Relevant bibliographies by topics / Modern learning theory

Academic literature on the topic 'Modern learning theory'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Modern learning theory"

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Prasetyo, S. "Analysis of piaget-anderson theory in learning modern economy." IOP Conference Series: Earth and Environmental Science 485 (June 3, 2020): 012100. http://dx.doi.org/10.1088/1755-1315/485/1/012100.

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Mahbubi, M. "Problems of Learning Activities in Modern Education." Interdisciplinary Social Studies 1, no. 2 (November 20, 2021): 124–30. http://dx.doi.org/10.55324/iss.v1i2.26.

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Modern man is a one-dimensional society (one-dimensional man); meaning that all sides of his life are only directed at one goal, namely the sustainability and improvement of the existing system, the system is none other than capitalism. This paper tries to unravel the problems of learning activities in modern education in two perspectives, namely the psychological perspective and the philosophical perspective. This paper used qualitative research method. Western learning theory has dominated and has a great influence in the realm of socio-cultural politics as well as in education. In influencing or dominating education from a psychological perspective, there are at least 4 views on learning theory.
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Handabura, O. V. "Connectivist learning theory at developing modern foreign language teaching model." Pedagogical sciences reality and perspectives, no. 78 (2020): 57–60. http://dx.doi.org/10.31392/npu-nc.series5.2020.78.12.

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Muraveva, L. A. "Distance Learning: Theory and Practice." SHS Web of Conferences 79 (2020): 01011. http://dx.doi.org/10.1051/shsconf/20207901011.

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This article discusses the process of active implementation of online learning modes based on digital technologies. Currently available theoretical postulates and recommended procedures of learning activities have been verified in practice during the course in History in Financial University under the Government of the Russian Federation. On this basis, certain experience of seminar classes has been accumulated (online conversations, discussions, presentations, webinars), this article is devoted to its analysis and generalization. The author has concluded that digital technologies diversify the classes and possess numerous tools to enhance motivation of students. The obtained results make it possible to state that application of several methods has been activated, such as brainstorming, mind games, metal mapping, interactive enquiries, testing and guessing games using learning platforms, for instance: Kahoot. Meanwhile, well balanced combination of the existing conventional learning modes and modern digital technologies makes it possible to provide even greater effect and result.
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Pipatsrisawat, Knot, and Adnan Darwiche. "On Modern Clause-Learning Satisfiability Solvers." Journal of Automated Reasoning 44, no. 3 (November 6, 2009): 277–301. http://dx.doi.org/10.1007/s10817-009-9156-3.

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McLeod, Bruce, and Stephen J. Greenblatt. "Learning to Curse: Essays in Early Modern Culture." Journal of the Midwest Modern Language Association 24, no. 1 (1991): 100. http://dx.doi.org/10.2307/1315028.

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Pechter, E. "Learning to Curse: Essays in Early Modern Culture." Modern Language Quarterly 53, no. 2 (January 1, 1992): 250–56. http://dx.doi.org/10.1215/00267929-53-2-250.

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Bouton, Mark E., Susan Mineka, and David H. Barlow. "A modern learning theory perspective on the etiology of panic disorder." Psychological Review 108, no. 1 (2001): 4–32. http://dx.doi.org/10.1037/0033-295x.108.1.4.

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Ödberg, F. O., and L. Gombeer. "Old masters were right: Academic riding principles abide modern learning theory." Journal of Veterinary Behavior 7, no. 6 (November 2012): e12. http://dx.doi.org/10.1016/j.jveb.2012.09.037.

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Han, ZhaoHong. "Book Review: Modern languages and learning strategies in theory and practice." Language Teaching Research 5, no. 3 (July 2001): 270–73. http://dx.doi.org/10.1177/136216880100500307.

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Dissertations / Theses on the topic "Modern learning theory"

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Rigtorp, Johan. "Organizational Learning Capability in a Modern Army." Thesis, Försvarshögskolan, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-9159.

