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Journal articles on the topic 'Learning environments'

To see the other types of publications on this topic, follow the link: Learning environments.

Author: Grafiati

Published: 4 June 2021

Last updated: 14 March 2023

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1

Sirkemaa, Seppo J. "Analysing e-Learning and Modern Learning Environments." International Journal of Information and Education Technology 4, no. 2 (2014): 176–79. http://dx.doi.org/10.7763/ijiet.2014.v4.393.

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2

Povian, Cristina Maria, and Cristian Dumitrescu. "New Learning Environments for Street Children." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 7 (January 27, 2016): 19–24. http://dx.doi.org/10.18844/gjhss.v2i7.1175.

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3

S.V, Mamadjanova. "DESIGN FEATURES OF VIRTUAL LEARNING ENVIRONMENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 1–5. http://dx.doi.org/10.55640/eijmrms-02-06-01.

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The article deals with the influence of virtual informational educational environment on didactics of basic education, the functions of virtual informational educational environment as a new pedagogical system, shows the relationship of real and virtual components of the informational educational environment in the integral pedagogical process, presents the conditions for the selection of organizational forms of learning in a virtual educational environment. The validity of the selection of organizational forms of training ensures the achievement of guaranteed high quality of the educational process.

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Conradie, P. W. "Supporting Self-Directed Learning by Connectivism and Personal Learning Environments." International Journal of Information and Education Technology 4, no. 3 (2014): 254–59. http://dx.doi.org/10.7763/ijiet.2014.v4.408.

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5

Locastro, Virginia. "Learning Strategies and Learning Environments." TESOL Quarterly 28, no. 2 (1994): 409. http://dx.doi.org/10.2307/3587445.

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6

Kirschner, Paul A. "Learning in innovative learning environments." Computers in Human Behavior 21, no. 4 (July 2005): 547–54. http://dx.doi.org/10.1016/j.chb.2004.10.022.

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7

GRAY, BARRY. "Organising learning environments." Journal of the Institute of Mental Subnormality (APEX) 8, no. 1 (August 26, 2009): 24–25. http://dx.doi.org/10.1111/j.1468-3156.1980.tb00498.x.

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8

Nordquist, Jonas, Simon Kitto, and Scott Reeves. "Future learning environments." Journal of Interprofessional Care 27, sup2 (August 9, 2013): 1. http://dx.doi.org/10.3109/13561820.2013.811915.

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9

Kuo, Bor-Chen, and Xiangen Hu. "Intelligent learning environments." Educational Psychology 39, no. 10 (October 25, 2019): 1195–98. http://dx.doi.org/10.1080/01443410.2019.1669334.

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10

Robben, Bernard, Bardo Herzig, Tilman-Mathies Klar, and Heidi Schelhowe. "Begreifbare Learning Environments." i-com 17, no. 3 (December 19, 2018): 211–18. http://dx.doi.org/10.1515/icom-2018-0019.

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AbstractWe propose a framework of Interaction Design for Reflective Experience (RED). “Begreifbare” (graspable, in the sense of tangible and comprehensible) learning environments embody a designed experience that combines abstraction and concreteness, perception and cognition, and thus emphasizes both the impact of tangible, embodied interactions and the importance of symbols and signs for reflective experience. Our framework is based on the categories of space and experience, model and reflection.

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11

Bostock, Stephen. "Powerful learning environments." British Journal of Educational Technology 36, no. 2 (March 2005): 347–48. http://dx.doi.org/10.1111/j.1467-8535.2005.00465_5.x.

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12

Beddoes, Kacey, Grace Panther, and Susanne Ihsen. "Inclusive learning environments." European Journal of Engineering Education 43, no. 3 (March 27, 2018): 327–29. http://dx.doi.org/10.1080/03043797.2018.1436495.

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13

Mason, Diana S. "Convergent Learning Environments." Journal of Chemical Education 80, no. 3 (March 2003): 233. http://dx.doi.org/10.1021/ed080p233.

