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Artykuły w czasopismach na temat „Approaches to learning”

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Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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1

Urhahne, Detlef. "Learning approaches". Educational Psychology 40, nr 5 (27.05.2020): 533–34. http://dx.doi.org/10.1080/01443410.2020.1755503.

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Wiltshire, Monica. "Approaches to learning". Early Years Educator 17, nr 11 (2.03.2016): 28–30. http://dx.doi.org/10.12968/eyed.2016.17.11.28.

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Duff, Angus, i Sam McKinstry. "Students' Approaches to Learning". Issues in Accounting Education 22, nr 2 (1.05.2007): 183–214. http://dx.doi.org/10.2308/iace.2007.22.2.183.

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This paper provides an overview of the students' approaches to learning (SAL) literature, including a review of the models, theories, and research instruments. SAL research has developed largely in the United Kingdom and Australasia, where its concepts are widely understood by academics. Yet little research using these ideas has been done in North America. To encourage American accounting educators to redress this imbalance, the paper describes the motivations for undertaking SAL research, describes conceptions of learning, and reviews a number of inventories developed by SAL scholars for applied research in the field. In addition, this paper traces the development of SAL research in the discipline of accounting education. Finally, the paper reviews 19 extant articles to offer suggestions for future research.
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Wasson, Barbara, i Paul A. Kirschner. "Learning Design: European Approaches". TechTrends 64, nr 6 (13.05.2020): 815–27. http://dx.doi.org/10.1007/s11528-020-00498-0.

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Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and to support their reflection on their own practice as part of their professional development (Hansen and Wasson 2016; Luckin et al. 2016; Wasson et al. 2016). While instructional design is an often heard term in the United States and refers to “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan 1999), Europe tends to lean more towards learning design as the key for providing efficient, effective, and enjoyable learning experiences. This is not a switch from an instructivist to a constructivist view nor from a teacher-centred to a student-centred paradigm. It is, rather, a different mind-set where the emphasis is on the goal (i.e., learning) rather than the approach (i.e., instruction). Designing learning opportunities in a technology enhanced world builds on theories of human learning and cognition, opportunities provided by technology, and principles of instructional design. New technology both expands and challenges some instructional design principles by opening up new opportunities for distance collaboration, intelligent tutoring and support, seamless and ubiquitous learning and assessment technologies, and tools for thinking and thought. In this article, the authors give an account of their own and other research related to instructional and learning design, highlight related European research, and point to future research directions.
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Albergaria-Almeida, Patrícia, José Joaquim Teixeira-Dias, Mariana Martinho i Chinthaka Balasooriya. "Kolb’s Learning Styles and Approaches to Learning". International Journal of Knowledge Society Research 1, nr 3 (lipiec 2010): 1–16. http://dx.doi.org/10.4018/jksr.2010070101.

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The purpose of this study is to investigate if the teaching, learning and assessment strategies conceived and implemented in a higher education chemistry course promote the development of conceptual understanding, as intended. Thus, our aim is to analyse the learning styles and the approaches to learning of chemistry undergraduates with better grades.This study took place during the 1st semester of the school year 2009/2010. This research was carried out in a naturalistic setting, within the context of chemistry classes for 1st year science and engineering courses, at the University of Aveiro, in Portugal. The class was composed of 100 students. At the end of the semester, the 8 chemistry students with the highest grades were selected for interview. Data was collected through Kolb’s Learning Styles Inventory, through Approaches and Study Skills Inventory for Students, through non-participant observation, through the analysis of students’ participation in online forums and lab books.The overall results show that the students with better grades possess the assimilator learning style, that is usually associated to the archetypal chemist. Moreover, the students with the highest grades revealed a conception of learning emphasising understanding. However, these students diverged both in their learning approaches and in their preferences for teaching strategies. The majority of students adopted a deep approach or a combination of a deep and a strategic approach, but half of them revealed their preference for teaching-centred strategies.
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Cuthbert, Peter F. "The student learning process: Learning styles or learning approaches?" Teaching in Higher Education 10, nr 2 (kwiecień 2005): 235–49. http://dx.doi.org/10.1080/1356251042000337972.

