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Vold, Tone, and Linda V. Kiønig. "HyFlex learning as support for lifelong learning." European Conference on e-Learning 22, no. 1 (October 19, 2023): 358–63. http://dx.doi.org/10.34190/ecel.22.1.1881.
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Since the COVID-19 pandemic, the courses in a study programme in Knowledge Management have been offered as a hybrid version, serving students at both a campus and online. The official policy from the universities is that the students are wanted back at the campuses. However, students in a work-life lifelong learning situation do not always have the opportunity of travelling to a campus. Hence, the possibility of taking part digitally in a class with a mix of online and physically present students has been the right solution for many working students. This paper presents results from a survey among students enrolled in four different courses in the study programme of Knowledge Management at the Inland Norway University of Applied Sciences, Norway, where the physical classroom is based in Kongsvinger, and the students are either present at the campus or online simultaneously. The preliminary results show that the students in this lifelong learning situation are depending on this hybridity in order maintain their learning opportunities, as this enables them to stay in an often-demanding work situation, as well as being able to stay as learners at a university. This implies that the hybridity, first boosted by the COVID-19 pandemic, now, independently of the pandemic, is a demand within the segment of lifelong learners, as this will support access to higher education independent of place of residence, family situation or work situation. The students in this segment claim to attend physically if and when they have the opportunity to travel due to the above-mentioned situations. Hence, online only is not always the best option.
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Jamal Barhone, Omar Erradi, Maha Khaldi, Mohamed Erradi, and Mohamed Khaldi. "The situational approach in adult education: Modeling situations using the vee diagram." Global Journal of Engineering and Technology Advances 9, no. 2 (November 30, 2021): 032–42. http://dx.doi.org/10.30574/gjeta.2021.9.2.0146.
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Much educational research has raised the effectiveness of situational teaching or training aroaches, especially for adult learners in work situations, due to their social and professional nature. The situational aroach (SAP) or situated learning (SL) to refer to the learner, stipulates that learning cannot be isolated from the context of its alications, and that knowledge is insertable from action. In this context, the situation becomes central in the acquisition of knowledge and the development of capacities and skills, which are now the aims. We therefore deduce that any design, development and implementation of e-learning training for adults is imperatively based on the modelling of the said learning situation. The objective of this article is to analyze certain models of situations and to propose a model-process more relevant with e-learning training for adults. For the sake of modelling visibility, we use a modified model of the Vee diagram from Gowing’s model.
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Vintere, Anna, Sarmīte Čerņajeva, and Jelena Koroļova. "Challenges in Work with Adults : the Situation Analysis in Latvia." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 248. http://dx.doi.org/10.17770/sie2014vol2.681.
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In the 21st century, people have to cope with continuous change and it is important that people could learn through-out their lives. To gain knowledge successfully throughout the lifetime, personality development psychology, personal needs and education motivation are seen as the more significant features. In order to identify the different age adults learning needs and motivation to learn, and to identify the learning characteristics, the article summarizes a number of case studies - situation analysis, which were done in the framework of Nordplus Adult Education Development project "How to challenge adults to teach adults".
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Khaldi Maha, Erradi Omar, Erradi Mohamed, and Khaldi Mohamed. "Design of educational scenarios of activities in a learning situation for online teaching." GSC Advanced Engineering and Technology 1, no. 1 (May 30, 2021): 049–64. http://dx.doi.org/10.30574/gscaet.2021.1.1.0028.
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Through this work, based on research works concerning e-learning in particular works dealing with e_learning project management systems, adaptive hypermedia systems and decision-making systems on the one hand. Work on the impact of project-based learning on self-regulation in teaching and the design of pedagogical scenarios for classical education and in particular for modular online education on the other hand. Our work concerns the design and scripting of a modular online education by proposing different possible scenarios according to the nature of the learning or assessment activities linked to a learning situation without taking into account the nature of the discipline and the nature of the concept to be addressed.
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Peneva, Margarita. "Study of Teachers’ Attitudes to the Use of Situational Methods in Their Work." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 30, no. 2 (March 10, 2022): 176–86. http://dx.doi.org/10.53656/str2022-2-5-stu.
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In the modern learning process, we are in search of certain ways, which will put every student in an active position. This implies the use of various methods, including the situational method. The present study represents an attempt to examine briefly the attitudes of teachers to the use of situational methods in their pedagogical practice. The main toolkit is a survey with two content areas. The first aims to establish the respondents' understanding of both the nature and the content of the situational method, but also the structure of the learning situation, while the second survey observes the respondents’ readiness to apply it in the learning process. The obtained results give grounds for conclusion with some recommendations for overcoming the weak application of the situational method.
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Xia, Jianhong (Cecilia), Craig Caulfield, and Sonia Ferns. "Work-integrated learning: linking research and teaching for a win-win situation." Studies in Higher Education 40, no. 9 (April 8, 2014): 1560–72. http://dx.doi.org/10.1080/03075079.2014.882302.
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Dobricki, Martin, Alessia Evi-Colombo, and Alberto Cattaneo. "Situating Vocational Learning and Teaching Using Digital Technologies - A Mapping Review of Current Research Literature." International Journal for Research in Vocational Education and Training 7, no. 3 (December 2, 2020): 344–60. http://dx.doi.org/10.13152/ijrvet.7.3.5.
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Context: The ongoing change of work life by digital technologies requires vocational education and training (VET) to adapt constantly. This "digital transformation" of work life gives therefore rise to the question how to advance the use of digital technologies in VET. A possible answer may be found by considering that VET should be transferable to work life. This goal may be achieved by coupling educational activities with examples of work situations. Such situated education may be accomplished by using digital technologies. Until five years ago this mainly consisted in using digital photos, videos, and the internet for educational scaffolding or learning tasks. In research this situated digital VET taxonomy is currently expanding. Hence, the use of digital technologies in VET may be advanced by considering current research literature on situated digital VET.Method: Here, we have searched and reviewed scientific publications on situated digital VET published in the past five years. In the peer-reviewed publications that we had selected, we first identified which digital technologies were used for situated VET and which educational activities were coupled with work situation examples. Subsequently, we identified the categories to which the publications could be grouped together by analyzing the content of their full texts. Results: Situated digital VET was accomplished in about half of the reviewed publications by a digital video on a work situation, and in almost half of the publications by a work situation presented in a 3D virtual environment. Digital videos on work situations mostly served all types of learning tasks and rather rarely educational scaffolding. Work situations presented in 3D virtual environments mostly served cognitive or behavioral learning tasks and never educational scaffolding. Situated digital VET was moreover accomplished by using the digital representation of a work situation that either had occurred previously or that was immediately taking place. Conclusions: Our findings suggest that retrospectively and immediately situated digital VET may be the two categories of an up-to-date basic taxonomy of situated digital VET. Hence, an important question to investigate for advancing the use of digital technologies in VET is the following: Which of the two identified types of situated digital VET can facilitate which kind of vocational learning? Based on the reviewed publications we are not able to give any answers to this. Hence, there is a massive need to investigate which kind of vocational learning can be facilitated by retrospectively, and which by immediately situated digital VET.
