Bibliografías temáticas / Learning – Social aspects

Literatura académica sobre el tema "Learning – Social aspects"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Learning – Social aspects"

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

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Markov, D. O. "Social-Psychological Aspects of Professional Learning Motivation". Psychological-Educational Studies 8, n.º 4 (2016): 50–61. http://dx.doi.org/10.17759/psyedu.2016080406.

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The article contains a theoretical review of both Russian (T.O. Gordeeva A.G. Bugrimenko, O.A. Tchadenkova etc.) and foreign (R. Rayan, and E. Dasy, A. Elliot and H. Makgregor, etc) approaches, classifications and researches of motivation of educational-professional activity, and special attention is paid to the socially-psychological features of this motivation: external conditionality of structural components, including achievement motivation, the mechanism of its formation in changing conditions of social environment, as well as nature of correlation of socially-psychological features of personality, in particular, processes of its socially-psychological adaptation, with characteristics of its motivational sphere. The article considers researches of external educational environment, (M. Bokarts, etc.) and inner personality settings (К. Dvak, А. Bandura) on becoming and development of motivation training are considered. Also there are researches of dynamics of motivation of educational-professional activity on various phases of educational process are described.
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Jochems, Wim y Karel Kreijns. "Measuring Social Aspects of Distributed Learning Groups". European Educational Research Journal 5, n.º 2 (junio de 2006): 110–21. http://dx.doi.org/10.2304/eerj.2006.5.2.110.

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Range, Friederike y Zsófia Viranyi. "Different aspects of social learning in dogs". Journal of Veterinary Behavior 4, n.º 6 (noviembre de 2009): 244. http://dx.doi.org/10.1016/j.jveb.2009.05.007.

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Salomon, Gavriel y David N. Perkins. "Chapter 1: Individual and Social Aspects of Learning". Review of Research in Education 23, n.º 1 (enero de 1998): 1–24. http://dx.doi.org/10.3102/0091732x023001001.

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Sideridis, Georgios D. "Social, motivational, and emotional aspects of learning disabilities". International Journal of Educational Research 43, n.º 4-5 (enero de 2005): 209–14. http://dx.doi.org/10.1016/j.ijer.2006.06.002.

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Tantri, Niki Raga. "KEHADIRAN SOSIAL DALAM PEMBELAJARAN DARING BERDASARKAN SUDUT PANDANG PEMBELAJAR PENDIDIKAN TERBUKA DAN JARAK JAUH". Jurnal Pendidikan Terbuka Dan Jarak Jauh 19, n.º 1 (29 de marzo de 2018): 19–30. http://dx.doi.org/10.33830/ptjj.v19i1.310.2018.

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This research describes whether the social presence can be obtained from online learning of distance education setting. Data in this study employed questionnaire adapted from Rovai (2002) which identified 3 aspects of social presence, namely connectedness aspect, learning aspect, and socio-emotional aspect. Data was taken from 60 students who participated in an 8-weeks online learning. The results showed that all aspects have positive attitudes from students’ point of views. The students experienced connectedness aspect, learning aspect, and socio-emotional aspect in online learning regardless the learning situation which was mostly text-based setting.
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Fredlund, Tobias, Cedric Linder y John Airey. "A social semiotic approach to identifying critical aspects". International Journal for Lesson and Learning Studies 4, n.º 3 (13 de julio de 2015): 302–16. http://dx.doi.org/10.1108/ijlls-01-2015-0005.

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Purpose – The purpose of this paper is to propose a social semiotic approach to analysing objects of learning in terms of their critical aspects. Design/methodology/approach – The design for this paper focuses on how the semiotic resources – including language, equations, and diagrams – that are commonly used in physics teaching realise the critical aspects of a common physics object of learning. A social semiotic approach to the analysis of a canonical text extract from optics is presented to illustrate how critical aspects can be identified. Findings – Implications for university teaching and learning of physics stemming from this social semiotic approach are suggested. Originality/value – Hitherto under-explored similarities between the Variation Theory of Learning, which underpins learning studies, and a social semiotic approach to meaning-making are identified. These similarities are used to propose a new, potentially very powerful approach to identifying critical aspects of objects of learning.
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Lis, Magdalena, Natalia Wolna, Marta Moczulska y Kinga Solińska. "Social aspects of introducing online learning - the students' perspective". e-mentor 86, n.º 4 (2020): 36–46. http://dx.doi.org/10.15219/em86.1480.

