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Готові списки джерел за темами / Learning

Добірка наукової літератури з теми "Learning"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 6 липня 2024

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Статті в журналах з теми "Learning":

1

Kim, Hye-Jin. "M-Learning Application for Ubiquitous Learning Based on Android Web Platform." Journal of the Korea Academia-Industrial cooperation Society 12, no. 12 (December 31, 2011): 5564–69. http://dx.doi.org/10.5762/kais.2011.12.12.5564.

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2

Kim, Hye-Jin. "Educational Paradigm Shift from E-Learning to Mobile Learning Toward Ubiquitous Learning." Journal of the Korea Academia-Industrial cooperation Society 12, no. 11 (November 30, 2011): 4788–95. http://dx.doi.org/10.5762/kais.2011.12.11.4788.

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3

Chagas, Edgar Thiago De Oliveira. "Deep Learning e suas aplicações na atualidade." Revista Científica Multidisciplinar Núcleo do Conhecimento 04, no. 05 (May 8, 2019): 05–26. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/administracao/deep-learning.

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4

You, Yeong Mahn. "How Could We Marry Knowledge Management to e-Learning with Learning Objects?; The Possicilitiey and Limitations." Journal of Educational Technology 17, no. 2 (June 30, 2001): 53–89. http://dx.doi.org/10.17232/kset.17.2.53.

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5

Joan, D. R. Robert, and Dr S. P. Denisia Dr. S. P. Denisia. "Features of Electronic Learning, Mobile Learning and Virtual Learning." International Journal of Scientific Research 2, no. 4 (June 1, 2012): 73–75. http://dx.doi.org/10.15373/22778179/apr2013/29.

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6

Kulsum, Umi. "HYBRID LEARNING TIME MODIFICATION CAN IMPROVE LEARNING ACTIVITY AND LEARNING OUTCOMES." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 11, no. 3 (December 23, 2021): 263–68. http://dx.doi.org/10.24114/sejpgsd.v11i3.27922.

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The purpose of this study was to determine the effectiveness of hybrid learning time modification in terms of learning outcomes; knowing the relationship between learning activities and learning outcomes and knowing the effect of hybrid and one other group is the conventional group (face-to-face only), this group is the control group.Collecting data using a learning activity questionnaire and a knowledge test to determine learning outcomes. Data analysis technique with Ancova. The results of the study: (1) hybrid learning time modification is effective in improving learning outcomes (2) significant relationship between learning activity and learning outcomes, significance 0.000; (3) there is a significant difference in the effect of variations in hybrid learning time modification on learning activity and learning outcomes, the significance of 0.037 Keywords: Time Modification, Hybrid Learning, Active Learning, Learning Outcomes

7

Azis, Yunia Mulyani. "Sharing Time Learning (Face to Face and Online Learning) in Blended Learning." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 20, 2020): 466–74. http://dx.doi.org/10.37200/ijpr/v24i2/pr200358.

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8

Bhoite, Dr Sudhakar D. "E-Learning: the Technology Enhanced Learning (TEL) Makes Learning Easier And Flexible." International Journal of Scientific Research 2, no. 9 (June 1, 2012): 84–85. http://dx.doi.org/10.15373/22778179/sep2013/29.

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9

Sirkemaa, Seppo J. "Analysing e-Learning and Modern Learning Environments." International Journal of Information and Education Technology 4, no. 2 (2014): 176–79. http://dx.doi.org/10.7763/ijiet.2014.v4.393.

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10

Karolczuk, Marzanna. "Blended learning (e-learning) in language studies." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 13 (2017): 119–28. http://dx.doi.org/10.16926/sn.2017.13.09.

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Дисертації з теми "Learning":

1

Haho, P. (Päivi). "Learning enablers, learning outcomes, learning paths, and their relationships in organizational learning and change." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526203584.

