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Journal articles on the topic 'Learning to program'

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Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Singh, Gurjeet, and Raksha Singh. "DOMAINS OF LEARNING: ART OF LEARNING IN MEDICAL EDUCATION PROGRAM." Era's Journal of Medical Research 7, no. 1 (June 2020): 79–85. http://dx.doi.org/10.24041/ejmr2020.14.

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2

assahary, salman. "Integrative Learning Religious and Learning Enviroment at Adiwiyata Program School." mamangan 8, no. 2 (December 2019): 71–76. http://dx.doi.org/10.22202/mamangan.4145.

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3

Nord, Julia Ann, Padmanabhan Seshaiyer, Mary Nelson, Claudette Davis, Mary Ewell, Rebecca Jones, Kelly Knight, Kathy Pettigrew, and James Reid Schwebach. "Learning assistant program." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8s89x.

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Following the model of the University of Colorado at Boulder Learning Assistant (LA) program, the College of Science (COS) at Mason began its own LA program in 2012. The program is a key segment of the STEM Accelerator program, and is a keystone for retaining students in COS and enabling them to graduate in a timely manner. COS STEM Accelerator has now supported over 300 undergraduate LA’s since it's inception through both internal and external funding. The LA program is very successful in increasing grades, engaging students in large lecture classes, enabling faculty to better utilize the ALT classroom, increasing retention in sciences and also increasing confidence and GPA’s for the undergraduate LA’s. The cornerstones of the LA program are student mentoring by the faculty sponsor, a required seminar in pedagogical techniques, and face-to-face time with students in the classroom. This interactive presentation will include information about the program in COS. Faculty and students will demonstrate examples of how LA’s are integrated into different learning environments and across disciplines. Examples will include LA’s in the ALT classroom, in large and small lectures, in lab, in orals, and on-line. Disciplines include Biology, Chemistry, Forensic Science, Geography, Geology, Math and Physics. Attendees will understand the program and it’s key concepts, discuss how an LA could work in their classroom and discipline, and understand how COS is working to enable your students to conquer their MATH and Mason Core Science classes.

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4

Anderson, Duncan P. "Program Learning Objectives." Canadian Journal of Ophthalmology 36, no. 2 (March 2001): 61. http://dx.doi.org/10.1016/s0008-4182(01)80103-4.

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5

Rafuse, Paul. "Program Learning Objectives." Canadian Journal of Ophthalmology 37, no. 2 (March 2002): 67. http://dx.doi.org/10.1016/s0008-4182(02)80075-8.

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6

Albury, David. "Learning to program." Data Processing 27, no. 7 (September 1985): 48. http://dx.doi.org/10.1016/0011-684x(85)90109-1.

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7

Patadia, Mayur. "Necessity of E-Learning in B.ed Program." International Journal of Scientific Research 3, no. 3 (June 1, 2012): 1–2. http://dx.doi.org/10.15373/22778179/march2014/148.

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Rego, Michelle. "The Global Learning Distinction: an Experiential Learning Research Project." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 3, no. 3 (2018): 50–54. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.33.3005.

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The purpose of this paper is to demonstrate the importance of integrating global learning and culturally-responsive teaching as part of a University curriculum to prepare graduates to enter a global workforce. According to the Association of American Colleges and Universities (AAC&U), global learning programs are an important aspect of culturally responsive teaching which help students to “understand and engage the diversities and commonalities among the world’s peoples, cultures, nations, and regions” (AAC&U, 2018). The objective of this experiential learning project, implemented at the College of Business at Johnson & Wales University in Providence, RI, USA, was to research ways to engage students in active global learning both inside and outside of the classroom. Specifically, the problem being explored included needs to assess student attitudes toward global learning (1), understand perceived benefits of a Global Learning Distinction program (2), and identify an opportunity for students to get involved in the promotion of this program prior to the full launch in 2018 (3). Focus group research results are discussed and recommendations for future research in Global Learning.

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Burgess, Marion, and Matthew Stead. "Flexible learning program for acoustic consultants." Journal of the Acoustical Society of America 151, no. 3 (March 2022): 1672–75. http://dx.doi.org/10.1121/10.0009782.