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Vold, Tone, Hanne Haave, Carl-Henrik Wahl, Ole Jørgen Ranglund, and Afra Koulaei-Van Oest. "Preparing for work-life through work-like situated learning: A case study." European Conference on Knowledge Management 24, no. 2 (September 5, 2023): 1421–28. http://dx.doi.org/10.34190/eckm.24.2.1716.
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In this paper we investigate how it is to have supervision during a course when the students are to learn to write and compose music during a 12-hour music camps. It is a study that is close to practice as the part of the programme is about the students are to experience how it is to work on producing and developing music in a work life. The connection to work life require that the students establish an understanding of the purpose of the music camps and why they are organized the way they are. We will analyse this approach in the light of the communication principles of Habermas. The role of the supervisor does in a Norwegian setting require equality and symmetry in the relation between the supervisor and student, something that contributes to a psychological safety in the situation. This in turn contribute towards the students being able to forward their own points of views. The supervisors seek to make the students reach an awareness regarding what they will encounter in a work life. Hence, they encounter the concrete situations that occur and either steer or support the students based on their level of maturity and competency level. This can be regarded as an ongoing interaction regarding tacit and explicit knowledge. These are processes that not only support individual learning, but development of new knowledge which can be incorporated in the further development of the music camps. We have developed a conceptual model that has guided us in our analysis which is based on the qualitative investigations we have undertaken. Our conclusion is that the lecturers experience and skills, and work-like approach to the education strongly contribute towards facilitating a way of communicating that imply a sense of equality and symmetry in the communication between the student and lecturers, something they report contribute to a psychological safety that enables the learning not only of theory and skills, but also prepare them for a work-life.
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Benbelkacem, Sofia, Farid Kadri, Baghdad Atmani, and Sondès Chaabane. "Machine Learning for Emergency Department Management." International Journal of Information Systems in the Service Sector 11, no. 3 (July 2019): 19–36. http://dx.doi.org/10.4018/ijisss.2019070102.
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Nowadays, emergency department services are confronted to an increasing demand. This situation causes emergency department overcrowding which often increases the length of stay of patients and leads to strain situations. To overcome this issue, emergency department managers must predict the length of stay. In this work, the researchers propose to use machine learning techniques to set up a methodology that supports the management of emergency departments (EDs). The target of this work is to predict the length of stay of patients in the ED in order to prevent strain situations. The experiments were carried out on a real database collected from the pediatric emergency department (PED) in Lille regional hospital center, France. Different machine learning techniques have been used to build the best prediction models. The results seem better with Naive Bayes, C4.5 and SVM methods. In addition, the models based on a subset of attributes proved to be more efficient than models based on the set of attributes.
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Postholm, May Britt. "Group work as a learning situation: a qualitative study in a university classroom." Teachers and Teaching 14, no. 2 (April 2008): 143–55. http://dx.doi.org/10.1080/13540600801965978.
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Tovkanets, Hanna. "APPLICATION OF THE SITUATION ANALYSIS METHOD IN A PRIMARY SCHOOL." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(51) (October 25, 2022): 175–79. http://dx.doi.org/10.24144/2524-0609.2022.51.175-179.
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The article substantiates situational analysis as a complex technology for the preparation, adoption and implementation of a pedagogical decision, which is based on the analysis of a single pedagogical situation. It is emphasized that the method of situational analysis contributes to the development of students' independent thinking, the ability to listen and take into account an alternative point of view, to express their own in a reasoned way. Through this method, analytical and evaluative skills are identified and improved, students learn to work in a team, find the most rational solution to the problem. The peculiarities of the application of the method of situational analysis in elementary school are determined: the use of practical situations, the basis of which are typical situations that are most often encountered in life, that is, the "active" model of the situation, the maximum clarity and detail of the situational complex; focus on learning about life and acquiring the ability for optimal adaptive activity, on the development of the value system of education seekers, value positions, life attitudes, a unique worldview and world transformation; the emphasis of education is transferred to the production of knowledge, to the co-creation of the student and the teacher. The order of practical implementation of the method of situational analysis has been revealed: choosing a topic for situational analysis; acquainting students with reference materials, explaining the work process, feedback is important, that is, checking whether students understand the assigned task; students' independent processing of individual tasks; presentation of proposed solutions, discussion of proposals; work evaluation. It was concluded that the method of situational analysis allows to increase the cognitive interest in the studied subjects of primary education students, to improve the understanding of socio-economic phenomena, contributes to the development of research, communication and creative decision-making skills.
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Bondarenko, O. V. "STATE OF THE PROBLEM OF FORMATION OF READINESS FOR LOCAL HISTORY WORK IN THE PRACTICE OF WORK SECONDARY AND HIGHER SCHOOLS." Educational Dimension 12 (May 26, 2022): 90–100. http://dx.doi.org/10.31812/educdim.5594.
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Albrychiewicz-Słocińska, Anna. "Learning Problems in a Remote Working Situation: A Generation Z Perspective." European Conference on Knowledge Management 24, no. 1 (September 5, 2023): 33–41. http://dx.doi.org/10.34190/eckm.24.1.1811.
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The transformations on the labour market related to the work modes, but also to the fact of new pension arrangements allowing early retirement, as well as the massive entry of the youngest generation of workers, known as generation Z, into the labour market, create numerous risks related to the irreversible loss of organisational knowledge, which cannot be replaced by external knowledge. New challenges that appear in modern companies are also connected with the massive implementation of remote work as a result of COVID pandemic. In these circumstances knowledge management and particularly knowledge transfer from employee to employee faced with new obstacles. In the context of the outlined econo-socio-demographic changes, the author of this paper focuses her analysis on answering the question of how remote working influences selected aspects of learning processes in organisations as experienced by Generation Z. The research was conducted in December 2022 on a sample of the Generation Z representatives with the aim to identify their experiences and opinions about the remote type of work. For the research purposes, the Likert scale-based questionnaire technique was applied. The data was analysed in the STATISTICA program using Kruskal-Wallis ANOVA on ranks test, Mann-Whitney test, and the Pearson's chi-square test. The results of the research reveal interesting dependencies between the respondents’ opinions and variables such as gender, the industry in which the remote work was conducted, size of the organisation, experience in remote working and the preferred form of work in the future.
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A, Shanthi Rani, and Sujatha S. "Negative values expressed in Vannadasan's work." International Research Journal of Tamil 4, no. 1 (January 30, 2022): 279–84. http://dx.doi.org/10.34256/irjt22134.
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Tamil literature has a continuity of more than two thousand years. Literature is the gateway to the present and the future for oneself and one's own society. It helps to know the past society and living conditions. Creativity can convey the ideas people need or people's thoughts. The experience a person gets while learning such creativity sometimes causes positive thoughts and negative thoughts. Learning to think and act positively is essential to change negative situations. Only a man who has seen many failures can create a steady path of success. In this situation, Vannadasan is a great creator who is moving forward in life by taking positive experiences from fellow human beings. If one wants to excel as a high man, it is better that the thoughts that appear in the heart also be high. One should agree with the people living in the society with affection and attachment. It is known in the way of Vannadhasan's work that when we help each other and understand each other's feelings, relationships improve and we act in such a way that the values are identified by us.
