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Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 lipca 2024

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1

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.

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Abstract This study investigates secondary school students' motivational achievement goals and cognitive learning strategies in inquiry-based computer supported collaborative learning. The study undertakes a contextual approach where students' context specific interpretations are highlighted. Achievement goals and cognitive learning strategies are introduced within a theoretical framework of self-regulated learning to explain their interrelationship and magnitude within a learning process. The research design was a longitudinal, quasi intervention design involving multiple methods, namely quantitative self-reports and qualitative process oriented interviews. Empirical parts of the study are reported in four individual articles. The purpose of Study I was to recognise strategic patterns emerging in students' computer supported collaborative inquiries. The results indicated that strategies were adjusted according to the demands of the learning situation. Although students' inquiry processes were dominated by surface-level strategies, also deeper level and metacognitive strategies were reported. Study II investigated students' use of cognitive learning strategies in two pedagogically different learning contexts. The results suggest that inquiry-based computer supported collaborative learning activities may enhance the use of deeper level cognitive strategies, such as monitoring, sharing information and creating representations. Study III examined the changes in students' motivational achievement goal interpretations and the situational dynamics of students' goals and strategies over a period of three years. The data show how the students' interpretations of their goals and strategies vary during different years of the study. The students seem to develop both individual and contextual goals, as well as strategies, to self-regulate in the new pedagogical culture. Study IV looked at the congruence between students' general achievement goals and their context specific goals. The findings indicate incongruence between general level goal orientations and contextual goal interpretations and, thus, underline the importance of subjective interpretations of achievement goals. The results indicate that both achievement goals and cognitive learning strategies have contextual characteristics and illustrate the need to understand the interplay of motivational and cognitive processes. The results also show the importance of longitudinal research for pointing out some of the motivational and cognitive effects of the pedagogical interventions. Finally, the results of the study suggest that the social dimension of students' cognitive and motivational processes and self-regulation should be studied in more detail
Tiivistelmä 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
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2

Lompscher, Joachim. "Learning strategies : an essential component of learning activity". Universität Potsdam, 1994. http://opus.kobv.de/ubp/volltexte/2005/450/.

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3

Tang, 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.

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The attitudes and learning strategies of 100 language learners who are also users of Self-Access Centers (SACs) in a theoretical context of Self-Access Language Learning (SALL). Though questionnaire survey, the present study discovered several significant correlations between learner’s attitudes towards SALL and their language learning strategies. It also established a profile of SALL center users in their attitudes and learning strategies from an comparative view based on their previous SALL experiences. The results showed that leaners who are more ready for Self-Access tend to use affective strategies. Memory strategies are practiced more often among leaners who prefer learn grammar without teachers and have more speaking activities in class, also who are relatively more self-aware of their own learning objectives. Cognitive strategies are widely used by leaners who prefer leaning grammar by themselves, also those who are more confident to solve problems by themselves. There is a stronger intention of control over content selection for leaners who had SALL experiences, especially in utilizing non-staffing SALL resources at SACs.
published_or_final_version
Education
Master
Master of Education
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4

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.

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The relationship between learning (styles and learning strategies) by sex is studied, in a sample of students admitted to university aged 17-21. The theories and concepts related to measurements are explained. Results have educational implications, and reveal differences by sex in relation to how the processes and transformation of the information. Keywords: Learning styles, learning strategies, college students.
Se 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.
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5

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.

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6

Maroulis, Dimitris. "Language learning strategies in EFL". Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434263.

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7

Ogles, Malcolm. "Learning strategies in middle childhood". Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238865.

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8

Yum, Chun-wa. "Learning strategies and cognitive engagement". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41717053.

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9

Stamer, Tylie. "Promoting Learning Strategies in Students with Learning Disabilities Through Blended Learning". Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255720.

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This 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.

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10

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.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.
The 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.
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11

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.

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12

Cathcart, 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/.

