Dissertations / Theses on the topic 'Learning environments'
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Fagge, Megan. "Variable learning environments." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39595.
Full textEhrlich, Stefan, Jens Gärtner, Eduard Daoud, and Alexander Lorz. "Process Learning Environments." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33938.
Full textIhlström, Joakim, and Fredrik Westerlund. "Interactive learning environments : The effects of interactivity in online learning environments." Thesis, Umeå universitet, Institutionen för informatik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-73182.
Full textKubica, Tommy. "Adaptable Collaborative Learning Environments." Technische Universität Dresden, 2018. https://tud.qucosa.de/id/qucosa%3A73177.
Full textEvanshen, Pamela, and L. Phillips. "Brain Compatible Learning Environments." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4368.
Full textEvanshen, Pamela. "Brain-compatible Learning Environments." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4404.
Full textReeder, John. "Life Long Learning in Sparse Learning Environments." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5845.
Full textPh.D.
Doctorate
Electrical Engineering and Computing
Engineering and Computer Science
Computer Engineering
Hawkins, Donald S. "Designing mobile learning environments to support teacher-led field trips within informal learning environments." Thesis, The University of Texas at San Antonio, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108516.
Full textMobile devices have become increasingly more visible within classrooms and informal learning spaces. The purpose of this dissertation is to examine the impact of mobile learning (m-learning) tools to support student learning during teacher-led field trips. Specifically, the research questions for this study are: (a) What conditions affect student satisfaction within an m-learning environment? (b) What impact does an m-learning environment have on levels of motivation and engagement of students? and (c) How do m-learning tools facilitate student knowledge acquisition, participation, and collaboration? The hypothesis of this study is that mobile learning materials can improve students’ engagement and participation. This design-based research (DBR) study relied on a combination of pre- and post-assessments, teacher interviews, and behavioral observations, in two iterations. The participants for this study included three teachers and 112 students, between 11 and 12 years old, drawn from a sixth grade public middle school in San Antonio, Texas.
Yaari, Omri. "e-Learning effectiveness in interconnected corporate learning environments." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/23067.
Full textDissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted
Koulouvari, Panagiota. "Organizational learning in dynamic environments." Doctoral thesis, KTH, Numerical Analysis and Computer Science, NADA, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3109.
Full textKerr, Steven John. "Scaffolded learning in virtual environments." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423650.
Full textWorthington, Emily Marie. "Effective learning environments in preschools." [Ames, Iowa : Iowa State University], 2008.
Find full textMagdon-Ismail, Malik Abu-Mostafa Yaser S. "Supervised learning in probabilistic environments /." Diss., Pasadena, Calif. : California Institute of Technology, 1998. http://resolver.caltech.edu/CaltechETD:etd-09232005-143548.
Full textEvanshen, Pamela, and L. Phillips. "Primary Learning Environments That Teach!" Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4365.
Full textAlrayes, Amal. "Investigating the learning performance in computer supported collaborative learning environments." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/investigating-the-learning-performance-in-computer-supported-collaborative-learning-environments(369f64e0-3309-499e-a00a-c097ae7e5d03).html.
Full textLiu, Yuanliang. "Design of learning objects to support constructivist learning environments." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4304.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 13, 2006) Includes bibliographical references.
Harrison, Michelle. "Developing spaces for learning in online open learning environments." Thesis, Lancaster University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719806.
Full textLittler, Craig George. "Perspectives on learning and information in flexible learning environments /." Electronic version, 2004. http://adt.lib.uts.edu.au/public/adt-NTSM20040730.113839/index.html.
Full textWang, Dawei. "Enhancing individualised learning and interaction in online learning environments." Thesis, Robert Gordon University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491201.
Full textAbou-Khalil, Victoria. "Supporting Learner Centered Vocabulary Learning in Informal Learning Environments." Kyoto University, 2020. http://hdl.handle.net/2433/253413.
Full textKyoto University (京都大学)
0048
新制・課程博士
博士(情報学)
甲第22577号
情博第714号
新制||情||122(附属図書館)
京都大学大学院情報学研究科社会情報学専攻
(主査)教授 緒方 広明, 教授 守屋 和幸, 教授 黒田 知宏
学位規則第4条第1項該当
Ndlebe, Pamella Panphilla. "Workplace Learning: Understanding financial sector institutions as learning environments." University of the Western Cape, 2019. http://hdl.handle.net/11394/6979.
Full textThe objective of the research is to understand the learning affordances offered at Insure Company, a large financial sector institution in South Africa and to explore how employees exercise their agency in responding to these opportunities for learning. The study draws on the concept of co-participation (Billett, 2004: 03) to explore how learning at work is shaped through learning affordances in the workplace on the one hand and engagement with these learning affordances on the other. Drawing on data gathered through interviews and analysis of company policies, this case study discusses how employees learn to perform their roles competently, how they access guidance and support from peers and more experienced colleagues and how they respond to these opportunities for learning. It also discusses the factors which enable or constrain their learning and agency. The research confirms that negative perceptions of workplace learning - as informal, unplanned, unstructured, limited to particular contexts and not transferable - are inaccurate. It supports the argument that there should be a clear understanding about how learning proceeds in workplaces and how best that learning should be organised. It is hoped that this case study makes a useful contribution towards developing such an understanding.
