Gotowe bibliografie tematyczne / Learning environments

Gotowa bibliografia na temat „Learning environments”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 14 marca 2023

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Artykuły w czasopismach na temat "Learning environments"

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

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Povian, Cristina Maria, i Cristian Dumitrescu. "New Learning Environments for Street Children". New Trends and Issues Proceedings on Humanities and Social Sciences 2, nr 7 (27.01.2016): 19–24. http://dx.doi.org/10.18844/gjhss.v2i7.1175.

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S.V, Mamadjanova. "DESIGN FEATURES OF VIRTUAL LEARNING ENVIRONMENTS". European International Journal of Multidisciplinary Research and Management Studies 02, nr 06 (1.06.2022): 1–5. http://dx.doi.org/10.55640/eijmrms-02-06-01.

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The article deals with the influence of virtual informational educational environment on didactics of basic education, the functions of virtual informational educational environment as a new pedagogical system, shows the relationship of real and virtual components of the informational educational environment in the integral pedagogical process, presents the conditions for the selection of organizational forms of learning in a virtual educational environment. The validity of the selection of organizational forms of training ensures the achievement of guaranteed high quality of the educational process.
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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, nr 3 (2014): 254–59. http://dx.doi.org/10.7763/ijiet.2014.v4.408.

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Locastro, Virginia. "Learning Strategies and Learning Environments". TESOL Quarterly 28, nr 2 (1994): 409. http://dx.doi.org/10.2307/3587445.

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Kirschner, Paul A. "Learning in innovative learning environments". Computers in Human Behavior 21, nr 4 (lipiec 2005): 547–54. http://dx.doi.org/10.1016/j.chb.2004.10.022.

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GRAY, BARRY. "Organising learning environments". Journal of the Institute of Mental Subnormality (APEX) 8, nr 1 (26.08.2009): 24–25. http://dx.doi.org/10.1111/j.1468-3156.1980.tb00498.x.

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Nordquist, Jonas, Simon Kitto i Scott Reeves. "Future learning environments". Journal of Interprofessional Care 27, sup2 (9.08.2013): 1. http://dx.doi.org/10.3109/13561820.2013.811915.

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Kuo, Bor-Chen, i Xiangen Hu. "Intelligent learning environments". Educational Psychology 39, nr 10 (25.10.2019): 1195–98. http://dx.doi.org/10.1080/01443410.2019.1669334.

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Robben, Bernard, Bardo Herzig, Tilman-Mathies Klar i Heidi Schelhowe. "Begreifbare Learning Environments". i-com 17, nr 3 (19.12.2018): 211–18. http://dx.doi.org/10.1515/icom-2018-0019.

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AbstractWe propose a framework of Interaction Design for Reflective Experience (RED). “Begreifbare” (graspable, in the sense of tangible and comprehensible) learning environments embody a designed experience that combines abstraction and concreteness, perception and cognition, and thus emphasizes both the impact of tangible, embodied interactions and the importance of symbols and signs for reflective experience. Our framework is based on the categories of space and experience, model and reflection.
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Rozprawy doktorskie na temat "Learning environments"

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Fagge, Megan. "Variable learning environments". Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39595.

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Research shows the environment affects the user both psychologically and physiologically. Teachers often alter their classrooms in order to effect these changes, for instance, by adding elements for warmth, offsetting harsh lighting, or using found objects to mark and divide space. Research and observed use communicate a need for a planned variety of spaces in function and in character. The project is a redesign of Therrell High School in southwest Atlanta seeking to complement the new movement to small learning communities, which embeds programmatic variety in the public school system. Therrell is divided into three small thematically described academies, which effectively function as three separate high schools: the School of Science, Technology, Engineering, and Math; the School of Health Sciences and Research; the School of Law, Government, and Public Policy. The design focuses on the necessary variability of spaces inherent in small learning communities. These spaces seek to address the varied instructional strategies that accompany the thematic endeavors of each school and introduce variety in architectural character, thus accommodating variable needs and desires of students. The focus of the project is on the student and the nature of space that fosters positive experiences as well as positive learning outcomes.
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Ehrlich, Stefan, Jens Gärtner, Eduard Daoud i Alexander Lorz. "Process Learning Environments". TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33938.