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The article presents the introduction of online learning at universities in Poland, which was a solution aimed at preventing, countering and combating COVID-19. Attention was drawn to the perception of this change by the stakeholders, i.e. students. The analysis examines students’ concerns regarding the implementation of this form of learning in selected areas related to access to technology, the organization of classes, and the participation in them, social interactions and administrative activities. The aim of the research was also to ascertain students’ opinions on the consequences of the implemented change and on the actions aimed at facilitating the transition to online learning undertaken by the authorities and university employees. The research was conducted with the use of an electronic survey questionnaire. The responses of 189 full-time university students were analyzed. Based on the results of the research, communication between students and university authorities, as well as the involvement of participants in the process of change were considered as key elements in the implementation of online learning. Among the important activities there were those that enable participation in online learning (provision of equipment, programs, licenses) and those that support learning (access to library resources). As regards the latter, conclusions were formulated concerning the planning of teaching, i.e. the content and the way of transferring knowledge.
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Zaikin, Oleg, Magdalena Malinowska, Natalia Bakhtadze y Andrzej Żyławski. "Motivation and social aspects of competence-based learning process". Procedia Computer Science 112 (2017): 1092–101. http://dx.doi.org/10.1016/j.procs.2017.08.131.

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Tesis sobre el tema "Learning – Social aspects"

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Festeu, Dorin. "Social learning programme through physical education lessons in Romania". Thesis, Bucks New University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714447.

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Price, Alan Charles. "Action research in outdoor learning : promoting social and emotional learning in young people with social emotional and behavioural difficulties". Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7428/.

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This research applies a non-typical action research approach to design, implementation and monitoring of an outdoor learning intervention situated within a UK special school for learners with social emotional and behavioural difficulties (SEBD). The rationale for the research is based upon practitioner assumptions that an earlier skills orientated outdoor learning curriculum was inappropriate and that change was required to incorporate opportunities for the learners to develop their social and emotional learning (SEL) skills. The thesis describes the historical role of outdoor learning in relation to SEBD intervention and applies structuration theory (Giddens, 1984) to gain an understanding of previous outdoor learning interventions. The theory has also been used to create a narrative from which to describe the augmentation of SEL skills within the participant group. It was found that SEL augmentation in individuals contributed toward the production of improved social structures within the participant group. Participant attendance on the outdoor learning intervention is also reviewed in the context of alternative curriculum discourse. It was found that participants had improved attendance, punctuality and motivation on intervention days.
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Medrano, Valentina. "Aprendizagem organizacional em organizações baseadas em empreendedorismo social da Colômbia e do Brasil". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-08052015-162704/.

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Este estudo teve como objetivo comparar aspectos individuais e organizacionais associados com o processo de aprendizagem organizacional em organizações empreendedoras sociais dos países Colômbia e Brasil. O trabalho realizado caracteriza-se como qualitativo e comparativo, e utilizou-se o estudo de caso como estratégia de pesquisa. A coleta de dados foi realizada, por sua vez, por entrevistas, observações participantes e análise de documentos oficiais nos dois estudos de casos. A análise de conteúdo dos dados mostraram que há um processo de aprendizagem organizacional em estas organizações predominantemente pela coerência entre objetivos pessoais e organizacionais representado em uma intencionalidade por parte dos sujeitos e a organização de transformação social, harmonia que facilitou o processo de aprendizagem organizacional de forma semelhante nas duas organizações pesquisadas. Em quanto aos aspectos organizacionais associados ao processo de aprendizagem mostrou que está associado a padrões culturais organizacionais, memoria, comunicação, estratégia e estrutura organizacional. A constatação da natureza psicossocial do processo de aprendizagem organizacional permeia os processos e procedimentos na organização, sendo transversal em todos os projetos desenvolvidos por estas organizações. Finaliza o documento apresentando algumas reflexões sobre a importância dos elementos individuais na construção de organização e da aprendizagem organizacional nestes contextos
This study centered towards comparing individual and organizational aspects associated with the organizational learning process in social entrepreneurial organizations from Colombia and Brazil. The study developed here characterizes as qualitative and comparative, in which case study is used as the main research methodology. Data collect was done through interviews, participant observations and official document analysis from the case studies organizations. Data analysis demonstrates that there is an organizational learning process with predominance of certain coherence between personal and organizational which manifest itself through a common social transforming intention in the individuals and the organization. This intention made the learning process easier for both organizations alike. About the organizational aspects associated to the learning process it is shown that it it is itself associated with corporate culture patterns, memory, communication, strategy and organizational structure. The establishment of the psychosocial nature of the learning process permeates the processes and procedures of all projects developed across the organization. This work concludes presenting some comments on the importance of individual elements in the construction of the organization and organizational learning on such contexts
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O'Leary, Joanne Louise. "The impact of the 'social and emotional aspects of learning' framework on primary aged pupils' learning, attendance and behaviour". Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-impact-of-the-social-and-emotional-aspects-of-learning-framework-on-primary-aged-pupils-learning-attendance-and-behaviour(14c581fd-d5e4-4754-8df6-5ab5fcf71cbd).html.