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Sharma, Divesh S. "Accounting students' learning conceptions, approaches to learning, and the influence of the learning–teaching context on approaches to learning". Accounting Education 6, nr 2 (czerwiec 1997): 125–46. http://dx.doi.org/10.1080/096392897331532.

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Rajaratnam, Navin, i SuzanneMaria D′cruz. "Learning styles and learning approaches - Are they different?" Education for Health 29, nr 1 (2016): 59. http://dx.doi.org/10.4103/1357-6283.178924.

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Ahamad, Maksud, i Nesar Ahmad. "Machine Learning Approaches to Digital Learning Performance Analysis". International Journal of Computing and Digital Systems 10, nr 1 (25.11.2021): 963–71. http://dx.doi.org/10.12785/ijcds/100187.

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Battou, Amal, Omar Baz i Driss Mammass. "Learning Design Approaches for Designing Virtual Learning Environments". Communications on Applied Electronics 5, nr 9 (26.09.2016): 31–37. http://dx.doi.org/10.5120/cae2016652369.

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Doran, C., i R. J. Cameron. "Learning About Learning: Metacognitive Approaches in the Classroom". Educational Psychology in Practice 11, nr 2 (lipiec 1995): 15–23. http://dx.doi.org/10.1080/0266736950110203.

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Javed, Abqa, Muhammad Awais, Muhammad Shoaib, Khaldoon S. Khurshid i Mahmoud Othman. "Machine learning and deep learning approaches in IoT". PeerJ Computer Science 9 (6.02.2023): e1204. http://dx.doi.org/10.7717/peerj-cs.1204.

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The internet is a booming sector for exchanging information because of all the gadgets in today’s world. Attacks on Internet of Things (IoT) devices are alarming as these devices evolve. The two primary areas of the IoT that should be secure in terms of authentication, authorization, and data privacy are the IoMT (Internet of Medical Things) and the IoV (Internet of Vehicles). IoMT and IoV devices monitor real-time healthcare and traffic trends to protect an individual’s life. With the proliferation of these devices comes a rise in security assaults and threats, necessitating the deployment of an IPS (intrusion prevention system) for these systems. As a result, machine learning and deep learning technologies are utilized to identify and control security in IoMT and IoV devices. This research study aims to investigate the research fields of current IoT security research trends. Papers about the domain were searched, and the top 50 papers were selected. In addition, research objectives are specified concerning the problem, which leads to research questions. After evaluating the associated research, data is retrieved from digital archives. Furthermore, based on the findings of this SLR, a taxonomy of IoT subdomains has been given. This article also identifies the difficult areas and suggests ideas for further research in the IoT.
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Raghuwanshi, Kuldeep Singh, i Ashwini Kumar Verma. "Improved Approaches to Coreference Resolution in Machine Learning". Indian Journal of Applied Research 1, nr 5 (1.10.2011): 34–37. http://dx.doi.org/10.15373/2249555x/feb2012/14.

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Gvelesiani, Ana, i Ketevan Khuskivadze. "Modern Approaches to Spanish Language Teaching, Blended Learning". INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, nr 1 (24.06.2019): 57–65. http://dx.doi.org/10.22333/ijme.2019.13007.

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Every language is a living organismand cannot be taught through the application of only theoretical or practical tools. Therefore, the integration of modern approaches in foreign language instruction takes on a particular importance. Along with the development of online technologies, modern foreign language classes are gradually undergoing changes and modifications. Introduction of online learning is one of such significant changes. There are various forms of online learning, including blended (online) learning, which represents a synthesis of classroom and online education. The present work sets forth the priorities of blended learning, which distinguish the blended approach from other methods of foreign language instruction. The work also includes the results of the student survey conducted to find out whether the Spanish language students actively use online means, in addition to classroom learning and how they view the idea of putting the blended learning model in place.
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Hussein, Salam Allawi, Alyaa Abduljawad Mahmood i Emaan Oudah Oraby. "Network Intrusion Detection System Using Ensemble Learning Approaches". Webology 18, SI05 (30.10.2021): 962–74. http://dx.doi.org/10.14704/web/v18si05/web18274.

