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Journal articles on the topic 'Learning technology'

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

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Jabborova, Dilafruz Furkatovna, and Shirinboy Sharofovich Olimov. "Interactive Learning Technology." American Journal of Social Science and Education Innovations 02, no. 12 (December 18, 2020): 122–26. http://dx.doi.org/10.37547/tajssei/volume02issue12-21.

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In this article the authors explain the interactive technology of teaching, its essence, its forms and features. Features of interactive learning technologies include motivation, purposefulness, new information delivery, interactive exercises, new products, reflexion, evaluation and homework. Soft and active methods, approaches to interactive methods are highlighted.

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2

Tajiev, Mamarajab. "Features of Distance Learning Technology." International Journal of Psychosocial Rehabilitation 24, no. 5 (May 25, 2020): 5990–96. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020574.

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3

Bhoite, Dr Sudhakar D. "E-Learning: the Technology Enhanced Learning (TEL) Makes Learning Easier And Flexible." International Journal of Scientific Research 2, no. 9 (June 1, 2012): 84–85. http://dx.doi.org/10.15373/22778179/sep2013/29.

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4

Dr. P.G. Ramanujam, Dr P. G. Ramanujam. "Blended Learning - Integrating Technology In Education." Indian Journal of Applied Research 1, no. 1 (October 1, 2011): 38–40. http://dx.doi.org/10.15373/2249555x/oct2011/12.

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5

Shapiro, Wendy L., Katherine Roskos, and G. Phillip Cartwright. "Technology: Technology-Enhanced Learning Environments." Change: The Magazine of Higher Learning 27, no. 6 (November 1995): 67–69. http://dx.doi.org/10.1080/00091383.1995.10544679.

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6

Halimovich, Yuldashev Abdusamat, and Ermatov Axror Baxtiyorjon Ogli. "Increasing Learning Efficiency Using Adaptive Testing Technology." American Journal of Engineering And Techonology 03, no. 02 (February 17, 2021): 31–41. http://dx.doi.org/10.37547/tajet/volume03issue02-05.

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Purpose: The article describes a set of software developed for adaptive testing technology in the implementation of an objective assessment of students' knowledge. There is also information about the possibility of computerizing education, reducing the unproductive live work of teachers, preserving the methodological potential of experienced professors, installing computer software for management. Methods: It is noted that the experiments were carried out by 2nd year students of the Andijan Machine-Building Institute in the direction of "Ground transport systems and their operation." Results: The research results are presented in the form of some data by means of mathematical statistical processing. The Pearson, Kolmagorov and Romanovsky criteria were also used to check the accuracy of the study results. Conclusion: it is stated that a software package aimed at creating a technology for remote and adaptive testing without the participation of the human factor will allow processing the results of experiments in educational and research centers and achieving them in practice.

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7

Bondarenko, Natalia Grigoryevna. "Education and Information Technology: Blended Learning and Inquiry-based Learning Innovative Solutions." Journal of Advanced Research in Dynamical and Control Systems 12, no. 01-Special Issue (February 13, 2020): 386–93. http://dx.doi.org/10.5373/jardcs/v12sp1/20201086.

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8

Burston, Jack. "Language Learning Technology." IALLT Journal of Language Learning Technologies 43, no. 2 (October 15, 2013): 89–96. http://dx.doi.org/10.17161/iallt.v43i2.8528.

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9

Méndez-Vilas, Antonio, and Maria Cristina Rodrigues Azevedo Joly. "Technology and learning." Psicologia Escolar e Educacional 11, spe (December 2007): 09–11. http://dx.doi.org/10.1590/s1413-85572007000300001.

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10

Xakimov, Muxammadali, and Sabrina Maffei. "Integrated learning technology." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 4 (2022): 704–8. http://dx.doi.org/10.5958/2249-7137.2022.00340.8.

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11

Iskenderova, V. R. "DISTANCE LEARNING TECHNOLOGY." Международный студенческий научный вестник (International Student Scientific Herald), no. 6 2020 (2020): 36. http://dx.doi.org/10.17513/msnv.20310.

