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Salovaara, H. (Hanna). "Achievement goals and cognitive learning strategies in dynamic contexts of learning". Doctoral thesis, University of Oulu, 2005. http://urn.fi/urn:isbn:9514277635.
Pełny tekst źródłaTiivistelmä Tutkimuksessa tarkastellaan yläasteen oppilaiden motivationaalisia tavoitteita ja kognitiivisia oppimisstrategioita tietokoneavusteisen kollaboratiivisen oppimisen sekä tutkivan pedagogisen lähestymistavan periaatteita noudattavissa oppimistilanteissa. Teoreettisesti tutkimus nojautuu sosiokognitiiviseen näkemykseen oppimisesta ja korostaa kontekstuaalista lähestymistapaa, jossa painotetaan oppijoiden yksilöllisten ja kontekstiin sidottujen tulkintojen merkitystä. Taustalla on näkemys oppimisen kontekstien ainutlaatuisuudesta, jatkuvasta muuttumisesta ja dynaamisuudesta, joka puolestaan vaikuttaa oppimisen motivationaalisiin ja tiedollisiin prosesseihin. Tutkimus koostuu neljästä itsenäisestä empiirisestä artikkelista sekä tutkimuksen teoreettisen taustan, tavoitteet, menetelmät ja tulokset kokoavasta yhteenveto-osasta. Tutkimuksen teoreettisessa osassa pyritään hahmottamaan motivationaalisten saavutustavoitteiden sekä kognitiivisten oppimisstrategoiden välisiä yhteyksiä sekä niiden merkitystä oppimisprosessin kokonaisuudessa. Tutkimuksen keskeiset käsitteet, motivationaaliset tavoitteet ja kognitiiviset oppimisstrategiat esitetään osana oppimisen itsesäätelyn teoreettista viitekehystä. Kolmivuotisessa tutkimuksessa toteutettiin pedagoginen interventio, jossa ryhmä oppilaita työskenteli yläasteen ajan tietokoneavusteisen kollaboratiivisen oppimisympäristön tukemana tutkivan oppimisen mallia noudattaen äidinkielen tunneilla. Oppilaiden motivaatiota ja kognitiivisia oppimistrategioita tarkasteltiin useiden menetelmien avulla. Pääosan tutkimuksen aineistosta muodostavat oppilaiden toistetut kvantitatiiviset itsearviot sekä kvalitatiiviset prosessisuuntautuneet haastattelut. Kokonaisuudessaan neljässä empiirisessä artikkelissa raportoidun tutkimuksen tulokset osoittavat, että sekä motivationaalisiin tavoitteisiin että kognitiivisiin oppimisstrategioihin liittyy tilannesidonnainen ulottuvuus, jossa oppijoiden omilla henkilökohtaisilla tulkinnoilla on suuri merkitys. Lisäksi tutkimuksen tulokset kuvasivat motivaation ja kognitiivisten strategioiden vuorovaikutusta oppimisessa ja nostivat esiin tarpeen tarkastella oppimista eri osaprosessien välisen dynamiikan kautta. Tutkimuksen pitkittäistulokset osoittavat pitkäjänteisen tutkimuksen olevan tarpeen pedagogisten interventioiden sekä oppimiskontekstien dynamiikan tutkimisessa. Erityisesti haastatteluaineistosta esiin nostetut tulokset osoittavat sosiaalisen kontekstin merkitystä oppimisen kognitiivisissa ja motivationaalisissa prosesseissa sekä oppimisen itsesäätelyssä
Lompscher, Joachim. "Learning strategies : an essential component of learning activity". Universität Potsdam, 1994. http://opus.kobv.de/ubp/volltexte/2005/450/.
Pełny tekst źródłaTang, Weizhi, i 湯偉之. "Self-access language learning : attitudes and learning strategies". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209688.
Pełny tekst źródłapublished_or_final_version
Education
Master
Master of Education
Aguilar, Rivera María del Carmen. "Learning styles and learning strategies in university students". Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/102404.
Pełny tekst źródłaSe estudia la relación entre los estilos y las estrategias de aprendizaje y el rol del sexo en una muestra de estudiantes que ingresa a la universidad, cuyo rango de edad es de 17 a 21 años. Se explican las teorías y conceptos respecto de los instrumentos de medición utilizados. Se analizan los resultados obtenidos y los estadísticos correspondientes de la aplicación de los cuestionarios usados en la muestra. Los resultados tienen implicaciones educativas, y revelan diferencias por sexo en relación al modo de procesar y transformar la información.
