Bibliografías temáticas / Learner

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Literatura académica sobre el tema "Learner"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 8 de junio de 2024

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Artículos de revistas sobre el tema "Learner"

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Park, Kinam, Hyesung Ji y Heuiseok Lim. "Development of a Learner Profiling System Using Multidimensional Characteristics Analysis". Mathematical Problems in Engineering 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/652623.

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We propose a learner profiling system that uses the multidimensional characteristic analysis of learners. For this purpose, a real-time monitoring system for learners was developed and then used to extract information of the characteristics of learners that appear in learning environments. The extracted information on the characteristics of learners is automatically constructed into personalized learner profiles through the learner profiling system. The contents of learner profiles consist of the cognitive ability of learners, the learning condition, and teacher assessment. To verify the effectiveness of the proposed study method, profiles of actual learners were constructed, with 210 elementary school students as subjects. As a result, the group that learned using the learner profiling showed a significant level of satisfaction in comparison to the group that did not use learner profiling. From this, it was demonstrated that the learner profiling system proposed in this paper could enhance learning effectiveness.
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Freedman, Hayden, Neil Young, David Schaefer, Qingyu Song, André van der Hoek y Bill Tomlinson. "Construction and Analysis of Collaborative Educational Networks based on Student Concept Maps". Proceedings of the ACM on Human-Computer Interaction 8, CSCW1 (17 de abril de 2024): 1–22. http://dx.doi.org/10.1145/3637313.

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Network Analysis has traditionally been applied to analyzing interactions among learners in online learning platforms such as discussion boards. However, there are opportunities to bring Network Analysis to bear on networks representing learners' mental models of course material, rather than learner interactions. This paper describes the construction and analysis of collaborative educational networks based on concept maps created by undergraduates. Concept mapping activities were deployed throughout two separate quarters of a large General Education (GE) course about sustainability and technology at a large university on the West Coast of the United States. A variety of Network Analysis metrics are evaluated on their ability to predict an individual learner's understanding based on that learner's contributions to a network representing the collective understanding of all learners in the course. Several of the metrics significantly correlated with learner performance, especially those that compare an individual learner's conformity to the larger group's consensus. The novel network metrics based on collective networks of learner concept maps are shown to produce stronger and more reproducible correlations with learner performance than metrics traditionally used in the literature to evaluate concept maps. This paper thus demonstrates that Network Analysis in conjunction with collective networks of concept maps can provide insights into learners' conceptual understanding of course material.
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Ho, Kevin K. W. "The Role Of Learners' Academic Background On E-Learning". International Journal of Systems and Service-Oriented Engineering 4, n.º 4 (octubre de 2014): 51–64. http://dx.doi.org/10.4018/ijssoe.2014100104.

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Nowadays, instructional technologies are the enabler for educators to have more choices in course planning, course design, and lecturing. These technologies not only strengthen the communication between instructors and learners, but also let the learners get an easily access their course materials at anytime and from anywhere. As a result, many educational institutes, including formal universities and online educational service providers, are now using E-learning technologies to deliver their courses as pure online courses or hybrid courses. In this research, the effectiveness of using online discussion forum in teaching is evaluated based on five teaching criteria related to knowledge construction process: learner's motivation, learner's independence, learner-learner interaction, learner-instructor interaction, and learner's satisfaction. The author's findings indicated that IT majors are more positive towards the use of online discussion forum in E-learning.
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Kotani, Katsunori, Takehiko Yoshimi, Hiroaki Nanjo y Hitoshi Isahara. "A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language". English Language Teaching 9, n.º 9 (7 de agosto de 2016): 139. http://dx.doi.org/10.5539/elt.v9n9p139.

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<p>In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned. Identifying such vocabulary and grammar requires a learner corpus for analyzing the accuracy and fluency of learners’ linguistic competences. However, it is difficult to use previous learner corpora for this purpose because they have not compiled all the types of linguistic data that we need. Therefore, this study aimed to solve this problem by designing and developing a new learner corpus that compiles linguistic data regarding the accuracy and fluency of the four basic linguistic competences of writing, pronunciation, reading, and listening. The reliability and validity of the learner corpus were partially confirmed, and practical application of the learner corpus is reported here as case studies.</p>
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Mpisi, Anthony y Gregory Alexander. "Black Learner Perceptions of Teacher-Learner and Learner-Learner Relationships in Multicultural Spaces of Historically White Schools". International Journal of Learning, Teaching and Educational Research 21, n.º 4 (30 de abril de 2022): 28–45. http://dx.doi.org/10.26803/ijlter.21.4.2.

