Journal articles: 'Learning theory'

1

Chandler, David, and Hokyu Hwang. "Learning From Learning Theory." Journal of Management 41, no. 5 (February 27, 2015): 1446–76. http://dx.doi.org/10.1177/0149206315572698.

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Zhou, Ding-Xuan, Qiang Wu, and Yiming Ying. "Learning Theory." Abstract and Applied Analysis 2014 (2014): 1–2. http://dx.doi.org/10.1155/2014/138960.

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Illeris, Knud. "Workplace learning and learning theory." Journal of Workplace Learning 15, no. 4 (July 2003): 167–78. http://dx.doi.org/10.1108/13665620310474615.

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HERSHBERGER, WAYNE A. "Control Theory and Learning Theory." American Behavioral Scientist 34, no. 1 (September 1990): 55–66. http://dx.doi.org/10.1177/0002764290034001006.

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Lee, Hye-Soo. "Spinozist-Deleuzian Learning and the Narrative of Apprenticeship: Pride and Prejudice." Criticism and Theory Society of Korea 28, no. 1 (February 28, 2023): 213–39. http://dx.doi.org/10.19116/theory.2023.28.1.213.

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I examine how Gilles Deleuze’s discussion of “learning” is predicated on Spinoza’s “common notion,” and how Jane Austen’s Pride and Prejudice, a representative classical Bildungsroman in Britain, also works as a narrative of “Spinozist-Deleuzian learning.” Deviating from Lukacs’s definition of Bildungsroman as the maturation of “a problematic individual” and his/her “reconciliation” with the society, narratives of Spinozist-Deleuzian learning remind us of the importance of learning (apprenticeship) as an indispensable part of our lives even in the 21st century. Spinoza’s Ethics presents learning or apprenticeship as a crucial facet of his ethical project of active liberty where common notion as “a strange harmony of reason and imagination” plays a decisive role. Deleuze’s account of “learning” reformulates the differences between Spinozist common notion and Cartesian concept of truth (i.e. correspondence of an object with the mind’s representation of it) into the distinction of “learning” and “knowledge.” Simply put, while learning is a problem or a problematic field, knowledge is a solution; they are as distant as possible in nature. Pride and Prejudice exemplifies a process of learning in Spinozist-Deleuzian sense where Elizabeth and Mr. Darcy encounter to realize passive affects like pride as the core part of their selves and proceed to joy and affirmation through the formation of common notions. Furthermore, Austen’s novel evidences that the novel reader’s forrmation of common notions with characters and also with the narrator through sympathy and distancing is the mechanism of novel reading more pivotal than identification or sympathy. The novel is a singular space where imagination as the necessary condition of human knowledge is unfolded as well as what Spinoza calls the virtue (eminence) of the mind, i.e. the mind’s meta-power of being aware that it imagines as it imagines.

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KROHN, MARVIN D. "Social Learning Theory:." Theoretical Criminology 3, no. 4 (November 1999): 462–76. http://dx.doi.org/10.1177/1362480699003004006.

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Page, Denys. "Theory of learning." Education + Training 19, no. 5 (December 31, 1993): 132. http://dx.doi.org/10.1108/eb016513.

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Kearns, Michael J., and Umesh V. Vazirani. "Computational Learning Theory." ACM SIGACT News 26, no. 1 (March 1995): 43–45. http://dx.doi.org/10.1145/203610.606411.

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Wu, Yuhai. "Statistical Learning Theory." Technometrics 41, no. 4 (November 1999): 377–78. http://dx.doi.org/10.1080/00401706.1999.10485951.

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Hanna, Richard C., Victoria L. Crittenden, and William F. Crittenden. "Social Learning Theory." Journal of Marketing Education 35, no. 1 (January 31, 2013): 18–25. http://dx.doi.org/10.1177/0273475312474279.

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Blair, Jo Ellen. "Social Learning Theory." AAOHN Journal 41, no. 5 (May 1993): 245–49. http://dx.doi.org/10.1177/216507999304100506.