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In 2005, twenty four Lindale schools implemented the DCSF (Department for Children, Schools and Families) framework “Social and Emotional Aspects of Learning” (SEAL). The framework was initially introduced for primary aged children with the aim of developing their social and emotional skills, through the domains of self awareness, managing feelings, motivation, empathy and social skills. However, research around the development of children’s social and emotional skills had also suggested that this could improve attainments, attendance and reduce exclusions. This research explores the impact of the DCSF SEAL curriculum on the distal measures of Key Stage 2 SATs (Standardised Attainments Test) results, attendance, exclusions and pupil referrals for social, emotional and behavioural outreach support. It is longitudinal and compares the data for Lindale primary schools implementing SEAL with those who were not implementing the framework. The impact is measured between 2005, when SEAL was first delivered in twenty four Lindale primary schools, to 2009 when all primary schools had received training in this area. In 2007, semi structured interviews were carried out with a sample of the 2005 cohort of schools. Responses are presented from head teachers, SENCos (Special Educational Needs Coordinators), children and other colleagues in the authority regarding the impact of SEAL in these schools. The study also considers, in more detail, the impact of SEAL on five schools from the original cohort, who were considered to be examples of “Best Practice” in this area. The research indicates no association between the implementation of SEAL and improvements in Key Stage 2 SATs results, attendance or exclusions. These findings were replicated in the more in depth consideration of five schools. However, there has been a gradual decrease, year on year, in the number of pupils referred for social, emotional and behavioural outreach support as an increasing number of schools have implemented SEAL. The views of professionals and children, involved in the original cohort of schools implementing SEAL, are positive about the framework’s impact, particularly in terms of pupils’ behaviour.
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Pihlaja, K. (Kaisa). "Adaptive expertise in teamwork environment:the importance of social aspects in expert work and learning". Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201608122629.

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Today’s society and modern working life is in a constant change which poses challenges for professional expertise as well as to educational systems that are expected to produce the future experts. Work tasks are becoming increasingly complex and multifaceted in which domain-specific knowledge and routine expertise may not suffice anymore, but calls for adaptive expertise: the ability to adapt in new and unfamiliar settings, use knowledge flexibly in creating high-quality, innovative solutions to problems, and to constantly learn new and renew expertise. The previous studies on expertise have informed our understanding about expert performance and learning of expertise, but have mainly concentrated on the cognitive aspects of expertise. Thus it is important to gain more information about adaptive expertise, and especially about the social aspects of adaptive expertise which has been studied less. Also, due to the challenging nature of expert work in modern working life and the fact that work is in increasing amounts performed in teams, this context is important to study. The current study aims at exploring adaptive expertise in working life, more precisely, in the context of teamwork environment to gain more information about the social aspects of adaptive expertise, learning of expertise, and what kind of an effect teamwork environment has in it. The participants in the current study were six adaptive experts from ICT domain. ICT domain was selected as the setting for studying adaptive expertise for the reasons that the domain includes knowledge workers whose jobs require specialization and adaptive expertise on specific domains, often knowledge on only one domain is not enough but diverse knowhow and skills are needed, and work is mainly done in teams. The data was gathered with semi-structured interviews and qualitative content analysis was used to analyze the interview data. The results of the present study give further evidence that adaptive expertise is a highly social phenomenon. Adaptive experts possess good social skills which they make use of when solving work-related complex problems in collaboration with other people, which in turn leads to further growth of their knowledge and skills. The current study also brought forward the various challenges but also the affordances of teamwork environment which not only provide for effective problem solving but also learning and developing expertise when collaborating with other people. Also, the results of this study give support to the view that ICT companies could be considered as second-order environments that promote learning of expertise. In an ICT company the continual contributions to technological and strategical knowledge means that conditions keep changing, and thus there is a need to adapt to these progressive set of conditions. This in turn means that experts need to continually redefine problems at a higher and usually more complex level that are beyond their existing competence, which in turn develops their expertise further. Based on the results of the current study, implications are suggested related to optimal composition of teams as well as communication and information sharing in organizations, the importance of collaborative problem solving in educating future experts, as well as how in expert research the social aspects of adaptive expertise and learning of expertise should be regarded with equal importance as the cognitive aspects.
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Cheng, Mei Ling Tina. "An analysis of social & psychological factors in learning English as a second language in Hong Kong". HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/98.

