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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 19 лютого 2023

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1

Lowndes, Diane EN(G), Anwen EN(G) Boult, and Lap Yee (M) Wong EN. "An application of learning theory." Nursing Standard 5, no. 51 (September 11, 1991): 28–30. http://dx.doi.org/10.7748/ns.5.51.28.s47.

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2

Najim, K., and G. Oppenheim. "Learning systems: Theory and application." IEE Proceedings E Computers and Digital Techniques 138, no. 4 (1991): 183. http://dx.doi.org/10.1049/ip-e.1991.0025.

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3

Farhan, Bayan Yousef. "Application Of Path-Goal Leadership Theory And Learning Theory In A Learning Organization." Journal of Applied Business Research (JABR) 34, no. 1 (December 29, 2017): 13–22. http://dx.doi.org/10.19030/jabr.v34i1.10088.

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Анотація:

This paper used learning theory and path-goal theory to propose a learning leadership model. The practical side of these two theories is suitable for this proposed model, its agenda, and its tools for improving organizational learning. The model is based on the assumption that leaders need to develop their competences and the competences of subordinates by creating a continuous learning process through sharing, exchanging, and improving knowledge and experiences. The model states that learning leaders act as facilitators of the organizational learning process and adopt the right attitude to motivate subordinates for learning by removing obstacles and creating a learning culture.

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4

Landry-Meyer, Laura, Su Yun Bae, John Zibbel, Susan Peet, and Deborah G. Wooldridge. "Transformative Learning." International Journal of Adult Vocational Education and Technology 10, no. 4 (October 2019): 1–15. http://dx.doi.org/10.4018/ijavet.2019100101.

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The aim of this article is to connect transformative learning theory with the practice of teaching in higher education. Connecting theory to effective active learning pedagogy is good practice in teaching adults, andragogy. Using transformative learning theory as a guide, this article describes the historical evolution of transformative learning theory and describes specific application in higher education using Chickering and Gamson's principles of undergraduate education. The discussion of teaching and learning examples from face-to-face, online, service-learning, and short-term study abroad contexts provide the reader with concrete applications.

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5

Jin, Yuxi. "Development and Application of Social Learning Theory." Learning & Education 10, no. 7 (June 7, 2022): 183. http://dx.doi.org/10.18282/l-e.v10i7.3002.

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Social learning theory is the most mentioned theory in understanding people’s learning process. This theory mainly explains the learning process of individuals in a social environment. In a social environment, individuals can learn through imitation, observation, and modeling. Social learning methods take the thinking process into account and provide a more comprehensive explanation of human learning through understanding and observing the role of the learning process.

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6

Joseph, Sylvia. "Social Learning Theory Application on Bullying Phenomenon." Journal of International Business Research and Marketing 6, no. 6 (September 2021): 7–12. http://dx.doi.org/10.18775/10.18775/jibrm.1849-8558.2015.66.3001.

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This paper aims to examine the social learning theory utilization in countering the bullying phenomenon in Egypt. The paper investigates the consequences of bullying on mental and emotional health of the bullied person. The purpose of this research is to shed light on the bullying incidents happening in Egypt and its relationship with the social learning theory.

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7

Chauhan, S. P., E. F. Magann, C. B. McAninch, R. B. Gherman, and J. C. Morrison. "Application of learning theory to obstetric maloccurrence." Journal of Maternal-Fetal & Neonatal Medicine 13, no. 3 (January 2003): 203–7. http://dx.doi.org/10.1080/jmf.13.3.203.207.

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8

Price, Vincent, and John Archbold. "Development and application of social learning theory." British Journal of Nursing 4, no. 21 (November 23, 1995): 1263–68. http://dx.doi.org/10.12968/bjon.1995.4.21.1263.

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9

Norman, Leanne. "Learning in sports coaching: theory and application." Leisure/Loisir 40, no. 4 (October 2016): 495–96. http://dx.doi.org/10.1080/14927713.2016.1276730.

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10

Chauhan, S. P., E. F. Magann, C. B. McAninch, R. B. Gherman, and J. C. Horrison. "Application of Learning Theory to Obstetric Maloccurrence." Obstetrical & Gynecological Survey 58, no. 10 (October 2003): 650–52. http://dx.doi.org/10.1097/01.ogx.0000088882.02275.b2.