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To mitigate modern network intruders in a rapidly growing and fast pattern changing network traffic data, single classifier is not sufficient. In this study Chi-Square feature selection technique is used to select the most important features of network traffic data, then AdaBoost, Random Forest (RF), and XGBoost ensemble classifiers were used to classify data based on binary-classes and multi-classes. The aim of this study is to improve detection rate accuracy for every individual attack types and all types of attacks, which will help us to identify attacks and particular category of attacks. The proposed method is evaluated using k-fold cross validation, and the experimental results of all the three classifiers with and without feature selection are compared together. We used two different datasets in our experiments to evaluate the model performance. The used datasets are NSL-KDD and UNSW-NB15.
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16

Gadri, Said. "Efficient Arabic Handwritten Character Recognition based on Machine Learning and Deep Learning Approaches". Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (25.07.2020): 9–17. http://dx.doi.org/10.5373/jardcs/v12sp7/20202076.

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K. Eliah, K. Eliah, i Dr K. Suma Kiran. "Language Learning Approaches: A Review of Research on Using Internet in learning Vocabulary". Indian Journal of Applied Research 3, nr 3 (1.10.2011): 196–97. http://dx.doi.org/10.15373/2249555x/mar2013/62.

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Cochrane, Peter, David W. Kuecker i Carl H. Smith. "Learning and Geometry: Computational Approaches". Mathematical Gazette 81, nr 490 (marzec 1997): 183. http://dx.doi.org/10.2307/3618830.

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Bekkar, Mohamed, i Taklit Akrouf Alitouche. "Imbalanced Data Learning Approaches Review". International Journal of Data Mining & Knowledge Management Process 3, nr 4 (31.07.2013): 15–33. http://dx.doi.org/10.5121/ijdkp.2013.3402.

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Thies, Armin Paul. "Neuropsychological Approaches to Learning Disorders". Review of Research in Education 12 (1985): 91. http://dx.doi.org/10.2307/1167147.

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Duroc, Yvan. "Teaching Approaches Encouraging Autonomous Learning". Education 2, nr 4 (9.08.2012): 96–100. http://dx.doi.org/10.5923/j.edu.20120204.06.

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Glassey, Richard, i Olle Bälter. "Sustainable Approaches for Accelerated Learning". Sustainability 13, nr 21 (29.10.2021): 11994. http://dx.doi.org/10.3390/su132111994.

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Sustainable education does not yet have a widely accepted definition in the literature. In this work, we start from the Sustainable Development Goal of Quality Education for All (SDG4) and interpret sustainable education as increasing the quality of learning whilst conserving the resources required to produce and deliver it. From this interpretation, we argue that one path towards realising sustainable education is through the identification of teaching practices that satisfy these conditions of increased quality whilst conserving resources. We present an overview of four case studies, where the conditions for sustainable education are demonstrated through the effective use of people, processes and technologies. Each case represents an intervention that was made to improve the quality of education within an intensive three-month project, which trained immigrants to be employable in the IT industry as junior software developers. Whilst the interventions are independent and unique, they are connected by the themes of quality improvement and resource conservation. In isolation, each specific case produced improvements for both teachers and students; however, it is by combining such approaches that we can start to realise the path towards sustainable education that will help lead to a better quality of education for all. The findings of this work suggest that quality education does not come at the cost of increased resource demands; rather, approaches exist that can be considered to satisfy the conditions for sustainable education.
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23

Yu, Yue, Ruobing Wang i Ruijie D. Teo. "Machine Learning Approaches for Metalloproteins". Molecules 27, nr 4 (14.02.2022): 1277. http://dx.doi.org/10.3390/molecules27041277.