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Studies of organizational learning have found that military organisations can benefit from developing organizational learning. Successful implementation of organizational learning exists in the Israeli army. This study analyses the organizational learning capability of the Swedish army. By adopting the organizational learning capability theory by Visser and applying it to data collected through both documents and interviews, this study investigates the possible harmony and dissonance between the data. The findings discovered that while there is compatibility in two out of four dimensions, which is interpreted as the Swedish army having a good baseline to build their organizational learning; it also ascertained that there is a large dissonance regarding knowledge conversion. This is seen as a probable inhibitor for the implementation of organizational learning in the Swedish army. Specifically, is the lack of education in knowledge conversion seen as a large threat to the organization successfully implementing organizational learning. The study contributes to the research field with a comparison of the normative level and reality; in this it contributes with an understanding of which parts can be considered to facilitate and inhibit organizational learning. Furthermore, it gives the Swedish Army several recommendations to accelerate their capabilities in organizational learning.
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Lord, Mary E. "How a Learning Orientation, Modern Portfolio Theory and Absorptive Capacity Contribute to University Endowment Performance." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333676043.

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Smith, Zena Diane. "Modern witchcraft in suburban Australia: how and what witches learn." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/383.

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Existing anthropological research and discussion related to contemporary Wiccan and Witchcraft practice is growing and indeed has been explored by anthropologists and other writers from the northern and southern hemispheres. However, there has been limited discourse on how and what Western Australian Wiccans and Witches learn. This ethnographic research fills that gap by exploring, in two separate sections, how Wiccans and Witches have developed relevant skills in a social learning structure and what ritual practice they have learnt as a result. The thesis proposes that the current theories of learning and ritual fail to adequately describe the social processes and outcomes observed.In the first section, focusing on how the participants learn, I argue that cognitive, behavioural and humanist learning theories as well as the most relevant social learning theory, Communities of Practice, fail to explain adequately the holistic learning processes with which the Wiccans and Witches are engaged. Instead I propose a new and complementary theory of learning that I identify as 'Whole Person’ theory that more effectively describes the holistic and intuitive nature of learning the research participants undertook.In the second section I go further to show that the existing theories of ritual fail to explore and consider ritual as a product or outcome of learning and instead focus heavily on ritual either as a process contributing to and reflecting the social order in which it takes place or they describe the structure of ritual. This research shows that ritual can be both a process of a social group as well as a product and an end result of learning and social interaction. The ethnographic materials presented extend our understanding of both learning and ritual.
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Barnes, Ann. "Student modern foreign languages teachers learning to teach : beliefs, attitudes and the development of a methodological landscape." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1229/.

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This study examines the motivations, beliefs and attitudes of beginning modern foreign languages teachers towards foreign language teaching and learning during their initial teacher education and the changes in attitudes towards and beliefs about their subject and its methodology. In so doing, the study uncovers the students' initial and developing methodological landscapes. The scope of the study is unusual in its breadth of response'a! nd in its multi-method approach incorporating qualitative and quantitative data collection and analysis, identifying interconnections in the data. A total of 235 student teachers' responses contribute to the research: the pre-course beliefs of eight cohorts of beginning teachers are analysed to establish a basis for exploring any change. The research subsequently adopts a longitudinal approach, where data' is obtained through a series of ten snapshot questionnaires administered to three separate cohorts of student teachers. This data is supplemented by smaller samples from two cohorts in a different initial teacher education institution. It is further triangulated through twelve group discussions on video from two cohorts. Analysis is of whole and aggregated cohorts and also by gender and native speaker. Views indicated by the beginning teachers' stated perceptions of their development incorporate elements from a variety of learning-to-teach theories. Some more generic themes which emerge as important in student teachers' thinking throughout the year include the desire for fantasy solutions and the process of future-wishing, both of which serve as attempts to avoid a true (and difficult) developmental process. Stability of fundamental beliefs is evident, but substantial change occurs in perceptions of items contributing to the methodological landscape, particularly in the areas of target language and grammar.
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Hoogland, Anna. "När övningen blir meningsfull : En självobservationsstudie av instuderingsprocessen av en modern operaaria." Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67095.

