Journal articles: 'Learning programs'

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St. Clair, D. C. "Learning programs." IEEE Potentials 11, no. 3 (October 1992): 19–22. http://dx.doi.org/10.1109/45.207106.

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Abdullaeva, Rozanna, Gulbahor Mirrahimova, Guzal Aminova, Ilona Israilova, and Oybek Eshbaev. "Learning Foreign Vocabulary Using Computer Programs." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 567–72. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201192.

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Sherman, Thomas M. "Learning Improvement Programs." Journal of Higher Education 56, no. 1 (January 1985): 85–100. http://dx.doi.org/10.1080/00221546.1985.11778706.

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Cropper, Andrew, and Rolf Morel. "Learning programs by learning from failures." Machine Learning 110, no. 4 (February 19, 2021): 801–56. http://dx.doi.org/10.1007/s10994-020-05934-z.

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AbstractWe describe an inductive logic programming (ILP) approach called learning from failures. In this approach, an ILP system (the learner) decomposes the learning problem into three separate stages: generate, test, and constrain. In the generate stage, the learner generates a hypothesis (a logic program) that satisfies a set of hypothesis constraints (constraints on the syntactic form of hypotheses). In the test stage, the learner tests the hypothesis against training examples. A hypothesis fails when it does not entail all the positive examples or entails a negative example. If a hypothesis fails, then, in the constrain stage, the learner learns constraints from the failed hypothesis to prune the hypothesis space, i.e. to constrain subsequent hypothesis generation. For instance, if a hypothesis is too general (entails a negative example), the constraints prune generalisations of the hypothesis. If a hypothesis is too specific (does not entail all the positive examples), the constraints prune specialisations of the hypothesis. This loop repeats until either (i) the learner finds a hypothesis that entails all the positive and none of the negative examples, or (ii) there are no more hypotheses to test. We introduce Popper, an ILP system that implements this approach by combining answer set programming and Prolog. Popper supports infinite problem domains, reasoning about lists and numbers, learning textually minimal programs, and learning recursive programs. Our experimental results on three domains (toy game problems, robot strategies, and list transformations) show that (i) constraints drastically improve learning performance, and (ii) Popper can outperform existing ILP systems, both in terms of predictive accuracies and learning times.

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Herlo, Dorin. "SELF-DIRECTED LEARNING ON TEACHER TRAINING STUDIES PROGRAMS." Journal Plus Education 18, no. 2/2017 (November 8, 2017): 7–17. http://dx.doi.org/10.24250/jpe/2/2017/dh.

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Cushman, Ellen. "Sustainable Service Learning Programs." College Composition and Communication 54, no. 1 (September 2002): 40. http://dx.doi.org/10.2307/1512101.

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WOOD, CARL MARTIN ALL, and TORBJÖN WIKSTRÖM. "Learning complex computer programs." Behaviour & Information Technology 5, no. 3 (July 1986): 217–25. http://dx.doi.org/10.1080/01449298608914515.

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Hart, Stephen, and Roderic Grupen. "Learning Generalizable Control Programs." IEEE Transactions on Autonomous Mental Development 3, no. 3 (September 2011): 216–31. http://dx.doi.org/10.1109/tamd.2010.2103311.

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CASE, JOHN, SANJAY JAIN, and ARUN SHARMA. "ON LEARNING LIMITING PROGRAMS." International Journal of Foundations of Computer Science 03, no. 01 (March 1992): 93–115. http://dx.doi.org/10.1142/s0129054192000097.

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Machine learning of limit programs (i.e., programs allowed finitely many mind changes about their legitimate outputs) for computable functions is studied. Learning of iterated limit programs is also studied. To partially motivate these studies, it is shown that, in some cases, interesting global properties of computable functions can be proved from suitable (n+1)-iterated limit programs for them which can not be proved from any n-iterated limit programs for them. It is shown that learning power is increased when (n+1)-iterated limit programs rather than n-iterated limit programs are to be learned. Many trade-off results are obtained regarding learning power, number (possibly zero) of limits taken, program size constraints and information, and number of errors tolerated in final programs learned.

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Richards, Colin. "Programs to Encourage Learning." British Journal of Special Education 12, no. 2 (May 31, 2007): 77. http://dx.doi.org/10.1111/j.1467-8578.1985.tb00611.x.