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Aladrović Slovaček, Katarina, and Gordana Čosić. "The Role of Parents during the COVID19 Pandemic in Croatia." Studies in Educational Management 8 (December 2020): 9–17. http://dx.doi.org/10.32038/sem.2020.08.02.
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Like many other areas, the educational system is challenging during the time of pandemic of the coronavirus. In the first half of the 2020 year, many schools had online lessons. The same situation was in Croatia, where we had online teaching from March to May in all elementary schools. Thus, the educational system started with fast-changing in terms of online teaching and learning methods. Distance learning has brought many families into specific situations because the help is normally provided to students by the teacher; in this situation, the parent had to do it. Because of that, parents were in a situation where they had to work online or “in vivo” and help their children learn new content. This was especially difficult for parents with a slightly lower level of education, parents who spent much time away from home at work, and especially for parents whose livelihoods called into question their lives, so in addition to organisational, some other socio-economic and emotional difficulties. Thus, this paper aims to research parents’ attitudes about distance learning and their role in these situations during the school year 2020/2021. As we expected, teachers wanted more cooperation with parents and parents wanted more understanding from teachers and not so many exercises in a short time.
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Melnichenko, N. P., and E. S. Odintsova. "SITUATIONAL-THEMATIC TASKS DURING LESSONS OF RUSSIAN AS A FOREIGN LANGUAGE." Educational Psychology in Polycultural Space 64, no. 4 (2023): 117–24. http://dx.doi.org/10.24888/2073-8439-2023-64-4-117-124.
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The main task of learning Russian as a Foreign Language is the formation of communicative competence. During each lesson, the teacher stimulates the speech activity of students by different means. The situation as a category of teaching methodology forms the basis of communication organization when teaching Russian as a Foreign Language, and the process of teaching speaking is based on the continuous change of various speech situations. Situational-thematic tasks are an effective way to motivate speech activity, the formation and development of speech skills. With their help, you can interest students, focus their attention on specific problems, prepare them for creative perception of the material being studied. Situational-thematic tasks allow you to get closer to the real conditions of communication, to form the necessary skills for the implementation of communicative intentions in speech situations, to work out speech situations at different stages of learning Russian as a Foreign Language. Returning to the topics covered contributes to the actualization of the studied speech and grammatical patterns and vocabulary on other topics, corresponds to the principle of cyclical learning process, which consists in the transition from quantitative accumulation of knowledge to qualitative transformation of the state of readiness of the student to solve educational tasks at a new level of complexity. This approach accelerates the socio-cultural adaptation of foreign students, increases motivation to learn the Russian language, makes classes more diverse and contributes to the formation of communicative competence. The effectiveness of situationally thematic tasks depends on their compliance with certain criteria (relevance of the topic, targeting, connection with real situations, etc.). The execution of tasks should be preceded by an analysis of the components of the situation. Gradually, situational-thematic tasks should become more complicated: the problem posed may involve several solutions, not only typical. The content of the task should stimulate the analysis of the situation, on the basis of which conclusions are drawn, personal opinion is expressed, a position is built in relation to the problem posed.
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Tortorelli, Christina, Peter Choate, Marissa Clayton, Naya El Jamal, Sukhman Kaur, and Katherine Schantz. "Simulation in Social Work: Creativity of Students and Faculty during COVID-19." Social Sciences 10, no. 1 (January 3, 2021): 7. http://dx.doi.org/10.3390/socsci10010007.
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Simulation learning plays an important role in social work education, allowing students to explore how theory and practice parameters can be integrated into actual situations they are likely to experience in the field. The arrival of COVID-19 and the sudden cessation of in-field practicum opportunities raised challenges for students to gain needed practice experience. Simulation offers an opportunity to enhance learning in place of some direct experience when that is not available. This paper reports on a simulation development practicum, where students, not able to be in an agency, sought out ways to achieve learning through the development and implementation of simulation learning. This was combined with a literature review. Results showed that student-generated simulation could be used to support direct practice learning. This project also illustrated that social work simulation can be used to help students safely explore areas of practice that they may not be exposed to in practicum through scenarios that cause them to examine how to work with clients where cross-cultural needs exist, and challenge ethical dilemmas in a ‘real-world’ situation while being required to face their biases.
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Zhang, Lin, Yian Zhu, Xianchen Shi, and Xuesi Li. "A Situation Assessment Method with an Improved Fuzzy Deep Neural Network for Multiple UAVs." Information 11, no. 4 (April 4, 2020): 194. http://dx.doi.org/10.3390/info11040194.
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To improve the intelligence and accuracy of the Situation Assessment (SA) in complex scenes, this work develops an improved fuzzy deep neural network approach to the situation assessment for multiple Unmanned Aerial Vehicle(UAV)s. Firstly, this work normalizes the scene data based on time series and use the normalized data as the input for an improved fuzzy deep neural network. Secondly, adaptive momentum and Elastic SGD (Elastic Stochastic Gradient Descent) are introduced into the training process of the neural network, to improve the learning performance. Lastly, in the real-time situation assessment task for multiple UAVs, conventional methods often bring inaccurate results for the situation assessment because these methods don’t consider the fuzziness of task situations. This work uses an improved fuzzy deep neural network to calculate the results of situation assessment and normalizes these results. Then, the degree of trust of the current result, relative to each situation label, is calculated with the normalized results using fuzzy logic. Simulation results show that the proposed method outperforms competitors.
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Trinova, Zulvia, Remiswal Remiswal, Nini Nini, and Alfurqan Alfurqan. "Lecturers’ Work Performance of Islamic Education." FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman 7, no. 1 (June 30, 2021): 31–48. http://dx.doi.org/10.24952/fitrah.v7i1.3632.
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Many problems were found in the field related to lecturers. Lecturers who are supposed to be disciplined come to class to teach, but some come late to class and end class early before the time runs out. There are lecturers who come and fill out the attendance list at the picket and go straight to class to teach, but there are also those who are not in class to teach because they have other purposes. Some senior lecturers ask their juniors or teaching assistants to teach classes. Some lecturers conduct proposal seminars, comprehensive examinations or conduct counseling for students as academic advisers, or provide student thesis guidance. In the learning process, the approach taken to students sometimes does not have a positive effect on them, the learning methods used are also less varied. The purpose of this study was to obtain an overview and contribution given by the work situation and achievement motivation to lecturer performance. This research is descriptive quantitative. The main data were obtained from observations, questionnaires, interviews, and documentation. Sources of data in this study are lecturers of the Department of Islamic Religious Education and several students. Researchers performed qualitative data analysis by means of data reduction, categorization, and data verification, so that it can be concluded from the data obtained. Based on the results and discussion, it can be concluded that the work situation and individual achievement motivation affect the work performance of the lecturers of the Islamic Education Department, Tarbiyah and Teacher Training Department, UIN Imam Bonjol Padang. The learning approaches used are expository, inquiry, emotional, PAKEM approach and andragogy. The learning method applied is multi-method in the form of active learning. The media used are lecturers of Islamic Religious Education, both printed media in the form of discussion papers and electronic media.