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The purpose of this paper is to report on a research study which explored the perceptions of black learners with regard to their teacher-learner and learner-learner relationships in multicultural spaces of Historically White Schools in the five educational districts of the Northern Cape province in South Africa. A quantitative research approach, embedded in a descriptive data method of data analysis was employed, where a self-designed 4-point Likert scale questionnaire was given to 1037 black high school learners attending Historically White Schools in the Northern Cape. Learners used for the study included learners in grades 10 to 12. Selected items related to black learners’ perceptions of their relationships with their teachers and fellow learners in Historically White Schools. Data were analysed using descriptive analyses. In general, the study revealed that black learners experienced relatively pleasing relationships with their teachers and fellow learners alike. The study is noteworthy, as it reveals that black learners attending Historically White Schools feel accepted and respected by their teachers and fellow learners, which, in turn, is favourable for learners’ emotional security, sense of belonging and academic achievement. The study further highlights the critical value of teacher-learner and learner-learner relationships to learning, interaction, socialisation and communication in Historically White Schools, noting the tendency of these schools to assimilate black learners into the existing school culture, which is fundamentally based on Eurocentric values.
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Fahad Raza, Muhammad, Muhammad Anwar, Arif Husain, Muhmmad Rizwan, Zhiguo Li, Hongyi Nie, Pavol Hlaváč, M. Ajmal Ali, Ahmed Rady y Songkun Su. "Differential gene expression analysis following olfactory learning in honeybee (Apis mellifera L.)". PLOS ONE 17, n.º 2 (9 de febrero de 2022): e0262441. http://dx.doi.org/10.1371/journal.pone.0262441.

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Insects change their stimulus-response through the perception of associating these stimuli with important survival events such as rewards, threats, and mates. Insects develop strong associations and relate them to their experiences through several behavioral procedures. Among the insects, Apis species, Apis mellifera ligustica are known for their outstanding ability to learn with tremendous economic importance. Apis mellifera ligustica has a strong cognitive ability and promising model species for investigating the neurobiological basis of remarkable olfactory learning abilities. Here we evaluated the olfactory learning ability of A. mellifera by using the proboscis extension reflex (PER) protocol. The brains of the learner and failed-learner bees were examined for comparative transcriptome analysis by RNA-Seq to explain the difference in the learning capacity. In this study, we used an appetitive olfactory learning paradigm in the same age of A. mellifera bees to examine the differential gene expression in the brain of the learner and failed-learner. Bees that respond in 2nd and 3rd trials or only responded to 3rd trials were defined as learned bees, failed-learner individuals were those bees that did not respond in all learning trials The results indicate that the learning ability of learner bees was significantly higher than failed-learner bees for 12 days. We obtained approximately 46.7 and 46.4 million clean reads from the learner bees failed-learner bees, respectively. Gene expression profile between learners’ bees and failed-learners bees identified 74 differentially expressed genes, 57 genes up-regulated in the brains of learners and 17 genes were down-regulated in the brains of the bees that fail to learn. The qRT-PCR validated the differently expressed genes. Transcriptome analyses revealed that specific genes in learner and failed-learner bees either down-regulated or up-regulated play a crucial role in brain development and learning behavior. Our finding suggests that down-regulated genes of the brain involved in the integumentary system, storage proteins, brain development, sensory processing, and neurodegenerative disorder may result in reduced olfactory discrimination and olfactory sensitivity in failed-learner bees. This study aims to contribute to a better understanding of the olfactory learning behavior and gene expression information, which opens the door for understanding of the molecular mechanism of olfactory learning behavior in honeybees.
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de Courcy, Michèle. "Four adults’ approaches to the learning of Chinese". Australian Review of Applied Linguistics 20, n.º 2 (1 de enero de 1997): 67–93. http://dx.doi.org/10.1075/aral.20.2.05dec.

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The aim of this paper is to present the results of research conducted with four adult learners of Chinese, in order to throw some light on the process of learning Chinese as a second language. The term “process” is used here to refer to operations used by learners to find and/or construct meaning within the context of a particular second language classroom. “Strategy” refers to a single operation which is a feature of the process of meaning construction. Data were collected over a two year period using individual and group interviews, think aloud protocols, classroom observation and learner diaries. The students showed a number of different approaches to learning, not all of which could be classified as “good language learner” strategies. Findings relating to literacy are presented, as well as more general learner strategies. Research implications are that there is still much to be learned about what goes on in immersion classrooms, especially as regards older learners and languages with ideographic scripts.
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Oya, Masanori. "Differences of Mean Dependency Distances of English Essays Written by Learners of Different Proficiency Levels". Glottometrics 53 (2022): 24–41. http://dx.doi.org/10.53482/2022_53_400.