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Cropper, Andrew, and Stephen H. Muggleton. "Learning efficient logic programs." Machine Learning 108, no. 7 (April 23, 2018): 1063–83. http://dx.doi.org/10.1007/s10994-018-5712-6.

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Kaziliūnas, Adolfas. "The Knowledge Management Process for Implementing Quality Improvement Programs." Informacijos mokslai 62 (January 1, 2012): 97–108. http://dx.doi.org/10.15388/im.2012.0.1580.

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The importance of quality to any and all organizations is well known, and it is necessary to teach employees quality discipline. However, the analysis of literature indicates that many of quality improvement programs are ineffective. This article discusses knowledge management processes for the organizational learning mechanisms that can help to plan and implement quality management programs more successfully. The processes are implemented in sequence for the development of knowledge management in an organization in which user needs and expectations are recognized as an input. The processes are controlled by knowledge management strategy planning, knowledge process, customer and knowledge supplier relationships. The mechanisms are led by a knowledge management leader, knowledge management personnel, and knowledge management system infrastructure. The input is transformed into knowledge management results in terms of users’ needs and expectations of knowledge management outcomes, knowledge management strategy and planning outcomes, knowledge management delivery outcomes. By using the knowledge management process organizations can increase the effectiveness of quality management training.Keywords: quality management, knowledge management, ISO 9000 standards, quality programsŽinių vadybos procesas kokybės gerinimo programoms įgyvendinti Adolfas Kaziliūnas Santrauka Daugelis organizacijų, siekdamos konkurencinio pranašumo, įtraukia kokybės gerinimą į savo strateginius tikslus, tačiau literatūros analizė rodo, kad dažnai kokybės gerinimo programos nepasiekia numatytų savo tikslų. Tai dažniausiai atsitinka dėl netikslaus kokybės programų pritaikymo organizacijos reikmėms ir netinkamai vykdomo mokymosi proceso. Šio tyrimo tikslas – rasti būdų efektyviau įgyvendinti kokybės gerinimo programas. Tyrimai parodė, kad pasitelkdamos žinių vadybos patirtį organizacijos gali padidinti kokybės gerinimo programų efektyvumą. Žinių vadybos procesai padeda organizacijai geriau analizuoti, parengti ir įsisavinti aktualią organizacijos darbuotojams informaciją. Straipsnyje pateikiamas literatūros analizės pagrindu parengtas septynių fazių žinių vadybos procesas. Procese nuosekliai išdėstytos veiklos, kurias reikia atlikti rengiant ir įgyvendinant kokybės gerinimo programą. Prieš rengiant šią programą būtina išana lizuoti organizacijos darbuotojų mokymosi poreikius ir pagal tai suformuluoti mokymų strategiją. Organizacijos vadovai turėtų asmeniškai dalyvauti planuojant programą ir pageidautina – mokant darbuotojus. Kokybės gerinimo programos tikslai ir jų pasiekimo planai turi būti aiškiai apibrėžti. Į planavimo procesą būtina įtraukti vidurinės grandies vadybininkus, nes jie geriausiai pastebi darbuotojų žinių trūkumus. Būtina rimtai vertinti dalies darbuotojų skeptišką požiūrį į mokymų programą ir reaguoti į jų pastabas. Labai svarbu mokymosi rezultatų matavimas ir analizė bei nuolatinis grįžtamojo ryšio su programos dalyviais palaikymas. Rezultatų matavimas ir analizė turi būti atliekama po kiekvienos esminės proceso fazės: vartotojų poreikių nustatymo, mokymosi strategijos suformulavimo ir planavimo, mokymo planų įgyvendinimo. Reikšminiai žodžiai: kokybės vadyba, žinių vadyba, kokybės programos, ISO 9000 standartai.

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Cropper, Andrew, Rolf Morel, and Stephen Muggleton. "Learning higher-order logic programs." Machine Learning 109, no. 7 (December 3, 2019): 1289–322. http://dx.doi.org/10.1007/s10994-019-05862-7.

