Log in

Relevant bibliographies by topics / Online learning / Journal articles

Journal articles on the topic 'Online learning'

To see the other types of publications on this topic, follow the link: Online learning.

Author: Grafiati

Published: 4 June 2021

Last updated: 31 August 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Online learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Van Wart, Montgomery. "Online Learning." International Journal of Adult Education and Technology 13, no. 2 (April 1, 2022): 1–18. http://dx.doi.org/10.4018/ijaet.312581.

Full text

Abstract:

The COVID-19 pandemic accelerated the trend to the use of online learning more extensively as well as our experience with many new, and often unusual, situational variations. This article reviews what we know about the important factors affecting effective online learning, summarizes the extensive research findings about online learning, reviews some of the overall gaps in the research in terms of moving the state-of-the-art forward, and provides a summary of types of initiatives that departments, colleges, and universities can take to upgrade their online teaching/learning offerings. It also provides a summary of complementary opportunities/strengths and challenges provided by online teaching. Challenges include additional skills to be learned by faculty, various challenges in implementing integrity tools, mode selection issues, lowered perceived learning experience, increased faculty workload, student choice “traps,” and faculty satisfaction conflicts.

APA, Harvard, Vancouver, ISO, and other styles

2

Elliott, Brenda, and Cynthia A. Dillon. "Online Learning." Journal for Nurses in Staff Development 28, no. 6 (2012): 285–87. http://dx.doi.org/10.1097/nnd.0b013e31827259de.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Cowan, John. "Learning online." British Journal of Educational Technology 36, no. 1 (December 2, 2004): 115–16. http://dx.doi.org/10.1111/j.1467-8535.2005.00445_5.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Deeson, Eric. "Online learning." British Journal of Educational Technology 36, no. 4 (July 2005): 699–700. http://dx.doi.org/10.1111/j.1467-8535.2005.00547_7.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Guerry, S. "Online learning." BMJ 327, no. 7426 (November 29, 2003): 174s —a—174. http://dx.doi.org/10.1136/bmj.327.7426.s174-a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Hall, Susan W. "Online learning." Nursing Made Incredibly Easy! 14, no. 1 (2016): 8–9. http://dx.doi.org/10.1097/01.nme.0000475170.85231.0f.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Seng, Lau, and Fitri Suraya Mohamad. "Online learning." Internet and Higher Education 5, no. 2 (June 2002): 109–18. http://dx.doi.org/10.1016/s1096-7516(02)00087-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Stanton, Marietta. "Online Learning." Online Journal of Rural Nursing and Health Care 7, no. 2 (December 2007): 2. http://dx.doi.org/10.14574/ojrnhc.v7i2.132.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Smith, Tara, and Rowena Barrett. "Online learning." Journal of Small Business and Enterprise Development 23, no. 1 (February 15, 2016): 207–23. http://dx.doi.org/10.1108/jsbed-05-2014-0083.

Full text

Abstract:

Purpose – If owner-managers engage in management development activities then chances of success may be improved for small businesses. But small business owner-managers (SBOMs) are a difficult group to engage in management development activities. While practitioners worry about timing, content and location of development activities, the purpose of this paper is to examine what drives SBOMs to participate in an online discussion forum (ODF) as a form of management development. An ODF was run with SBOMs and the factors affecting their participation are reported from this exploratory study. Design/methodology/approach – A qualitative methodology was used where data gathered from three sources, the ODF posts, in-depth interviews with participants and a focus group with non-participants. These were analysed to evaluate factors affecting participation of SBOMs in an ODF. Findings – The findings point to the importance of owner-managers’ attitudes. Attitudes that positively affected SBOMs participation in the ODF included; appreciating that learning leads to business success; positive self-efficacy developed through prior online experience; and an occupational identity as a business manager. Research limitations/implications – Few SBOMs participated in the ODF, which is consistent with research finding that they are a difficult group to engage in management development learning activities. Three forms of data were analysed to strengthen results. Practical implications – Caution should be exercised when considering investment in e-learning to develop the managerial capabilities of SBOMs. Originality/value – Evidence of the factors important for participation in an informal voluntary ODF. The findings suggest greater emphasis should be placed on changing attitudes if SBOMs are to be encouraged to participate in management development activities.