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This study investigates the differences in the mean dependency distances (MDDs) of the English essays in a learner corpus, focusing on the different proficiency levels of learners, and the different dependency types. This study is based on the following three assumptions. Firstly, the MDDs of learners' production increase as proficiency levels increase. Secondly, there is an upper limit over which MDDs do not exceed, as predicted by the Dependency Distance Minimization principle. Finally, different types of dependencies show different tendencies across learners of different proficiency levels. This study attempts to verify these assumptions with substantial learner corpus data, categorized into subcorpora according to learner proficiency. Corpus analyses yield results that support these assumptions. These results are expected to constitute a prerequisite for employing the MDD of an individual learner's production to evaluate his or her proficiency level.
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Paquot, Magali y Sylviane Granger. "Formulaic Language in Learner Corpora". Annual Review of Applied Linguistics 32 (marzo de 2012): 130–49. http://dx.doi.org/10.1017/s0267190512000098.

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Formulaic language is at the heart of corpus linguistic research, and learner corpus research (LCR) is no exception. As multiword units of all kinds (e.g., collocations, phrasal verbs, speech formulae) are notoriously difficult for learners, and corpus linguistic techniques are an extremely powerful way of exploring them, they were an obvious area for investigation by researchers from the very early days of LCR. In the first part of this article, the focus is on the types of learner corpus data investigated and the most popular method used to analyze them. The second section describes the types of word sequences analyzed in learner corpora and the methodologies used to extract them. In the rest of the article, we summarize some of the main findings of LCR studies of the learner phrasicon, distinguishing between co-occurrence and recurrence. Particular emphasis is also placed on the relationship between learners’ use of formulaic sequences and transfer from the learner's first language. The article concludes with some proposals for future research in the field.
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Li, Shugang, He Zhu, Ying Qian, Shiqi Ren y Bing Fang. "Classification and Quantification of Danmaku Interactions in Online Video Lectures: An Exploratory Study". Wireless Communications and Mobile Computing 2022 (28 de septiembre de 2022): 1–12. http://dx.doi.org/10.1155/2022/5656669.

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Danmaku is an important means of interaction in online education, providing a learning atmosphere of collaboration with peers. Nowadays, there have been more studies on Danmaku interaction. However, there are still some shortcomings in the existing literature for classifying and quantifying the content of Danmaku interactions. Semi-structured interviews were conducted with 35 informants to identify learner-content interaction that met learners’ functional needs and learner-learner interactions that met social, hedonic, and emotional needs. Using content analysis of two video lectures, we found that learner-learner interaction accounted for one-third in both. More learner-content interaction occurred in the lecture with declarative knowledge (in which instructors encouraged learners to practice) than in the lecture with procedural knowledge (in which the learners followed fixed steps). Learner-instructor interaction was also identified—especially when instructors had specific personal characteristics. Learner-interface interaction was also evident—especially in lectures that had quality issues. Since the learner-instructor communication was only one-way (no response from instructors), it was not perceived by learners, indicating that learners’ desire was not satisfied by Danmaku. The results of the study can provide teachers and content creators with advice related to course production and help teaching faculty recognize the importance of one-to-many interactive language and Danmaku interactions for learners.
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Tesis sobre el tema "Learner"

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Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners". Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.

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Matshotyana, Zanele. "Experiences of parenting learners with regards to learner pregnancy policy". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2060_1307513466.

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A qualitative research design in the form of a case study was employed. A quantitative method was also utilized in the form of a short questionnaire for demographic purposes in order to provide a general description of the sample. A purposive sample of 10 parenting learners, and two teachers was selected. The study was conducted in a Senior Secondary School that is located in Khayelitsha, a historically disadvantaged community in the Western Cape. Semi structured interviews of approximately ninety minutes each were conducted and audio taped. A thematic analysis was used to analyse the audio taped data from the transcribed interviews. The key findings from this research illustrate that there is a misunderstanding and miscommunication between teachers and learners about learner pregnancy. Pregnant learners hide pregnancy from the teachers to avoid comments and from being expelled from the school and consequently do not get any support from the school. On the other hand, the findings indicate that if the teachers were aware of their pregnancy and trained to deal with learner pregnancy, these learners would be supported by the school. Some of the recommendations were to develop the capacity of the teachers so that the school is able to provide an adolescent-professional-friendly service. A safe non-judgmental environment is required so that the learner is able to disclose her pregnancy status as early as possible to ensure that they receive the necessary support.

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Payant, Caroline A. "Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/23.