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Purpose – Due to faster innovation cycles and competitive markets, current methods for implementing and adapting business processes can not keep pace with changing requirements and cause BPM solutions to falls short of business needs. The purpose of this paper is to propose a new approach for implementing an agile BPM methodology by substituting the plan-build-run approach with an incremental prototype-based model, removing intermediaries from the time critical path of business process evolution, and empowering end users to change business processes at runtime by manipulating process artefacts. Design/methodology/approach – Based on interviews with customers and stakeholders and our experience in implementing complex BPM solutions in SMEs, we propose key concepts for an agile BPM approach and derive basic requirements for implementing a BPM system that allows users to redefine business processes during their execution. This analysis is supplemented by a brief overview of current research trends in modelling and implementing agile BPM. Originality/value – All existing solutions examined by our team imply a separate modelling step by users or process managers. The designed key concepts enable users to implicitly model processes without interrupting day to day operations. Our approach enables organisations to introduce business process management in areas where agility is very important (e.g. product development) or to increase operational agility in areas with established BPM. Practical implications – An agile BPM solution can give organisations the flexibility they need to react quickly to changing markets and customer needs. We want to help them to introduce standardization and efficiency without losing agility. In areas where classical BPM is in place, our approach can increase the adaptation rate of process changes. In the areas of knowledge workers with a high level of agility, our approach can increase efficiency by supporting knowledge sharing.
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Ihlström, Joakim, i Fredrik Westerlund. "Interactive learning environments : The effects of interactivity in online learning environments". Thesis, Umeå universitet, Institutionen för informatik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-73182.

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We live in an era where interactivity is gradually becoming more available, yet our schoolsare not catching up to this trend, instead we are faced with passive learning environmentswhere active construction of knowledge is limited. In this study we looked at theconstructivist approach to learning and compared it to the objectivist approach that iscommonly used in most schools of today. We looked at other successful interactive learningenvironment and how they may look like. We developed a passive educational video and aprototype of an interactive learning environment, where the interactive environmentworked as a supplement to the educational video. We further conducted a quantitative testthrough a questionnaire on these environments to see if the learning outcome of theinteractive learning environment outperformed the learners of the educational video. Thedata we collected did not show any significant difference between passive and interactivelearning, it did, however, show some interesting trends such as younger participants ingeneral performed better than older participants in our interactive learning environment.
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Kubica, Tommy. "Adaptable Collaborative Learning Environments". Technische Universität Dresden, 2018. https://tud.qucosa.de/id/qucosa%3A73177.

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Audience Response Systems (ARSs) provide a promising opportunity to address issues occurring in traditional higher education, e.g., the lack of interaction, by allowing students to participate anonymously in lectures using their mobile devices. This can promote the students' attention, increase the interaction between the lecturer and the students and foster active thinking during class. In order to choose an appropriate ARS, numerous surveys list and classify these systems according to different criteria, e.g., supported features and platforms. [From the introduction]
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Evanshen, Pamela, i L. Phillips. "Brain Compatible Learning Environments". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4368.

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Evanshen, Pamela. "Brain-compatible Learning Environments". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4404.

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Reeder, John. "Life Long Learning in Sparse Learning Environments". Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5845.

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Life long learning is a machine learning technique that deals with learning sequential tasks over time. It seeks to transfer knowledge from previous learning tasks to new learning tasks in order to increase generalization performance and learning speed. Real-time learning environments in which many agents are participating may provide learning opportunities but they are spread out in time and space outside of the geographical scope of a single learning agent. This research seeks to provide an algorithm and framework for life long learning among a network of agents in a sparse real-time learning environment. This work will utilize the robust knowledge representation of neural networks, and make use of both functional and representational knowledge transfer to accomplish this task. A new generative life long learning algorithm utilizing cascade correlation and reverberating pseudo-rehearsal and incorporating a method for merging divergent life long learning paths will be implemented.
Ph.D.
Doctorate
Electrical Engineering and Computing
Engineering and Computer Science
Computer Engineering
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Hawkins, Donald S. "Designing mobile learning environments to support teacher-led field trips within informal learning environments". Thesis, The University of Texas at San Antonio, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108516.