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Olsson, Mats, Johan Soderquist, and Micha Milovanovic. "How Nursing Students Describe Their Learning in a Simulated Care Situation with Advanced Care Manikin." Journal of Innovations in Medical Research 2, no. 3 (March 2023): 29–40. http://dx.doi.org/10.56397/jimr/2023.03.06.
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Background: Learning in simulated nursing situations with advanced manikin is considered to prepare nursing students for clinical care situations. Collaboration with classmates facilitates the learning process which is described in the literature. The study aimed to investigate whether there are factors that nursing students describe as important for learning in a simulated care situation. Method: A mixed method was used in this study. Data were collected from (n=53) nursing students. At first, a quantitative data collection consisting of questionnaires was conducted one week before the simulation exercise. Thereafter, group interviews were conducted (n=7), which became a basis for the qualitative data collection. Results: The students described that they were well prepared for the skills training. Getting support in their learning from classmates and teachers was described as significant. Conclusion: Reflection of classmates’ processing of the situation work improves the student’s individual learning during the skills education with subsequent reflection with a teacher. In order for the learning to be optimal, collaboration with other fellow students in the base group is necessary.
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Staempfli, Adi, Eva Tov, Regula Kunz, Domink Tschopp, and Stefan Eugster Stamm. "Improving professionalism through reflection and discourse in communities of practice: The key situations in social work model and project." Journal of Practice Teaching and Learning 14, no. 2 (December 13, 2016): 6–26. http://dx.doi.org/10.1921/jpts.v14i2.940.
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Professional social work under conditions of uncertainty and complexity requires integration of various forms of knowledge, practice and values and entails managing emotions skilfully to make ethical professional judgements. The article discusses these challenges for social work(ers) and introduces the key situation in social work model. It consists of a systematic reflection process of typical, reoccurring practice situations in communities of practice (CoPs). Situated knowledge, memorised in relation to situations is dominant and is more easily accessed in practice. Situational knowledge, co-produced in reflections on key situations, is documented and shared on a virtual platform. Therefore, the model offers a concept for situational knowledge management and for discursive examination in professional and scientific communities. In the #keysituation project a platform was constructed and 10 CoPs with 35 active members from practice and academia quality assure its content. Based on the literature nine design principles for CoPs are suggested. The authors describe how these were applied. Success and failure depends on balancing three constituent aspects of CoPs: domain, community and practice. The model offers a flexible approach to continuous professional development (CPD), which fosters a learning culture essential to overcome managerial, technocratic approaches so prevalent in social work organisations.
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Pelupessy, Purnama Sari. "Effort of Domestic Workers to Realize Decent Work: Learning, Organizing and Fighting." Jurnal Perempuan 22, no. 3 (August 30, 2017): 227. http://dx.doi.org/10.34309/jp.v22i3.194.
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<p>This paper discusses the situation of domestic workers (PRT) and the process of organizing domestic workers that has been doing by the author as a community organizer. The author, with a feminist framework, explores the history of the oppression of women attached to unpaid domestic work and the impact it has on domestic workers who are currently underpaid. This article also discusses the attitude of the state in viewing domestic workers as workers, as citizens and as women as well as the state’s reluctance to ratify the ILO Convention No 189 or ratify the Domestic Workers Protection Bill. The author uses her experience and knowledge in the labor movement and is enriched with the distinctive characteristics of domestic workers. This study concludes that efforts to change the working situation experienced by domestic workers need to be done by organizing domestic workers to have the power to urge the<br />state to realize decent work.</p>
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Nelson-Pratt, Adrian. "Learning to keep your balance." Veterinary Record 185, no. 18 (November 7, 2019): 580. http://dx.doi.org/10.1136/vr.l6417.
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Balancing your work and your life proving impossible? Finding you have no time to offer yourself the care you offer others? Adrian Nelson-Pratt says the first step to rectifying the situation is to consider just how you are spending your days.
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Gabler, Laura, and Stefan Ufer. "Gaining flexibility in dealing with arithmetic situations: a qualitative analysis of second graders’ development during an intervention." ZDM – Mathematics Education 53, no. 2 (April 4, 2021): 375–92. http://dx.doi.org/10.1007/s11858-021-01257-y.
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AbstractThe influence of language and situation structure on the difficulty of word problems has been investigated intensively in the field of mathematics education. However, instructional approaches to overcoming students’ difficulties are still not widely available. This paper describes an intervention to develop second graders’ skills in handling additive word problems flexibly. During ten small-group sessions of 40 min, two strategies to restructure the situation described in a word problem were introduced: (1) changing the direction of mathematical relations and (2) changing semantic structures. The introduction of these strategies was supported using macro-scaffolding. The development of students’ flexibility in dealing with arithmetic situations during the intervention was analyzed in a longitudinal case study focusing on four students, who were preselected from a larger sample based on their language skills. We examined audio data and student work by applying qualitative content analysis. Students’ development in handling word problems flexibly was compared with the intended learning trajectory in the intervention. The results provide insights into potential key processes when gaining flexibility, and yield information on the necessary adaptations of the learning trajectory.
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ASKER, LARS, MATS DANIELSON, and LOVE EKENBERG. "COMMITTEES OF LEARNING AGENTS." International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems 08, no. 02 (April 2000): 187–202. http://dx.doi.org/10.1142/s0218488500000137.
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We describe how machine learning and decision theory is combined in an application that supports control room operators of a combined heating and power plant to cope with the overwhelming complexity of situations when severe plant disturbances occur. The application is designed as an assistant, rather than as an automatic system that intervenes directly in the operator/plant loop. The application is required to handle vague and numerically imprecise background information in the construction of classifier committees. A classifier committee (or ensemble) is a classifier created by combining the predictions of multiple sub-classifiers. The presented method combines classifiers into a committee by using computational methods for decision analysis that are designed to work when the information at hand is imprecise. The application evaluates and make priorities between classified alarms according to credibilities that depend on the current context. Machine learning techniques are used to construct classifiers that recognize various malfunctions in a process, determine whether a situation is normal or not, and make priorities among alarms.
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Österlind, Eva. "Drama in higher education for sustainability: work-based learning through fiction?" Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 337–52. http://dx.doi.org/10.1108/heswbl-03-2018-0034.
