Relevant bibliographies by topics / Adaptive entry into the learning process

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  2. Dissertations / Theses
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Academic literature on the topic 'Adaptive entry into the learning process'

Author: Grafiati
Published: 28 May 2022
Last updated: 18 July 2025

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Journal articles on the topic "Adaptive entry into the learning process"

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Tajibayeva, Zh A., and Sh S. Saparbay. "PROBLEMS OF PSYCHOLOGICAL AND PEDAGOGICAL ADAPTATION OF REPATRIATED STUDENTS IN THE LEARNING PROCESS." BULLETIN Series Psychology 64, no. 3 (2020): 120–27. http://dx.doi.org/10.51889/2020-3.1728-7847.22.

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The article provides an overview of the study of adaptation problems, theoretical approaches and practical research. Adaptation of the individual is considered in relation to socialization and adaptation of the individual in society. The content, characteristics, and features of the adaptation process are also described. Various aspects of adaptation and the specifics of adaptive entry of students-repatriates into the educational space of the University are considered. The methodological foundations and research tools are presented, and a model of the process of psychological and pedagogical adaptation of repatriated students in higher education is developed. Special attention is paid to the personal development and psychological and pedagogical adaptation of repatriated students in the process of studying in a new educational environment
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Zhou, Yandong. "The Application of Intelligent Robots and Deep Learning in the Construction Management Platform System of Construction Engineering." Scalable Computing: Practice and Experience 25, no. 5 (2024): 3277–87. http://dx.doi.org/10.12694/scpe.v25i5.3060.

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In order to solve the problem of duplicate data entry between construction management platform systems in construction engineering, the author proposes to apply RPA intelligent process robots to replace manual data collection, operation, entry, and verification. The design of the system is divided into overall architecture, instruction program loading process, human-machine interaction system level services, and other levels. An end-to-end procedural instruction transmission control method is adopted, establish a low-level control command output module for the online calibration system of the flight path, using a basic service architecture system, implement human-machine interactive control of the online calibration system for flight paths on the B/S architecture system. Build a record controller module for the inspection trajectory correction of RPA intelligent process robots, and perform feedback control during the trajectory correction process in LOG-CONTROL-BLOCK, using the RPA feedback correction algorithm, achieve adaptive correction and error feedback tracking of the inspection trajectory of RPA intelligent process robots. Implement calibration system development and design in an integrated DSP (Digital Signal Processing) information processing platform. The experimental results show that good economic benefits have been achieved through application, and the problem of duplicate data entry between the employer’s IFS system and the ENPOWER document management system has been solved, greatly reducing error rates and personnel costs. It can replace manual data collection, entry, verification, and business operations; It has the characteristics of low error rate, low cost, high accuracy, compliance, and 24/7 standby; In 2021, 108000 yuan was saved, in 2022, 432000 yuan was saved, and in 2023, 432000 yuan was saved, demonstrating the labor hour cost savings achieved by utilizing RPA intelligent process robots.
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Diachenko, M. S., and A. G. Leonov. "Solving the problem of automating the learning process through experimental search for an individual educational trajectory." Informatics and education 39, no. 4 (2024): 14–26. http://dx.doi.org/10.32517/0234-0453-2024-39-4-14-26.

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The automation of the educational process and the introduction of adaptive learning are becoming the most effective ways to solve the problem of the shortage of highly qualified personnel under digitalization of education.The article proposes an approach to the formation of individual educational trajectories as a composition of pedagogical experiments, which is characterized by good interpretability in comparison with methods based on machine learning. This approach, unlike most modern parametric solutions, involves an experimental search for an individual educational trajectory for each student of the group, and not just a part of the students of the group in which the application of a specific parametric solution is effective. It is proposed that the procedure of selecting educational technologies be automated similarly to how it is done by teachers in small groups, for example, by applying the automated trial and error method and its optimized versions. The possibility of transferring educational technologies to other courses is considered, without which technology reuse and scaling are impossible. A new function of the learning system is described, i. e. the formation of an individual educational trajectory, which is used throughout the study in higher education.The obtained results can be used in the construction of modern systems of individualization of learning and conducting distributed pedagogical experiments, which, in turn, reduces the threshold of teachers’ entry into the study of new learning technologies and accelerates the widespread dissemination of promising educational technologies.
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Konstantynenko, Liudmyla. "THE USE OF INNOVATIVE TEACHING METHODS IN THETEACHING OF BIOLOGICAL SCIENCES IN HIGHER EDUCATIONINSTITUTIONS." Scientific Journals of the International Academy of Applied Sciences in Lomza 81, no. 1 (2021): 65–79. https://doi.org/10.58246/ehpe1v74.