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Metalloproteins are a family of proteins characterized by metal ion binding, whereby the presence of these ions confers key catalytic and ligand-binding properties. Due to their ubiquity among biological systems, researchers have made immense efforts to predict the structural and functional roles of metalloproteins. Ultimately, having a comprehensive understanding of metalloproteins will lead to tangible applications, such as designing potent inhibitors in drug discovery. Recently, there has been an acceleration in the number of studies applying machine learning to predict metalloprotein properties, primarily driven by the advent of more sophisticated machine learning algorithms. This review covers how machine learning tools have consolidated and expanded our comprehension of various aspects of metalloproteins (structure, function, stability, ligand-binding interactions, and inhibitors). Future avenues of exploration are also discussed.
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Ahmed, Meraj, Arsheen Neda Siddiqui i Mohammed Aamir. "NER using machine learning approaches". Global Sci-Tech 11, nr 3 (2019): 135. http://dx.doi.org/10.5958/2455-7110.2019.00019.3.

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Pun, Min. "Teaching Learning through Interdisciplinary Approaches". Crossing the Border: International Journal of Interdisciplinary Studies 5, nr 2 (15.07.2017): 1–2. http://dx.doi.org/10.3126/ctbijis.v5i2.18432.

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There are many benefits of using interdisciplinary approaches in teaching and learning. One of the goals of teaching and learning is helping students to develop insights, problem solving skills and self-confidence. The teachers can bring them to their classroom is interdisciplinary approaches are used in the teaching learning process. In this way, interdisciplinary approaches help students develop their cognitive abilities such as skills and mental processes, which are necessary to solve the problems.Crossing the Border: International Journal of Interdisciplinary Studies 5(2) 2017: 1-2
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Biggs, J. B. "Assessing student approaches to learning". Australian Psychologist 23, nr 2 (lipiec 1988): 197–206. http://dx.doi.org/10.1080/00050068808255604.

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Akl, Ahmad, Ahmed Moustafa i Ibrahim El-Henawy. "Deep Learning: Approaches and Challenges". International Journal of Engineering Trends and Technology 65, nr 1 (25.11.2018): 9–16. http://dx.doi.org/10.14445/22315381/ijett-v65p203.

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Hammer, David. "Two approaches to learning physics". Physics Teacher 27, nr 9 (grudzień 1989): 664–70. http://dx.doi.org/10.1119/1.2342910.

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Yang, Shanshan, i Mike Joy. "Approaches for Learning Prolog Programming". Innovation in Teaching and Learning in Information and Computer Sciences 6, nr 4 (październik 2007): 88–107. http://dx.doi.org/10.11120/ital.2007.06040088.

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Monostori, L., A. Markus, H. Van Brussel i E. Westkämpfer. "Machine Learning Approaches to Manufacturing". CIRP Annals 45, nr 2 (1996): 675–712. http://dx.doi.org/10.1016/s0007-8506(18)30216-6.

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Jacobs, Robert A. "Integrated Approaches to Perceptual Learning". Topics in Cognitive Science 2, nr 2 (kwiecień 2010): 182–88. http://dx.doi.org/10.1111/j.1756-8765.2009.01079.x.

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Brodhagen, Barbara L. "Varied Teaching and Learning Approaches". Middle School Journal 29, nr 3 (styczeń 1998): 49–52. http://dx.doi.org/10.1080/00940771.1998.11494507.

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Langley, Pat. "Approaches to learning and representation". Behavioral and Brain Sciences 13, nr 3 (wrzesień 1990): 500–501. http://dx.doi.org/10.1017/s0140525x00079875.

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Khan, Ameer Hamid, Sagar Kulkarni, Taha Mahmood i Ameena Khan. "Evidence-based approaches to learning". Advances in Medical Education and Practice Volume 9 (sierpień 2018): 581–82. http://dx.doi.org/10.2147/amep.s171499.

