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Journal articles on the topic 'Teaching and learning processes'

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Published: 4 June 2021
Last updated: 31 January 2023

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1

Bunkers, Sandra Schmidt, and Mary J. Isaacson. "Teaching-Learning Processes." Nursing Science Quarterly 14, no. 2 (April 2001): 115–19. http://dx.doi.org/10.1177/08943180122108292.

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Bunkers, Sandra Schmidt, and Margot L. Nelson. "Teaching-Learning Processes." Nursing Science Quarterly 14, no. 3 (July 2001): 199–204. http://dx.doi.org/10.1177/08943180122108436.

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3

Liantoni, Febri, Rachman Arief, and Nanang Fakhrur Rozi. "Improving Learning Processes With Online Teaching." SPIRIT OF SOCIETY JOURNAL 2, no. 2 (March 30, 2019): 101–6. http://dx.doi.org/10.29138/scj.v2i2.665.

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Institutions of higher education do not only act as media for the educational process but must also become learning organizations. Various learning support facilities are widely available in this age of technology. One means that can be used is the Internet. The internet is a useful tool for accessing information in various formats from all over the world. The internet provides convenience in the world of education as a learning medium. Based on these conditions, online lecture training is conducted with the aim of improving the learning process during lectures. The training is carried out with Google classroom application material and the creation of learning video content. Using Google classroom can give students access to online learning. The training is carried out by direct practice using each lecturer's notebook. The results obtained during the training showed very high lecturer enthusiasm. The training makes the lecturers have the ability to better manage the lecture material, the skills of lecturers also increase by doing the practice directly. The ability of lecturers in interpersonal communication also increases with class collaboration. Through training can make changes in cognitive abilities, motor skills, values ??of affection, emotional values, and spiritual values.
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4

Mcnamara, Olwen, and Jean Conteh. "Teaching and learning as socio-cultural processes." Education 3-13 36, no. 3 (August 2008): 203–5. http://dx.doi.org/10.1080/03004270802217611.

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5

NAE, Florentina Laura. "TEACHING-INTERACTIVE METHOD USED IN THE TEACHING-LEARNING PROCESS." Pro Edu. International Journal of Educational Sciences 1, no. 1 (June 21, 2019): 27–33. http://dx.doi.org/10.26520/peijes.2019.1.1.27-33.

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6

Harris, Edward. "Effects of Experiential Learning on Formal Teaching and Learning Processes." Equity & Excellence in Education 24, no. 3 (July 1988): 41–42. http://dx.doi.org/10.1080/1066568880240312.

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7

Suwarni, Endah, and Bambang Budiprayitno. "Innovation on Teaching-Learning Technology based on Visual and Simulation to Improve the Effectiveness and Efficiency in Teaching-Learning Financial Accounting Processes." Journal of Advanced Research in Dynamical and Control Systems 11, no. 11 (November 20, 2019): 142–49. http://dx.doi.org/10.5373/jardcs/v11i11/20193179.

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8

Moreno Mojica, Claudia María, and Julián Andrés Barragán Becerra. "Pedagogical practices and learning processes." ÁNFORA 26, no. 46 (December 12, 2018): 91–100. http://dx.doi.org/10.30854/anf.v26.n46.2019.559.

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Objective: to identify the configuration and institutionalization of pedagogical practices and teaching processes in the discipline of nursing, as well as the proposals that emerge for the integral human development, according to the humanistic approach underlying the profession. Methodology: integrative literature review based on the question: What are the scientific products that suggest the configuration and institutionalization of pedagogical practices and learning processes in nursing? Results: 78 articles were selected of which 58 formed the final sample which allowed for the structuring and analysis of two categories: pedagogical practices, a process of reflection and transition; critical pedagogy and learning processes, a challenge for the discipline. Conclusions: Nursing has a legacy of biomedical-traditional educational models, which have shaped a positivist teaching-learning process. In this historical process, one of the priorities is knowing the model institutionalized by academic programs with the aim of discussing and rethinking its coherence with the disciplinary phenomenon: care.
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Milton, Constance L. "Teaching-Learning in Community." Nursing Science Quarterly 25, no. 2 (March 25, 2012): 137–39. http://dx.doi.org/10.1177/0894318412437959.