任春華 i Chun-wa Yum. "Learning strategies and cognitive engagement". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41717053.
Pełny tekst źródłaMaroulis, Dimitris. "Language learning strategies in EFL". Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434263.
Pełny tekst źródłaOgles, Malcolm. "Learning strategies in middle childhood". Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238865.
Pełny tekst źródłaYum, Chun-wa. "Learning strategies and cognitive engagement". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41717053.
Pełny tekst źródłaStamer, Tylie. "Promoting Learning Strategies in Students with Learning Disabilities Through Blended Learning". Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255720.
Pełny tekst źródłaThis study was designed to investigate possible changes in the use of four specific learning strategies by students who had learning disabilities: using a device, thinking about knowledge, finding a starting point, and acting differently in the future. The five student participants were instructed in a special education pull-out reading classroom using the blended learning classroom model. The researcher explored behavioral changes related to student participants’ use of these learning strategies in general education classrooms. This study attempted to investigate student participants’ and general education teachers’ perceptions of the four learning strategies. A math teacher, a social studies teacher, and a science teacher from the researcher’s teaching team also contributed their perceived observations of student participants’ use of the four learning strategies in their classrooms. The triangulation of data used in this study was achieved through use of pre-surveys and post-surveys that inquired into use of learning strategies on the parts of student participants and general education teachers at the inception of the study and again at its conclusion. Interviews with each of the study’s participants were also conducted at the conclusion of the study. Student binders used by the student participants in the blended learning instructional model were analyzed for evidence. The results of the study indicated that although according to survey data, students did not demonstrate changes in their ability to use the four learning strategies, most student participants reported using the strategies in their general education classes.
Liu, Yuanliang. "Design of learning objects to support constructivist learning environments". Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4304.
Pełny tekst źródłaThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 13, 2006) Includes bibliographical references.
Peterson, Susan S. "Pronunciation Learning Strategies and Learning Strategies Related to Pronunciation Ability in American University Students Studying Spanish". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394793631.
Pełny tekst źródłaCathcart, Malcolm. "Organisational learning strategies for developing strategic capability within Australian Franchised Business Units". University of Southern Queensland, Faculty of Business, 2008. http://eprints.usq.edu.au/archive/00006185/.
Pełny tekst źródłaDu, Plooy Annelie. "Reading strategies for effective reading comprehension / Annelie du Plooy". Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/9959.
Pełny tekst źródłaThesis (MEd (Vakdidaktiek))--PU vir CHO, 1996
Bruin, Anique Bea Hubertina de. "Fostering expert learning strategies in novices". Rotterdam : Rotterdam : Erasmus Universiteit ; Erasmus University [Host], 2006. http://hdl.handle.net/1765/8144.
Pełny tekst źródłaCaplin, Tammy. "Learning strategies of Mi'kMaq (Aboriginal) students". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99579.
Pełny tekst źródłaCristianini, Nello. "Large margin strategies for machine learning". Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322594.
Pełny tekst źródłaAndrews, Martin. "Learning strategies for the financial markets". Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336624.
Pełny tekst źródłaChernets, M. "Teaching strategies to promote active learning". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13027.
Pełny tekst źródłaScalabrin, Maria. "Bayesian Learning Strategies in Wireless Networks". Doctoral thesis, Università degli studi di Padova, 2018. http://hdl.handle.net/11577/3424931.
Pełny tekst źródłaQuesta tesi raccoglie i lavori di ricerca svolti durante il mio percorso di dottorato, il cui filo conduttore è dato dal Bayesian reasoning con applicazioni in reti wireless. Il contributo fondamentale dato dal Bayesian reasoning sta nel fare deduzioni: ragionare riguardo a quello che non conosciamo, dato quello che conosciamo. Nel fare deduzioni riguardo alla natura delle cose, impariamo nuove caratteristiche proprie dell’ambiente in cui l’agente fa esperienza, e questo è ciò che ci permette di fare uso dell’informazione acquisita, adattandoci a nuove condizioni. Nel momento in cui facciamo uso dell’informazione acquisita, la nostra convinzione (belief) riguardo allo stato dell’ambiente cambia in modo tale da riflettere la nostra nuova conoscenza. Questa tesi tratta degli aspetti probabilistici nel processare l’informazione con applicazioni nei seguenti ambiti di ricerca: Machine learning based network analysis using millimeter-wave narrow-band energy traces; Bayesian forecasting and anomaly detection in vehicular monitoring networks; Online power management strategies for energy harvesting mobile networks; Beam-training and data transmission optimization in millimeter-wave vehicular networks. In questi lavori di ricerca studiamo aspetti di riconoscimento di pattern in dati reali attraverso metodi di supervised/unsupervised learning (classification, forecasting and anomaly detection, multi-step ahead prediction via kernel methods). Infine, presentiamo il contesto matematico dei Markov Decision Processes (MDPs), il quale sta anche alla base del reinforcement learning, dove Partially Observable MDPs utilizzano il concetto probabilistico di convinzione (belief) al fine di prendere decisoni riguardo allo stato dell’ambiente in millimeter-wave vehicular networks. Lo scopo di questa tesi è di investigare il considerevole potenziale nel fare deduzioni, andando a dettagliare il contesto matematico e come il modello probabilistico dato dal Bayesian reasoning si possa adattare agevolmente a vari ambiti di ricerca con applicazioni in reti wireless.