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Since the mid 90s, an increasing number of researchers have adopted a sociocultural theory (SCT) of mind to investigate the social and cognitive functions of language during learner-learner interaction (Lantolf & Thorne, 2007). Researchers from an SCT perspective have identified that first languages (L1s) serve important cognitive functions (Alegría de la Colina & García Mayo, 2009; Storch & Aldosari, 2010). Swain and colleagues (Swain, 1995; Swain & Lapkin, 1995, 1998) have also illustrated that languaging, a form of verbalization, facilitates the completion of complex linguistic tasks which leads to second language (L2) development (Swain, Brooks, & Tocalli-Beller, 2002). Moreover, researchers have found that task type impacts language development (Storch & Aldosari, 2010; Storch & Wigglesworth, 2003; Swain & Lapkin, 2001). Due to the growing number of multilingual learners in the world today (Hammarberg, 2010), researchers need to expand the scope of the research to include the role(s) of native and nonnative languages on third language (L3) development. Thus, the purpose of the current multiple case study was to investigate the specific mediating functions of multilingual learners’ languages during four types of collaborative tasks and to explore the relationship between languaging and L3 development. A 16-week classroom-based study was conducted in a university French as a foreign language classroom in Mexico with four focal participants. The language produced during learner-learner interaction was examined using three types of analysis: (1) each turn was coded for language and for their specific functions; (2) each Language-Related Episode (LRE) was coded for type and for resolution; and (3) accuracy on individual tailor-made posttest items. Findings uncovered a complex picture of task type effects on the specific mediating functions of language as well as complementary functions of L1 and L3 mediation. Results from the analysis of LREs show that task type impacts the occurrence and resolution of LREs. Accuracy scores from the posttests suggest that L1 and L3 mediation promotes L3 development. Findings are in line with the focal participants’ beliefs. The findings that languages serve various social and cognitive functions during task completion are discussed in light of current ideas from an SCT perspective.
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Fite, Shannon Diane. "Influences on learner-learner interaction in online classes". Texas A&M University, 2004. http://hdl.handle.net/1969.1/264.

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Interaction, particularly learner-learner interaction, needs to be cultivated in online classes in order for students to have a satisfying learning experience. This study considered two graduate level online classes in an effort to determine: 1) is cognitive style related to the quantity of learner-learner interaction in online courses, 2) is there a relationship between learner characteristics and learner posting preferences in learner-learner interaction in online courses, 3) how do selected learners differ in their use of interaction elements during online discussion, and 4) how do selected learners perceive their experiences in online courses. Using the Student Demographic Questionnaire, the Group Embedded Figures Test, the Text Analysis Tool, and an Interview Protocol developed by the researcher, the study was conducted with a mixed method design. Learner-learner interaction was considered in terms of the students' contributions to the FirstClass discussion activities that were completed as part of the course requirements. This study found that: a) there is not a correlation between cognitive style and quantity of learner-learner interaction, b) some learner characteristics do influence learner posting preferences, c) interaction elements during online discussion do not indicate the content of discussion, but do somewhat indicate how the discussion is taking place, and d) students have opinions on how their experiences in online courses should impact online course design, particularly in terms of knowing the learner and communication. Knowing the learner was discussed in terms of time management, motivation, and differences among learners. Communication was discussed in terms of spontaneity, isolation, freedom, and accountability. Course design was discussed in terms of flexibility, organization, accountability, and technology. The results of this study have implications regarding online course design and recommendations for future research.
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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская y Liudmyla Vadymivna Hnapovska. "Learner-centred Language Teaching: Teacher-Learner interaction Formats". Thesis, ХНУ ім. В.Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60131.

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The abstract dwells on the key issues related to the necessity of changing teacher-student partnership formats in the context of learner-centred approach to teaching foreign languages. The interpretation of "learner-centredness" as a concept is put into the humanistic perspective, the perspective of practical necessity, and the curriculum design perspective.
Тези розглядають основні питання взаємодії викладача та студента у контексті студентоцентричного підходу до викладання іноземних мов. "Студентоцентризм" як концепт інтерпретується з точки зору гуманістичної перспективи, практичної необхідності зміни форматів співробітництва викладача та студента та перспектив розробки навчальних робочих програм з іноземних мов.
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Dixon, David. "Measuring language learner autonomy in tertiary-level learners of English". Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.