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Metaphors are creative learning devices that may illustrate novel and different meanings in teaching-learning situations. In this column, the author discusses possible meanings of the metaphor of nurse as guest in nurse-community relationships from a humanbecoming theoretical lens. Humanbecoming teaching-learning essences, paradoxes, and processes are used to illustrate potential ethical meanings and implications for nurse practice.
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Jaiswal, Preeti. "Using Constructive Alignment to Foster Teaching Learning Processes." English Language Teaching 12, no. 6 (May 5, 2019): 10. http://dx.doi.org/10.5539/elt.v12n6p10.

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This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students’ accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students’ progression in learning and in augmenting their academic skills. Biggs’ model of constructive alignment, Biggs’ SOLO taxonomy and Bloom’s taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process - creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.
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Santos, Bettina Steren dos, Denise Dalpiaz Antunes, Juan José Mouriño Mosquera, and Claus Dieter Stobäus. "Teachers’ Motivation Related to Teaching and Learning Processes." Creative Education 07, no. 15 (2016): 2011–20. http://dx.doi.org/10.4236/ce.2016.715202.

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12

Rahmat, Wahyudi, Ike Revita, and Rifkah Fitriyah. "PSYCHOPRAGMATIC ANALYSIS IN LANGUAGE LEARNING AND TEACHING PROCESSES." Curricula 4, no. 2 (August 1, 2019): 92. http://dx.doi.org/10.22216/jcc.2019.v4i2.4218.

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<p>The problem in this analysis is to see how the forms and roles of psychpragmatics analysis in the learning and teaching process speak both oral and written. When oral and written speeches are triggered by psychological aspects, they are referred to as psychopragmatics. The purpose of this analysis is to see the extent to which psychopragmatic fundamentalists can play a role in the language learning and teaching process, both oral and written. The theory in this analysis uses the theory of Revita et al., (2019). The method used is the method suggested by Sudaryanto (1993). The results of this analysis indicate that the role of psychopathology for the process of learning and oral language teaching and writing has a major influence on the desired process and results. Psychopragmatics emphasizes the process of producing language produced when someone speaks both oral and written so that it will also affect the results or speech expected by speakers in the language.</p>
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Kola, Sudheer Reddy, and Kantha Reddy Muthangi. "Leveraging digital platforms for teaching and learning processes." QScience Proceedings 2015, no. 4 (June 2015): 41. http://dx.doi.org/10.5339/qproc.2015.elc2014.41.

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Kola, Sudheer Reddy, and Kantha Reddy Muthangi. "Leveraging digital platforms for teaching and learning processes." QScience Proceedings 2015, no. 4 (June 2015): 41. http://dx.doi.org/10.5339/qproc.2015.wcee2014.41.

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15

Molnár, György, and András Benedek. "Three Dimensional Applications in Teaching and Learning Processes." Procedia - Social and Behavioral Sciences 191 (June 2015): 2667–73. http://dx.doi.org/10.1016/j.sbspro.2015.04.600.

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16

Ormazábal, Ignacio, Félix A. Borotto, and Hernán F. Astudillo. "An agent-based model for teaching–learning processes." Physica A: Statistical Mechanics and its Applications 565 (March 2021): 125563. http://dx.doi.org/10.1016/j.physa.2020.125563.

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17

Glassman, Michael, and Min Ju Kang. "Teaching and learning through open source educative processes." Teaching and Teacher Education 60 (November 2016): 281–90. http://dx.doi.org/10.1016/j.tate.2016.09.002.

