Journal articles: 'Social aspects of learning'

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Salomon, Gavriel, and David N. Perkins. "Individual and Social Aspects of Learning." Review of Research in Education 23 (1998): 1. http://dx.doi.org/10.2307/1167286.

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Markov, D. O. "Social-Psychological Aspects of Professional Learning Motivation." Psychological-Educational Studies 8, no. 4 (2016): 50–61. http://dx.doi.org/10.17759/psyedu.2016080406.

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The article contains a theoretical review of both Russian (T.O. Gordeeva A.G. Bugrimenko, O.A. Tchadenkova etc.) and foreign (R. Rayan, and E. Dasy, A. Elliot and H. Makgregor, etc) approaches, classifications and researches of motivation of educational-professional activity, and special attention is paid to the socially-psychological features of this motivation: external conditionality of structural components, including achievement motivation, the mechanism of its formation in changing conditions of social environment, as well as nature of correlation of socially-psychological features of personality, in particular, processes of its socially-psychological adaptation, with characteristics of its motivational sphere. The article considers researches of external educational environment, (M. Bokarts, etc.) and inner personality settings (К. Dvak, А. Bandura) on becoming and development of motivation training are considered. Also there are researches of dynamics of motivation of educational-professional activity on various phases of educational process are described.

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Jochems, Wim, and Karel Kreijns. "Measuring Social Aspects of Distributed Learning Groups." European Educational Research Journal 5, no. 2 (June 2006): 110–21. http://dx.doi.org/10.2304/eerj.2006.5.2.110.

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Range, Friederike, and Zsófia Viranyi. "Different aspects of social learning in dogs." Journal of Veterinary Behavior 4, no. 6 (November 2009): 244. http://dx.doi.org/10.1016/j.jveb.2009.05.007.

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Salomon, Gavriel, and David N. Perkins. "Chapter 1: Individual and Social Aspects of Learning." Review of Research in Education 23, no. 1 (January 1998): 1–24. http://dx.doi.org/10.3102/0091732x023001001.

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Sideridis, Georgios D. "Social, motivational, and emotional aspects of learning disabilities." International Journal of Educational Research 43, no. 4-5 (January 2005): 209–14. http://dx.doi.org/10.1016/j.ijer.2006.06.002.

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Tantri, Niki Raga. "KEHADIRAN SOSIAL DALAM PEMBELAJARAN DARING BERDASARKAN SUDUT PANDANG PEMBELAJAR PENDIDIKAN TERBUKA DAN JARAK JAUH." Jurnal Pendidikan Terbuka Dan Jarak Jauh 19, no. 1 (March 29, 2018): 19–30. http://dx.doi.org/10.33830/ptjj.v19i1.310.2018.

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This research describes whether the social presence can be obtained from online learning of distance education setting. Data in this study employed questionnaire adapted from Rovai (2002) which identified 3 aspects of social presence, namely connectedness aspect, learning aspect, and socio-emotional aspect. Data was taken from 60 students who participated in an 8-weeks online learning. The results showed that all aspects have positive attitudes from students’ point of views. The students experienced connectedness aspect, learning aspect, and socio-emotional aspect in online learning regardless the learning situation which was mostly text-based setting.

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Fredlund, Tobias, Cedric Linder, and John Airey. "A social semiotic approach to identifying critical aspects." International Journal for Lesson and Learning Studies 4, no. 3 (July 13, 2015): 302–16. http://dx.doi.org/10.1108/ijlls-01-2015-0005.

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Purpose – The purpose of this paper is to propose a social semiotic approach to analysing objects of learning in terms of their critical aspects. Design/methodology/approach – The design for this paper focuses on how the semiotic resources – including language, equations, and diagrams – that are commonly used in physics teaching realise the critical aspects of a common physics object of learning. A social semiotic approach to the analysis of a canonical text extract from optics is presented to illustrate how critical aspects can be identified. Findings – Implications for university teaching and learning of physics stemming from this social semiotic approach are suggested. Originality/value – Hitherto under-explored similarities between the Variation Theory of Learning, which underpins learning studies, and a social semiotic approach to meaning-making are identified. These similarities are used to propose a new, potentially very powerful approach to identifying critical aspects of objects of learning.

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Lis, Magdalena, Natalia Wolna, Marta Moczulska, and Kinga Solińska. "Social aspects of introducing online learning - the students' perspective." e-mentor 86, no. 4 (2020): 36–46. http://dx.doi.org/10.15219/em86.1480.

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The article presents the introduction of online learning at universities in Poland, which was a solution aimed at preventing, countering and combating COVID-19. Attention was drawn to the perception of this change by the stakeholders, i.e. students. The analysis examines students’ concerns regarding the implementation of this form of learning in selected areas related to access to technology, the organization of classes, and the participation in them, social interactions and administrative activities. The aim of the research was also to ascertain students’ opinions on the consequences of the implemented change and on the actions aimed at facilitating the transition to online learning undertaken by the authorities and university employees. The research was conducted with the use of an electronic survey questionnaire. The responses of 189 full-time university students were analyzed. Based on the results of the research, communication between students and university authorities, as well as the involvement of participants in the process of change were considered as key elements in the implementation of online learning. Among the important activities there were those that enable participation in online learning (provision of equipment, programs, licenses) and those that support learning (access to library resources). As regards the latter, conclusions were formulated concerning the planning of teaching, i.e. the content and the way of transferring knowledge.

