Rozprawy doktorskie na temat „Learning Strategy”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Learning Strategy”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Calway, Bruce Alexander, i mikewood@deakin edu au. "Rethinking a learning environment strategy". Deakin University. School of Educatrion, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060914.151947.
Pełny tekst źródłaMcVeigh, Elizabeth. "Learning : dimensions of strategy use". Thesis, Queen's University Belfast, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334481.
Pełny tekst źródłaNarayan, Santhosh. "Applications of machine learning : basketball strategy". Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123043.
Pełny tekst źródłaThesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 72-74).
While basketball has begun to rapidly evolve in recent years with the popularization of the three-point shot, the way we understand the game has lagged behind. Players are still forced into the characterization of the traditional five positions: point guard, shooting guard, small forward, power forward, and center, and metrics such as True Shooting Percentage and Expected Shot Quality are just beginning to become well-known. In this paper, we show how to apply Principal Component Analysis to better understand traits of current player positions and create relevant player features based on in-game spatial event data. We also apply unsupervised machine learning techniques in clustering to discover new player categorizations and apply neural networks to create improved models of effective field goal percentage and effective shot quality.
by Santhosh Narayan.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
com, an99war@hotmail, i Mohd Anuar Arshad. "Organisational Learning: An Exploration of Learning Strategy Practices in Malaysia". Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081104.104824.
Pełny tekst źródłaCox, Michael Thomas. "Introspective multistrategy learning : constructing a learning strategy under reasoning failure". Diss., Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/10074.
Pełny tekst źródłaArshad, Mohd Anuar. "Organisational learning : an exploration of learning strategy practices in Malaysia /". Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081104.104824.
Pełny tekst źródłaArshad, Mohd Anuar. "Organisational learning: an exploration of learning strategy practices in Malaysia". Thesis, Arshad, Mohd Anuar (2008) Organisational learning: an exploration of learning strategy practices in Malaysia. PhD thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/435/.
Pełny tekst źródłaArshad, Mohd Anuar. "Organisational learning: an exploration of learning strategy practices in Malaysia". Arshad, Mohd Anuar (2008) Organisational learning: an exploration of learning strategy practices in Malaysia. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/435/.
Pełny tekst źródłaViñes, Gimeno Vicenta. "Grammar learning through strategy training: A classroom study on learning conditionals through metacognitive and cognitive strategy training". Doctoral thesis, Universitat de València, 2002. http://hdl.handle.net/10803/9779.
Pełny tekst źródłaShukla, Ritesh. "Machine learning ecosystem : implications for business strategy centered on machine learning". Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/107342.
Pełny tekst źródłaCataloged from PDF version of thesis.
Includes bibliographical references (pages 48-50).
As interest for adopting machine learning as a core component of a business strategy increases, business owners face the challenge of integrating an uncertain and rapidly evolving technology into their organization, and depending on this for the success of their strategy. The field of Machine learning has a rich set of literature for modeling of technical systems that implement machine learning. This thesis attempts to connect the literature for business and technology and for evolution and adoption of technology to the emergent properties of machine learning systems. This thesis provides high-level levers and frameworks to better prepare business owners to adopt machine learning to satisfy their strategic goals.
by Ritesh Shukla.
S.M. in Engineering and Management
Monroy, Ana Maritza Cruz. "Industrial brand strategy mapping : a learning journey". Thesis, University of Manchester, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538492.
Pełny tekst źródłaGreenberg, Benjamin S. "Humanization of computational learning in strategy games". Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106018.
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 89-90).
I review and describe 4 popular techniques that computers use to play strategy games: minimax, alpha-beta pruning, Monte Carlo tree search, and neural networks. I then explain why I do not believe that people use any of these techniques to play strategy games. I support this claim by creating a new strategy game, which I call Tarble, that people are able to play at a far higher level than any of the algorithms that I have described. I study how humans with various strategy game backgrounds think about and play Tarble. I then implement 3 players that each emulate how a different level of human players think about and play Tarble.
by Benjamin S. Greenberg.
M. Eng.
Anders, Ariel (Ariel Sharone). "Learning a strategy for whole-arm grasping". Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91034.
Pełny tekst źródłaThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
23
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 69-71).
Traditionally, robot grasping has been approached in two separate phases: first, finding contact positions that yield optimal grasps and, then, moving the robot hand to these positions. This approach works well when the object's location is known exactly and the robot's control is perfect. However, in the presence of uncertainty, this approach often leads to failure, usually because the robot's gripper contacts the object and causes the object to move away from the grasp. To obtain reliable grasping in the presence of uncertainty, the robot needs to anticipate the possible motions of the object during grasping. Our approach is to compute a policy that specifies the robot's motions over a range of joint states of the object and gripper, taking into account the expected motion of the object when pushed by the gripper. We use methods from continuous-state reinforcement-learning to solve for these policies. We test our approach on the problem of whole-arm grasping for a PR2, where one or both arms, as well as the torso can all serve to create contacts.
by Ariel Anders.