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11

Claxton, Rene, and Robert Arnold. "Learning to Learn: The Practical Application of Learning Theory (511)." Journal of Pain and Symptom Management 43, no. 2 (February 2012): 408. http://dx.doi.org/10.1016/j.jpainsymman.2011.12.156.

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12

Koohang, Alex, Liz Riley, Terry J. Smith, and Jeanne Schreurs. "E-Learning and Constructivism: From Theory to Application." Interdisciplinary Journal of e-Skills and Lifelong Learning 5 (2009): 091–109. http://dx.doi.org/10.28945/66.

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13

Korey, George, and Yvonne Bogorya. "The Managerial Action Learning Concept—Theory and Application." Management Decision 23, no. 2 (February 1985): 3–11. http://dx.doi.org/10.1108/eb001369.

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14

Pearson, Gemma. "Practical application of equine learning theory, part 1." In Practice 37, no. 5 (May 2015): 251–54. http://dx.doi.org/10.1136/inp.h2046.

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15

Pearson, Gemma. "Practical application of equine learning theory, part 2." In Practice 37, no. 6 (June 2015): 286–92. http://dx.doi.org/10.1136/inp.h2483.

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16

Johnson, Wendell G. "The Application of Learning Theory to Information Literacy." College & Undergraduate Libraries 14, no. 4 (June 10, 2008): 103–20. http://dx.doi.org/10.1080/10691310802128435.

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17

Akella, Devi. "Learning together: Kolb's experiential theory and its application." Journal of Management & Organization 16, no. 1 (March 2010): 100–112. http://dx.doi.org/10.1017/s1833367200002297.

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AbstractThis paper aims to make a limited contribution to Kolb's Experiential Learning Theory. An evaluation has been made of an empirically based personal narrative of the author's experiences, reflections and problems as an instructor of a management elective course at the undergraduate level. The paper examines the process of reflection, correction and learning from the perspective of the instructor and how the issue of race and origin of the student learners' can stimulate or hinder assimilation of knowledge within a classroom. The study reveals that it is essential for an educator to be critically reflective of his/her culture and that of his/her students to be able to assess their learning styles and adopt suitable and appropriate teaching pedagogies within the classroom. This paper draws attention towards types of teaching pedagogies, non traditional methods and aids and their effectiveness in educating students of diverse backgrounds. It provides insights about diversity within classrooms and its impact on teaching, pedagogies and learning styles of both educators and students, by portraying the journey of an educator and her process of self improvement.

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18

Levin, Joel R. "Elaboration-based learning strategies: Powerful theory = powerful application." Contemporary Educational Psychology 13, no. 3 (July 1988): 191–205. http://dx.doi.org/10.1016/0361-476x(88)90020-3.

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19

Akella, Devi. "Learning together: Kolb's experiential theory and its application." Journal of Management & Organization 16, no. 1 (March 2010): 100–112. http://dx.doi.org/10.5172/jmo.16.1.100.

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Анотація:

AbstractThis paper aims to make a limited contribution to Kolb's Experiential Learning Theory. An evaluation has been made of an empirically based personal narrative of the author's experiences, reflections and problems as an instructor of a management elective course at the undergraduate level. The paper examines the process of reflection, correction and learning from the perspective of the instructor and how the issue of race and origin of the student learners' can stimulate or hinder assimilation of knowledge within a classroom. The study reveals that it is essential for an educator to be critically reflective of his/her culture and that of his/her students to be able to assess their learning styles and adopt suitable and appropriate teaching pedagogies within the classroom. This paper draws attention towards types of teaching pedagogies, non traditional methods and aids and their effectiveness in educating students of diverse backgrounds. It provides insights about diversity within classrooms and its impact on teaching, pedagogies and learning styles of both educators and students, by portraying the journey of an educator and her process of self improvement.

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20

Shrager, Jeff. "Theory change via view application in instructionless learning." Machine Learning 2, no. 3 (November 1987): 247–76. http://dx.doi.org/10.1007/bf00058681.

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21

McLean, Andrew N., and Janne Winther Christensen. "The application of learning theory in horse training." Applied Animal Behaviour Science 190 (May 2017): 18–27. http://dx.doi.org/10.1016/j.applanim.2017.02.020.