APA, Harvard, Vancouver, ISO, and other styles

10

Cameron, Heather, and Jacqui Limberger. "Online learning." Journal of European Industrial Training 28, no. 5 (June 2004): 429–39. http://dx.doi.org/10.1108/03090590410533107.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Perry, Edward H., and Michelle L. Pilati. "Online learning." New Directions for Teaching and Learning 2011, no. 128 (December 2011): 95–104. http://dx.doi.org/10.1002/tl.472.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Shelley, Daniel J., Louis B. Swartz, and Michele T. Cole. "Learning Business Law Online vs. Onland." International Journal of Information and Communication Technology Education 4, no. 2 (April 2008): 54–66. http://dx.doi.org/10.4018/jicte.2008040105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Blum, Avrim, Vijay Kumar, Atri Rudra, and Felix Wu. "Online learning in online auctions." Theoretical Computer Science 324, no. 2-3 (September 2004): 137–46. http://dx.doi.org/10.1016/j.tcs.2004.05.012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Azis, Yunia Mulyani. "Sharing Time Learning (Face to Face and Online Learning) in Blended Learning." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 20, 2020): 466–74. http://dx.doi.org/10.37200/ijpr/v24i2/pr200358.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Shen, Demei, Moon-Heum Cho, Chia-Lin Tsai, and Rose Marra. "Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction." Internet and Higher Education 19 (October 2013): 10–17. http://dx.doi.org/10.1016/j.iheduc.2013.04.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Storchak, Oleg. "TOPICAL LEARNING PARADIGMS FOR ONLINE EDUCATION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 7–11. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-7-11.

Full text

Abstract:

Affordances of information-communication technology enable faculty to migrate the face-to-face courses into an online environment within a rapid time frame. Leaning problems are approached from varied theoretical perspectives. An eclectic approach to teaching and learning could combine a traditional educational perspective with the perspectives of constructivism, social constructivism, sociocultural theory and experientialism. The vital factors in online education are teacher guidance, collaboration with peers, social interaction, language, culture, the structured activity of instruction, teaching methods, assessment of the evolving cognitive capacities in students, feedback, remedial activity, changing environment, recurring patterns, memorization and rote learning. The teacher is a facilitator in the learning process. The learner is active in gaining knowledge. Mediation between the learner and the material to be learned is carried out through the teacher and organized learning activity. Discourse is an educational focus. Thought is seen as internalized discourse. Reality is a personal concept as every person constructs their own version of reality. Knowledge is a social construct. Social and individual processes are interdependent in the construction of knowledge. Meaning and thought are embodied. People are not free to think anything as the same neural and cognitive mechanisms are involved in perception, movement, conceptualization and reasoning.

APA, Harvard, Vancouver, ISO, and other styles

17

WWDP Fernando, WDH De Mel, RMNP Rajapakse, and IKJP Kumara. "Impact of online learning readiness on online learning effectiveness." World Journal of Advanced Research and Reviews 16, no. 3 (December 30, 2022): 627–33. http://dx.doi.org/10.30574/wjarr.2022.16.3.1364.

Full text

Abstract:

Online education started to gain immense popularity worldwide along with the pandemic and continues to grow even in the next normal conditions. Scholars have developed several scales on different aspects of online learning. Present study considers the online learning readiness scale and its impact on online learning effectiveness of undergraduates. Responses were gathered using convenience sampling technique and the final sample size consisted of 134 respondents. Data collected were analyzed using Multiple Regression analysis. Results revealed that learner control and online learning self-efficacy have significant positive impact on online learning effectiveness of undergraduates. Three other factors of the online learning readiness scale in terms of computer/internet self-efficacy, self-directed learning and motivation for learning have insignificant impact on online learning effectiveness. The findings of the study have implications for the education sector in further enhancing online teaching and learnin.