Holmes, Natasha Grace. "The invention support environment : using metacognitive scaffolding and interactive learning environments to improve learning from invention." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37904.
Full textArnold, Rudolf. "Interactive learning environments for mathematical topics." Zürich : ETH, 2007. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=17479.
Full textKwok, Hing-Wah Computer Science & Engineering Faculty of Engineering UNSW. "Hierarchical reinforcement learning in adversarial environments." Publisher:University of New South Wales. Computer Science & Engineering, 2009. http://handle.unsw.edu.au/1959.4/43424.
Full textLiu, Weiping. "Learning environments of Chinese Only Children." Diss., Ludwig-Maximilians-Universität München, 2010. http://nbn-resolving.de/urn:nbn:de:bvb:19-161879.
Full textOmosule, Samson Taiwo. "Cultural trust in virtual learning environments." Thesis, University of East London, 2008. http://roar.uel.ac.uk/3369/.
Full textDolatabadi, Hamid Reza. "Intercultural discourse in virtual learning environments." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/110262.
Full textHurst, Jacob Machar. "Learning classifier systems in robotic environments." Thesis, University of the West of England, Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274088.
Full textYu, Jian Qing. "Virtual learning environments and life sciences." Thesis, Nottingham Trent University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442337.
Full textWang, RouLan. "Cultural disconnection in virtual learning environments." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436423.
Full textMarshall, L. "Learning and action in uncertain environments." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1563504/.
Full textTlauka, Michael. "Spatial learning in computer-simulated environments." Thesis, University of Leicester, 1995. http://hdl.handle.net/2381/34697.
Full textViteri, Victor R. (Victor Raul). "Experiential learning environments for structural behavior." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29284.
Full textIncludes bibliographical references (leaves 182-184).
Computers have dramatically changed the nature of structural engineering practice by shifting work from process-oriented tasks, such as performing hand calculations and drafting, to structural modeling and interpretation of computer results. To perform these new functions, engineers need to have a deep understanding of structural behavior. There exists, however, a strong sentiment that engineering education has not been able to effectively address these new needs. Through the Experiential Learning Cycle, this research identifies structural behavior as knowledge associated with conceptual understanding that is most effectively attained through reflective action. Within this context, an epistemological analysis reveals that the use of computer applications that integrate simulation and assessment capabilities would enhance the traditional framework of structural engineering education. The Tutorial Cycle provides the pedagogical foundation for the development of a methodology that leads to the creation of such environments. The principles proposed by this methodology were implemented in the building of an Experiential Learning Environment whose primary objective is to help develop a qualitative understanding for the structural behavior of beams. In order to address conceptual and developmental issues, a preliminary environment, PointLoad, with limited capabilities was first put together. Then, after conducting usability tests on this version, a more comprehensive learning environment was built. The end result, iBeam, combines a Finite Element based interactive simulator with an adaptive assessment and feedback component.
(cont.) A programming strategy that combines deterministic programming with rule-based reasoning agents was adopted in the development this environment. Feedback from student trials confirmed that the approach used in iBeam effectively fosters user engagement in reflective action.
by Victor Viteri.
Ph.D .
Weber, Charles M. (Charles Maria) 1955. "Rapid learning in high velocity environments." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/8003.
Full textIncludes bibliographical references (p. 524-569).
This dissertation investigates how rapid learning occurs in high technology industries, many of which operate in what Bourgeois and Eisenhardt (1988) term "high velocity environments." The dissertation consists of three empirical studies, which follow the method of extended case study research (e.g. Yin, 1981; Eisenhardt, 1989a). Semiconductor manufacturing and process development are chosen as settings for this dissertation because they exemplify some of the attributes of high velocity environments. The first study looks into how firms organize for learning. Existing definitions of modularity (McClelland & Rumelhart, 1995; Ulrich, 1995b; Baldwin & Clark, 1997) are expanded to provide a theoretical framework for differentiation and integration of organizations (Lawrence & Lorsch, 1967, 1967a, 1969), technology (Iansiti & West, 1997; Iansiti, 1998), learning activity, accumulated knowledge and performance metrics in high velocity environments. The results of the study imply that differentiation in high velocity environments occurs with a high degree of modularity (the individual modules exhibit little interdependence), which fosters learning efficiency. The results also indicate that integrating technological subsystems in is significantly more complicated than integrating organizational subsystems. The second study explores the inner mechanisms of rapid learning by building a model of the lifecycle of a semiconductor manufacturing process. The output of the model suggests that the performance of a system is proportional to the performance of its most limiting subsystem. Learning in an organization occurs by paying attention to the weakest mechanism within that organization until that mechanism is no longer the weakest one, and shifting attention to the mechanism that replaces it as the weakest one.