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The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the quantified measurement of autonomy would involve. The main conclusions of this research were, firstly, that the aim of measuring learner autonomy needs to be recast in the light of the research which indicated that it is necessary to understand autonomy as a quality which has only an abstract existence if it is not instantiated in a context. This means that the aim of producing an instrument which measures an abstract universal learner autonomy cannot be achieved. However, such an instrument can be used to monitor learners in autonomyrelevant areas and can serve a useful purpose in scaffolding the learners in their environment in order to facilitate the dialogue which enables a teacher to support the learners better in the development and maintenance of their autonomous learning. Secondly, teacher estimates of their learners' autonomy can be complemented and assisted by using the data provided by the quantitative instrument developed in this research. Another outcome was that the translation of instruments in second language teaching research is an issue which needs to be given more serious consideration and should be carried out in a more principled way than it is currently.
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Gorenc, Zoran Annmarie. "CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.

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Keller, Christine Ida. "Learner-to-Learner: Refocusing the Lens of Educational Immediacy". Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc28372/.

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As the current body of instructional communication research focuses primarily on the relationship between teacher and learner, three studies investigating the relationship between learners were completed in order to better understand how student motivation and learning are influenced by learner-to-learner immediacy behaviors within the college classroom environment. Study I resulted in an extensive list of both positive and negative verbal and nonverbal immediacy behaviors commonly used by learners. Study II required the comparison of the behaviors identified in study one to existing measures of teacher to learner immediacy behaviors, producing a new measure focusing on learner-to-learner immediacy. Following a pilot survey, the reliability of this new measure was determined through face validity and factor analysis, producing the Learner-to-Learner Immediacy Behavior Scale. In Study III, the Learner-to-Learner Immediacy Behavior Scale was combined with Christophel's 1990 Immediacy Behavior Scale, Cognitive Learning Scale, Affective Learning Scale, and Trait and State Motivation Scales and administered to 273 undergraduate students to test the affects of common learner-to-learner immediacy behaviors on student state motivation, affective learning, and perceptions of cognitive learning loss. Multiple regression analyses indicated learner-to-learner immediacy as functioning similarly to teacher-to-student immediacy when mediated through state motivation in its influence on student affective learning and perceptions of cognitive learning loss.
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Hall, Valerie Joyce. "Observations : a vehicle for enabling learner voice and developing expert learners". Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/1943/.

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When we watch an expert perform, how does that inform our own knowledge and skills in that subject, or establish what our potential might be to become a ‘better’ learner? There is much policy and rhetoric around the development of this ‘expert’ learner through ‘Learner Voice’ initiatives, yet this is a sparsely researched area. Mainly anecdotal, with poorly documented methodology, it is also heavily biased towards compulsory-aged education. This study, set within Further Education, adds to knowledge by providing evidence of how learners can improve the quality of teaching, and their own learning, through direct involvement in reflection and discussion with teachers. It also considers the implications of this for those involved: learners, teachers, the organisation and wider policy. Using an action-research model, and observations, eight volunteer participants from a teacher training curriculum area engaged with this study: two ‘learners’, each paired with a different ‘teacher’ for the observation; three teaching staff who were ‘observed’; and the curriculum area manager. Interviews were conducted throughout the research, with main participants interviewed up to three times to draw out their phenomenological interpretations and reflections. Working within a community of learning, with multiple points of interaction and ‘layers’, two theoretical frameworks were used in analysing the interviews: communities of practice and ecological learning systems. Finding them insufficient in isolation, to improve the data analysis, and the nuances of these layers – ‘micro’, ‘meso’, ‘exo’ and ‘macro’ – a ‘continuum of practice’ was devised to combine these frameworks. Additional theoretical concepts – self-efficacy, self-esteem, self-concept and self-categorization theories – were also used to interpret evidence of an individual’s sense of identity and their perceived trajectory. Evidence suggests interactions within observation partnerships, including those observed, were influenced by the theoretical framework embedded within that interaction: an appropriate framework approach can enhance the quality of outcome from these collaborations.
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Ågren, Louise. "English as a third language. Learner profiles of six L3 learners of English". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30834.

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Libros sobre el tema "Learner"

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. New York: Prentice Hall, 1991.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. New York: Prentice Hall, 1991.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. New York: Prentice Hall, 1991.

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Learner strategies for learner autonomy: Planning and implementing learner training for language learners. New York: Prentice Hall, 1991.

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College, Wirral Metropolitan. Learner record. [S.l.]: Wirral Metropolitan College, 1995.

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1955-, Benson Phil y Toogood Sarah, eds. Learner autonomy. Dublin: Authentik Language Learning Resources, 2002.

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Esther, Glahn y Holmen Anne, eds. Learner discourse. Copenhagen: Dept. of English, University of Copenhagen, 1985.

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Anita, Szabó, ed. Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press, 2000.