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The article notes that at the stage of Ukraine’s entry into the market economy, Europe anintegration, building an independent state, democratization of society, humanization of higher education, student-centeredness there is a need to rethink the higher education system andabandon the adaptive model of learning in favor of personality-oriented education. The article clarifies the essence of the concept of «innovative teaching methods», substantiates the need for their introduction into the educational process and presents the results of a study on the effectiveness of innovative methods in teaching the educational component «LaboratoryDiagnostics». The methodological features of the use of the case method, role-playing games, brainstorming, tag cloud in the teaching of biological sciences in higher education institutions are described.
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Fetherston, Catherine Mary, Caroline Browne, Prue Andrus, and Sharryn Batt. "Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity." Journal of Nursing Education and Practice 8, no. 2 (2017): 104. http://dx.doi.org/10.5430/jnep.v8n2p104.

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Curriculum re-design in entry to practice nursing degrees requires a rigorous and multifaceted approach to align the needs of students, professional and industry stakeholders, community needs, the faculty’s vision and university and regulator requirements. This paper relates the initial steps in the process taken to achieve this re-design in one Australian university’s Bachelor of Nursing program, and describes our experiences in two parts. The first part outlines the context in which the need for curriculum renewal was triggered and the ensuing processes undertaken in the development of our new course aim, course outcomes and graduate attributes. The second part discusses how undertaking these activities then came to influence the adoption of Complexity Thinking in the design of our conceptual model, which then guided our program structure and overarching learning and teaching approaches. We share these experiences to illustrate the steps we undertook on this journey, to outline and example the program we created, and to continue the scholarly discussions around the design of baccalaureate nursing program structures, especially those that implement pedagogies inspired by the concepts related to Complexity Theory. The choice of complexity thinking as a guiding theory was key in providing the lens through which we were inspired to graduate nurses with the skills to provide care in complex situations and value the learning that comes through uncertainty, reflection, adaptation and emergence.
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Britto, Maria T., Sandra C. Fuller, Heather C. Kaplan, et al. "Using a network organisational architecture to support the development of Learning Healthcare Systems." BMJ Quality & Safety 27, no. 11 (2018): 937–46. http://dx.doi.org/10.1136/bmjqs-2017-007219.

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The US National Academy of Sciences has called for the development of a Learning Healthcare System in which patients and clinicians work together to choose care, based on best evidence, and to drive discovery as a natural outgrowth of every clinical encounter to ensure innovation, quality and value at the point of care. However, the vision of a Learning Healthcare System has remained largely aspirational. Over the last 13 years, researchers, clinicians and families, with support from our paediatric medical centre, have designed, developed and implemented a network organisational model to achieve the Learning Healthcare System vision. The network framework aligns participants around a common goal of improving health outcomes, transparency of outcome measures and a flexible and adaptive collaborative learning system. Team collaboration is promoted by using standardised processes, protocols and policies, including communication policies, data sharing, privacy protection and regulatory compliance. Learning methods include collaborative quality improvement using a modified Breakthrough Series approach and statistical process control methods. Participants observe their own results and learn from the experience of others. A common repository (a ‘commons’) is used to share resources that are created by participants. Standardised technology approaches reduce the burden of data entry, facilitate care and result in data useful for research and learning. We describe how this organisational framework has been replicated in four conditions, resulting in substantial improvements in outcomes, at scale across a variety of conditions.
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Семененко, Інга Євгеніївна. "АНАЛІЗ ТЕОРЕТИЧНИХ ПІДХОДІВ ДО ВИЗНАЧЕННЯ ПОНЯТТЯ «ФАХОВА ПІДГОТОВКА» ІНОЗЕМНИХ СТУДЕНТІВ". Педагогіка та психологія, № 51 (25 листопада 2015): 228–37. https://doi.org/10.5281/zenodo.34202.