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Zaikin, Oleg, Magdalena Malinowska, Natalia Bakhtadze, and Andrzej Żyławski. "Motivation and social aspects of competence-based learning process." Procedia Computer Science 112 (2017): 1092–101. http://dx.doi.org/10.1016/j.procs.2017.08.131.

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Brick, Billy. "Social Networking Sites and Language Learning." International Journal of Virtual and Personal Learning Environments 2, no. 3 (July 2011): 18–31. http://dx.doi.org/10.4018/jvple.2011070102.

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This article examines a study of seven learners who logged their experiences on the language leaning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list” based language learning materials and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed.

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Wolters, Christopher A. "Regulation of Motivation: Contextual and Social Aspects." Teachers College Record: The Voice of Scholarship in Education 113, no. 2 (February 2011): 265–83. http://dx.doi.org/10.1177/016146811111300202.

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Background Models of self-regulated learning have been used extensively as a way of understanding how students understand, monitor, and manage their own academic functioning. The regulation of motivation is a facet of self-regulated learning that describes students’ efforts to control their own motivation or motivational processing. The regulation of motivation includes students’ knowledge, monitoring, and active management of their motivation or motivational processing. Purpose The purpose of this article is threefold. One, a conceptual understanding of regulation of motivation highlighting three core facets is presented. These aspects are knowledge of motivation, monitoring of motivation, and use of strategies to regulate motivation. Two, prior empirical work documenting the regulation of motivation across contexts is reviewed. This work indicates that students at different developmental levels use motivational regulation strategies and that their use varies as a function of the academic task or context. Three, social influences on the development of regulation of motivation that include modeling, scaffolding, direct instruction, and sociocultural processes are discussed. Research Design This article is an analytic essay in which selected prior research is reviewed only briefly. Conclusions/Recommendations Overall, it is argued that motivational regulation is a critical aspect of self-regulated learning that must be studied more thoroughly. Specific avenues for future studies are noted and include work that examines students’ knowledge and monitoring of motivation, how regulation of motivation varies across contexts, and how instructional and social processes impact its development.

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Winner, Michelle Garcia, and Pamela J. Crooke. "Social Thinking: A Training Paradigm for Professionals and Treatment Approach for Individuals With Social Learning/Social Pragmatic Challenges." Perspectives on Language Learning and Education 16, no. 2 (July 2009): 62–69. http://dx.doi.org/10.1044/lle16.2.62.

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Abstract Teaching students with social learning/pragmatic challenges what neurotypical children learn intuitively is an act that blends art and science. This article will describe the development of social learning and social communication and the relationship to social skills. A training and treatment framework referred to as Social Thinking will be introduced. The training aspect of Social Thinking is referred to as the ILAUGH Model, an acronym representing how different aspects of the school and home day relate require our core social knowledge and then how we use this knowledge to produce our social skills as well as participate successfully in specific academic tasks. This article will also introduce one aspect of Social Thinking treatment called the Social Thinking Vocabulary which creates concrete ways to explore and teach abstract lessons related to our social skills production.

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Woolf, Alison Margaret. "Social and Emotional Aspects of Learning: teaching and learning or playing and becoming?" Pastoral Care in Education 31, no. 1 (July 25, 2012): 28–42. http://dx.doi.org/10.1080/02643944.2012.702782.

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Laiti, Outi Kaarina, and Satu-Maarit Frangou. "Social Aspects of Learning: Sámi People in the Circumpolar North." International Journal of Multicultural Education 21, no. 1 (March 4, 2019): 5. http://dx.doi.org/10.18251/ijme.v21i1.1728.

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This article addresses how, in the Arctic regions, indigenous traditional educational approaches focus on the cultural background of the people and their social learning customs in today’s context. The development of Arctic pedagogical approaches is discussed in light of experiences collected in Finnish Lapland in 2017 with the Sámi people. Particularly, the significance of social interactions in indigenous pedagogies is explored. We ask how social interactions benefit technologically enhanced learning in the Sámi cultural context. The findings suggest that social interactions have the potential for improving learning even when learning with and through information and communication technologies (ICTs).

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Mueller, Thomas, Robert B. O’Hara, Sarah J. Converse, Richard P. Urbanek, and William F. Fagan. "Social Learning of Migratory Performance." Science 341, no. 6149 (August 29, 2013): 999–1002. http://dx.doi.org/10.1126/science.1237139.

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Successful bird migration can depend on individual learning, social learning, and innate navigation programs. Using 8 years of data on migrating whooping cranes, we were able to partition genetic and socially learned aspects of migration. Specifically, we analyzed data from a reintroduced population wherein all birds were captive bred and artificially trained by ultralight aircraft on their first lifetime migration. For subsequent migrations, in which birds fly individually or in groups but without ultralight escort, we found evidence of long-term social learning, but no effect of genetic relatedness on migratory performance. Social learning from older birds reduced deviations from a straight-line path, with 7 years of experience yielding a 38% improvement in migratory accuracy.

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Goodhart, Charles. "Learning is a social activity." Review of Behavioral Finance 12, no. 1 (December 13, 2019): 21–25. http://dx.doi.org/10.1108/rbf-10-2019-0149.

