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Journal articles on the topic 'Learning technologies'

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Published: 4 June 2021
Last updated: 14 March 2023

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1

Olgren, Christine H. "Learning Strategies for Learning Technologies." New Directions for Adult and Continuing Education 2000, no. 88 (2000): 7–16. http://dx.doi.org/10.1002/ace.8801.

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2

Capuano, Nicola, and Santi Caballé. "Adaptive Learning Technologies." AI Magazine 41, no. 2 (June 19, 2020): 96–98. http://dx.doi.org/10.1609/aimag.v41i2.5317.

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Adaptive learning refers to technologies that dynamically adjust to the level or type of course content based on an individual’s abilities or skill attainment, in ways that accelerate a learner’s performance with both automated and instructor interventions. This column explores adaptive learning, its close relationship to artificial intelligence, and points to several results from artificial intelligence that have been used to build effective adaptive learning systems. The pairing of massive open online courses and adaptive learning has revealed new technical and pedagogical challenges that are currently being explored in various research projects.
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3

Hunaiti, Ziad. "Digital Learning Technologies." International Journal of Handheld Computing Research 8, no. 2 (April 2017): 41–50. http://dx.doi.org/10.4018/ijhcr.2017040103.

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Embedding Information and Communication Technology (ICT) within education is continually evolving research topic, because of the fast changes in information technology, software applications, and speed of internet. Therefore, many researchers around the globe are working in new projects of Digital Learning Technologies (DLTs). The success of new DLT is linked with the methods used during the evaluation process, which sometimes misunderstood. Hence, this article emphasises the importance of following the correct approach when selecting evaluation methods for DLT research and propose an approach, which can be followed by researchers, developers, students, educators, teaching & teaching specialists and other stakeholders to evaluate the effectiveness of new DLT.
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4

Alsaadat, Khalil. "Mobile Learning Technologies." International Journal of Electrical and Computer Engineering (IJECE) 7, no. 5 (October 1, 2017): 2833. http://dx.doi.org/10.11591/ijece.v7i5.pp2833-2837.

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<p>Technological development have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>
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5

Alsaadat, Khalil. "Mobile Learning Technologies." International Journal of Advances in Applied Sciences 7, no. 3 (August 1, 2018): 298. http://dx.doi.org/10.11591/ijaas.v7.i3.pp298-302.

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<p>Technological development have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>
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6

Rawat, Anu, and Kiran Lata Dangwal. "Technologies for Smart Learning." TechnoLearn: An International Journal of Educational Technology 7, no. 1and2 (2017): 11. http://dx.doi.org/10.5958/2249-5223.2017.00002.x.

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7

Redfield, Carol Luckhardt. "Teaching and Learning Technologies." International Journal of Technology, Knowledge, and Society 2, no. 6 (2007): 103–14. http://dx.doi.org/10.18848/1832-3669/cgp/v02i06/55574.

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8

Philip, Thomas M. "Learning with mobile technologies." Communications of the ACM 60, no. 3 (February 21, 2017): 34–36. http://dx.doi.org/10.1145/2976735.

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9

Chang, Carl K., Sorel Reisman, and Edmundo Tovar. "Advances in Learning Technologies." Computer 50, no. 5 (May 2017): 14–17. http://dx.doi.org/10.1109/mc.2017.149.

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10

Mistretta, Sharon. "Technologies and Creative Learning." AI, Computer Science and Robotics Technology 2022 (November 10, 2022): 1–3. http://dx.doi.org/10.5772/acrt.si201.

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11

Mavlyuda, Yokubova, Abdullayeva Gulchekhra, Tokhtayeva Matluba, Majidova Oysafar, and Ikramova Gulnora. "The Role of Computer Technologies in Learning Process." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 381–85. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201168.

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12

Kolitsky, Michael A. "Reshaping teaching and learning with 3D printing technologies." e-mentor 2014, no. 56 (4) (October 24, 2014): 84–94. http://dx.doi.org/10.15219/em56.1130.

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13

Rustamxojaevna, Kalmuratova Khurlikha, and Turumbetova Zamira Yusupbayevna. "ELECTRONIC AND DISTANCE LEARNING TECHNOLOGIES IN HIGHER EDUCATION." International Journal of Pedagogics 03, no. 02 (February 1, 2023): 14–18. http://dx.doi.org/10.37547/ijp/volume03issue01-04.