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Thyer, Bruce A., and Laura L. Myers. "Social Learning Theory." Journal of Human Behavior in the Social Environment 1, no. 1 (January 1998): 33–52. http://dx.doi.org/10.1300/j137v01n01_03.

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Burden, Robert. "Mediated Learning Theory." School Psychology International 8, no. 1 (January 1987): 59–62. http://dx.doi.org/10.1177/014303438700800108.

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The growing spread of interest in Feuerstein's theory of mediated learning as an essential prerequisite of adequate cognitive development and the developing worldwide enthusiasm amongst psychologists and special educators for the theory's two practical offspring, the learning potential assessment device (LPAD) and instrumental enrichment, was probably initiated by the publication of two key texts (Feuerstein, Rand and Hoffman, 1979; Feuerstein et al, 1980). Although the Israeli team of researchers and special educators had been developing and disseminating their ideas for some two decades prior to these publications, it is only during the 1980s that mediated learning has really struck a responsive chord amongst those who continue to believe that all children can be taught to be more effective learners, that there is a key to remediating cognitive defects and that psychology has a part to play in helping schools to achieve this.

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Torgesen, Joseph K. "Learning Disabilities Theory." Journal of Learning Disabilities 19, no. 7 (August 1986): 399–407. http://dx.doi.org/10.1177/002221948601900708.

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Poell, Rob F., Geoff E. Chivers, Ferd J. Van Der Krogt, and Danny A. Wildemeersch. "Learning-Network Theory." Management Learning 31, no. 1 (March 2000): 25–49. http://dx.doi.org/10.1177/1350507600311004.

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Taylor, Edward W. "Transformative learning theory." New Directions for Adult and Continuing Education 2008, no. 119 (June 2008): 5–15. http://dx.doi.org/10.1002/ace.301.

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KELLY, KEVIN T. "Learning Theory and Descriptive Set Theory." Journal of Logic and Computation 3, no. 1 (1993): 27–45. http://dx.doi.org/10.1093/logcom/3.1.27.

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18

Li, Yueyue. "John Locke’s Educational Theory on Gentlemen’s Language Learning." International Journal of Languages, Literature and Linguistics 7, no. 2 (June 2021): 50–53. http://dx.doi.org/10.18178/ijlll.2021.7.2.286.

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Classical languages represented by Latin and Greek have always been an essential part of gentlemanly education. However, with the rapid development of the bourgeoisie and the rise of empirical science in the 17th and 18th centuries, social needs began to change, and traditional learning courses could not adapt to society's development. John Locke conceives that the focus of language learning should be shifted from classical languages to English. An English gentleman should learn his own mother tongue. Moreover, English learning is not only about grammar but also about propriety and civility. English is not only a tool to learn knowledge but also a symbol of one's social rank. Therefore, a gentleman should show his propriety in the conversation.

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Siagian, Pargaulan, Waminton Rajagukguk, and Faiz Ahyaningsih. "Development of Problem-Based Number Theory Learning Tools." PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, no. 1 (June 29, 2023): 52–56. http://dx.doi.org/10.24114/paradikma.v16i1.42074.

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Development of Problem-Based Number Theory Learning Tools" in the 2022 FMIPA Unimed Mathematics Education Lecture. This research is the development of learning tools that aim to describe the development process that produces valid, practical, and effective number theory learning tools. Problem-Based Number Theory Learning developed by following the Four D's: Define, Design, Develop, and Disseminate. The trial of device development was carried out in the S1 Mathematics Education Study program in the Number Theory lecture. In the development of number theory lecture tools produce: Textbooks, and 14 Lesson Plans (LP) that are valid, practical and effective. The implementation process is carried out by preparing components of teaching materials for the Number Theory course in the form of: textbooks, LP which are carried out in the Number Theory course in 2022. In the implementation of disseminate applying limited Number Theory teaching materials produced: LP as many as 14 valid, practical and effective meetings to the Lecturer Team in the Department of Mathematics FMIPA Unimed

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Ashton, Philippa. "Learning Theory Through Practice: Encouraging Appropriate Learning." Design Management Journal (Former Series) 9, no. 2 (June 10, 2010): 64–68. http://dx.doi.org/10.1111/j.1948-7169.1998.tb00208.x.