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Holmes, Brian. "Online learning communities for school teachers' continuous professional development : the cognitive, social and teaching aspects of an eTwinning Learning Event". Thesis, Lancaster University, 2012. http://eprints.lancs.ac.uk/67670/.

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Whereas a reasonable body of research now exists on the use of networked learning and learning communities in higher education, less is known about their use in other sectors of education such as professional development. This research focuses on an example of an online learning community used for school teachers’ continuous professional development (CPD) – in an eTwinning Learning Event (LE). It looks at how the online community supports the development of school teachers’ competence and practice, at how social aspects contribute to the discourse and at the impact of moderation. Action research is used to follow and influence the development of the LE entitled 'Exploiting Web 2.0: eTwinning and Collaboration'. An analysis of the first LE, using the Community of Inquiry (CoI) framework (Garrison et al., 2000) as a theoretical lens, led to changes being applied in the second LE to reinforce the cognitive, teaching and social presence. The event was lengthened to provide an opportunity for participants to apply what they were learning in the LE to their teaching practice and a final activity was added to support reflection amongst peers. Tutor moderation was reinforced at key points and informal social interaction was encouraged through the addition of a virtual staff room. Data were collected via a participant questionnaire, interviews and the coding of the messages in the discussion forums. The subsequent analysis suggests that the applied changes had a positive impact on cognitive development, social interaction and the orchestration of learning. Cognitive presence was reinforced with evidence of critical thinking emerging in the participants' discourse. Teaching presence, initially provided by the tutors, gradually emerged from the participants as they self-organised the collaboration and offered their peers mutual support. Collaboration was seen as contributing to the learning, with informal knowledge sharing and participants perceiving a sense of community. However, the community was ephemeral, lasting only for as long as it served the purpose of learning. The results suggest an emerging model for future eTwinning LEs and their online moderation by a tutor.
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Wright, Nicholas Fernand. "Identifying and Measuring Aspects of Need to Evaluate: Expressing versus Learning". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397492690.

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Mason, Paul Nicholas. "Identity and friendship : the social lives of people described as having a learning disability". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/36752/.

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This thesis is divided into three chapters. A general theme running throughout concerns "the social lives of people described as having a learning disability". Chapter 1 is a critical review, focusing on the literature that has sought to understand how people described as having a learning disability negotiate their identities in the routine and mundane social interactions of their lives. In contrast to earlier research, that has attempted to explore how a "learning disabled identity" is perceived and experienced through direct interviews; the literature in this area offers a different perspective in that all of the studies critiqued use Conversation Analysis [CA] as a methodology. What they illustrate is the influential role of the environment, and more specifically, the roles that professionals and staff can play in relation to empowering or disempowering those whom they support. The contributions of these studies are assessed and clinical implications and recommendations for future research are considered. Chapter 2 is a qualitative study using Interpretative Phenomenological Analysis to explore friendship in the lives of people described as having a learning disability. For participants in the study, friendship was reported as playing an important role in their lives; however other relationships also had considerable significance. Of particular note were relationships with staff and family members. These relationships were at times spoken about as being welcomed and depended on, but at other times seen as a source of frustration. Limitations of the study are discussed, along with clinical implications and recommendations for future research. Chapter 3 is specifically related to Chapter 2, and provides a reflective account of the experience of undertaking a piece of research within the area of learning disabilities. Particular attention is given to some of the dilemmas and challenges that were encountered along the way.
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Fredlund, Tobias. "Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics". Doctoral thesis, Uppsala universitet, Fysikundervisningens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-247771.

