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Artykuły w czasopismach na temat "Learning in a work situation"
Vold, Tone, i Linda V. Kiønig. "HyFlex learning as support for lifelong learning". European Conference on e-Learning 22, nr 1 (19.10.2023): 358–63. http://dx.doi.org/10.34190/ecel.22.1.1881.
Pełny tekst źródłaJamal Barhone, Omar Erradi, Maha Khaldi, Mohamed Erradi i Mohamed Khaldi. "The situational approach in adult education: Modeling situations using the vee diagram". Global Journal of Engineering and Technology Advances 9, nr 2 (30.11.2021): 032–42. http://dx.doi.org/10.30574/gjeta.2021.9.2.0146.
Pełny tekst źródłaVintere, Anna, Sarmīte Čerņajeva i Jelena Koroļova. "Challenges in Work with Adults : the Situation Analysis in Latvia". SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (24.07.2015): 248. http://dx.doi.org/10.17770/sie2014vol2.681.
Pełny tekst źródłaKhaldi Maha, Erradi Omar, Erradi Mohamed i Khaldi Mohamed. "Design of educational scenarios of activities in a learning situation for online teaching". GSC Advanced Engineering and Technology 1, nr 1 (30.05.2021): 049–64. http://dx.doi.org/10.30574/gscaet.2021.1.1.0028.
Pełny tekst źródłaPeneva, Margarita. "Study of Teachers’ Attitudes to the Use of Situational Methods in Their Work". Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 30, nr 2 (10.03.2022): 176–86. http://dx.doi.org/10.53656/str2022-2-5-stu.
Pełny tekst źródłaXia, Jianhong (Cecilia), Craig Caulfield i Sonia Ferns. "Work-integrated learning: linking research and teaching for a win-win situation". Studies in Higher Education 40, nr 9 (8.04.2014): 1560–72. http://dx.doi.org/10.1080/03075079.2014.882302.
Pełny tekst źródłaDobricki, Martin, Alessia Evi-Colombo i Alberto Cattaneo. "Situating Vocational Learning and Teaching Using Digital Technologies - A Mapping Review of Current Research Literature". International Journal for Research in Vocational Education and Training 7, nr 3 (2.12.2020): 344–60. http://dx.doi.org/10.13152/ijrvet.7.3.5.
Pełny tekst źródłaVold, Tone, Hanne Haave, Carl-Henrik Wahl, Ole Jørgen Ranglund i Afra Koulaei-Van Oest. "Preparing for work-life through work-like situated learning: A case study". European Conference on Knowledge Management 24, nr 2 (5.09.2023): 1421–28. http://dx.doi.org/10.34190/eckm.24.2.1716.
Pełny tekst źródłaBenbelkacem, Sofia, Farid Kadri, Baghdad Atmani i Sondès Chaabane. "Machine Learning for Emergency Department Management". International Journal of Information Systems in the Service Sector 11, nr 3 (lipiec 2019): 19–36. http://dx.doi.org/10.4018/ijisss.2019070102.
Pełny tekst źródłaPostholm, May Britt. "Group work as a learning situation: a qualitative study in a university classroom". Teachers and Teaching 14, nr 2 (kwiecień 2008): 143–55. http://dx.doi.org/10.1080/13540600801965978.
Pełny tekst źródłaRozprawy doktorskie na temat "Learning in a work situation"
Aura, Linda, i Andréa Lövkvist. "Arbetsförmedlarens arbetssituation i förändring - en studie av ett pilotprojekt om förbättrad service". Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1143.
Pełny tekst źródłaThis study has been executed at the Public Employment Office, an institution that has been
subject for much debate during the last couple of years. The government has instructed the
Labour Market Board to change the Public Employment Office toward a more effective
organization. This study examines one of the Public Employment Offices that are included in a
pilot project that aims to improve and develop work methods with the objective to become a
more service minded organization. From this starting point we have investigated which effect this
organizational change has had on the employee within this organization and within the pilot
project. In addition we investigate whether attitudes of the unemployed has an effect on the
staff´s work situation. In connection to this we seek to produce proposals of how to improve the
work situation for the staff. The purpose of the study is thus to map out the staff´s experience of
the work situation within the pilot project. Our intention has been to comprehend the complex
reality of an agent at the Public Employment Office. To create a basis for our analysis and to be
able to answer the questions at issue, we apply theories regarding organizational change, learning
and health. The main results of this study indicate that learning has increased at the workplace.