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Syftet med föreliggande studie är att studera min lärandeprocess vid instuderingen av en modern operaaria. Studien utgår från ett designteoretiskt perspektiv på lärande med begreppen design, multimodalitet och semiotiska resurser i fokus. Processen pågick under tre veckor under hösten 2017 med totalt 14 övningspass. För att dokumentera lärandeprocessen under dessa övningspass användes metoderna videoobservation och loggbok. I resultatet beskrivs lärandeprocessens design med hjälp av två teman: Kreativt ostrukturerad och Strävan efter helhetsupplevelsen. Resultatet visar också att kroppsliga resurser användes under lärandeprocessens gång för att förkroppsliga musikaliska parametrar, medan materiella resurser användes för att på ett konkret sätt komplettera de kroppsliga resurserna. I diskussionen diskuteras resultatet i förhållande till ett designteoretiskt perspektiv på lärande samt till tidigare forskning om övning och instudering. Några aspekter som berörs är betydelsen av en ljudande förlaga att lyssna till kopplat till helhetsaspekten samt den kreativt ostrukturerade lärandeprocessens inverkan på progressionen i övningen.
The purpose of the present study is to examine my own learning process with a modern opera aria. The study is based on a design theoretical perspective on learning with focus on the concepts design, multimodality and semiotic resources. The process went on for three weeks during the autumn 2017 with a total of 14 practising sessions. To be able to document the learning process during these practising sessions, the methods video observation and logbook were used. The design of the learning process is described in the result by two different themes; Creatively unstructured and The endeavour to the overall experience. The result also shows that physical resources were used during the learning process to embody musical parameters, while material resources became a complement to the physical resources in a concrete way. In the last section, the result is discussed relative to a design theoretical perspective on learning and to previous research on practise and rehearsal methods. Some aspects are the meaning of a sounding example to listen to relative to the aspect of the overall experience, and the creatively unstructured learning process and its impact on the practice progression.
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Yang, Wan Chi (Ada Yang). "The enlightened Chinese characters : a cognitive approach of computer assisted Chinese character learning." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2428.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2006.
With continuing advances in technology, computer-assisted instruction provides opportunities for individualized, interactive learning. In the research paper, I employed the theoretical framework of CALL and the philosophy of cognitive psychhology to promote learner autonomy in the second language aquisition of Chinese...
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Duwe, Astrid, and Durán Lisa Johansson. "Entreprenöriellt lärande i moderna språk : - möjligheter och hinder." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15722.

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Den nya läroplanen för grundskolan 2011 uppmanar alla lärare i den svenska skolan att stärka ett entreprenöriellt förhållningssätt hos eleverna. Enligt regeringens Strategi för entreprenörskap inom utbildningsområdet ska entreprenörskap löpa som en röd tråd genom hela skolan. Medan en del forskning är gjord på gymnasienivå och utifrån ett elevperspektiv så finns det dock i dagsläget relativt få undersökningar angående grundskolan och lärarnas perspektiv. Förutsättningarna för införandet av entreprenöriellt lärande är oklara. En viktig förutsättning är dock att lärarna är bekanta med begrepp som entreprenörskap och entreprenöriellt lärande. Studien syftar till att undersöka hur lärare i moderna språk uppfattar begreppet entreprenöriellt lärande, och vilka möjligheter och hinder de ser med att tillämpa entreprenöriella arbetsformer i språkundervisningen. Genom kvalitativa intervjuer undersöks hur sju lärare i moderna språk med olika uppfattningar resonerar kring entreprenöriellt lärande i sina ämnen. Lärarna finner det viktigt att utveckla egenskaper hos elever såsom att våga, förmågan att ta initiativ och omsätta idéer till handlingar men de ser sig också ställda inför en del svårigheter med att tillämpa de nya metoderna. Ett intressant utfall var att lärarnas uppfattning av sina förutsättningar hänger ihop väldigt starkt med deras uppfattning av och förhållningssätt till EL. Studien visar att det krävs större satsningar och framförallt mer forskning och beprövad erfarenhet inom fältet.
The new curriculum for primary education 2011 calls on all teachers in Swedish schools to strengthen an entrepreneurial attitude in students. According to the government's Strategy for entrepreneurship in education, entrepreneurship should permeate the whole school system. While some research has been done at secondary level and from a student perspective, relatively few studies have investigated the issue from a teachers' perspective and at primary level. The prerequisites for the introduction of entrepreneurial learning are somewhat unclear. An important condition is, however, that teachers are familiar with concepts such as entrepreneurship and entrepreneurial learning. This study aims to examine how teachers of modern languages perceive the concept of entrepreneurial learning, and what opportunities and obstacles they see to the application of entrepreneurial work in language teaching. By using qualitative interviews, the study investigates how seven teachers of modern languages with different experiences of the methods reason about enterprise learning in their subjects. The teachers find it important to help their students develop such characteristics as daring, the ability to take initiatives and turn their ideas into actions, but they also find themselves facing some difficulties in applying the new methods. An interesting outcome was that the teachers’ perceptions of their conditions are closely connected to their perceptions of and attitudes towards enterprise learning. The study shows that greater efforts and most importantly, more research and documented experience is needed in the field.
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Sloan, Robert Hal. "Computational learning theory : new models and algorithms." Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/38339.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1989.
Includes bibliographical references (leaves 116-120).
by Robert Hal Sloan.
Ph.D.
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Leo, Valentine. "Incorporating learning theory into existing systems engineering models." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/37661.