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The article discusses the basic concepts (electronic training, distance learning), types of information technologies that can be used in a professional educational organization and stages of development of electronic training, and distance learning technology. An analysis of software requirements for the organization of electronic training is carried out.
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14

Mamarajabov, Mirsalim E. "TECHNOLOGIES OF DIGITAL DIDACTICS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 2022): 78–84. http://dx.doi.org/10.55640/eijmrms-02-04-16.

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This article focuses on pedagogical didactics in the process of improving the technology of training pedagogical staff in a digitalized learning environment, based on the application of distance learning and blended learning technologies and models in the process of improving the effectiveness of distance learning.
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15

Cardullo, Victoria M., Nance S. Wilson, and Vassiliki I. Zygouris-Coe. "Emerging Technologies." International Journal of Information Communication Technologies and Human Development 9, no. 2 (April 2017): 1–19. http://dx.doi.org/10.4018/ijicthd.2017040101.

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Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).
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16

Zanuy, Eva. "Language Learning Generators — From Traditional Language Learning Methodologies to Future Computer Assisted Technologies." International Journal of Computer and Communication Engineering 5, no. 2 (2016): 158–64. http://dx.doi.org/10.17706/ijcce.2016.5.2.158-164.

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17

Prata, David, George França, and Marcelo Lisboa. "Entailment Issues to Integrate Learning Theories with Educational Technologies." International Journal of Information and Education Technology 6, no. 9 (2016): 726–30. http://dx.doi.org/10.7763/ijiet.2016.v6.783.

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18

BULIGA, Tiberiu, and Ștefan-Gheorghe PENTIUC. "COLLABORATIVE LEARNING USED IN TEACHING THE INFORMATION TECHNOLOGIES CONCEPTS." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 1 (June 24, 2016): 405–10. http://dx.doi.org/10.19062/2247-3173.2016.18.1.55.

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19

HAYRAPETYAN, Lusine. "Art-technologies as innovative approaches in the learning process." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 10 (2021): 102–6. http://dx.doi.org/10.33251/2522-1477-2021-10-102-106.

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Pedagogical art technologies and methods to increase the efficiency of the teaching process are considered as innovative approaches to the pedagogical process. Within the framework of the article, new approaches to make the pedagogical process more creative were revealed, due to which a number of problems of pedagogical nature can be solved, including the organization of the process of teaching, socialization, upbringing, etc. Aim of the article: The aim of the research conducted within the framework of the article is to identify the importance of involving art technologies and methods in increasing the efficiency of the learning process, to interpret their role in terms of improving the learning process. A number of scientific-pedagogical research methods were used for the research, such as analysis, comparison, abstract, generalization, coordination. As a result of the study, we came to the conclusion that pedagogical art methods and technologies are unique pedagogical alternatives that can solve not only the problem of making the teaching process more active, creative and effective. Those can also contribute to the development of a person's creative potential, self- discovery and self-perception, as well as be useful in organizing joint educational activities for biologically healthy children and children with special needs as unique mechanisms of mental regulation, making the learning process more inclusive, collaborative and constructive. Key words: Pedagogical art technologies, art methods, isotherapy, book therapy, music therapy, teaching process, pedagogical process.
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20

Baisarina, S., T. Slambekova, and M. Boranbayeva. "Features of differentiated learning technologies." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 125, no. 4 (2018): 31–37. http://dx.doi.org/10.32523/2616-6895-2018-125-4-31-37.

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21

KUCHAI, Oleksandr, and Antonina DEMIANIUK. "MODERN TECHNOLOGIES OF DISTANCE LEARNING." Humanitarian studies: history and pedagogy 1, no. 2 (2021): 77–85. http://dx.doi.org/10.35774/gsip2021.02.077.

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22

Mamedova, G. A. gyzy, and F. T. ogly Agaev. "Modern technologies of e-learning." Open Education, no. 3 (January 1, 2017): 73–79. http://dx.doi.org/10.21686/1818-4243-2017-3-73-79.

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23

Peña-Rios, Anasol, Daphne Economou, and Markos Mentzelopoulos. "Exploring Immersive Technologies in Learning." JUCS - Journal of Universal Computer Science 26, no. 8 (August 28, 2020): 854–57. http://dx.doi.org/10.3897/jucs.2020.046.