APA, Harvard, Vancouver, ISO, and other styles

18

Wang, Ping An. "Assessment of Asynchronous Online Discussions for a Constructive Online Learning Community." International Journal of Information and Education Technology 5, no. 8 (2015): 598–604. http://dx.doi.org/10.7763/ijiet.2015.v5.575.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Simándi, Szilvia. "Lifelong Learning. Online Learning Opportunities." Pedagogika-Pedagogy 96, no. 2 (March 18, 2024): 234–43. http://dx.doi.org/10.53656/ped2024-2.08.

Full text

Abstract:

The paper relates to the practical implementation of lifelong learning, and more closely to its effect related to subjective quality of life. Learning circles are known platforms of adult learning, and nowadays the main motivation of adults is typically to indulge in a certain topic – based on personal curiosity – in cooperation with others with similar interest. The challenges of the previous time period (Covid pandemic, energy crisis, etc.) more and more increase the value of online learning opportunities and community experiences. In this paper a needs assessment is presented on the interest in and demand on online study circles among adult responders, in the frame of a questionnaire research (n=318). Among the questions respondents were asked to give their expectations, and as a result, three types were to identified in the frame of factor analysis.

APA, Harvard, Vancouver, ISO, and other styles

20

., Iswan, and Karimah Julianti Sari. "The Effectiveness of Online Learning on Elementary School Student Learning Results." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1137–42. http://dx.doi.org/10.9756/int-jecse/v14i1.221129.

Full text

Abstract:

The research entitled the effectiveness of online learning on the learning outcomes of elementary school students, while the purpose of this study was to obtain information about the effectiveness of online learning on student achievement, especially in grades IV and V. This research was conducted at Al Ikhlas Islamic Elementary School. South Jakarta. Indonesia. The method used in this study is a quantitative descriptive approach, the instrument used as an indicator to explore the effectiveness of online learning by using a questionnaire as an instrument. The population this study were students in grades IV A, IV B, V A, VB and VC who were taken randomly, totaling 94 respondents using random sampling. Data analysis used a simple linear regression test with a significant level of 0.05 (5%). Based on the results of the calculation of a significant value of 0.000<0.05, it can be concluded that the effectiveness of online learning on student achievement has a regression equation, this is proven by the results of statistical tests using the Ttest and the calculation results obtained are 11,064>1,661, with significance level 0.000<0.05.While the effectiveness of online learning on student achievement is obtained a value of 75.6% through the calculation of the coefficient of determination. The results of this study indicate that there is quite a significant or low influence on online learning on student achievement.

APA, Harvard, Vancouver, ISO, and other styles

21

Shalev-Shwartz, Shai. "Online Learning and Online Convex Optimization." Foundations and Trends® in Machine Learning 4, no. 2 (2011): 107–94. http://dx.doi.org/10.1561/2200000018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Kostadinova, Mariana. "KINDERGARTEN ONLINE LEARNING." Education and Technologies Journal 11, no. 2 (August 1, 2020): 342–46. http://dx.doi.org/10.26883/2010.202.2357.

Full text

Abstract:

Online kindergarten education is a novelty for the practice of the kindergarten teacher. In the conditions of social isolation, the need arose to look for opportunities for contact with children and their families. There was a need for a professional solution for training outside the kindergarten. In the present development innovative forms for distance learning in the kindergarten are presented. Teachers together with the children’s parents conduct online training. Teachers are based on training links from the publishing house „Arts“. The topics are divided by educational areas and for the age groups for children from the first to the fourth group. For younger children, educational topics are tailored and adapted to age. Information platforms are used, such as closed Facebook groups. The specificity is in receiving active feedback on the game tasks assigned to the children, by sending photos and videos from the parents.

APA, Harvard, Vancouver, ISO, and other styles

23

Ádámkó, Éva. "Online self-learning." International Journal of Engineering and Management Sciences 5, no. 1 (April 14, 2020): 542–53. http://dx.doi.org/10.21791/ijems.2020.1.44.