S.M.
Finelli, Fabrizio. "Novel Machine-Learning Based IC Testing Strategy". Master's thesis, Alma Mater Studiorum - Università di Bologna, 2022.
Znajdź pełny tekst źródłaHartman, Stacey Lynn. "Postsecondary learning strategy instruction and student outcomes". Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280183.
Pełny tekst źródłaMcGlynn, Penelope Jane. "Perceived Effects of Embedding a Learning Strategy Course in a Year 8 Science Program". Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1798.
Pełny tekst źródłaLiukkunen, K. (Kari). "Change process towards ICT supported teaching and learning". Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514297250.
Pełny tekst źródłaTiivistelmä Tietotekniikan kehitys on ollut nopeaa vuosituhannen vaihteen jälkeen monilla aloilla. Yliopistoissa sitä on alettu käyttää yhä enemmän osana perustoimintoja, mikä on edistänyt niiden kehitystä traditionaalisista kampusyliopistoista kohti virtuaaliyliopistoja. Tämän tutkimuksen ensimmäisessä osassa on tarkasteltu perinteisen kampusyliopiston muutosprosessia kohti aktiivisesti uutta teknologiaa hyödyntävää yliopistoa ja toisessa osassa muutosten yhtenä tuloksena syntynyt konsepti siirrettiin yritysympäristöön. Yliopistossa muutos toteutettiin määrittelemällä ensin tavoitteet strategioiksi ja sen jälkeen niiden toimeenpanoprosessin avulla. Suurissa organisaatioissa, kuten yliopistoissa, on vaikea hahmottaa kuinka muutokset todellisuudessa toteutetaan. Kirjallisuutta ja tutkimusta organisaatiomuutoksen toteuttamisesta on paljon, mutta suuri osa siitä keskittyy tarkastelemaan yhden projektin aikana tapahtunutta muutosta. Tässä tutkimuksessa on pyritty esittämään laajempi ja pitkäkestoisempi kuva muutosprosessista. Tutkimus pohjautuu 116 kehitysprojektin saamaan rahoitukseen kymmenen vuoden ajalta. Sen avulla on tarkasteltu yliopiston kehitystrendejä ja keskeisiä kehityskohteita. Rahoitus on jaettu projekteille strategioissa määriteltyjen tavoitteiden mukaisesti strategioiden toimeenpanemiseksi. Osana toimeenpanoprosessia syntyi yliopistokäyttöön maantieteellisesti hajautetun oppimisympäristön konsepti. Yritysympäristössä perinteinen koulutus on korvattu yhä useammin teknologiaa hyödyntävillä koulutuksen muodoilla. Pienillä ja keskisuurilla yrityksillä on kuitenkin varsin rajoitetut resurssit koulutuksessa käytettävien teknologioiden käyttöönottoon ja tehokkaaseen käyttöön. Tämän tutkimuksen toisessa osassa yrityksen maantieteellisesti hajautetun oppimisympäristön käyttöönottoa pyrittiin tukemaan tarjoamalla sen käyttöön valmis yliopistoympäristössä kehitetty konsepti. Tämän konseptin siirrettävyyttä ja käyttöönottoa tutkittiin tutkimuksen toisessa osassa. Tämän tutkimuksen tuloksena esitetään periaatteet, jotka ohjasivat yliopiston tieto- ja viestintätekniikan opetuskäytön strategian laadintaa ja toimeenpanoa vuosina 2000–2009. Lisäksi esitellään maantieteellisesti hajautetun oppimisympäristön konsepti. Lopuksi esitellään konseptin käyttöönottoa yritysympäristössä. Tämä väitöskirja esittelee yliopiston johdolle ja toimijoille, kuinka pitkäkestoisten trendien tunteminen auttaa ymmärtämään nykyhetkeä ja sen nopeita muutoksia. Yritysjohdolle väitöskirja tarjoaa esimerkin, kuinka yliopistoympäristöön kehitetty konsepti voidaan siirtää yritysympäristöön
Tarasova, H. S., i O. V. Shakhmatova. "Flipped learning as interactive learning environment". Thesis, Інститут інноваційної освіти, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41237.
Pełny tekst źródła安藤, 史高, i Fumitaka ANDO. "教師による方略教授と方略使用との関連に自律性の及ぼす影響". 名古屋大学大学院教育発達科学研究科, 2002. http://hdl.handle.net/2237/3128.
Pełny tekst źródłaStojić, Hrvoje. "Strategy selection and function learning in decision making". Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/400136.