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[Abstract]Within the Australian marketplace there is often considerable similarity between competing products and services. The need for all firms to develop a competitive advantage in this market is pressing. Franchises are a growing competitive business sector in Australia, with an annual growth rate in excess of 12%. Franchised business units are no different from other firms in that they need to develop a competitive advantage. Within this current fast changing business environment there has not been any research published on how owners and operators within franchised business units in Australia use organisational learning strategies to develop their strategic capability with a view to gaining a competitive advantage. Many firms have adopted traditional training approaches in organisational learning to develop their firm’s strategic capability believing this strategy to be in line with best practice. This narrow training view of organisational learning involves key employees within a firm identifying skill gaps between where the firm needs to be and the current competencies of their staff. The gap is then bridged by traditional training methods that extend staff competencies to meet the firm’s requirements. These traditional training approaches separate learning from the work context and have been identified by many researchers over the years as an inefficient practice. This study was undertaken using a case study approach based on semi-structured interviews to gain an understanding on how franchised business units in Australia used a range of organisational learning strategies to develop their strategic capability. People were interviewed from various organisational levels at five major franchises. The study found that strategic capability is enhanced by developing a learning environment that integrated both operational and strategic learning strategies. Based on the research findings, a franchised business unit’s strategic capability will, in many cases, determine the difference between the franchise’s performance in the marketplace and that of its competitors, hence, developing organisational learning strategies to gain and apply these capabilities are of a critical importance in a franchised business unit gaining a competitive advantage. The study found a number of key ingredients in organisational learning strategy that built a firm’s capability. These key ingredients include adopting a work-based learning strategy which incorporates learning activities such as listening and observing others in the workplace; regular internal training; access to external courses; controlled on-the-job training and supporting individuals and groups within their normal work; developing and implementing accredited in-house learning which would include opportunities for staff to develop both operational and strategic levels of learning; formal and informal mentoring for developing the skills of individuals and groups; participation in higher education; and the use of internal state and national franchise conferences as a tool in developing staff and to provide a work environment where empowerment of staff at all levels is encouraged, accepted and supported by the required learning strategies to make it successful. For franchised businesses within Australia aspiring to gain or build on competitive advantage, it is envisaged that the findings of this research will foster the implementation of a combination of organisational learning strategies that encompass both operational and strategic learning, and include learning for both the individual and collective groups.
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13

Du, 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.

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Ineffective reading takes place if the reader does not understand what he reads. Therefore it is important for everybody to be able to make sense of what they read. Teachers often do not pay enough attention to the teaching of comprehension in schools. Reading comprehension is an aspect that has been the least adequately explained arid therefore it is the most difficult one to teach. Even students think of it as only another exercise of English and rush through it just to finish as soon as possible. Teachers hand back the exercises and give the correct answers without instructing students on how to improve their comprehension. By teaching students different reading strategies their proficiency in comprehension may improve. Most of the students are unaware of reading strategies and they don't know how to implement them in their comprehension.• This study offers an empirical investigation into the teaching of four specific reading strategies to students in an attempt to help them to improve their reading comprehension. The literature on language learning strategies and reading strategies, as well as the teaching and learning of reading strategies, is surveyed. The results of an empirical investigation into the teaching of four reading strategies (guessing the meaning of the word from the context, finding the main idea in a passage, making inferences and generalizing) indicate that, although there was only a marginal improvement in reading comprehension, it is clear that the teaching of reading strategies has enormous potential. English Second Language teachers may find it worth their while to implement the teaching of reading strategies to develop their students' proficiency in reading comprehension.
Thesis (MEd (Vakdidaktiek))--PU vir CHO, 1996
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14

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.

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Caplin, 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.

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In this qualitative research study, First Nation students in high school participated in an interview study designed to (1) describe how their school experiences related to academic success and (2) to identify learning strategies used to achieve success. Participants described the importance of achieving academic success to ensure future economic security. In their approaches to learning, participants preferred multiple modes of learning. Various types of learning strategies included both visual and verbal methods such as teacher demonstrations, reading, and writing. Motivational influences were also identified as contributing to their educational success which came from a variety of sources such as teachers, parents, peers, and community leaders. Educational success for these Aboriginal students is both multi-dimension and multi-modal. Implication of the research and future direction will be discussed.
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16

Cristianini, Nello. "Large margin strategies for machine learning". Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322594.

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Andrews, Martin. "Learning strategies for the financial markets". Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336624.

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18

Chernets, M. "Teaching strategies to promote active learning". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13027.

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Scalabrin, Maria. "Bayesian Learning Strategies in Wireless Networks". Doctoral thesis, Università degli studi di Padova, 2018. http://hdl.handle.net/11577/3424931.