Nieuwoudt, Susanna Maria. "Strategiese onderrig en leer van skoolwiskunde in 'n videoklasstelsel / Susanna Maria Nieuwoudt". Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/6.
Pełny tekst źródłaLau, Wai-han Iris. "Instruction on vocabulary learning strategies : a stepping stone to independent learning? /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262804.
Pełny tekst źródłaBrasser, Angela L. "Social learning strategies| A qualitative study of self-regulated learning". Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702736.
Pełny tekst źródłaThis qualitative study examined low achieving online learners' uses of social self-regulated learning strategies. Research has shown that low achieving online learners lack strategies for self-regulated learning, which directly relates to their lack of achievement. Social self-regulated learning strategies examined in this study included help seeking, social comparison and social interactions. As learners constructed meaning and struggled with content, interactions between learners and peers, the instructor/instructor's assistant, technical support, and materials facilitated the process. Low achieving online learners resisted utilizing social self-regulated learning strategies. However, according to the research, little data was collected from low achieving online learners directly. This study asked low achieving online learners to describe their experiences, through semi-structured interviews. Barriers to social self-regulated learning strategies included poor attitudes, internet addiction, and exterior blame, according to the research. Self-regulated learning, in general, is linked to higher achievement. This study found that low achieving online learners lacked the use of social self-regulated learning strategies. Additionally, participants lacked help seeking behaviors, experienced social isolation, and held negative views of their classmates and instructor. The findings in this study may assist instructional designers to increase opportunities for social self-regulated learning in online courses, which may, in turn, increase achievement.
Gallagher, Debra. "Learning styles, self-efficacy, and satisfaction with online learning is online learning for everyone? /". Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1171920981.
Pełny tekst źródłaKapetanovic, Ena. "Learning Strategies for Students with Dyslexia : A qualitative case study about learning strategies taught to students with dyslexia". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53194.
Pełny tekst źródłaAslan, Oktay. "The Role Of Gender And Language Learning Strategies In Learning English". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611098/index.pdf.
Pełny tekst źródłato reveal the link between strategy use and success levels
and to find out the difference in strategy use between genders and its influence on their achievement in English. 257 (153 male, 104 female) students from Atilim University English Preparatory School participated in the study. At the time of the study all the participants were in the same proficiency level, and were distributed to different classes of the same level. The data were gathered through strategy inventory for language learning (SILL) of Oxford (1990), which was translated to Turkish by Cesur and Fer (2007). The instrument, based on Oxford&rsquo
s (1990) classification of the language learning strategies, is composed of 50 items in six subscales. The participants responded to the inventory before the end of the level they were in. The data were analyzed through SPSS (15.0) to find the relationship of language learning strategies, gender and achievement in learning the target language. To reveal the interconnections between these factors, independent t-tests and an ANOVA test, along with post hoc procedures were performed on the gathered data. The findings of the study revealed that use of language learning strategies are positively effective in success in English, that females were significantly more successful than males in terms of achievement tests, and that they used more language learning strategies in learning English. Depending on the statistical results, it is discovered that there is a significant connection between gender, language learning strategies and achievement in English.
劉惠嫻 i Wai-han Iris Lau. "Instruction on vocabulary learning strategies: a stepping stone to independent learning?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31945272.
Pełny tekst źródłaFreiberg, Hoffmann Agustín, Ruben Ledesma i Liporace Mercedes Fernández. "Learning Styles and Learning Strategies in College Students from Buenos Aires". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/100814.