Pełny tekst źródłaAquesta tesi consisteix en tres estudis que investiguen el problema de selecció de l’estratègia i el paper de la funció de l’aprenentatge en la presa de decisions humana. El capítol 1 examina com les persones aprenen quina estratègia de decisió utilitzar quan s’enfronten a múltiples entorns. Es proporciona evidència de que les persones associen diferents estratègies de decisió a diferents tipus d’ambients a través d’un tipus de procés d’assaig i error i aprenenen a canviar de forma flexible entre les estratègies segons sigui necessari. El capítol 2 té com a objectiu identificar l’origen de les diferències interindividuals en l’adopció d’estratègia. Es suggereix que aquestes diferències es poden remuntar-se a quant ràpidament les persones aprenen les relacions entre els senyals i el criteri que estan tractant d’inferir. Finalment, el capítol 3 es centra en com les persones aprenen al mateix temps les relacions funcionals entre senyals i recompenses alternatives i prenen decisions. Es proporciona evidència de les interaccions entre l’aprenentatge funcional i els processos de decisió i proposa un marc d’optimització bayesiana per a la comprensió d’aquestes interaccions.
Jansson, Anton, i Lingvall Kristoffer Uggla. "Elevator Control Using Reinforcement Learning to Select Strategy". Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-166562.
Pełny tekst źródłaI denna rapport har vi undersökt huruvida reinforcement learning är användbart för att öka prestandan för hissystem i lägenhetshus. Prestandan bedömdes efter de genomsnittliga kvadrerade väntetiderna för resenärerna. Schemaläggningsproblemet för hissar är NP-svårt och ingen optimal lösning är känd. Att lösa problemet med hjälp av ett system som lär sig hur det ska agera, bör således vara en enklare strategi för att komma nära den optimala lösningen än att använda sig av en heuristik. Ett självlärande system konstruerades, där systemet tränades att använda den bäst lämpade schemaläggningsalgoritmen med avseende på rådande trafikförhållanden. Det fanns totalt fem olika algoritmer att välja bland. Anledningen till att detta gjordes i stället för att systemet skulle lära sig en komplett strategi, var för att sänka träningstiden som krävdes för att åstadkomma bra resultat och för att minska komplexiteten. En simulator utvecklades sedan, där de olika algoritmerna implementerades och testades på fyra olika scenarion, där storleken på byggnaden och antalet hissar varierade. Resultaten som genererades visade att reinforcement learning fungerar utmärkt på byggnader med 16 våningar och tre eller fyra hissar. På byggnader med tio våningar och två till tre hissar är det dock inte lika användbart och där bör i stället enklare algoritmer användas. En möjlig förklaring till detta är att prestandaskillnaderna mellan algoritmerna var för små under dessa scenarion.
Oliveria, Ulysses Sergio Cavalcanti de. "Computer-based teaching of a graphical learning strategy". Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295983.
Pełny tekst źródłaMödritscher, Felix. "Towards a recommender strategy for personal learning environments". Elsevier B.V, 2010. http://dx.doi.org/10.1016/j.procs.2010.08.002.
Pełny tekst źródłaFiocchi, Leonardo. "A Reinforcement Learning strategy for Satellite Attitude Control". Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021.
Znajdź pełny tekst źródłaRaiff, Amy Marie, i Amy Marie Raiff. "Strategy Use and Performance on Word Learning Tasks". Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625127.
Pełny tekst źródłaBajic, Daniel Andrew. "The temporal dynamics of strategy execution in cognitive skill learning". Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3369155.
Pełny tekst źródłaTitle from first page of PDF file (viewed September 15, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
McGlynn, Penelope Jane. "Perceived Effects of Embedding a Learning Strategy Course in a Year 8 Science Program". Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14888.
Pełny tekst źródłaThe teacher/researcher observed strong improvement in student ability to apply learning strategies to science as a result of participation in the program. Students were also observed by the teacher/researcher, to have been assisted by the intervention to realise that their science performance was governed not only by their natural ability, but also by factors such as studying behaviour and affective influences. In particular, the program appeared to the teacher/researcher to have helped students realise that they had control over their use of learning strategies, and that this control could influence their science performance. However, the teacher/researcher found that no statistically significant changes in science achievement resulted from student participation in the SLS course. The other objective of the research was to investigate the extent to which learning strategy education was valued and implemented by Western Australian science teachers. The 218 returned surveys revealed that most respondents recognised the need to teach these skills during science lessons. Seventy six percent of respondents considered the delivery of learning strategy instruction in the lower school science classroom to be as important, or more important, than teaching subject processes and content. Sixty seven percent recognised that improving study strategies can improve confidence and/or motivation.
Many teachers, however, had not been able to convert these views into consistent classroom practice. A moderate proportion of teachers reported teaching a variety of learning strategies; 74% of the respondents agreed that learning strategy instruction could improve performance in science. Only one teacher specifically mentioned incorporating the teaching of learning strategies with instruction in science process and content. As a future outcome of this project, the teacher/researcher will encourage other teachers to embed learning strategy instruction within the science curriculum, so that their students come to feel more in control of their learning and can learn more effectively.