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There is a demand around the world for professional staff to join acoustic consulting companies, and in Australasia this demand is increasing. The extent of acoustics covered in undergraduate programs varies greatly, and there is usually the need to provide additional learning opportunities for new employees. While larger companies may provide training in-house, there are times when they are not in a position to release the senior members to provide such training. By contrast, smaller companies generally do not have this option. Short courses or similar programs can provide the necessary upskilling of new staff, but such courses may not be offered at times or locations that suit the company recruitment program. To overcome the demonstrated need for supplementary education programs in acoustics, the Australasian Association for Acoustical Consultants worked with the University of New South Wales to develop a fully flexible distance learning program, loosely based on the United Kingdom Institute of Acoustics Diploma program. The development, implementation, and experiences from over a decade of offering this program are discussed in this paper.

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Muhamad, M., N. A. Maskor, and A. Ismail. "Learning Experience Contribution to Effective Cancer Education?" Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 107s. http://dx.doi.org/10.1200/jgo.18.59800.

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Background: Cancer patient needs information to make informed decision. A registered cancer society in Malaysia, KanWork supports those affected by cancer by providing such information through regular structured education program. The programs were designed based on the learners needs addressing issues related to medical, clinical, psychological, spiritual, motivational, and healthy lifestyle. The programs were carried out in collaboration with cancer hospitals at their venues. Each program lasted 3 hours. The program was guided by adult learning principles. For accountability and further improvement, there is a need to evaluate the effectiveness of the program. This paper reports the programs and their effectiveness from the participants' perspective. Aim: To determine the relationship between program management (learning experience provided to participants, and facilities), and the cancer education program effectiveness. To determine predictors that contribute toward the program effectiveness. Methods: A customized instrument to measure the education program effectiveness related constructs was developed guided by literature. The questionnaire was administered to 868 participants of 8 cancer education programs carried out between 2015 and 2017. 481 (55%) returned the questionnaire. Descriptive statistics, Pearson product-moment correlations and multiple linear regression were used to analyze the data. Results: Majority (91%) who attended the education program were women and cancer patient/survivor (50%). There is positive relationship between learning experience (r=0.895, P = 0.00), program facilities (r=0.435, P = 0.00), and program effectiveness. Learning experience (β = .916; P < .000) showed a predictor and major contribution to cancer education program effectiveness. An appropriate learning experience to learner is critical to ensure the education program effectiveness. Adult learners joined the program to solve their problematic situation in their cancer journey. An appropriate learning experience is one that contributes to meeting their needs, they can follow (e.g., conducted in local language) (Bahasa Malaysia) and terms they can comprehend, and with two way communication channel that gives them chance to be engaged. The experienced facilitators, expert in their respective fields were able to provide meaningful learning experience to participants. Conclusion: Appropriate learning experiences and program facilities contributes toward effective cancer education program in a Malaysian context. The findings strengthen adult learning constructs that guide such program. Further research will give insight to education program in different contexts.

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11

DeAngelis, R. "A dysrhythmia learning program." Critical Care Nurse 8, no. 7 (October 1, 1988): 77–78. http://dx.doi.org/10.4037/ccn1988.8.7.77.

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Bagnardi, Margaret, and Linda K. Perkel. "The Learning Achievement Program." Nurse Educator 30, no. 1 (January 2005): 17–20. http://dx.doi.org/10.1097/00006223-200501000-00006.

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13

Lintern, Gavan. "The learning strategies program." Acta Psychologica 71, no. 1-3 (August 1989): 301–9. http://dx.doi.org/10.1016/0001-6918(89)90013-9.

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Smith, Andrew. "Learning How to Program." XRDS: Crossroads, The ACM Magazine for Students 29, no. 2 (December 2022): 53–55. http://dx.doi.org/10.1145/3571303.

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Blankenship, Justin C., and Rhonda Gibson. "Learning Alone, Together." Journalism & Mass Communication Educator 71, no. 4 (July 27, 2016): 425–39. http://dx.doi.org/10.1177/1077695815622113.