Pełny tekst źródłaLos estilos y las estrategias de aprendizaje describen las preferencias de los estudiantes durante las actividades de aprendizaje que involucran el incorporar y conciliar exitosamente información novedosa con la preexistente. Los participantes fueron 438 estudiantes universitarios de diferentes carreras, entre 19 y 36 años. Los resultados evidencian diferencias significativas en algunas dimensiones de estilos y estrategias según variables sociodemográficas y académicas, así como asociaciones significativas entre algunas estrategias y la cantidad de recursos tecnológicos que emplean los alumnos. Se verificó la influencia de determinadas estrategias y estilos sobre el rendimiento académico. Estilos y estrategias varían en los estudiantes según características académicas y sociodemográficas. Se han aislado algunos estilos y estrategias que afectan significativamente el rendimiento de todos los educandos analizados.
Os estilos e as estratégias de aprendizagem descrevem as preferências dos estudantes em atividades de aprendizagem —incorporar e conciliar com sucesso informação nova com a preexistente—. Participaram na investigação 438 estudantes universitários de diferentes carreiras, com idades entre 19 e 36 anos. Acharam-se diferenças significativas em algumas dimensões de estilo e estratégias segundo variáveis sociodemográficas e académicas, tanto como associações significativas entre algumas estratégicas e a quantidade de recursos tecnológicos empregados pelos alunos. Checou-se a influência de determinadas estratégias e estilos sobre o rendimento académico. Estilos e estratégias variam nos estudantes conforme as características académicas e sociodemográficas. Foram isolados alguns estilos e estratégicas que afetam significativamente o rendimento dos alunos analisados.
Miller, Thomas E. "A Computerized Learning Environment For Exploring Learning Strategies with Immunohematology Students /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114114174.
Pełny tekst źródłaHe, Ying. "A Study of L2 Vocabulary Learning Strategies". Thesis, Kristianstad University, School of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6765.
Pełny tekst źródłaHo, Fenton. "Learning coordination strategies for cooperative multiagent systems". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21357.pdf.
Pełny tekst źródłaMcKenzie, Ian W. "Educational principles for engineering behaviour learning strategies". Thesis, Heriot-Watt University, 1990. http://hdl.handle.net/10399/1480.
Pełny tekst źródłaSnape, Simon Oliver. "Moving beyond perceptually focused word learning strategies". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6637/.
Pełny tekst źródłaSills, Elizabeth Schave. "Classroom negotiations : implementing new strategies for learning". Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/70290.
Pełny tekst źródłaBresman, Henrik M. "Learning strategies and performance in organizational teams". Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28830.
Pełny tekst źródłaIncludes bibliographical references (leaves 97-103).
(cont.) shows that vicarious learning is positively associated with performance. I argue that vicarious team learning is an under-explored dimension of what makes teams and organizations competitive. The chapter concludes by pointing toward a contingency theory of team learning in which the effectiveness of a team learning strategy depends on characteristics in the team's task environment.
This dissertation addresses the subject of team learning strategies and their performance effects in three independent but related chapters. A common theme is the notion that theorizing about team learning as constituted by a set of distinct strategies can improve our understanding of how teams learn, and how it influences performance. The first chapter explores team learning in an inductive study of six teams in one large pharmaceutical firm. I find that many of these teams engage in vicarious team learning--the activities by which a team learns key aspects of its task from the similar experiences of others outside the team--rather than experiential team learning. I detail the nature of vicarious team learning in a model including three component processes: identification, translation, and application. The second chapter reviews the literature on team learning and concludes that it has largely been treated as a uniform construct. Drawing on organizational learning theory, social learning theory, and the literature on the management of innovation and entrepreneurship, I propose that teams learn by deploying at least three different strategies: experiential learning, contextual learning, and vicarious learning. I use the example of a team facing a particularly difficult learning environment to illustrate the significance of viewing team learning as a multi-dimensional construct. The final chapter examines different team learning strategies, and vicarious learning in particular, as a means to understanding learning and performance differences across teams. Vicarious learning is conceptualized as an integral part of how teams learn. A field study of 43 teams in the pharmaceutical industry is used to develop and test the construct and
by P. Henrik M. Bresman.
Ph.D.
Muco, Manushaqe. "An exploration of strategies for discrete learning". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/119536.
Pełny tekst źródłaThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 393-394).