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Purpose Learning often requires little or no expenditure in income; its real cost is that it takes time. The paper aims to discuss this issue. Design/methodology/approach Since time is scarce, most people normally decide not to learn about many aspects of modern life, but rather to specialise on certain limited areas. When a matter arises outside our specialisation, we tend to follow others whose narratives we trust. Findings So, learning in many cases arises from social interaction, not from individual study. Consequently, informational contagion is baked into our social and economic systems. Originality/value Treating time, not income or wealth, as the ultimate constraint improves analysis of the learning process, clarifying its essential social nature.

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Wan Sulaiman, Wan Idros, Maizatul Haizan Mahbob, and Shahrul Nazmi Sannusi. "Social capital and the learning organization." Media and communication as antecedents to the transformation agenda in Malaysia 25, no. 2 (December 7, 2015): 208–19. http://dx.doi.org/10.1075/japc.25.2.04wan.

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Department of Information of Malaysia is one of the public organizations directly involved in the provision of information to the public. To ensure that all services rendered acceptable, organizational communication in the Department of Information should be given serious consideration so that each activity can be transformed properly. Therefore, this study was undertaken to assess organizational communication in a learning organization in order to see the extent to which employees have a description of social capital and support to the organization of learning activities. The main purpose of this study is to examine the relationship that is formed through the social interactions between workers and management by integrating the four aspects of social capital, namely social trust, institutional trust, social norms and networking. For this purpose, a total of 190 respondents from the Information Department headquarters staff in Putrajaya was selected for this study. The study uses questionnaires as research tool and analyses key findings using the Pearson correlation test to examine relationships between various aspects. The study also applied social capital theory as the basis of research framework the when analyzing findings. The results showed that staff describe positive social capital within the organization and consider organizational learning as a strategy to improve the performance of the department in the future.

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A, Anthony. "Machine learning process on social media." Journal of Management and Science 9, no. 4 (December 31, 2019): 307–11. http://dx.doi.org/10.26524/jms.2019.37.

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The present literature describes the process of machine learning implemented on social media platforms. The increasing use of social media has gained momentum in recent past with every sector is dependent on social media for their beneficial aspects. In order to cope with the applications, the concept of machine learning has been introduced to define and maintain the flow. Hence the study gives brief idea about the roles of its influence on social media.

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Abbeduto, Leonard, and Stephen J. Ceci. "Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities." American Journal of Psychology 101, no. 3 (1988): 442. http://dx.doi.org/10.2307/1423091.

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Loskutova, I. M., N. A. Panich, and E. N. Yudina. "Social Aspects of Distance Learning during the COVID-19 Pandemic." Теория и практика общественного развития, no. 3 (2021): 30–34. http://dx.doi.org/10.24158/tipor.2021.3.4.

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Shamanska, Olena. "SOCIAL AND PEDAGOGICAL ASPECTS OF ADULT LEARNING IN EUROPEAN COUNTRIES." Scientific Journal of Polonia University 52, no. 3 (August 30, 2022): 102–6. http://dx.doi.org/10.23856/5213.

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The article is devoted to the problem of social and pedagogical aspects of adult learning in European countries in modern society. The most of European countries have a legislative and regulatory framework for the regulation of adult learning, which defines its goals, principles and mechanisms of state support, main actors, their rights and obligations, ways of coordinating the actions of different providers of educational services, principles and financing. Summarizing the above, it is necessary to conclude that in the UK and other European countries specialists receive professional training according to the standard of profession, that is, according to the set of professional and personal qualities and properties, which are very important in the organization of professional training. The author highlights the peculiarities of European adult learning. Thus, the main directions of adult learning development in the international environment are: experiments on nonlinear organization of the educational process, introduction of credit system and rating assessment, development and realization of individual educational programs, organization of interaction with the labor market, customers and consumers of professional personnel and creation the effective system of quality management of adult education.

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Margalit, Malka, Amiram Raviv, and Naomi Pahn‐Steinmetz. "Social Competence of Learning Disabled Children: Cognitive and Emotional Aspects." Exceptional Child 35, no. 3 (November 1988): 179–89. http://dx.doi.org/10.1080/0156655880350306.

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Elias, Maurice J., and Dominic C. Moceri. "Developing social and emotional aspects of learning: the American experience." Research Papers in Education 27, no. 4 (September 2012): 423–34. http://dx.doi.org/10.1080/02671522.2012.690243.

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Popova, Ekaterina. "Social Aspects of Developing Motivation for Learning in Young People." Voprosy Obrazovaniya/ Educational Studies Moscow, no. 4 (2012): 69–82. http://dx.doi.org/10.17323/1814-9545-2012-4-69-82.

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Abdillah, Leon Andretti. "Exploring Student’s Blended Learning through Social Media." ComTech: Computer, Mathematics and Engineering Applications 7, no. 4 (December 31, 2016): 245. http://dx.doi.org/10.21512/comtech.v7i4.2495.

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Information technology (IT) has been used widely in many aspects of our daily life. Social media as a leading application on the internet has changed many aspects of life become more globalized. This article discussed the use of social media to support learning activities for students in the faculty of computer science. The author used Facebook and WordPress as an alternative to electronic learning, those were: 1) online attendance tool, 2) media storage and dissemination of course materials, 3) and event scheduling for the lectures. Social media succeed to change the way of modern learning styles and environment. The results of this study are some learning activities such as (1) Preparation, (2) Weekly meeting activities, (3) Course Page, (4) Social Media as Online Attendance Tool, (5) Social Media as Learning Repository and Dissemination, and (6) Social Media as Online Event Scheduling. Change conventional learning model becomes visual and distanceless.