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AbstractA key feature of inductive logic programming is its ability to learn first-order programs, which are intrinsically more expressive than propositional programs. In this paper, we introduce techniques to learn higher-order programs. Specifically, we extend meta-interpretive learning (MIL) to support learning higher-order programs by allowing for higher-order definitions to be used as background knowledge. Our theoretical results show that learning higher-order programs, rather than first-order programs, can reduce the textual complexity required to express programs, which in turn reduces the size of the hypothesis space and sample complexity. We implement our idea in two new MIL systems: the Prolog system $$\text {Metagol}_{ho}$$ Metagol ho and the ASP system $$\text {HEXMIL}_{ho}$$ HEXMIL ho . Both systems support learning higher-order programs and higher-order predicate invention, such as inventing functions for and conditions for . We conduct experiments on four domains (robot strategies, chess playing, list transformations, and string decryption) that compare learning first-order and higher-order programs. Our experimental results support our theoretical claims and show that, compared to learning first-order programs, learning higher-order programs can significantly improve predictive accuracies and reduce learning times.

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Bergadano, F., and D. Gunetti. "Learning relations and logic programs." Knowledge Engineering Review 9, no. 1 (March 1994): 73–77. http://dx.doi.org/10.1017/s0269888900006615.

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Inductive Logic Programming (ILP) is an emerging research area at the intersection of machine learning, logic programming and software engineering. The first workshop on this topic was held in 1991 in Portugal (Muggleton, 1991). Subsequently, there was a workshop tied to the Future Generation Computer System Conference in Japan in 1992, and a third one in Bled, Slovenia, in April 1993 (Muggleton, 1993). Ideas related to ILP are also appearing in major AI and machine learning conferences and journals. Although European-based and mainly sponsored by ESPRIT, ILP aims at becoming equally represented elsewhere; for example, among researchers in America who are investigating relational learning and first order theory revision (see, for example, the papers in Birnbaum and Collins, 1991) and within the computational learning theory community. This year's IJCAI workshop on ILP is a first step in this direction, and includes recent work with a broader range of perspectives and techniques.

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Braiek, Houssem Ben, and Foutse Khomh. "On testing machine learning programs." Journal of Systems and Software 164 (June 2020): 110542. http://dx.doi.org/10.1016/j.jss.2020.110542.

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Cambronero, José P., and Martin C. Rinard. "AL: autogenerating supervised learning programs." Proceedings of the ACM on Programming Languages 3, OOPSLA (October 10, 2019): 1–28. http://dx.doi.org/10.1145/3360601.

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Raychev, Veselin, Pavol Bielik, Martin Vechev, and Andreas Krause. "Learning programs from noisy data." ACM SIGPLAN Notices 51, no. 1 (April 8, 2016): 761–74. http://dx.doi.org/10.1145/2914770.2837671.

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Anderson, Charles W., and Kathleen Hogan. "Designing programs for science learning." Journal of Research in Science Teaching 37, no. 7 (2000): 627–28. http://dx.doi.org/10.1002/1098-2736(200009)37:7<627::aid-tea1>3.0.co;2-h.

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Cecilio-Fernandes, Dario, Janke Cohen-Schotanus, and René A. Tio. "Assessment programs to enhance learning." Physical Therapy Reviews 23, no. 1 (June 23, 2017): 17–20. http://dx.doi.org/10.1080/10833196.2017.1341143.

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Sener, John. "Effectively evaluating online learning programs." eLearn 2006, no. 5 (May 2006): 1. http://dx.doi.org/10.1145/1145668.1145670.

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Alsanie, Waleed, and James Cussens. "Learning failure-free PRISM programs." International Journal of Approximate Reasoning 67 (December 2015): 73–110. http://dx.doi.org/10.1016/j.ijar.2015.06.003.

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Ptak, Paweł. "SIMULATION PROGRAMS IN DISTANCE LEARNING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 436–47. http://dx.doi.org/10.17770/sie2021vol5.6305.

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In the era of the development of computer technology, methods were created that enable teaching, not only through direct contact with the student, but also through the computer network and the Internet. In order for this to be possible, programs allowing this type of activity had to be created. They are to model the operating conditions of electronic and measurement systems in virtual space as much as possible. Such programs must reflect the operation of such systems under operating conditions, taking into account disturbing signals. They should also be adapted to remote work via the Internet. In the era of epidemics, when the possibilities of teaching in the classical form are very limited or impossible, simulation programs working in a network environment may make sense. The results of modeling the operation of systems in virtual reality and the created measurement systems can be sent electronically. This allows their verification with the laboratory teacher and joint work on the project by a group of students during the laboratory classes.

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Mohammadpour, Bita. "Effect of human capital on strategic programs in learning organizations." International Academic Journal of Organizational Behavior and Human Resource Management 05, no. 02 (December 20, 2018): 70–78. http://dx.doi.org/10.9756/iajobhrm/v5i2/1810015.