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<em>Theoretical approaches to the definition of notion &laquo;professional training&raquo; are analyzed in the article. The essence of notions &laquo;vocational education&raquo; and &laquo;professional training&raquo;, which determine understanding of concept of &laquo;professional training&raquo; are clarified in the article; scientific works, that investigate the noted concept in accordance with the authors&rsquo; approaches are summarized and the main thesis that allow to improve the training of specialists of foreign students are distinguished. The attention is also focused on the components of professional training in comparison with professional one. Particularattentionispaidtothedefinitionoftheprofessionalcharacteristicsneeded for the training of the specialist, including the personal mobility that contributes to his competitiveness in the lab or market. Attention is drawn to the fact that the organization of training of specialists for foreign countries in Ukrainian universities should be determined by tolerant direction to wards individual cultural features of students and, at the same time, perseverance and consistency of teaching influence to achieve high quality of training of the specialist. The peculiarities of the professional training of foreign students in higher technical educational establishments are studied. The main problem of the effective entry of foreign students in the learning process is also highlighted, the attention is focused on the usage of an integrated, systematic organized activity for the creation of favorable conditions for successful functioning of the student, which is based on the principles of self-oriented learning and is carried out with in the psychological and pedagogical technologies.</em>
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Zapana, Eber Apaza, Jesús Esteban Castillo Machaca, Alioska Jessica Martinez Garcia, and Mao Lusin Payehuanca Apaza. "In-person and Hybrid Learning in the Training of Professionals in Higher Education. An ict-centric Approach." Revista de Gestão Social e Ambiental 18, no. 4 (2024): e07081. http://dx.doi.org/10.24857/rgsa.v18n4-140.

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Objective: Creating more adaptive, dynamic, and student-centered learning environments that can meet the diverse needs and learning styles of students in the digital age. Methods: This study employs a qualitative approach through documentary research, enabling us to understand the integration of virtual inquiry into the classroom as a meaningful process for instructing university students. The study population consists of research conducted between 2018 and 2024, with the sample selected based on eligibility criteria. Inclusion criteria involve specific databases such as Scielo, Redalyc, Dialnet, Google Scholar, and Scopus. Conversely, articles lacking categories such as virtual reality, teaching, and university education are excluded. Result: The documentary review matrix analyzes the work of fifteen prominent authors in the field of face-to-face and blended learning in higher education, focusing on information and communication technologies (ICT). Each entry provides the title of the work, the author's name, the year of publication, a brief summary, and the Digital Object Identifier (DOI) to access the full text. These works cover a wide range of topics, from the theoretical foundations of instructional design to the practical application of educational technologies in face-to-face and hybrid environments. The diversity of theoretical and methodological approaches is highlighted, as well as the presence of recognized authors in the field. Additionally, special attention is given to emerging trends and innovative technologies, such as virtual reality, artificial intelligence, and mobile learning. In summary, these resources offer a comprehensive and up-to-date overview of the state of the art in the field, being highly valuable for educators, instructional designers, and researchers interested in advancing their understanding and application of these topics.
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Cárdenas, Monica, and Daniela Rocio Ramirez Orellana. "Progressive Reduction of Captions in Language Learning." Journal of Information Technology Education: Innovations in Practice 23 (2024): 002. http://dx.doi.org/10.28945/5263.

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Aim/Purpose: This exploratory qualitative case study examines the perceptions of high-school learners of English regarding a pedagogical intervention involving progressive reduction of captions (full, sentence-level, keyword captions, and no-captions) in enhancing language learning. Background: Recognizing the limitations of caption usage in fostering independent listening comprehension in non-captioned environments, this research builds upon and extends the foundational work of Vanderplank (2016), who highlighted the necessity of a comprehensive blend of tasks, strategies, focused viewing, and the need to actively engage language learners in watching captioned materials. Methodology: Using a qualitative research design, the participants were exposed to authentic video texts in a five-week listening course. Participants completed an entry survey, and upon interaction with each captioning type, they wrote individual reflections and participated in focus group sessions. This methodological approach allowed for an in-depth exploration of learners’ experiences across different captioning scenarios, providing a nuanced understanding of the pedagogical intervention’s impact on their perceived language development process. Contribution: By bridging the research-practice gap, our study offers valuable insights into designing pedagogical interventions that reduce caption dependence, thereby preparing language learners for success in real-world, caption-free listening scenarios. Findings: Our findings show that learners not only appreciate the varied captioning approaches for their role in supporting text comprehension, vocabulary acquisition, pronunciation, and on-task focus but also for facilitating the integration of new linguistic knowledge with existing background knowledge. Crucially, our study uncovers a positive reception towards the gradual shift from fully captioned to uncaptioned materials, highlighting a stepwise reduction of caption dependence as instrumental in boosting learners’ confidence and sense of achievement in mastering L2 listening skills. Recommendations for Practitioners: The implications of our findings are threefold: addressing input selection, task design orchestration, and reflective practices. We advocate for a deliberate selection of input that resonates with learners’ interests and contextual realities alongside task designs that progressively reduce caption reliance and encourage active learner engagement and collaborative learning opportunities. Furthermore, our study underscores the importance of reflective practices in enabling learners to articulate their learning preferences and strategies, thereby fostering a more personalized and effective language learning experience. Recommendation for Researchers: Listening comprehension is a complex process that can be clearly influenced by the input, the task, and/or the learner characteristics. Comparative studies may struggle to control and account for all these variables, making it challenging to attribute observed differences solely to caption reduction. Impact on Society: This research responds to the call for innovative teaching practices in language education. It sets the stage for future inquiries into the nuanced dynamics of caption usage in language learning, advocating for a more learner-centered and adaptive approach. Future Research: Longitudinal quantitative studies that measure comprehension as captions support is gradually reduced (full, partial, and keyword) are strongly needed. Other studies could examine a range of individual differences (working memory capacity, age, levels of engagement, and language background) when reducing caption support. Future research could also examine captions with students with learning difficulties and/or disabilities.
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Arendt, Thomas, and Torsten Bullmann. "Neuronal plasticity in hibernation and the proposed role of the microtubule-associated protein tau as a “master switch” regulating synaptic gain in neuronal networks." American Journal of Physiology-Regulatory, Integrative and Comparative Physiology 305, no. 5 (2013): R478—R489. http://dx.doi.org/10.1152/ajpregu.00117.2013.