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18

Pastena, Nicolina, Cristiana D’anna, and Filippo Gomez Paloma. "Autopoiesis and Dance in the Teaching-learning Processes." Procedia - Social and Behavioral Sciences 106 (December 2013): 538–42. http://dx.doi.org/10.1016/j.sbspro.2013.12.061.

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19

Lopes, Ana L. S., and Marili M. S. Vieira. "Meaningful Learning and Effectiveness in Virtual Learning Spaces." European Journal of Education 1, no. 3 (November 29, 2018): 96. http://dx.doi.org/10.26417/ejed.v1i3.p96-103.

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Contemporary educational practices impose challenges and necessary changes in teaching and learning processes in which cyberspace and virtual contexts become places of learning. Affection, emotion, perception, and imagination compose the construction of meaningful adult knowledge. Such theoretical assumptions become fundamental for teaching and learning processes in virtual contexts in the online or distance modality. We adopted a qualitative analysis of the data of the postings in the forums and individual records of the students of the Course Methods of Studies for Distance Learning. The affectivity in virtual environments is a resource of great relevance to enhance the processes of teaching and learning. The study revealed that affectivity occurs to the extent that the student’s needs are met, and he can construct knowledge in a meaningful and conscious way.
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20

Karki, Manita. "Interactive Teaching and Learning Techniques." Journal of NELTA 23, no. 1-2 (December 31, 2018): 182–84. http://dx.doi.org/10.3126/nelta.v23i1-2.23367.

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Many teachers still follow the traditional method of lecturing to teach English as a foreign language rather than making students actively engage in learning processes. This lesson focuses on different activities to engage beginners actively to learn English language.
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21

Dr. A R. Saravanakumar, Dr A. R. Saravanakumar, Dr A. Balu Dr. A. Balu, and Dr S. Subbiah Dr. S. Subbiah. "Role of Psychoeducation in Teaching Learning Process." Indian Journal of Applied Research 1, no. 5 (October 1, 2011): 79–80. http://dx.doi.org/10.15373/2249555x/feb2012/29.

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22

Patel, Dinesh C., and Dr Umesh A. Patel. "Enhancing Teaching Learning Process using Digital Repositories." International Journal of Scientific Research 2, no. 1 (June 1, 2012): 122–24. http://dx.doi.org/10.15373/22778179/jan2013/43.

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23

Huang, Li, and Qin Huang. "The Research on the Teaching Resource Database‘s Construction of “Modern Educational Technology” Course Teaching." Applied Mechanics and Materials 411-414 (September 2013): 2842–45. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2842.

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The problems in “Modern Educational Technology” Course Teaching mainly include: repeatedly preparing lessons, different emphasis by different professional background‘s teachers, the content behind the practical application, old teaching methods. To maximize the integration and sharing of the "modern education technology" course teaching’s resources from teachers, teaching materials, students and learning processes, promote the teachers’ development, and improve the course teaching‘s efficiency, the paper introduced the teaching resource database to the course teaching. Besides, the paper analyzed and discussed the significance and function demand of the teaching resource database’s construction. The results show that course teaching based on the teaching resource database can solve the problems above and improve the course teaching‘s efficiency.
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24

Torkar, Gregor, Miha Kovač, and Mojca Kovač Šebart. "The Role of Textbooks in Teaching and Learning Processes." Center for Educational Policy Studies Journal 12, no. 2 (June 23, 2022): 7–10. http://dx.doi.org/10.26529/cepsj.1479.

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25

Chowdhary, Ritika. "Role of Educational Technology in Teaching and Learning processes." Voice of Intellectual Man- An International Journal 9, no. 2 (2019): 93. http://dx.doi.org/10.5958/2319-4308.2019.00021.5.

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26

Shin, Hye Won, Jiyoon Lee, James Brawn, and Juhyun Do. "EPIK Teachers’ Beliefs About Language Learning and Teaching Processes." ENGLISH TEACHING 76, no. 2 (June 30, 2021): 81–105. http://dx.doi.org/10.15858/engtea.76.2.202106.81.