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Baliga, Ganesh, John Case, Sanjay Jain, and Mandayam Suraj. "Machine learning of higher-order programs." Journal of Symbolic Logic 59, no. 2 (June 1994): 486–500. http://dx.doi.org/10.2307/2275402.

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AbstractA generator program for a computable function (by definition) generates an infinite sequence of programs all but finitely many of which compute that function. Machine learning of generator programs for computable functions is studied. To motivate these studies partially, it is shown that, in some cases, interesting global properties for computable functions can be proved from suitable generator programs which cannot be proved from any ordinary programs for them. The power (for variants of various learning criteria from the literature) of learning generator programs is compared with the power of learning ordinary programs. The learning power in these cases is also compared to that of learning limiting programs, i.e., programs allowed finitely many mind changes about their correct outputs.

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Keisling, Bruce. "Blended learning." Library Management 39, no. 3/4 (June 11, 2018): 207–15. http://dx.doi.org/10.1108/lm-08-2017-0080.

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Purpose Because many colleges and universities have growing numbers of students in online and blended programs, libraries should adapt their services and adjust their organizational structures to support them. Students have adopted blended learning programs whether or not the programs are officially designed as blended programs. Libraries need to change their service orientation in response and learn to scale services using available technologies. Scaling services and personnel resources also requires developing a scalable organizational learning culture. The paper aims to discuss these issues. Design/methodology/approach Using a change in support for online/distance students and organizational restructuring in Ekstrom Library at the University of Louisville as a case study, this paper examines the review process, organizational restructuring, and focus on scaling services that resulted in a new service model. Findings This study found that scaling services as applied to IT and business organizations is also valuable as an approach in enhancing library services to online students. Changing user needs must be correlated with available organizational resources and technological solutions to deliver appropriate services. Modifying and building services with a goal of scaling them to appropriate levels will enhance library outcomes. Research limitations/implications Other case studies concerned with responding to changing student expectations and scaling services and organizational resources would be useful to add to these findings. Originality/value The perspectives and approach described in this case study will be instructive for adapting library services to changing user environments.

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Keengwe, Jared, and Jung-Jin Kang. "Blended Learning in Teacher Preparation Programs." International Journal of Information and Communication Technology Education 8, no. 2 (April 2012): 81–93. http://dx.doi.org/10.4018/jicte.2012040107.

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This paper reviews relevant literature on the concept and design of blended learning in Teacher Preparation Programs (TPPs). First, the authors define blended learning in this context and explained an activity system as an analytical framework. Second, the authors describe the method for choosing the studies in this literature review. Third, the authors present some findings through the lens of an activity system. Finally, the authors discuss how the activity system can analyze the effectiveness of blended learning. The activity system framework is very useful to examine the effectiveness of blended learning because the framework explains what components should be included and examined by research. This review could offer some guideline for the nature of blended learning in TPPs for future study.

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Still, Kelley, and Penny R. Clayton. "Utilizing Service-Learning in Accounting Programs." Issues in Accounting Education 19, no. 4 (November 1, 2004): 469–86. http://dx.doi.org/10.2308/iace.2004.19.4.469.

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This paper discusses the use of service-learning in accounting curriculums as a tool for enhancing learning and student performance in the classroom by addressing the call for accounting education to move beyond “number crunching” to critical analysis and problem solving. First, the paper reviews the educational research supporting the enhanced learning that takes place with service-learning. Next, the link between service-learning outcomes and accounting education objectives is discussed. Additionally, specific examples of service-learning projects successfully implemented in auditing (with evidence of improved performance) and governmental/nonprofit accounting courses are presented. The projects themselves, as well as the administrative tasks required to implement them, are discussed in detail. The concepts presented can be applied to other accounting and/or business classes.

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Raines, Deborah A. "Learning Nursing Concepts Through Television Programs." Journal of Nursing Education 49, no. 3 (March 1, 2010): 173–74. http://dx.doi.org/10.3928/01484834-20100218-02.

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Turner, Mark E. "Child-Centered Learning and Music Programs." Music Educators Journal 86, no. 1 (July 1999): 30–51. http://dx.doi.org/10.2307/3399574.

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Dai, Kun, and Jaime Garcia. "Intercultural Learning in Transnational Articulation Programs." Journal of International Students 9, no. 2 (May 15, 2019): 362–83. http://dx.doi.org/10.32674/jis.v9i2.677.