The results also indicate that the new, more service minded work methods increase the demands
on the agents to be able to handle social relations with unemployed and with colleagues. Finally
we find that though agents have a high workload they find their work to be stimulating.
Berg, C. Anders R. "Learning Chemistry at the University level : Student attitudes, motivation, and design of the learning environment". Doctoral thesis, Umeå University, Chemistry, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-589.
Pełny tekst źródłaThe main purpose of the research this thesis is based upon was to study students’ attitudes towards learning chemistry at university level and their motivation from three perspectives. How can students’ attitudes towards learning chemistry be assessed? How can these attitudes be changed? How are learning situations experienced by students with different attitude positions?
An attitude questionnaire, assessing views of knowledge, learning assessments, laboratory activities, and perceived roles of instructors and student, was used to estimate students’ attitude positions. It was shown that a positive attitude was related to motivated student behaviour. Furthermore, it was shown that factors in the educational context, such as the teachers’ empathy for students learning chemistry, had affected the students. It was also found that students holding different attitude positions showed different learning outcomes and differed in their perceptions of the learning situation. Students’ holding a more relativistic attitude more readily accepted the challenges of open experiments and other more demanding tasks than those holding a dualistic attitude.
In addition, the teachers were found to play important roles in the way the tasks were perceived and the development of students’ ideas. In studied laboratory activities open tasks resulted in positive student engagement and learning outcomes. Preparative exercises, such as a computer simulation of the phenomena to be investigated, affected students’ focus during laboratory work, encouraging them to incorporate more theoretical considerations and increasing their ability to use chemical knowledge. Finally, it was shown that students’ focus during laboratory work is reflected in the questions they ask the teacher, implying that questions could be used as tools to evaluate laboratory teaching and learning processes.
The findings imply that students’ attitudes towards learning and motivation, and the design of learning situations, are key factors in the attainment of desirable higher educational goals such as the ability to judge, use, and develop knowledge. For universities encountering students with increasingly diverse attitudes, motivation and prior knowledge, these are important considerations if they are to fulfil their commissions to provide high quality learning environments and promote high quality learning.
Henderson, Fiona P. "Evaluating computer-based teaching and learning situations : theoretical approaches to TILT-E's work". Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/6139/.
Pełny tekst źródłaXu, Frank Hang. "An exploration of the dynamics of culture and personal acculturation in a culturally complex situation : learning from university students' experiences of group work". Thesis, Edinburgh Napier University, 2018. http://researchrepository.napier.ac.uk/Output/1255585.
Pełny tekst źródłaEriksson, Therese, Anna Hägg i Liselott Caiman. "Mer än att sjunga en sång? : En studie av förskollärares skilda uppfattningar av sångsamlingen som en pedagogisk situation". Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-650.
Pełny tekst źródłaI Läroplanen för förskolan -98 yttras det att förskollärarna ska hjälpa barn att skapa och kommunicera med hjälp av sång och musik. Med detta i åtanke är syftet med studien att undersöka förskollärarnas skilda uppfattningar av sångsamlingen som en pedagogisk situation. Tidigare forskning har visat att barnen sjunger språket innan de talar det. För det lilla barnet är språket i början endast klang och rytm, det vill säga ett musikaliskt fenomen.
Studien utgår från en fenomenografisk ansats med en kvalitativ inriktning. En videoinspelad sångsamling har legat till grund för det insamlade intervjumaterialet.