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Abstract The purpose of this thesis is to examine the role of learning and the constituents of learning in creating process innovations and realizing organizational change. Organizational learning was studied and the data was collected in process development projects, in which process simulations were used as a development method for process innovations and change. The empirical research was carried out mainly in 1988–2001. In this thesis, the results of those studies are reflected on, together with the recent literature related to organizational learning theories in the context of process innovations and management of change. Specifically, the concepts of learning enablers, learning outcomes (intangible/tangible), learning paths, and their relationships are studied. Qualitative longitudinal action research with case studies and abductive reasoning are used as the research methods throughout this thesis. The data consists of 34 cases and 99 process simulations in 12 different industries and varies from large core processes to support processes. The case organizations were mainly Finnish companies with Finns as the majority of participants. One case organization was from Switzerland, and in five cases, multicultural groups participated in the process simulations. In each project, process simulations were used at least once during a change project, in some cases even five to eight times. The data analysis proceeded in an abductive manner throughout the included five articles, and the findings are summarized based on the research questions. The theoretical contribution of this thesis is fourfold. The findings give new understanding 1) about learning enablers, their relationships to each other and influence on learning and process innovations, 2) about the role of intangible and tangible learning outcomes in individual and organizational learning processes and 3) about learning paths in process innovations and related change processes. The thesis also defines 4) a model for effective learning processes in change projects concerning process innovations. The contribution in the practical and managerial context should be applicable field of North and West European commercial organizations. This thesis highlights individual and organizational learning in the creation of process innovations, and it also defines the features of an effective development method for creating and implementing process innovations
Tiivistelmä Tämän väitöskirjan tarkoituksena on tutkia organisaation oppimisen ja sen eri osatekijöiden roolia prosessi-innovaatioiden luomisessa ja muutoksen aikaansaamisessa organisaatiossa. Organisaation oppimista tutkittiin ja aineisto kerättiin prosessien kehittämisprojekteissa, joissa prosessisimulaatioita käytettiin prosessi-innovaatioiden menetelmänä. Tutkimuksen aineisto kerättiin pääsiassa vuosien 1988–2001 aikana. Tässä väitöskirjassa näitä tuloksia analysoidaan vallitsevien organisaatio-oppimisen teorioiden valossa prosessi-innovaatioiden ja muutoksen johtamisen asiayhteydessä. Erityisesti tutkitaan oppimisen mahdollistajia, oppimisen tuloksia (aineettomia/aineellisia), oppimisen polkuja ja kaikkien näiden keskinäisiä suhteita. Tutkimusmenetelmänä on käytetty laadullista pitkittäistä toimintatutkimusta tapaustutkimuksineen ja abduktiivisine päättelyineen. Aineisto koostuu 34 tapaustutkimuksesta ja 99 prosessisimulaatiosta, jotka toteutettiin 12 eri toimialalla, ja vaihtelevat ydinprosesseista tukiprosesseihin. Suurimmaksi osaksi tapausorganisaatiot olivat suomalaisia yrityksiä, ja yksi tapausorganisaatio oli sveitsiläinen. Projektiryhmät olivat pääasiassa suomalaisia, mutta monikulttuurinen ryhmä osallistui prosessisimulointiin viidessä tapaustutkimuksessa. Jokaisessa projektissa prosessisimulointia käytettiin ainakin kerran muutosprojektin aikana, joissakin tapauksissa jopa viidestä kahdeksaan kertaan. Väitöskirjan viiden artikkelin aineiston analysointi suoritettiin abduktiivisen päättelyn periaattein, ja tutkimuksen tulokset esitetään tutkimuskysymysten mukaisesti. Tutkimuksen teoreettinen tulos kohdistuu neljään osa-alueeseen. Tulokset lisäävät ymmärrystä 1) oppimisen mahdollistajista, niiden suhteesta toisiinsa ja vaikutuksesta oppimiseen ja prosessi-innovaatioihin, 2) aineettomien ja aineellisten oppimistulosten roolista yksilön ja organisaation oppimisprosesseissa, ja 3) prosessi-innovaatioiden ja niihin liittyvien muutosprosessien oppimisen poluista. Tutkimus myös määrittelee 4) prosessi-innovaatioita koskevien muutosprojektien oppimista korostavan mallin. Tutkimuksen tuloksia voitaneen soveltaa Pohjois- ja Länsi-Euroopan yritysmaailmassa. Tutkimus korostaa yksilön ja organisaation oppimisen merkitystä prosessi-innovaatioiden luomisessa ja lisäksi se määrittelee vaikuttavan prosessi-innovaatioiden kehittämisen ja käyttöönoton menetelmän piirteet