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Stockwell, Glenn. "Online Approaches to Learning Vocabulary". International Journal of Computer-Assisted Language Learning and Teaching 1, nr 1 (styczeń 2011): 33–44. http://dx.doi.org/10.4018/ijcallt.2011010103.

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Examples of learning vocabulary through the computer are appearing with increasing regularity in the recent CALL literature. Much of this learning, however, tends to be teacher-centred in that learners often rely on teachers to select the vocabulary items that they are to study. In the current study, pre-intermediate learners of English studying at a university in Japan were divided into two groups: a teacher-centred (TC) group where the learners were provided with online vocabulary learning activities composed of items selected by the teacher and a learner-centred (LC) group where the learners were required to compile their own vocabulary lists which were then entered by the learners themselves into a specially designed online system that would then create the vocabulary learning activities from these items. Data were collected in the form of pre- and post-testing of vocabulary items that appeared in the teaching materials and through questionnaires regarding their perceptions of the system.
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Butrous, Nasir. "Business Students’ Approaches to Learning". International Journal of Learning: Annual Review 17, nr 2 (2010): 81–94. http://dx.doi.org/10.18848/1447-9494/cgp/v17i02/46856.

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Munro, Marth. "Principles for embodied learning approaches". South African Theatre Journal 31, nr 1 (2.01.2018): 5–14. http://dx.doi.org/10.1080/10137548.2017.1404435.

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Soffi Puteh, Mohd, Nurul Ezhawati Abdul Latif, Nooriha Mansor, Yusnaliza Hamid, Sunarti Halid i Zulkifli Ghazali. "Learning Approaches and Academic Performance". Journal of Social Sciences Research, SPI6 (25.12.2018): 746–52. http://dx.doi.org/10.32861/jssr.spi6.746.752.

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Since Graduate on Time (GOT) being introduced as one of their key performance indicators (KPIs), certain higher education institutions are facing with situation where students are unable to complete their studies within the specified time frame. Various learning approaches have been adopted by educators in their effort to enhance students’ examination results so as to assist them to graduate on time. Studies by Tan and Laswad (2015) and Davidson (2002) have proven that learning approaches do significantly give an impact to academic performances, while Djajadikerta et al. (2008) and Chan (2011) have shown otherwise. Hence, this study is performed in order to provide further evidences concerning learning approaches and their impact onto students’ academic performance, i.e. their examination grades. Using Biggs’ (1987a) Study Process Questionnaire, 208 completed questionnaires are obtained from final semester students of Diploma in Accountancy from Faculty of Accountancy, UiTM Perak Branch, Tapah Campus. Data pertaining to their previous semesters’ grades are obtained from the online academic system and analyses are performed using SPSS. The result reveals a significant positive relationship between learning approaches and Cumulative Grade Point Average (CGPA), and it has definitely add credence to the body of knowledge pertaining this matter.
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Slavin, Robert E. "Comprehensive approaches to cooperative learning". Theory Into Practice 38, nr 2 (marzec 1999): 74–79. http://dx.doi.org/10.1080/00405849909543835.

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Kyndt, Eva, Elisabeth Raes, Filip Dochy i Els Janssens. "Approaches to Learning at Work". Journal of Career Development 40, nr 4 (5.07.2012): 271–91. http://dx.doi.org/10.1177/0894845312450776.

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Ahmed, Alhassan Ali, Mohamed Abouzid i Elżbieta Kaczmarek. "Deep Learning Approaches in Histopathology". Cancers 14, nr 21 (26.10.2022): 5264. http://dx.doi.org/10.3390/cancers14215264.