Följande kategorier har framkommit ur materialet: Sångsamlingen som en situation för lärande och Sångsamlingen som en situation för lust och glädje. Utifrån dessa huvudkategorier har forskarna funnit att sångsamlingen ger barnen möjlighet till att utveckla sitt språk, matematiska tänkande, sociala samspel, kulturella lärande samt att stärka motoriken. Sångsamlingen i förskolan har en betydande roll för barnens utveckling både språkligt och emotionellt. Barnens språkliga utveckling tränas med hjälp av rim och ramsor som också kan leda till ett matematiskt lärande. För att väcka lust hos barnen är det viktigt att sångsamlingen varieras. Med hjälp av instrument, sångpåsar och sångkort utvecklas sångsamlingen och ger barnen lust att lära.
In the curriculum ”Läroplan för förskolan -98” is prescribed that the preschool- teachers shall support the ability of the child to create and communicate with song and music. Based upon this, the purpose of this study is to study the preschool-teachers different views of the organised “singing-together” (Swedish:”sångsamling”) as a pedagogic situation. Former research shows that children sing the language before they know how to speak it. To the small child the language is just tune and rhythm – a kind of musical phenomena.
This study is phenomenografic with a qualitative design. A videotaped “sångsamling” is the base of the gathered data.
The data is categorized into two main categories: “Sångsamlingen” as a situation of learning and “Sångsamlingen” as a situation of joy and happiness. Emanating from these categories the researchers have found that “sångsamlingen” stimulates language, mathematical thinking, ability of social relations, cultural learning and the motion of the child. “Sångsamlingen” is important to the development of language and emotional capacity of the preschool- child. The language is trained by rhymes and tunes which also may affect learning in maths. To evoke the lust to learn it’s important to vary and develop “sångsamlingen” by using instruments, song bags and song cards.
Mamessier, Sebastien. "A computational approach to situation awareness and mental models in aviation". Thesis, Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/49119.
Pełny tekst źródłaLamin, Sylvester Amara. "INTERNATIONAL SOCIAL WORK: A SITUATIONAL ANALYSIS OF ACCREDITED CSWE INSTITUTIONS IN MID-WESTERN USA". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331086066.
Pełny tekst źródłaGalibou, Gaëlle. "La face cachée de l'emploi de chargée d'attribution : le développement de compétences professionnelles spécifiques par l'expérience des situations de travail". Electronic Thesis or Diss., Antilles, 2024. http://www.theses.fr/2024ANTI1081.
Pełny tekst źródłaAgainst a backdrop of social crisis and major institutional and regulatory changes, the ways in which social landlords can intervene today to promote integration through housing are still being questioned. The job of allocation officer (CA) in the department of Martinique, held mainly by women, is at the heart of how these property operators operate. These women, whose work falls somewhere between that of a social worker and that of an estate agent, are primarily responsible for processing applications for social housing, based on a client interview. Their work situations are complex and dynamic (Rogalski, 2003 ; Vinatier, 2009 ; Hoc and al., 2006 ; Amalberti, 2001a), and it is difficult to set down strict common rules of action for all the prescribed tasks. Our didactic approach was motivated by our desire to answer the following set of questions: How do they learn the trade without any prior training or specific degree? What are the ways of doing things and the skills that seem to be the best suited for their jobs? Are there several equivalent ways of doing things in the same situation? How can this be taught? What do they learn? What expert practice is involved? Is there a specific practice for each work organization? Or is there a professional practice common to different work organizations? Can we talk about a model of expertise? Is it possible to define one? Their poorly documented activity is subject to multiple tensions, both generic and specific to the Martinique context. In this professional sector, learning always takes place in a work situation (Mayen, 2012). The concepts of activity and learning are closely linked. The main interest of this doctoral research is that it is being conducted in an ever-changing context (changes in labour legislation, work organization, etc.). An analysis of work shows the extent to which time constraints, specifically the need to manage time in order to increase efficiency, make it difficult for these professionals to share the knowledge and experience they have gained. The aim is precisely to understand how they learn in and through the social housing rental business. Our research, which falls within the disciplinary field of professional didactics, is characterized by the general intention of understanding the work requirements (Mayen et al., 2010) of CAs in Martinique and then how they go ! about practicing (Mayen, 2005). We will attempt to provide answers to the question of whether they construct professional conceptualizations, and especially which ones, as there is always a certain level of conceptualization, in order to deal with the situations they encounter (Mayen, 2012). Work environments, unforeseen situations, impediments (Clot, 2010) and problem-solving are all factors that need to be taken into account when analyzing the work of CAs. The scientific challenge is therefore to broaden the research on the classes of situations which, up to now, were mainly carried out in vocational didactics on the service professions. The aim is also to make the work of this social housing workers known to a wider public
Rémery, Vanessa. "Développer un discours d'expérience sur le travail : contribution à une analyse des discours et des interactions en situation d’accompagnement à la Validation des Acquis de l’Expérience". Thesis, Paris, CNAM, 2015. http://www.theses.fr/2015CNAM1051/document.