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This thesis examines meaning-making in three different areas of undergraduate physics: the refraction of light; electric circuits; and, electric potential and electric potential energy. In order to do this, a social semiotic perspective was constituted for the thesis to facilitate the analysis of meaning-making in terms of the semiotic resources that are typically used in the teaching and learning of physics. These semiotic resources include, for example, spoken and written language, diagrams, graphs, mathematical equations, gestures, simulations, laboratory equipment and working practices. The empirical context of the thesis is introductory undergraduate physics where interactive engagement was part of the educational setting. This setting presents a rich data source, which is made up of video- and audio recordings and field notes for examining how semiotic resources affect physics teaching and learning. Theory building is an integral part of the analysis in the thesis, which led to the constitution of a new analytical tool – patterns of disciplinary-relevant aspects. Part of this process then resulted in the development of a new construct, disciplinary affordance, which for a discipline such as physics, refers to the inherent potential of a semiotic resource to provide access to disciplinary knowledge. These two aspects, in turn, led to an exploration of new empirical and theoretical links to the Variation Theory of Learning. The implications of this work for the teaching and learning of physics means that new focus is brought to the physics content (object of learning), the semiotic resources that are used to deal with that content, and how the semiotic resources are used to create patterns of variation within and across the disciplinary-relevant aspects. As such, the thesis provides physics teachers with new and powerful ways to analyze the semiotic resources that get used in efforts to optimize the teaching and learning of physics.
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Libros sobre el tema "Learning – Social aspects"

1

Järvelä, Sanna. Social and emotional aspects of learning. Amsterdam ; Boston: Academic Press, 2011.

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1940-, Schönpflug Ute, ed. Cultural transmission: Psychological, developmental, social, and methodological aspects. Cambridge: Cambridge University Press, 2008.

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J, Bakker Dirk, Netherlands Organization for Postacademic studies in the Social Sciences. y International Academy for Research in Learning Disabilities., eds. Learning disabilities. [Lisse, Netherlands]: Swets & Zeitlinger, 1989.

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J, Ceci Stephen, ed. Handbook of cognitive, social, and neuropsychological aspects of learning disabilities. Hillsdale, N.J: L. Erlbaum Associates, 1986.

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Joan, Bliss, Säljö Roger 1948-, Light Paul y European Association for Research on Learning and Instruction, eds. Learning sites: Social and technological resources for learning. Amsterdam: Pergamon, 1999.

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Karen, Littleton, ed. Social processes in children's learning. Cambridge, U.K: Cambridge University Press, 1999.

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Casson, Mark. Rational imitation: The economic implications of social learning. Reading, England: University of Reading, Dept. of Economics, 1994.

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G, Race D., ed. Learning disability: A social approach. London: Routledge, 2002.

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Kinginger, Celeste, ed. Social and Cultural Aspects of Language Learning in Study Abroad. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.37.

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Social and cultural aspects of language learning in study abroad. Amsterdam: John Benjamins Publishing Company, 2013.

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Capítulos de libros sobre el tema "Learning – Social aspects"

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Martínez, A., Y. Dimitriadis, B. Rubia, E. Gómez, I. Garrachon y J. A. Marcos. "Studying Social Aspects of Computer-Supported Collaboration with a Mixed Evaluation Approach". En Computer Support for Collaborative Learning, 631–32. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781315045467-144.

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Kane, Sharon. "Affective and Social Aspects of Learning and Literacy in the Disciplines". En Literacy and Learning in the Content Areas, 35–69. Fourth Edition. | New York : Routledge, 2019. | “Third edition published by Holcomb Hathaway 2010”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206914-3.

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He, Xiaoxian, Yunlong Zhu, Kunyuan Hu y Ben Niu. "A Swarm-Based Learning Method Inspired by Social Insects". En Advanced Intelligent Computing Theories and Applications. With Aspects of Artificial Intelligence, 525–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-74205-0_57.

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Fazzi, Luca. "Introducing Creativity into Social Work Managers’ Curricula: Conceptual and Practical Aspects". En Handbook of Applied Teaching and Learning in Social Work Management Education, 113–29. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18038-5_6.

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"Social Aspects of Learning". En Analyzing Best Practices in Technology Education, 221–34. Brill | Sense, 2007. http://dx.doi.org/10.1163/9789087903114_019.

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Ali, Irena, Leoni Warne y Celina Pascoe. "Social Learning Aspects of Knowledge Management". En Social Computing, 64–73. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-984-7.ch006.

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There are probably as many variations of knowledge management definitions as there are practitioners and researchers in the discipline. Complete consensus in such a group would be a surprising finding. This is because the two words are loaded with pre-existing meanings that do not always sit comfortably in juxtaposition, so what it means to “manage knowledge” is difficult to ascertain, and hence comes to mean different things to different people. We do know however, that knowledge exists in the minds of individuals and is generated and shaped through interaction with others. In an organizational setting, knowledge management must, at the very least, be about how knowledge is acquired, constructed, transferred, and otherwise shared with other members of the organization, in a way that seeks to achieve the organization’s objectives. Put another way, knowledge management seeks to harness the power of individuals by supporting them with information technologies and other tools, with the broad aim of enhancing the learning capability of individuals, groups, and in turn, organizations (Ali, Warne, Bopping, Hart, & Pascoe, 2004). Social learning, in this context, is defined as learning occurring in or by a cultural cluster or organizational group or team and includes procedures for transmitting knowledge and practices across different work situations, settings, and time. However, the application of technology must be guided by the needs of the organization and its workers. As Davenport (2005, p.162) states, “While I don’t question the importance of technology in organizations today, it’s only one source of knowledge and learning for knowledge workers.”
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Arvaja, M. y P. Häkkinen. "Social Aspects of Collaborative Learning". En International Encyclopedia of Education, 685–90. Elsevier, 2010. http://dx.doi.org/10.1016/b978-0-08-044894-7.00624-2.