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PurposeThe purpose of this paper is to highlight the use of drama in the context of professional learning for sustainability, and specifically, a drama workshop on sustainability for in-service teachers. The workshop was designed to explore environmental problems from several perspectives, by using drama techniques like bodily expressions, visualisations and role-play.Design/methodology/approachData are drawn from questionnaires evaluating the effects of a drama workshop delivered in Helsinki in 2017. In total, 15 in-service teachers answered open-ended questions. Responses from experienced teachers were chosen as particularly interesting in relation to work-based learning.FindingsThe findings demonstrate that drama work contributes to education for sustainability in terms of increased self-awareness, critical reflections and signs of transformation; experienced professional learners bring their workplace context into the university, which enriches teaching and learning; and sustainability is a non-traditional subject in need of non-traditional teaching approaches.Research limitations/implicationsThe results of this small-scale study are only valid for this particular group.Practical implicationsThe study gives an example of how applied drama can contribute to learning for sustainability in higher education.Originality/valueThis paper contributes to a growing literature concerning how drama allows participants to work on real problems, from a safe position in a fictive situation, providing both closeness and distance. When students become involved in anas-ifsituation, it leads to increased motivation and practice-oriented learning. As the content of sustainability can be challenging, drama work offers a meaningful context in which concepts and issues can be explored. Fictive situations may contribute to more realistic learning experiences.
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Kalagurka, Khrystyna, Larysa Vozniak, Iryna Myshchyshyn, and Oresta Klontsak. "Problem-based learning in the educational space of a modern primary school." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 94–101. http://dx.doi.org/10.30970/vpe.2021.35.11308.
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The article analyzes the problem of implementing a problem-oriented approach in the educational process of modern primary school. The purpose (formation of pupils’ ability to find and use knowledge that is relevant and can be applied in practice in the future), the essence and content of problem-oriented approach are studied, the peculiarities of its implementation in the educational space of modern primary school are revealed. A comparative analysis of the problem-oriented approach and the traditional approach to learning is made, as well as the role of teacher and pupil in the first case is demonstrated (a teacher creates a problem situation, organizes classroom work, encourages children to discuss the problem, evaluates pupils’ work; a pupil forms a problem that needs a solution, puts forward and tests the hypothesis in the process of solving the problem situation, analyzes the results). Technologies of problem-oriented approach are considered (case technology, game technologies, storytelling, brainstorming, discussion). The content of teacher’s work in the context of the use of problem-oriented approach in teaching primary school pupils is characterized and methodical recommendations for primary school teachers on the use of problem-oriented approach during lessons are developed (organic combination of traditional and problem-oriented approach in the organization of primary school lessons; involvement of all participants in the educational process; formation of pupils’ ability to analyze the problem situation, to highlight the main thing; formation of a problem situation that corresponds to the age capabilities of pupils; ensuring the principle of sustainable learning; the use and combination of different forms of activity: pair, group, frontal, individual; development of communicative skills and abilities to work in a team by using group forms of work in the classroom; implementation of problem-oriented approach starting from the first grade; involvement of all participants of the educational process in discussions on a given problem situation). Keywords: problem-oriented approach, traditional approach, technologies of problem-based learning, methods of problem-based learning, problem situation.
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SMITH, B., and MAN CHEUNG. "Responses and needs in a changing situation: staff who work with people with learning disability." Journal of Psychiatric and Mental Health Nursing 3, no. 3 (June 1996): 157–62. http://dx.doi.org/10.1111/j.1365-2850.1996.tb00082.x.
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Erfani, Leila. "Effects of Interactive Text Chat and Independent Writing on Iranian EFL Language Learning." International Journal of English Linguistics 6, no. 5 (September 23, 2016): 156. http://dx.doi.org/10.5539/ijel.v6n5p156.
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<p>The present Study tries to examine the degree of significance of interaction for foreign language learning by investigating results of dichotomous kinds of home work tasks. The researcher tried to compare: (a) interactive assignment, accomplished through text chat activities, and (b) individual assignment, accomplished through independent writing activities. For six weeks participants in two separate intermediate- level English classes in a between-subjects design were exposed to the two different situations and accomplished the supposed activities three times a week. In the assigned interactive situation, learner pairs involved in real-time text-chat sessions, accomplishing activities planned to promote interaction and collaboration via opinion-gaps or information- reasoning-. While In the individual situation, learners accomplished similar writing tasks alone. The same language input was provided in both conditions and the essential production, over an equivalent amount of time was the same in two conditions as well. Language improvements were examined via pre- and post-tests of writing, vocabulary, and speaking. Learners in the interactive situation revealed more obvious gains in oral production and vocabulary knowledge than learners in the individual situation, but it was found that learners’ writing accuracy or complexity did not differ. Comparison of the outcomes of the present study at the beginning of the survey and later in the study reveals that learners in the interactive situation created more English types and tokens in their activities than learners in the individual situation too. Thus the obtained findings of the study support the advantages of assigning interactive activities for foreign language production and acquisition.</p>
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Hačatrjana, Liena. "DISTANCE LEARNING AND COVID-19 FROM STUDENTS’ PERSPECTIVE: DO THEY HAVE THE SKILLS TO DEAL WITH THE UNPRECEDENTED SITUATION?" SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 65–76. http://dx.doi.org/10.17770/sie2021vol5.6435.
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As a result of the COVID-19 pandemic, more than 1,6 billion children worldwide were forced to discontinue face-to-face education and continue with distance learning (OECD, 2020). To many students as well as teachers this was their first experience with distance learning. Students' ability to adapt to distance learning varies and depends on different factors, including individual factors such as the ability to cope with new situations, solve problems and manage their own learning process. In order to successfully deal with the new circumstances in education, it is necessary to work at all levels - including the level of policy development, level of schools as organizations, and at the individual – the student – level. This article focus on the level of the students and look on the distance learning from the perspective of students’ skills, attitudes and ability to adapt to the situation. The aim of this article is to summarize what has been studied so far in different countries about COVID-19 related distance learning and students' difficulties and ability to cope with this situation; and to suggest practices to develop students' skills such as self-management and problem-solving skills to better adapt to new situations in the future.
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Strickland, Brent, Salamatu Barrie, and Rihana S. Mason. "Discourse structure and word learning." Pragmatics and Society 2, no. 2 (October 21, 2011): 260–81. http://dx.doi.org/10.1075/ps.2.2.07str.
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The extant literature on discourse comprehension distinguishes between two types of texts: narrative and expository (Steen, 1999). Narrative discourse tells readers a story by giving them an account of events; the narration informs and/or persuades the readership by using textual elements such as theme, plot, and characters. Expository discourse explains or informs the readership by using concepts and techniques such as definition, sequence, categorization, and cause-effect relations. The present study is based on two experiments. In Experiment 1, we compared the two discourse types to examine if college students would be better at extracting the meanings of novel words from one of the two types of discourse structure than from the other. The findings indicated that participants were significantly better at inferring the meaning of novel words from narrative compared to expository discourse. In Experiment 2, we examined the number of situation models that a reader is required to mentally construct, as a possible characteristic that influences the difficulty of learning new word meaning within narrative discourse. Contrary to intuition, fewer novel words were learned in a single-situation, as opposed to a multi-situation model condition, suggesting that the additional inferencing needed to construct multiple models also promotes word learning. Results are discussed with respect to how the structure of written discourse can facilitate word learning in a reader’s native language. Implications for education and assessment are also discussed.