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22

Al-Ani, Omar, and Sanjoy Das. "Reinforcement Learning: Theory and Applications in HEMS." Energies 15, no. 17 (September 1, 2022): 6392. http://dx.doi.org/10.3390/en15176392.

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The steep rise in reinforcement learning (RL) in various applications in energy as well as the penetration of home automation in recent years are the motivation for this article. It surveys the use of RL in various home energy management system (HEMS) applications. There is a focus on deep neural network (DNN) models in RL. The article provides an overview of reinforcement learning. This is followed with discussions on state-of-the-art methods for value, policy, and actor–critic methods in deep reinforcement learning (DRL). In order to make the published literature in reinforcement learning more accessible to the HEMS community, verbal descriptions are accompanied with explanatory figures as well as mathematical expressions using standard machine learning terminology. Next, a detailed survey of how reinforcement learning is used in different HEMS domains is described. The survey also considers what kind of reinforcement learning algorithms are used in each HEMS application. It suggests that research in this direction is still in its infancy. Lastly, the article proposes four performance metrics to evaluate RL methods.

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23

Parsons, David, and Kathryn MacCallum. "A Learning Theory Rubric for Evaluating Mobile Learning Activities." International Journal of Online Pedagogy and Course Design 7, no. 4 (October 2017): 24–38. http://dx.doi.org/10.4018/ijopcd.2017100102.

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Learning theories underpin the expectations of meaningful outcomes that any given learning task should have. However, educators' understanding and application of such theories is likely to vary with their own experience and context. In this article, we explore the potential value of a rubric for the design of mobile learning activities that is based on a core set of six learning theories, which we have identified from the literature as being highly relevant to the context of mobile learning. The key concepts of these theories have been used to create the evaluation rubric, which supports the analysis of learning activity design from the perspective of each of the chosen learning theories. The application of this rubric is explored from two perspectives. First, we apply it to an existing mobile learning activity to evaluate to what extent the activity embodies the theories within the rubric. Then we propose a redesigned activity by using the rubric as a guiding framework for improving the task design. This process demonstrates the potential value of applying such a rubric to designing mobile learning activities, to ensure that they adequately leverage the components of one or more relevant theories.

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24

Stark, Lisa, Elisa Malkmus, Robin Stark, Roland Brünken, and Babette Park. "Learning-related emotions in multimedia learning: An application of control-value theory." Learning and Instruction 58 (December 2018): 42–52. http://dx.doi.org/10.1016/j.learninstruc.2018.05.003.

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25

Cook, David A. "Learning and Cognitive Styles in Web-Based Learning: Theory, Evidence, and Application." Academic Medicine 80, no. 3 (March 2005): 266–78. http://dx.doi.org/10.1097/00001888-200503000-00012.

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26

Hammel, Alice M. "The Development and Practical Application of Music Learning Theory." Music Educators Journal 92, no. 5 (May 2006): 22–23. http://dx.doi.org/10.2307/3878487.

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27

Almazedi, Abdul karim. "Towards a real application of an electronic learning theory." Journal of Al-Rafidain University College For Sciences ( Print ISSN: 1681-6870 ,Online ISSN: 2790-2293 ), no. 2 (October 24, 2021): 89–96. http://dx.doi.org/10.55562/jrucs.v25i2.444.

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This work though diverse, gives help and stimulation in the design of computer based materials for developing skills , it allows the student to express solution as procedures, and receive feedback as the computer executes them, his /her idea can be extended to in imaginative but structured ways by using WHAT- IF questions. Problem solving materials must be implemented to allow the student to explore facts as she / he works through specific pre-stored problems. A command vocabulary is provided for this purpose, and the command set enables the student to set the problem chunk to be attempted (complete question, stages or smaller steps) and to ask, successively if he wishes, WHY DO a stage / step ( i.e. if that goal is achieved how does it help in moving towards a solution ?) WHY CHOOSE that goal ( i.e. what problem features lead to that goal rather than do others) .HOW DO stage / step ( a general hint on method ), and WHY THAT method would be followed . A HELP command provides advice, through heuristic, when the student can not proceed (A TELL response is available as a last resort), WHE WRONG enables student to gain further feedback. Other commands are available to provide summaries and reminders of previous and present work, and to manage the presentation of information. The system keeps full records of responses and these are to be analyzed, This method of triggering ideas towards developing and acquisitions skills in the solution of problems seems to be effective and needs to be developed through further works

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28

Stoll, Edwina L. "An introduction to collaborative learning: From theory to application." Communication Education 45, no. 3 (July 1996): 260–63. http://dx.doi.org/10.1080/03634529609379054.