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Daher, Wajeeh. "Educational and Cultural Identities in Virtual Social Networks." International Journal of Cyber Ethics in Education 2, no. 3 (July 2012): 57–70. http://dx.doi.org/10.4018/ijcee.2012070104.

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This research attempts to describe the identity development of students/teachers who used a virtual social network –Facebook to work with historical mathematics and mathematicians in the frame of a second degree course. Fifteen participants aged from 24 to 53 years old participated in the course in which they were required to attend mathematical Facebook sites involved with math history. The research findings arrived at using the grounded theory approach indicate that working with historical mathematicians and talking and discussing their work in virtual social networks, students/ teachers developed their identity in four aspects: (1) the educational aspect, (2) the cultural aspect, (3) the personality aspect, and (4) the ethnic aspect. These identity aspects were developed due to the different conditions of the learning environment, together with the actions/ interactions of the participants. Specifically, working with the history of mathematics in virtual social networks made the participants aware of (1) the advantages of integrating technology in learning and teaching, (2) the advantages of integrating history in the learning and teaching of mathematics and science, and (3) the possibility to move their culture to one that is involved more in science and mathematics. In addition, working with the history of mathematics in virtual social networks made the participants proud of their heritage and as a result they increased their self esteem.

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Wuryantoro, Aris. "Learning Translation and Multi-culture to Reduce Social Conflict." Social Sciences, Humanities and Education Journal (SHE Journal) 1, no. 1 (January 19, 2020): 26. http://dx.doi.org/10.25273/she.v1i1.5855.

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<p>This study aims to describe the role of learning translation with enhancing multi-culture understanding to reduce social conflict in society. This study used descriptive qualitative method by using documentation technique in collecting data. The source of the data are documentations in the form of intralingual and interlingual translation. The result of the study reveals that translation has four aspects, there are meaning, grammatical structure, communication situation, and cultural context. Besides, translation is closely related to cultural context aspect because translation contains at least cultural aspect from source language and target language. The researchers conclude that learning translation can enhance multi-culture in order to reduce social conflicts. The language used by one society automatically shows its language user or its social identity. The researcher concludes that by mastering language and culture of one society as a part of learning translation, we can reduce social conflict which mainly caused by misunderstanding toward the used language and culture. </p>

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Murphy, Victoria L., Allison Littlejohn, and Bart Rienties. "Learning from incidents: applying the 3-P model of workplace learning." Journal of Workplace Learning 34, no. 3 (October 11, 2021): 242–55. http://dx.doi.org/10.1108/jwl-04-2021-0050.

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Purpose Learning from incidents (LFI) is an organisational process that high-risk industries use following an accident or near-miss to prevent similar events. Literature on the topic has presented a fragmented conceptualisation of learning in this context. This paper aims to present a holistic taxonomy of the different aspects of LFI from the perspective of front-line staff. Design/methodology/approach The 3-P model of workplace learning was used to guide a thematic analysis of interview data from 45 participants, exploring learner factors, learning context, learning processes and learning products. Findings The analysis was used to create a taxonomy of 21 aspects of learning, grouped into themes using the 3-P model of workplace learning. Many of the aspects of learning reflected previous literature, such as the importance of open communication. The analysis additionally demonstrated the interconnected nature of organisational and individual level learning, as well as how formal resources are needed to support informal learning in this context. Originality/value This study presents a holistic taxonomy of LFI from the perspective of front-line staff, addressing a known challenge of LFI literature being fragmented. Additionally, it provides examples of how aspects of organisational learning would influence individual-level learning and vice versa, adding to the relatively sparse number of studies that have explored this aspect. Finally, the paper highlights how informal learning in contexts where workers continually need to make sense of unseen hazards depends on formal learning activities and resources.

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Greenhow, Christine. "Online Social Networking and Learning." International Journal of Cyber Behavior, Psychology and Learning 1, no. 1 (January 2011): 36–50. http://dx.doi.org/10.4018/ijcbpl.2011010104.

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This article introduces a youth-initiated practice: online social networking that is transforming our society in important ways and has vast implications for research concerning online behavior, the social and psychological aspects of online learning and the institution of education. In this paper, the author introduces the socio-technical features that characterize social networking systems and outlines results from preliminary research that suggests the informal social and intellectual practices in which participants naturally engage and how these relate to the competencies increasingly valued in formal education. The paper outlines four overlapping categories for research such as activities and outcomes, tool, place, and medium, identity and communication, and network analytics and methods. Within these categories the author outlines interesting research questions to pursue in documenting and interpreting the complexity of ‘learning’ within these spaces. Goals are to catalyze inquiry that bridges informal and formal learning and stimulate interdisciplinary conversation about where such agendas fit within and advance learning research.

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Susanti, Tika, Almasdi Syahza, and Suarman Suarman. "The Development of Market Place Activity Models in Social Sciences Subjects." Journal of Educational Sciences 4, no. 2 (April 23, 2020): 426. http://dx.doi.org/10.31258/jes.4.2.p.426-435.

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Learning model is very important in the teaching and learning process. The use of the proper model will arouse students' enthusiasm and interest in learning. However, the learning model still has weaknesses that affect students cognitive development, hence it is necessary to develop the learning model. The purpose of this research is to develop a market place activity learning model by using a 4-D model consisting of define, design, development in social science subjects at SMP IT Syahruddiniyah Kampar Kiri Hilir. The respondents were 48 students from class VIIIa and VIIId. Based on data presentation and data analysis, the development of the model carried out is valid. The results value obtained from the aspect of model development 81%, the aspect of model effectiveness 98%, and the aspects of model efficiency 90%.

