Relevant bibliographies by topics / Learning process

Contents

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

Academic literature on the topic 'Learning process'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 March 2023

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Journal articles on the topic "Learning process"

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Rossi, Rogério, and Pollyana Notargiacomo Mustaro. "Process Management for e-Learning Quality." International Journal of Information and Education Technology 4, no. 4 (2014): 302–7. http://dx.doi.org/10.7763/ijiet.2014.v4.418.

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G. B., Najimova, and Kartbaeva N. "Cognitive Linguistics In Language Learning Process." American Journal of Social Science and Education Innovations 02, no. 12 (December 31, 2020): 407–12. http://dx.doi.org/10.37547/tajssei/volume02issue12-70.

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Cognitive linguistics is concerned with language in use, viewing language as a social phenomenon rather than simply a series of rules and structures. It is on this sense that this paper addresses the specific and essential roles of it in the English classroom from the perspective of cognitive linguistics. The article deals with the contribution of cognitive linguistics to the learning process with miming and body language.
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Thayamani, N. Evelyn, Dr M. Parimala Fathima, and Dr S. Mohan Dr S. Mohan. "Role of Emotion in Learning Process." International Journal of Scientific Research 2, no. 7 (June 1, 2012): 119–21. http://dx.doi.org/10.15373/22778179/july2013/41.

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Dr. A R. Saravanakumar, Dr A. R. Saravanakumar, Dr A. Balu Dr. A. Balu, and Dr S. Subbiah Dr. S. Subbiah. "Role of Psychoeducation in Teaching Learning Process." Indian Journal of Applied Research 1, no. 5 (October 1, 2011): 79–80. http://dx.doi.org/10.15373/2249555x/feb2012/29.

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Pangalila, Theodorus, Javier Tuerah, and Mardan Umar. "Character Formation through Civic Education Learning Process." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 2335–45. http://dx.doi.org/10.37200/ijpr/v24i2/pr200529.

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Volkova, Liudmyla. "COMMUNICATIVE ASPECT OF FOREIGN LANGUAGE LEARNING PROCESS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 163–65. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-163-165.

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The importance of forming foreign language communicative competence in the context of professional training has been ascertained for efficient usage in learning process of foreign language. The efficiency of communicative aspect in the educational process of higher education is proved, as it provide an opportunity to form professional skills of future professionals, involving them in intensive cognitive, intellectual and creative activity. Communicative activity is considered as a process of solving a number of professional tasks by students. This activity is aimed at achieving a common goal – training, education and personal development of a student. The aim of the communicative activity is the formation of foreign language communicative competence using of the theoretical material in solving professional problems. The importance of understanding the main structural elements of communicative activity have been ascertained for its efficient usage in learning process of foreign language. The article highlights the problems associated with different methods and techniques of communicative-based learning. The communicative activity approach of learning foreign languages is particular important. It is based on the fact that learning is a model of communication. The basic principles of its implementation as a communicative teaching method of speaking are analyzed. It should be noted that communicative and active approach to learning foreign languages is one of the most significant and effective. Through communicative methods, lessons can be more interesting and various. This means that students will have interest in further understanding and learning. Communicative nature of communication is that learning is a model of the communication process. Communicative orientation of learning process is a prerequisite of success in practical learning of a foreign language. Communicative activity approach is based on the fact that learning is a model of communication. The communicative method of teaching activities is based on the main principles which are analyzed below.
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Patel, Dinesh C., and Dr Umesh A. Patel. "Enhancing Teaching Learning Process using Digital Repositories." International Journal of Scientific Research 2, no. 1 (June 1, 2012): 122–24. http://dx.doi.org/10.15373/22778179/jan2013/43.

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Ke, Weiling, and Kwok Kee Wei. "Organizational Learning Process." Journal of Global Information Management 14, no. 1 (January 2006): 1–22. http://dx.doi.org/10.4018/jgim.2006010101.