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Vysotskaya, E. V., A. D. Lobanova, and M. A. Yanishevskaya. "Mastering Models in a Quasi-learning Situation of Problem-solving." Психологическая наука и образование 27, no. 1 (2022): 27–36. http://dx.doi.org/10.17759/pse.2022270103.
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The purpose of our work was to study the factors that determine the effectiveness of model acquisition in solving inquiry-based problems (balance scale problem). An experimental lesson, which we conducted in the 4th grade, revealed the differences in the way children refer to a general method of assessing equilibrium provided by the teacher. At the end of the lesson a test was conducted. Its results allowed us to divide the participants (22 students) into two groups according to their success, which depended on whether they applied the model, that they had tried out during the lesson. The performance of students in the «Transpositions» test (A.Z. Zak), which was designed to identify students' approach to solving inquiry-based problems («empirical» or «theoretical»), showed significant differences in the level of reflection, analysis, and planning between the two groups (according to the Mann-Whitney criterion p<0.01). These results and data analysis allow us to connect the success of the modeling means' acquisition to the predominance of either an «empirical» or a «theoretical» approach to mastering ways of solving a new problem.
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Ryding, Jennie. "Professional Learning in Family Support Social Work in Sweden." Advances in Social Work 20, no. 3 (January 29, 2021): 615–36. http://dx.doi.org/10.18060/23517.
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The integration of evidence-based practice (EBP) in human service organizations has increased during the last decade. Providing the best possible treatment by applying research and considering the client’s specific needs, EBP is recommended for human service organizations. However, due to its oftentimes manual-based format, critics claim that EBP is a result of increased focus on cost-efficiency, control, and standardization of work. Different conceptualizations of EBP appear to prevail, highlighting the need for more studies that investigate different perspectives and experiences (e.g., that of professionals). In this study, focus group interviews were conducted with family support social workers (n = 19) in Sweden who are trained and active in the evidence-based model Family Check-Up (FCU). Participants reported that FCU promotes professional learning and development, especially experiential learning. Those interviewed felt that research/evidence provided a certain “weight” to the therapeutic situation, so that they were not merely treating patients based on their own opinions. Further, FCU was described as empowering and developmental, with an encouraging, reflective, and reinforcing client-related approach. However, to enable these kinds of positive outcomes of EBP, organizations must provide sufficient time and resources devoted to the practical application of EBP.
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Rehn, Malin, and Hildur Kalman. "Social work students’ reflections on challenges during field education." Journal of Social Work 18, no. 4 (June 12, 2016): 451–67. http://dx.doi.org/10.1177/1468017316654362.
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Summary Field education is a key curriculum component in social work programmes. Students as well as researchers have identified this learning experience as central to the students’ transition to practice. This article reports on a qualitative study with the aim of analysing social work students’ narratives of their experiences during field education in order to elucidate their reasoning with regard to the challenges presented by unique clients and their contexts, along with their objectives set in the service user situation. The narratives of 23 social work students in Sweden describing a sum total of 46 problematic and unproblematic situations during field education were analysed, revealing circumstances that according to the students had either aggravated or facilitated professional action. Findings The experiences of being overwhelmed by emotions and of having too much latitude in the interpretation of principles and guidelines were experienced as aggravating circumstances, whereas having knowledge of legislation and clear guidelines to follow was experienced as facilitating client interaction and as providing a sense of security with the professional role. The analysis also revealed differing levels and scope of ambition with regard to the objectives set in the service user situation. Applications Our results demonstrate the importance of furthering students’ articulation of and active reflection on their interpretation of guidelines and legislation, and on their own setting of objectives specific to the individual cases and on how these objectives relate to the value base of social work.
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Nove Ria, Tiara, and Djamaludin Malik. "Syllabus design in Business English based on the needs of Economics students." ELT Forum: Journal of English Language Teaching 9, no. 2 (November 30, 2020): 34–43. http://dx.doi.org/10.15294/elt.v9i2.41714.
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Business English is one branch of English for Specific Purposes. In determining the abilities to be achieved in learning objectives, material selection, and learning methods in this course, the syllabus design must be tailored to the needs of students and it is better to combine with the real work situation. Therefore, a need analysis is essential to use for designing the syllabus However, the recent syllabus did not match students need so that the aim of this study was to conduct need analysis to develop the Business English syllabus design for Economics students. It was based on two situations, learning needs and target situation needs. The subjects were students, lecturer, graduates and employers. The instruments to collect the data in this study were questionnaire and interviews. This study used quantitative and qualitative method. The results showed that students mostly need speaking skills to be emphasized to learn, while mastering vocabularies was the weakness that the students need to improve. Moreover, they tended to have drilling as the learning method. While the most materials of English Business used in workplace was reading instruction related work and documents. Based on the findings of this study, it can be used for designing the new syllabus.
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Ausekle, Dagmāra, and Ilze Kangro. "Problems of Interpreting Literary Work at School." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 185. http://dx.doi.org/10.17770/sie2013vol1.527.
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Integration in the global world that has rapidly been happening during the independence years in Latvia has brought about many benefits in the field of education but has also created numerous problems. It has aggravated the postmodern situation which in the context of literature teaching/learning has manifested itself as decrease of learners’ reading interests and skills. In didactics of the Latvian literature, the approach to interpretation of a literary work designed in the 19th and 20th has enriched with various theoretical and methodological sources from the West. It raised the necessity to develop awareness of these theories in the cultural and historical context and draw the conclusions in connection with the actual situation at schools. To solve these problems, curriculum development requires change of focus as well as varied methodological approaches should be applied to increase learners’ motivation to read literature and raise awareness of themselves and the environment with the help of works of art.
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Rodi, Mireille. "jeu en situation de thérapie logopédique : comment se construisent des échanges potentiellement acquisitionnels." Travaux neuchâtelois de linguistique, no. 46 (November 1, 2007): 33–50. http://dx.doi.org/10.26034/tranel.2007.2810.
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This text presents a study about the role of interaction between a speech therapist and a child during a situation of symbolic play. We would like to show how certain sequences are "teaching-learning sequences" The approaches developed in psycholinguistic of the child and in second language acquisition are the theoretical background of our work. They give us the tools to follow the interactive process in this kind of situation. We describe the different situations of our study and the methodological option we have chosen. At last we present some of the first results of our observations.
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Smoter, Katarzyna. "Uczniowie z doświadczeniem uchodźczym a szkolne sytuacje dydaktyczno-wychowawcze." Intercultural Relations 7, no. 1(13) (August 17, 2023): 133–50. http://dx.doi.org/10.12797/rm.01.2023.13.09.