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12

Waks, Leonard, and Rustum Roy. "Learning from Technology." Teachers College Record: The Voice of Scholarship in Education 88, no. 6 (November 1987): 24–53. http://dx.doi.org/10.1177/016146818708800603.

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13

Owen, Trevor. "Learning with Technology." English Journal 90, no. 1 (September 2000): 131. http://dx.doi.org/10.2307/821744.

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14

Dror, Itiel E. "Technology enhanced learning." Pragmatics and Cognition 16, no. 2 (July 24, 2008): 215–23. http://dx.doi.org/10.1075/pc.16.2.02dro.

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Training (whether traditional, e-learning, or blended learning) is intimately connected with and dependent on the human cognitive system. Learning means that the cognitive system acquires information and stores it for further use. If these processes do not occur properly, then the learners will not initially acquire the information, and even if they do, then they will not be able to recall it later, or/and the information will not be utilised and behaviour will not be modified. Regardless whether the objective is learning new information (e.g., compliance regulations, product specifications, etc.), acquiring new skills (e.g., operating a new apparatus, customer service, time management, etc.), or knowledge sharing and transfer within or across organisations — the processes of acquiring, storing and applying the information are critical. The question is how to achieve these cornerstones of learning and whether technology can enhance them. The answer is clear: The learning must fit human cognition. There is a lot of scientific knowledge and research on human cognition and learning. The difficult and tricky challenge is how to translate this theoretical and academic research into practical ways to utilise technology so as to enhance learning. By bridging basic research about learning and the brain into ways of using learning technologies, one is able to create sophisticated learning programs. These take into account and build on the architecture of cognition, and as a consequence produce effective and efficient technology enhanced learning.

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15

Hewitt-Taylor, Jaqui. "Technology-assisted Learning." Journal of Further and Higher Education 27, no. 4 (November 2003): 457–64. http://dx.doi.org/10.1080/0309877032000128136.

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16

Sandars, John. "Technology-enhanced learning." Education for Primary Care 23, no. 1 (March 2012): 68–69. http://dx.doi.org/10.1080/14739879.2012.11494072.

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17

Sandars, John. "Technology-enhanced learning." Education for Primary Care 23, no. 2 (January 2012): 137–38. http://dx.doi.org/10.1080/14739879.2012.11494089.

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18

Sandars, John. "Technology-enhanced learning." Education for Primary Care 23, no. 3 (May 2012): 228–29. http://dx.doi.org/10.1080/14739879.2012.11494107.

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19

Sandars, John. "Technology-enhanced learning." Education for Primary Care 23, no. 4 (January 2012): 308–9. http://dx.doi.org/10.1080/14739879.2012.11494127.

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20

Rial, Jonathon. "Technology-enhanced learning." Education for Primary Care 23, no. 5 (September 2012): 367–68. http://dx.doi.org/10.1080/14739879.2012.11494142.

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21

Jackson, Gregory A. "Evaluating Learning Technology." Journal of Higher Education 61, no. 3 (May 1990): 294–311. http://dx.doi.org/10.1080/00221546.1990.11780712.

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22

Uden, Lorna. "Editorial: [learning technology]." International Journal of Learning Technology 1, no. 1 (2004): 1. http://dx.doi.org/10.1504/ijlt.2004.003679.

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23

Maharg, Paul. "Editorial: Learning/Technology." Law Teacher 50, no. 1 (January 2, 2016): 15–23. http://dx.doi.org/10.1080/03069400.2016.1146454.

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24

Raymond, Mareeni, and Steve Iliffe. "Technology-enhanced learning." Education for Primary Care 24, no. 2 (January 2013): 148–49. http://dx.doi.org/10.1080/14739879.2013.11493470.

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25

Rainsford, Carol, and Eamonn Murphy. "Technology‐enhanced learning." Journal of European Industrial Training 29, no. 6 (August 2005): 457–71. http://dx.doi.org/10.1108/03090590510610254.

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26

Stewart, Robert D. "Distance learning technology." New Directions for Adult and Continuing Education 1995, no. 67 (1995): 11–18. http://dx.doi.org/10.1002/ace.36719956704.