Full text

Abstract:

In this paper four short sessions are reviewed in the theme of introductory programming. The sessions were performed in four different student groups from the age twelve to seventeen in two different schools. The paper summarizes important input and output properties of the groups, like the preliminary studies of Informatics and the grades in both Informatics and Mathematics – if available – also the results of the learning process during the sessions. The focus is on the skills of programming and self-learning, and the differences of it in respect to the age, the gender and the preliminary studies.

APA, Harvard, Vancouver, ISO, and other styles

24

Rusko, Rauno. "Interactive Online Learning." International Journal of Online Pedagogy and Course Design 7, no. 3 (July 2017): 54–69. http://dx.doi.org/10.4018/ijopcd.2017070104.

Full text

Abstract:

This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.

APA, Harvard, Vancouver, ISO, and other styles

25

Shani, Lior, Tom Zahavy, and Shie Mannor. "Online Apprenticeship Learning." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 8 (June 28, 2022): 8240–48. http://dx.doi.org/10.1609/aaai.v36i8.20798.

Full text

Abstract:

In Apprenticeship Learning (AL), we are given a Markov Decision Process (MDP) without access to the cost function. Instead, we observe trajectories sampled by an expert that acts according to some policy. The goal is to find a policy that matches the expert's performance on some predefined set of cost functions. We introduce an online variant of AL (Online Apprenticeship Learning; OAL), where the agent is expected to perform comparably to the expert while interacting with the environment. We show that the OAL problem can be effectively solved by combining two mirror descent based no-regret algorithms: one for policy optimization and another for learning the worst case cost. By employing optimistic exploration, we derive a convergent algorithm with O(sqrt(K)) regret, where K is the number of interactions with the MDP, and an additional linear error term that depends on the amount of expert trajectories available. Importantly, our algorithm avoids the need to solve an MDP at each iteration, making it more practical compared to prior AL methods. Finally, we implement a deep variant of our algorithm which shares some similarities to GAIL, but where the discriminator is replaced with the costs learned by OAL. Our simulations suggest that OAL performs well in high dimensional control problems.

APA, Harvard, Vancouver, ISO, and other styles

26

Wang, Viktor, Leslie Hitch, and Geraldine Torrisi-Steele. "Active Learning Online." International Journal of Online Pedagogy and Course Design 12, no. 1 (January 2022): 1–13. http://dx.doi.org/10.4018/ijopcd.2022010105.

Full text

Abstract:

Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.

APA, Harvard, Vancouver, ISO, and other styles

27

Irwan, Dedi. "ONLINE LEARNING IMPLEMENTATION." Acitya: Journal of Teaching and Education 3, no. 2 (July 31, 2021): 280–93. http://dx.doi.org/10.30650/ajte.v3i2.2258.

Full text

Abstract:

ABSTRACT This research aimed to find out how online learning implementation affected learning practices in a senior high school in an undeveloped regency in West Kalimantan Province. Descriptive quantitative method was applied in this research. To collect the data, students’ and teachers’ questionnaire were used. The questionnaires adopted Likert scale with five options. The populations of this research were 150 students and 40 teachers, while the sample involved were 90 students and 40 teachers all together. The student sample were selected using simple random sampling. Overall, this research found that both teachers and students had similar views regarding the application of the online learning policy during covid 19 pandemic. In this regard they agreed to claim that the online learning implementation tended to show more negative influence than positive to almost all classroom learning processes. The average percentage of teachers and student who found the negative impacts of the online learning policy implementation were, respectively, 50.8% and 73.86%. Nonetheless, the percentage proportion of students who did not claim the implementation of the online learning policy brought more negative effect than positive was also big. These numbers brought down strikingly interesting findings, as discussed in this study. Keywords: Covid-19, Online Learning, high school students, English, learning impact

APA, Harvard, Vancouver, ISO, and other styles

28

Nadira, Benmedakhene, Derdour Makhlouf, and Mohamed Amroune. "Personalized Online Learning." International Journal of Web-Based Learning and Teaching Technologies 16, no. 6 (November 2021): 1–15. http://dx.doi.org/10.4018/ijwltt.20211101.oa8.