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This thesis collects the research works I performed as a Ph.D. candidate, where the common thread running through all the works is Bayesian reasoning with applications in wireless networks. The pivotal role in Bayesian reasoning is inference: reasoning about what we don’t know, given what we know. When we make inference about the nature of the world, then we learn new features about the environment within which the agent gains experience, as this is what allows us to benefit from the gathered information, thus adapting to new conditions. As we leverage the gathered information, our belief about the environment should change to reflect our improved knowledge. This thesis focuses on the probabilistic aspects of information processing with applications to the following topics: 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 these research works, we deal with pattern recognition aspects in real-world data via supervised/unsupervised learning methods (classification, forecasting and anomaly detection, multi-step ahead prediction via kernel methods). Finally, the mathematical framework of Markov Decision Processes (MDPs), which also serves as the basis for reinforcement learning, is introduced, where Partially Observable MDPs use the notion of belief to make decisions about the state of the world in millimeter-wave vehicular networks. The goal of this thesis is to investigate the considerable potential of inference from insightful perspectives, detailing the mathematical framework and how Bayesian reasoning conveniently adapts to various research domains in wireless networks.
Questa 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.
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20

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.

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Lau, 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.

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Brasser, Angela L. "Social learning strategies| A qualitative study of self-regulated learning". Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702736.

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This 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.

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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.

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Kapetanovic, 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.

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This paper presents a case study carried through with interviews from three remedial teachers in English working with students with dyslexia at public schools in the south of Sweden. The aim of the study was to investigate the learning strategies used by remedial teachers in order to help students with dyslexia to facilitate their learning process and reach higher grades in English as a foreign language. The results of this study indicated an agreement between the remedial teachers and previous research found regarding the use of technological learning aids, the adjustment made for students with dyslexia as well as using formative assessment. However, the remedial teachers appeared to show a divided approach to the aspect of focusing on grading requirements when supporting student with dyslexia in English. Since previous research on the area of working on grades appeared to be deficient, these finding could indicate a need for research of effective strategies to support students with dyslexia in developing and reaching higher grades in English. This study therefore concludes the necessity of further and wider research within the area of supporting student with dyslexia in the process of learning a foreign language.
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Aslan, 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.

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This study intended to investigate the language learning strategies used by learners of English as a foreign language, aiming to find the amount of strategies and the domain differences of the strategies used
to 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.
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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.

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Freiberg, 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.

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Learning styles and learning strategies describe students’ preferences while they are developing learning activities—grasping and transforming experience—, successfully integrating new and previous information—. 438 college students between 19 and 36 years old participated. Significant differences by sociodemographic and academic variables were verified both in styles and strategies in several dimensions, as well as significant associations between some strategies and the number of technological resources employed by students. Findings report the influence of specific strategies and styles on academic achievement, whereas styles and strategies vary in students according to academic and sociodemographic features. However certain styles and strategies significantly influencing academic achievement in students composing the whole sample were identified.
Los 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.
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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.

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He, 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.

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Ho, 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.

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McKenzie, Ian W. "Educational principles for engineering behaviour learning strategies". Thesis, Heriot-Watt University, 1990. http://hdl.handle.net/10399/1480.

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Snape, Simon Oliver. "Moving beyond perceptually focused word learning strategies". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6637/.

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The current thesis aimed to explore potential contributing factors to the difficulty that young children may experience with moving past previously effective word learning strategies. The particular focus of this thesis was how children overcome an early tendency to focus on perceptual features as their basis for word meaning and the potentially greater difficulty that children may experience with linking words to relational concepts. These aims were explored through a series of experiments that looked at 2- to 5-year-olds’ extensions of words (e.g. nouns, noun-noun compounds, verbs). Findings suggest: that children’s difficulty with correctly attributing meaning to words which are primarily defined by relations is truly due to their relational nature and not their dynamic nature; that children’s tendency to base word meanings on relations can be increased by explicitly highlighting the relation; that comparisons across more than one exemplars can help children attribute verb meaning to actions alone instead of an object-action combination; that inhibition ability may be a contributing factor in children’s ability to overcome their focus on perceptual features when understanding word meaning; and that children with autism spectrum disorders may not make use of some processes that typically developing children employ to move beyond basing word meaning on shared perceptual features.
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Sills, Elizabeth Schave. "Classroom negotiations : implementing new strategies for learning". Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/70290.

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Bresman, Henrik M. "Learning strategies and performance in organizational teams". Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28830.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, February 2005.
Includes 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.
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35

Muco, Manushaqe. "An exploration of strategies for discrete learning". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/119536.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
This 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.
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36

Toney, Dave. "Evolutionary reinforcement learning of spoken dialogue strategies". Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/1769.