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Majchrzak, Olga. Learner Identity and Learner Beliefs in EFL Writing. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69560-0.

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Nanni, Loris, Sheryl Brahnam, Rick Brattin, Stefano Ghidoni y Lakhmi C. Jain, eds. Deep Learners and Deep Learner Descriptors for Medical Applications. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42750-4.

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Capítulos de libros sobre el tema "Learner"

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Allwright, Dick y Judith Hanks. "Learner Variables and the Learner". En The Developing Language Learner, 80–91. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230233690_6.

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Fake, Helen y Nada Dabbagh. "Designing for Learner–Learner Interaction". En Designing Personalized Learning Experiences, 87–105. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003121008-5.

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Latif, Latifah Abdol, Thirumeni T. Subramaniam y Zainuriyah Abdul Khatab. "Learner Profiling Towards Improving Learner Success". En Education Innovation Series, 187–98. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6591-5_14.

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Jacobs, George M., Willy A. Renandya y Michael Power. "Learner Autonomy". En Simple, Powerful Strategies for Student Centered Learning, 19–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25712-9_3.

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Clarkson, Mary. "Learner Support". En Practitioner Series, 65–84. London: Springer London, 2001. http://dx.doi.org/10.1007/978-1-4471-0315-8_5.

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Piazzoli, Erika. "Learner Engagement". En Embodying Language in Action, 259–93. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77962-1_10.

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Drachsler, Hendrik y Paul A. Kirschner. "Learner Characteristics". En Encyclopedia of the Sciences of Learning, 1743–45. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_347.

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Simsek, Ali. "Learner Control". En Encyclopedia of the Sciences of Learning, 1748–50. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_372.

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Hutter, Marcus. "Unstable Learner". En Encyclopedia of Machine Learning, 1008–9. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_866.

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Reid, Norman y Asma Amanat Ali. "Learner Characteristics". En Springer Texts in Education, 89–113. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53677-0_5.

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Actas de conferencias sobre el tema "Learner"

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Zhang, Larry y Yu Sun. "An Application that Combines Learning and Games to Make Learners Keep Interested in Learning". En 12th International Conference on Advanced Information Technologies and Applications. Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130611.

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Learning a new language and a new culture is always fun and interesting at the beginning. However, when learners get deeper into the learning process, they find that whether it is memorizing vocabulary, learning dif erent types of grammar, or learning a new culture that is completely dif erent from the learner's country, it becomes very dif icult and learners gradually lose their enthusiasm for learning. Also, some of the textbooks right now are published a long time ago. Teaching some 20 or 30 years ago’s culture won't help the learner and may make them misunderstand the modern culture of that country. So, why can't we give the learner more accurate information and keep the learning process as fun as ever? This paper designs a software that combines the games and learning together. By setting up dif erent scenarios, building a variety of representative buildings, adding various characters to communicate with, designing dif erent culturally significant objects, and conceiving an interesting story plot to let people who are learning a new language or culture can learn in a unique and more fun way. After applying the app to language schools, Japanese language learner communities, and the Internet, the results showed that the app makes learners learn in a more relaxed atmosphere and makes them want to learn more.
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Heck, Tanja y Detmar Meurers. "Exercise parameters influencing exercise difficulty". En EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16921.

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Macro-adaptive systems aim to assign practice exercises to language learners that match their proficiency levels. While learner-dependent parameters of exercise difficulty need to be considered online, learner-independent parameters can inform an exercise’s difficulty level in a resource-efficient offline procedure. We present an evaluation of learners’ responses to form-based grammar exercises that aims to identify learner-independent exercise parameters affecting exercise complexity. The results indicate that the exercise type can yield coarse-grained complexity estimates, whereas exercise type specific features can inform more fine-grained estimates. For fine-grained estimates, we show that syntactic variants significantly impact exercise difficulty. Since there is strong variation between learning targets and learners with respect to the impact of different exercise parameters on a learner’s performance, exercise difficulty can only be reliably determined if the exercises are created in a systematic way and by also considering characteristics of the learner.
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Chklovski, Timothy. "Learner". En the international conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/945645.945650.

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Lee, Shao-Man, Yu-Hsiang Tan y Han-Ting Yu. "LeArNER". En ICAIL 2023: Nineteenth International Conference on Artificial Intelligence and Law. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3594536.3595144.

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S. McCully, Mary. "Promise and Reality of Practiced Distributed Education (DE) Faculty Perspective". En 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2531.