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Kudryavtsev, V. B., P. A. Aliseichik, K. Vashik, J. Knap, A. S. Strogalov, and S. G. Shekhovtsov. "Modeling learning process." Journal of Mathematical Sciences 172, no. 5 (January 12, 2011): 700–733. http://dx.doi.org/10.1007/s10958-011-0214-0.

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Evans, Malcolm D. "Process, Teaching, Learning." Process Studies 34, no. 2 (2005): 171–77. http://dx.doi.org/10.5840/process20053422.

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Dissertations / Theses on the topic "Learning process"

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Ehrlich, Stefan, Jens Gärtner, Eduard Daoud, and Alexander Lorz. "Process Learning Environments." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33938.

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Purpose – Due to faster innovation cycles and competitive markets, current methods for implementing and adapting business processes can not keep pace with changing requirements and cause BPM solutions to falls short of business needs. The purpose of this paper is to propose a new approach for implementing an agile BPM methodology by substituting the plan-build-run approach with an incremental prototype-based model, removing intermediaries from the time critical path of business process evolution, and empowering end users to change business processes at runtime by manipulating process artefacts. Design/methodology/approach – Based on interviews with customers and stakeholders and our experience in implementing complex BPM solutions in SMEs, we propose key concepts for an agile BPM approach and derive basic requirements for implementing a BPM system that allows users to redefine business processes during their execution. This analysis is supplemented by a brief overview of current research trends in modelling and implementing agile BPM. Originality/value – All existing solutions examined by our team imply a separate modelling step by users or process managers. The designed key concepts enable users to implicitly model processes without interrupting day to day operations. Our approach enables organisations to introduce business process management in areas where agility is very important (e.g. product development) or to increase operational agility in areas with established BPM. Practical implications – An agile BPM solution can give organisations the flexibility they need to react quickly to changing markets and customer needs. We want to help them to introduce standardization and efficiency without losing agility. In areas where classical BPM is in place, our approach can increase the adaptation rate of process changes. In the areas of knowledge workers with a high level of agility, our approach can increase efficiency by supporting knowledge sharing.
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Stendal, Ludvig. "Learning about process control." Doctoral thesis, Norwegian University of Science and Technology, Faculty of Social Sciences and Technology Management, 2003. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-195.

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The research site has been the Södra Cell Tofte pulp mill. The main focus in this thesis is how to learn about process control. The need for research on this theme is given implicitly in the foundation and construction of the INPRO programme. Norwegian engineering education is discipline oriented, and the INPRO programme aimed at integrating the three disciplines engineering cybernetics, chemical engineering, and organisation and work life science in a single PhD programme. One goal was to produce knowledge of modern production in chemical process plants based on socio-technical thinking.

In the introduction I outline how my research questions have been developed and the need for doing research in the field of improving process understanding in a continuous process plant.

This thesis provides answer to the three questions:

1. What are the learning systems for workers in a process plant?

2. What is the implication for learning of different socio-technical structures?

3. How can learning be further improved for workers in the process industry?

In order to answer these questions and to provide a background for why these questions are important to Tofte, I describe and analyse the case plant Södra Cell Tofte. I find it necessary to make this part rather extensive in order for the reader to understand the context under which Tofte has been developing its learning arenas or learning systems. I use a sociotechnical framework in doing this. I want to introduce and use this framework as I regard it as useful for one of my purposes with this work: Assisting the production unit at Tofte to improve learning. I go through technological improvements that have been carried out from 1980 onwards, and one major organisational change that has taken place. The downsizing and reorganisation that took place in 1992 is of importance as well as the organisational development effort named “Employeeship” that took place in 1996. I had a leave from the INPRO project for almost a year following and evaluating this particular project. The situation at Tofte in 1994 was lack of good learning systems, and after a major reorganisation in 1992 the organisation defined a need for better responsibility distribution and co-operation.