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29

Lewis, Sarah K., and Patricia Thompson. "Application of Adult Learning Theory to Physician Assistant Education." Journal of Physician Assistant Education 28, no. 4 (December 2017): 196–200. http://dx.doi.org/10.1097/jpa.0000000000000172.

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30

Trester, Eugene F. "Student-Centered Learning: Practical Application of Theory in Practice." About Campus: Enriching the Student Learning Experience 24, no. 1 (March 2019): 13–16. http://dx.doi.org/10.1177/1086482219859895.

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31

Bornmann, T. "Riders’ perceptions, understanding and theoretical application of learning theory." Journal of Veterinary Behavior 15 (September 2016): 79–80. http://dx.doi.org/10.1016/j.jveb.2016.08.014.

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32

Reddy, Chandra, and Prasad Tadepalli. "Learning Horn definitions: Theory and an application to planning." New Generation Computing 17, no. 1 (March 1999): 77–98. http://dx.doi.org/10.1007/bf03037583.

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33

Morrison, Gary R., and Gary J. Anglin. "Research on cognitive load theory: Application to e-learning." Educational Technology Research and Development 53, no. 3 (September 2005): 94–104. http://dx.doi.org/10.1007/bf02504801.

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34

Veronese, Elisa, Umberto Castellani, Denis Peruzzo, Marcella Bellani, and Paolo Brambilla. "Machine Learning Approaches: From Theory to Application in Schizophrenia." Computational and Mathematical Methods in Medicine 2013 (2013): 1–12. http://dx.doi.org/10.1155/2013/867924.

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Анотація:

In recent years, machine learning approaches have been successfully applied for analysis of neuroimaging data, to help in the context of disease diagnosis. We provide, in this paper, an overview of recent support vector machine-based methods developed and applied in psychiatric neuroimaging for the investigation of schizophrenia. In particular, we focus on the algorithms implemented by our group, which have been applied to classify subjects affected by schizophrenia and healthy controls, comparing them in terms of accuracy results with other recently published studies. First we give a description of the basic terminology used in pattern recognition and machine learning. Then we separately summarize and explain each study, highlighting the main features that characterize each method. Finally, as an outcome of the comparison of the results obtained applying the described different techniques, conclusions are drawn in order to understand how much automatic classification approaches can be considered a useful tool in understanding the biological underpinnings of schizophrenia. We then conclude by discussing the main implications achievable by the application of these methods into clinical practice.

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35

Steg, D. R., and I. Lazar. "Selfcontrolled Interactive Learning Systems: an Application of Communications Theory." Bulletin of Science, Technology & Society 7, no. 1-2 (February 1987): 300–305. http://dx.doi.org/10.1177/027046768700700150.

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36

Peters-Burton, Erin E. "Application of Learning Theory to Curriculum and Instruction Design." School Science and Mathematics 116, no. 8 (December 2016): 409–10. http://dx.doi.org/10.1111/ssm.12200.

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37

Plank, Richard E., and Linda F. Plank. "Applying Learning Theory In A Retailing Environment." Journal of Applied Business Research (JABR) 7, no. 1 (October 20, 2011): 40. http://dx.doi.org/10.19030/jabr.v7i1.6258.

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Анотація:

This paper reports on an experiment, conducted in a retail computer store, that assesses one aspect of the success of point-of-purchase activities developed from the perspective of learning theory. Department store shoppers were recruited to participate in a study disguised as an adult computer learning application and asked to take part in one of three point-of-purchase applications or a control group. The purpose of the study was to see if learning theory, often tested in a laboratory experimental context, could be used to develop meaningful point-of-purchase activities for retail selling of computers. The results of the study indicated that some type of point-of-purchase activity may be preferable to no activity, but that the types of point-of-purchase used in this study make no difference on the dependent measures, perceptions of computer attributes and intention to buy. The study is one more indicated of the difficulty of using laboratory findings and extending them to an applied field setting.