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Student centered. Demonstrable outcomes. Center of gravity shifting from learned to learner. Learn by doing. Collaboration. Critical thinking. Student responsible for learning. Deeper learning. Ongoing feedback. Outcome assessment. Priority on how, not where, a student learns. Life-long learning opportunities. Global access 24/7/365. Effectiveness. Efficiency. Revolution. These are but a few of the touted promises of distributed education (DE) that are supported by new and evolving web based information technologies (IT). Education periodicals bombard their readers with heralds of the IT community’s pledge to revolutionize education out of the industrial age of Taylorized mass production of passive students and into the knowledge age of life long active learners. Notable educators predict DE will profoundly affect the traditional classroom, forcing it to follow the DE classroom in becoming more of a student centered active learning environment. (Carnevale, April, 2001; Newman & Scurry, 2001; Toward a model of distributed learning, 1999) Is there any truth to this hype?
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Faxriyeva, Dilorom. "IMPROVING LEARNER AUTONOMY VIA ONLINE TASKS FOR B1 LEARNERS". En Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.22.

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The current article investigates the urgency, actuality and assessing the effect of online learning activities on the academic achievements of students who took part in a blended learning program, with a particular emphasis on skill-based courses. Typically, a student's learning outcomes are evaluated based on their attained scores, knowledge, or skills throughout the course. In blended learning programs, the learning outcomes can be evaluated based on various criteria. The study focuses on interactive activities, such as teacher-student interactions, that were used to evaluate the learning outcomes of the participants.
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Knight, Simon, Theresa Anderson y Kelly Tall. "Dear learner". En LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3029443.

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Englmeier, Kurt. "User-Centered Models for Adaptive Learner Journeys in Self-Paced Learning". En Intelligent Human Systems Integration (IHSI 2024) Integrating People and Intelligent Systems. AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004532.

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Self-paced learning in digital education endows learners with the autonomy to explore educational content aligned with their interests and ambitions. However, managing the learning effort poses a challenge, as learners must continually estimate and regulate their individual learning pace throughout the course. This paper introduces a model for time and effort management to support learners' self-regulated learning (SRL) skills in self-paced digital courses. The model provides a blueprint for developing digital courses focused on self-paced learning paradigms and includes initial implementations at the Schmalkalden University of Applied Sciences. Successful self-paced learning relies on learners' metacognitive self-regulation strategies. Learners must develop effective SRL skills to monitor their progress, employ appropriate strategies for comprehension and retention, and autonomously manage their learning journey. An adaptive model is proposed to offer personalized recommendations based on individual learner characteristics. It includes a practical indicator model featuring learning complexity indices, estimated time-to-completion indicators, learning milestones, learn controls, and adaptive recommendations. Feedback mechanisms and interactive elements are highlighted for enhancing engagement and reducing cognitive effort in learning. The paper emphasizes the importance of adaptive models, user-centricity, and the need to continuously understand and enhance learner performance in self-paced learning environments to support successful course completion.
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Pandya, Manushri K. y Stacey Pigg. "Learners as Users: Understanding Learner Experiences With Privacy Policy Pages". En SIGDOC '22: The 40th ACM International Conference on Design of Communication. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3513130.3558976.

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Ningsih, Sulistia. "Teacher’s and Learners’ Perceptions of Learner Autonomy in EFL Context". En Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.202.

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Informes sobre el tema "Learner"

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Kaminski, Linda, Magaly Lavadenz, Elvira Armas y Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, noviembre de 2022. http://dx.doi.org/10.15365/ceel.policy.12.

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This research brief presents a case study of an English Learner Improvement Network (ELIN), a group of educators focused on a shared problem of practice in English Learner education and supported through extensive collaboration between researchers and practitioners in English Learner education and Improvement Science. The case study involves an urban school district and a charter organization each serving between 50-80% of students who have ever been English Learners. The research brief identifies five key themes that contribute to knowledge of the English Learner Improvement Networks’ ability to support English Learner improvement: (1) Expert Partnerships Support Improvement; (2) Context Impacts Improvement; (3) Smaller Steps Lead to Larger Changes; (4) Collaborative Coaching Counts; and (5) Teacher Leaders Support Implementation. This ELIN is highlighted as a model of a systemic and coherent approach to educational improvement for ELs through the extensive collaboration provided in English Learner content and Improvement Science process.
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Tare, Medha, Alison R. Shell y Jessica Jackson. Shifting Mindsets: Designing Lessons for Learner Variability. Digital Promise, junio de 2022. http://dx.doi.org/10.51388/20.500.12265/157.