Chapters 3 and 4 present and discuss theories in order to give a broader background for the research issues in this thesis. In Chapter three I discuss features and characteristics of a continuous process plant as these have consequences on how knowledge and skills can be developed and why process understanding is a necessity. I present socio-technical system thinking (STS) as one way of regarding organisation and management of a process plant, and I further discuss why I find this approach appropriate for providing learning primarily at the shop floor level as an integrated part of daily production.

In Chapter four I argue that knowledge and skills in production are becoming increasingly important in highly automated remotely controlled process plants and develop a theory of “process understanding”. Process understanding is defined as the ability to predict what is going to happen. In order to predict what is going to happen with a system one firstly need to define the system boundaries. This system can then be regarded as a mental model. One must know and analyse input variables (know where and how to get relevant process information), and by this anticipate, like in a mental simulation, what will happen with the parameters within a defined time period. Different possible options may be mentally tested including what will happen if no corrective actions are taken. An ability to predict what is going to happen with the product, to process equipment or any other process variable, has to be developed and refined in order to operate a process plant optimally. Theories state that a variety of knowledge and skills are required and that some skills can be acquired only through years of experience. The “knowing why” within a process plant also has to be strengthen in order to develop a better process understanding, but as an addition to the experience based “knowing how”.

Models of learning regarding the demands given by the production systems in order to develop such process understanding are presented and discussed. These are conventional methods, experiential (problem based) learning, and collective learning. The experiential learning model is discussed and what may inhibit learning from experiences to take place in a plant. I have defined the concept “learning arena” and regarded each shift in a control room as a main learning arena since this is the place where theory meets practice. It is further discussed that practice will differ between shifts within same control room due to different mental models of the process. In various learning arenas, different communities-ofpractice must be joined in order to make more shared mental models with the intention to align different practices.

In Chapter five the research methods used to explore the research questions, and thus to bring forth theories about gaining better process control, are reviewed. I have been inspired by action research methods in order to answer my research questions and to contribute in a necessary change process where development and use of learning arenas have been central. I have been more or less active in these arenas and played back experiences and theories in order to further develop the arenas. Besides participations in learning arenas, methods have been interviews, observations, and written documentations.

Chapter six is the case description of two different kinds of learning systems at Tofte: Operator Training (OT) - Operator based development and execution of education/ training and Operations Workshop (OW) - Problem based learning aiming at better production practice. I have provided background for the two cases as an answer to the educational challenges Tofte had in 1996 and not least to differences in operational practice between shifts. I describe background, characteristics, and development from what I term different learning arenas where the learning about process control will take place. I have also discussed in what ways these two learning systems can be regarded as learning arenas and briefly the kind of learning that can take place in each arena. In two Operations workshops I provide more details in order to show some strengths of the method.

In Chapter seven I provide answers to the three research questions outlined in the introduction and further refined in Chapter 4.5. I analyse how different learning types such as individual, experiential, and collective are covered within different learning arenas and how OT and OW meet the requirements for good learning systems in continuous process plants. Further I analyse how tasks regarding education and training are better distributed in a shift and daytime organisation with the two learning systems, and further how learning is integrated with working and thus process operators’ knowledge and skills are better utilised. When I analyse the implication of learning of two different socio-technical structures, I also regard how managers are better enabled to become facilitators for learning. The two arenas have been well established at Tofte, but to a varying degree in the different departments. When regarding Operator training it is still too early to conclude on its impact on results in the pulp mill. However, two Operations workshops have made positive contributions and demonstrated the potential of the method. The strengths of the methods are the collective learning that place in cogenerated learning arenas. In Operator training this strengthens the master-apprentice method, and in Operations workshops it gives a shared understanding and direction for further tasks in process control. Finally, based on the analysis of the first two questions I discuss how learning for workers can be further improved.

In Chapter eighth I conclude on my theoretical contribution and arguments for further research in the actual fields. Finally, based on my findings I will recommend organisational choices on future actions. STS provides frames and directions for learning to take place within groups along the production line. It is however not the scope of the STS paradigm to provide theories of what constitutes knowledge in operations of a plant. And the STS theories are not developed in order to cover more specifically models for how learning within and across semi-autonomous units and organisational levels may take place. Thus the main contribution of this thesis is learning theories based on two different kinds of learning models as means to develop process understanding.