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38

Lestari, Sri Rahayu, Siti Nurjanah, and Wiwik Indriani. "Application of Albert Bandura Social Learning Theory in PAI Learning at Al-Wafa Ciwidey SMP Bandung." ALSYS 1, no. 1 (November 5, 2021): 83–96. http://dx.doi.org/10.58578/alsys.v1i1.16.

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Анотація:

This article discusses the application of social learning theory which aims to determine the application of the social concept of the Albert Bandura theory at Al-Wafa Ciwidey Junior High School in Bandung, the supporting factors for the application of the Albert Bandura social learning theory at Al-Wafa Ciwidey Middle School Bandung, the inhibiting factors for the application of Albert Bandura social learning theory at SMP Al-Wafa Ciwidey Bandung. This type of research is a qualitative descriptive with a phenomonological approach. Retrieval of data through the method of observation, interviews. The data source is the teacher of Islamic religious education subjects. After that, it is analyzed by drawing conclusions. The results of this study, the application of social learning theory with the concept of modeling principles in Islamic religious education learning at Al-Wafa Middle School have been applied to aspects of attention, retention, production, and motivation. And the supporting factor in the application of social learning theory is the ability of teachers which includes pedagogic, professional, personal and social skills in guiding, directing and encouraging students to be active during the learning process as well as interesting learning media. While the inhibiting factor is the low motivation of students to learn and less varied learning media. The impact of the application of social learning theory at SMP Al-Wafa Ciwidey Bandung is that students become more ready to learn because at the initial stage the attention stage has been carried out. Then finally students become more motivated because of the reward and punishment system and usually students will be more motivated when learning is packaged in activities such as games.

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39

Ursani, Ziauddin, and Ahsan Ahmad Ursani. "The Theory of Probabilistic Hierarchical Learning for Classification." Annals of Emerging Technologies in Computing 7, no. 1 (January 1, 2023): 61–74. http://dx.doi.org/10.33166/aetic.2023.01.005.

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Анотація:

Providing the ability of classification to computers has remained at the core of the faculty of artificial intelligence. Its application has now made inroads towards nearly every walk of life, spreading over healthcare, education, defence, economics, linguistics, sociology, literature, transportation, agriculture, and industry etc. To our understanding most of the problems faced by us can be formulated as classification problems. Therefore, any novel contribution in this area has a great potential of applications in the real world. This paper proposes a novel way of learning from classification datasets i.e., hierarchical learning through set partitioning. The theory of probabilistic hierarchical learning for classification has been evolved through several works while widening its scope with each instance. The theory demonstrates that the classification of any dataset can be learnt by generating a hierarchy of learnt models each capable of classifying a disjoint subset of the training set. The basic assertion behind the theory is that an accurate classification of complex datasets can be achieved through hierarchical application of low complexity models. In this paper, the theory is redefined and revised based on four mathematical principles namely, principle of successive bifurcation, principle of two-tier discrimination, principle of class membership and the principle of selective data normalization. The algorithmic implementation of each principle is also discussed. The scope of the approach is now further widened to include ten popular real-world datasets in its test base. This approach does not only produce their accurate models but also produced above 95% accuracy on average with regard to the generalising ability, which is competitive with the contemporary literature.

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40

Muraveva, L. A. "Distance Learning: Theory and Practice." SHS Web of Conferences 79 (2020): 01011. http://dx.doi.org/10.1051/shsconf/20207901011.

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Анотація:

This article discusses the process of active implementation of online learning modes based on digital technologies. Currently available theoretical postulates and recommended procedures of learning activities have been verified in practice during the course in History in Financial University under the Government of the Russian Federation. On this basis, certain experience of seminar classes has been accumulated (online conversations, discussions, presentations, webinars), this article is devoted to its analysis and generalization. The author has concluded that digital technologies diversify the classes and possess numerous tools to enhance motivation of students. The obtained results make it possible to state that application of several methods has been activated, such as brainstorming, mind games, metal mapping, interactive enquiries, testing and guessing games using learning platforms, for instance: Kahoot. Meanwhile, well balanced combination of the existing conventional learning modes and modern digital technologies makes it possible to provide even greater effect and result.