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Mobile devices have become increasingly more visible within classrooms and informal learning spaces. The purpose of this dissertation is to examine the impact of mobile learning (m-learning) tools to support student learning during teacher-led field trips. Specifically, the research questions for this study are: (a) What conditions affect student satisfaction within an m-learning environment? (b) What impact does an m-learning environment have on levels of motivation and engagement of students? and (c) How do m-learning tools facilitate student knowledge acquisition, participation, and collaboration? The hypothesis of this study is that mobile learning materials can improve students’ engagement and participation. This design-based research (DBR) study relied on a combination of pre- and post-assessments, teacher interviews, and behavioral observations, in two iterations. The participants for this study included three teachers and 112 students, between 11 and 12 years old, drawn from a sixth grade public middle school in San Antonio, Texas.

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Yaari, Omri. "e-Learning effectiveness in interconnected corporate learning environments". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/23067.

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Approaches to workplace learning are continuously evolving to support business objectives but learning and development practitioners are not delivering on their mandate of developing relevant competencies which deliver on strategic objectives. Globally, the proportion of e-Learning to instructor led training is growing and the investment in e-Learning is steadily increasing. Executives expect to see better alignment of e-Learning initiatives and a proven return on investment. In order to earn their place at the executive boardroom, learning and development practitioners need to understand and align their programmes to the context of the business environment in order to positively influence business performance.This research set out to investigate the relationship between the corporate learning environment and e-Learning programme effectiveness using a self-administered questionnaire. The survey was completed by 50 corporate learning and development practitioners. It explored e-Learning programme effectiveness and the configuration of learning environments in relation to a corporate learning environment interconnectedness model proposed in this research. Descriptive statistics, correlation analysis and regression modelling were used to determine the relationship between the environment and e-Learning programme effectiveness. The strongest environmental predictors as well as the current perception of e-Learning programme effectiveness within these environments were also identified.The corporate learning environment was found to be significantly correlated with e-Learning programme effectiveness, specifically in driving higher order benefits of e-Learning programme effectiveness, behaviour change and return on investment. The two strongest predictors of e-Learning programme effectiveness in the corporate learning environment were found to be the definition of clear learning outcomes as well as the provision of opportunities for collaboration in the context of learning. The proposed model of corporate learning environment interconnectedness was also validated and found to be reliable.
Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted
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Koulouvari, Panagiota. "Organizational learning in dynamic environments". Doctoral thesis, KTH, Numerical Analysis and Computer Science, NADA, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3109.

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Książki na temat "Learning environments"

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Pieters, Jules M., Klaus Breuer i P. Robert-Jan Simons, red. Learning Environments. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-84256-6.

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Jones, Marlene, i Philip H. Winne, red. Adaptive Learning Environments. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77512-3.

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Imms, Wesley, Benjamin Cleveland i Kenn Fisher, red. Evaluating Learning Environments. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-537-1.

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Chang, Maiga, i Yanyan Li, red. Smart Learning Environments. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-44447-4.

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Suhanthan, Kathirvelayuthapillai. Virtual learning environments. London: University of East London, 2003.

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Wendy, Pollock, i Museum Education Roundtable, red. Environments for learning. Washington: Museum Education Roundtable, 2002.

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Krahenbuhl, Kevin S. Building Effective Learning Environments. New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003157441.

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Giardina, Max, red. Interactive Multimedia Learning Environments. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77705-9.

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Vosniadou, Stella, Erik De Corte i Heinz Mandl, red. Technology-Based Learning Environments. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-79149-9.

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Kroop, Sylvana, Alexander Mikroyannidis i Martin Wolpers, red. Responsive Open Learning Environments. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02399-1.

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Części książek na temat "Learning environments"

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Clarke, Alan. "Learning Environments". W e-Learning Skills, 110–41. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-22735-5_4.

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Scott, David. "Learning Environments". W Education Systems and Learners, 55–89. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59884-4_4.

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Fraser, Barry J. "Learning Environments". W Handbook of Research on Science Education, 193–217. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780367855758-9.

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Nagao, Katashi. "Smart Learning Environments". W Artificial Intelligence Accelerates Human Learning, 105–34. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6175-3_5.

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Cottrell, Stella, i Neil Morris. "Virtual learning environments". W Study Skills Connected, 25–40. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-01944-8_2.

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Fraser, Barry. "Classroom Learning Environments". W Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_186-2.

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Wickham, Mark. "Machine Learning Environments". W Practical Java Machine Learning, 227–95. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3951-3_5.