Full text

Abstract:

The success of MOOC (massive open online courses) is rapidly increasing. Most educational institutions are highly interested in these online platforms, which embrace intellectual and educational objectives and provide various opportunities for lifelong learning. However, many limitations, such as learners' diversity, lack of motivation, affected learners' outcomes, which unfortunately raised the dropout rate. Thus, multiple solutions were afforded on MOOC platforms to tackle these common problems. This paper suggests a model outline of a customizable system Context-Driven Massive Open Online Courses that could be implemented in any learning environment, and that goes hand in hand with learners' context to boost their motivation towards learning, and to help identify their learning needs. The paper introduces CD-MOOC following a learner-based approach by employing two types of users' data; long-term and short-term data assembled form learners' online traces when interacting on the platform. The data help users design their own learning path based on their context and preferences.

APA, Harvard, Vancouver, ISO, and other styles

29

Sinha, Aditi. "Online Learning App." International Journal for Research in Applied Science and Engineering Technology 7, no. 4 (April 30, 2019): 3320–32. http://dx.doi.org/10.22214/ijraset.2019.4558.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Hung, Min-Ling. "Online Learning Readiness." International Journal of Technology and Human Interaction 12, no. 1 (January 2016): 51–62. http://dx.doi.org/10.4018/ijthi.2016010104.

Full text

Abstract:

The purpose of this study was to examine whether online students' course-related readiness would undergo changes between midterm exams and final exams, and which student-readiness factors might predict students' willingness to take an online course again. The analysis used survey data from 217 students enrolled in an online course that was presented three times over three consecutive semesters. The results of this study were as follows: (1) an increase in communication self-efficacy and a decrease in learner control and in motivation for learning from middle of the semester to the end of the semester; (2) communication self-efficacy and learning motivation were statistically significant predictors of the students' willingness to take future online courses.

APA, Harvard, Vancouver, ISO, and other styles

31

Harati, Hoda, Cherng-Jyh Yen, Chih-Hsiung Tu, Brandon J. Cruickshank, and Shadow William Jon Armfield. "Online Adaptive Learning." International Journal of Web-Based Learning and Teaching Technologies 15, no. 4 (October 2020): 18–35. http://dx.doi.org/10.4018/ijwltt.2020100102.

Full text

Abstract:

Adaptive Learning (AL), a new web-based online learning environment, requires self-regulated learners who act autonomously. However, to date, there appears to be no existing model to conceptualize different aspects of SRL skills in Adaptive Learning Environments (ALE). The purpose of this study was to design and empirically evaluate a theoretical model of Self-Regulated Learning (SRL) in ALE's and the related questionnaire as a measurement tool. The proposed theoretical model, namely, “Adaptive Self-Regulated Learning (ASR)”, was specified to incorporate the SRL skills into ALE's. Based on this model, the Adaptive Self-regulated Learning Questionnaire (ASRQ) was developed. The reliability and validity of the ASRQ were evaluated via the review of a content expert panel, the Cronbach's alpha coefficients, and confirmatory factor analysis. Overall, the results supported the theoretical framework and the new ASRQ in an ALE. In this article, the theoretical and practical implications of the findings were discussed.