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The present paper provides an overview of adaptive changes in brain structure and learning abilities during hibernation as a behavioral strategy used by several mammalian species to minimize energy expenditure under current or anticipated inhospitable environmental conditions. One cellular mechanism that contributes to the regulated suppression of metabolism and thermogenesis during hibernation is reversible phosphorylation of enzymes and proteins, which limits rates of flux through metabolic pathways. Reversible phosphorylation during hibernation also affects synaptic membrane proteins, a process known to be involved in synaptic plasticity. This mechanism of reversible protein phosphorylation also affects the microtubule-associated protein tau, thereby generating a condition that in the adult human brain is associated with aggregation of tau protein to paired helical filaments (PHFs), as observed in Alzheimer's disease. Here, we put forward the concept that phosphorylation of tau is a neuroprotective mechanism to escape NMDA-mediated hyperexcitability of neurons that would otherwise occur during slow gradual cooling of the brain. Phosphorylation of tau and its subsequent targeting to subsynaptic sites might, thus, work as a kind of “master switch,” regulating NMDA receptor-mediated synaptic gain in a wide array of neuronal networks, thereby enabling entry into torpor. If this condition lasts too long, however, it may eventually turn into a pathological trigger, driving a cascade of events leading to neurodegeneration, as in Alzheimer's disease or other “tauopathies”.
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Dissertations / Theses on the topic "Adaptive entry into the learning process"

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Бондаренко, В., та Л. Бондаренко. "Екстралінгвістичні аспекти адаптаційного входження в навчальний процес на підготовчих факультетах ЗВО України". Thesis, Сумський державний університет, 2019. https://essuir.sumdu.edu.ua/handle/123456789/76958.

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Актуальність теми. Ефективне навчання в Україні вимагає від іноземного студента не тільки культурної адаптації та інтеграції в нове, незвичне середовище зі специфічними правилами й особливостями соціуму, а й швидкого подолання мовного бар’єру. Процес адаптації до входження в навчальний процес на підготовчих факультетах ЗВО України ускладнений тим, що досвід міжкультурної комунікації та взаємодії в багатьох іноземних студентів відсутній або вкрай малий. Високі навчальні навантаження, відірваність від звичного оточення створюють додаткове стресове навантаження на іноземних студентів, що загострює й підсилює наявні проблеми їхньої адаптації до умов країни навчання. А от успішна й швидка адаптація, навпаки, допомагає іноземним студентам швидко увійти в навчальний процес завдяки успішному вивченню мови, якою відбуватиметься цей процес.
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Dong, Siyuan. "A time dependent adaptive learning process for estimating drug exposure from register data - applied to insulin and its analogues." Thesis, KTH, Beräkningsbiologi, CB, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-128438.

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Banerjee, Debashis. "Intelligent real-time environment and process adaptive radio frequency front-ends for ultra low power applications." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53882.

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In the thesis the design of process tolerant, use-aware radio-frequency front-ends were explored. First, the design of fuzzy logic and equation based controllers, which can adapt to multi-dimensional channel conditions, are proposed. Secondly, the thesis proves that adaptive systems can have multiple modes of operation depending upon the throughput requirements of the system. Two such modes were demonstrated: one optimizing the energy-per-bit (energy priority mode) and another achieving the lowest power consumption at the highest throughput (data priority mode). Finally, to achieve process tolerant channel adaptive operation a self-learning methodology is proposed which learns the optimal re-configuration setting for the system on-the-fly. Implications of the research are discussed and future avenues of further research are proposed.
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Mancini, Riccardo. "Optimizing cardboard-blank picking in a packaging machine by using Reinforcement Learning algorithms." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2022.