Pełny tekst źródłaAt the interface of the work, vocational training, and guidance for professional career paths, the guidance practices for Accreditation of Prior Learning (APL) are based on an activity whose properties have been gradually formalized and developed, since the introduction of the legislative framework in 2002, thanks to the actors of the field themselves. While discussions are now committed at the university to create pathways to certification, such as to permit access to the profession, we believe that a thorough research on the work activity of guidance practices in Accreditation of Prior Learning may contribute to the design of training devices addressed to advisers in order to assist candidates in their preparation. Based on ethnographic observations conducted in a training organization in the field of Social Work, our data consists of audio recordings of guidance interviews between advisers and candidates. Firstly, the research focused on discourses of experience produced by candidates and advisers. We analyzed them separately from interactional context in which they are produced. From a textual, discursive and enunciative perspective, we are interested in the characteristics of the discourses of experience to understand the activity they involve from the point of view of the actors, the experiences they summon, and the fictional activity areas’ emergence (the space of educational work, the space of writing activity the APL file, the jury APL space). Then, the research focused on interactions between advisers and candidates in guidance interviews, in order to understand how the dialogical activity they underlie, contributes to the development of the candidate’s discourse of experience about his work. An analysis of the trajectories of the actors engaging in the activity shows that different dialogic configurations (educator / educator; adviser / candidate; appraiser / appraisee) take place during the dialogue between the adviser and the candidate, which are like a support for the development of candidate’s thought and discourse about his work. These dialogic configurations are manifested by voices staging that summon past experiences, expected or imagined, associated with fictional activity areas separated from the guidance situation. Because they allow the candidate to engage in fictitious dialogues by reconfiguring the places taken in the relationship, these dialogic configurations give access to interpretative movements in thought and speech of the candidate's activity, and they enable a transformation of the point of view focused on the professional activity
Jansson, Lina. "Hur pedagoger kommunicerar med barn i förskolan : En observationsstudie i södra England". Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43353.
Pełny tekst źródłaThe aim with this study is to acquire knowledge about communication, in everyday interactions between the pedagogues and children, in an English nursery school. This study is based on the following frame of questions: - How does the communication appear between the pedagogues and children, in different learning situations? - How does the communication appear between the pedagogues and children, in different emotional situations? The empirical research in this degree project is qualitative, and the data consisted of observations is focused on the pedagogues. The group of children consists of eleven to eighteen in total (aged 4 to 5 years) and there were about two to three pedagogues in the room. The result of this study is processed out of a socio-cultural perspective. I have come to a conclusion that the English pedagogues have power, which they used in the attitude among the children. The result showed that every pedagogue did communicate with the children, in different ways, and that their attitude was various.
Książki na temat "Learning in a work situation"
Dingley, Kate. Internet video-mediated communication in work and learning situations. Portsmouth: University of Portsmouth, 2001.
Znajdź pełny tekst źródłaFinlayson, Andrew. Questions that work: How to ask questions that will help you succeed in any business situation. New York: AMACOM, 2001.
Znajdź pełny tekst źródłaCarvalho, Ricardo. Work, situation, process. Lisboa, Portugal: A+A Books, 2021.
Znajdź pełny tekst źródłaChege, John Waruingi. Workers' situation. Nairobi, Kenya: Paulines Publications Africa, 1995.