APA, Harvard, Vancouver, ISO, and other styles

32

McAlpine, Iain. "Collaborative learning online." Distance Education 21, no. 1 (January 2000): 66–80. http://dx.doi.org/10.1080/0158791000210105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Hossain, Munier. "Learning statistics online." BMJ 335, no. 7621 (September 29, 2007): s119. http://dx.doi.org/10.1136/bmj.39273.644294.ce.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Blencowe, Natalie. "Learning anatomy online." BMJ 335, no. 7632 (December 15, 2007): s233. http://dx.doi.org/10.1136/bmj.39412.527373.ce.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Joosten, Tanya, and Rachel Cusatis. "Online Learning Readiness." American Journal of Distance Education 34, no. 3 (February 21, 2020): 180–93. http://dx.doi.org/10.1080/08923647.2020.1726167.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Buchen, Irving H. "Customizing Online Learning." World Futures Review 4, no. 2 (May 2012): 179–81. http://dx.doi.org/10.1177/194675671200400222.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Battersby, Diana. "Learning together online." British Journal of Educational Technology 36, no. 4 (July 2005): 696–97. http://dx.doi.org/10.1111/j.1467-8535.2005.00547_4.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Heidemann, G., H. Bekel, I. Bax, and H. Ritter. "Interactive online learning." Pattern Recognition and Image Analysis 17, no. 1 (March 2007): 146–52. http://dx.doi.org/10.1134/s105466180701018x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Villar-Onrubia, Daniel, and Brinder Rajpal. "Online international learning." Perspectives: Policy and Practice in Higher Education 20, no. 2-3 (July 31, 2015): 75–82. http://dx.doi.org/10.1080/13603108.2015.1067652.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

WANG, LINDA. "LEARNING CHEMISTRY ONLINE." Chemical & Engineering News 87, no. 36 (September 7, 2009): 97–99. http://dx.doi.org/10.1021/cen-v087n036.p097.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

WIECHA, JOHN, and NICK BARRIE. "Collaborative Online Learning." Academic Medicine 77, no. 9 (September 2002): 928–29. http://dx.doi.org/10.1097/00001888-200209000-00031.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Smale, Steve, and Yuan Yao. "Online Learning Algorithms." Foundations of Computational Mathematics 6, no. 2 (September 23, 2005): 145–70. http://dx.doi.org/10.1007/s10208-004-0160-z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Holmes, John. "Online Learning Objects." Public Services Quarterly 1, no. 4 (September 2003): 1–9. http://dx.doi.org/10.1300/j295v01n04_01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Gnecco, Giorgio, Alberto Bemporad, Marco Gori, and Marcello Sanguineti. "LQG Online Learning." Neural Computation 29, no. 8 (August 2017): 2203–91. http://dx.doi.org/10.1162/neco_a_00976.

Full text

Abstract:

Optimal control theory and machine learning techniques are combined to formulate and solve in closed form an optimal control formulation of online learning from supervised examples with regularization of the updates. The connections with the classical linear quadratic gaussian (LQG) optimal control problem, of which the proposed learning paradigm is a nontrivial variation as it involves random matrices, are investigated. The obtained optimal solutions are compared with the Kalman filter estimate of the parameter vector to be learned. It is shown that the proposed algorithm is less sensitive to outliers with respect to the Kalman estimate (thanks to the presence of the regularization term), thus providing smoother estimates with respect to time. The basic formulation of the proposed online learning framework refers to a discrete-time setting with a finite learning horizon and a linear model. Various extensions are investigated, including the infinite learning horizon and, via the so-called kernel trick, the case of nonlinear models.

APA, Harvard, Vancouver, ISO, and other styles

45

Zhao, Peilin, Steven C. H. Hoi, Jialei Wang, and Bin Li. "Online Transfer Learning." Artificial Intelligence 216 (November 2014): 76–102. http://dx.doi.org/10.1016/j.artint.2014.06.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Case, D. Elizabeth, and Roseanna C. Davidson. "Accessible online learning." New Directions for Student Services 2011, no. 134 (June 2011): 47–58. http://dx.doi.org/10.1002/ss.394.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Aguilar Cruz, Paola Julie, and Zongping Xiang. "Online Collaborative Learning." Academia y Virtualidad 16, no. 1 (June 30, 2023): 89–104. http://dx.doi.org/10.18359/ravi.5929.