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Young, Kimball. "Some Aspects of Social Learning". En Personality and Problems of Adjustment, 76–98. Routledge, 2018. http://dx.doi.org/10.4324/9781315008219-5.

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Hoppitt, William y Kevin N. Laland. "Methods for Studying Social Learning in the Laboratory". En Social Learning. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691150703.003.0003.

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This chapter describes research methods for investigating social learning in the laboratory. In recent decades laboratory experiments have been conducted to explore the population-level aspects of social transmission; an example is the investigation of aspects of tradition, diffusion, and innovation. This chapter discusses traditional social learning experimental designs, studies of linear transmission chains and replacement transmission chains, and controlled diffusion studies. It also considers some recent neuroscientific analyses of social learning, which extend the study of social learning beyond the behavioral level. In particular, it examines innovation, the biological bases of social learning, neuroendocrinological studies, social learning of fear, and neural mechanisms of observational learning.
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Popescu, Cornelia Nih, Elodie Attie y Laëtitia CHADOUTEAU. "Gamified Learning". En Advances in Human and Social Aspects of Technology, 97–131. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8089-9.ch006.

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In the context of the current COVID-19 pandemic, e-learning represents a more and more important concern of all education providers and an inevitable direction for the current context in training and education. This chapter follows the theory of gamified learning and the theory of flow to understand to which extent game characteristics improve engagement and learning outcomes, such as performance and engagement. To do this, two groups of learners (N=20) were randomly assigned: the experimental group followed a gamified learning module, and the control group followed the same content without gamification mechanisms. The game mechanisms chosen involve a game, a challenge, virtual rewards, an avatar, a final badge, and a system of points and levels. Results show that the gamified course increased the time spent on the course and the overall performance. Hence, this chapter demonstrates the relevance of using gamification to improve learning outcomes.
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Actas de conferencias sobre el tema "Learning – Social aspects"

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Racheva, Veronica. "Social aspects of synchronous virtual learning environments". En PROCEEDINGS OF THE 44TH INTERNATIONAL CONFERENCE ON APPLICATIONS OF MATHEMATICS IN ENGINEERING AND ECONOMICS: (AMEE’18). Author(s), 2018. http://dx.doi.org/10.1063/1.5082050.

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Halimi, Khaled, Hassina Seridi y Catherine Faron-Zucker. "Solearn: A Social Learning Network". En 2011 International Conference on Computational Aspects of Social Networks (CASoN 2011). IEEE, 2011. http://dx.doi.org/10.1109/cason.2011.6085931.

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"Social, cultural and economical aspects in e-learning". En 2013 Fourth International Conference on E-Learning and E-Teaching (ICELET). IEEE, 2013. http://dx.doi.org/10.1109/icelet.2013.6681669.

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Gaevskaya, Elena. "DIGITAL HUMANITIES ASPECTS OF BLENDED LEARNING". En 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.031.

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Kamal, Shahed, Margaret Bearman, Joanna Tai y Brandi Fox. "Exploring the social aspects of student collaboration in online learning". En ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0110.

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Social interaction is seen as a key tenet of constructivist approaches to learning. There is a significant body of literature looking into online collaboration for learning, however less is known about how students experience collaboration more broadly. Understanding student experience may help to understand ways of ensuring online collaboration is successful. This student-led study aimed to explore what can be learnt from student perspectives of online collaboration. This study is embedded in a larger research program surrounding a 2019 course renewal project. Ten undergraduate law students were interviewed as part of the overall study but with additional semi-structured questions regarding collaboration. Participants were enrolled in a mix of online and blended units. Interviews were audio-recorded, transcribed and thematically analysed. Four themes were interpreted: 1) pre-existing social relationships facilitate online collaboration; 2) social media platforms enable interpersonal interaction and, as a result, online collaboration; 3) university-provided platforms lacked social elements of collaboration; and 4) face-to-face collaboration appears frictionless compared to online only collaboration. This study indicates the value of exploring collaboration as a broad social phenomenon rather than one purely focussed on educational designs that promote collaboration. Results suggest a considerable interaction between the interpersonal (friend focus) and study (learning focus). In the online space, collaboration was mediated by pre-existing embodied relationships and social media forums. There was a sense that social media activity would be difficult to mandate. This raises challenges, including how to manage equity issues around access to informal platforms; and how to incorporate into learning environments technologies that are experienced as ‘frictionless’ (i.e., easy and achievable without thought) and which appear to promote collaboration.
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Kučera, Luděk. "Cognitive and Social Aspects of Visualization in Algorithm Learning". En 12th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009359102700277.