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24

Yelikbayeva, M., and N. Akhmetov. "GAME TECHNOLOGIES IN LEARNING BIOLOGY." BULLETIN Series of Pedagogical Sciences 68, no. 4 (December 30, 2020): 156–63. http://dx.doi.org/10.51889/2020-4.1728-5496.24.

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The main goals and learning objectives set for teachers and educational organizations implemented in the lessons. The solution of most of these issues directly depends on the cooperative work of the teacher and students in the classroom. Therefore, the modern education system has undergone significant changes, especially in the field of attracting new technologies to learning, including game-based learning technologies. They increase the activity of students ' mental, creative, and other activities in the classroom. At the same time, the content of the lesson changes, and in the framework of the proposed game technology, the cooperative game activity of students and teachers comes to the fore. Such favorable conditions allow for purposeful learning of students, which, in turn, forms their most important qualities: critical thinking, analysis and synthesis of educational material, search for solutions to problems, teamwork, correction of work results, etc.
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25

Zasorina, Yu A. "LEARNING TECHNOLOGIES OF WRITING COMMUNICATION." Вестник Академии гражданской авиации, no. 2 (2021): 80–83. http://dx.doi.org/10.53364/24138614_2021_21_2_80.

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26

Stephen, Christine, and Lydia Plowman. "Digital technologies play and learning." Early Childhood Folio 17, no. 2 (August 1, 2013): 3–8. http://dx.doi.org/10.18296/ecf.0123.

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27

Muwanguzi, Samuel, and Lin Lin. "Wrestling With Online Learning Technologies." International Journal of Distance Education Technologies 8, no. 2 (April 2010): 43–57. http://dx.doi.org/10.4018/jdet.2010040104.

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This study examines the usability challenges and emotional reactions of blind college students in their attempts to access online educational materials and to communicate with colleagues through online technologies. A case study approach was adopted. Five students were interviewed regarding their online learning experiences using Blackboard, a popular Course Management System. Analysis of the interviews revealed that Blackboard was poorly accessible to the blind students, which affected achieving their academic goals. The study also showed that the blind students were motivated and optimistic of their successes despite their frustrations and feelings of marginalization. The study suggests that academic administrators and database designers work jointly with adaptive software developers in developing enhanced user interfaces to ensure universal access and usability of online technologies and to reduce educational inequities and frustrations encountered by blind students.
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28

Beloglazov, A. A., and L. B. Beloglazova. "MODELING TECHNOLOGIES OF INTERNET LEARNING." RUDN Journal of Informatization in Education 14, no. 1 (2017): 83–91. http://dx.doi.org/10.22363/2312-8631-2017-14-1-83-91.

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29

Santaella-López, Juan. "New technologies in humanistic learning." Comunicar 10, no. 20 (March 1, 2003): 184–87. http://dx.doi.org/10.3916/c20-2003-27.

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The new technologies should have a greater presence in the educational system. If their use is aimed at learning some meaningful and formative curricula, there will be no doubth of their positive impact in the development of a humanistic learning; on the Las nuevas tecnologías pueden y deben tener una mayor presencia en el sistema educativo. Si su uso va destinado al aprendizaje de unos currículos significativos y formativos, sin duda que incidirán positivamente en el desarrollo de una enseñanza humanística; si, por el contrario, el aprendizaje y la utilización de tales medios se desconecta de un saber reflexivo y crítico, su aportación a un sistema educativo más humanizado y ético será inexistente.
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30

Moron-Garcia, Sue. "Learning theory and online technologies." Innovations in Education and Teaching International 50, no. 1 (February 2013): 104–5. http://dx.doi.org/10.1080/14703297.2012.757034.

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31

McFarlane, Angela. "Learners, learning and new technologies." Educational Media International 40, no. 3-4 (September 2003): 219–27. http://dx.doi.org/10.1080/0982398032000113130.

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32

Blyth, Carl. "Immersive technologies and language learning." Foreign Language Annals 51, no. 1 (March 2018): 225–32. http://dx.doi.org/10.1111/flan.12327.

