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Artículos de revistas sobre el tema "Learning"

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Publicado: 4 de junio de 2021
Última modificación: 14 de diciembre de 2024

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1

Kim, Hye-Jin. "M-Learning Application for Ubiquitous Learning Based on Android Web Platform". Journal of the Korea Academia-Industrial cooperation Society 12, n.º 12 (31 de diciembre de 2011): 5564–69. http://dx.doi.org/10.5762/kais.2011.12.12.5564.

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Kim, Hye-Jin. "Educational Paradigm Shift from E-Learning to Mobile Learning Toward Ubiquitous Learning". Journal of the Korea Academia-Industrial cooperation Society 12, n.º 11 (30 de noviembre de 2011): 4788–95. http://dx.doi.org/10.5762/kais.2011.12.11.4788.

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Chagas, Edgar Thiago De Oliveira. "Deep Learning e suas aplicações na atualidade". Revista Científica Multidisciplinar Núcleo do Conhecimento 04, n.º 05 (8 de mayo de 2019): 05–26. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/administracao/deep-learning.

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4

You, Yeong Mahn. "How Could We Marry Knowledge Management to e-Learning with Learning Objects?; The Possicilitiey and Limitations". Journal of Educational Technology 17, n.º 2 (30 de junio de 2001): 53–89. http://dx.doi.org/10.17232/kset.17.2.53.

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Joan, D. R. Robert y Dr S. P. Denisia Dr. S. P. Denisia. "Features of Electronic Learning, Mobile Learning and Virtual Learning". International Journal of Scientific Research 2, n.º 4 (1 de junio de 2012): 73–75. http://dx.doi.org/10.15373/22778179/apr2013/29.

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Kulsum, Umi. "HYBRID LEARNING TIME MODIFICATION CAN IMPROVE LEARNING ACTIVITY AND LEARNING OUTCOMES". SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 11, n.º 3 (23 de diciembre de 2021): 263–68. http://dx.doi.org/10.24114/sejpgsd.v11i3.27922.

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The purpose of this study was to determine the effectiveness of hybrid learning time modification in terms of learning outcomes; knowing the relationship between learning activities and learning outcomes and knowing the effect of hybrid and one other group is the conventional group (face-to-face only), this group is the control group.Collecting data using a learning activity questionnaire and a knowledge test to determine learning outcomes. Data analysis technique with Ancova. The results of the study: (1) hybrid learning time modification is effective in improving learning outcomes (2) significant relationship between learning activity and learning outcomes, significance 0.000; (3) there is a significant difference in the effect of variations in hybrid learning time modification on learning activity and learning outcomes, the significance of 0.037 Keywords: Time Modification, Hybrid Learning, Active Learning, Learning Outcomes
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Azis, Yunia Mulyani. "Sharing Time Learning (Face to Face and Online Learning) in Blended Learning". International Journal of Psychosocial Rehabilitation 24, n.º 02 (20 de febrero de 2020): 466–74. http://dx.doi.org/10.37200/ijpr/v24i2/pr200358.

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Bhoite, Dr Sudhakar D. "E-Learning: the Technology Enhanced Learning (TEL) Makes Learning Easier And Flexible". International Journal of Scientific Research 2, n.º 9 (1 de junio de 2012): 84–85. http://dx.doi.org/10.15373/22778179/sep2013/29.

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Sirkemaa, Seppo J. "Analysing e-Learning and Modern Learning Environments". International Journal of Information and Education Technology 4, n.º 2 (2014): 176–79. http://dx.doi.org/10.7763/ijiet.2014.v4.393.

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Karolczuk, Marzanna. "Blended learning (e-learning) in language studies". Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 13 (2017): 119–28. http://dx.doi.org/10.16926/sn.2017.13.09.

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Stonier, Keith A. "Learning for progression and employability or learning for learning's sake?" British Journal of Learning Disabilities 41, n.º 4 (28 de octubre de 2013): 249–55. http://dx.doi.org/10.1111/bld.12049.

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12

Chagas, Edgar Thiago De Oliveira. "Deep Learning and its applications today". Revista Científica Multidisciplinar Núcleo do Conhecimento 04, n.º 05 (8 de mayo de 2019): 05–26. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/business-administration/deep-learning-2.

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13

Fong, A. C. M. y G. Hong. "Boosted Supervised Intensional Learning Supported by Unsupervised Learning". International Journal of Machine Learning and Computing 11, n.º 2 (marzo de 2021): 98–102. http://dx.doi.org/10.18178/ijmlc.2021.11.2.1020.

