Artículos de revistas: "Theory-based learning"

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Hassan, M. H. y P. Siy. "Thresholding based on learning theory". Proceedings of the IEEE 76, n.º 10 (octubre de 1988): 1379–81. http://dx.doi.org/10.1109/5.16337.

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McGaghie, William C. y Ilene B. Harris. "Learning Theory Foundations of Simulation-Based Mastery Learning". Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 13 (junio de 2018): S15—S20. http://dx.doi.org/10.1097/sih.0000000000000279.

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David, T. J. y L. Patel. "Adult learning theory, problem based learning, and paediatrics." Archives of Disease in Childhood 73, n.º 4 (1 de octubre de 1995): 357–63. http://dx.doi.org/10.1136/adc.73.4.357.

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Hanneke, Steve. "Theory of Disagreement-Based Active Learning". Foundations and Trends® in Machine Learning 7, n.º 2-3 (2014): 131–309. http://dx.doi.org/10.1561/2200000037.

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Neale, Deb. "Theory-based learning lacking in relevance". Nursing Standard 17, n.º 26 (12 de marzo de 2003): 31. http://dx.doi.org/10.7748/ns.17.26.31.s49.

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Lin, Jyh-Han y Jeffrey Scott Vitter. "A theory for memory-based learning". Machine Learning 17, n.º 2-3 (1994): 143–67. http://dx.doi.org/10.1007/bf00993469.

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Boyd, Evelyn, Hazel Knox y John Struthers. "Work-Based Learning, Theory and Practice". Industry and Higher Education 17, n.º 3 (junio de 2003): 163–78. http://dx.doi.org/10.5367/000000003101296828.

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This paper begins with a discussion and analysis of the relevance of work-based learning to contemporary education and training needs. It then briefly outlines changes in attitudes and approaches to higher education and training in the UK over the past few decades and highlights the new ‘learning partnership model’ (LPM) as one that offers great potential for the effective development of a wide range of skills. In this context, the authors present a detailed analytical case study of a European-funded Adapt-University for Industry project that sought to identify training needs and to provide guidance and advice on work-based learning opportunities for a variety of Scottish small and medium-sized enterprises (SMEs). Using Training Needs Analysis, the authors assess the difficulties as well as the opportunities inherent in such projects. The findings illustrate the heterogeneity of the SMEs' training and guidance requirements and highlight the importance of addressing the tension that exists between the different expectations of employers and employees in relation to training needs and benefits.

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Hsu, Wei Chih y Cheng Hsiu Li. "An Adaptively-Guiding Web-Based E-Learning System Based on Competency-Based Learning Theory". Applied Mechanics and Materials 284-287 (enero de 2013): 3305–9. http://dx.doi.org/10.4028/www.scientific.net/amm.284-287.3305.

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Competency-based Learning Theory (CBLT) emphasizes that learners are protagonists in the entire learning process. In order to achieve the predictive learning targets of learners, CBLT make much of the individual differences between learners, and use the personal adaptive learning route in the CBLT procedure with evaluation, feedback, and modification. This paper used CBLT to be a foundation of system design, and to apply the CBLT procedure to guide learners to study adaptively. Our system implemented from CBLT can provide a personal adaptive learning route to learners, and has the adaptively-guiding assistant learning ability to help learners to learn independently and adaptively. The results of the experiment indicate that the learners could learn in the system independently and adaptively without teacher involvement while the learning courses had standard range and could be classified to several categories according the content characters. The results of the experiment proved this Adaptively-guiding Web-based E-learning (AGWBE) System based on CBLT was an effective computer-assisted instruction system that could guide learners to study independently and adaptively, then to share the teacher’s teaching workload efficiently.

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9

Chaikeawmay, Phakwipa, Assoc Prof Ratana Na Lamphun y Dr Ken Kemp. "LEARNING CHINESE IN EARLY CHILDHOOD BASED ON CONSTRUCTIVISM LEARNING THEORY ." International Journal of Social Science and Economic Research 6, n.º 7 (30 de julio de 2021): 2374–89. http://dx.doi.org/10.46609/ijsser.2021.v06i07.022.