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33

Hopey, Christopher E., and Lynda Ginsburg. "Distance Learning and New Technologies." Adult Learning 8, no. 1 (September 1996): 22–23. http://dx.doi.org/10.1177/104515959600800111.

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34

Singh, Europe. "Learning theory and online technologies." Open Learning: The Journal of Open, Distance and e-Learning 29, no. 1 (January 2, 2014): 89–92. http://dx.doi.org/10.1080/02680513.2013.864550.

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35

ION, Alina Mihaela. "Mobile Technologies for Lifelong Learning." Informatica Economica 20, no. 2/2015 (June 30, 2015): 112–19. http://dx.doi.org/10.12948/issn14531305/19.2.2015.11.

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36

Kirkup, Gill. "Gender Issues and Learning Technologies." British Journal of Educational Technology 26, no. 3 (September 1995): 218–19. http://dx.doi.org/10.1111/j.1467-8535.1995.tb00344.x.

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37

Hedberg, John G. "Methods and technologies for learning." British Journal of Educational Technology 37, no. 2 (March 2006): 307. http://dx.doi.org/10.1111/j.1467-8535.2006.00602_1.x.

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38

Prain, Vaughan, and Brian Hand. "Using New Technologies for Learning." Journal of Research on Technology in Education 35, no. 4 (June 2003): 441–58. http://dx.doi.org/10.1080/15391523.2003.10782395.

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39

Atkins, M. J. "Evaluating interactive technologies for learning." Journal of Curriculum Studies 25, no. 4 (July 1993): 333–42. http://dx.doi.org/10.1080/0022027930250403.

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40

Harlow, Steven, and Rhoda Cummings. "Technologies and Levels of Learning." Computers in the Schools 19, no. 1-2 (August 27, 2002): 95–100. http://dx.doi.org/10.1300/j025v19n01_08.

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41

Russell, Mark, and Peter Bullen. "Learning technologies in engineering education." Engineering Education 4, no. 2 (December 2009): 1–3. http://dx.doi.org/10.11120/ened.2009.04020001.

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42

Issenberg, Barry, Michael S. Gordon, David Lee Gordon, Robert E. Safford, and Ian R. Hart. "Simulation and new learning technologies." Medical Teacher 23, no. 1 (January 2001): 16–23. http://dx.doi.org/10.1080/01421590020007324.

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43

McDonald, Alan, and Leo Schrattenholzer. "Learning rates for energy technologies." Energy Policy 29, no. 4 (March 2001): 255–61. http://dx.doi.org/10.1016/s0301-4215(00)00122-1.

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44

Wake, John L., Clyde F. Kiker, and Peter E. Hildebrand. "Systematic learning of agricultural technologies." Agricultural Systems 27, no. 3 (January 1988): 179–93. http://dx.doi.org/10.1016/0308-521x(88)90056-x.

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45

Akintola, K. G., B. A. Ojokoh, and O. K. Boyinbode. "Framework for Mobile Learning Technologies." International Journal of Learning: Annual Review 18, no. 11 (2012): 101–10. http://dx.doi.org/10.18848/1447-9494/cgp/v18i11/47815.

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46

Klus, John P. "Special Focus: Advanced Learning Technologies." Industry and Higher Education 16, no. 4 (August 2002): 233–34. http://dx.doi.org/10.5367/000000002101296333.

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47

Yarmakeev, Iskander, Nelly Valiakhmetova, Rimma Akhmadullina, and Guseynova Terane. "Webquest Technologies as Learning Motivation." HELIX 9, no. 5 (October 31, 2019): 5307–11. http://dx.doi.org/10.29042/2019-5307-5311.

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48

Rushby, Nick. "Editorial: Topics in learning technologies." British Journal of Educational Technology 41, no. 3 (May 2010): 343–48. http://dx.doi.org/10.1111/j.1467-8535.2010.01063.x.

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49

Rushby, Nick. "Editorial: Trends in learning technologies." British Journal of Educational Technology 42, no. 6 (October 20, 2011): 885–88. http://dx.doi.org/10.1111/j.1467-8535.2011.01240.x.

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50

Greener, Sue. "Discontinuities in learning with technologies." Interactive Learning Environments 23, no. 6 (November 2, 2015): 653–54. http://dx.doi.org/10.1080/10494820.2015.1101820.

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