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14

Davis, Robert B. "Alternative learning environments." Journal of Mathematical Behavior 16, no. 2 (January 1997): 87–93. http://dx.doi.org/10.1016/s0732-3123(97)90018-3.

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15

Rossmeissl, Thomas, Erwin Groß, Maria Tzempetonidou, and Jörg Siegert. "Living Learning Environments." Procedia Manufacturing 31 (2019): 20–25. http://dx.doi.org/10.1016/j.promfg.2019.03.004.

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16

Readdick, Christine A., and Patricia M. Bartlett. "Vertical Learning Environments." Childhood Education 71, no. 2 (December 1994): 86–90. http://dx.doi.org/10.1080/00094056.1995.10522584.

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17

Smith, Sally, and Janine Bixler. "Community Learning Environments." International Journal of Learning: Annual Review 16, no. 5 (2009): 303–12. http://dx.doi.org/10.18848/1447-9494/cgp/v16i05/46314.

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18

Fiedler, Sebastian H. D., and Terje Väljataga. "Personal Learning Environments." International Journal of Virtual and Personal Learning Environments 2, no. 4 (October 2011): 1–11. http://dx.doi.org/10.4018/jvple.2011100101.

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This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

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19

Ahern, Nancy, and Diane M. Wink. "Virtual Learning Environments." Nurse Educator 35, no. 6 (November 2010): 225–27. http://dx.doi.org/10.1097/nne.0b013e3181f7e943.

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20

Greener, Sue. "Interactive learning environments?" Interactive Learning Environments 20, no. 2 (April 2012): 101–2. http://dx.doi.org/10.1080/10494820.2012.675739.

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21

Liber, Oleg, and Mark Johnson. "Personal Learning Environments." Interactive Learning Environments 16, no. 1 (April 2008): 1–2. http://dx.doi.org/10.1080/10494820701772645.

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22

Levin, James. "Distributed Learning Environments." Interactive Learning Environments 2, no. 1 (January 1992): 1. http://dx.doi.org/10.1080/1049482920020101.

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23

Grierson, Elizabeth M. "Modern learning environments." Educational Philosophy and Theory 49, no. 8 (April 18, 2017): 743. http://dx.doi.org/10.1080/00131857.2017.1317987.

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24

Gerrard, Catherine. "Virtual learning environments." Campus-Wide Information Systems 24, no. 3 (June 26, 2007): 199–206. http://dx.doi.org/10.1108/10650740710762239.

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25

Alavi, M. "Distributed learning environments." Computer 37, no. 1 (January 2004): 121–22. http://dx.doi.org/10.1109/mc.2004.1260733.

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26

Chute, Alan G., Pamela K. Sayers, and Richard P. Gardner. "Networked Learning Environments." New Directions for Teaching and Learning 1997, no. 71 (1997): 75–83. http://dx.doi.org/10.1002/tl.7110.

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27

Adamo-Villani, Nicoletta, and Hazar Dib. "Online Virtual Learning Environments." International Journal of Systems and Service-Oriented Engineering 4, no. 1 (January 2014): 1–20. http://dx.doi.org/10.4018/ijssoe.2014010101.

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This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

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28

Attia, M. R. ". Learning analytics technology in adaptive electronic learning environments." Pedagogicheskiy Zhurnal Bashkortostana 92, no. 2 (2021): 144–53. http://dx.doi.org/10.21510/1817-3292-2021-92-2-144-153.

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Adaptive e-learning environments are based on diversifying the presentation of content according to the learning styles of each learner, where the content is presented as if it is directed to each student separately, and activities and tests are presented so that they are sensitive to the different styles of learners and suitable for their mental abilities. These environments depend in their design on intelligence, therefore, these environments can analyze the characteristics and capabilities of learners, each separately, and this is done through learning analytics technology that helps in the rapid identification of the patterns of learners and the development of their behavior within the environment. In this article, firstly we review what adaptive learning environments and its characteristics are; the difference between adaptable and adaptive environments; components of adaptive learning environments. Learning analytics technology is also highlighted; and its importance in adaptive e-learning environments.