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Many Chinese universities engage in transnational higher education by establishing articulation programs with international partners. Although research has broadly investigated transnational higher education topics, few studies have explored Chinese students’ intercultural learning and adjustment experiences in these programs. This qualitative study explored seven Chinese students’ experiences in two China-Australia articulation programs to add insights to this under-researched topic. The findings indicated that research participants’ intercultural learning experiences were far more complex than the theoretical model of “stress-adaptation-development.” The students’ agency, identity, and belonging underwent dynamic changes due to academic inconsistencies and differences, including the use of technology, assessment, and teaching strategies. This study suggests that it is important for educators to consider educational differences in designing and implementing transnational articulation programs.

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Lambert-Shute, Jennifer J., Shannon E. Jarrott, and Christine A. Fruhauf. "Service-Learning at Dementia Care Programs." Gerontology & Geriatrics Education 25, no. 1 (September 9, 2004): 19–35. http://dx.doi.org/10.1300/j021v25n01_02.

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Politis, Diamanto, Jonas Gabrielsson, Nataliya Galan, and Solomon Akele Abebe. "Entrepreneurial learning in venture acceleration programs." Learning Organization 26, no. 6 (September 9, 2019): 588–603. http://dx.doi.org/10.1108/tlo-04-2018-0082.

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Purpose This study aims to better understand entrepreneurial learning in the context of venture acceleration programs. Design/methodology/approach A qualitative research strategy was used based on multiple in-depth interviews with 21 lead entrepreneurs complemented with participatory observations and secondary sources. The data were inductively analysed following the Gioia methodology (Gioia et al., 2012). Findings The authors build on experiential learning theory to generate a process-focussed model exploring the learning dynamics that venture acceleration programs can facilitate. In this model, the authors identify three catalysts that trigger processes of experiential learning and two contingencies that alleviate the effects of the catalysts on learning outcomes. The findings suggest that the potential of venture acceleration programs to be effective learning environments pends on the presence and quality of these catalysts and contingencies. Originality/value The findings provide novel insights on how venture acceleration programs trigger entrepreneurial learning, thereby offering a deeper understanding of the learning dynamics in this setting.

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Jarrott, Shannon E. "Service-Learning at Dementia Care Programs." Journal of Teaching in Marriage & Family 1, no. 4 (September 2001): 1–12. http://dx.doi.org/10.1300/j226v01n04_01.

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CRUMP, JOHN A., and JEREMY SUGARMAN. "GUIDELINES FOR INTERNATIONAL SERVICE LEARNING PROGRAMS." Developing World Bioethics 11, no. 3 (November 21, 2011): 170. http://dx.doi.org/10.1111/j.1471-8847.2011.00315.x.

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Boyd, Drick. "Effective Teaching in Accelerated Learning Programs." Adult Learning 15, no. 1-2 (January 2004): 40–43. http://dx.doi.org/10.1177/104515950401500111.

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Wuestewald, Todd. "Adult Learning in Executive Development Programs." Adult Learning 27, no. 2 (August 21, 2015): 68–75. http://dx.doi.org/10.1177/1045159515602256.

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Bshouty, Nader H., Christino Tamon, and David K. Wilson. "On learning width two branching programs." Information Processing Letters 65, no. 4 (February 1998): 217–22. http://dx.doi.org/10.1016/s0020-0190(97)00204-4.

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Rubeck, R. F. "Hypertext programs for computer-assisted learning." Academic Medicine 66, no. 4 (April 1991): 193. http://dx.doi.org/10.1097/00001888-199104000-00004.

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Goodman, Joan F., Jill Greenberg, and Elizabeth Pollak. "Learning Language in Early Intervention Programs." Early Education & Development 4, no. 3 (July 1993): 204–16. http://dx.doi.org/10.1207/s15566935eed0403_6.

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Dion, M. Robin. "Healthy Marriage Programs: Learning What Works." Future of Children 15, no. 2 (2005): 139–56. http://dx.doi.org/10.1353/foc.2005.0016.

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Hedrick, Allen. "Learning From Each Other: Reviewing Programs." Strength and Conditioning Journal 26, no. 4 (2004): 46. http://dx.doi.org/10.1519/1533-4295(2004)026<0046:lfeorp>2.0.co;2.