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Artificial Intelligence (AI) has been one of the most promising research topics for years and the world of industrial process control is beginning to approach the possibilities offered by the so-called Machine Learning. Problems without a model, with multiple degrees of freedom and difficult to interpret, where traditional control technologies lose efficiency, seem like the ideal benchmark for AI. This thesis focuses on a packaging machine of coffee capsules being currently optimized at the Research and Innovation department of IMA S.p.A. company. In particular, the analysis concerns the apparatus responsible for picking the cardboard blanks that will be subsequently and progressively formed to envelop the capsules. The success of this first operation depends on various controllable parameters and as many disturbances. The relationship between the former and the latter is not easily identifiable, and its understanding has so far been entrusted to the experiential knowledge of operators called to intervene in the event of incorrect picking cycles. This thesis activity aims to achieve an adaptive control using Machine Learning algorithms, specifically the ones in the branch of Reinforcement Learning, to identify and autonomously perform the correction of the parameters that best avoid missing or incorrect picking cycles, which affect the productivity of the production system and the quality of the final product. After a dissertation on the theoretical foundations and the state of the art of RL, the case study is introduced and adapted to the RL framework. The subsequent choice of the best training modality is then followed by the description of the implementation steps, and the results obtained online during the tests of the controller are finally presented.
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Kochskämper, Elisa [Verfasser], Jens [Akademischer Betreuer] Newig, Jens [Gutachter] Newig, Tomas M. [Gutachter] Koontz, and Julia [Gutachter] Leventon. "Understanding learning in water governance: the process and products of learning through participatory decision making, adaptive management, and governance learning / Elisa Kochskämper ; Gutachter: Jens Newig, Tomas M. Koontz, Julia Leventon ; Betreuer: Jens Newig." Lüneburg : Leuphana Universität Lüneburg, 2021. http://d-nb.info/124132977X/34.

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Pinheiro, João de Paula. "A prática constante-aleatória e a diversificação de habilidades motoras." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-05062009-075036/.

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O objetivo desse trabalho foi investigar os efeitos da quantidade de elementos manipulados na prática variada aleatória, após a prática constante, no processo adaptativo de aprendizagem motora. Participaram do estudo 66 crianças de ambos os gêneros e a tarefa foi de timing coincidente. Foram realizados três experimentos que diferiram no aspecto da tarefa manipulado na prática variada aleatória: velocidade do estímulo visual (experimento 1), padrão seqüencial de resposta (experimento 2) e velocidade do estímulo visual e padrão seqüencial de resposta conjuntamente (experimento 3). Em todos os experimentos, o delineamento envolveu duas quantidades de elementos: três e seis (experimentos 1 e 2); e, nove e trinta e seis (experimento 3). Fez parte do delineamento, também, duas fases de aprendizagem (estabilização e adaptação). As variáveis dependentes foram os erros absoluto, variável, constante e de execução. Os resultados dos três experimentos permitiram concluir que os efeitos das diferentes quantidades de variabilidade na prática aleatória, após a prática constante, no processo adaptativo de aprendizagem motora foram semelhantes<br>The objective of this work was to investigate the effect of the amount of elements manipulated in random practice, after the constant practice, in the adaptive process in motor learning. Participants were 66 children of both gender and the task was of coincident timing. Three experiments were carried out manipulating the task aspects in the random practice: visual stimulus speed (experiment 1); sequential response pattern (experiment 2); and visual stimulus speed and sequential response pattern simultaneously (experiment 3). In all experiments the design involved two amounts of elements manipulated in random practice: three and six (experiments 1 and 2), nine and thirty six (experiment 3). The design also involved two phases: stabilization and adaptation. The dependent variables were the absolute, variable, constant and execution error. The results of the three experiments allowed concluding that the effects of different quantities of variability in the random practice, after constant practice, in the adaptive process of motor learning were similar
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Kraj, Barbara. "Incorporation of Molecular Diagnostics into Medical Laboratory Science Curriculum: Clinical Facilities Expectations. An Asynchronous, Iterative, Online Delphi Study." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3721.