Full text

Abstract:

Technology provides new learning environments in which 21st-century skills such as collaboration are involved, and English becomes the language of communication and interaction among participants. During the lockdown caused by the COVID-19 pandemic, students faced the shift from face-to-face to online classes, which made students feel demotivated and lost opportunities to use English in meaningful environments. This article reports a qualitative research process to explore students’ perceptions of an Online Collaborative Learning (OCL) project focused on story writing between China and Colombia. Accordingly, surveys and interviews were implemented to gather datafrom the 51 students and 12 English teachers that participated in the study. The 51 students were divided into six groups, and each group was assigned two coordinators: one from China and one from Colombia. This article contributes to knowledge in OCL and cross-cultural communication since it describes students’ strengths and difficulties when interacting with others whose first language is not English. Specifically, it is concluded that speakers of English as a foreign language deal withchallenges and strengths related to time zone differences, English language proficiency, intrinsic motivation,and attitudes. It is also mentioned that teamwork skills, empathetic language, and the ability to use technology mediate the collaborative writing process.

APA, Harvard, Vancouver, ISO, and other styles

48

Vibert, Ann, Lucille M. Freeman, and Paula L. Sharp. "Online: Learning Collaboratively." Language Arts 65, no. 1 (January 1, 1988): 74–79. http://dx.doi.org/10.58680/la198824981.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Abbas, Uzair, Memoona Parveen, Ambreen Ashfaque, Ramlah Naz, Sidra Zaheer, and Zaheer Amjad. "Online versus Traditional Learning: Outcomes of First Online Learning Experience." Pakistan Journal of Medical and Health Sciences 15, no. 9 (September 30, 2021): 2248–50. http://dx.doi.org/10.53350/pjmhs211592248.

Full text

Abstract:

Aim: To evaluate the learning outcomes of first experience with online learning in a medical college in Pakistan. Study design: Retrospective cross-sectional study Place and duration of study: Dow University of Health Sciences, Karachi, Pakistan from 1stJanuary 2021 to 30th May 2021. Methodology: This study compared the module exam scores of pre-clinical first-year MBBS students of the year 2019 (group A) and year 2020 (group B). Group A was taught in 2019 through the traditional method of teaching while group B was taught online in 2020. Results: The mean score of group B online teaching was significantly higher than that of group A, studied through the traditional method in all three modules, foundation module, locomotor module, and blood module. Group B secured a significantly higher mean score than that of group A with a significant p-value of <0.001, 0.043, and 0.001respectively. Conclusion: The score gained by online learners using virtual teaching methods was significantly higher than those who were taught by traditional method. The results of this study imply that using online educational teaching and learning can lead to the promotion of educational level and enhancement of score levels in students. Keywords: Online learning, Traditional learning, Medical education

APA, Harvard, Vancouver, ISO, and other styles

50

Irzawati, Ira. "THE DILEMMA OF ONLINE LEARNING DURING THE COVID-19: CHALLENGES OR OPPORTUNITIES?" Esteem Journal of English Education Study Programme 4, no. 2 (July 10, 2021): 91–97. http://dx.doi.org/10.31851/esteem.v4i2.6180.

Full text

Abstract:

This research aimed to investigate the chalenges and opportunities of online learning system implementation from students' perspectives. In this survey research, 143 students of aÂ private university were involved as the respondents. The respondents were third, fifth, and seventh-semester students from four different departments that have experienced learning English through an online learning system. The data of the research were gathered through administeringÂ an onlineÂ surveyÂ toÂ the respondents. The survey questionnaire covered items related to demographic information, online learning application, and chalenges and opportunities of online learning. The data of the survey were analyzed by presentingÂ theÂ frequencyÂ ofÂ students' responses towards each item of the questionnaire in form of a percentage. The students believed thatÂ onlineÂ learningÂ potentialyÂ providedÂ both chalenges and opportunities to the students.Â TechnicalÂ issues,Â minimumÂ interaction,Â lowÂ discipline, and a less effective learning atmosphere were among the dominant chalenges of online learning. Meanwhile, various material access, flexibility, interactive learning, and a relaxing learning atmo sphere were the major opportunities of online learning. Anticipating the chalenges and maximizing the opportunities are alternative solutions to promote the successful implementation of online learning.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!