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Approved for public release; distribution is unlimited
Systems engineering and learning theories are two major disciplines that involve preparing people to solve problems. While learning theories and their elements are apparent in the field of systems engineering, limited work has been performed on the interactions and relationship between these two disciplines. This thesis aims to establish and discuss a relationship between systems engineering and learning theories over the key phases of a systems life cycle. This thesis discusses how organizations can use the information attained from the collaborative approach between systems engineering and learning theories to leverage practitioners work quality, capability, and decisions to help justify and improve key systems parameters.
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Gaus, Eric. "Macroeconomic models with endogenous learning." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10868.

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xi, 87 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The behavior of the macroeconomy and monetary policy is heavily influenced by expectations. Recent research has explored how minor changes in expectation formation can change the stability properties of a model. One common way to alter expectation formation involves agents' use of econometrics to form forecasting equations. Agents update their forecasts based on new information that arises as the economy progresses through time. In this way agents "learn" about the economy. Previous learning literature mostly focuses on agents using a fixed data size or increasing the amount of data they use. My research explores how agents might endogenously change the amount of data they use to update their forecast equations. My first chapter explores how an established endogenous learning algorithm, proposed by Marcet and Nicolini, may influence monetary policy decisions. Under rational expectations (RE) determinacy serves as the main criterion for favoring a model or monetary policy rule. A determinant model need not result in stability under an alternative expectation formation process called learning. Researchers appeal to stability under learning as a criterion for monetary policy rule selection. This chapter provides a cautionary tale for policy makers and reinforces the importance of the role of expectations. Simulations appear stable for a prolonged interval of time but may suddenly deviate from the RE solution. This exotic behavior exhibits significantly higher volatility relative to RE yet over long simulations remains true to the RE equilibrium. In the second chapter I address the effectiveness of endogenous gain learning algorithms in the presence of occasional structural breaks. Marcet and Nicolini's algorithm relies on agents reacting to forecast errors. I propose an alternative, which relies on agents using statistical information. The third chapter uses standard macroeconomic data to find out whether a model that has non-rational expectations can outperform RE. I answer this question affirmatively and explore what learning means to the economy. In addition, I conduct a Monte Carlo exercise to investigate whether a simple learning model does, empirically, imbed an RE model. While theoretically a very small constant gain implies RE, empirically learning creates bias in coefficient estimates.
Committee in charge: George Evans, Co-Chairperson, Economics; Jeremy Piger, Co-Chairperson, Economics; Shankha Chakraborty, Member, Economics; Sergio Koreisha, Outside Member, Decision Sciences
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Books on the topic "Modern learning theory"

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Roberts, Tony. Towards a learning theory in modern languages. London: Institute of Education, University of London, 1990.

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Shaydenko, Nadezhda, and Svetlana Kipurova. Learning theory. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077726.