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The medical laboratory science (MLS) profession is in need for published molecular diagnostics competency-based standards and curriculum. To assess their expectations of new MLS graduates, professionals performing and supervising performance of clinical molecular assays were surveyed to rate the importance of relevant cognitive and psychomotor learning objectives. A modified, asynchronous, iterative online Delphi process was utilized for assessment of consensus on the importance of the objectives. The survey was delivered through online REDCap application. Program directors of 221 MLS programs accredited by the National Accrediting Agency for Clinical Laboratory Science (NAACLS) were asked to forward the first Delphi survey to target participants at their affiliated clinical sites. Ninety-four experts submitted complete surveys, including 88 who provided email addresses, indicating agreement to participate in future Delphi rounds. Most of the participants were certified by ASCP or NCA (81.9%), had over 10 years of laboratory experience (76.6%), and worked in a hospital setting (43.6%). The reliability of the surveys, assessed using Cronbach’s alpha, was 0.96 and 0.97. In the second survey, the objectives assigned low importance by the majority were removed; and others, assigned high importance were expanded. Respondents were given the opportunity to confirm or change their opinion on the objectives after reviewing quantitative results and narrative comments collected in the preceding survey. Upon completion of the Delphi process, 25 essential items were identified as necessary for inclusion in the entry-level MLS curriculum. These concepts and objectives focused on basic molecular biology principles and general molecular laboratory operations, including practical knowledge of techniques designed to maintain specimen integrity and intense theoretical background of the polymerase chain reaction, as well as comprehension of the principles of laboratory assays designed for pathogens most commonly tested for using molecular methods. In this study, the investigator also provided information on the preferred number of contact hours devoted to each group of the identified essential items. The goal of creating the list of essential concepts and objectives was to share it with MLS educators, the NAACLS and the provider of MLS certification exam, the American Society for Clinical Pathology Board of Certification (ASCP-BOC), to contribute to the existing exam content guidelines.
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Junior, Cassio de Miranda Meira. ""Conhecimento de resultados no processo adaptativo em aprendizagem motora"." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-17082006-075844/.

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A visão de processo adaptativo aplicada à aprendizagem pressupõe quebra da estabilidade, necessária para o aprendiz alcançar níveis superiores de complexidade. Dessa forma, instabilidade, incerteza, desordem e erro podem se constituir características positivas do processo. Considerando o CR como fonte de ordem/desordem, o presente trabalho teve o propósito de investigar quais regimes de freqüência (33%, 66% e 100%) e precisão (geral e específico) de CR favorecem o processo adaptativo na aquisição de uma habilidade motora conjugada de preensão manual com posicionamento linear. Cento e vinte adultos universitários de 18 a 39 anos (média de 25 e desvio padrão de 4,5 anos) foram alocados a seis grupos de 20 sujeitos (dez do sexo masculino e dez do sexo feminino). Na primeira fase do estudo (estabilização), os sujeitos executaram a tarefa com CR verbal, que versou apenas sobre a tentativa recém finalizada de modo a informar sobre o alcance de 20% da força máxima e 35 cm de deslocamento. O critério para encerramento dessa fase foi a execução de duas tentativas dentro de uma faixa de tolerância de erro. Na fase de adaptação, os sujeitos foram testados em 15 tentativas sem CR na mesma tarefa, porém com a perturbação ambiental de uma força de translação de aproximadamente 2 kgf, no sentido contrário do movimento. O equipamento desenvolvido e utilizado foi o Aparelho Eletromagnético de Posicionamento Linear com Dinamometria. As tentativas foram executadas com o membro superior não dominante e com oclusão visual. Da força aplicada no dinamômetro e do deslocamento do cursor originaram-se as medidas de erro: absoluto (EA), constante (EC) e variável (EV). Os resultados da fase de estabilização mostraram indicações de que CR freqüente e específico proporcionou melhor desempenho. Além disso, os grupos, em ambas as demandas (força e distância), reduziram o nível de erros de um ponto inicial a um ponto posterior no tempo com tendência exponencial, o que evidencia a ocorrência de aprendizagem da tarefa. Com base nos resultados da segunda fase, a adaptação à perturbação introduzida não se condicionou às manipulações de freqüência e precisão de CR da fase de estabilização. Os dados de ambas as demandas se ajustaram a um modelo caracterizado pela presença de variância substancial no momento inicial. Não obstante, houve heterogeneidade de resposta ao longo das tentativas na demanda de distância. Os resultados de ambas as demandas da tarefa evidenciaram tracking de baixo a moderado, ou seja, não houve estabilidade de desempenho dos sujeitos, o que implica em possibilidade muito reduzida para prever o desempenho de cada grupo e para cada sujeito. Uma quantidade muito reduzida de sujeitos apresentou não aleatoriedade de erros, reveladora de alguma tendência ou estratégia de desempenho consistente ao longo das tentativas. Pode-se concluir que não se faz necessário reduzir excessivamente a incerteza por intermédio de regimes de CR com muita freqüência e precisão.<br>Motor learning is a ciclic, dynamic and adaptive process, in which motor skills are stabilised and used in more complex situations. To understand motor skill acquisition as an adaptive process, it is necessary to break down the achieved stability in order to reach higher levels of complexity. Thus, instability, uncertainty, disorder, and error might act as positive features in this process. Considering KR as a source of order/disorder, this study aimed to investigate which frequency (33%, 66% e 100%) and precision (general and specific) KR schedules benefit the adaptive process in the acquisition of a linear positioning and manual force control combination motor task. A hundred and twenty undergraduate students ranging from 18 to 39 years (mean age = 25 yr., standard deviation = 4.5 yr.) were randomly assigned to six groups of 20 subjects each (ten male and ten female). In the first phase of the experiment (stabilisation), the subjects performed the motor task receiving verbal KR about the immediately finished trial that provided information about accomplishing the goal of 20% of the maximum force and 35 cm of displacement. The criterion to complete this phase was to perform two consecutive trials inside the error bandwidth. In the adaptation phase, 15 non-KR trials were performed on the same task, but with an environmental perturbation involving a traction force of about 2 kgf in the opposite direction of the movement. It was developed and used an apparatus enabling a linear positioning combined with a manual force control task. The subjects performed blindfolded and with the non-dominant hand. Absolute, constant, and variable errors measures were used to analyse the learning process. According to the stabilisation phase results, there were evidences that frequent and specific KR produced improvement of performance. The groups, on both task requirements (force and distance), reduced the level of errors from an initial to a posterior point in time with exponential trend, which is an evidence of learning occurrence. Results from the second phase indicated that the adaptation to the introduced perturbation was not related to KR frequency and precision provided in the stabilization phase. Data from both requirements fitted in a model with significant variance at the beginning. However, there was response heterogeneity throughout the trials in the distance requirement. Moreover, results revealed from low to moderate tracking, that is, subjects did not perform with stability, what reduces the probability to preview the performance of each group and each subject. A few amount of subjects exhibited absence of error randomness, which could express some performance trend, that is, a consistent strategy along trials. It can be concluded that it is not necessary to excessively diminish uncertainty by means of KR schedules with high frequency and precision.
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Cattuzzo, Maria Teresa. "O ciclo instabilidade-estabilidade-instabilidade no processo adaptativo em aprendizagem motora." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-24042008-064211/.