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WAN MOHD ISA, WAN ABDUL RAHIM, Zulinda Ayu Zulkipli, and Mimi Nurakmal Mustapa. "A Conceptual Framework of Blended Learning for Self-Directed Learners in the Social Context: Case of Mobile Learning." Social and Management Research Journal 14, no. 1 (June 30, 2017): 51. http://dx.doi.org/10.24191/smrj.v14i1.5279.

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Currently, the factors for adopting m-learning revolve around higher education settings. However, the factors surrounding different cultural and background context of the user in using m-learning in different contexts are not fully explored, especially in the social context. Thus, there are needs to understand blended learning for self-directed learners from different communities. The main objectives of this paper are (i) to develop a conceptual framework of blended learning for self-directed learners in the social context by using mobile learning as the case study and (ii) to provide recommendations for improving m-learning for self-directed learners. The adapted conceptual framework which consists of (i) learner aspects, (ii) device aspects and (iii) the social aspects, was used in this study. A survey was conducted with 190 respondents who have experience in using mobile devices for self-directed learning and their qualitative responses were recorded. The preliminary descriptive results are presented to understand the user’s background and qualitative responses in supporting the recommendations related to (i) learner's aspects, (ii) device aspects and (iii) the social aspects, as suggested in the conceptual framework. Keywords: blended learning; mobile learning, self-directed learners

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Dhiu, Konstantinus, and Dek Ngurah Laba Laksana. "The Aspects Of Child Development On Early Childhood Education Curriculum." Journal of Education Technology 5, no. 1 (April 8, 2021): 1. http://dx.doi.org/10.23887/jet.v5i1.30764.

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Selection of learning objectives that are not quite right can affect the success of the implementation of learning, so a learning device is needed with attention to the formulation of learning objectives. This study aims to analyze learning tools regarding the learning objectives of language aspects, social emotional aspects, artistic aspects, religious and moral aspects, and physical motor aspects in the 2013 Curriculum curriculum. This type of research is a development research with the Rowntree development model. The subjects of this research are learning tools regarding the learning objectives of language aspects, social emotional aspects, artistic aspects, religious and moral aspects, and motoric physical aspects. The data collection method used in this research is to use the interview method, the questionnaire method and the documentation method. The data analysis technique used in this research is qualitative descriptive analysis technique and quantitative descriptive statistical analysis. The results of this study obtained an assessment of the learning tools developed with an average score of 4.7 by content experts, an average score of 4.3 by learning design experts, and an average score of 4.6 by linguists. The conclusion of this research is. Learning tools regarding the learning objectives of language aspects, social emotional aspects, artistic aspects, religious and moral aspects, and physical motor aspects in the 2013 Curriculum are deemed appropriate for use in early childhood learning.

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Zorin, K. V. "Social and ethical aspects of distance learning at a medical university." Alma mater. Vestnik Vysshey Shkoly, no. 3 (March 2021): 60–63. http://dx.doi.org/10.20339/am.03-21.060.

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Examined is the problem of the COVID-19 pandemic that exposed numerous advantages, limitations and disadvantages of distance learning in a medical university. Huge amount of professional knowledge, skills and abilities, as well as the need to test and improve them in practice, make of distance learning medicine education acceptable only in emergency situations. Conclusion is made that it is impossible to replace full-time education with distance learning without inevitable loss of the quality and effectiveness of the educational process, without prejudice the harm to the personal and professional growth of a medical student and doctor-teacher. In the future, it might lead to a decrease in success of the diagnostic, therapeutic, preventive and educational work of graduates.

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Meng, Zaiqiao, and Hong Shen. "Scalable Aspects Learning for Intent-Aware Diversified Search on Social Networks." IEEE Access 6 (2018): 37124–37. http://dx.doi.org/10.1109/access.2018.2850935.

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Irmayanti. "HUMANISTIC LEARNING THEORY IN ISLAMIC RELIGIOUS EDUCATION WITH A COOPERATIVE LEARNING APPROACH." IJGIE (International Journal of Graduate of Islamic Education) 2, no. 1 (November 9, 2021): 1–10. http://dx.doi.org/10.37567/ijgie.v2i1.278.

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The purpose of this study is to describe and analyze the Islamic religious education learning with humanistic learning theory with a cooperative learning approach in schools. Learning with humanistic theory aims to foster students' social attitudes and cooperation. The research method used is qualitative with the type of literature. The data sources in the study were taken from journal references, relevant books. The results of this study indicate that the concept of humanistic theory with a cooperative learning approach in Islamic Education learning has significant implications for aspects of student behavior in developing social aspects, cooperation, avoiding bad competition, caring for each other in providing learning assistance at school.

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Widiyanto Santoso, Agung, and Sahrul Romadhon. "Strategi Guru Ilmu Pengetahuan Sosial dalam Mengoptimalkan Aspek Afektif Peserta Didik di SMPN 8 Pamekasan." ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial 3, no. 2 (December 11, 2021): 237–56. http://dx.doi.org/10.19105/ejpis.v3i2.4743.