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Traditionally, supervised machine learning (ML) algorithms rely heavily on large sets of annotated data. This is especially true for deep learning (DL) neural networks, which need huge annotated data sets for good performance. However, large volumes of annotated data are not always readily available. In addition, some of the best performing ML and DL algorithms lack explainability – it is often difficult even for domain experts to interpret the results. This is an important consideration especially in safety-critical applications, such as AI-assisted medical endeavors, in which a DL’s failure mode is not well understood. This lack of explainability also increases the risk of malicious attacks by adversarial actors because these actions can become obscured in the decision-making process that lacks transparency. This paper describes an intensional learning approach which uses boosting to enhance prediction performance while minimizing reliance on availability of annotated data. The intensional information is derived from an unsupervised learning preprocessing step involving clustering. Preliminary evaluation on the MNIST data set has shown encouraging results. Specifically, using the proposed approach, it is now possible to achieve similar accuracy result as extensional learning alone while using only a small fraction of the original training data set.
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14

Arisanty, Deasy. "Improving Geography Learning through Project-based Learning Model". International Journal of Psychosocial Rehabilitation 24, n.º 5 (31 de marzo de 2020): 585–94. http://dx.doi.org/10.37200/ijpr/v24i5/pr201723.

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15

Khalikov, Azam, Sabina Smirnova, Gulnoza Baymatova, Gulshod Khamidova y Mohidil Safarova. "The Basic Principles of Learning of Collaborative Learning". International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (28 de febrero de 2020): 402–8. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201171.

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16

Kumar, Nikhil. "Effectiveness of E-Learning Through Learning Management System". Indian Journal of Applied Research 4, n.º 5 (1 de octubre de 2011): 340–41. http://dx.doi.org/10.15373/2249555x/may2014/101.

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17

V.L., Ramesh y Narayanamurthy C. "Do Learning Styles Influence Learning Outcome in Pathology". Indian Journal of Pathology: Research and Practice 6, n.º 3 (part-2) (2017): 696–700. http://dx.doi.org/10.21088/ijprp.2278.148x.6317.32.

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18

Tóthová, D. y K. Hennyeyová. "Preparation of e-learning methodology in distance learning". Agricultural Economics (Zemědělská ekonomika) 48, No. 8 (1 de marzo de 2012): 364–66. http://dx.doi.org/10.17221/5336-agricecon.

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Education should be understood as a method of sharing and disseminating information. It deals not only with obtaining the right information in the right time but also with full understanding and processing of the information in the given context. Distance learning is a technology, where the distance between a teacher and a student, or among students, is characterized by the speed of the feedback, i.e. how quickly the student gets the feedback from his teacher – tutor. This type of education cannot exist without electronic education. It means providing the students with the content of a course via all electronic media including Internet, intranet and CD-ROMs. Before processing of the materials into this form, it is necessary to develop the methodology, which could be used effectively by distance learning project teams.
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19

R. D. Gomathi, R. D. Gomathi y P. Kiruthika P. Kiruthika. "Activity Based Language Learning – an Effective Learning Method". Indian Journal of Applied Research 3, n.º 11 (1 de octubre de 2011): 254–55. http://dx.doi.org/10.15373/2249555x/nov2013/82.

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20

Kishore, Dr Kaushal y Dr Amni Sahni. "Teaching Children with Learning Disabilities through Cooperative Learning". Indian Journal of Applied Research 1, n.º 1 (1 de octubre de 2011): 41–42. http://dx.doi.org/10.15373/2249555x/oct2011/13.

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21

Khidzir, Nik Zulkarnaen, Khairul Azhar Mat Daud y Mohd Asrul Hery Ibrahim. "The Relationship among Student’s Domain of Learning Development Implementing Virtual Learning in Higher Learning Institutions". International Journal of Information and Education Technology 6, n.º 6 (2016): 418–22. http://dx.doi.org/10.7763/ijiet.2016.v6.725.

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22

Marie Lockton, Marie Lockton, Anita Caduff Marie Lockton, Martin Rehm Anita Caduff y Alan J. Daly Martin Rehm. "Extending the Learning Space: Cultivating an Online Learning Community in Support of District Professional Learning". 教育政策與管理 8, n.º 8 (diciembre de 2022): 001–29. http://dx.doi.org/10.53106/251889252022120008001.

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23

Ventura, Michele Della. "Problem-Based Learning and e-Learning in Sound Recording". International Journal of Information and Education Technology 4, n.º 5 (2014): 426–29. http://dx.doi.org/10.7763/ijiet.2014.v4.443.

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24

Son, Xiaodan y Yang-soo Jung. "Exploring Influencing Factors of Smart Learning for English Learning". JOURNAL OF HUMANITIES STUDIES 110 (30 de marzo de 2018): 295–324. http://dx.doi.org/10.46346/tjhs.110..11.