(cont.) Learning in high velocity environments is likely to be highly punctuated and to include substantial engineering efforts, which may occur prior to the release of a product. The third study investigates the effects of rapid learning on a firm's profitability, suggesting that the ability to conduct and accelerate punctuated learning serves as the primary source of competitive advantage in high velocity environments. In conjunction, these studies lay the foundation for a normative, metrics-driven, pragmatic theory of learning. The theory recommends that firms should 1) Define the global objective of a venture and select the global metrics that best measure whether the venture is making progress towards its stated objective; 2) Build a learning architecture that supports the global objective of the venture, i.e. define a hierarchy the metrics that allow the firm to achieve the objective in the most effective manner; 3) Organize for learning by defining a hierarchy of activities that are aligned with the metrics of the learning architecture; 4) Manage bottlenecks; and 5) Prepare for change before change occurs, by spreading knowledge as rapidly as possible throughout the organization.
by Charles M. Weber.
Ph.D.
Jones, Daniel. "Evolution and learning in heterogeneous environments." Thesis, Goldsmiths College (University of London), 2015. http://research.gold.ac.uk/15078/.
Full textAllison, Colin. "Systems support for distributed learning environments." Thesis, University of St Andrews, 2003. http://hdl.handle.net/10023/14519.
Full textWinberg, Andreas, and Lindström Oliver Öhrstam. "Reinforcement Learning Methods for OpenAI Environments." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-293855.
Full textAtt använda de kraftfulla metoderna som utvecklats inom området reinforcement learning kräver en förståelse av fördelar och nackdelar mellan olika metoder samt effekterna av de olika justerbara parametrarna. Denna artikel belyser skillnaderna i prestanda och funktionalitet mellan tre olika metoder: Q-table, deep Q-network och double deep Q- network. Prestandan för dessa algoritmer utvärderas i de två OpenAI gym-miljöerna MountainCar-v0 samt Cartpole-v0. Implementeringarna görs i python med hjälp av programvarubiblioteket Tensorflow tillsammans med Keras. Resultaten visar att Q-table var lättast att implementera och tränade snabbast i båda miljöerna. Nätverksmetoderna krävde dock mindre träningsdata även om det tog lång tid att träna på den data som fanns. Inga stora skillnader i prestanda hittades mellan deep Q-network och double deep Q-network. I slutändan kommer det alltid vara en balansgång mellan mängden träningsdata som krävs och tiden det tar att träna på den data som finns.
Podoski, Chad William. "Instant messenger for collaborative learning environments." [Florida] : State University System of Florida, 2001. http://etd.fcla.edu/etd/uf/2001/ank7124/thesis.pdf.
Full textTitle from first page of PDF file. Document formatted into pages; contains x, 52 p.; also contains graphics. Vita. Includes bibliographical references (p. 51).
Lindgren, Robb. "Perspective-based learning in virtual environments /." May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
Full textLiu, Hairong. "Student modeling in e-learning environments /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1420936.
Full textSykes, Jonathan Robert. "Supporting spatial learning in virtual environments." Thesis, Edinburgh Napier University, 2003. http://researchrepository.napier.ac.uk/Output/2786.
Full textHerrington, Janice A. "Authentic learning in interactive multimedia environments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1478.
Full textMoafipoor, Shahram, Lydia Bock, Jeffrey A. Fayman, Gerry Mader, and Michael Strong. "Collaborative Environment Learning: The Key to Localization of Soldiers in Urban Environments." International Foundation for Telemetering, 2009. http://hdl.handle.net/10150/606113.
Full textSeveral navigation technologies exist, which can facilitate the generation of Time Space Positioning Information (TSPI) in urban environments. These include GPS, image-based localization, radio-based localization and dead reckoning. This paper first presents a basic overview of these techniques including advantages and limitations of each. We present an approach to localization in urban environments, based on environment learning and collaborative navigation using multiple homogeneous and non-homogeneous localization technologies, fused to form a multi-sensor system.
Skelton, David J. E. "An investigation into the learning environments of blended delivery (e-learning and classroom) in a tertiary environment." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/555.
Full textSkelton, David J. E. "An investigation into the learning environments of blended delivery (e-learning and classroom) in a tertiary environment." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18577.
Full textWeng, Ng Giap. "Modelling skill learning for augmented and virtual reality learning environments." Thesis, University of Salford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502807.
Full textBerg, Marklund Björn. "Emergent Learning : Peer collaboration and learning in user driven environments." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5117.
Full textPirttikangas, S. (Susanna). "Routine Learning: from Reactive to Proactive Environments." Doctoral thesis, University of Oulu, 2004. http://urn.fi/urn:isbn:9514275659.
Full textBasiel, Anthony. "ePedagogy for virtual learning environments : professional doctorate." Thesis, Middlesex University, 2006. http://eprints.mdx.ac.uk/2536/.
Full textTobias, Eliana R. "Learning environments for special needs preschool children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29374.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate