learning and transports it into the modern world to forge new learning environments that offer substantial benefits over traditional learning environments. Part of this revolution is headed by the learning object paradigm. This research focuses on the development of a personalised learning environment using learning objects as the primary tool and the basis to facilitate the production of a fully robust system and environment that offer learners personalised learning and the benefits that such learning brings.
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Gebara, Tammy Teresa. "Comparing A Blended Learning Environment To A Distance Learning Environment For Teaching A Learning And Motivation Strategies Course." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274276353.
Ma, Will W. K., Kar-wai Tong, and Wing Bo Anna Tso, eds. Learning Environment and Design. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8167-0.
Service, Scottish Curriculum Development, and Strathclyde Environmental Education Group, eds. Environment: A learning experience. Glasgow: Scottish Curriculum Development Service in association with the Strathclyde Environmental Education Group., 1985.
Seel, Norbert M. "Learning Environment." In Encyclopedia of the Sciences of Learning, 1849–52. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1860.
Blumschein, Patrick. "Synthetic Learning Environment." In Encyclopedia of the Sciences of Learning, 3256–57. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_384.
McComas, William F. "Virtual Learning Environment." In The Language of Science Education, 110. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_99.
Różewski, Przemysław, Emma Kusztina, Ryszard Tadeusiewicz, and Oleg Zaikin. "Distance Learning Environment." In Intelligent Systems Reference Library, 23–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22667-0_2.
Irons, Alastair, and Sam Elkington. "Student learning environment." In Enhancing Learning through Formative Assessment and Feedback, 27–49. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781138610514-3.
Black, Jeremy, and Donald M. MacRaild. "The Learning Environment." In Studying History, 184–97. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-36492-9_7.
Alnaami, Mohammed Yahya, Basil Amarneh, and Abdullah Alzahrani. "The Learning Environment." In Novel Health Interprofessional Education and Collaborative Practice Program: Strategy and Implementation, 225–42. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-3420-1_11.
Conference papers on the topic "Learning environment":
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Sirkemaa, Seppo. "Learning Environment in the Digital Age: Supporting the Student." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2598.
Technology can be utilized in education in several ways. Here we study development of a modem learning environment that integrates information technology into the learning process. Modern learning environments have two main functions: they can help in using traditional and digital media in learning. In addition, learning environment provides information on the courses and studies. A learning environment is also important in managing the technology and media in the digital age. We argue that learning environme nts can become a valuable source of advice and support learning during the studies. The theoretical contribution of this article is recognition of key dimensions of the learning environment.
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Scoda, Andreea diana. "THE VIRTUAL ENVIRONMENT - A LEARNING ENVIRONMENT?" In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-122.
The present article analysis and poses an important question regarding the impact of having and using the virtual environment for learning, especially for pupils. The design of the paper is based on the responses obtained from IT specialist' working in the field of technology. Thus, their opinions and perceptions concerning our new technologies developed and how these technologies effects our learning in general, as well for education system in the present and for the future are just some of the questions analyzed throughout the paper. The key question at heart is this environment enough for today and tomorrow in preparing pupils for their future? The opinions and perceptions obtained from these specialists will bring into light an imagine on the one hand, on the topic of the importance and impact of this environment for the individual (needs, advantages/disadvantages etc.) and on the other hand, it will offer a portrait regarding the individuals who uses this virtual environment as means for learning (proper age, digital skills that could be developed with these tools etc.). The methods and techniques: analysis of documents - recent studies, theory, case studies in the field etc. and a survey questionnaire (IT specialist). We see that more and more school materials and tools developed in education is becoming an important issue for the future of our children (learning approaches, habits, competences that need to be developed, proper age etc.). Consequently what to select, how to select it,, how to make it accessible etc., could be consider the key to success for them.
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Logar Avbelj, Polonca. "Flexible Furniture and Innovative Learning Environment." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.42.
Yatim, Siti Rohana Mohd, Meor Ahmad Mustaqim Meor Mohd Zain, Fairus Muhamad Darus, and Zitty Sarah Ismail. "Thermal comfort in air-conditioned learning environment." In Environment (ISESEE). IEEE, 2011. http://dx.doi.org/10.1109/isesee.2011.5977088.
Scutaru, Gheorghe, Elena Cocorada, Mariela Pavalache, Anna Marina Scapolla, Massimo Mustica, and Dominic Kristaly. "Enhanced individualized learning environment." In the 1st ACM international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1389586.1389654.
Mesquita, Anabela, Fernando Moreira, and Paula Péres. "CUSTOMIZED X-LEARNING ENVIRONMENT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1191.
de la Chica, Sebastian, Faisal Ahmad, Qianyi Gu, Ifi Okoye, Keith Maull, Tamara Sumner, and Kirsten R. Butcher. "A personalized learning environment." In the 2009 joint international conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1555400.1555467.
Detwiler, Stephen, Elizabeth Padilla, and Jonathan Hendryx. "The interactive learning environment." In ACM SIGGRAPH 99 Conference abstracts and applications. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/311625.311694.
Kurzel, Frank, Jill Slay, and Kim Hagenus. "Personalising the Learning Environment." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2649.
In this paper, we describe the development of a personalised multimedia/hypermedia learning environment that utilises multimedia presentation techniques in its interface while still providing Internet connectivity for management and delivery purposes. The structure of the domain is based on concepts that can be presented in a variety of ways; multimedia players display the content on the client computer. Tools are provided in the interface to allow students to search for concepts and create personalised views of the materials. Link annotations driven by an overlay student model are supported in all components of the system. The system supports the WWW as its addressing space but uses the local client areas to store media items expensive in terms of delivery time. Learning objects that provide frameworks for tasks and other summative assessment activities are stored on a server and delivered when required.
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Brown, Andre G. P., Michael Knight, and Martin Winchester. "An Architectural Learning Environment." In eCAADe 2007: Predicting the Future. eCAADe, 2007. http://dx.doi.org/10.52842/conf.ecaade.2007.671.
Mahat, Marian, and Wesley Imms. Innovative Learning Environment and Student Learning: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/11343.241884.
Betke, Margrit, Ronald L. Rivest, and Mona Singh. Piecemeal Learning of an Unknown Environment,. Fort Belvoir, VA: Defense Technical Information Center, March 1994. http://dx.doi.org/10.21236/ada291683.
Shamsapour, Ali. HyperCard-based learning environment for DIADES. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6011.
Domeshek, Eric A. Medical Emergency Team Tutored Learning Environment. Fort Belvoir, VA: Defense Technical Information Center, May 2008. http://dx.doi.org/10.21236/ada482654.
Bolton, Laura. Climate and Environment Learning Resource Guide. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/k4d.2021.060.
This guide is designed to provide information about online resources and materials that can be used to develop or refresh knowledge relevant to FCDO’s climate and environment technical competencies. It is not an exhaustive list and further resources may be added. The guide briefly explains what each resource is, what it covers, and an estimate of how long it takes to read/complete (where information is available). The courses and resources are mostly aimed at people with a general level of knowledge about climate and the environment. Particularly useful resources have been highlighted with *Key Report* at the top of the tables in sections 3, 4, and 5.
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Gupta, Ragini. Deploying Machine Learning Workflows into HPC environment. Office of Scientific and Technical Information (OSTI), August 2020. http://dx.doi.org/10.2172/1647199.
Adam, Taskeen, Chris McBurnie, and Björn Haßler. Rolling out a national virtual learning environment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0010.
Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3243.
Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Pinchuk, O. P., O. M. Sokolyuk, O. Yu Burov, and M. P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.717007.
Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Sanders, William R. Collective Staff Training in a Virtual Learning Environment. Fort Belvoir, VA: Defense Technical Information Center, March 2002. http://dx.doi.org/10.21236/ada400495.