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The textbook is devoted to one of the sections of pedagogy - the theory of learning. The leading issues are the content of education; forms, methods, means of teaching; forms of organization of training. The main attention is paid to the educational system of Russia and modern trends in the development of education. The study of the theory of learning is important not only for the future teacher to master the system of knowledge, but also for the formation of students' didactic competencies. To do this, in addition to theoretical material, the textbook contains a significant amount of practical tasks, material for consolidating what has been studied, test questions and tasks. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate students studying in psychological and pedagogical specialties, as well as for undergraduates of pedagogical specialties who do not have a basic pedagogical education.
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Railean, Elena. Handbook of research on applied learning theory and design in modern education. Hershey PA: Information Science Reference, 2016.

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Grenfell, Michael. Modern languages and learning strategies: In theory and practice. London: Routledge, 1999.

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Sadler, Randall. Virtual worlds for language learning: From theory to practice. New York: P. Lang, 2012.

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J, Kenning M., ed. Computers and language learning: Current theory and practice. New York: E. Horwood, 1990.

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Recollection and experience: Plato's theory of learning and its successors. Cambridge: Cambridge University Press, 1995.

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Communicative competence: Theory and classroom practice : texts and contexts in second language learning. 2nd ed. New York: McGraw-Hill, 1997.

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European Centre for Modern Languages, ed. Mediating between theory and practice in the context of different learning cultures and languages. Strasbourg: Council of Europe Pub., 2003.

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Psychology for language learning: Insights from research, theory and practice. Houndmills, Basingstoke, Hampshire: Palgrave Macmillian, 2012.

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Book chapters on the topic "Modern learning theory"

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Balcan, Maria-Florina, and Ruth Urner. "Active Learning – Modern Learning Theory." In Encyclopedia of Algorithms, 8–13. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-2864-4_769.

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Balcan, Maria-Florina, and Ruth Urner. "Active Learning - Modern Learning Theory." In Encyclopedia of Algorithms, 1–6. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-27848-8_769-2.

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Bray, Margaret, and David M. Kreps. "Rational Learning and Rational Expectations." In Arrow and the Ascent of Modern Economic Theory, 597–625. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-07239-2_19.

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Rokhlin, Dmitry B. "Robbins–Monro Conditions for Persistent Exploration Learning Strategies." In Modern Methods in Operator Theory and Harmonic Analysis, 237–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26748-3_14.

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Choi, Hye-Jeong, André A. Rupp, and Min Pan. "Standardized Diagnostic Assessment Design and Analysis: Key Ideas from Modern Measurement Theory." In Self-directed Learning Oriented Assessments in the Asia-Pacific, 61–85. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4507-0_4.

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Wüthrich, Mario V., and Michael Merz. "Estimation Theory." In Springer Actuarial, 49–74. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12409-9_3.

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AbstractThis chapter is on classical statistical decision theory. It is an important chapter for historical reasons, but it also provides the right mathematical grounding and intuition for more modern statistical tools from data science and machine learning. In particular, we discuss maximum likelihood estimation (MLE), unbiasedness, consistency and asymptotic normality of MLEs in this chapter.
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Ni, Lulu. "Learning Process Through Virtual Reality: A Theory-Based Application." In Proceedings of the 2022 2nd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2022), 698–705. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-45-9_85.

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Zhang, Xuan, B. John Oommen, Ole-Christoffer Granmo, and Lei Jiao. "Using the Theory of Regular Functions to Formally Prove the ε-Optimality of Discretized Pursuit Learning Algorithms." In Modern Advances in Applied Intelligence, 379–88. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07455-9_40.

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Ando, Juko. "Evolutionary Locus of the Neanderthal Between Chimpanzees and Modern Humans: A Working Memory, Theory of Mind, and Brain Developmental, Piagetian Perspective." In Social Learning and Innovation in Contemporary Hunter-Gatherers, 293–309. Tokyo: Springer Japan, 2016. http://dx.doi.org/10.1007/978-4-431-55997-9_25.

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Diedrich, Alexander, Kaja Balzereit, and Oliver Niggemann. "First Approaches to Automatically Diagnose and Reconfigure Hybrid Cyber-Physical Systems." In Machine Learning for Cyber Physical Systems, 113–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-62746-4_12.