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In a closed-cohort educational program design, students enter a program together, take the same courses together, and, ideally, graduate together. In an effort to increase interaction and communication among students, it has been utilized more and more for online graduate programs. This article surveyed students in one of the few closed-cohort graduate programs in a mass communication school. Results indicate that students found several aspects of closed-cohort important, valued social media sites as a way to communicate with other cohort members, felt a strong sense of community among their cohort, and used their cohort to create a professional network of peers.

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Cheng, Meng-Zhen, Quan-Hua Tang, and Long-Jun Huang. "Motion Learning Based on Bayesian Program Learning." ITM Web of Conferences 12 (2017): 05011. http://dx.doi.org/10.1051/itmconf/20171205011.

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Sediyani, Linda, and Heri Triluqman Budisantoso. "Comparing Problem-based Learning and Experiential Learning on Civil Servant Training Program." Indonesian Journal of Curriculum and Educational Technology Studies 7, no. 2 (November 30, 2019): 104–8. http://dx.doi.org/10.15294/ijcets.v7i2.24045.

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Problem-based learning and experiential learning are well-known learning approaches and often referred as powerful on facilitating learning practices, but which one is the most effective on facilitating civil servant training program? This article illustrates a one-shot case study in which focus on one civil servant training program only without comparing it to other programs. The training program was conducted by human resource development agency, Central Java Province, in March 2018. By employing quantitative research approach, this research found that the result of the training program indicated: there are no significant differences between problem-based learning and experiential learning approaches. In this case, the learning result from experiential learning approach is slightly above problem-based learning approach’s result. Abstrak Pembelajaran berbasis masalah dan berbasis pengalaman merupakan pendekatan pembelajaran yang sudah banyak dikenal dan sering disebut mampu memfasilitasi praktik pembelajaran secara optimal, namun mana di antaranya keduanya yang paling efektif dalam memfasilitasi program pelatihan PNS? Artikel ini menggambarkan one-shot case study yang fokus hanya pada satu program pelatihan PNS tanpa membandingkannya dengan program lain. Program pelatihan ini dilakukan oleh Badan Pengembangan Sumber Daya Manusia (BPSDM), Provinsi Jawa Tengah, pada Maret 2018. Dengan menggunakan pendekatan penelitian kuantitatif dapat dilihat bahwa hasil program pelatihan menunjukkan tidak terdapat perbedaan yang signifikan antara pembelajaran berbasis masalah dan pembelajaran berbasis pengalaman. Dalam hal ini, hasil pembelajaran dari pendekatan berbasis pengalaman sedikit di atas hasil pembelajaran yang menggunakan pendekatan pembelajaran berbasis masalah.

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Travers, Nan L., and Marnie T. Evans. "Evaluating prior learning assessment programs: A suggested framework." International Review of Research in Open and Distributed Learning 12, no. 1 (January 31, 2011): 151. http://dx.doi.org/10.19173/irrodl.v12i1.971.

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Over the past two decades, American institutions have been expected to include systematic program reviews to meet accrediting standards, either by independent or governmental review agencies. Program evaluation is critical for several reasons: it provides systematic ways to assess what needs improvement or what needs changing and it provides ways to validate practices, whether to internal or external audiences (Mishra, 2007). Most program evaluative models are focused on academic programs, which don’t fit the uniqueness of prior learning assessment programs. This paper proposes an evaluative framework for prior learning assessment programs, which takes into account the type of work within prior learning assessment programs and uses program portfolios, similar to how students are asked to document their work.

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19

Kolman, Pavel. "E-learning support for Economic-mathematical methods." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 57, no. 6 (2009): 355–60. http://dx.doi.org/10.11118/actaun200957060355.

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Article is describing process of creating and using of e-learning program for graphical solution of linear programming problems that is used in the Economic mathematical methods course on Faculty of Business and Economics, MZLU. The program was created within FRVŠ 788/2008 grant and is intended for practicing of graphical solution of LP problems and allows better understanding of the linear programming problems. In the article is on one hand described the way, how does the program work, it means how were the algorithms implemented, and on the other hand there is described way of use of that program. The program is constructed for working with integer and rational numbers. At the end of the article are shown basic statistics of programs use of students in the present form and the part-time form of study. It is mainly the number of programs downloads and comparison to another programs and students opinion on the e-learning support.