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O objetivo foi investigar a aquisição de habilidades motoras, no modelo do Processo Adaptativo, testando dois ciclos de Instabilidade-Estabilidade-Instabilidade (I-E-I). Duzentos e quarenta homens adultos jovens participaram de dois experimentos realizando uma tarefa seriada de rastreamento. As variáveis dependentes foram as respostas omissas, erradas, corretas e antecipatórias. O Experimento 1 testou o efeito dos Intervalos Inter-Estímulos (IIEs) em uma fase de aquisição num delineamento com seis grupos (300, 400, 500, 600, 700 e 800 ms de IIE); os testes estatísticos indicaram efeito de interação de grupos e blocos em todas as respostas. Com base nesses resultados foi elaborado o experimento principal com a mesma tarefa, num delineamento de três fases (Estabilização, Adaptação I e II) com o intuito de analisar o efeito dos ciclos I-E-I e dos IIEs no desempenho. Foram testados seis grupos nos quais os IIEs eram modificados de uma fase para outra. Os testes estatísticos mostraram efeito de interação entre grupos e blocos para os quatro tipos de resposta. Em seu conjunto, os resultados indicam que a aquisição de habilidades se dá mediante sucessivos ciclos de estabilização-adaptação, que leva ao aumento de complexidade; houve efeito do nível de estabilização alcançado no primeiro ciclo para o segundo ciclo de I-E-I e da magnitude da perturbação; a redundância inicial na estrutura teve efeito no desempenho em respostas funcionais ao longo dos ciclos<br>The aim of this study was to investigate the acquisition of motor learning as proposed by Adaptive Process model of motor learning by testing two Instability- Stability-Instability cycles (IN-ST-IN). Two hundred and forty young adult men participated in the two experiments in which a serial tracking task was used. The dependent variables were anticipatory, correct, incorrect and omission responses. The first experiment tested the effect of the Inter-Stimuli-Intervals (ISI) in an acquisition phase with a design comprised by six groups (300, 400, 500, 600, 700 e 800 ms of ISI); the MANOVA statistics (6 Groups X 3 Blocks) indicated interaction effect in all responses. Based on these results the main experiment was set up with a design of three phases (Stabilization, Adaptation I and II) with the aim to analyze the effect of the IN-ST-IN cycles and the ISIs on four responses. Six groups were tested in which the ISI were modified in each phase. The MANOVA statistics (6 Groups X 5 Blocks) indicated interaction effect in all responses. In sum, the results indicated that the acquisition process of motor skills takes place in the course of successive stabilization-adaptation cycles that lead to the increase to system\'s complexity; there was observed effect of the first cycle stabilization level on the second cycle; the early redundancy in the structure had effect on the functional responses performance, throughout the cycles
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Araujo, Ulysses Okada de. "Liberdade na escolha da resposta e momento da estabilização em aprendizagem motora." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-15062009-152020/.