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From a system developer's perspective, designing a spoken dialogue system can be a time-consuming and difficult process. A developer may spend a lot of time anticipating how a potential user might interact with the system and then deciding on the most appropriate system response. These decisions are encoded in a dialogue strategy, essentially a mapping between anticipated user inputs and appropriate system outputs. To reduce the time and effort associated with developing a dialogue strategy, recent work has concentrated on modelling the development of a dialogue strategy as a sequential decision problem. Using this model, reinforcement learning algorithms have been employed to generate dialogue strategies automatically. These algorithms learn strategies by interacting with simulated users. Some progress has been made with this method but a number of important challenges remain. For instance, relatively little success has been achieved with the large state representations that are typical of real-life systems. Another crucial issue is the time and effort associated with the creation of simulated users. In this thesis, I propose an alternative to existing reinforcement learning methods of dialogue strategy development. More specifically, I explore how XCS, an evolutionary reinforcement learning algorithm, can be used to find dialogue strategies that cover large state spaces. Furthermore, I suggest that hand-coded simulated users are sufficient for the learning of useful dialogue strategies. I argue that the use of evolutionary reinforcement learning and hand-coded simulated users is an effective approach to the rapid development of spoken dialogue strategies. Finally, I substantiate this claim by evaluating a learned strategy with real users. Both the learned strategy and a state-of-the-art hand-coded strategy were integrated into an end-to-end spoken dialogue system. The dialogue system allowed real users to make flight enquiries using a live database for an Edinburgh-based airline. The performance of the learned and hand-coded strategies were compared. The evaluation results show that the learned strategy performs as well as the hand-coded one (81% and 77% task completion respectively) but takes much less time to design (two days instead of two weeks). Moreover, the learned strategy compares favourably with previous user evaluations of learned strategies.
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Babbar, Rohit. "Machine Learning Strategies for Large-scale Taxonomies". Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENM064/document.

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À l'ère de Big Data, le développement de modèles d'apprentissage machine efficaces et évolutifs opérant sur des Tera-Octets de données est une nécessité. Dans cette thèse, nous étudions un cadre d'apprentissage machine pour la classification hiérarchique à large échelle. Cette analyse comprend l'étude des défis comme la complexité d'entraînement des modèles ainsi que leur temps de prédiction. Dans la première partie de la thèse, nous étudions la distribution des lois de puissance sous-jacente à la création des taxonomies à grande échelle. Cette étude permet de dériver des bornes sur la complexité spatiale des classifieurs hiérarchiques. L'exploitation de ce résultat permet alors le développement des modèles efficaces pour les classes distribuées selon une loi de puissance. Nous proposons également une méthode efficace pour la sélection de modèles pour des classifieurs multi-classes de type séparateurs à vaste marge ou de la régression logistique. Dans une deuxième partie, nous étudions le problème de la classification hiérarichique contre la classification plate d'un point de vue théorique. Nous dérivons une borne sur l'erreur de généralisation qui permet de définir les cas où la classification hiérarchique serait plus avantageux que la classification plate. Nous exploitons en outre les bornes développées pour proposer deux méthodes permettant adapter une taxonomie donnée de catégories à une taxonomies de sorties qui permet d'atteindre une meilleure performance de test
In 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
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Gudkova, N. "Strategies for effective computer-supported collaborative learning". Thesis, Наукова платформа Open Science Laboratory, 2020. https://er.knutd.edu.ua/handle/123456789/15511.

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In social constructionist pedagogical approaches, learning is defined as an interactive, discursive and situated activity. This rests on the idea that knowledge is co-constructed through social interaction. Students are seen as active learners and teachers as facilitators. In both off- and online settings, collaborative learning refers to two or more learners working together and striving to solve a common task or achieve a shared learning objective using predominantly peer-directed interactions. Computer-supported collaborative learning has the potential to improve learners’ cognitive, affective and social learning outcomes.
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Gao, 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.

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Leung, 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.

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Crandall, 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.

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Kehoe, Colleen Mary. "Supporting critical design dialog". Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/9171.

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Waernes, 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.

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Barton, John Wesley. "Fluid intelligence and use of cognitive learning strategies /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Erten, 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.

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Ruhnau, 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.

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Chen, 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.

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Stroud, Kathryn Chatham. "Development of the School Motivation and Learning Strategies Inventory". Texas A&M University, 2005. http://hdl.handle.net/1969.1/3773.