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STUDENTS WITH REFUGEE EXPERIENCE AND SCHOOL TEACHING AND LEARNING SITUATIONS The situation of the war in Ukraine has significantly changed the image of Polish education. Shortly after the outbreak of this armed conflict, a large group of people experiencing the effects of refugees appeared in our country, and among them – children and adolescents subject to compulsory education. The appearance of these pupils and students was associated with the need for a significant reorganization of the teaching-learning process. Currently, it is becoming significant to think about how the presence of war refugees can change the course of school teaching-learning situations. These situations have a multidirectional potential for development, risky, ambiguous character; they are a construct composed of nine interacting elements (students, teacher, goals, results, content, didactic means and methods, forms and conditions of work) (Łukawska 1986). The object of this article is to show the description of these categories, known from the pedagogical literature, enriched by the multicultural context, marked by the situation of war, and the needs of students with refugee experience. What becomes crucial here is the reflection on the importance of committed and responsible construction of didactic and educational situations with concern for the subjective participation of all learners in them.
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Dini, Indo, Wita Seftiani, and Zakariyah. "Understanding and Expressing The Factors Causing Difficulties of Children In Learning, Especially In The Field Of Reading." International Journal of Education and Teaching Zone 2, no. 2 (June 10, 2023): 221–32. http://dx.doi.org/10.57092/ijetz.v2i2.69.
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The discussion that we present aims to discuss the factors that cause learning difficulties, especially in the field of reading in SD 122/X Sungai Beras students, Mendahara Ulu District, East Tanjung Jabung Regency. From a combination of grades IV, V, and VI, there are 100 students. Of these, there were 7 students who experienced learning difficulties, especially in the field of reading. The data was obtained through interviews with teachers and direct tests on students who claimed to have difficulty reading. This difficulty is caused by factors (internal), namely the talents and interests of students in certain learning situations that are still lacking and there is no compulsion to learn in students which is called lazy, As well as (external) factors, namely the family is a supporter of the learning situation of students but is still lacking, such as; direction from parents who are still lacking, as well as parents who are preoccupied with work which reduces parental attention to their children. Some people think that one of the factors causing difficulties is a condition or situation that creates obstacles in the learning process of students. The discussion used is descriptive method which includes internal and external factors. This means that the reader has a picture of difficulties in learning. Some people think that one of the factors causing difficulties is a condition or situation that creates obstacles in the learning process of students. The discussion used is descriptive method which includes internal and external factors. This means that the reader has a picture of difficulties in learning. Some people think that one of the factors causing difficulties is a condition or situation that creates obstacles in the learning process of students. The discussion used is descriptive method which includes internal and external factors. This means that the reader has a picture of difficulties in learning.
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Gui, Xinning, Yao Li, and Yanlai Wu. "Teacher-Guardian Collaboration for Emergency Remote Learning in the COVID-19 Crisis." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (October 13, 2021): 1–26. http://dx.doi.org/10.1145/3479543.
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2020's COVID-19 crisis has given rise to ubiquitous emergency remote learning (ERL). Guardians, mostly parents, have had to help their children transition and adapt to this difficult learning context. Previous work on remote learning has explored guardian involvement in pre-planned and well-developed remote learning programs, such as established virtual schools. However, ERL lacks pre-planned procedures, policies, and resources. In this paper, we look at how teachers and guardians collaborated to manage the situation. We present an interview study of guardians and teachers of K-12 students in China and look at their collaboration during the COVID-19 ERL. We report how teachers and guardians collaborated to carry out techno-procedural, surveillance, and material work to make ERL possible for K-12 students. Lastly, we reflect on the challenges our participants faced and discuss design implications not only for remote learning during COVID-19 but also future emergency remote learning situations.
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Amanullah, Muhammad Abror. "PENGEMBANGAN MEDIA PEMBELAJARAN FLIPBOOK DIGITAL GUNA MENUNJANG PROSES PEMBELAJARAN DI ERA REVOLUSI INDUSTRI 4.0." Jurnal Dimensi Pendidikan dan Pembelajaran 8, no. 1 (January 29, 2020): 37. http://dx.doi.org/10.24269/dpp.v0i0.2300.
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Need for innovation in learning is absolutely necessary in the face of the era of digital progress or can be called the industrial revolution 4.0. digital learning intend to present a new situation and atmosphere in learning to students, because conventional learning is not in accordance with the current learning situation of students. The method used in this scientific work is a literature study that is relevant discussion on this scientific work. Learning using flipbook digital is an alternative solution to support student learning in the era of industrial revolution 4.0. learning will be very varied and interesting in terms of visual and audiovisual appearance. So that the use of flipbook digital learning media is a smart solution to present an atmosphere of learning in the classroom that is more interesting, communicative, interactive and supports students' understanding of the material that has been delivered by the teacher.
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Peni, Nur Robiah Nofikusumawati. "How does ethnomathematics work within an online platform?" Journal of Education for Sustainability and Diversity 1, no. 1 (September 10, 2022): 101–8. http://dx.doi.org/10.57142/jesd.v1i1.9.
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Recently, ethnomathematics has emerged as one of the promising approaches for assisting teachers in promoting culture in the lives of their students. However, ethnomathematics left a strong impression that it was primarily concerned with cultural issues and was difficult to integrate with technology. Because the image of traditional ethnomathematics has become in contrast with the new era nowadays, where the online platform is used during the teaching-learning process during this pandemic situation, the usage of ethnomathematics has decreased. The essence of ethnomathematics, which requires face-to-face learning, posed a new challenge to applying this approach in the digital age. This study aims to investigate the characteristics of ethnomathematics and how they interact with online platforms. This literature review gathers information from previous studies in which several online platforms work with students with or without culture as a context in the teaching-learning process. The findings show that the characteristics of ethnomathematics and those online platforms are intertwined and that this could be a new approach to promoting culture within the mathematics learning process.
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Solondaev, V. K., E. Koneva, and L. Lyasnikova. "Recognition of One’s Own Mental State by Parents of Children-patients." Клиническая и специальная психология 6, no. 2 (2017): 64–82. http://dx.doi.org/10.17759/cpse.2017060206.
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In present article studied recognition of the situation of actualization of the mental state by child-patients parent's. The research was carried out in two stages. Sample: 70 mothers having children under the age of 7 years. Average age of mothers – 27 years. At the first stage by means of the technique "A relief of a mental state" (Prokhorov, 1998) were received estimates of mental states in the following situations: hospitalization of the child, "bad" medical care, troubles at work, "good" medical care, a usual (background) mental state. Based on the results of the first stage were two sets of descriptions were constructed. At the second stage, these sets were presented for recognition to the same sample. The first set of descriptions was constructed by the tequnique of the machine learning, the second set was constructed by the scheme of E.Yu. Artemyeva (1999). The results show the possibility of recognizing the situations of actualization of the mental state by the parents of child patients, which is limited by the emotional valence of the situation. Differentiation of situations of one valence is obstructed. The condition, actualized in one situation, can be extrapolated to other situations of similar emotional valence. The way to construct a description of the experienced mental state has a matter for recognition of the situation of actualization of a mental state. Funding This work was supported by grant RFH №15-06-10641.