My research investigates the question of compositionality posed as an engineering question: How do we take two or more machines to build a compound machine, such that the compound machine has the combined abilities of its constituent parts, plus the abilities that arise from the cooperation between its parts? In order to illuminate this problem I have proposed a multi-level crossbar with bidirectional discrete wires as a substrate that allows for biologically plausible computation and communication, and candidate algorithms for a learning protocol between two connected agents. The protocol works locally, and enables the agents to learn a dataset of objects, while bootstrapping their own communication mechanism for transmitting information to each other. The system of the two agents, along with the local learning protocol, is equivalent to a discrete autoencoder working on unsupervised small data, with the goal of compression. It can be further generalized as a Programmable Logic Array analogous structure with uncertainty, i.e. incorporating "don't know" values to the existing true and false values, for which we can ask what possible functions can be learned locally. As a consequence of this work, I have learned what approaches don't work, and what approaches could be in the right direction, when it comes to doing discrete learning. I have documented my approaches, in terms of how successful they were, what were the main issues, what didn't work, what did, and what useful ideas can be extended on. I have also learned what is possible to be done by using only few discrete values.
by Manushaqe Muco.
M. Eng.
Toney, Dave. "Evolutionary reinforcement learning of spoken dialogue strategies". Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/1769.
Pełny tekst źródłaBabbar, Rohit. "Machine Learning Strategies for Large-scale Taxonomies". Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENM064/document.
Pełny tekst źródłaIn the era of Big Data, we need efficient and scalable machine learning algorithms which can perform automatic classification of Tera-Bytes of data. In this thesis, we study the machine learning challenges for classification in large-scale taxonomies. These challenges include computational complexity of training and prediction and the performance on unseen data. In the first part of the thesis, we study the underlying power-law distribution in large-scale taxonomies. This analysis then motivates the derivation of bounds on space complexity of hierarchical classifiers. Exploiting the study of this distribution further, we then design classification scheme which leads to better accuracy on large-scale power-law distributed categories. We also propose an efficient method for model-selection when training multi-class version of classifiers such as Support Vector Machine and Logistic Regression. Finally, we address another key model selection problem in large scale classification concerning the choice between flat versus hierarchical classification from a learning theoretic aspect. The presented generalization error analysis provides an explanation to empirical findings in many recent studies in large-scale hierarchical classification. We further exploit the developed bounds to propose two methods for adapting the given taxonomy of categories to output taxonomies which yield better test accuracy when used in a top-down setup
Gudkova, N. "Strategies for effective computer-supported collaborative learning". Thesis, Наукова платформа Open Science Laboratory, 2020. https://er.knutd.edu.ua/handle/123456789/15511.
Pełny tekst źródłaGao, Xuesong. "From the Chinese Mainland to Hong Kong understanding shifts in Mainland Chinese students' English learning strategy use /". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38896382.
Pełny tekst źródłaLeung, Bun. "A study to investigate the use of self-regulated learning strategies between two classes of secondary four students in two different secondary schools in Hong Kong". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184161.
Pełny tekst źródłaCrandall, Jacob W. "Learning Successful Strategies in Repeated General-sum Games". Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1156.pdf.
Pełny tekst źródłaKehoe, Colleen Mary. "Supporting critical design dialog". Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/9171.
Pełny tekst źródłaWaernes, Igel Torhild. "Words don't come easy to me... : Study on whether the use of strategies are of any help to students of different ages in learning new words". Thesis, Högskolan Dalarna, Engelska, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-957.
Pełny tekst źródłaBarton, John Wesley. "Fluid intelligence and use of cognitive learning strategies /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaErten, Ismail Hakki. "Vocabulary learning strategies : an investigation into the effect of perceptual learning styles and modality of word presentation on the use of vocabulary learning strategies". Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244972.
Pełny tekst źródłaRuhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.
Pełny tekst źródłaChen, Yih-Lan. "Motivation and language learning strategies in learning English as a foreign language /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.
Pełny tekst źródłaStroud, Kathryn Chatham. "Development of the School Motivation and Learning Strategies Inventory". Texas A&M University, 2005. http://hdl.handle.net/1969.1/3773.
Pełny tekst źródłaVenkatraman, Arun. "Training Strategies for Time Series: Learning for Prediction, Filtering, and Reinforcement Learning". Research Showcase @ CMU, 2017. http://repository.cmu.edu/dissertations/1120.
Pełny tekst źródłaChung, Jen Jen. "Learning to soar: exploration strategies in reinforcement learning for resource-constrained missions". Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11733.
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