Hansen, Janine. "A mentoring strategy for learnerships". Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1019892.
Pełny tekst źródłaKenny, John Daniel, i jonk19@bigpond net au. "Exegesis: Strategy and Learning: a path to organisational change". RMIT University. Education, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060308.125308.
Pełny tekst źródłaSkubch, Hendrik. "Hierarchical strategy learning for FLUX agents : an applied technique /". Saarbrücken : VDM Verlag Dr. Müller, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=3057454&prov=M&dok_var=1&dok_ext=htm.
Pełny tekst źródłaAyiter, Elif. "Ground : a metaverse learning strategy for the creative fields". Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/1244.
Pełny tekst źródłaValtazanos, Aris. "Decision shaping and strategy learning in multi-robot interactions". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8091.
Pełny tekst źródłaKrieger, Joshua Lev. "Essays on learning and strategy in research and development". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112028.
Pełny tekst źródłaCataloged from PDF version of thesis.
Includes bibliographical references.
This dissertation investigates how research organizations learn from and adapt to new knowledge. In particular, I examine how news about scandals, stigmas and failures influences the direction of research and development efforts. These negative information shocks force research organizations to pause, interpret external signals, and apply any lessons to their own project portfolios. I investigate how these negative information events impact decisions in the settings of scientific publishing and drug development. In the first essay, I study the impact of scientific retractions on citation patterns and funding in the retracted paper's intellectual field. I investigate how the retraction disclosure and affected field's characteristics influence the extent of these spillover effects. The second essay evaluates how retraction scandals damage individual scientists' reputations. This study shows that the magnitude of the retraction penalty depends on a scientist's prominence and whether or not the retraction event involved "misconduct." In the third essay, I analyze how late-stage drug development failures alter competitor's project continuation decisions. I separate technological learning effects from market competition effects, and grade decision-making across firms.
by Joshua Lev Krieger.
1. Introduction -- 2. Retractions (with Pierre Azoulay, Jeffrey Furman, and Fiona Murray) -- 3. The Career Effects of Scandal: Evidence from Scientific Retractions (with Pierre Azoulay and Alessandro Bonatti) -- 4. Trials and Terminations: Learning from Competitors' R&D Failures.
Ph. D.
Goodfellow, Robin. "A computer-based strategy for foreign-language vocabulary-learning". Thesis, Open University, 1994. http://oro.open.ac.uk/56456/.
Pełny tekst źródłaHeathcote, G. "Curriculum adaptation as a strategy for curriculum development". Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382829.
Pełny tekst źródłaYang, Chan, i 楊展. "Online-learning Strategy Scale Development". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/70434751712317652279.
Pełny tekst źródła聖約翰科技大學
工業工程與管理系碩士班
99
Since the popularization of the Internet and the ever-changing computer technology, online learning has become an important way of learning. Many universities have set up online education courses in the curriculum. However, it has become an important research topic to explore if students’ learning performance has been upgraded after investing so much manpower and financial resources. Previous studies asserted that learning strategies affect learning performance. This study emphasizes a key factor of successful learning is how to utilize learning strategies.Thus, an assessment which can evaluate on-line learning strategies is essential to know students’ learning performances. In this study, the researchers have developed a measurement to assess on-line learning strategies based on Pintrich’s Motivated Strategies for Learning Questionnaire (MSLQ), on-line questionnaire and interviews. Practically, the results of this study can help students to identify where insufficient uses of the strategies are, and thus enhance trainings on learning strategies. The results also provide schools valuable resources when designing online courses, and incorporate learning strategy training courses into online education.
Chen, Fu-Tsun, i 陳福村. "A Study e-Learning Courseware Based on Master Learning Strategy". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/syz77t.
Pełny tekst źródła亞東技術學院
資訊與通訊工程研究所
99
Abstract In general, most of the private vocational high school students do not have good academic performances. This research attempts to familiarize the students with the circuit and to promote their design ability by developing the digital materials of Digital Logic, applying the master learning strategies, and stimulating the learning motivation; therefore, students are made to practice frequently and are able to strengthen their confidence and design ability. So, the main purposes of this research are: 1. to develop the digital materials of Digital Logic 2. to make the decisive factors with the master learning strategies 3. to arrange the digital materials to achieve the goal of master learning under the learning-motivated atmosphere. The subjects of this research are two senior computer science classes, totally 91 students in number, in a private high school. And the teaching materials are developed based on the essential teaching units, which are formed by the Vocational High School course principled by the National Education Department, and referred to by the result of the questionnaires of 16 experienced vocational high school teachers. Besides, Flash is adopted in the master learning and e-learning patterns. And the materials are presented with motion pictures according to their own characteristics. After the materials are formed, they are put into teaching practice. Following the teaching are the formative evaluation and post evaluation, which lead to the statistics of the quantity and the analysis of the quality of this research. In sum, according to the research, some conclusions are drawn: 1. If based on the evaluation of the students, the materials can promote the proficiency rate and stimulate the students’ motivation. 2. If based on the strategies of master learning, the materials can influence the self-control learning speeds, the minimizing learning units and the understanding of the learning targets, in order. 3. If stimulating the learning motivation, the materials can make the learning easier and the learners full of the sense of achievement. By the way, if similar researches are undertaken, some suggestions may be made as follows: 1. The interactions between the students and the computers should be enforced when developing the digital materials. 2. The digital materials are better presented with 3D motion pictures and are extensible to self-learning. Keywords:master learning, e-Learning, digital materials, learning motivation
Huang, Hsiao-Ju, i 黃小茹. "Gender Differences in Learning Style Preference and Learning Strategy Use". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ah743g.