Znajdź pełny tekst źródłaSavatovsky, Dan, Mariangela Albano, Thị Kiều Ly Phạm i Valérie Spaëth. Language Learning and Teaching in Missionary and Colonial Contexts. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463728249.
Pełny tekst źródłaStreumer, Jan N., red. Work-Related Learning. Dordrecht: Kluwer Academic Publishers, 2006. http://dx.doi.org/10.1007/1-4020-3939-5.
Pełny tekst źródłaTaylor, John, i Adrian Furnham. Learning at Work. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230505650.
Pełny tekst źródłaSmith, Raymond. Learning in Work. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75298-3.
Pełny tekst źródłaERIC Clearinghouse on Adult, Career, and Vocational Education., red. Work-based learning. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1997.
Znajdź pełny tekst źródłaCooper, Linda. Learning/work: Turning work and lifelong learning inside out. Cape Town, South Africa: HSRC Press, 2009.
Znajdź pełny tekst źródłaCzęści książek na temat "Learning in a work situation"
Pareto, Lena, i Sara Willermark. "Can Teachers’ Fragmented Work Situation Jeopardize Professional Development of Future Teaching Practices?" W Open Learning and Teaching in Educational Communities, 464–69. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_43.
Pełny tekst źródłaDurand, Marc, i Germain Poizat. "An Activity-Centred Approach to Work Analysis and the Design of Vocational Training Situations". W Francophone Perspectives of Learning Through Work, 221–40. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18669-6_11.
Pełny tekst źródłaFrison, Daniela. "The Design of Work-Related Teaching & Learning Methods: Case Studies and Methodological Recommendations". W Employability & Competences, 37–48. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.10.
Pełny tekst źródłaPeterlini, Hans Karl. "On This Side of the Splitting Categories Lies the One World: Conclusions and Reflections for the Future of Education". W Learning Diversity, 179–89. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40548-9_9.
Pełny tekst źródłaScherf, Kathleen. "Why creative tourism won't work if residents are not involved: a tale of two cities." W Creative tourism: activating cultural resources and engaging creative travellers, 192–98. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789243536.0025.
Pełny tekst źródłaMolina, Arturo, Beatriz Villegas, César Pavel Ochoa i Jhonattan Miranda. "Academic Continuity During the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education". W Knowledge Studies in Higher Education, 149–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_10.
Pełny tekst źródłaMolina, Arturo, Beatriz Villegas, César Pavel Ochoa i Jhonattan Miranda. "Academic Continuity During the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education". W Knowledge Studies in Higher Education, 149–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_10.
Pełny tekst źródłaCosta, Ana Luísa, i Susana Coimbra. "Joining Voices for Social Inclusion: Activism and Resilience of Professionals Working with People in Situations of Vulnerability". W Learning Inclusion in a Digital Age, 83–93. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7196-1_6.
Pełny tekst źródła"Managing Difficult Situations". W Work Integrated Learning, 159–82. Routledge, 2010. http://dx.doi.org/10.4324/9780203854501-17.
Pełny tekst źródłaSperlinger, Tom. "Unfinished Work". W Post-Millennial Palestine, 173–90. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781800348271.003.0011.
Pełny tekst źródłaStreszczenia konferencji na temat "Learning in a work situation"
Meyer, Claudie, Gilles Catuli i Asmaa Henni. "THE CONTRIBUTION OF ASSESSMENT IN A WORK SITUATION TO THE VALIDATION OF THE EDUCATIONAL PATHWAY". W 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1013.
Pełny tekst źródłaWannous, Muhammad, Moutasem S. Amry, Hiroshi Nakano i Takayuki Nagai. "Work-in-progress: Utilization of cloud technologies in an E-learning system during campus-wide failure situation". W 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017866.
Pełny tekst źródłaPristiawati, Andhita Ramadhania, Laura Francisca Sudarnoto i Angela Oktavia Suryani. "Item development and psychometric testing of Work Stress Scale". W International Conference on Assessment and Learning. ACER Indonesia, 2022. http://dx.doi.org/10.37517/978-1-74286-697-0-04.