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AbstractMaintaining modern production machinery requires a significant amount of time and money. Still, plants suffer from expensive production stops and downtime due to faults within individual components. Often, plants are too complex and generate too much data to make manual analysis and diagnosis feasible. Instead, faults often occur unnoticed, resulting in a production stop. It is then the task of highly-skilled engineers to recognise and analyse symptoms and devise a diagnosis. Modern algorithms are more effective and help to detect and isolate faults faster and more precise, thus leading to increased plant availability and lower operating costs.In this paper we attempt to solve some of the described challenges. We describe a concept for an automated framework for hybrid cyberphysical production systems performing two distinct tasks: 1) fault diagnosis and 2) reconfiguration. For diagnosis, the inputs are connection and behaviour models of the components contained within the system and a model describing their causal dependencies. From this information the framework is able to automatically derive a diagnosis provided a set of known symptoms. Taking the output of the diagnosis as a foundation, the reconfiguration part generates a new configuration, which, if applicable, automatically recovers the plant from its faulty state and resumes production. The described concept is based on predicate logic, specifically Satisfiability-Modulo-Theory. The input models are transformed into logical predicates. These predicates are the input to an implementation of Reiter’s diagnosis algorithm, which identifies the minimum-cardinality diagnosis. Taking this diagnosis, a reconfiguration algorithm determines a possible, alternative control, if existing. Therefore the current system structure described by the connection and component models is analysed and alternative production plans are searched. If such an alternative plan exists, it is transmitted to the control of the system. Otherwise, an error that the system is not reconfigurable is returned.
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Conference papers on the topic "Modern learning theory"

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Tingyan Bi and Wenfang Yang. "Modern learning theory and u-learning studies." In 2011 International Conference on e-Education, Entertainment and e-Management (ICEEE). IEEE, 2011. http://dx.doi.org/10.1109/iceeem.2011.6137795.

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Karamani, Rafailia-Eleni, Iosif-Angelos Fyrigos, Vasileios Ntinas, Orestis Liolis, Giorgos Dimitrakopoulos, Mustafa Altun, Andrew Adamatzky, Mircea R. Stan, and Georgios Ch Sirakoulis. "Memristive Learning Cellular Automata: Theory and Applications." In 2020 9th International Conference on Modern Circuits and Systems Technologies (MOCAST). IEEE, 2020. http://dx.doi.org/10.1109/mocast49295.2020.9200246.

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Zhu, Xiong. "Element Research of Modern Education Theory in Martial Arts." In 2016 International Conference on Education, E-learning and Management Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.63.

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Georgiou, Maria. "AN EXAMINATION OF STUDENT LEARNING OF SCIENCE CONCEPTS USING INTERACTIVE INSTRUCTIONAL MULTIMEDIA TECHNOLOGY." In International Conference Theory and Practice in Modern Computing 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/tpmc2019_201907l021.

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Liu, Mei. "Research on Online Teaching Model under the Guidance of Constructivist Learning Theory." In 2020 International Conference on Modern Education and Information Management (ICMEIM). IEEE, 2020. http://dx.doi.org/10.1109/icmeim51375.2020.00040.

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Zou, Weilin. "Modern Chinese Course Teaching Practice under Guidance of Constructivism Learning Theory." In 2015 International Conference on Education Technology and Economic Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icetem-15.2015.11.

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Khramchenko, Dmitry. "IRONY AS A TENDENCY OF MODERN BUSINESS ENGLISH: FUNCTIONAL-LINGUISTIC THEORY & TEACHING PRACTICE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0546.

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Mao, Yizhou, and Shaoqiang Yuan. "Research and Application of Project-Based Learning in Modern Control Theory Course." In 2017 3rd Conference on Education and Teaching in Colleges and Universities (CETCU 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cetcu-17.2017.36.

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Lam, Ng Woon, and Yikai Xiao. "Development of 3D Color Space to Improve Learning of Color Theory." In 2017 2nd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/mmetss-17.2017.6.

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Zhang, Penggang, Qian Zhang, and Jianglai Dai. "Comparative Study on College Students' Learning Expectation and Learning Habits Based on Theory of Zimmerman's Self-regulated Learning." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.223.