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The teacher's strategy in optimizing the affective aspects of students is a very important thing in education because the affective aspects will relate to the interests and attitudes of students in learning. This study aims to determine the strategies of social studies teachers in optimizing the affective aspects of students at SMPN 8 Pamekasan, to determine the impact of implementing the social studies teacher strategies in optimizing the affective aspects, and the supporting and inhibiting factors in the social studies teacher strategies in optimizing the affective aspects of students. This study uses a qualitative approach to the type of phenomenological research. From this research, it is known that there are several strategies that social studies teachers use in optimizing the affective aspects of students, starting from pre-learning, during learning and post-learning, all of which is done in order to get optimal learning outcomes from students at school.

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Abdigapbarova, U., and N. Zhienbaeva. "Social activity of the future teacher's personality in the process of SCL transformation." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 112–18. http://dx.doi.org/10.31489/2021ped2/112-118.

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This article reveals the transformation of student-centered learning (SCL) in the process of forming the social activity of Kazakhstani students, which is a fundamental aspect that has an effective impact on the professional training of future teachers. The author substantiates the fact of the importance of the social activity of the modern student, the success factor of student-centered learning: emotional support and psychological support of teachers to improve the educational potential of student-centered learning. The conceptual provisions of the features of the introduction of student-centered learning in the educational process of higher educational institutions of the Republic of Kazakhstan are argued. Based on a comprehensive analysis it is proved that the distinctive feature of a high-quality university is the success of the process of implementing student-centered learning, where the most important role belongs to teachers and students. A personalized form of student-centered learning in a digital environment is presented. The content aspects of the personalized development of the student's personality and the orientation of the tutor-facilitator functionality of the higher school teacher are developed.

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Jamaludin, Gilang Maulana, Muhammad Iqbal Al Ghozali, and Rifki Fauzi. "The CORE Model for Improving students behavior and learning outcomes the production technology development of Social Sciences Learning." MUDARRISA: Jurnal Kajian Pendidikan Islam 12, no. 1 (June 27, 2020): 33–49. http://dx.doi.org/10.18326/mdr.v12i1.33-49.

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Social studies subjects are one of the subjects that are not liked because the learning context is too monotonous containing memorization and readings that make the learning process saturated. This study aims to determine the increase in social studies activities and learning outcomes in the development of production technology by applying the Connecting Organizing Reflecting Extending (CORE) learning model. This study used the Classroom Action Research (CAR) or Penelitian Tindakan Kelas (PTK) method by Kemmis and Mc.Taggart models. The results of this study were in the first cycle of student activity aspects of visual activities 71.8% (good), aspects of oral activities 69.2% (good criteria), and aspects of listening activities 77% (good). In the second cycle, there was an increase namely the students' activities visual aspects to 83.3% (very good), aspects of oral activities 81.4% (very good), and aspects of listening activities 83.3% (very good). For the final test results, students also experienced an increase. The magnitude of the increase in the percentage of mastery learning from the initial data to the first cycle increased from 46.1% to 69.2%, while from the first cycle to the second cycle an increase from 69.2% to 92.3% of students who completed. Thus, it can be stated that the CORE model can improve student learning outcomes towards social studies learning on the material development of production technology in fourth-grade students at SDN Salamjajar, Cisitu District, Sumedang region.

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Jamaludin, Gilang Maulana, Muhammad Iqbal Al Ghozali, and Rifki Fauzi. "The CORE Model for Improving students behavior and learning outcomes the production technology development of Social Sciences Learning." MUDARRISA: Jurnal Kajian Pendidikan Islam 12, no. 1 (June 27, 2020): 34–50. http://dx.doi.org/10.18326/mdr.v12i1.34-50.

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Social studies subjects are one of the subjects that are not liked because the learning context is too monotonous containing memorization and readings that make the learning process saturated. This study aims to determine the increase in social studies activities and learning outcomes in the development of production technology by applying the Connecting Organizing Reflecting Extending (CORE) learning model. This study used the Classroom Action Research (CAR) or Penelitian Tindakan Kelas (PTK) method by Kemmis and Mc.Taggart models. The results of this study were in the first cycle of student activity aspects of visual activities 71.8% (good), aspects of oral activities 69.2% (good criteria), and aspects of listening activities 77% (good). In the second cycle, there was an increase namely the students' activities visual aspects to 83.3% (very good), aspects of oral activities 81.4% (very good), and aspects of listening activities 83.3% (very good). For the final test results, students also experienced an increase. The magnitude of the increase in the percentage of mastery learning from the initial data to the first cycle increased from 46.1% to 69.2%, while from the first cycle to the second cycle an increase from 69.2% to 92.3% of students who completed. Thus, it can be stated that the CORE model can improve student learning outcomes towards social studies learning on the material development of production technology in fourth-grade students at SDN Salamjajar, Cisitu District, Sumedang region.

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Muir, Nita, and Jenny Byrne. "Constructive and negative aspects of social capital in work-related learning networks." Higher Education, Skills and Work-Based Learning 10, no. 2 (December 5, 2019): 420–33. http://dx.doi.org/10.1108/heswbl-08-2019-0104.