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Dierking, Lynn. "Learning Theory and Learning Styles: An Overview." Journal of Museum Education 16, no. 1 (December 1991): 4–6. http://dx.doi.org/10.1080/10598650.1991.11510159.

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Mann, Karen V. "Enhancing learning: How can learning theory help?" Journal of Continuing Education in the Health Professions 10, no. 2 (1990): 177–86. http://dx.doi.org/10.1002/chp.4750100210.

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23

McCarthy, Mary. "Experiential Learning Theory: From Theory To Practice." Journal of Business & Economics Research (JBER) 14, no. 3 (June 30, 2016): 91–100. http://dx.doi.org/10.19030/jber.v14i3.9749.

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This paper examines Kolb’s (1984) Experiential Learning Theory and Learning Style Inventory, presents a summary of some research examining accounting students’ learning style preferences, and provides examples of activities to incorporate into the instructional environment that encourages learning through experience.

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24

Campbell, Cary. "Peirce and learning theory." Chinese Semiotic Studies 17, no. 1 (January 14, 2021): 143–52. http://dx.doi.org/10.1515/css-2021-0007.

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Abstract Peirce Section editor, Cary Campbell introduces a series of three commissioned articles. Together, they serve to present and contextualize the broad relevance of Peirce’s philosophy and semiotics for the contemporary study of learning. Some key Peircean ideas and context are touched on, such as: the transdisciplinary nature of Peirce research and its connections to learning theory and education; an account of “Peirce as teacher” and Peirce’s own relationship to pedagogical topics; the broad significance of understanding learning-as-semiosis; and the importance of synechism (Peirce’s doctrine of continuity) for research into learning and education.

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Minter, Robert L. "The Learning Theory Jungle." Journal of College Teaching & Learning (TLC) 8, no. 6 (May 18, 2011): 7. http://dx.doi.org/10.19030/tlc.v8i6.4278.

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This paper explores the myriad of pedagogical and andragogical issues facing university educators in the student learning process, and focuses on how the proliferation of learning theories do not all apply to the adult learner.

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Muhajirah, Muhajirah. "Basic of Learning Theory." International Journal of Asian Education 1, no. 1 (June 27, 2020): 37–42. http://dx.doi.org/10.46966/ijae.v1i1.23.

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In general, the term learning is understood as the teacher's conscious effort to help students so that they can learn according to their interests and needs. The more aware and professional a teacher is in educating, the better the quality of students and vice versa. Another term that is combined with learning in this article is theory. In a general sense, the method is often associated with a set of concepts, ideas, and procedures that can be learned, analyzed, and verified. So, learning theory is a collection of thoughts, ideas, systems in which how to practice the learning process between teacher and student and other elements related to learning activities. Learning theory itself can be interpreted as a theory that contains procedures for how a teacher applies teaching and learning activities, which will later be used to students both inside and outside the classroom.

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27

Jetter, Kurt, Steve Smale, and Ding-Xuan Zhou. "Learning Theory and Approximation." Oberwolfach Reports 9, no. 2 (2012): 1895–948. http://dx.doi.org/10.4171/owr/2012/31.

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Christmann, Andreas, Kurt Jetter, Steve Smale, and Ding-Xuan Zhou. "Learning Theory and Approximation." Oberwolfach Reports 13, no. 3 (2016): 1875–941. http://dx.doi.org/10.4171/owr/2016/33.

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Hirasawa, Kotaro, Masanao Obayashi, Hirofumi Fujita, and Masaru Koga. "Universal Learning Network Theory." IEEJ Transactions on Electronics, Information and Systems 116, no. 7 (1996): 794–801. http://dx.doi.org/10.1541/ieejeiss1987.116.7_794.

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Ikeuchi, Mitsuo, Kotaro Hirasawa, and Masanao Obayashi. "Automaton Learning Network Theory." IEEJ Transactions on Electronics, Information and Systems 117, no. 8 (1997): 1069–75. http://dx.doi.org/10.1541/ieejeiss1987.117.8_1069.