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The revolution of artificial intelligence and its impacts on our daily life has led to tremendous interest in the field and its related subtypes: machine learning and deep learning. Scientists and developers have designed machine learning- and deep learning-based algorithms to perform various tasks related to tumor pathologies, such as tumor detection, classification, grading with variant stages, diagnostic forecasting, recognition of pathological attributes, pathogenesis, and genomic mutations. Pathologists are interested in artificial intelligence to improve the diagnosis precision impartiality and to minimize the workload combined with the time consumed, which affects the accuracy of the decision taken. Regrettably, there are already certain obstacles to overcome connected to artificial intelligence deployments, such as the applicability and validation of algorithms and computational technologies, in addition to the ability to train pathologists and doctors to use these machines and their willingness to accept the results. This review paper provides a survey of how machine learning and deep learning methods could be implemented into health care providers’ routine tasks and the obstacles and opportunities for artificial intelligence application in tumor morphology.
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Shavelson, Richard J., i Tina Seidel. "Approaches in measuring learning environments". Learning Environments Research 9, nr 3 (9.01.2007): 195–97. http://dx.doi.org/10.1007/s10984-006-9010-z.

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Fyrenius, Anna, Staffan Wirell i Charlotte Silén. "Student approaches to achieving understanding—approaches to learning revisited". Studies in Higher Education 32, nr 2 (kwiecień 2007): 149–65. http://dx.doi.org/10.1080/03075070701267194.

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İlkörücü, Şirin. "Evaluation of Pre-service Science Teachers’ Conceptions of Learning Science through Approaches to Learning". Journal of Qualitative Research in Education 5, nr 3 (29.11.2017): 1–17. http://dx.doi.org/10.14689/issn.2148-2624.1.5c3s6m.

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Perry, Beth, i Margaret Edwards. "Innovative Arts-Based Learning Approaches adapted for Mobile Learning". Open Praxis 11, nr 3 (15.11.2019): 303. http://dx.doi.org/10.5944/openpraxis.11.3.967.

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Online learning continues to evolve from computer-based learning to more focus on mobile learning. With this evolution comes the need to develop (and evaluate) instructional strategies effective in mobile learning. This work-in-progress features a description of four innovative instructional strategies adapted from approaches we developed, used, and evaluated successfully in computer-based online learning. These newly adapted strategies –poetweet, photo pairing, reflective mosaic, and the six-word story– all use arts-based approaches. In our past research we found similar strategies developed for online teaching encouraged interaction, enhanced social presence, and facilitated community. This paper features a description of these modified learning activities recreated for the mobile learning environment. We have completed preliminary testing of these newly revised learning activities in m-learning, and in the future we will formally study these to determine if arts-based strategies revised to suit m-learning create the same positive outcomes as were found when we used arts-based approaches in e-learning.
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Liu, Yicen, Yu Lu, Xi Li, Wenxin Qiao, Zhiwei Li i Donghao Zhao. "SFC Embedding Meets Machine Learning: Deep Reinforcement Learning Approaches". IEEE Communications Letters 25, nr 6 (czerwiec 2021): 1926–30. http://dx.doi.org/10.1109/lcomm.2021.3061991.

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Putintseva, Tatyana. "Cooperative Learning and Individualized Approaches: Focus on Learning Styles". International Journal of Learning: Annual Review 13, nr 6 (2006): 65–70. http://dx.doi.org/10.18848/1447-9494/cgp/v13i06/44970.

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48

Perruchet, Pierre, i Sebastien Pacton. "Implicit learning and statistical learning: one phenomenon, two approaches". Trends in Cognitive Sciences 10, nr 5 (maj 2006): 233–38. http://dx.doi.org/10.1016/j.tics.2006.03.006.

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Entwistle, N. J. "Approaches to learning and perceptions of the learning environment". Higher Education 22, nr 3 (październik 1991): 201–4. http://dx.doi.org/10.1007/bf00132287.

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Karatas, Hakan. "An examination of university students’ learning and studying approaches". New Trends and Issues Proceedings on Humanities and Social Sciences 4, nr 1 (26.08.2017): 344–51. http://dx.doi.org/10.18844/prosoc.v4i1.2275.

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