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27

Ismoilova, Mahsuma Narzikulovna, and Dilrabo Zhalilovna Halimova. "USE OF HEURISTIC LEARNING TECHNOLOGY IN HIGHER EDUCATION." Scientific Reports of Bukhara State University 3, no. 3 (March 30, 2019): 273–78. http://dx.doi.org/10.52297/2181-1466/2019/3/3/13.

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On the basis of the analysis of pedagogical activity, it was revealed the need for intensive use of heuristic teaching methods, it is shown in which cases it is advisable to use heuristic teaching methods in teaching and how these methods can improve the effectiveness of a teacher’s professional activity and the degree of material learning by students.

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28

Barathi, S., and V. R. Rajan. "Implementation of RFID Technology in Higher Learning Institutions." Indian Journal of Library and Information Science 10, no. 2 (2016): 181–83. http://dx.doi.org/10.21088/ijlis.0973.9548.10216.15.

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29

Nizami Huseyn, Elcin. "APPLICATION OF DEEP LEARNING TECHNOLOGY IN DISEASE DIAGNOSIS." NATURE AND SCIENCE 04, no. 05 (December 28, 2020): 4–11. http://dx.doi.org/10.36719/2707-1146/05/4-11.

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The rapid development of deep learning technology provides new methods and ideas for assisting physicians in high-precision disease diagnosis. This article reviews the principles and features of deep learning models commonly used in medical disease diagnosis, namely convolutional neural networks, deep belief networks, restricted Boltzmann machines, and recurrent neural network models. Based on several typical diseases, the application of deep learning technology in the field of disease diagnosis is introduced; finally, the future development direction is proposed based on the limitations of current deep learning technology in disease diagnosis. Keywords: Artificial Intelligence; Deep Learning; Disease Diagnosis; Neural Network

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30

Hodgson, Vivien. "Open learning and technology‐based learning materials." Distance Education 10, no. 1 (January 1989): 119–26. http://dx.doi.org/10.1080/0158791890100109.

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31

Dodgson, Mark. "Technology Learning, Technology Strategy and Competitive Pressures." British Journal of Management 2, no. 3 (September 1991): 133–49. http://dx.doi.org/10.1111/j.1467-8551.1991.tb00022.x.

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32

Ezhova, T. V., and E. A. Stukolova. "Blended learning technology in distance schooling." Vestnik of Orenburg State Pedagogical University. Electronic Scientific Journal, no. 38 (2021): 204–22. http://dx.doi.org/10.32516/2303-9922.2021.38.15.

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33

Kirkpatrick, Trip. "Language Learning Technology Review." IALLT Journal of Language Learning Technologies 41, no. 1 (April 15, 2011): 176–81. http://dx.doi.org/10.17161/iallt.v41i1.8483.

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34

Waltje, Jörg. "Language Learning Technology Review." IALLT Journal of Language Learning Technologies 41, no. 2 (October 15, 2011): 103–8. http://dx.doi.org/10.17161/iallt.v41i2.8496.

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35

Waltje, Jörg. "Language Learning Technology Review." IALLT Journal of Language Learning Technologies 42, no. 1 (April 15, 2012): 127–33. http://dx.doi.org/10.17161/iallt.v42i1.8505.

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36

Waltje, Jörg. "Language Learning Technology Review." IALLT Journal of Language Learning Technologies 44, no. 1 (April 15, 2014): 85–94. http://dx.doi.org/10.17161/iallt.v44i1.8537.

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37

De Giusti, Laura. "Illuminate: Technology Enhanced Learning." Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, no. 24 (December 27, 2019): e10. http://dx.doi.org/10.24215/18509959.24.e10.

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Este libro, publicado en 2018 ofrece interesantes sugerencias para generar un ámbito de aprendizaje activo (“active learning”) utilizando tecnología en el aula. El resultado es una guía práctica de ayudas y “tips” para los docentes involucrados en la integración de tecnología en sus cursos. El autor indica los objetivos del texto: Presentar herramientas tecnológicas utilizables en el aula y el contexto requerido para las mismas. Trasmitir mecanismos para que el estudiante explore sus conocimientos y aprendizajes, favoreciendo la comunicación y el pensamiento crítico. Establecer técnicas colaborativas entre pares que favorezcan el aprendizaje y la creatividad de los estudiantes, utilizando tecnología. Y al mismo tiempo indica que el libro puede colaborar en la motivación del alumno y generar experiencias significativas en el aprendizaje.