2

Beal, Jacob Stuart Michael. "Learning by learning to communicate." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42056.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2007.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 215-218).
Human intelligence is a product of cooperation among many different specialists. Much of this cooperation must be learned, but we do not yet have a mechanism that explains how this might happen for the "high-level" agile cooperation that permeates our daily lives. I propose that the various specialists learn to cooperate by learning to communicate, basing this proposal on the phenomenon of communication bootstrapping, in which shared experiences form a basis for agreement on a system of signals. In this dissertation, I lay out a roadmap for investigating this hypothesis, identifying problems that must be overcome in order to understand the capabilities of communication bootstrapping and in order to test whether it is exploited by human intelligence. I then demonstrate progress along the course of investigation laid out in my roadmap: * I establish a measure of developmental cost that allows me to eliminate many possible designs * I develop a method of engineering devices for use in models of intelligence, including characterizing their behavior under a wide variety of conditions and compensating for their misbehavior using failure simplification. * I develop mechanisms that reliably produce communication bootstrapping such that it can be used to connect specialists in an engineered system. * I construct a demonstration system including a simulated world and pair of observers that learn world dynamics via communication bootstrapping.
by Jacob Stuart Michael Beal.
Ph.D.

3

Paulsson, Fredrik. "Modularization of the Learning Architecture : Supporting Learning Theories by Learning Technologies." Doctoral thesis, Stockholm : Datavetenskap och kommunikation, Kungliga Tekniska högskolan, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4712.

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4

Gredley, Susan. "Learning through experience: making sense of students' learning through service learning." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14005.

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This study asks how we can make sense of students' learning in service learning. I employed a qualitative research methodology to explore the learning experiences of four students as they journeyed through the UCT Global Citizenship course: Thinking about volunteering: service, boundaries and power. This is a service learning course which attracts students from all disciplines and years of study. The course has two learning components: the students' self-organised voluntary community service, which forms the primary learning text, and guided facilitation and reflection through face-to-face and online learning activities. I had access to students' coursework which provided two written reflective assignments and a number of online blogs. At a later stage I conducted small-scale in-depth interviews. I used two methods to organise and analyse the data. The first was an analytic framework made up of three interconnected learning domains of 'knowing', 'being' and 'acting' (adapted from Barnett and Coate, 2005); the second was qualitative thematic analysis. My data suggest that we can make sense of students' learning in service learning through an analysis of students' 'being' in relation to their 'knowing' and 'acting'. My data also show that 'being' is embedded in students' 'knowing' and 'doing' and therefore 'being' is a key component of student learning. Additionally, the concept of a 'learning journey' is useful in positioning learning as something that takes place over time and in space. Finally, my data show that context matters: students' "personal foundations of experience" (Boud and Walker, 1991) influence their learning, as does the more immediate context of the classroom and their community service work. This study ends by briefly pointing to two key 'enablers' of students' learning, critical reflection and peer learning.

5

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

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This study was designed to investigate possible changes in the use of four specific learning strategies by students who had learning disabilities: using a device, thinking about knowledge, finding a starting point, and acting differently in the future. The five student participants were instructed in a special education pull-out reading classroom using the blended learning classroom model. The researcher explored behavioral changes related to student participants’ use of these learning strategies in general education classrooms. This study attempted to investigate student participants’ and general education teachers’ perceptions of the four learning strategies. A math teacher, a social studies teacher, and a science teacher from the researcher’s teaching team also contributed their perceived observations of student participants’ use of the four learning strategies in their classrooms. The triangulation of data used in this study was achieved through use of pre-surveys and post-surveys that inquired into use of learning strategies on the parts of student participants and general education teachers at the inception of the study and again at its conclusion. Interviews with each of the study’s participants were also conducted at the conclusion of the study. Student binders used by the student participants in the blended learning instructional model were analyzed for evidence. The results of the study indicated that although according to survey data, students did not demonstrate changes in their ability to use the four learning strategies, most student participants reported using the strategies in their general education classes.

6

Yik, Ping-chui. "Learning styles and language learning outcomes." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38598073.

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7

Menke, Joshua E. "Improving machine learning through oracle learning /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1726.pdf.

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8

Yik, Ping-chui, and 易平璀. "Learning styles and language learning outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38598073.

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9

Tarasova, H. S., and O. V. Shakhmatova. "Flipped learning as interactive learning environment." Thesis, Інститут інноваційної освіти, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41237.