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27

Manuel Cano Cruz, Edgar. "Video Games in Teaching-Learning Processes: A Brief Review." International Journal of Secondary Education 2, no. 6 (2014): 102. http://dx.doi.org/10.11648/j.ijsedu.20140206.12.

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28

Fernández Cruz, Francisco José, Inmaculada Egido Gálvez, and Rafael Carballo Santaolalla. "Impact of quality management systems on teaching-learning processes." Quality Assurance in Education 24, no. 3 (July 4, 2016): 394–415. http://dx.doi.org/10.1108/qae-09-2013-0037.

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Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.
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Sozashvili, Nino, Jan Bohm, Tyrone Bynoe, and Irma Barbakadze. "Teaching and Learning Transformative Processes (The Winter School Program)." Universal Journal of Educational Research 4, no. 2 (February 2016): 355–58. http://dx.doi.org/10.13189/ujer.2016.040206.

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Arbuthnott, Katherine D., and Gregory P. Krätzig. "Effective Teaching: Sensory Learning Styles versus General Memory Processes." Comprehensive Psychology 4 (January 2015): 06.IT.4.2. http://dx.doi.org/10.2466/06.it.4.2.

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31

Barnett, Pamela E., and Linda C. Hodges. "Chapter 21: Teaching Learning Processes-to Students and Teachers." To Improve the Academy 27, no. 1 (June 2009): 401–24. http://dx.doi.org/10.1002/j.2334-4822.2009.tb00566.x.

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32

Jacobson, Wayne. "Learning, Culture, and Learning Culture." Adult Education Quarterly 47, no. 1 (November 1996): 15–28. http://dx.doi.org/10.1177/074171369604700102.

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Though adults have long faced the experience of learning to function in new cultural contexts, very little is understood about the processes of this sort of learning. This paper approaches learning culture from the position that cultural knowledge is best understood in terms of situated cognition. Contexts do not simply provide useful information in support of thinking and learning, but are inseparable from cognitive processes. Viewing culture in this way carries specific implications for understanding how a new culture is learned and how it might be taught. In particular, processes of learning culture can be seen to parallel processes of gaining practitioner knowledge, while processes of teaching culture can be modeled on the notion of cognitive apprenticeship.
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Pun, Min. "Teaching Learning through Interdisciplinary Approaches." Crossing the Border: International Journal of Interdisciplinary Studies 5, no. 2 (July 15, 2017): 1–2. http://dx.doi.org/10.3126/ctbijis.v5i2.18432.

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There are many benefits of using interdisciplinary approaches in teaching and learning. One of the goals of teaching and learning is helping students to develop insights, problem solving skills and self-confidence. The teachers can bring them to their classroom is interdisciplinary approaches are used in the teaching learning process. In this way, interdisciplinary approaches help students develop their cognitive abilities such as skills and mental processes, which are necessary to solve the problems.Crossing the Border: International Journal of Interdisciplinary Studies 5(2) 2017: 1-2
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Knežević, Jelena, Marina Milošević, and Bojan Lazić. "Project learning: From an idea to a learning model in the initial teaching of mathematics." Norma 26, no. 2 (2021): 225–37. http://dx.doi.org/10.5937/norma2102225k.

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An adequate methodological approach in teaching mathematics in the classroom plays an important role in understanding mathematical concepts and achieving learning outcomes. This paper points out the characteristics, significance, and effects that can be achieved by applying project-oriented learning in teaching. This paper aims to point out the possibilities of applying the project model of work in the teaching of mathematics. Based on the results of previous research on this issue, as well as recommendations from the Program of teaching and learning for the first cycle of primary education, a model of project-based learning of content on measurement and measures is presented, which can serve to support teachers in organizing and affirming project-oriented teaching mathematics.
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Gayle, Barbara, Nancy Randall, Lin Langley, and Raymond Preiss. "Faculty Learning Processes: A Model for Moving from Scholarly Teaching to the Scholarship of Teaching and Learning." Teaching & Learning Inquiry The ISSOTL Journal 1, no. 1 (March 2013): 81–93. http://dx.doi.org/10.20343/teachlearninqu.1.1.81.