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Rasouli, Sahar y Mahboobeh Namnabati. "Nurses' learning of Infants' venipuncture based on Kolb's learning theory". Journal of Neonatal Nursing 25, n.º 5 (octubre de 2019): 245–48. http://dx.doi.org/10.1016/j.jnn.2019.04.002.

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Dutt, V. y C. Gonzalez. "Making Instance-based Learning Theory Usable, Transparent, and Understandable: Instance-based Learning Tool". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 55, n.º 1 (1 de septiembre de 2011): 1813–17. http://dx.doi.org/10.1177/1071181311551377.

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Dutt, Varun y Cleotilde Gonzalez. "Making Instance-based Learning Theory usable and understandable: The Instance-based Learning Tool". Computers in Human Behavior 28, n.º 4 (julio de 2012): 1227–40. http://dx.doi.org/10.1016/j.chb.2012.02.006.

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Pouncy, Thomas y Samuel J. Gershman. "Inductive biases in theory-based reinforcement learning". Cognitive Psychology 138 (noviembre de 2022): 101509. http://dx.doi.org/10.1016/j.cogpsych.2022.101509.

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Shui-Li, Zhang, Dong Jun-Tang y Gao Ying. "FSRM Feedback Algorithm based on Learning Theory". Open Cybernetics & Systemics Journal 9, n.º 1 (26 de junio de 2015): 699–703. http://dx.doi.org/10.2174/1874110x01509010699.

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DeCaporale-Ryan, Lauren N., Rita Dadiz y Sarah E. Peyre. "Simulation-based learning: From theory to practice." Families, Systems, & Health 34, n.º 2 (junio de 2016): 159–62. http://dx.doi.org/10.1037/fsh0000203.

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Bontchev, Boyan, Dessislava Vassileva, Adelina Aleksieva-Petrova y Milen Petrov. "Playing styles based on experiential learning theory". Computers in Human Behavior 85 (agosto de 2018): 319–28. http://dx.doi.org/10.1016/j.chb.2018.04.009.

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17

Halliday, M. A. K. "Towards a language-based theory of learning". Linguistics and Education 5, n.º 2 (enero de 1993): 93–116. http://dx.doi.org/10.1016/0898-5898(93)90026-7.

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18

Wells, Gordon. "Toward a Language-Based Theory of Learning". Contemporary Psychology: A Journal of Reviews 36, n.º 8 (agosto de 1991): 691–92. http://dx.doi.org/10.1037/030051.

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19

Etzioni, Oren. "A structural theory of explanation-based learning". Artificial Intelligence 60, n.º 1 (marzo de 1993): 93–139. http://dx.doi.org/10.1016/0004-3702(93)90035-a.

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Affeldt, Fabrício Sobrosa y Fábio Ferraz Fernandez. "Problem-Based Learning: A Teaching and Learning Model for Organization Theory". Revista Ibero-Americana de Estudos em Educação 13, esp1 (30 de abril de 2018): 436–50. http://dx.doi.org/10.21723/riaee.nesp1.v13.2018.11437.

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Ertuğrul, Ömer Faruk y Mehmet Emin Tağluk. "A novel machine learning method based on generalized behavioral learning theory". Neural Computing and Applications 28, n.º 12 (9 de abril de 2016): 3921–39. http://dx.doi.org/10.1007/s00521-016-2314-8.

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22

Robertson, Margaret. "Task-Based Language Teaching and Expansive Learning Theory". TESL Canada Journal 31 (21 de enero de 2015): 187. http://dx.doi.org/10.18806/tesl.v31i0.1194.

