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