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Li, Na, Haoyu Zhang, Zhihui Hu, Guang Kou, and Huadong Dai. "Deep Program Representation Learning Analysis for Program Security." Journal of Physics: Conference Series 1971, no. 1 (July 1, 2021): 012098. http://dx.doi.org/10.1088/1742-6596/1971/1/012098.

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Prabandari, Carla Sih, Gregorius Punto Aji, and Made Frida Yulia. "A Learning Model Design Integrating ESP Course and Service Learning Program to Promote Relevance and Meaningfulness." LLT Journal: A Journal on Language and Language Teaching 19, no. 2 (January 9, 2017): 82–88. http://dx.doi.org/10.24071/llt.v19i2.301.

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Relevance and meaningfulness of the content courses need to beestablished to make learners realize that the knowledge acquired in the clasroomcan be utilized to give contributions to society. This research is aimed at designinga learning model integrating ESP course and Service Learning Program. ESP is asubject designed to enable students to design ESP programs. The integration ofESP and SLP allows students to exercise their skills in designing an ESP program,which is eventually implemented as one of their SLP programs. The currentresearch is targeted to describe what the learning model design integrating ESPCourse and Service Learning Program looks like.DOI:https://doi.org/10.24071/llt.2016.1902O2

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Hanif, Iqbal, and Regita Fachri Septiani. "Ensemble Learning For Television Program Rating Prediction." Indonesian Journal of Statistics and Its Applications 5, no. 2 (June 30, 2021): 377–95. http://dx.doi.org/10.29244/ijsa.v5i2p377-395.

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Rating is one of the most frequently used metrics in the television industry to evaluate television programs or channels. This research is an attempt to develop a prediction model of television program ratings using rating data gathered from UseeTV (interned-based television service from Telkom Indonesia). The machine learning methods (Random Forest and Extreme Gradient Boosting) were tried out utilizing a set of rating data from 20 television programs collected from January 2018 to August 2019 (train dataset) and evaluated using September 2019 rating data (test dataset). Research results show that Random Forest gives a better result than Extreme Gradient Boosting based on evaluation metrics: Root Mean Square Error (RMSE), Mean Absolute Error (MAE), and Mean Absolute Percentage Error (MAPE). On the training dataset, prediction using Random Forest produced lower RMSE and MAE scores than Extreme Gradient Boosting in all programs, while on the testing dataset, Random Forest produced lower RMSE and MAE scores in 16 programs compared with Extreme Gradient Boosting. According to MAPE score, Random Forest produced more good quality prediction (4 programs in the training dataset, 16 programs in the testing dataset) than Extreme Gradient Boosting method (1 program in the training dataset, 12 programs in the testing dataset) both in training and testing dataset.

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Park, Jee Hoon, KyongWeon Lee, and Holly Dabelko-Schoeny. "A Comprehensive Evaluation of a Lifelong Learning Program." International Journal of Aging and Human Development 84, no. 1 (September 28, 2016): 88–106. http://dx.doi.org/10.1177/0091415016668352.

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Lifelong learning programs meet older adults’ educational needs and further support their health and well-being leading to more successful aging. In particular, university-based lifelong learning programs have provided older adults with opportunities to not only develop skills and knowledge but also expand new social networks with people of different ages. This study evaluated a university-based lifelong learning program, Program 60, to identify the relationships between participants’ experiences in the program and their quality of life. An online survey was employed, and 107 participants completed the self-report survey. The participants reported that classes helped increase their emotional satisfaction and that they enjoyed taking classes with younger students. Their experiences in the program reliably predicted psychological and social elements of their quality of life ( p = .004 and p = .019, respectively). Study results provide helpful information for the development of lifelong learning programs that are responsive to the increasing demands of older adults.

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Voronin, D. M., O. A. Zavaltseva, and O. V. Khotuleva. "Blended learning in the master’s program." SHS Web of Conferences 87 (2020): 00008. http://dx.doi.org/10.1051/shsconf/20208700008.