Pełny tekst źródła國立屏東大學
應用英語學系碩士班
105
The past literature has indicated preferred English learning style is linked to learning strategy use. To date, little research has been conducted on the extent and intensity of such link, in particular, for local teenaged EFL learners. The present study aimed to explore this relationship with a specific concern for gender differences. Two standardized tests of the Reid’s (1984) Perceptual Learning Style Preference Questionnaire and the Oxford’s (1990) Learning Strategy Questionnaire were administered to 333 senior high school students (M = 165, F = 168). Individual interviews were given to 40 surveyed students (M = 20, F = 20) to further detect their English learning difficulties and to validate the data obtained from the two questionnaires. Independent t-tests were conducted to examine the gender effect, and Pearson correlations, the relationship between style preference and learning strategy use. The important results were: (1) kinesthetic type was found to be the most preferred English learning style, and individual study style as the least preferred one, all of which was confirmed in the interview data; (2) Significant gender differences were found in the type of group (t (331) = 2.46, p = .00 < .05) with superiority on the male learners; (3)When individual learning style items were considered, 10 out of 30 (33%) items produced significant t-tests for the gender effect; (4) the female learners were found preferring the visual and auditory styles, and the male learners, the group style to study English; (5) high school students used learning strategies moderately; compensation strategies were employed most often, and affective strategies, least often; (6) there were no significant differences between the male and female learners in their overall and each type of strategy use; (7) generally, significant gender differences were detected more in the learning style preference than in the learning strategy use for senior high school students; (8) significant correlations between style and strategy use were detected (overall correlation: r = .52, P < .01); particularly, male learners (r = .57, p < .01) were found having higher correlation strengths than their female counterparts (r = .44, p < .01); (9) the interviewed students reported insufficient vocabulary and grammar knowledge and poor writing or listening skills as their top English learning difficulties. Based on the results, pedagogical and research implications were provided to conclude this study.
Kwan, Cheng-Yee, i 關正儀. "The Impact of Using WebQuest Learning Strategy on Adult Learning". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/90642767636113433182.
Pełny tekst źródła國立中正大學
成人及繼續教育所
97
WebQuest is an online inquiry-oriented activity with which learners can follow the specific learning steps and interact with Internet resources. The purpose of this study was to explore the effectiveness of using WebQuest learning strategy on adult learning. This study also tried to explore the impacts of computer attitude, computer self-efficacy, and information seeking attitude on adult learning with the scaffolding of WebQuest. Twenty three adult students took part in the study and they were divided into two groups. After learning the course of constructing websites, ten students in the WebQuest group completed a task through a WebQuest-based website designed by the teacher, while the other thirteen students completed the same task performance without any treatment. The data were collected through questionnaires, interviews, and researcher’s observation. The results show that students in the WebQuest group did not perform better than the control group. And their computer attitude, computer self-efficacy, and information seeking attitude did not predict their learning performance. However, for both groups, their information seeking attitude had been changed after the experiment. In the interviews, students thought the strategy of "Related Resources" in the WebQuest website was very helpful. They generally felt that the WebQuest learning strategy was interesting. Regarding the difficulties of using WebQuest , some students mentioned that computer proficiency would affect their performance, and might need more time to carry out the construction of the website. Finally, this research addresses the following suggestions. First, the WebQuest learning strategy can be used for adults. Second, it is suggested to teach adults how to search or seek information online before using the learning strategy of WebQuest. Future research can continue to explore more learning strategies of using WebQuest in adult learning.
Huang, Kai-Ming, i 黃凱明. "Gender Differences in English Learning Beliefs and Learning Strategy Use". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/72276966036760450453.