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36

S., Vijaya. "Teaching Learning Process Assessment based on Students Evaluation." International Journal of Psychosocial Rehabilitation 24, no. 3 (March 30, 2020): 2740–50. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020310.

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37

Babajanova, Dilorom. "NEW OPPORTUNITIES FOR LEARNING FOREIGN LANGUAGES IN UZBEKISTAN." CURRENT RESEARCH JOURNAL OF HISTORY 02, no. 06 (June 26, 2021): 43–48. http://dx.doi.org/10.37547/history-crjh-02-06-10.

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The article analyzes the introduction of teaching foreign languages in Uzbekistan, the processes associated with new opportunities for teaching languages, as well as the problems of training specialists in foreign languages on the basis of archival data and government decisions.
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Aslamiah, Suaibatul. "READING GENRE IN TEACHING AND LEARNING ENGLISH." Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 15, no. 1 (February 3, 2021): 39. http://dx.doi.org/10.35931/aq.v15i1.462.

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Genre is a type or a kind of reading text commonly found in writing. Reading text is one of the four skills that students must master in English. The various types of the text that students learn can help them to improve their skill. Such as narrative, recount, descriptive text and so on. A part from that, the teacher must be able to choose and analyze the right text so that can help the students develop reading and writing skills. The stages in analyzing text are as follows: register analysis, grammatical rhetorical analysis, interactional analysis and genre analysis. The approach used to teach the genre is an approach emphasizing understanding the text production such as grammar, objectives and language features. The characteristic in the genre based approach are language learning as social activity, explicit teaching and apprenticeship teaching. The pedagogical approaches to teach genre are multiple pedagogical approaches to genre, implicit genre pedagogies, explicit genre pedagogies, and interactive genre pedagogies. Besides that, we can use implicit and explicit method approaches in developing genres. Moreover, the benefits from reading genre analysis are the students can understand the content of the text as a whole, both in term of grammar, factions and so on.
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Lyman, Lawrence, and Harvey Foyle. "Teaching Geography Using Cooperative Learning." Journal of Geography 90, no. 5 (September 1991): 223–26. http://dx.doi.org/10.1080/00221349108979306.

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40

Milson, Andrew J. "Learning and Teaching with Maps." Professional Geographer 59, no. 2 (May 2007): 282–84. http://dx.doi.org/10.1111/j.1467-9272.2007.00612_9.x.

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41

Gjedia, Robert. "Teaching and Learning Motivation." European Journal of Social Sciences Education and Research 3, no. 2 (April 30, 2015): 113. http://dx.doi.org/10.26417/ejser.v3i2.p113-122.

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The paper "Teaching and learning motivation" is a professional attempt to communicate to the interested groups/stakeholders and mainly to the teachers the theoretical interpretations, techniques and activities related to the learning motivation. This paper exposes the various forms of motivation. They are considered from different viewpoints like biological ones, instinctive, rationalist, humanist etc. It is aimed to provide a general panorama, carefully selected by west well-known psychologists and pedagogues of the area, who belong to different space and time educational culture. On the other side it is of great importance for this paper the presentation and treatment of principles and techniques of motivation in the classroom closely related to the pupils' learning activities and experiences as well as those related to the specifics of pupils with learning difficulties. This paper conveys the consolidated viewpoint that motivation should be a natural, active and effective process that stimulates learning and provides a comfortable wellbeing to each pupil. The author, by carefully reviewing and processing the respective literature, by the findings collected during his long term educational experience has provided data and observations deriving from various analyses of the teaching periods/hours; from discussions with teachers of the different cycles and profiles, thus concluding to ideas, techniques and best practices on the motivation processes that would really stimulate the class learning.
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Pfeiffer, Anke, and Dieter Uckelmann. "Fostering Lab-Based Learning with Learning Analytics." International Journal of Online and Biomedical Engineering (iJOE) 18, no. 14 (November 22, 2022): 4–27. http://dx.doi.org/10.3991/ijoe.v18i14.35073.