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Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit of locating TBLT in Expansive Learning Theory is that it provides concrete explanations for how cycles of meaning making and negotiation can be worked into task phases. It provides an elaboration of the cyclical learning processes that may be embedded in tasks, improving the intentionality and focus of language tasks. In doing this it clearly establishes task-based teaching as a robust construct for language teaching programs. Additionally, the location of TBLT within Expansive Learning Theory makes explicit the central importance of intercultural communication competence to language learning, positioning culture as a mediating artefact in learning. This may provide teachers choosing to use TBLT as their pedagogy with a theoretical underpinning of expansive learning and with tools to assist their teaching practice. Additionally, it may contribute to teacher training and professional development through clarity provided by placing TBLT pedagogy within the theoretical framework of Expansive Learning Theory.L’enseignement des langues basé sur les tâches (ELBT) est de plus en plus perçu comme une pédagogie efficace, mais sa place au sein des théories socioculturelles de l’apprentissage a donné lieu à des malentendus et des critiques. L’objectif de cet article est d’expliquer la concordance entre l’ELBT et la théorie de l’apprentissage expansif, d’une part, et les avantages de le faire, d’autre part. Le fait de situer l’ELBT dans la théorie de l’apprentissage expansif permet d’offrir des explications concrètes pour l’intégration des cycles de production de sens et de négociation dans les phases de tâches. L’élaboration des processus d’apprentissage cyclique qui peuvent être ancrés dans les tâches vient améliorer l’intentionnalité et l’objectif des tâches langagières, établissant ainsi l’enseignement basé sur les tâches comme cadre solide des programmes d’enseignement des langues, exposant l’importance centrale de la communication interculturelle dans l’apprentissage d’une langue et remettant à la culture un rôle de médiateur dans l’apprentissage. Tout ceci peut offrir aux enseignants qui choisissent de baser leur pédagogie sur l’ELBT un fondement théorique en apprentissage expansif et des outils pour appuyer leur pratique. L’intégration de la pédagogie de l’ELBT au sein du cadre théorique de l’apprentissage expansif peut également contribuer à la formation et au développement professionnel des enseignants.

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23

Eftekhari, Zahra y Shahram Rahimi. "Preana: Game Theory Based Prediction with Reinforcement Learning". Natural Science 06, n.º 13 (2014): 1108–21. http://dx.doi.org/10.4236/ns.2014.613099.

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SUGENO, Michio y Gyei-kark PARK. "Learning Based on Linguistic Instructions Using Fuzzy Theory". Journal of Japan Society for Fuzzy Theory and Systems 4, n.º 6 (1992): 1164–81. http://dx.doi.org/10.3156/jfuzzy.4.6_158.

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Ben-Bouazza, Fatima-Ezzahraa, Younès Bennani, Guénaël Cabanes y Abdelfettah Touzani. "Unsupervised collaborative learning based on Optimal Transport theory". Journal of Intelligent Systems 30, n.º 1 (1 de enero de 2021): 698–719. http://dx.doi.org/10.1515/jisys-2020-0068.

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Abstract Collaborative learning has recently achieved very significant results. It still suffers, however, from several issues, including the type of information that needs to be exchanged, the criteria for stopping and how to choose the right collaborators. We aim in this paper to improve the quality of the collaboration and to resolve these issues via a novel approach inspired by Optimal Transport theory. More specifically, the objective function for the exchange of information is based on the Wasserstein distance, with a bidirectional transport of information between collaborators. This formulation allows to learns a stopping criterion and provide a criterion to choose the best collaborators. Extensive experiments are conducted on multiple data-sets to evaluate the proposed approach.

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26

Du, Xin, Katayoun Farrahi y Mahesan Niranjan. "Information Bottleneck Theory Based Exploration of Cascade Learning". Entropy 23, n.º 10 (18 de octubre de 2021): 1360. http://dx.doi.org/10.3390/e23101360.

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In solving challenging pattern recognition problems, deep neural networks have shown excellent performance by forming powerful mappings between inputs and targets, learning representations (features) and making subsequent predictions. A recent tool to help understand how representations are formed is based on observing the dynamics of learning on an information plane using mutual information, linking the input to the representation (I(X;T)) and the representation to the target (I(T;Y)). In this paper, we use an information theoretical approach to understand how Cascade Learning (CL), a method to train deep neural networks layer-by-layer, learns representations, as CL has shown comparable results while saving computation and memory costs. We observe that performance is not linked to information–compression, which differs from observation on End-to-End (E2E) learning. Additionally, CL can inherit information about targets, and gradually specialise extracted features layer-by-layer. We evaluate this effect by proposing an information transition ratio, I(T;Y)/I(X;T), and show that it can serve as a useful heuristic in setting the depth of a neural network that achieves satisfactory accuracy of classification.