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The paper is devoted to the usage of a mixed learning model with elements of project activity in the master’s program. Master’s programs are implemented at the State University of Humanities and technology from the 2018/2019 academic year at the faculty of biology and chemistry. The main idea of implementing blended learning is to improve the quality of the educational process and the practical application of learning outcomes in teaching activities. The students involved in are this program are all practical teachers and have real opportunities to implement the results of the educational process in school practice. Within the framework of the educational program, a system has been developed to such as extend that ensures the process of creating and implementing author’s projects in the educational space of the school. The undergraduates create their own projects and implement them in the school environment. The projects are the product of training, which gives the opportunity of the educational program.

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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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Yangoz, Sefika Tugba. "The use of e-learning program in nursing education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (August 28, 2017): 236–42. http://dx.doi.org/10.18844/prosoc.v4i2.2489.

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Suzuki, Yo, Ayami Itakura, and Masaya Nakatsuka. "On-farm Experiential Learning Program and Learning Process." Journal of Rural Problems 46, no. 1 (2010): 88–93. http://dx.doi.org/10.7310/arfe.46.88.

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Govender, Irene. "The learning context: Influence on learning to program." Computers & Education 53, no. 4 (December 2009): 1218–30. http://dx.doi.org/10.1016/j.compedu.2009.06.005.

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Van Steenis, Erica Jeanne. "Learning to Improve Program Systems While Navigating Program and Institutional Constraints." Journal of Youth Development 16, no. 5 (December 14, 2021): 86–104. http://dx.doi.org/10.5195/jyd.2021.1106.

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Many youth worker professional development (PD) efforts tend to focus on individualized skill development, rather than learning as a contextualized phenomenon that impacts youth workers’ everyday experiences in the field. Youth worker learning is fundamentally embedded in a broader ecosystem of programs, institutions, and systems that influence how they make sense of and implement their learnings. Examining institutionalized experiences and how they shape youth workers’ response to PD requires attention to the larger ecology of the contexts in which they work. In this paper, I analyze a PD initiative facilitated by a school district in the Rocky Mountain West. Data collected during the PD show that participating youth workers made changes to their program systems. At the same time, participants reported a range of institutional constraints that did not cohere with the PD. I bridge sensemaking theory to research on youth worker self-efficacy to unpack youth workers’ reaction to and implementation of the PD, and I discuss implications for youth worker PD. I propose that PD efforts could more closely attend to youth workers’ institutional contexts.

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Jeong, Jin Su, David González-Gómez, Florentina Cañada-Cañada, Alejandrina Gallego-Picó, and Juan Carlos Bravo. "Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course." Journal of Technology and Science Education 9, no. 2 (March 13, 2019): 217. http://dx.doi.org/10.3926/jotse.530.

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Distance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students’ emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in an Atmospheric Pollution course. According to the results, the use of these methodologies not only had a significant promotion in the positive emotions and self-efficacy beliefs, but also positive impact in the students’ learning outcomes. The results obtained in this research demonstrate that following an appropriate learning methodology in a distance program could contribute to reduce the main handicaps of these programs.

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Willman, Britta, Kjell Grankvist, and Karin Bölenius. "Evaluation of the clinical implementation of a large-scale online e-learning program on venous blood specimen collection guideline practices." Clinical Chemistry and Laboratory Medicine (CCLM) 56, no. 11 (October 25, 2018): 1870–77. http://dx.doi.org/10.1515/cclm-2018-0051.