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The use of the flipped classroom as an alternative to the traditional learning environments has been increasingly attracting the attention of researchers and educators. The advancement in technological tools such as interactive videos, interactive in-class activities, and video conference systems paves the way for the widespread use of flipped classrooms. It is even asserted that the flipped classroom, which is used to create effective teaching environments at schools, is the best model for using technology in education. Studies about the flipped classroom appear in different disciplines including information systems, engineering, sociology, and humanities, mathematics education, and English composition. The purpose of this paper is to fulfil the needs regarding the review of recent literature on the use of the flipped classroom approach in education.

10

Jellis, Christopher Henry. "Metalearning : PGCE students learning about learning." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2583/.

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As students, trainee teachers are required to reflect upon and take ownership of their own learning, but because of their future position as teachers, they also have to understand the learning of others. Trainee teachers have many ideas about teaching, but unless they have previous experience in the field, it is likely that their main understanding of what constitutes teaching and learning will be from their experiences of themselves as students. Many trainee teachers follow an uninterrupted route from school to university and then straight onto a PGCE course and will throughout their time in education have been experiencing teaching only from one direction 一 that of a student. During this time, many will develop ideas about what teachers actually do, but since a lot of what teachers do is preparation outside of the classroom, can students really get a balanced idea of the working life of a teacher? Trainee teachers, and indeed all postgraduate students need to reflect on their own learning in order to maximise their ability to assimilate and understand new information. This is the idea behind the concept of metalearning. Metalearning is a comparatively new phrase and as such, its meaning is still evolving. Originally defined by John Biggs (1985) as a process of being aware, and taking control, of one's own learning, it has subsequently been revisited and redefined. Some authors equate the concept with a practical form of metacognition, others with ideas involving reflective practice whilst others consider the phrase to mean "learning about learning" (Jackson, 2004). In the text which follows, the word is taken to mean "learning about learning" which could, in many cases be shown to subsume both the metacognitive and reflective theories. In any case, it is a very apt description of the principal role of trainee teachers. This longitudinal study tracks a group of trainee teachers following a PGCE course in order to observe their development and understanding of learning, both their own and that of their pupils and also to gain some insights into the experience of being a PGCE student in the 21 St Century.

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Книги з теми "Learning":

1

Mariussen, Åge, and Seija Virkkala. Learning transnational learning. London: Routledge, 2013.

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2

Longworth, Norman. Learning cities, learning regions, learning communities: Lifelong learning and local government. London: Routledge, 2006.

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3

Banse, Gerhard. E-learning? -- e-learning! Berlin: Trafo, 2007.

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4

L, Wong Bernice Y., ed. Learning about learning disabilities. San Diego: Academic Press, 1991.

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5

Banse, Gerhard. E-learning? -- e-learning! Berlin: Trafo, 2007.

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6

L, Wong Bernice Y., ed. Learning about learning disabilities. 3rd ed. San Diego: Elsevier Academic Press, 2004.

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7

L, Wong Bernice Y., ed. Learning about learning disabilities. 2nd ed. San Diego: Academic Press, 1998.

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8

L, Wong Bernice Y., ed. Learning about learning disabilities. San Diego: Academic Press Inc, 1991.

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9

Dar-Ei, Ezey M. HUMAN LEARNING: From Learning Curves to Learning Organizations. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4757-3113-2.

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10

Dar-Ei, Ezey M. HUMAN LEARNING: From Learning Curves to Learning Organizations. Boston, MA: Springer US, 2000.

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Частини книг з теми "Learning":

1

Coleman, John. "Learning, learning, learning." In The Psychology of the Teenage Brain, 35–49. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003331728-4.

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2

Hazzan, Orit, and Yael Dubinsky. "Learning learning learning." In Agile Software Engineering, 1–15. London: Springer London, 2008. http://dx.doi.org/10.1007/978-1-84800-198-5_7.

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3

Mogra, Imran. "Learning about learning." In Religious Education 5–11, 197–220. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429289743-13.

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4

Misra, Pradeep Kumar. "Learning About Learning." In Learning and Teaching for Teachers, 1–15. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3077-4_1.

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5

de Witt, Claudia. "Mobile Learning – Smart Learning – Next Learning." In Handbuch Mobile Learning, 995–1014. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-19123-8_46.

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6

El Miedany, Yasser. "e-Learning, Adaptive Learning and Mobile Learning." In Rheumatology Teaching, 235–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_13.