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31

Maeda, Shin-ichi. "Theory of Reinforcement Learning." Journal of the Robotics Society of Japan 39, no. 7 (2021): 621–24. http://dx.doi.org/10.7210/jrsj.39.621.

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32

Wilson, Jessie, Colleen Ward, and Ronald Fischer. "Beyond Culture Learning Theory." Journal of Cross-Cultural Psychology 44, no. 6 (July 15, 2013): 900–927. http://dx.doi.org/10.1177/0022022113492889.

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33

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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34

Mannies, Nancy. "Brain Theory and Learning." Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no. 3 (November 1986): 127–30. http://dx.doi.org/10.1080/00098655.1986.9959303.

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35

Krumboltz, John D. "The Happenstance Learning Theory." Journal of Career Assessment 17, no. 2 (December 30, 2008): 135–54. http://dx.doi.org/10.1177/1069072708328861.

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36

ARIMOTO, Suguru. "Theory of Learning Control." Journal of the Society of Mechanical Engineers 93, no. 856 (1990): 180–86. http://dx.doi.org/10.1299/jsmemag.93.856_180.

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Bower, Matt. "Technology‐mediated learning theory." British Journal of Educational Technology 50, no. 3 (March 18, 2019): 1035–48. http://dx.doi.org/10.1111/bjet.12771.

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Venda, Valery F. "On transformation learning theory." Behavioral Science 31, no. 1 (January 1986): 1–11. http://dx.doi.org/10.1002/bs.3830310102.

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39

Bousquet, Olivier, and André Elisseeff. "Guest editorial: Learning theory." Machine Learning 66, no. 2-3 (February 1, 2007): 115–18. http://dx.doi.org/10.1007/s10994-007-0753-2.

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40

Temlyakov, V. N. "Approximation in Learning Theory." Constructive Approximation 27, no. 1 (February 9, 2007): 33–74. http://dx.doi.org/10.1007/s00365-006-0655-2.

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Kerkyacharian, Gerard, and Dominique Picard. "Thresholding in Learning Theory." Constructive Approximation 26, no. 2 (April 20, 2007): 173–203. http://dx.doi.org/10.1007/s00365-006-0660-5.

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42

Devi, M. K. Kavitha, and M. Sathya Thendral. "Using Kolb's Experiential Learning Theory to Improve Student Learning in Theory Course." Journal of Engineering Education Transformations 37, no. 1 (April 1, 2023): 70–81. http://dx.doi.org/10.16920/jeet/2023/v37i1/23133.

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Abstract : Data structures and Algorithms (DSA) is a mandatory course for all discipline students to get placement in IT companies and to participate in competitive examinations including GATE and TANCET for their higher studies in a computer science discipline. DSA course focuses on how to organize, manage and store data in an efficient manner, which facilitates to access data easily and at a faster rate. Different types of data structures, its functionality and its applicability are discussed in this course. At the end of the course, students will have the capability to identify the suitable data structure for a problem. Due to its importance and complexity, pressure will be created on faculty members, who are handling this course. From the perspective of the student, some students understand the concept but lack knowledge of how to apply it. The majority of students struggle to comprehend the data structure and are perplexed by it. Recent work focuses on how faculty members play a major role in active learning like developing models to explain the concept, conducting activities like role play, think-pair share, flipped classrooms and so on. In this work, a study was conducted in the course DSA which focused on reflective practice led by David Kolb's experiential learning theory. An experiment was conducted during Academic Year 2021-22 (Odd) in the course 18CS340 – Data Structures and Algorithms for a set of 54 students. It is inferred that the student gained a higher or deeper knowledge level in this course and is confident to identify appropriate data structures for real world problems. By engaging in reflective practice, faculty members can think around and reflect on their experiences, learn from them, make changes, and enhance their learning and instructional skills. Keywords : Activity-based learning, Data Structures and Algorithms, Kolb's experiential learning, Reflective practice, Self-Learning.