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29

Kurzel, Frank, and Michelle Rath. "Project Based Learning and Learning Environments." Issues in Informing Science and Information Technology 4 (2007): 503–10. http://dx.doi.org/10.28945/967.

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30

Sølvberg, Astrid M., and Marit Rismark. "Learning spaces in mobile learning environments." Active Learning in Higher Education 13, no. 1 (February 28, 2012): 23–33. http://dx.doi.org/10.1177/1469787411429189.

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31

Tu, Chih-Hsiung, Laura Sujo-Montes, Cherng-Jyh Yen, Junn-Yih Chan, and Michael Blocher. "The Integration of Personal Learning Environments & Open Network Learning Environments." TechTrends 56, no. 3 (March 29, 2012): 13–19. http://dx.doi.org/10.1007/s11528-012-0571-7.

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32

Botteghi, N., B. Sirmacek, R. Schulte, M. Poel, and C. Brune. "REINFORCEMENT LEARNING HELPS SLAM: LEARNING TO BUILD MAPS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B4-2020 (August 25, 2020): 329–35. http://dx.doi.org/10.5194/isprs-archives-xliii-b4-2020-329-2020.

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Abstract. In this research, we investigate the use of Reinforcement Learning (RL) for an effective and robust solution for exploring unknown and indoor environments and reconstructing their maps. We benefit from a Simultaneous Localization and Mapping (SLAM) algorithm for real-time robot localization and mapping. Three different reward functions are compared and tested in different environments with growing complexity. The performances of the three different RL-based path planners are assessed not only on the training environments, but also on an a priori unseen environment to test the generalization properties of the policies. The results indicate that RL-based planners trained to maximize the coverage of the map are able to consistently explore and construct the maps of different indoor environments.

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33

Looi, Chee-Kit. "Interactive Learning Environments for Promoting Inquiry Learning." Journal of Educational Technology Systems 27, no. 1 (September 1998): 3–22. http://dx.doi.org/10.2190/l4q4-8qmm-qpj3-b5lj.

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Inquiry-oriented learning has been characterized and promoted from a variety of perspectives by researchers, educators and practitioners over the years [1–5]. Some have stressed the active nature of learner's involvement, associating inquiry with hands-on learning and experiential or activity-based instruction. Others have associated inquiry with a discovery approach or with the development of process skills associated with scientific methods. Yet others have emphasized promoting metacognitive knowledge and skills such as self-reflection and attitudes for inquiry. What role can technology play in facilitating these kinds of inquiry-oriented learning? We see at least a few ways in which technology in the form of interactive learning environments can enrich inquiry learning: 1) as instructive tools; 2) as constructive tools; 3) as communicative tools; and 4) as situating tools. We provide a discussion of current approaches to designing learning environments that support these roles. In particular, we describe three interactive learning environments that we have built: an instructive tool, a constructive tool, and lastly an environment which is intended to serve all the roles of instruction, construction, communication, and providing situatedness.

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34

Pfeiffer, Anke, and Dieter Uckelmann. "Fostering Lab-Based Learning with Learning Analytics." International Journal of Online and Biomedical Engineering (iJOE) 18, no. 14 (November 22, 2022): 4–27. http://dx.doi.org/10.3991/ijoe.v18i14.35073.