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41

Kaliappen, Narentheren, Wan Nurisma Ayu Ismail, Ahmad Bashawir Abdul Ghani, and Dwi Sulisworo. "Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 1028. http://dx.doi.org/10.11591/ijere.v10i3.21744.

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Анотація:

The purpose of this paper is to share a lecturer’s viewpoint on using Wizer.me and Socrative applications as an innovative teaching method integrating TPACK and Social Learning Theory (SLT) at higher education. The applications were used to teach 44 undergraduate students who registered for Cross-Cultural Management course at Universiti Utara Malaysia (UUM). At first, the lecturer used Wizer.me before the class starts and requesting the students to answer several questions before coming to the class. After completing each chapter, the students requested to answer some questions using Socrative application to test their understanding level. The research revealed that at the beginning of the semester, the students not aware of these two applications. However, at the end of the semester, every student familiar with these applications and overall provided positive feedback on the usage of Wizer.me and Socrative application in the teaching and learning process. This study used IntenCheck sentiment analysis software to evaluate the students’ feedback. Student’s opinion on using Wizer.me and Socrative application as an innovative teaching method not explored before at UUM. Therefore, this viewpoint could provide useful insight for university lecturers to use these applications in their teaching and learning process.

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42

Theimer, Sarah. "Expanding libraries’ application of Mayer’s cognitive theory of multimedia learning." Library Management 40, no. 6/7 (August 12, 2019): 478–82. http://dx.doi.org/10.1108/lm-08-2018-0067.

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Purpose The purpose of this paper is to propose the incorporation of Mayer’s cognitive theory of multimedia learning (CTML) into library digital initiatives, specifically open educational resources (OER). CTML contains established principles that maximize the impact of teaching material through optimizing the use of multimedia. As educators, librarians should adhere to CTML principles and advocate for them to be followed when library digital resources are created locally or used in a classroom. The paper looks at an OER title as an example and outlines changes based on CTML for improvements. Design/methodology/approach A literature review is used to identify the areas of librarianship where CTML already is in use and where research is lacking. Findings There are many opportunities to apply multimedia learning theory to aspects of library operations. The author should consider multimedia learning when making digitization decisions. OER projects should be accomplished with these principles and general learning theory principles in mind. Libraries should be aware of CTML principles when creating all digital scholarship. Research limitations/implications This paper is based on a literature review, not on research done specifically on this topic. It includes specific recommendations to improve an OER title as an example of what should be done on a broader scale. Practical implications Librarians are educators should be aware of learning theory and particularly multimedia learning theory as learners often are not directly accessible to provide feedback. Design is critical to learning and this paper provides practical recommendations for application. Originality/value Other papers have considered CTML as applied to online tutorials and instruction in general. Significantly less attention has been paid to applying CTML and cognitive learning theories outside of traditional instruction. This paper advocates expanding the use of cognitive learning theory and CTML to digital resources produced by the library.

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Clifton, Jesse, and Eric Laber. "Q-Learning: Theory and Applications." Annual Review of Statistics and Its Application 7, no. 1 (March 9, 2020): 279–301. http://dx.doi.org/10.1146/annurev-statistics-031219-041220.

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Q-learning, originally an incremental algorithm for estimating an optimal decision strategy in an infinite-horizon decision problem, now refers to a general class of reinforcement learning methods widely used in statistics and artificial intelligence. In the context of personalized medicine, finite-horizon Q-learning is the workhorse for estimating optimal treatment strategies, known as treatment regimes. Infinite-horizon Q-learning is also increasingly relevant in the growing field of mobile health. In computer science, Q-learning methods have achieved remarkable performance in domains such as game-playing and robotics. In this article, we ( a) review the history of Q-learning in computer science and statistics, ( b) formalize finite-horizon Q-learning within the potential outcomes framework and discuss the inferential difficulties for which it is infamous, and ( c) review variants of infinite-horizon Q-learning and the exploration-exploitation problem, which arises in decision problems with a long time horizon. We close by discussing issues arising with the use of Q-learning in practice, including arguments for combining Q-learning with direct-search methods; sample size considerations for sequential, multiple assignment randomized trials; and possibilities for combining Q-learning with model-based methods.