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25

Rego, Michelle. "The Global Learning Distinction: an Experiential Learning Research Project". JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 3, n.º 3 (2018): 50–54. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.33.3005.

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The purpose of this paper is to demonstrate the importance of integrating global learning and culturally-responsive teaching as part of a University curriculum to prepare graduates to enter a global workforce. According to the Association of American Colleges and Universities (AAC&U), global learning programs are an important aspect of culturally responsive teaching which help students to “understand and engage the diversities and commonalities among the world’s peoples, cultures, nations, and regions” (AAC&U, 2018). The objective of this experiential learning project, implemented at the College of Business at Johnson & Wales University in Providence, RI, USA, was to research ways to engage students in active global learning both inside and outside of the classroom. Specifically, the problem being explored included needs to assess student attitudes toward global learning (1), understand perceived benefits of a Global Learning Distinction program (2), and identify an opportunity for students to get involved in the promotion of this program prior to the full launch in 2018 (3). Focus group research results are discussed and recommendations for future research in Global Learning.
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26

Zitar, Raed Abu, Ammar EL-Hassan y Oraib AL-Sahlee. "Deep Learning Recommendation System for Course Learning Outcomes Assessment". Journal of Advanced Research in Dynamical and Control Systems 11, n.º 10-SPECIAL ISSUE (31 de octubre de 2019): 1491–78. http://dx.doi.org/10.5373/jardcs/v11sp10/20192993.

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27

Akgül, İsmail y Yıldız Aydın. "OBJECT RECOGNITION WITH DEEP LEARNING AND MACHINE LEARNING METHODS". NWSA Academic Journals 17, n.º 4 (29 de octubre de 2022): 54–61. http://dx.doi.org/10.12739/nwsa.2022.17.4.2a0189.

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28

Alla, Sri Sai Meghana y Kavitha Athota. "Brain Tumor Detection Using Transfer Learning in Deep Learning". Indian Journal Of Science And Technology 15, n.º 40 (27 de octubre de 2022): 2093–102. http://dx.doi.org/10.17485/ijst/v15i40.1307.

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29

Raju Cherukuri, Bangar. "Federated Learning: Privacy-Preserving Machine Learning in Cloud Environments". International Journal of Science and Research (IJSR) 13, n.º 10 (5 de octubre de 2024): 1539–49. http://dx.doi.org/10.21275/ms241022095645.

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30

KLEMENT, Milan y Miroslav CHRÁSKA. "TYPOLOGY OF STUDENTS ACCORDING TO THEIR LEVEL OF INTEREST IN THE EDUCATION THROUGH E-LEARNING: IS E-LEARNING SUITABLE FOR EVERYONE". Journal of Technology and Information 4, n.º 2 (1 de agosto de 2012): 5–11. http://dx.doi.org/10.5507/jtie.2012.025.

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31

Hancocks, Stephen. "Learning about learning". British Dental Journal 198, n.º 4 (febrero de 2005): 185. http://dx.doi.org/10.1038/sj.bdj.4812079.

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32

Eldridge, Amy. "Learning About Learning". Journal of Analytic Social Work 5, n.º 2 (7 de mayo de 1998): 77–84. http://dx.doi.org/10.1300/j408v05n02_05.

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33

Ozier, Marcia. "Learning From Learning". Contemporary Psychology: A Journal of Reviews 30, n.º 11 (noviembre de 1985): 883–84. http://dx.doi.org/10.1037/023329.

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34

Koo, L. C. "Learning action learning". Journal of Workplace Learning 11, n.º 3 (mayo de 1999): 89–94. http://dx.doi.org/10.1108/13665629910264244.

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35

Sriram, Rishi. "Learning about Learning". About Campus: Enriching the Student Learning Experience 23, n.º 1 (marzo de 2018): 13–19. http://dx.doi.org/10.1177/1086482218765747.

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36

Siegler, Robert S. "Learning About Learning". Merrill-Palmer Quarterly 50, n.º 3 (2004): 353–68. http://dx.doi.org/10.1353/mpq.2004.0025.

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37

Harker, Emily. "Learning about learning". Health Information & Libraries Journal 26, n.º 2 (27 de mayo de 2009): 156–60. http://dx.doi.org/10.1111/j.1471-1842.2009.00847.x.

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38

Halkier, Henrik. "Learning Transnational Learning". Regional Studies 48, n.º 2 (13 de enero de 2014): 418–19. http://dx.doi.org/10.1080/00343404.2013.871146.

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39

Painter, Clare. "Learning about learning". Functions of Language 3, n.º 1 (1 de enero de 1996): 95–125. http://dx.doi.org/10.1075/fol.3.1.05pai.