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Lloyd, Kevin. "Structure learning as psychological process." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687189.

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Constructing internal representations of the world is a fundamental aspect of cognition, allowing us to predict and control our environment. However, sensory observations are frequently noisy and incomplete, leading to the question of how such representations are acquired. We take a normative approach to this problem of inductive inference, or structure learning, asking what agents should believe about the world in light of their observations. We consider experiments from a variety of psychological domains, in each case proposing a rational structure-learning model and comparing real behaviour with model predictions. Firstly, we address the problem of rule learning in a memory-based maze task. We show that gating algorithms, a model-free approach to solving POMDPs, replicate rule acquisition in rats, as well as transfer of learning under rule reversal. Secondly, we consider the problem of behaving flexibly in environments composed of distinct behavioural regimes, or 'contexts'. Vile show that a novel decision-making model that discriminates between contexts captures a number of important animal learning phenomena including spontaneous recovery, partial reinforcement and overlearning effects, and serial reversal learning effects. Thirdly, we turn to perception and whether structure learning can explain participants' behaviour in a perceptual task. Assuming that participants aim to infer the structure underlying observed stimuli, we show that discounting of colour cues when estimating motion direction can be explained by a rational clustering model. Finally, we consider the effect of working memory capacity (WMC) on category learning. Treating category learning as a structure learning problem and modelling WMC as the quantity of inferential resources available, we replicate the positive association between WMC and both rate of learning and ability to switch between categorisation strategies. Our results suggest that the simple assumption that agents construct representations of their environments, combined with adequate modelling tools for representation and inference, can offer parsimonious explanations of behaviour in diverse areas of psychology.
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Cann, Roger James. "Everyday learning gap filling : a process of adult learning." Thesis, University of Southampton, 1998. https://eprints.soton.ac.uk/378847/.

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Habli, Nada. "Nonparametric Bayesian Modelling in Machine Learning." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34267.

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Nonparametric Bayesian inference has widespread applications in statistics and machine learning. In this thesis, we examine the most popular priors used in Bayesian non-parametric inference. The Dirichlet process and its extensions are priors on an infinite-dimensional space. Originally introduced by Ferguson (1983), its conjugacy property allows a tractable posterior inference which has lately given rise to a significant developments in applications related to machine learning. Another yet widespread prior used in nonparametric Bayesian inference is the Beta process and its extensions. It has originally been introduced by Hjort (1990) for applications in survival analysis. It is a prior on the space of cumulative hazard functions and it has recently been widely used as a prior on an infinite dimensional space for latent feature models. Our contribution in this thesis is to collect many diverse groups of nonparametric Bayesian tools and explore algorithms to sample from them. We also explore machinery behind the theory to apply and expose some distinguished features of these procedures. These tools can be used by practitioners in many applications.
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Berndorff, Dagmar. "Investigating research as a learning process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58944.pdf.

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Ingle, Timothy H. (Timothy Hardin). "Leveraging the learning process in manufacturing." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10473.

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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1997, and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 1997.
Includes bibliographical references (p. 59-61).
by Timothy H. Ingle.
M.S.
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Lee, Yang Won. "Institutional learning--the public housing process." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/75997.

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Potts, Ann D. "Teacher learning within a transactional process." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/38765.

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Ostroumov, Ivan Victorovich. "Classroom support service in learning process." Thesis, Smart-education: sources and prospects: International Scientific and Methodical Conference, October 17-17, 2014 : theses. – К., 2014. –21-23 pp, 2014. http://er.nau.edu.ua/handle/NAU/26585.