Pełny tekst źródła國立屏東大學
應用英語學系碩士班
103
Previous literature has indicated that foreign language learning beliefs may have impact on its strategy use. This study aimed to examine such relationship. Gender differences were further probed. Two standardized questionnaires concerning the beliefs (BALLI, Horwitz, 1987) and the strategy use (SILL, Oxford, 1990) were administered to 322 college students (M = 155, F = 167) in southern Taiwan. Thirty-one students (M = 15, F = 16) were further interviewed to consolidate the data obtained from the questionnaires and to identify their English learning behaviors and difficulties. The important findings are : (a) in English beliefs, the college students reported having strong motivation in learning English, and to repeat and practice a lot was believed to be the best way of learning English; (b) the male and female learners were found having very different beliefs in the nature and aptitude of learning English; (c) they were also found to be moderate strategy users with the highest use in compensation strategies, and lowest use in social and affective strategies; (d) gender differences concerning strategy preferences were particularly found in their use of metacognitive and memory strategies with female superiority to the male learners; (e) beliefs about English learning were significantly correlated with the frequencies of strategy use (r = .63, p < .05), with much higher correlation found in the females (r = .77, p < .05) than in the male counterparts (r = .24, p < .05); (f) insufficient grammar and vocabulary knowledge presented the greatest challenge for these college students in learning English. Pedagogical and research implications of the results were provided to conclude this study.
Wu, Chun-Tsai, i 巫俊采. "Influences of Learning Motivation and Strategy on Dynamic Learning Effectiveness". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/07276842395267865964.
Pełny tekst źródła國立彰化師範大學
工業教育與技術學系
100
Faced with the impact of low birth rate, universities must raise their teaching quality in order to be competitive for recruiting students. Learning effectiveness thus becomes the focus. Learning motivation and strategy are assumed to be the major factors of influences on learning effectiveness. However, an integrated research of the causal relationship among learning motivation and strategy, learning effectiveness, and the dynamic effective condition is rarely established. This study is based on collected samples of digital design sophomores of Ling Tung University, including 60 effective fixed samples and their four time learning motivations and project grades. The methodology of Latent Growth Curve Modeling (LGM) is to analyze dynamic causal relationship of learning motivations and strategy. In addition, Motivation and Engagement Scale – University/College, MES-UC is used to measure learning motivation, teaching notes to observe and record learning strategy, and interactive multimedia products to evaluate the learning effectiveness. The results of this research are: 1. learning effectiveness is not direct linear effects but changes over time; 2. Adaptive motivation lead to adaptive engagement and maladaptive engagement and their growth trends consistent; 3. Anxiety, disengagement, and planning increase over time; 4. Learning motivation influence differently on the initiative learning and growth rate; 5 Various learning strategies contain similar growth trends only with different changing rate. The recommendations are: 1. Teachers should adopt formative assessment to realize the true learning effectiveness; 2. the teachers should motivate the learning and follow up the learning behaviors so as to supervise effectively; 3. The teachers should decrease the maladaptive motivations and reinforce adaptive engagement; 4. The teachers should make a good use of the features of learning motivations to advance students’ effective learning; 5. The evaluation should be considered specifically with cognition, emotion, and skills and also allow flexible time range, which can advance deep learning. For the future studies include: 1. expanding the sample numbers and learning subjects; 2. exploring the adaptiveness of the Motivation and Engagement Scale; 3. probing various studies of learning motivations and variables.
高守潔. "The Research of MOOCs Users' Learning Situation and Learning Strategy". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/62jcf2.
Pełny tekst źródła國立臺灣師範大學
應用華語文學系
105
This research aimed to understand the relationship between MOOCs users’learning situation and learning strategies. Learning situation includes background information, the obtain of certificate, the percentage of videos watched and the total number of times videos were watched. Learning strategies measures metacognitive strategy, time and environment management strategy and peer learning strategy, comparing the difference between gender, age and occupation. This research targeted “R series”, a MOOCs lesson launched by National Taiwan Normal University in 2015. Using questionnaire adapted from Duncan & McKeachie(2005)’s “Motivated Strategies for Learning Questionnaire” (MSLQ), translating it into Mandarin and designed in a manner that meets the actuation of the lesson. Validity is being audited before releasing to the MOOCs users. Research data is analyzed by statistic program to find the correlation between different background’s user and their learning situation and learning strategies and also the correlation of the user’s learning situation and learning strategies. Briefing the findings as below: 1. 15.4% of the learner in the R series obtained the certificate. Within, male learner noticeably exceeds female. 2. The obtained of the certificate has positive correlation with the percentage of the videos watched and the total number of times videos were watched. 3. Learner’s percentage of videos watched is slightly in correlation with metacognition strategy and time and environment management strategy. 4. Learner performed metacognition strategy significantly more than time and environment management strategy and peer learning strategy. With peer learning strategy used least. 5. In time and environment management strategy, male learners perform better than female learners. According to the result, due to the metacognition strategy is the learning strategy most used by learners. Therefore, would advise MOOCs lesson teachers and operators to add more metacognition elements into the lesson and also encourage the learners to do so to increase the percentage of the videos watched.
Chuang, Ching-Yi, i 莊菁怡. "The Influence of Learning Strategy on Learning Satisfaction in an e-Learning Environment". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/37185669595948728494.