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Hrynchak, Patricia y Helen Batty. "The educational theory basis of team-based learning". Medical Teacher 34, n.º 10 (30 de mayo de 2012): 796–801. http://dx.doi.org/10.3109/0142159x.2012.687120.

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van der Knaap, Peter. "Theory-Based Evaluation and Learning: Possibilities and Challenges". Evaluation 10, n.º 1 (enero de 2004): 16–34. http://dx.doi.org/10.1177/1356389004042328.

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Subramanian, Jayakumar y Aditya Mahajan. "Renewal Monte Carlo: Renewal Theory-Based Reinforcement Learning". IEEE Transactions on Automatic Control 65, n.º 8 (agosto de 2020): 3663–70. http://dx.doi.org/10.1109/tac.2019.2953089.

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Gibbes, Marina y Lorna Carson. "Project-based language learning: an activity theory analysis". Innovation in Language Learning and Teaching 8, n.º 2 (20 de mayo de 2013): 171–89. http://dx.doi.org/10.1080/17501229.2013.793689.

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31

Fisher, Margaret y Sue Moore. "Enquiry-based learning links psychology theory to practice". British Journal of Midwifery 13, n.º 3 (marzo de 2005): 148–52. http://dx.doi.org/10.12968/bjom.2005.13.3.17634.

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32

Luo, Siwei. "Manifold Learning Algorithms Based on Spectral Graph Theory". Journal of Computer Research and Development 43, n.º 7 (2006): 1173. http://dx.doi.org/10.1360/crad20060707.

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33

Levin, Joel R. "Elaboration-based learning strategies: Powerful theory = powerful application". Contemporary Educational Psychology 13, n.º 3 (julio de 1988): 191–205. http://dx.doi.org/10.1016/0361-476x(88)90020-3.

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34

Chen, Ziheng y Hongshik Ahn. "Item Response Theory Based Ensemble in Machine Learning". International Journal of Automation and Computing 17, n.º 5 (9 de septiembre de 2020): 621–36. http://dx.doi.org/10.1007/s11633-020-1239-y.

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Chaochao, Huang, Wu Xiaodi y Tong Wuqin. "Infrared Image Simulation Based On Statistical Learning Theory". International Journal of Infrared and Millimeter Waves 28, n.º 12 (13 de octubre de 2007): 1143–53. http://dx.doi.org/10.1007/s10762-007-9270-4.

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36

Durand, Guillaume, Nabil Belacel y François LaPlante. "Graph theory based model for learning path recommendation". Information Sciences 251 (diciembre de 2013): 10–21. http://dx.doi.org/10.1016/j.ins.2013.04.017.

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Liu, Jian-Wei, Jia-Jia Zhou, Mohamed S. Kamel y Xiong-Lin Luo. "Online Learning Algorithm Based on Adaptive Control Theory". IEEE Transactions on Neural Networks and Learning Systems 29, n.º 6 (junio de 2018): 2278–93. http://dx.doi.org/10.1109/tnnls.2017.2688413.

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38

Shi, Lei. "Learning theory estimates for coefficient-based regularized regression". Applied and Computational Harmonic Analysis 34, n.º 2 (marzo de 2013): 252–65. http://dx.doi.org/10.1016/j.acha.2012.05.001.

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39

Law, Kris M. Y. y K. B. Chuah. "Project‐based action learning as learning approach in learning organisation: the theory and framework". Team Performance Management: An International Journal 10, n.º 7/8 (octubre de 2004): 178–86. http://dx.doi.org/10.1108/13527590410569904.

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40

Kandiri, Kandiri. "BEHAVIORAL BASED LEARNING". LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 11, n.º 1 (9 de junio de 2017): 105–26. http://dx.doi.org/10.35316/lisanalhal.v11i1.168.