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Abstract Background: When performed erroneously, the venous blood specimen collection (VBSC) practice steps patient identification, test request management and test tube labeling are at high risk to jeopardize patient safety. VBSC educational programs with the intention to minimize risk of harm to patients are therefore needed. In this study, we evaluate the efficiency of a large-scale online e-learning program on personnel’s adherence to VBSC practices and their experience of the e-learning program. Methods: An interprofessional team transformed an implemented traditional VBSC education program to an online e-learning program developed to stimulate reflection with focus on the high-risk practice steps. We used questionnaires to evaluate the effect of the e-learning program on personnel’s self-reported adherence to VBSC practices compared to questionnaire surveys before and after introduction of the traditional education program. We used content analysis to evaluate the participants free text experience of the VBSC e-learning program. Results: Adherence to the VBSC guideline high-risk practice steps generally increased following the implementation of a traditional educational program followed by an e-learning program. We however found a negative trend over years regarding participation rates and the practice to always send/sign the request form following the introduction of an electronic request system. The participants were in general content with the VBSC e-learning program. Conclusions: Properly designed e-learning programs on VBSC practices supersedes traditional educational programs in usefulness and functionality. Inclusion of questionnaires in the e-learning program is necessary for follow-up of VBSC participant’s practices and educational program efficiency.

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Yang, Y., C. Barnes, and A. Finkelstein. "Learning from Shader Program Traces." Computer Graphics Forum 41, no. 2 (May 2022): 41–56. http://dx.doi.org/10.1111/cgf.14457.

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Quinn, Anne. "Learning to Program with SoloLearn." Mathematics Teacher 112, no. 3 (November 2018): 226–30. http://dx.doi.org/10.5951/mathteacher.112.3.0226.

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When looking for a simple activity to show eighth-grade students at the Hour of Code (a global activity for students) in December, I became familiar with an app called SoloLearn: Learn to Code (SoloLearn 2018). In fact, it was an eighth-grade student who introduced me to it. The program is simple enough that students can produce their first programs in minutes and comprehensive enough that users can progress through many levels as they master any of several computerprogramming languages. The twelve languages are C++, Java, Python, HTML, CSS, JavaScript, PHP, SQL, Ruby, JQuery, C#, and Swift. Various applied mathematics classes at the college level assume a basic knowledge of programming, and having this skill can open many careers for students. Coding also can serve as an enrichment activity for algebra students.

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Peeters, Michael J., and Kimberly A. Schmude. "Learning Assessment vs Program Evaluation." American Journal of Pharmaceutical Education 84, no. 9 (September 2020): ajpe7938. http://dx.doi.org/10.5688/ajpe7938.

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Klaassen, Curtis D. "Learning to Program the Liver." Annual Review of Pharmacology and Toxicology 54, no. 1 (January 6, 2014): 1–8. http://dx.doi.org/10.1146/annurev-pharmtox-011112-140312.

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Friedman, William H. "Learning program organization through COBOL." ACM SIGCSE Bulletin 36, no. 2 (June 2004): 77–81. http://dx.doi.org/10.1145/1024338.1024377.

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Kukharenko, V. "DESIGN COURSE PROGRAM "BLENDED LEARNING"." Information Technologies in Education, no. 33 (December 27, 2017): 080–92. http://dx.doi.org/10.14308/ite000651.

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Ben-Zvi, Nili, Michael Rosenbluth, Revital Gross-Myers, and Yael Ashkenazi. "Women's health E-learning program." Gender Medicine 3 (January 2006): S45—S46. http://dx.doi.org/10.1016/s1550-8579(06)80086-0.

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Roney, Robert K., and Allen Morgan. "Renaissance Incentive Program Motivates Learning." NASSP Bulletin 75, no. 536 (September 1991): 131–35. http://dx.doi.org/10.1177/019263659107553620.

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Riuttanen, Laura, and Taina Ruuskanen. "Multidisciplinary GLOBE environmental learning program." Lumat: International Journal of Math, Science and Technology Education 1, no. 4 (December 30, 2013): 367–70. http://dx.doi.org/10.31129/lumat.v1i4.1095.

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GLOBE is a hands-on environmental science and education program in which students, teachers, and researchers from around the world study the environment on local and global level. The aim of GLOBE program is to raise environmental awareness everywhere in the world, contribute to the dissemination of scientific knowledge on Earth and improve the standard of science and mathematics education. GLOBE is suitable for levels of education from primary to secondary school.

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41

Kremers, Marshall. "PCS publishes independent learning program." IEEE Transactions on Professional Communication PC-30, no. 4 (1987): 216. http://dx.doi.org/10.1109/tpc.1987.6449086.