Pełny tekst źródła國立中正大學
資訊管理學系
93
Recently, many studies discuss the development of the e-Learning environment from the educational perspectives. However, learners’ psychological learning process in an e-Learning environment is generally neglected. An empirical study was conducted to examine the effect of learning strategy on learning satisfaction in an e-Learning environment. The learners of the National Chung Cheng University Web Education System (CCU) and the K12 Digital School (K12) are the two sample groups in our survey. The results indicate that: (1) learning motivation and the instructor’s characteristics have significant positive effects on the learning strategy; (2) instructor’s characteristics and learning strategy have significant positive effects on the learning satisfaction; (3) the model explains 48.9%(54.4%) and 46.6%(45.7%) of the variances on learning strategy and learning satisfaction of CCU(K12) group respectively; (4) no significant differences exist between the results of CCU and K12 groups. Implications from the findings are also provided.
Shih, Yi-cheng, i 施弈丞. "Effects of Integrating Gesture-Based Learning Strategy and Adaptive Learning Strategy with Brainwave Detection on Memory Training Performance". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/73749811721367698524.
Pełny tekst źródła國立中山大學
資訊管理學系研究所
103
Cognitive ability plays an important role in human’s daily life, which is strongly related to cognitive ability. Previous studies have shown that cognitive ability can be improved through training, which can further promote learning and work efficiency. According to embodied cognition, cognition is related to body. That is, motor system can affect cognition just as mind can affect bodily behavior, which stresses the importance of body to cognition. Through the process of body interacting with environment, cognition can be formed in brain. According to Technology-Mediated Learning approach, the application of technology in learning needs to take learner''s psychological learning process into account, including cognitive and information processing activities, motivation, interest, and cognitive structures. Technology with instructional strategy would affect learner’s psychological status and further affect learning performance. Thus, this study developed an adaptive memory training system that adjusts the training content based on learner’s attention and meditation levels and involves bodily motions during the cognitive training activities. To examine the effects of the system on cognitive ability performance, three study groups were designed, KUI(keyboard-mouse-based UI learning group), GUI(gesture-based UI learning group) and AUI(adaptive gesture-based UI learning group). Eighty eight voluntary participants equally assigned to these three groups. Memory performance of these groups were measured. Results showed that memory performance between the GUI and the KUI has no significant difference, and the AUI significantly outperformed the other groups. The finding showed that integrating gesture-based learning strategy and adaptive learning strategy on memory training performance is conducive to memory training performance.
Tsai, Chung-Chieh, i 蔡忠潔. "The Study of Self-regulation Learning strategy for WebQuest Learning System". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/yhx3mn.
Pełny tekst źródła國立臺灣師範大學
工業科技教育學系
96
The rapid growth of information in the WWW has resulted WebQuest to become more useful than ever. While teachers are lecturing with WebQuest , they are able to present the topic in different ways which has allowed the students to integrate with the situation and research for related knowledge. Through this type of learning and interaction with WebQuest, learners are able to obtain new information from the internet resources. However, it is hard to assess the efficiency of hands on teaching strategy, and the key point to a successful lesson teaching is student's self control. In order to have a decent quality lesson using WebQuest, a well organized Self-regulated Learning system should be provided and teachers should be monitoring students' behaviors at all times and giving appropriate guidance. Therefore, the main purpose of this study is to construct a WebQuest Learning system with self-regulated learning. Samples were certain of six classes’ students at 6th grade of Elementary School in Taipei County, and were divided into experimental (three classes) and control (three classes) groups. The pretest-posttest nonequivalent-groups design study method was selected. The study used Children Self-regulated Degree Assessment as pretest and posttest, and Knowledge of Eco-Soap Comprehensive Test as achievement pretest and WebQuest as achievement posttest. The data is processed by statistics methods such as two way covariance (two-way ANCOVA), Correlation Coefficient, Independent-Samples T Test and Pair-Samples T Test etc. After analyzing, the conclusions are as follows: 1.The study used self-regulatory cycle to build the Self-regulated learning doctrine in WebQuest Learning system. 2.The achievement of experimental group of high self-regulated degree student is better than the achievement of experimental group of low self-regulated degree student and that of both control group. The achievement of experimental group of low self-regulated degree student is advanced up to achievement of control group of high self-regulated degree student. 3.After teaching experiment, the self-regulated degrees of experimental group and control group are not significant different. 4.By using sequential analysis to analyze self-regulated behavior, the acts of experimental group of high self-regulated degree are most accord with self-regulated behavior and are better than other group. The acts of experimental group of high self-regulated degree sometimes match with self-regulated behavior and which cause the achievement better than control group of low self-regulated degree students.
Wang, Yan-Jr, i 王衍智. "Learning Effects of Using Cooperative Learning Strategy in Digital Painting Courses". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/54186550493302035665.