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Behavior-based learning is inspire by some of behavioral figures led by Ivan Povlov, Thorndike, skinner and John B Watson are two foundations: 1) There are good behaviors (adaptive) and some mal-adaptive ones that can both be learned , 2) if the behavior can be learned, then it will followÂ principle of learning is change of behavior. In short, if learning behavior is good or pleasant, it tends to be reinforced and repeated, but if learning behavior is bad, it tends to be rejected, it will not be reinforced and repeated._x000D_ Teachers-parents in the past few decades have applied the principles of behavioral learning theory in teaching and educating children's discipline, children who have good grades in a subject area or a good ranking in their class are given more attention by their parents. Many learning theories agree that no matter what As well as the level / grade and achievement that child or learner achieves, students learn from teachers, peers, learning resources in book, and classroom layout. What students learn can be measured as specific knowledge, even they learn something more complex such as attitudes, community behavior, emotions, and reactions of others, and one of the most important teacher jobs is how to formulate complex situations such as learning principles And motivation can be understood._x000D_ Behavioristic theory is perfect for the acquisition of skills that require practice and habituation that contain elements such as: speed, spontaneity, flexibility, reflexes, endurance and so forth, this is evidenced by the opinion of behavioral experts, such as: 1. Ivan Petrovic Pavlov With the theory: Theory of Connectionism or bond psychology, Theory of Classical Conditioning (conditional reflexes). 2. Edward Lee Thorndike with the theory: Law of readiness, Law of exercise, Reaction reaction law (Multiple Response), 3. Skinner with Theory of Operating Conditioning (Burrhus Frederic Skinner, 4) John B. Watson theory with theory: Theory is called SARBON stands for S (stimulus) + R (response) + Bond (d), states that behavior is complex and can be analyzed into unity of stimulus and response called reflex . Learning is process of occurrence of reflex / conditional response through stimulus changed. His opinion, that humans are born with some reflexes and emotional reactions of fear, love, anger and others and all his behavior

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Wu, Min Lun. "Making Sense of Digital Game-Based Learning: A Learning Theory-Based Typology Useful for Teachers". Journal of Studies in Education 8, n.º 4 (27 de septiembre de 2018): 1. http://dx.doi.org/10.5296/jse.v8i4.13022.

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Digital game-based learning (DGBL) has gained traction on various educational levels in recent years as educators continue to seek best practices and researchers keep conducting studies to investigate the affordances and constraints of such technology-mediated instruction. This paper discusses the intersections between the historical development of educational digital games and contemporary theories of learning. Resultant from the review, a typology of educational digital games consisting of four genres -- edutainment and educational game applications, serious games, commercial off the shelf and massive multiplayer online role-playing games, and educational game design tools--is devised to help teachers interested in digital games better understand the pedagogical processes and cope with challenges involved in implementing DGBL. The paper concludes with the importance that the implementation of different genres of educational digital games in instruction entails teachers’ usage of different pedagogical strategies in accordance with the chosen game genre and opportunities to teach subject area content.

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42

Miyoshi, Seiji, Kazuyuki Hara y Masato Okada. "Analysis of Ensemble Learning Using Simple Perceptrons Based on Online Learning Theory". Progress of Theoretical Physics Supplement 157 (2005): 270–74. http://dx.doi.org/10.1143/ptps.157.270.

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Wu, W.-H., H.-C. Hsiao, P.-L. Wu, C.-H. Lin y S.-H. Huang. "Investigating the learning-theory foundations of game-based learning: a meta-analysis". Journal of Computer Assisted Learning 28, n.º 3 (15 de agosto de 2011): 265–79. http://dx.doi.org/10.1111/j.1365-2729.2011.00437.x.

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Shih, Claire Y. "Learning from Writing Reflective Learning Journals in a Theory-based Translation Module". Interpreter and Translator Trainer 5, n.º 2 (septiembre de 2011): 309–24. http://dx.doi.org/10.1080/13556509.2011.10798823.

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Cook, David A. "Learning and Cognitive Styles in Web-Based Learning: Theory, Evidence, and Application". Academic Medicine 80, n.º 3 (marzo de 2005): 266–78. http://dx.doi.org/10.1097/00001888-200503000-00012.

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46

Pogorelova, Lioubov. "A Unique Experience Learning Calculus: Integrating Variation Theory with Problem-Based Learning". Journal of Research in Science, Mathematics and Technology Education 6, SI (15 de junio de 2023): 1–20. http://dx.doi.org/10.31756/jrsmte.211si.