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7

Shishmarev, Maxim, Christopher Mears, Guido Tack, and Maria Garcia de la Banda. "Learning from Learning Solvers." In Lecture Notes in Computer Science, 455–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44953-1_29.

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8

Vermeulen, Andreas François. "Unsupervised Learning: Deep Learning." In Industrial Machine Learning, 225–41. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-5316-8_8.

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9

Dijk, Gerald van. "Learning Language, Learning Technology." In Positioning Technology Education in the Curriculum, 165–78. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_13.

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10

Pascariello, Maria Ines. "Learning Creative, Learning MOOC." In Advances in Intelligent Systems and Computing, 2227–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95588-9_208.

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Тези доповідей конференцій з теми "Learning":

1

Prakash, Ravi, and Dr Somesh Kumar. "ENHANCING LEARNING OUTCOMES THROUGH EFFECTIVE E-LEARNING STRATEGIES." In Computing for Sustainable Innovation: Shaping Tomorrow’s World. Innovative Research Publication, 2024. http://dx.doi.org/10.55524/csistw.2024.12.1.24.

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This research paper explores the dynamic realm of E-Learning and its pivotal role in modern education, aiming to enhance learning outcomes through effective strategies. Investigating the current state of E-Learning, the study addresses challenges such as technological disparities and the need for sustained learner engagement. It identifies key strategies, including pedagogical design, technology integration, collaboration, and continuous assessment, offering insights into their implementation for optimal results. Through the examination of successful case studies, the paper provides tangible examples of how these strategies can be applied in real-world educational contexts. As education continues to embrace digital transformation, this research serves as a valuable resource for educators and stakeholders, fostering a deeper understanding of E-Learning's potential and guiding the development of practices that maximize learning outcomes in diverse educational settings.

2

Yu, Francis T. S., Taiwei Lu, and Don A. Gregory. "Self-Learning Optical Neural Network." In Spatial Light Modulators and Applications. Washington, D.C.: Optica Publishing Group, 1990. http://dx.doi.org/10.1364/slma.1990.mb4.

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One of the features in neural computing must be the adaptability to changeable environment and to recognize unknown objects. In general, there are two types of learning processes that are used in the human brain; supervised and unsupervised learnings [1]. In a supervised learning process, the artificial neural network has to be taught when to learn and when to process the information. Nevertheless, if an unknown object is presented to the artificial neural network during the processing, the network may provide an error output result. On the other hand, for unsupervised learning (also called self-learning), the students are learning by themselves, in which based on simple learning rules and their past experiences. Kohonon's model is one of the simplest self-organizing algorithms[1], which is capable of performing statistical pattern recognition and classification, and it can be modified for optical neural network implementation. A compact optical neural network of 64 neurons using liquid crystal televisions is used for unsupervised learning process[2].

3

Al Harthy, Mohammed Abdullah. "Leveraging Technology in Learning & Development." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210794-ms.

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Abstract A Petroleum Development Oman (PDO) Learner's journey was driven primarily through the ‘traditional’ classroom environment, which is not conducive to modern learner learning needs. These face-to-face interactions have limited technology interfaces and do not meet the evolving demands of the present-day learner to upskill fast, improve employee engagements, and create efficiencies in Learning & Development. With PDO re-shapes its strategy to accelerate and evolve to energy efficiency, renewables, and decarbonisation, it is essential that employees also have the necessary skills to succeed. Therefore, PDO's Learning & Development (L&D) Academy had to re-shape its strategy on how it embraces innovations and technologies to serve modern learners best. Boost side-lined skills, so digital technology becomes part of the workforce's everyday working & learning lives. PDO's L&D provides a unique learning experience for each learner to cater for changes to the learning preferences of the modern learner, who not only want the latest learning programs to take place anywhere but also requires more personalised opportunities for engaging with their peers. PDO's L&D Academy has adopted a bifocal approach to create and sustain an innovative learning technology culture. The first part is the integration of PDO's Learning Management Systems (LMS) with other HR modules such as performance, and people analytics, which will provide PDO's employees with an integrated talent system. The second part is the transformation of PDO's Learning Technology Ecosystem, and this involves creating a pool of learning modalities leveraging technology to deliver immersive, contextual, and personalised learnings. PDO's L&D Academy has set up a Creative Multimedia Lab (CML) to introduce the various learning modes. The CML brings awareness to the 4th Industrial Revolution (4IR) technologies such as Virtual Reality (VR) or Augmented Reality (AR) to a broader population in PDO. It also provides the opportunity to demonstrate how can utilise these technologies to customise and enhance learning and the learner's experience. Developing these customised learnings will bring a superior experience to the learners and hence implant lifelong learning in the flow of work cultures in PDO in the long run.