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Systemic-functional linguistics (SFL) is used as a framework within which a child's 'cognitive' development can be seen in linguistic terms as the building of a meaning potential which gains realisation in texts. Data are then presented from a diary study of one child's speech between the ages of two and a half and five years, focussing on the child's use of 'mental' and 'verbal' clauses (such as I think or she said) in order to reveal the child's understandings about information exchange, which constitutes the basis of learning. The naturalistic data display various developments in the child's construals of semiotic exchange, including exploration of 'false' information and the status of perceptual evidence. A general pattern emerges whereby the child moves out from representing and exploring the 'I-you-now' of the ongoing interaction, to a later construal of the world beyond this 'deictic centre', suggesting an intersubjective rather than an 'egocentric' starting point to development.
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40

Lewis, Ted G. y Peter J. Denning. "Learning machine learning". Communications of the ACM 61, n.º 12 (20 de noviembre de 2018): 24–27. http://dx.doi.org/10.1145/3286868.

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41

Williams, Douglas A. y Jennifer L. Hurlburt. "Learning About Learning". Contemporary Psychology: A Journal of Reviews 43, n.º 2 (febrero de 1998): 135–36. http://dx.doi.org/10.1037/001521.

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42

Ende, Jack. "Learning about learning". Journal of General Internal Medicine 10, n.º 3 (marzo de 1995): 172–73. http://dx.doi.org/10.1007/bf02599678.

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43

Hariyanto, Didik. "The Design of Adaptive Learning System Based on the Collaboration of m-Learning and e-Learning Platform". Journal of Advances in Computer Networks 2, n.º 4 (2014): 311–14. http://dx.doi.org/10.7763/jacn.2014.v2.131.

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44

Jovita Lantang Anetha, Gisela. "Development of a Discovery Learning Learning Model Combined with Literacy Activities and Educandy Games in Learning Mathematics". International Journal of Science and Research (IJSR) 12, n.º 6 (5 de junio de 2023): 1850–57. http://dx.doi.org/10.21275/sr23612160341.

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45

Paradis, Robert-Georges. "Learning for Learning's Sake and More". Journal of Continuing Higher Education 43, n.º 2 (abril de 1995): 27–31. http://dx.doi.org/10.1080/07377366.1995.10400929.

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46

Alonso, Fernando, Genoveva López, Daniel Manrique y José María Viñes. "Learning objects, learning objectives and learning design". Innovations in Education and Teaching International 45, n.º 4 (noviembre de 2008): 389–400. http://dx.doi.org/10.1080/14703290802377265.

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47

Holmqvist, Mona, Laila Gustavsson y Anna Wernberg. "Generative learning: learning beyond the learning situation". Educational Action Research 15, n.º 2 (junio de 2007): 181–208. http://dx.doi.org/10.1080/09650790701314684.

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48

van Breda-Verduijn, Hester y Marjoleine Heijboer. "Learning culture, continuous learning, organizational learning anthropologist". Industrial and Commercial Training 48, n.º 3 (7 de marzo de 2016): 123–28. http://dx.doi.org/10.1108/ict-11-2015-0074.

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Purpose – The purpose of this paper is to clarify the way an organizational culture forms the right breeding ground for continuous learning. More and more organizations feel the urgency for innovation and continuous improvement. Learning is a key issue in this. A powerful culture of learning forms an effective breeding ground for continuous learning. That is the reason why in this paper the concept of “learning culture” will be analyzed: how will it contribute to continuous improvement and innovation? The authors will answer this question by taking the perspective of an organizational learning anthropologist. Design/methodology/approach – The paper combines the perspective of educational sciences and cultural anthropology, and is based on a variety of professional literature. The main point of reference is the model of organizational culture of Schein (1999). Findings – Each organization has its own unique learning culture. A learning culture is considered effective when it is supporting the organizational objectives. And a learning culture is effective when it forms an effective breeding ground for the learning needed within the organization. Practical/implications – This perspective will bring learning and development professionals new ways of looking at the learning issues and solutions in their organizations. They will get acquainted with the method to analyze the learning culture in their own organization. They will understand how their organizational culture can influence learning issues. Besides that, they will get some ideas on how to improve the learning culture of their organization. Originality/value – This paper combines insights from cultural anthropology and educational sciences.
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Hyysalo, Sampsa. "Learning for learning economy and social learning". Research Policy 38, n.º 5 (junio de 2009): 726–35. http://dx.doi.org/10.1016/j.respol.2009.01.003.

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Conradie, P. W. "Supporting Self-Directed Learning by Connectivism and Personal Learning Environments". International Journal of Information and Education Technology 4, n.º 3 (2014): 254–59. http://dx.doi.org/10.7763/ijiet.2014.v4.408.

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