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Nowadays training methodology is changing very fast. New modern learning approaches has been developed and integrate in global learning process. All new features of learning oriented and directed into increasing of speed of education process and making level of users knowledge wider. The primary requirements for any learning facility is to provide condition which will be result in forming some new individual knowledge of user and give good mental training to create possibility of user to use all new individual knowledge to find the way to make clear some task which will be faced before users. But the best final study result is to prepare users to give them possibility to work out of rules which means that they should work not in general tasks, but try to make clear more complicated tasks that they don’t have enough ability to do that in fact yet. Of course new knowledge of user of education will be result of learning process (professional level of learning material, learning and teaching tools design, learning process structure facility) and user facilities (mental user characteristic, motivation).
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Books on the topic "Learning process"

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Biggs, John B. Process of learning. 3rd ed. Sydney: Prentice-Hall of Australia, 1993.

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Dixon, Valerie. Learning competency architecture: 6Cs learning process. Richmond Hill, Ont: Learnware Design, 2008.

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Marian, McCabe, Lewis Richard, and Togher Family Centre, eds. Lifelong learning: "The process". Cork: Togher Family Centre, 1998.

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Bell, Linda May. Independent learning: Process to product. Toronto, Ont: Ontario Secondary School Teachers' Federation, 1989.

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Linda, Thompson, ed. Language learning: A lifelong process. London: Arnold, 2003.

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Statistical Learning for Process Data. [New York, N.Y.?]: [publisher not identified], 2021.

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Inc, NetLibrary, ed. Promoting assessment as learning: Improving the learning process. London: RoutledgeFalmer, 2002.

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Szadzińska, Ewa. Podstawy poznawcze procesu kształcenia: Cognitive bases of the educational process = Kognitive Grundlagen des Ausbildungsprozesses. Katowice: Wydawnictwo Uniwersytetu Śląskiego, 2012.

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W, Galbraith Michael, ed. Facilitating adult learning: A transactional process. Malabar, Fla: Krieger Pub. Co., 1991.

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Moog, Richard S., and James N. Spencer, eds. Process Oriented Guided Inquiry Learning (POGIL). Washington, DC: American Chemical Society, 2008. http://dx.doi.org/10.1021/bk-2008-0994.

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Book chapters on the topic "Learning process"

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Vermunt, Jan, and Lieven Verschaffel. "Process-oriented Teaching." In New Learning, 209–25. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/0-306-47614-2_11.

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Poulova, Petra, Miloslava Cerna, Jana Hamtilova, Filip Malý, Tomáš Kozel, Pavel Kriz, Jan Han, and Zdenek Ulrych. "Hotel Process Simulator." In Blended Learning: Educational Innovation for Personalized Learning, 128–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21562-0_11.

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Mockaitis, Thomas R. "The Learning Process." In British Counterinsurgency, 1919–60, 180–91. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-80813-7_6.

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Pritscher, Conrad P. "Learning and Process." In Brains Inventing Themselves, 1–22. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-708-0_1.

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Baron Levi, Jeffrey. "Process-Based Learning." In The Hairy Bikie and Other Metacognitive Strategies, 7–12. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46618-3_2.

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Robinson, Adjai. "The Learning Process." In Principles and Practice of Teaching, 10–21. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003347859-2.

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Webb, Geoffrey I., Johannes Fürnkranz, Johannes Fürnkranz, Johannes Fürnkranz, Geoffrey Hinton, Claude Sammut, Joerg Sander, et al. "Dirichlet Process." In Encyclopedia of Machine Learning, 280–87. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_219.

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Zhang, Xinhua, Novi Quadrianto, Kristian Kersting, Zhao Xu, Yaakov Engel, Claude Sammut, Mark Reid, et al. "Gaussian Process." In Encyclopedia of Machine Learning, 428–39. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_324.

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Fürnkranz, Johannes, Philip K. Chan, Susan Craw, Claude Sammut, William Uther, Adwait Ratnaparkhi, Xin Jin, et al. "Markov Process." In Encyclopedia of Machine Learning, 646. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_516.

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Grocott, Lisa. "Design Process." In Design for Transformative Learning, 70–81. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429429743-7.