4

Simske, Steven, and Marie Vans. "Learning before Learning." In DocEng '17: ACM Symposium on Document Engineering 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3103010.3121044.

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5

Thaysen, Peter. "An Approach to Building Learning Objects." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11070.

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Designing for online education can be a complex endeavor and the way to approach this must be carefully considered. This article examines the case of Danish educational institution SmartLearning to map out and analyze the approach to online courses. The study find that SmartLearning approaches the online courses by setting up guidelines for educators on how to build learnings objects. The approach is to use three different elements, one focused on the content and learning goals for a course, one focused on the layout of the leaning management system, and one focusing on which didactic principles to apply. These three elements must work together in the learning object in order to assure learning and motivation of learners. The study also find some structure regarding this process and based on the analysis it is recommended to bind the development of learning objects and courses together through instructional design tools. This will aid the further development of combining the three elements into quality learning objects.

6

Pedone, R., and D. Parisi. "Learning the learning parameters." In 1991 IEEE International Joint Conference on Neural Networks. IEEE, 1991. http://dx.doi.org/10.1109/ijcnn.1991.170626.

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7

Faria, Ana Raquel, Ana Almeida, Constantino Martins, and Ramiro Goncalves. "Learning platform: Emotional learning." In 2015 10th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2015. http://dx.doi.org/10.1109/cisti.2015.7170392.

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8

Lecon, Carsten, and Marc Hermann. "Learning for E-learning." In 7th International Conference on Computer Science, Engineering and Information Technology (CSEIT 2020). AIRCC Publishing Corporation, 2020. http://dx.doi.org/10.5121/csit.2020.101103.

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Chen, Lujie, and Artur Dubrawski. "Learning from learning curves." In LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3029449.

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Marks, Adam, Maytha AL-Ali, and Kees Rietsema. "Learning systems' learning analytics." In 2016 Portland International Conference on Management of Engineering and Technology (PICMET). IEEE, 2016. http://dx.doi.org/10.1109/picmet.2016.7806510.

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Звіти організацій з теми "Learning":

1

Mitchinson, Adam, and Robert Morris. Learning about learning agility. Center for Creative Leadership, February 2014. http://dx.doi.org/10.35613/ccl.2014.1012.

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2

Shute, Valerie J. Learning Processes and Learning Outcomes. Fort Belvoir, VA: Defense Technical Information Center, June 1992. http://dx.doi.org/10.21236/ada252149.

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3

Darling, Marilyn. Learning about Emergent Learning, Part 1. Boston, MA: Patricia Seybold Group, February 2004. http://dx.doi.org/10.1571/bp2-12-04cc.

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Darling, Marilyn. Learning about Emergent Learning, Part 2. Boston, MA: Patricia Seybold Group, February 2004. http://dx.doi.org/10.1571/bp2-19-04cc.

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Darling, Marilyn. Learning about Emergent Learning, Part 3. Boston, MA: Patricia Seybold Group, February 2004. http://dx.doi.org/10.1571/bp2-26-04cc.

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Vesselinov, Velimir Valentinov. Machine Learning. Office of Scientific and Technical Information (OSTI), January 2019. http://dx.doi.org/10.2172/1492563.

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Trebbi, Francesco, Eric Weese, Austin Wright, and Andrew Shaver. Insurgent Learning. Cambridge, MA: National Bureau of Economic Research, June 2017. http://dx.doi.org/10.3386/w23475.

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Bullard, James. Learning Equilibria. Federal Reserve Bank of St. Louis, 1991. http://dx.doi.org/10.20955/wp.1991.004.

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Valiant, L. G. Machine Learning. Fort Belvoir, VA: Defense Technical Information Center, January 1993. http://dx.doi.org/10.21236/ada283386.

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Braddock, Joseph, Sue E. Berryman, Philip C. Dickinson, Edward T. Gerry, and Richard L. Hartman. Distance Learning. Fort Belvoir, VA: Defense Technical Information Center, December 1997. http://dx.doi.org/10.21236/ada358004.

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