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Kanaeva, Nataliya. "Some Aspects of the Paradigm of Sanskrit Learning". En 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.165.

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Wu, Lan, Yang Liu, Axi Wang, YuanLi Gong y ShengQuan Yu. "An analysis of Interaction of Cognitive and Social Aspects during Collaborative Problem Solving". En 2021 International Conference on Advanced Learning Technologies (ICALT). IEEE, 2021. http://dx.doi.org/10.1109/icalt52272.2021.00039.

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Nazarov, V. L. "Aspects Of Distance Learning Implementation In Regional Educational Institutions". En International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.03.174.

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de Lima, Bruno Vicente Alves y Vinicius Ponte Machado. "Machine learning algorithms applied in automatic classification of social network users". En 2012 Fourth International Conference on Computational Aspects of Social Networks (CASoN). IEEE, 2012. http://dx.doi.org/10.1109/cason.2012.6412378.

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Informes sobre el tema "Learning – Social aspects"

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Yorke, Louise, Darge Wole y Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), septiembre de 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong y Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), febrero de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys y Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Mayfield, Colin. Capacity Development in the Water Sector: the case of Massive Open On-line Courses. United Nations University Institute for Water, Environment and Health, enero de 2017. http://dx.doi.org/10.53328/mwud6984.

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The Sustainable Development Goal 6 targets are all dependent on capacity development as outlined in SDG 6a “Expand international cooperation and capacity-building support to developing countries in water- and sanitation related activities and programmes “. Massive Open On-line Courses (MOOCs) and distance learning in general have a significant role to play in this expansion. This report examines the role that MOOCs and similar courses could play in capacity development in the water sector. The appearance of MOOCs in 2010/11 led within 4 years to a huge increase in this type of course and in student enrollment. Some problems with student dropout rates, over-estimating the transformational and disruptive nature of MOOCs and uncertain business models remain, but less “massive” MOOCs with more engaged students are overcoming these problems. There are many existing distance learning courses and programmes in the water sector designed to train and/ or educate professionals, operators, graduate and undergraduate students and, to a lesser extent, members of communities dealing with water issues. There are few existing true MOOCs in the water sector. MOOCs could supply significant numbers of qualified practitioners for the water sector. A suite of programmes on water-related topics would allow anyone to try the courses and determine whether they were appropriate and useful. If they were, the students could officially enroll in the course or programme to gain a meaningful qualification or simply to upgrade their qualifications. To make MOOCs more relevant to education and training in the water sector an analysis of the requirements in the sector and the potential demand for such courses is required. Cooperation between institutions preparing MOOCs would be desirable given the substantial time and funding required to produce excellent quality courses. One attractive model for cooperation would be to produce modules on all aspects of water and sanitation dealing with technical, scientific, social, legal and management topics. These should be produced by recognized experts in each field and should be “stand-alone” or complete in themselves. If all modules were made freely available, users or mentors could assemble different MOOCs by linking relevant modules. Then extracts, simplified or less technical versions of the modules could then be used to produce presentations to encourage public participation and for other training purposes. Adaptive learning, where course materials are more tailored to individual students based on their test results and reactions to the material, can be an integral part of MOOCs. MOOCs efficiently provide access to quality courses at low or no cost to students around the world, they enable students to try courses at their convenience, they can be tailored to both professional and technical aspects, and they are very suitable to provide adaptive learning courses. Cooperation between institutions would provide many course modules for the water sector that collectively could provide excellent programmes to address the challenges of capacity development for SDG 6 and other issues within the water sector.
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Bayley, Stephen, Darge Wole, Louise Yorke, Paul Ramchandani y Pauline Rose. Researching Socio-Emotional Learning, Mental Health and Wellbeing: Methodological Issues in Low-Income Contexts. Research on Improving Systems of Education (RISE), abril de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/068.