Pełny tekst źródłaKuntze, Sebastian, Katrin Schall i Jens Krummenauer. "Case-based work with classroom cartoon vignettes as a way to explore pre-service mathematics teachers’ multi-criterion noticing". W Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17108.
Pełny tekst źródłaLiu, Liying, Renjie Yang, Guofeng Bian i Shuwen Wang. "Study on the Present Situation and Improvement Strategy of Work-integrated Learning in Higher Vocational Colleges". W Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.43.
Pełny tekst źródłaFomina, Tatiana, i Varvara Morosanova. "Dynamics of students’ subjective well-being and conscious self-regulation of learning activity in situation of transition from elementary to secondary school". W Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.33.
Pełny tekst źródłaShim, Jung Min. "ANALYSIS OF THE CURRENT SITUATION OF SMART FACTORY AND ITS IMPACT ON WORK IN THE FIELD OF SCIENCE & TECHNOLOGY IN KOREAN MANUFACTURING INDUSTRY". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0870.
Pełny tekst źródłaKoyuncu, Mustafa, Fusun Tekin Acar, Ronald J. Burke i Kadife Koyuncu. "Gender Differences in Work Experiences and Work and Learning Outcomes among Employees in the Manufacturing Sector in Turkey: An Exploratory Study". W International Conference on Eurasian Economies. Eurasian Economists Association, 2015. http://dx.doi.org/10.36880/c06.01358.
Pełny tekst źródłaBeggari, Nadia. "DESIGNING A MODEL OF ASSISTANCE BASED WEB SERVICES IN INTERACTIVE LEARNING ENVIRONMENT". W eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-099.
Pełny tekst źródłaMora Luis, Carlos E., Antonio González Marrero, Reyes Carrau Mellado, Beatriz Añorbe-Diaz i Jorge Martín-Gutierrez. "Problem-Based Learning Approach in Marine Engineering Education Using Mobile Devices and Internet Tools". W ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20251.
Pełny tekst źródłaRaporty organizacyjne na temat "Learning in a work situation"
Roschelle, Jeremy, i Nicola M. Hodkowski. Using Research on Homework to Improve Remote and Hybrid Learning. Digital Promise, grudzień 2020. http://dx.doi.org/10.51388/20.500.12265/107.
Pełny tekst źródłaRoschelle, Jeremy, i Adam Schellinger. Looking Back to Move Forward. SEERNet, Digital Promise, styczeń 2024. http://dx.doi.org/10.51388/20.500.12265/203.
Pełny tekst źródłaDraelos, Timothy John, Peng-Chu Zhang, Donald C. Wunsch, John Seiffertt, Gregory N. Conrad i Nathan Gregory Brannon. Coordinated machine learning and decision support for situation awareness. Office of Scientific and Technical Information (OSTI), wrzesień 2007. http://dx.doi.org/10.2172/920460.
Pełny tekst źródłaBraslavskaya, Elena, i Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, czerwiec 2021. http://dx.doi.org/10.12731/er0464.21062021.
Pełny tekst źródłaDryer, David A. Learning to Work in Collaborative Environments. Fort Belvoir, VA: Defense Technical Information Center, maj 2001. http://dx.doi.org/10.21236/ada385949.
Pełny tekst źródłaPhillips, Sara, red. Classzoom: how online learning can work. Monash University, grudzień 2021. http://dx.doi.org/10.54377/e562-f750.
Pełny tekst źródłaPanda, Santosh. Status of Distance Learning in India. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4479.
Pełny tekst źródłaSchneider, Sarah, Daniel Wolf i Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.
Pełny tekst źródłaSantiago, Ana, Marcelo Cabrol i Mariana Alfonso. Aligning Learning Incentives (ALI). Inter-American Development Bank, marzec 2010. http://dx.doi.org/10.18235/0008047.
Pełny tekst źródłaAldrich, Matthew. Bridging study and work with service-learning dissertations. Bristol, UK: The Economics Network, wrzesień 2020. http://dx.doi.org/10.53593/n3337a.
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