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Lennon, Jennifer A. "Integrated Learning Environments". W Hypermedia Systems and Applications, 173–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60759-2_10.

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Cunningham, Sheila. "Clinical Learning Environments". W Dimensions on Nursing Teaching and Learning, 33–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39767-8_3.

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Psotka, Joseph. "Interactive Learning Environments". W Encyclopedia of the Sciences of Learning, 1604–6. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_321.

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Streszczenia konferencji na temat "Learning environments"

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Lopes Abrantes, Steven, i Luis Manuel Borges Gouveia. "Learning Environments". W InSITE 2010: Informing Science + IT Education Conference. Informing Science Institute, 2010. http://dx.doi.org/10.28945/1265.

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Angélico, Maria José, Ana Paula Camarinha, António José Abreu i M. Inês Braga. "VIRTUAL LEARNING ENVIRONMENTS: FORMAL ENVIRONMENTS VS INFORMAL ENVIRONMENTS". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2096.

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Torres-Diaz, Juan Carlos, Hector Gomez, Susana Arias, Alfonso Infante Moro, Carlos de Castro Lozano i Silvia Torres. "Social learning environments". W 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7317992.

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Consiglio, Teresa, i Gerrit C. van der Veer. "Electronic learning environments". W ECCE '13: European Conference on Cognitive Ergonomics 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2501907.2501940.

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Montebello, Matthew. "Personalized Learning Environments". W 2021 International Symposium on Educational Technology (ISET). IEEE, 2021. http://dx.doi.org/10.1109/iset52350.2021.00036.

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Soloway, Elliot, i Kate Bielaczyc. "Interactive learning environments". W Conference companion. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/259963.260534.

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Totkov, George. "Virtual learning environments". W the 4th international conference conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/973620.973622.

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Soloway, Elliot. "Interactive learning environments". W Conference companion. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/257089.257386.

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Soloway, Elliot, i Kate Bielaczyc. "Interactive learning environments". W Conference companion. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/223355.223715.

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A. Triantafyllou, Serafeim. "Constructivist Learning Environments". W 5th International Conference on Advanced Research in Teaching and Education. GLOBALKS, 2022. http://dx.doi.org/10.33422/5th.icate.2022.04.10.

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Raporty organizacyjne na temat "Learning environments"

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O'Leary, Ros, i Andy Ramsden. Virtual Learning Environments. The Economics Network, wrzesień 2002. http://dx.doi.org/10.53593/n1138a.

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Love, Bradley C. Adaptive Learning Across Task Environments. Fort Belvoir, VA: Defense Technical Information Center, lipiec 2004. http://dx.doi.org/10.21236/ada425764.

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Graesser, Arthur C., i Robert A. Wisher. Question Generation as a Learning Multiplier in Distributed Learning Environments. Fort Belvoir, VA: Defense Technical Information Center, październik 2001. http://dx.doi.org/10.21236/ada399456.

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Warren Leon Davis. Using Machine Learning in Adversarial Environments. Office of Scientific and Technical Information (OSTI), luty 2016. http://dx.doi.org/10.2172/1238101.

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Davis, Warren Leon,, Daniel Dunlavy, Yevgeniy Vorobeychik, Karin Butler, Chris Forsythe, Matthew Letter, Nicole Murchison i Kevin S. Nauer. Using Machine Learning in Adversarial Environments. Office of Scientific and Technical Information (OSTI), październik 2016. http://dx.doi.org/10.2172/1563076.

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Dryer, David A. Learning to Work in Collaborative Environments. Fort Belvoir, VA: Defense Technical Information Center, maj 2001. http://dx.doi.org/10.21236/ada385949.

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Woolf, Beverly, Elliot Soloway, William Clancey, Kurt VanLehn i Dan Suthers. Knowledge-Based Environments for Teaching and Learning. Fort Belvoir, VA: Defense Technical Information Center, lipiec 1990. http://dx.doi.org/10.21236/ada225619.

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Mahat, Marian, i Wesley Imms. Innovative Learning Environments and Teacher Practices: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/11343.241885.

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Mahat, Marian, i Wesley Imms. Managing Change in Innovative Learning Environments: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124322.

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Lee, Adrienne Y. Exploring the Relationship Between Distributed Training, Integrated Learning Environments, and Immersive Training Environments. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2007. http://dx.doi.org/10.21236/ada463181.

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