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Yar, Hasan. "An Invisible School: Social-Cultural Work of the Mosque Organizations." Religions 14, no. 1 (December 30, 2022): 62. http://dx.doi.org/10.3390/rel14010062.
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There is a knowledge gap in the contribution of socio-cultural work in Islamic organisations to the participants’ learning and development. This article focuses on the role of the socio-cultural work of Islamic organizations as a form of non-formal education. Education is the internal process of a person which leads to a better understanding of themself and their situation, a critical appreciation of their situation and a conscious and targeted use of the possibilities in their social situation. Therefore, what volunteers learn when they participate in socio-cultural work in mosque organizations will be investigated. The research is based on the case study of a Turkish faith-based organization Milli Görüş Amsterdam-West (MGAW) and its volunteers. The method of the research is ethnographic field research. The research focuses on a specific group of participants, namely, the volunteers who are active at the MGAW. One of the results of the research is that the participants who follow the social-cultural activities of MGAW for a certain period develop a cohesive worldview whereby volunteering becomes a virtue.
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Khalin, Y. A., A. I. Katykhin, S. A. Zinkin, and A. A. Shilin. "Cognitive Modeling of Information Support for Game-Based Automated Learning." Proceedings of the Southwest State University 26, no. 4 (March 25, 2023): 117–31. http://dx.doi.org/10.21869/2223-1560-2022-26-4-117-131.
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Purpose of research. The main goal of this work is to increase the efficiency of automated game learning based on cognitive modeling. Based on the methodology of system analysis and cognitive modeling of weakly structured situations, the structure of a gaming automated training complex is proposed, which can be used in training personnel in various subject areas. In our case, staff training was simulated in stereotypical and non-stereotypical situations.Methods. This work is based on the general provisions of systems theory and system analysis, mathematical graph theory (which is based on cognitive modeling). The main tool of cognitive modeling was the construction of fuzzy cognitive maps of Silov. A modification of the algorithm for calculating the main system indicators of a fuzzy cognitive map was proposed. Game modeling, based on business games, was used for automated learning. The concept of an operational game was introduced, then modeling of the development of some unfavorable situation was carried out using fuzzy cognitive maps..Results. he main result of this work is the method of cognitive modeling of information support for game-based automated learning. Based on the developed methodology, a game simulation simulation of the operational game "House Fire" was carried out, which was based on the construction of a fuzzy cognitive map, for which the main quantitative system indicators of mutual influence, consonance and dissonance were calculated.Conclusion: the developed methodology allows for game modeling of unfavorable (including emergency) situations, which in the future will ensure adequate behavior of students in real situations.
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Trinova, Zulvia. "Improving Lecturers’ Performance through Effective Learning at Department of Islamic Education at Faculty of Islamic Education and Teacher Training IAIN IB Padang." Al-Ta lim Journal 22, no. 3 (December 10, 2015): 203–19. http://dx.doi.org/10.15548/jt.v22i3.129.
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The aim of this study is to describe the work situation variables, achievement motivation on the performance of Islamic education (PAI) lecturer in creating effective learning in the Department of PAI. This study is a combination of quantitative and qualitative methodss (mixed methods) obtained from observation, questionnaire, interviews, and documentation. The data were analyzed through statistics. Qualitative data were analyzed by using data reduction, categorization, and data verification and conclusions. The working athmosphere contributes 48.7% to the influence on the lecturer performance work and the motivation contributes 43.0% to the impact on the lecturer performance. Work situation and achievement motivation respectively affect the work performance of 58.3%. Learning approach used is expository approach, the inquiry, and emotional approach. It was also used PAKEM approach and an approach that is Andragogy. The learning method applied in this research is multi method in the form of active active learning. PAI lecturers used printed media, dicussion paper, and electronic media. Keywords: Effective learning, PAI, performance.Copyright © 2015 by Al-Ta'lim All right reserved
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Jurāne, Ieva, Inta Znotiņa, Austris Mackus, and Andris Snipkis. "Opportunities for improvement of graphical education in distance learning using learning game." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 4 (May 18, 2015): 415. http://dx.doi.org/10.17770/sie2015vol4.401.
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<p><em>Novaday's situation in the graphical education is the same all over the world. Small number of contact hours and very different entrance level of the first year students at tertiary institutions. To improve the situation the computer game for the training of the basic skills in technical drawing is created and verified. 120 first year students of civil engineering speciality were involved and 50 of them played the game at home on an optional basis, but other students did not. All the students completed the graphical test after three weeks and results were compared. The number of mistakes was higher for the students who did not play the game. The average mark was higher for the students who played the game. The results of the experiment showed positive influence on learning results and attitude. The paper is recommended to the persons who work in the field of graphical education and create the technical educational aids for this aim. Paper is recommended for all interested people as well.</em></p>
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Martin, Alec. "Continuous learning partnership." Education + Training 27, no. 5 (May 1, 1985): 132–34. http://dx.doi.org/10.1108/eb017135.
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The consultative paper Towards an Adult Training Strategy, published by the Manpower Services Commission in 1983, explicitly recognised and sought to foster wider appreciation of the need for systematic continuous learning throughout adult life. Adults will come from four decades; from various backgrounds of culture and language; from work, leisure and unemployment. If the opportunities of this situation are seized, a massive commitment will have been made to the development of the learning society. Inevitably this will mean commitment to the Open Society which, as Karl Popper long ago pointed out, also has its enemies, and recognition that mass communication has already decentralised power by distributing the information‐base.
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Omar, Andrada Ajijul. "Cooperative Group Work as a Flexible Learning Strategy of the 4th Year College Students of MSU-Sulu." Open Access Indonesia Journal of Social Sciences 5, no. 4 (July 25, 2022): 799–805. http://dx.doi.org/10.37275/oaijss.v5i4.128.
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The education system has been shaken by an unprecedented health crisis. Various governments around the world have launched civic response efforts to mitigate the negative impact of the pandemic on education. Due to the movement and health protocol restrictions, the current situation may exacerbate the difficulty encountered during online learning. Teachers must take a different approach to learn in this situation. To improve learning, teachers must assist students and manage them. Teaching is most effective when the learner actively participates and cooperates. Through systematic classroom interaction, cooperative group work as flexible learning allows students to support and encourage one another. This study was conducted at MSU-Sulu on cooperative group work as an approach. The study's participants are 4th year College education students. The researcher used a checklist questionnaire to determine the potential effects of cooperative group work as flexible learning. The scoring scheme employed 4 points Likert scale. The findings of the study on the effects of cooperative group work on the performance of 4th year college education students. On the potential effects of cooperative group, workshop participants agreed. Students should be encouraged to adopt cooperative group work to enhance their knowledge and skills, especially during a pandemic. Teachers must ensure that this approach is used in learning sessions because it equates to improvement in students' academic performance.
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Mayen, Patrick, and Paul Olry. "Landscaping: teamwork and integration into inter-individual coordination as a learning situation." Work 41 (2012): 5196–202. http://dx.doi.org/10.3233/wor-2012-0809-5196.
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