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Purpose The purpose of this paper is to discuss empirical findings from a study that investigated the work practices within an education network, with the aim of understanding the processes of knowledge development and learning process. Design/methodology/approach The research is interpretatively positioned through a qualitative case study methodology. This enabled a holistic portrait of the network activity using three different methods of data collection. These were a preliminary focus group, followed by documentary analysis of a significant number of artefacts/documents produced by the network which were triangulated with data from interviews using a cross-case analytical framework. Findings Empirical insights are provided into the practice of the network through a lens of social capital. It suggests that having a strong bonding social capital is an informal learning factor which develops the individual participants “skills and knowledge” within the framework of Boyers scholarly practice. The findings also indicate a “dark side” to this informal learning factor which impeded collective learning through exclusivity and a maintenance of the status quo within the network. Research limitations/implications Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further. Practical implications The paper considers social capital within a network and the implication that this has on learning and development. Originality/value This paper provides insight into informal learning factors employed within work-related learning and the duality of social capital. It also offers a novel approach in understanding how nurse academics frame work-related learning through scholarly practice.

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Javadi, Yaghoob, and Fakhereh Kazemirad. "Usage-based Approaches to Second Language Acquisition: Cognitive and Social Aspects." Journal of Language Teaching and Research 11, no. 3 (May 1, 2020): 473. http://dx.doi.org/10.17507/jltr.1103.16.

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Usage-based approaches focus on learning language through engaging in the interpersonal communicative and cognitive processes. They consider language as the best accomplishment of our social and cognitive competences which bridges society and cognition. Based on usage-based approaches, language can be learned from language use, by means of social skills and generalizations over usage events in interaction. These approaches actually explore how language learning occurs through language experience. Therefore, usage-based approaches are input-dependent and experience-driven and assume frequency of usage as an inseparable part of language learning which plays an important role in the language production, language comprehension, and also grammaticality of the patterns. While usage-based approaches have been successful in showing how first language is learnt from the input, it is still less clear how these approaches can be made use of in second language learning. The present study provides an overview of the usage-based approaches to second language acquisition and their cognitive and social underpinnings. Firstly, the notion, underlying tenets, and major constructs of usage-based approaches are summarized. Then usage-based linguistics is described in detail. Finally, cognitive and social aspects of usage-based approaches are taken into account.

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Suryanto, Bradhiansyah Tri, Hirtsul Arifin, and Khalid Al-Madani. "STUDENTS' PERCEPTIONS ON ONLINE LEARNING FOR INTERMEDIATE LISTENING COURSES THROUGH E-LEARNING DURING THE COVID-19 PANDEMIC." PEDAGOGIK: Jurnal Pendidikan 8, no. 2 (December 25, 2021): 387–417. http://dx.doi.org/10.33650/pjp.v8i2.2938.

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This study aims to determine the perceptions of English Education students at Nurul Jadid University, Probolinggo towards online learning for intermediate listening courses via E-learning during the Covid-19 pandemic. After one semester's learning process, the qualitative descriptive method was carried out by distributing questionnaires using Google Form to 48 2nd semester students of English Education at Nurul Jadid University, Probolinggo. The results of this study stated that the performance aspects of using UNUJA's E-learning for Intermediate Listening courses are as expected, the effort aspect of using E-Learning UNUJA for Intermediate Listening courses are as expected, social factors of using E-Learning UNUJA for Intermediate Listening courses are still less than expected, aspects of conditions that facilitate the use of E-Learning UNUJA for Intermediate Listening courses are considered very good, student interest in using E-Learning UNUJA for Intermediate Listening courses is very high, and behavioural aspects of using E-Learning UNUJA for Intermediate Listening is good.

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Brady, William J., Killian McLoughlin, Tuan N. Doan, and Molly J. Crockett. "How social learning amplifies moral outrage expression in online social networks." Science Advances 7, no. 33 (August 2021): eabe5641. http://dx.doi.org/10.1126/sciadv.abe5641.

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Moral outrage shapes fundamental aspects of social life and is now widespread in online social networks. Here, we show how social learning processes amplify online moral outrage expressions over time. In two preregistered observational studies on Twitter (7331 users and 12.7 million total tweets) and two preregistered behavioral experiments (N = 240), we find that positive social feedback for outrage expressions increases the likelihood of future outrage expressions, consistent with principles of reinforcement learning. In addition, users conform their outrage expressions to the expressive norms of their social networks, suggesting norm learning also guides online outrage expressions. Norm learning overshadows reinforcement learning when normative information is readily observable: in ideologically extreme networks, where outrage expression is more common, users are less sensitive to social feedback when deciding whether to express outrage. Our findings highlight how platform design interacts with human learning mechanisms to affect moral discourse in digital public spaces.

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Díaz-Lázaro, Jose Javier, Isabel M. Solano Fernández, and María del Mar Sánchez-Vera. "Social Learning Analytics in Higher Education. An experience at the Primary Education stage." Journal of New Approaches in Educational Research 6, no. 2 (July 15, 2017): 119–26. http://dx.doi.org/10.7821/naer.2017.7.232.

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The concept of Learning Analytics, as we understand it today, is relatively new but the practice of evaluating user behavior is not innovative. For years, technological development, along with other educational aspects, have encouraged, developed and facilitated this practice as a way of providing a personalized quality experience to students. The main goal of this study, carried out in the Primary Education Degree of the University of Murcia, was to research, from the perspective of Social Learning Analytics, how students learn and collaborate in online environments, specifically through their use of social media. With the idea of improving and optimizing future teaching experiences, a pilot study was conducted using weblog, Twitter and Facebook to work with different topics on the subject. The method used in this research was a participant observation and the analysis performed was both quantitative, based mainly on the data gathered from the learning analytics, and qualitative (analyzing students’ content from comments). Results show that there was greater interaction on Facebook than weblogs, where students interacted to deal with aspects related to the learning process and the topic of the subject. This exchange of information grew during the development of the experience. In addition, learning analytics shows that there is a relationship between group members and their interaction and behavior in networks.