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Leino, K. Rustan M. "Learning to do program verification." Communications of the ACM 53, no. 6 (June 2010): 106. http://dx.doi.org/10.1145/1743546.1743573.

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Bahous, Rima, and Mona Nabhani. "Assessing education program learning outcomes." Educational Assessment, Evaluation and Accountability 23, no. 1 (December 15, 2010): 21–39. http://dx.doi.org/10.1007/s11092-010-9112-0.

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Cui, Jin, Tairan Kevin Huang, Corinne Cortese, and Matthew Pepper. "Reflections on a bilingual peer assisted learning program." International Journal of Educational Management 29, no. 3 (April 13, 2015): 284–97. http://dx.doi.org/10.1108/ijem-12-2013-0175.

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Purpose – The purpose of this paper is to identify and evaluate faculty and academic staff perceptions, experiences and expectations with respect to a voluntary, bilingual peer assisted learning (PAL) program, which operates for the benefit of students studying in the Faculty of Business at a regional Australian University. Design/methodology/approach – A survey instrument and semi-structured interviews were used to faculty executive and academic staff in order to collect information about the perceived benefits of the program and identify opportunities for improvement. Findings – Based on an analysis of student results, the bilingual PAL program is shown to have a positive effect on performance of students participating in the program. Results from interviews with executive and academic staff indicate a high level of support for this type of student learning program. Originality/value – Although the value of both bilingual teaching and PAL has been explored in the teaching and learning literature, few studies have examined the integration of these two approaches. This research contributes to the literature by exploring the practical contribution of integrating these approaches. This research also provides valuable information regarding executive and academic perceptions of PAL programs, which is infrequently addressed in the literature. Findings may be used to inform institutions of the value of bilingual PAL programs in relation to international student retention and learning support and provide a starting point for discussions around the practical implications of such programs.

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Morel, Rolf. "Constraint-Driven Learning of Logic Programs." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 18 (May 18, 2021): 15726–27. http://dx.doi.org/10.1609/aaai.v35i18.17860.

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Two fundamental challenges in program synthesis, i.e. learning programs from specifications, are (1) program correctness and (2) search efficiency. We claim logical constraints can address both: (1) by expressing strong requirements on solutions and (2) due to being effective at eliminating non-solutions. When learning from examples, a hypothesis failing on an example means that (a class of) related programs fail as well. We encode these classes into constraints, thereby pruning away many a failing hypothesis. We are expanding this method with failure explanation: identify failing sub-programs the related programs of which can be eliminated as well. In addition to reasoning about examples, programming involves ensuring general properties are not violated. Inspired by the synthesis of functional programs, we intend to encode correctness properties as well as runtime complexity bounds into constraints.

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Maltsev, Eduard. "Utilizing a professional role model for development of a learner-centered learning program for managers." Knowledge and Performance Management 2, no. 1 (November 14, 2018): 38–46. http://dx.doi.org/10.21511/kpm.02(1).2018.04.

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The article is devoted to learner-centered learning program development for adult learners, which are experienced professionals – chief executives. The high speed of learning and precise learning outcomes are seen as the main need of an executive in a learner role. A learner-centered learning program satisfies the need.The article suggests the use of a professional role model of a learner – after learning program completion – as a main tool for the development of an appropriate learner-centered learning program. The details of the professional role model, as well as an algorithm of learner-centered learning program development, are discussed.One of the key problems in learning program development is that the skills, competencies and capabilities developed during learning programs often can’t be applied outside the learning program – in “real life” contexts. To enable a learner to be successful in real contexts, it is suggested to use a role concept in different contexts. The learning program in this case should develop not only the ability to play a role, but also play it in different contexts; not just to acquire new roles, but to be able to reduce roles for simpler ones, as well as to compose new roles.

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Wang, Bin, Xiaochun Yang, and Guoren Wang. "Detecting Copy Directions among Programs Using Extreme Learning Machines." Mathematical Problems in Engineering 2015 (2015): 1–15. http://dx.doi.org/10.1155/2015/793697.