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Domingue, Benjamin W., David Lang, Martha Cuevas, Melisa Castellanos, Carolina Lopera, Julián P. Mariño, Adriana Molina, and Richard J. Shavelson. "Measuring Student Learning in Technical Programs." AERA Open 3, no. 1 (January 2017): 233285841769299. http://dx.doi.org/10.1177/2332858417692997.

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Technical schools are an integral part of the education system, and yet, little is known about student learning at such institutions. We consider whether assessments of student learning can be jointly administered to both university and technical school students. We examine whether differential test functioning may bias inferences regarding the relative performance of students in quantitative reasoning and critical reading. We apply item response theory models that allow for differences in response behavior as a function of school context. Items show small yet consistent differential functioning in favor of university students, especially for the quantitative reasoning test. These differences are shown to affect inferences regarding effect size differences between the university and technical students (effect sizes can fall by 44% in quantitative reasoning and 24% in critical reading). Differential test functioning influences the rank orderings of institutions by up to roughly 5 percentile points on average.

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Dickerson, Mark, Randy Fall, and Roxanne Helm-Stevens. "Service Learning Programs with Juvenile Offenders." International Education Studies 13, no. 2 (January 29, 2020): 88. http://dx.doi.org/10.5539/ies.v13n2p88.

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While prior research on service-learning has established the benefits for participating college and university students, more recent research has attempted to explore the value of service-learning projects for the recipients of the service-learning projects, typically public-school students. This study endeavors to extend this research to a special subset of this population by examining the outcome of a 6-week service-learning project in an alternative educational setting for juvenile offenders. This service-learning project involved teams of four to five university business school students presenting a life skills curriculum to two classrooms of students who have been adjudicated through the juvenile courts. We administered an optional questionnaire to all participating students as a pretest and posttest, asking about their knowledge and skills in career readiness. We found statistically significant increases in ratings from pretest to posttest. Analyzed individually, all 28 items showed statistically significant improvements from pretest to posttest. Scales created from the items were also statistically significant, with the greatest change in items measuring Goals. We interpret these findings as an indication that adjudicated youth have a substantial need and interest in career information and training.

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Murphy, Patricia D. "Assessing student learning in graduate programs." Assessment Update 6, no. 6 (November 1994): 1–2. http://dx.doi.org/10.1002/au.3650060602.

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Nord, Derek. "Online learning programs: Evaluation's challenging future." New Directions for Evaluation 2011, no. 131 (September 2011): 129–34. http://dx.doi.org/10.1002/ev.390.

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Carter, Heather, Credence Baker, Kim Rynearson, and Juanita M. Reyes. "Degree Attainment in Online Learning Programs." International Journal of Innovative Teaching and Learning in Higher Education 1, no. 3 (July 2020): 19–43. http://dx.doi.org/10.4018/ijitlhe.2020070102.

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The purpose of this study is to compare degree attainment rates in online and not wholly online degree programs, using longitudinal data from a national sample. Longitudinal data, collected from the National Center for Education Statistics via Beginning Postsecondary cohort 12/14, were analyzed to determine if relationships between degree attainment, course type, and degree program existed. The largest sample size available for analyzing any combination of relationships was 6,770 students. Chi-square and log-linear analyses indicated a significant interaction between course type, degree program, and degree attainment at p < .005. In terms of degree attainment, results indicated that online learning lends to similar student success, to learning that does not take place in a fully online environment. Additionally, in an analysis of specific program outcomes, students taking online psychology programs were more likely to finish the degree program than students not taking all online courses, p < .000.

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Evanciew, Cheryl E. P. "Maximizing Learning through Youth Apprenticeship Programs." Clearing House: A Journal of Educational Strategies, Issues and Ideas 68, no. 2 (December 1994): 111–14. http://dx.doi.org/10.1080/00098655.1994.9957209.

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Bierema, Laura L. "Fitting Action Learning to Corporate Programs." Performance Improvement Quarterly 11, no. 1 (October 22, 2008): 86–107. http://dx.doi.org/10.1111/j.1937-8327.1998.tb00080.x.

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Bounous, Ruth M. "Experiential Learning Programs: An Organizational Schema." Journal of Career Development 13, no. 1 (September 1986): 61–67. http://dx.doi.org/10.1177/089484538601300107.

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Bounous, Ruth M. "Experiential learning programs: An organizational schema." Journal of Career Development 13, no. 1 (September 1986): 61–67. http://dx.doi.org/10.1007/bf01352179.

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Journal articles on the topic 'Learning programs'

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