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38

Hartsell, Taralynn. "Learning Theories and Technology." International Journal of Information and Communication Technology Education 2, no. 1 (January 2006): 53–64. http://dx.doi.org/10.4018/jicte.2006010105.

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39

Huzairin, Huzairin, Gede Eka Putrawan, and Bambang Riadi. "Technology and language learning." Texto Livre: Linguagem e Tecnologia 13, no. 3 (August 12, 2020): 103–20. http://dx.doi.org/10.35699/1983-3652.2020.24657.

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A considerable number of studies on mobile-assisted language learning have been conducted, but less attention has been paid to online informal learning of English as a Foreign Language (EFL) performed using smartphones among undergraduate EFL learners in Indonesia. Thus, this study was specifically aimed at investigating EFL learners’ most frequently-performed EFL learning activities through smartphones, the predominant online language use, and the relationship between EFL learners’ predominant online language use and their perceived EFL proficiency. The study adopted a quantitative approach. The findings reveal that the participants still more frequently access content and information from their smartphones for receptive rather than interactive/productive online activities. Indonesian, which is the participants’ first language, is still predominantly used for their online activities. The mean score of the perceived EFL proficiency of those who frequently perform online activities in English is statistically and significantly higher than those performing online activities in Indonesian. Overall, the mean score of the perceived EFL proficiency of those performing online activities in English is higher than those in Indonesian, although the difference is not statistically significant. Finally, the study’s implications with suggestions for future research are discussed.

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40

Zhang, Xiaomeng. "Learning Technology Review: Memrise." CALICO Journal 36, no. 2 (January 14, 2019): 152–61. http://dx.doi.org/10.1558/cj.37857.

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41

Nishioka, Hiromi. "Learning Technology Review: Vocabulary.com." CALICO Journal 37, no. 2 (November 10, 2019): 205–12. http://dx.doi.org/10.1558/cj.38229.

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42

Brucker, Mary C. "Learning to “Like” Technology." Nursing for Women's Health 18, no. 5 (October 2014): 363–64. http://dx.doi.org/10.1111/1751-486x.12143.

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43

Divitini, Monica, and Carla Simone. "Learning, memory and technology." ACM SIGOIS Bulletin 17, no. 3 (December 1996): 45–47. http://dx.doi.org/10.1145/242206.242306.

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44

Steenhuis, Harm-Jan, and Erik J. De Bruijn. "Technology Transfer and Learning." Technology Analysis & Strategic Management 14, no. 1 (March 2002): 57–66. http://dx.doi.org/10.1080/09537320220125883.

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45

Herther, Nancy K. "Technology, theory and learning." Electronic Library 24, no. 5 (September 2006): 585–89. http://dx.doi.org/10.1108/02640470610707204.

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46

Diochon, Monica C., and Ann Frances Cameron. "Technology-Based Interactive Learning." Active Learning in Higher Education 2, no. 2 (December 2001): 114–27. http://dx.doi.org/10.1177/1469787401002002003.

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47

Lim, Cher Ping. "Learning technology in transition." British Journal of Educational Technology 35, no. 6 (November 2004): 754–55. http://dx.doi.org/10.1111/j.1467-8535.2004.00432_11.x.

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48

Lindsay, Stan A. "Technology in Online Learning." Journal of Media & Mass Communication 1, no. 1 (2015): 16–19. http://dx.doi.org/10.12720/jmmc.1.1.16-19.

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49

Wentworth, Nancy. "Inquiry Learning and Technology." Computers in the Schools 23, no. 3-4 (December 2006): 115–29. http://dx.doi.org/10.1300/j025v23n03_08.

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50

Grin, John, and Henk van de Graaf. "Technology Assessment as Learning." Science, Technology, & Human Values 21, no. 1 (January 1996): 72–99. http://dx.doi.org/10.1177/016224399602100104.

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