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Classrooms nationwide welcome a diverse group of learners. A goal, and an achievable one, is to recognize this unique diversity on a whole child spectrum and to strive to customize learning to meet individual needs. Critical to this process is for teachers to have at hand research that connects factors of learning in a holistic way. It is equally important to provide research-based strategies that teachers can use to embrace differences and provide pathways to robust learning for each student. With these considerations in mind, the Learner Variability Project (LVP) engaged in a partnership with the national nonprofit DonorsChoose to discover if teachers across the country could use the Learner Variability Navigator (LVN) to find and put in place research-based strategies that address the whole learner. The LVN is a free and open-source web app that curates research to provide factors of learning and affiliated strategies on a whole child framework. The pilot study found that even brief use of LVN encouraged teachers to reflect on the research-based strategies they already use and explore new strategies that support their students’ diverse experiences and needs.
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Cobb, Helen G. Inductive Biases in a Reinforcement Learner,. Fort Belvoir, VA: Defense Technical Information Center, julio de 1992. http://dx.doi.org/10.21236/ada294127.

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Namada, Juliana Mulaa y Bernadatte Kamene Kiarie. Towards Authentic Online Assessment of Learner Performance at United States International University-Africa (USIU-Africa). Mary Lou Fulton Teachers College, diciembre de 2023. http://dx.doi.org/10.14507/mcf-eli.i4.

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Achieving authentic learner assessment is not an easy task. Online teaching and learning require assessment of both formative and summative assessment. The combination of the two types of assessments facilitates measurement of learning outcomes, application of knowledge, metacognition through reflection and self-assessment, interaction through collaborative activities, creation of new knowledge and achievement of higher order thinking which is a daunting task to many organizations. This study focused on moving towards achievement of authentic online assessment of learner performance. It sought to achieve five research questions including establishing the status of online assessment, determining digital tools used on online assessment, finding out the factors which affect exam credibility, examining the extent to which formative assessment contributes to authentic learner assessment and establishing the extent to which summative assessment contributes to authentic learner assessment. The study adopted a mixed method approach which collected and analyzed both qualitative and quantitative data. This triangulation approach facilitated complementarity of the data to adequately interrogate the research questions. Data was collected from faculty members, chairs of departments and the dean for the Chandaria School of Business. Analysis was done using descriptive and inferential statistics. The study findings indicate that the status of online assessment was based on the face-to-face approach, a variety of digital tools were being used in online assessment while several factors associated with learner and instructor support affected examination credibility. The study established that formative assessment contributed significantly and positively towards authentic learner assessment while summative assessment’s contribution to authentic learner assessment was dismal. This study concluded that educational technology tools facilitate learner assessment, and the online examination credibility is key to achieving better results. While both formative and summative assessments are important authentic assessments, more emphasis needs to be placed on formative assessment. The study recommends support to both the learners and the instructors. Specifically, the instructors need to be trained in assessment approaches which lead to authentic learner performance.
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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa y Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-based programs and practices; (3) effective family-community engagement; and (4) accountability models that ensure EL students’ success. The authors include a variety of tools and processes for LEA’s to use in the development of their EL Master Plan.
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Nidup, Tshering, Penjor Ghaley y Madhu Maya. Spotlight: Holistic Education in South & South-East Asia. HundrED, octubre de 2021. http://dx.doi.org/10.58261/gmfv4149.

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Education is a lifelong process where a learner is constantly raising their bar. Life itself is a journey of personal growth and development and therefore the classroom curriculum should reflect the world around us. It should help the learner understand what’s going on around her. Education should be about studying to learn and not learning to study. The role of a teacher is to help a learner understand the process of learning to learn. This takes more precedence now than ever before as we move into a decade that does not resemble anything that we have witnessed in the past. Education, just like us, needs to be Wholistic – one that is dynamic, responsive, and open to new ideas and change. HundrED and Druk Gyalpo’s Institute, Bhutan collaborated to identify and showcase innovations in the South and South East Asia region that focus on holistic education.
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Hopkins, Megan, Pete Goldschmidt, Julie Sugarman, Delia Pompa y Lorena Mancilla. Refining State Accountability Systems for English Learner Success. Migration Policy Institute, enero de 2024. http://dx.doi.org/10.62137/nyya6627.

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Suchan, Jim y Alice Crawford. Factors That Create Learner Engagement in Network-Based Instruction. Fort Belvoir, VA: Defense Technical Information Center, noviembre de 1998. http://dx.doi.org/10.21236/ada359393.

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Betts, Julian, Laura Hill, Karen Bachofer, Joseph Hayes, Andrew Lee y Andrew Zau. Effects of English Learner Reclassification Policies on Academic Trajectories. Cambridge, MA: National Bureau of Economic Research, diciembre de 2020. http://dx.doi.org/10.3386/w28188.

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