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Reports on the topic "Modern learning theory"

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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
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Pompeu, Gustavo, and José Luiz Rossi. Real/Dollar Exchange Rate Prediction Combining Machine Learning and Fundamental Models. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004491.

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The study of the predictability of exchange rates has been a very recurring theme on the economics literature for decades, and very often is not possible to beat a random walk prediction, particularly when trying to forecast short time periods. Although there are several studies about exchange rate forecasting in general, predictions of specifically Brazilian real (BRL) to United States dollar (USD) exchange rates are very hard to find in the literature. The objective of this work is to predict the specific BRL to USD exchange rates by applying machine learning models combined with fundamental theories from macroeconomics, such as monetary and Taylor rule models, and compare the results to those of a random walk model by using the root mean squared error (RMSE) and the Diebold-Mariano (DM) test. We show that it is possible to beat the random walk by these metrics.
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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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Cherniavskyi, Ruslan, Yaroslav Krainyk, and Anzhela Boiko. Modeling university environment: means and applications for university education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3742.

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In the paper, we establish an investigation on the development of university 3D-model and its possible applications for educational and research fields. We assume that 3D-model of university can help in various scenarios and should be used to adopt modern immersing technologies into to university processes. Different means are employed for the development of the model. Bottom-up approach for using these means and their connection with each other are shown in the work. Then, details of the 3D-model design process are provided with peculiarities related to the university building location and corpuses positions. Finally, assembled models of university are shown in 3ds Max and Unity environments. In the final part of the paper, we suggest scenarios of model usage for educational and research fields. Universities can gain various benefits from integrating their research efforts to employ new technology and identify new development opportunities for both science and education in university. In case of the developed 3D-model, it is planned to use it in the projects connected with client-server applications, Internet-of-Things, Smart Grid, etc. In the educational process it will be a part of case-studies for learning 3D-modeling, development in Unity environment, training for emergency situations.
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Krylova-Grek, Yulia, and Mariya Shyshkina. Blended Learning Method for Improving Students' Media Literacy Level. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4467.

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The paper discusses the issues of improving students' media literacy skills to help them to navigate through an increasingly complex information so- ciety. It reports on a project aimed at applying the blended learning model to boost high school students' media literacy levels. The given model is recognized to have a number of advantages for both teachers (tutors) and learners (students). It is generally accepted that the blended learning method provides students with profound theoretical knowledge and retains the emphasis on practice. Besides, online classes offer a great opportunity to reach a wider audience. The purpose of the paper is to describe the authors' experience in introducing a new method for improving the learners' media literacy skills based on the blended learning model. The survey responses demonstrated that the accessibility, ease-of-use, and duration of the classes were deemed effective in terms of students' engagement and increases in their media literacy level. The course helped learners to develop their critical thinking and other media-related skills, to identify propaganda, ma- nipulation, and fake messages found in media streams.
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Sikora, Yaroslava B., Olena Yu Usata, Oleksandr O. Mosiiuk, Dmytrii S. Verbivskyi, and Ekaterina O. Shmeltser. Approaches to the choice of tools for adaptive learning based on highlighted selection criteria. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4447.

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The article substantiates the relevance of adaptive learning of students in the modern information society, reveals the essence of such concepts as “adaptability” and “adaptive learning system”. It is determined that a necessary condition for adaptive education is the criterion of an adaptive learning environment that provides opportunities for advanced education, development of key competencies, formation of a flexible personality that is able to respond to different changes, effectively solve different problems and achieve results. The authors focus on the technical aspect of adaptive learning. Different classifications of adaptability are analyzed. The approach to the choice of adaptive learning tools based on the characteristics of the product quality model stated by the standard ISO / IEC 25010 is described. The following criteria for the selecting adaptive learning tools are functional compliance, compatibility, practicality, and support. By means of expert assessment method there were identified and selected the most important tools of adaptive learning, namely: Acrobatiq, Fishtree, Knewton (now Wiliy), Lumen, Realize it, Smart Sparrow (now Pearson). Comparative tables for each of the selected tools of adaptive learning according to the indicators of certain criteria are given.
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