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Digital learning environments, such as online laboratories offer many opportunities for collecting data for Learning Analytics (LA). This article presents a systematic literature review for LA in laboratory based learning environments for Higher Engineering Education, which yielded 23 key references. The focus of the study was formed by the following research questions (RQ): What types of data are currently collected in online laboratories (RQ 1)? How is LA used to support learning and teaching processes as well as the design of the online-laboratory environment (RQ 2)? What design recommendations for the use of LA in laboratory-based learning environments can be derived (RQ 3)? The gained results show that LA can be used to provide feedback for simple as well as for complex learning processes in online laboratories. Moreover, it assists data-informed decision making for teaching and learning processes as well as for the design of the lab environment. Implications for future research projects were derived based on the findings and should contribute to the advancement of research on LA in online laboratories.

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35

Alexander, Samuel Allen, Michael Castaneda, Kevin Compher, and Oscar Martinez. "Extending Environments to Measure Self-reflection in Reinforcement Learning." Journal of Artificial General Intelligence 13, no. 1 (October 1, 2022): 1–24. http://dx.doi.org/10.2478/jagi-2022-0001.

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Abstract We consider an extended notion of reinforcement learning in which the environment can simulate the agent and base its outputs on the agent’s hypothetical behavior. Since good performance usually requires paying attention to whatever things the environment’s outputs are based on, we argue that for an agent to achieve on-average good performance across many such extended environments, it is necessary for the agent to self-reflect. Thus weighted-average performance over the space of all suitably well-behaved extended environments could be considered a way of measuring how self-reflective an agent is. We give examples of extended environments and introduce a simple transformation which experimentally seems to increase some standard RL agents’ performance in a certain type of extended environment.

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36

Yang, Dazhi, and Sally J. Baldwin. "Using Technology to Support Student Learning in an Integrated STEM Learning Environment." International Journal of Technology in Education and Science 4, no. 1 (January 1, 2020): 1–11. http://dx.doi.org/10.46328/ijtes.v4i1.22.

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This paper provides the first review and illustration of technology-use strategies for supporting student learning in different integrated science, technology, engineering, and mathematics (STEM) learning environments. An integrated STEM learning environment may focus on integrating and learning science and mathematics or integrating and learning engineering and technology simultaneously for multiple levels of learners. An integrated STEM learning environment breaks down disciplinary boundaries and allows students to apply multidisciplinary knowledge in solving problems. This study illustrates four technology-use strategies to support student learning in an integrated STEM learning environment: a) providing authentic learning contexts, b) offering web-based inquiry environments, c) expanding learning through immersive and interactive technology, and d) transforming students from consumers to creators. It also addresses the challenges that manifest in integrated STEM learning environments. The study provides practical implications and research directions for technology-supported learning in integrated STEM learning environments.

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37

Ewais, Ahmed, and Olga De Troyer. "Authoring Adaptive 3D Virtual Learning Environments." International Journal of Virtual and Personal Learning Environments 5, no. 1 (January 2014): 1–19. http://dx.doi.org/10.4018/ijvple.2014010101.

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The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

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38

Montebello, Matthew. "Smart Ubiquitous Learning Environments." International Journal of Education (IJE) 5, no. 4 (December 31, 2017): 17–24. http://dx.doi.org/10.5121/ije.2017.5402.

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39

Di Bitonto, Pierpaolo, Teresa Roselli, Veronica Rossano, and Maria Sinatra. "Adaptive E-Learning Environments." International Journal of Distance Education Technologies 11, no. 3 (July 2013): 1–11. http://dx.doi.org/10.4018/jdet.2013070101.

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One of the most closely investigated topics in e-learning research has always been the effectiveness of adaptive learning environments. The technological evolutions that have dramatically changed the educational world in the last six decades have allowed ever more advanced and smarter solutions to be proposed. The focus of this paper is to depict the three main dimensions that have driven research in the e-learning field and the evolution of the technological approaches adopted for the purposes of building advanced educational environments for distance learning. Then, the three different approaches adopted by the authors are discussed; these consist of a multi-agent system, an adaptive SCORM compliant package and an e-learning recommender system.