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This paper explores methodological issues relating to research on children’s socio-emotional learning (SEL), mental health and wellbeing in low- and lower-middle-income countries. In particular, it examines the key considerations and challenges that researchers may face and provides practical guidance for generating reliable and valid data on SEL, mental health and wellbeing in diverse settings and different cultural contexts. In so doing, the paper draws on the experience of recent research undertaken in Ethiopia to illustrate some of the issues and how they were addressed. The present study extends earlier 2018-2019 RISE Ethiopia research, expanding its scope to consider further aspects of SEL, mental health and wellbeing in the particular context of COVID-19. In particular, the research highlights that the pandemic has brought to the fore the importance of assessing learning, and learning loss, beyond academic learning alone.
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Бондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко y Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.

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Abstract. The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such in-class and distance courses as “Cartography and Basics of Topography”, “Population Geography”, “Information Systems and Technologies in Tourism Industry”, “Regional Economic and Social World Geography (Europe and the CIS)”, “Regional Economic and Social World Geography (Africa, Latin America, Asia, Anglo-America, Australia and Oceania)”, “Socio-Economic Cartography”. The advantages of using the specified interactive tool during the study of geographical disciplines are highlighted out in the article. As it has been established, the organization of the learning process using Google Classroom ensures the unity of in-class and out-of-class learning; it is designed to realize effective interaction of the subjects learning in real time; to monitor the quality of training and control the students’ learning achievements in class as well as out of it, etc. The article outlines the disadvantages that should be taken into account when organizing blended learning using Google Classroom, including the occasional predominance of students’ external motivation in education and their low level of readiness for work in the classroom; insufficient level of material and technical support in some classrooms; need for out-of-class pedagogical support; lack of guidance on the content aspect of Google Classroom pages, etc. Through the test series conducted during 2016-2017, an increase in the number of geography students with a sufficient level of academic achievements and a decrease of those with a low level of it was revealed.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov y Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], febrero de 2020. http://dx.doi.org/10.31812/123456789/3749.

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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.
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Gender mainstreaming in local potato seed system in Georgia. International Potato Center, 2020. http://dx.doi.org/10.4160/9789290605645.

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This report presents the study findings associated with the project “Enhancing Rural Livelihoods in Georgia: Introducing Integrated Seed Health Approaches to Local Potato Seed Systems” in Georgia. It also incorporates information from the results of gender training conducted within the framework of the USAID Potato Program in Georgia. The study had three major aims: 1) to understand the gender-related opportunities and constraints impacting the participation of men and women in potato seed systems in Georgia; 2) to test the multistakeholder framework for intervening in root, tuber, and banana (RTB) seed systems as a means to understand the systems themselves and the possibilities of improving gender-related interventions in the potato seed system; and 3) to develop farmers’ leadership skills to facilitate women’s active involvement in project activities. Results of the project assessment identified certain constraints on gender mainstreaming in the potato seed system: a low level of female participation in decision-making processes, women’s limited access to finances that would enable their greater involvement in larger scale potato farming, and a low awareness of potato seed systems and of possible female involvement in associated activities. Significantly, the perception of gender roles and stereotypes differs from region to region in Georgia; this difference is quite pronounced in the target municipalities of Kazbegi, Marneuli, and Akhalkalaki, with the last two having populations of ethnic minorities (Azeri and Armenian, respectively). For example, in Marneuli, although women are actively involved in potato production, they are not considered farmers but mainly as assistants to farmers, who are men. This type of diversity (or lack thereof) results in a different understanding of gender mainstreaming in the potato seed system as well. Based on the training results obtained in three target regions—Akhalkalaki, Akhaltsikhe, and Marneuli—it is evident that women are keen on learning new technologies and on acquiring updated agricultural information, including on potato production. It is also clear that women spend as much time as men do on farming activities such as potato production, particularly in weeding and harvesting. However, women are heavily burdened with domestic work, and they are not major decision-makers with regard to potato variety selection, agricultural investments, and product sales, nor with the inclusion of participants in any training provided. Involving women in project activities will lead to greater efficiency in the potato production environment, as women’s increased knowledge will certainly contribute to an improved production process, and their new ideas will help to improve existing production systems, through which women could also gain confidence and power. As a general recommendation, it is extremely important to develop equitable seed systems that take into consideration, among other factors, social context and the cultural aspects of local communities. Thus, understanding male and female farmers’ knowledge may promote the development of seed systems that are sustainable and responsive to farmers’ needs and capacities.
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