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The paper proposes a pedagogical approach to teaching and learning calculus differentiation formulas that synthesizes the principles of variation theory (VT) and bianshi in a problem-based learning (PBL) format. Unlike traditional approaches that view formulas procedurally, the paper adapts Steinbring’s (1989) distinction between “concept” and “symbol,” abstracting differentiation calculus formulas as “concept” (i.e., the meaning of the formula) and “symbol” (i.e., procedural knowledge about how to apply the formula). The paper then aligns this distinction with VT and bianshi pedagogies. While VT emphasizes more static elements of conceptual knowledge (e.g., highlighting the contrast between conceptual and non-conceptual features of the object of learning), bianshi broadens the concept of variation, offering more dynamic principles of variation through procedural variation (e.g., via the process of problem solving) (Gu et al., 2004). Combining VT and bianshi into a single pedagogical application yields an eight-step approach to teaching and learning calculus differentiation formulas.

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Sasan, John Michael Villagorda, John Michael Villagorda Sasan y Annabelle Rabillas. "Multimedia English Teaching Approach Based on Constructivist Learning Theory". ELTALL: English Language Teaching, Applied Linguistic and Literature 3, n.º 2 (27 de septiembre de 2022): 51–65. http://dx.doi.org/10.21154/eltall.v3i2.4607.

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In the context of English study, multimedia has provided learners with unique features and benefits. Constructivist learning theory, on the other hand, has had a considerable impact on students' learning processes and progress as one of the most fundamental teaching theories in the field of education. This study looks at a wide range of sources to support the claim that integrating multimedia and constructivism theory improved students' overall English learning experience. While the authors of this study thought it would help students improve their English learning, they also wanted to give teachers a better method to help them reduce stress in the classroom while still providing an effective teaching-learning process.

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Pazzani, Michael. "Learning to Predict and Explain: An Integration of Similarity-Based, Theory-Driven, and Explanation-Based Learning". Journal of the Learning Sciences 1, n.º 2 (abril de 1991): 153–99. http://dx.doi.org/10.1207/s15327809jls0102_2.

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49

Ji, Wenfei, Tonghai Jiang, Meng Wang, Xinyu Tang, Guang Chen y Shan Yang. "Online Knowledge Learning Model Based on Gravitational Field Theory". Applied Sciences 9, n.º 15 (5 de agosto de 2019): 3195. http://dx.doi.org/10.3390/app9153195.

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Currently, low-dimensional embedded representation learning models are the mainstream approach in knowledge representation research, due to ease of calculation and ability to utilize the spatial relationship between knowledge areas, which benefit from static knowledge learning. However, these models cannot update and learn knowledge online. Although using update strategies to update the knowledge base has been proposed by some scholars, this still requires retraining of knowledge and does not use the previous learning parameters and models. TransOnLine, an online knowledge learning method based on the theory of gravitational field, inspired by the fact that the forces acting on two objects in a gravitational field are only related to the distances between objects, rebalances the knowledge space caused by new knowledge through dynamic programming via introducing the spatial energy function and energy transfer function to solve the above problems. TransOnLine can reuse the parameters and models of previous learning. Experiments show that the performance of the TransOnLine method is close to state-of-the-art methods, and it is suitable for online learning and updating a relational-intensive knowledge base.

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50

Afify, Mohammed. "E-learning content design standards based on interactive digital concepts maps in light of meaningful learning theory and constructivist learning theory". Journal of Technology and Science Education 8, n.º 1 (16 de marzo de 2018): 5. http://dx.doi.org/10.3926/jotse.267.

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The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, oraganize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning content design standards based on interactive digital concepts maps. It involved (11) general standards and (40) performance indicators. It was investigated by 21 teaching staff members who are experts in educational technology and e-learning to ration the list and its performance indicators. Results illustrated that standards are too significant and appropriate for the purpose of the study. Results were discussed in the light of theoretical background results of researches and literature review in the field. The study provided recomendations and suggestions that can be used as practical applications in the field of developing E-learning content based on utilizing interactive digital concepts maps.

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Artículos de revistas sobre el tema "Theory-based learning"

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