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Atkinson, Sue, and Vicky Reynolds. "Aspects of learning in a mental health setting." Mental Health and Social Inclusion 14, no. 2 (May 13, 2010): 35–42. http://dx.doi.org/10.5042/mhsi.2010.0241.

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Nadjamuddin, Lukman, Sunarto Amus, Jamaludin Jamaludin, Sriati Usman, Idrus A. Rore, Nurgan Tadeko, and Muhammad Zaky. "Development of Hybrid Discovery Learning (HDL) Model for Integrated Social Studies Learning." Technium Social Sciences Journal 28 (February 9, 2022): 253–62. http://dx.doi.org/10.47577/tssj.v28i1.5953.

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The Covid-19 crisis has led to a widening of the scope and role of online-based learning and information technology (IT)-based education. It is believed that the IT based education will play significant roles even when the Covid crisis ended. Online based learning requires good preparation and contextual schemes to achieve learning outcomes. Students will benefit the online based teaching once it is well prepared and equipped with interactive IT. A combination off- and online learning, known as hybrid learning, when merged to discovery learning will enhance more student interaction. It can measure the interaction numerically and laterally of students. Also, students will explore real-world problems through reality learning condition. This study was developed using the ADDIE model and qualitative descriptive approach. The objective was to evaluate whether using hybrid in the discovery learning will bring barriers for teacher and whether it is effective to achieve students learning outcomes. In this study, the hybrid and discovery learning were combined onto Hybrid Discovery Learning (HDL) model. The developed model was tested with two different focus group discussions (FGD), followed by 24 teachers and instructors of the social studies, and tested for 12 classes. The results demonstrate that the HDL model is successfully support the integrated learning of social studies. However, the benefits of implementing HDL model can only be optimal when several aspects (26 aspects according to the results of the second FGD) such as powering digital means, develop good IT based teaching materials, preparation of templates, and adjust suitable evaluation system, are well done.

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Yurkiv, Yaroslava. "Blended Learning as a form of Effective Organization of Professional Training of Future Social Workers / Social Pedagogues." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (339) (2021): 265–79. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-265-279.

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The article reveals some of the most important aspects of the organization of blended learning on the example of training future social workers / social pedagogues. Describes the experience of using Moodle, Microsoft Teams and Zoom in blended learning. There are such aspects as the possibility and features of conducting online lectures and practical classes. The article reveals in detail the technical capabilities of Moodle, Microsoft Teams and Zoom, which were used by teachers and students majoring in 231 "Social Work. Social pedagogy. Practical Psychology ”at the Taras Shevchenko Luhansk National University during the period of self-isolation. The presented material allows us to conclude that, despite the urgency and generality of the introduction of blended learning during the pandemic, its organization was well thought out and allowed to effectively organize the educational process.

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PERDANA, Ryzal, A. Budiyono, A. Sajidan, A. Sukarmin, and Ratu Betta RUDIBYANI. "INQUIRY SOCIAL COMPLEXITY (ISC): DESIGN INSTRUCTIONAL TO EMPOWERMENT CRITICAL AND CREATIVE THINKING (CCT) SKILLS IN CHEMISTRY." Periódico Tchê Química 17, no. 34 (March 20, 2020): 727–35. http://dx.doi.org/10.52571/ptq.v17.n34.2020.751_p34_pgs_727_735.pdf.

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To prepare people to live in the 21st century successfully, it is needed more than subject contents. It is very crucial for the people to know in how to apply their skills and knowledge by critical thinking, using knowledge in new situations, comprehending new ideas, collaborating, communicating, problems solving, decision making and so on. This research is an innovation of disruptive education that aims to design learning models that can empower students' critical thinking skills through descriptive analysis based on data and literature review. This study used a sample of 180 high school students in the city of Surakarta, Indonesia. The results of the measurement of students' critical thinking skills in the category are very lacking in all aspects, for instance, 52.80% of analysis aspect, 37.28% of inference aspects, 45.16% of explanation aspect, 35.01% of self-regulation aspect are in very low criteria as well as 41.14% of interpretation aspects in very poor criteria. The results of measurement of students' creative thinking skills also shows very concerning category in all aspects involving: fluency of 45.83% of fluency aspect, 42.50% of flexibility aspect, 44.86% originality aspect, and 47.50% of elaboration aspect are all in very low criteria. Literature review results also found that chemistry teachers’ design model has not maximized the ability to think critically so that it needs a learning design that can empower critical thinking skills. Through a data-based literature study a form of inquiry social complexity (ISC) model was formulated to empower critical thinking skills.

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Petrone, Robert. "An Interview With Dr. Barbara Rogoff About Perspectives on Learning." Literacy Research: Theory, Method, and Practice 69, no. 1 (July 7, 2020): 45–57. http://dx.doi.org/10.1177/2381336920937260.

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This interview highlights and extends Dr. Barbara Rogoff’s keynote address at the 2019 annual convention. Specifically, in the interview, Dr. Rogoff discusses her framework for learning, Learning by Observing and Pitching In, as well as other aspects of learning, including notions of childhood, age-based social ordering, and conflict as an aspect of learning and community engagement.

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Journal articles on the topic 'Social aspects of learning'

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