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Because of the complexity of software development, some software developers may plagiarize source code from other projects or open source software in order to shorten development cycle. Many methods have been proposed to detect plagiarism among programs based on the program dependence graph, a graph representation of a program. However, to our best knowledge, existing works only detect similarity between programs without detecting copy direction among them. By employing extreme learning machine (ELM), we construct feature space for describing features of every two programs with possible plagiarism relationship. Such feature space could be large and time consuming, so we propose approaches to construct a small feature space by pruning isolated control statements and removable statements from each program to accelerate both training and classification time. We also analyze the features of data dependencies between any original program and its copy program, and based on it we propose a feedback framework to find a good feature space that can achieve both accuracy and efficiency. We conducted a thorough experimental study of this technique on real C programs collected from the Internet. The experimental results show the high accuracy and efficiency of our ELM-based approaches.

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Susilawati Sj, Diana, Muhammad Anas Maarif, and Afif Zamroni. "Strategi Pengembangan Program Pembelajaran Pendidikan Agama Islam Sekolah." Tafkir: Interdisciplinary Journal of Islamic Education 2, no. 1 (January 10, 2021): 20–40. http://dx.doi.org/10.31538/tijie.v2i1.21.

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The research objective is to describe the process of planning, implementing and controlling the development of Islamic religious education learning programs. The type of research used is qualitative with a case study approach. Data collection techniques using interviews, observation and documentation. informants who are the source of information are the principal, vice principal, curriculum assistant, religion teacher and extracurricular coaches. The results of the research are: 1) planning for the development of Islamic religious education learning programs can be seen in the form of learning tools or programs which include syllabus development, annual plans, semester programs and teaching preparation in the form of learning implementation plans which are based on a study of competency standards, basic competencies and indicators. which is determined based on content standards, competency standards for graduates of Islamic religious education subjects. 2) Implementation of developing learning programs, namely carrying out learning program development activities, following the applicable procedures in schools, namely by organizing and directing the development of learning programs with reference to intracurricular and extracurricular learning. This study also found that controlling the implementation of the learning program was carried out by evaluating student learning outcomes and monitoring class in intracurricular and extracurricular learning.

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Wardhani, Junita Dwi, Aryati Prasetyarini, and Wili Astuti. "Implementasi Program-Program Pembelajaran TK Unggulan di Surakarta." Jurnal VARIDIKA 26, no. 1 (July 14, 2015): 43–55. http://dx.doi.org/10.23917/varidika.v26i1.732.

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The aim of this research is to assess the learning program on TKIU Al Khoir Surakarta for academic year 2010-2011. The problem is how the Montessory learning method implemented at TKIU Al Khoir. The research methodology used is a qualitative approach in the form of the naturalistic and a purposive sampling. The data sources in this research include information about the program of instruction in kindergarten the flagship. The Data in the form of words were taken from three sources: events, informants and documents. Data collection techniques used in research are observations, interviews and document analysis. Results of investigation showed TKIU Al Khoir well using integrated curriculum including approaches such as a thematic approach, there is engineering a learning environment, learning objectives focussing on moral development, reading a written/material goods, the role of students as a learning object, a gaming device is limited, a library with classrooms, and a new limited role parents financially.

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Miller, Barbara, and Cherie Rector. "Distance Learning in a School Nurse Credential Program." Journal of School Nursing 18, no. 6 (December 2002): 338–45. http://dx.doi.org/10.1177/10598405020180060601.

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Distance learning, which encompasses many methodologies, is becoming a more readily available educational alternative. Because there are a limited number of school nurse credential programs and the demand for school nurses is increasing, distance learning may be a viable method of instruction. This article describes the authors’ experiences organizing and presenting distance learning courses to five remote sites for students in a university school nurse credential program. After numerous inquiries, potential students from several areas were surveyed, and arrangements were made with universities in those areas to receive two-way audio and video transmissions of two seminar courses; later, two clinically oriented courses in the school nurse program. Students were able to complete their program requirements by taking equivalent course work at their local universities. Perceptions of students and the instructor, course evaluation, and practical suggestions are shared. Guidelines for potential students about selecting quality distance education programs are also noted.

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