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The goal of this project was to develop a self-report inventory designed to assess constructs associated with academic motivation and various learning strategies including study strategies, time management, organizational techniques, attention and concentration, writing and research skills, and test taking strategies. The School Motivation and Learning Strategies Inventory (SMALSI) was developed in two forms, Child and Teen, measuring 9 and 10 constructs, respectively. Following a survey of available literature, items were constructed, subjected to review and revision, and then field tested. Following analyses of internal consistencies, items were removed to improve construct coherence. Revised forms were prepared and administered to a standardization sample of 2921 students. Additional tests of internal consistency were conducted and final versions were prepared for publication. Analyses suggest adequate reliability for both forms of the SMALSI with great consistency across age, gender, and ethnicity. Validity was assessed for 23 students completing the SMALSI Child Form and 24 students completing the SMALSI Teen Form using the Behavior Assessment System for Children – Self-Report Profile. Student Liabilities scales were positively correlated with measures of emotional, academic, and social maladjustment. In like form, Student Strengths scales were negatively associated with these measures. Interesting results were also obtained specifically regarding the relationship of depression to learning strategies. Validity was also assessed for 32 students completing the SMALSI Child Form and 53 students completing the Teen Form by obtaining Texas Assessment of Knowledge and Skills (TAKS) scores. Results for several of the constructs indicated small to moderate correlations in the expected direction. Guidelines for interpretation of the ten SMALSI constructs were presented along with suggestions for further investigation, including the use of clinical populations and standardized measures of achievement.
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Venkatraman, Arun. "Training Strategies for Time Series: Learning for Prediction, Filtering, and Reinforcement Learning". Research Showcase @ CMU, 2017. http://repository.cmu.edu/dissertations/1120.

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Data driven approaches to modeling time-series are important in a variety of applications from market prediction in economics to the simulation of robotic systems. However, traditional supervised machine learning techniques designed for i.i.d. data often perform poorly on these sequential problems. This thesis proposes that time series and sequential prediction, whether for forecasting, filtering, or reinforcement learning, can be effectively achieved by directly training recurrent prediction procedures rather then building generative probabilistic models. To this end, we introduce a new training algorithm for learned time-series models, Data as Demonstrator (DaD), that theoretically and empirically improves multi-step prediction performance on model classes such as recurrent neural networks, kernel regressors, and random forests. Additionally, experimental results indicate that DaD can accelerate model-based reinforcement learning. We next show that latent-state time-series models, where a sufficient state parametrization may be unknown, can be learned effectively in a supervised way using predictive representations derived from observations alone. Our approach, Predictive State Inference Machines (PSIMs), directly optimizes { through a DaD-style training procedure { the inference performance without local optima by identifying the recurrent hidden state as a predictive belief over statistics of future observations. Finally, we experimentally demonstrate that augmenting recurrent neural network architectures with Predictive-State Decoders (Psds), derived using the same objective optimized by PSIMs, improves both the performance and convergence for recurrent networks on probabilistic filtering, imitation learning, and reinforcement learning tasks. Fundamental to our learning framework is that the prediction of observable quantities is a lingua franca for building AI systems.
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Chung, 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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An unpowered aerial glider learning to soar in a wind field presents a new manifestation of the exploration-exploitation trade-off. This thesis proposes a directed, adaptive and nonmyopic exploration strategy in a temporal difference reinforcement learning framework for tackling the resource-constrained exploration-exploitation task of this autonomous soaring problem. The complete learning algorithm is developed in a SARSA() framework, which uses a Gaussian process with a squared exponential covariance function to approximate the value function. The three key contributions of this thesis form the proposed exploration-exploitation strategy. Firstly, a new information measure is derived from the change in the variance volume surrounding the Gaussian process estimate. This measure of information gain is used to define the exploration reward of an observation. Secondly, a nonmyopic information value is presented that captures both the immediate exploration reward due to taking an action as well as future exploration opportunities that result. Finally, this information value is combined with the state-action value of SARSA() through a dynamic weighting factor to produce an exploration-exploitation management scheme for resource-constrained learning systems. The proposed learning strategy encourages either exploratory or exploitative behaviour depending on the requirements of the learning task and the available resources. The performance of the learning algorithms presented in this thesis is compared against other SARSA() methods. Results show that actively directing exploration to regions of the state-action space with high uncertainty improves the rate of learning, while dynamic management of the exploration-exploitation behaviour according to the available resources produces prudent learning behaviour in resource-constrained systems.
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