Pełny tekst źródła國立臺中教育大學
數位內容科技學系碩士班
98
Nowadays there are more and more people who use computers to finish their work and exchange information. On top of that, with many software applications in painting and education, new software comes out one after another. In the past, painting is subject to restrictions such as environment, materials and time, etc. Many works have consumed lots of resources in the initial study. With preparing many tools and materials, the teaching schedule is affected. With computer applications, physical materials and images are digitizing. Through practicing and teaching on computer, the material consuming can be reduced and the learning efficiency can be promoted. The study aims to use online painting technology into cooperative learning and teaching, and we confirm that cooperative learning is better than traditional teaching. Furthermore, we discuss learners’ acceptance about online painting collaborative learning environment by TAM (Technology Acceptance Model). Our results shows that learner’s learning performance upgrades significantly after he participated in online drawing. Moreover, PEU (Perceived Ease of Use) can positively influence PE (Perceived Usefulness). Also, PEU and PE both can predict their behavior intention for online painting environment. In learner’s individual factors such as gender, information ability, and experience of using painting tools do not have significantly differences. This means that the online painting and cooperative learning system environment can be accepted by any personal characteristics of learners, and this favors the promotion and application.
Chang, Ting-Wen, i 張定文. "Applying Integrated Internet Technologies for Learning Strategy in Math-Learning Website". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/94715740866757110455.
Pełny tekst źródła國立中正大學
資訊工程研究所
91
In conventional, mathematical learning curriculum is very difficult for students to individually solve mathematical problems when teachers can not support them. In this thesis, the internet technologies are integrated and a mathematical engine is developed in the math-learning website which consists of mathematical exam system and interactive learning system. The exam system includes a series of exam and videos of solving process for students to learn the skills of solving mathematics problems. The interactive learning system can help students to converse with teachers and their peers. Students can use the systems in the learning environment to obtain knowledge of mathematics. Therefore, students can discuss with teachers and their peers anytime anywhere through the learning activity of learning environment. Students can learn the ability of independent thinking and solving the problems through the active learning and cooperative learning.
Jaw, Wei-Chih, i 趙偉智. "The Effects of Integrating Learning Cycle as Strategy onDigital-Learning Content". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/04719178490978593147.
Pełny tekst źródła國立臺南大學
資訊教育研究所教學碩士班
94
This study is to explore the effects of integrating learning cycle strategies on digital-learning contents by using the pre-test/post-test non-equivalent control group design. The subjects were 232 5th grade students and divided 115 students into experimental group to learn the integrating learning cycle strategies on digital-learning contents and other 117 students were control group to learn the unintegrating learning strategies on digital-learning contents. The results of this study were decided by two ways, science processing skill test and attitude toward science test and as followed: The experimental group had more points than control group in science processing skill test, meant the students who learned the integrating learning cycle strategies on digital-learning contents made the better performance than students who learned the unintegrating learning strategies on digital-learning contents. There was no obvious distinction between the experimental and control group, meant the students who learned the integrating learning cycle strategies on digital-learning contents did not make the increasing value for the attitude toward science test than students who learned the unintegrating learning strategies on digital-learning contents.
Sung, Chien-Yi, i 宋千儀. "Use of Competitive Learning Strategy in a Lab-based Learning Environment". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/71822806256406314568.
Pełny tekst źródła國立臺灣師範大學
資訊工程研究所
99
This study aimed to investigate whether competitive learning strategy could efficiently improve motivation and learning effect on the lab-base learning environment. The research sample is seventy-two students in Hsin Tien senior high School. Measured by achievement test scores analysis, whether competitive learning could impact on student learning, and to survey students’ idea from the questionnaire. Following quantitative and qualitative analysis, the research results show that using of competitive learning strategy or not using of competitive learning both could improve students’ learning effect; That is, competitive learning strategy could not improve student learning more. Whether is a competitive learning strategy, the impact of information science students learning attitude is no significant difference, but there is positive impact.
Chien, Yen-Ling, i 簡嬿羚. "The influence of self-regulated learning strategy and learning style on e-learning effectiveness". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/32qhsa.
Pełny tekst źródła東吳大學
資訊科學系
96
The major purpose of this study was to investigate the influence of self-regulated learning strategy and learning style on e-learning effectiveness. This study used the undergraduate students who had ever participated in e-learning course as survey targets. This study collected 205 samples from online survey. After analyzed the data, we found that: 1. E-learning effectiveness was significantly different among self-regulated learning strategy groups, the high-scored group better than the middle-scored, and the middle-scored group better than the low-scored. 2. E-learning effectiveness was no significantly different among learning style groups. But when students used more self-regulated learning strategy to help them learn, the CE students had better improvement than the AC students, and the RO better than the AE. 3. When students used more self-regulated learning strategy to help them learn, the female students had better improvements than the male students.