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Mikolajczak, Boleslaw. "Learning automata: Theory and applications." Control Engineering Practice 4, no. 11 (November 1996): 1627–28. http://dx.doi.org/10.1016/0967-0661(96)82836-x.

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45

Alfajri, M. Ichsan, and Yusli Yenni. "APPLICATION OF LEARNING MATHEMATICS USING WEB BASED LEARNING METHOD." JEEMECS (Journal of Electrical Engineering, Mechatronic and Computer Science) 4, no. 1 (July 27, 2021): 21–30. http://dx.doi.org/10.26905/jeemecs.v4i1.4427.

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Mathematics is one branch of science that we have learned from an early age. Mathematics is the science of quantity, structure, space, and change. Mathematicians find patterns from rigorous conclusions drawn from consistent axioms and definitions, propose new conjectures, and construct truth. We often encounter a learning approach that becomes a problem in the real world as a context for learning by thinking more critically and skillfully in problem-solving and knowledge and concepts from the material to be learned. The success of learning can be seen from the results of learning. Therefore, learning methods related to technology are indispensable for practical activities with the object of study cannot be separated from theoretical learning. Learning theory makes us bored compared to the practice done directly in front of the computer with existing technology at the moment. One such technology is Web-Based Learning (WBL). Using the Web-Based Learning (WBL) method is expected to help develop its capabilities

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Wang, Ziyuan, and Fan Guo. "Research on the Theory and Application of Deep Interactive Learning." Journal of Physics: Conference Series 1982, no. 1 (July 1, 2021): 012085. http://dx.doi.org/10.1088/1742-6596/1982/1/012085.

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Arifin, Zaenal, and Humaedah Humaedah. "Application of Theory Operant Conditioning BF Skinner's in PAI Learning." Journal of Contemporary Islamic Education 1, no. 2 (July 27, 2021): 101–10. http://dx.doi.org/10.25217/cie.v1i2.1602.

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Peningkatan mutu pendidikan perlu ditingkatkan agar tujuan pendidikan dapat tercapai. Oleh karena itu, diperlukan landasan teori yang sesuai untuk pembelajaran guna mencapai tujuan tersebut. Tujuan penelitian ini adalah untuk mengetahui teori Behaviorisme Operant Conditioning oleh BF Skinner, yang kemudian dirumuskan dalam aplikasi Pembelajaran Pendidikan Agama Islam. Pembahasan dalam makalah ini adalah tentang teori BF Skinner, penerapannya dalam pembelajaran, dan contoh penerapannya dalam pembelajaran pendidikan Islam. Penelitian ini menggunakan metode penelitian kepustakaan, yaitu dengan menelaah kepustakaan yang berkaitan dengan penelitian. Setelah data diperoleh, penulis memaparkan teori Operant Conditionig oleh BF Skinner, kemudian merumuskannya ke dalam proses pembelajaran PAI. Hasil dari penelitian ini adalah perubahan tingkah laku manusia dipengaruhi oleh lingkungan luar, pengaruh ini untuk memberikan stimulus atau rangsangan. Skinner membagi rangsangan tersebut menjadi beberapa bagian, antara lain penguatan positif, penguatan negatif, dan hukuman. Skinner menekankan penerapan penguatan atau penguatan positif (reward) dan menghindari hukuman. Penerapan teori Skinner dalam pembelajaran Pendidikan Agama Islam adalah dengan memberikan stimulus penguatan positif dalam kegiatan pembelajaran Pendidikan Agama Islam.

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Anindyarini, A., F. Rokhman, M. Mulyani, and Andayani . "Behavioristic Theory and Its Application in the Learning of Speech." KnE Social Sciences 3, no. 9 (July 26, 2018): 522. http://dx.doi.org/10.18502/kss.v3i9.2714.

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Romanelli, Frank, Eleanora Bird, and Melody Ryan. "Learning Styles: A Review of Theory, Application, and Best Practices." American Journal of Pharmaceutical Education 73, no. 1 (September 2009): 9. http://dx.doi.org/10.5688/aj730109.

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Wong, Yiu-Kwong, S. P. Chan, and Suk-Ying Cheung. "Application of Learning Theory to a Computer Assisted Instruction Package." International Journal of Electrical Engineering Education 27, no. 3 (July 1990): 237–46. http://dx.doi.org/10.1177/002072099002700307.

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