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Conference papers on the topic "Learning process"

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Humphrey, W. S. "Process feedback and learning." In Proceedings. Ninth International Software Process Workshop. IEEE, 1995. http://dx.doi.org/10.1109/ispw.1994.512776.

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Sirkemaa, Seppo, and Heidi Varpelaide. "UNDERSTANDING DIGITAL LEARNING PROCESS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1086.

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"FLEXIBILITY ON LEARNING PROCESS." In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003414601520155.

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Neumann, Marion, Kristian Kersting, Zhao Xu, and Daniel Schulz. "Stacked Gaussian Process Learning." In 2009 Ninth IEEE International Conference on Data Mining (ICDM). IEEE, 2009. http://dx.doi.org/10.1109/icdm.2009.56.

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Choi, Jung-Min, and Keiichi Sato. "Interaction as learning process." In the 5th Nordic conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1463160.1463169.

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Woitsch, Robert, and Nesat Efendioglu. "Business process oriented learning." In i-KNOW '15: 15th International Conference on Knowledge Technologies and Data-Driven Business. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2809563.2809578.

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Tan, Yun Yi, and Allan H. K. Yuen. "Learning Process of Designers." In ICEEL 2018: 2018 2nd International Conference on Education and E-Learning. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3291078.3291093.

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Vidakis, Nikolas, and Stavros Charitakis. "Designing the Learning Process." In the 10th International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3178248.3178254.

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Fernández-Robles, Laura, Hector Alaiz-Moreton, Javier Alfonso-Cendón, Manuel Castejon-Limas, and Luis Panizo-Alonso. "Machine learning insights on the learning process." In TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3012430.3012539.

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Behnken, Edda. "The innovation process as a collective learning process." In 2005 IEEE International Technology Management Conference (ICE). IEEE, 2005. http://dx.doi.org/10.1109/itmc.2005.7461274.

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Reports on the topic "Learning process"

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Willey, William T. Enabling Learning through the Assessment Process. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada523205.

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Hill, Matthew. Moving the Learning Process Beyond Recollection and Understanding. Office of Scientific and Technical Information (OSTI), March 2022. http://dx.doi.org/10.2172/1855103.

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Idrisova, Zh V., S. Kh Alikhadzhiev, and M. V. Vagapova. INTERNET - TECHNOLOGIES IN THE ACTIVATION PROCESS LEARNING ACTIVITIES AND INCREASING MOTIVATION STUDENTS TO ACTIVE LEARNING. Ljournal, 2019. http://dx.doi.org/10.18411/5557-3645-6963-86778.

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Ram, Ashwin. Modeling Multistrategy Learning as a Deliberative Process of Planning. Fort Belvoir, VA: Defense Technical Information Center, December 2000. http://dx.doi.org/10.21236/ada399291.

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Blonigen, Bruce. Working the System: Firm Learning and the Antidumping Process. Cambridge, MA: National Bureau of Economic Research, September 2004. http://dx.doi.org/10.3386/w10783.

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Sherstneva, A. A. Model for organising project management in the learning process. OFERNIO, February 2022. http://dx.doi.org/10.12731/ofernio.2022.24951.

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Fowler, Deborah C. Pinterest and fashion forecasting: Engaging students in the learning process. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-759.

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Nguyen, Minh H., Lorenzo Torresani, Fernando de la Torre, and Carsten Rother. Weakly Supervised Discriminative Localization and Classification: A Joint Learning Process. Fort Belvoir, VA: Defense Technical Information Center, July 2009. http://dx.doi.org/10.21236/ada507101.

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Nagel, Nancy. A Descriptive Study of an Alternative Process of "Learning-To-Teach". Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.854.

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Hardy, B., A. D'Entremont, B. Garcia-Diaz, L. Roy, M. Martinez-Rodriguez, T. Clingenpeel, and J. Bakos. PROCESS IMAGE ANALYSIS USING BIG DATA, MACHINE LEARNING, AND COMPUTER VISION. Office of Scientific and Technical Information (OSTI), September 2019. http://dx.doi.org/10.2172/1568782.

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