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40

Domínguez Alonso, José, Lucia Lomba Portela, and Margarita Pino Juste. "Designing Personal Learning Environments." International Journal of Interdisciplinary Educational Studies 11, no. 3 (2016): 1–12. http://dx.doi.org/10.18848/2327-011x/cgp/v11i03/1-12.

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41

Mioduser, David, Rafi Nachmias, Orly Lahav, and Avigail Oren. "Web-Based Learning Environments." Journal of Research on Computing in Education 33, no. 1 (September 2000): 55–76. http://dx.doi.org/10.1080/08886504.2000.10782300.

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42

Walter, Charlie H. "Creating Extraordinary Learning Environments." Curator: The Museum Journal 45, no. 4 (October 2002): 277–88. http://dx.doi.org/10.1111/j.2151-6952.2002.tb00065.x.

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43

Bachman, Timothy. "Creating Collaborative Learning Environments." Design Management Journal (Former Series) 10, no. 3 (June 10, 2010): 39–45. http://dx.doi.org/10.1111/j.1948-7169.1999.tb00265.x.

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44

Nwana, Hyacinth S. "Mathematical intelligent learning environments." Intelligent Tutoring Media 2, no. 3-4 (September 1991): 99–100. http://dx.doi.org/10.1080/14626269109408293.

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45

Akpinar, Y., and J. R. Hartley. "Designing interactive learning environments." Journal of Computer Assisted Learning 12, no. 1 (March 1996): 33–46. http://dx.doi.org/10.1111/j.1365-2729.1996.tb00035.x.

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46

Vassileva, J. "Toward Social Learning Environments." IEEE Transactions on Learning Technologies 1, no. 4 (October 2008): 199–214. http://dx.doi.org/10.1109/tlt.2009.4.

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47

Spellman, Greg, Ken Field, and John Sinclair. "Examining Home Learning Environments." Planet 5, no. 1 (January 2002): 23–25. http://dx.doi.org/10.11120/plan.2002.00050023.

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48

Birnbrauer, Jay S. "Empirically Validated Learning Environments." Behaviour Change 14, no. 1 (March 1997): 21–24. http://dx.doi.org/10.1017/s0813483900003697.

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“Treatment” connotes “one off” and “short-term” and treatments are applied after problems have failed to respond to natural, culturally acceptable methods. In developmental disability, continuing interventions that begin early are our best hope; natural methods are part of the problem. Treatment methods are validated for particular problems and circumstances.need to be applied competently and monitored by therapists who have throrough grounding in scientific method and principles of behaviour. Nominating empirically validated treatments does not diminish the need for highly trained behaviour analysts.

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49

Maher, C. A. "I. Alternative learning environments." Journal of Mathematical Behavior 19, no. 3 (July 2000): 273–74. http://dx.doi.org/10.1016/s0732-3123(01)00048-7.

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50

Hahn, Jim F. "Virtual reality learning environments." Information and Learning Science 119, no. 11 (November 12, 2018): 652–61. http://dx.doi.org/10.1108/ils-07-2018-0069.

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Purpose The purpose of this paper is to report the results of a case study on virtual reality (VR) learning environments, focused on the development and integration of multi-user reference support. Design/methodology/approach This paper used a case study methodology to understand applied software development incorporating textual browsing experiences within the HTC Vive virtual reality headset. An open corpus of text from the HathiTrust Digital Library accessed via the API was used as a data source. Findings In collaboration with students from a senior undergraduate Computer Science project course, the project team developed software to pilot a multi-user VR experience, with functionality for users to search, discover and select e-books and other digitized content from the HathiTrust digital library. Originality/value Overall, the system has been developed as a prototype e-book experiment to model several VR affordances for browsing, user support and educational endeavors within libraries. Within the VR reading room pilot, users are able collaboratively explore digital collections. Aspects of reference librarian user support were modeled in the VR system including communication in real-time using chat features and text highlighting and manipulation tools that are unique to learning in VR environments.

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