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43

Fox, Stephen. "Situated learning theory versus traditional cognitive learning theory: Why management education should not ignore management learning." Systems Practice 10, no. 6 (December 1997): 727–47. http://dx.doi.org/10.1007/bf02557922.

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Kolluru, Mythili. "Cognitive Style, Learning Preference and Performance: Theory and Empirics." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 3678–88. http://dx.doi.org/10.37200/ijpr/v24i4/pr201481.

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45

Farhan, Bayan Yousef. "Application Of Path-Goal Leadership Theory And Learning Theory In A Learning Organization." Journal of Applied Business Research (JABR) 34, no. 1 (December 29, 2017): 13–22. http://dx.doi.org/10.19030/jabr.v34i1.10088.

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This paper used learning theory and path-goal theory to propose a learning leadership model. The practical side of these two theories is suitable for this proposed model, its agenda, and its tools for improving organizational learning. The model is based on the assumption that leaders need to develop their competences and the competences of subordinates by creating a continuous learning process through sharing, exchanging, and improving knowledge and experiences. The model states that learning leaders act as facilitators of the organizational learning process and adopt the right attitude to motivate subordinates for learning by removing obstacles and creating a learning culture.

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Biasin, Chiara. "Transformative Learning: Evolutions of the adult learning theory." Phronesis 7, no. 3 (December 18, 2018): 5–17. http://dx.doi.org/10.7202/1054404ar.

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This paper investigates how Transformative Learning has developed as the dominant theory in adult learning and education. The goals are to analyze the progressive self-sufficiency of the Theory from its discoverer and to examine its expansion as a mainstream in the field. The hypothesis is that the massive spread of the theory of Transformative Learning is due to its appeal as a master key to transformation. This has allowed the ‘autonomous’ development from Mezirow itself and the vast diffusion to the great detriment of conceptual coherence. The research questions are: How did Transformative Learning establish itself as a theory of adult education? What characteristics are at the base of this good fortune? How did Mezirow explore and then define the theory of Transformative Learning? Is the Mezirow’s reference theory another name for the Transformative Learning Theory? The article starts with the birth of Transformative Learning and then focuses on the consolidation of some core-concepts of the theory. The diffusion of different approaches will be discussed. Finally, the international affirmation of Transformative Learning is presented with references to the European network.

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47

Beard, Colin. "Towards a Theory of e-Learning: Experimental Learning." Journal of Hospitality Leisure Sport and Tourism 6, no. 2 (November 30, 2007): 3–15. http://dx.doi.org/10.3794/johlste.62.127.

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48

Rahma, Fathul, and Neviyarni Neviyarni. "Hypnoteaching Learning Theory Analysis in the Learning Process." Journal of Counseling, Education and Society 2, no. 1 (January 29, 2021): 7. http://dx.doi.org/10.29210/08jces71300.

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Hypnosis is the art of interaction that influences someone by altering their level of awareness. Not only is hypnosis effective for resolving physical and psychological difficulties, but it can also be used in an attempt to optimize the learning process. Hypnosis is known as hypno-teaching in the learning process. Hypnosis is known as hypnoteaching in the learning process. The secret to the hypnoteaching technique is how teachers can internally and externally create a supportive learning atmosphere. They will also believe the learning process is enjoyable when relaxation is in learning, and when in a relaxed class, it is guaranteed that students will easily understand the material provided by the instructor.In essence, teachers are expected to be able to hypnotize students in this hypnoteaching process, this hypnosis attempts to put students into a calm, secure and quiet environment so that students can easily embrace any content and moral messages communicated by the instructor.

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McGaghie, William C., and Ilene B. Harris. "Learning Theory Foundations of Simulation-Based Mastery Learning." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 13 (June 2018): S15—S20. http://dx.doi.org/10.1097/sih.0000000000000279.

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Jarvis, Peter. "Learning expertise in practice: Implications for learning theory." Studies in the Education of Adults 47, no. 1 (March 2015): 81–94. http://dx.doi.org/10.1080/02660830.2015.11661676.

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Journal articles on the topic 'Learning theory'

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