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Digital learning environments, such as online laboratories offer many opportunities for collecting data for Learning Analytics (LA). This article presents a systematic literature review for LA in laboratory based learning environments for Higher Engineering Education, which yielded 23 key references. The focus of the study was formed by the following research questions (RQ): What types of data are currently collected in online laboratories (RQ 1)? How is LA used to support learning and teaching processes as well as the design of the online-laboratory environment (RQ 2)? What design recommendations for the use of LA in laboratory-based learning environments can be derived (RQ 3)? The gained results show that LA can be used to provide feedback for simple as well as for complex learning processes in online laboratories. Moreover, it assists data-informed decision making for teaching and learning processes as well as for the design of the lab environment. Implications for future research projects were derived based on the findings and should contribute to the advancement of research on LA in online laboratories.
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Zendle, Andreas. "English Teachers Assess Instructional Methods Supporting Knowledge Processes." International Journal of English Language Education 6, no. 1 (February 2, 2018): 68. http://dx.doi.org/10.5296/ijele.v6i1.12580.

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Answers to the questions of which instructional methods are suitable for school, which instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which English teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for the English classroom: project work, jigsaw, problem-based learning, learning tasks, learning stations, presentation, learning by teaching, discovery learning, and role-play.
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Goodfellow, Robin, and Diana Laurillard. "Modeling Learning Processes in Lexical CALL." CALICO Journal 11, no. 3 (January 14, 2013): 19–46. http://dx.doi.org/10.1558/cj.v11i3.19-46.

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To devise ways of tracking learning processes is one of the goals of current CALL research. However, the data collected must be able to account for the learner's approach as well as his/her performance. A study of a novice learner of Spanish using a CALL system designed for vocabulary enlargement, shows that introspective evidence may be used to validate performance data within a theoretical framework which characterizes the learning approach as "surface' or "deep," depending on the degree of the learner's engagement with principles of structure underlying the target language lexis. It is proposed that this framework offers a basis on which effective computer based vocabulary teaching strategies can be developed.
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Sastre, Cibele. "Learning/teaching, creating and performing through LBMS." Journal of Dance & Somatic Practices 12, no. 1 (August 1, 2020): 95–106. http://dx.doi.org/10.1386/jdsp_00015_1.

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This article presents Laban/Bartenieff movement studies (LBMS) experiments through pedagogical procedures and creative processes. It comprises artistic and performative perspectives in choreography and dance education from a nineteen years’ research within master and doctorate studies. Laban’s Motif writing shifts its main function to act as a trigger for creative processes. Besides, somatic serenities, as an important body state for the production of presence, are encouraged in somatic‐performative practices that include LBMS into dance programme courses in Rio Grande do Sul. The concept of somatic serenities is introduced to develop an inner‐outer body connection state as an intimate experience with dance, which produces knowledge. This text considers performative dance practices and practice as research as an LBMS teaching methodology in dance courses in the south of Brazil.
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Bhopale, Nandkumar N., Nilesh Nikam, and Raju S. Pawade. "Application of Teaching." International Journal of Materials Forming and Machining Processes 2, no. 2 (July 2015): 1–16. http://dx.doi.org/10.4018/ijmfmp.2015070101.

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Recently advanced machining processes are widely used by manufacturing industries in order to produce high quality precise and very complex products. These advanced machining processes involve large number of input parameters which may affect the cost and quality of the products. Selection of optimum machining parameters in such advanced machining processes is very important to satisfy all the conflicting objectives of the process. This algorithm is inspired by the teaching-learning process and it works on the effect of influence of a teacher on the output of learners in a class. This paper presents the application of Response Surface Methodology coupled with newly developed advanced algorithm Teaching Learning Based Optimization Technique (TLBO) is applied for the process parameters optimization for ball end milling process on Inconel 718 cantilevers. The machining and tool related parameters like spindle speed, milling feed, workpiece thickness and workpiece inclination with tool path orientation are optimized with considerations of multiple response like deflection, surface roughness, and micro hardness of plate.
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Klapan, Anita, Danijela Grubišić, and Siniša Kušić. "Evaluation in the educational and learning processes." Journal of Quality in Education 4, no. 4Bis (November 11, 2013): 10. http://dx.doi.org/10.37870/joqie.v1i1.118.

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In this paper, authors problematize the key didactical question - the question of evaluation in the process of teaching and learning. The question (problem) of evaluation in the process of education and learning is an old didactical question that is still seeking its "best answers". This paper is just another attempt at answering the question of evaluation in the process of education and learning, but also another way of asking and pondering over new questions.
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48

PANGRAZIO, LUCI, AMY STORNAIUOLO, T. PHILIP NICHOLS, ANTERO GARCIA, and THOMAS M. PHILIP. "Datafication Meets Platformization: Materializing Data Processes in Teaching and Learning." Harvard Educational Review 92, no. 2 (June 1, 2022): 257–83. http://dx.doi.org/10.17763/1943-5045-92.2.257.

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In this contribution to the Platform Studies in Education symposium, Luci Pangrazio, Amy Stornaiuolo, T. Philip Nichols, Antero Garcia, and Thomas M. Philip explore how digital platforms can be used to build knowledge and understanding of datafication processes among teachers and students. The essay responds to the turn toward data-driven teaching and learning in education and argues that digital data is not only generated through national, state, and classroom-level assessments but also produced through the platform technologies that increasingly support all kinds of school operations. While much has been written about the promise of such technologies for schools, less is known about the role digital platforms play in constituting this data and how the platforms can be critically engaged to build knowledge and understanding of datafication processes in classrooms. This article explores these dynamics through three vignettes that investigate platforms as an interface for teaching and learning about data. In doing so, the essay speaks back to three interrelated properties of datafication—reduction, abstraction, and individualization— in ways that can be made visible for analysis, critique, and resistance in schools.
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Ragusa, Antonio, Valeria Caggiano, Rubén Trigueros Ramos, Jerónimo J. González-Bernal, Ana Gentil-Gutiérrez, Susana Adelina Moreira Carvalho Bastos, Josefa González-Santos, and Mirian Santamaría-Peláez. "High Education and University Teaching and Learning Processes: Soft Skills." International Journal of Environmental Research and Public Health 19, no. 17 (August 27, 2022): 10699. http://dx.doi.org/10.3390/ijerph191710699.

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In the era of globalization and technology, society demands young generations of citizens able to work in a kind of environment characterized by complexity and diversity. Therefore, the education system faces a new kind of challenge, as graduates are reported to need transversal skills, which are unlikely to be learned through traditional classroom teaching. The overall aim of this article is to examine the needs for these skills and their acquisition by higher education teachers to cope with the evolving European labour market of the 2020s. The article envisions the importance of soft skills in the teaching profession. The empirical part consists of a comparative study with Italian and Portuguese teachers, highlighting the status of a set of crucial soft skills (assertiveness, networking skills, teamwork, sensitivity, socialization, action-orientation, ability to work under pressure and social desirability).
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Diyaley, Sunny, and Shankar Chakraborty. "Teaching-learning-based optimization of ring and rotor spinning processes." Soft Computing 25, no. 15 (June 24, 2021): 10287–307. http://dx.doi.org/10.1007/s00500-021-05990-0.

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