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O estudo teve como objetivo investigar, a partir de uma perspectiva de processo adaptativo em aprendizagem motora, o efeito da liberdade na escolha da resposta em diferentes momentos do processo de estabilização. A possibilidade de escolher a ordem dos componentes que compõem uma seqüência de movimentos (liberdade na escolha da resposta) tem se mostrado benéfica à aquisição de habilidades motoras. Contudo, o efeito da liberdade na escolha da resposta pode ser mediado pelo processo de estabilização funcional. Para investigar esta hipótese, 135 voluntários com média de idade de 22 (± 4,1) anos, de ambos os sexos, foram alocados a nove grupos experimentais, derivados da combinação de três condições experimentais (SEM, MED e ALT) e dois momentos da estabilização (antes e após a estabilização inicial do desempenho). A liberdade na escolha da resposta foi operacionalizada neste estudo como a possibilidade de escolher a ordem de uma seqüência de toques em sensores, em uma tarefa complexa de timing coincidente. Os resultados mostraram que não houve efeito da condição experimental do início da prática no desempenho na fase de adaptação, porém condições intermediárias de liberdade de escolha no final da prática não apresentaram queda na consistência frente à modificação da tarefa. Nesse sentido, a liberdade na escolha da resposta não trouxe prejuízos à adaptação<br>The objective of the study was to investigate, from an adaptive process perspective on motor learning, the effect of freedom in response choice in different moments of the stabilization process. The possibility of choosing the order of the components which generate a movement sequence (freedom in response choice) has been shown as beneficial to motor skills acquisition. However, the effect of freedom in response choice could be mediated by the process of functional stabilization. To investigate the hypothesis, a hundred thirty-five volunteers with mean age of 22 (± 4,1) years were assigned to nine experimental groups, derived from the combination of three experimental conditions (SEM, MED and ALT) and two moments of stabilization (before and after initial performance stabilization). Freedom in response choice was manipulated in this study as the possibility of choosing the order of tapping a sequence of sensors, in a complex anticipation timing task. Results showed there was no effect of experimental condition in the beginning of practice in performance in adaptation phase, although intermediate conditions of freddom of choice didnt show decrease in consistency following task modification. In this sense, freedom in response choice wasnt detrimental to adaptation
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Books on the topic "Adaptive entry into the learning process"

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Lee, Namjong. Optimal entry and exit decisions under uncertainty with learning process. typescript, 1992.

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Kramarov, Sergey, Vladimir Khramov, Elena Grebenyuk, and Anatoly Bocharov. Fundamentals of the ergotechnical approach to the formation of an electronic educational environment. Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02086-9.

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The monograph deals with the problems of analysis and synthesis of electronic information and learning environment as an ergatic system. The issues of creation, development and evaluation of such systems, as well as information support of the process of building and using artificial intelligence, including in the protection of information, are considered. The monograph provides theoretical justifications for the research of information objects, which reveals the mechanism of constructing a mathematical model of the educational process at the university and explains the understanding of the education system as a system of systems, as well as information processes associated with it. The research presented in the monograph is the basis for the creation of new and effective robotic organizational and organizational-technical systems in education.&#x0D; The monograph is intended for researchers and teachers, postgraduates, undergraduates and engineers specializing in the field of educational management, including intelligent adaptive control of complex robotic systems.
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Lilley, Linda Lane, Julie S. Snyder, and Shelly Rainforth Collins. Pharmacology and the Nursing Process - Text and Elsevier Adaptive Learning Package. Elsevier - Health Sciences Division, 2014.

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Lilley, Linda Lane, Julie S. Snyder, and Shelly Rainforth Collins. Pharmacology and the Nursing Process - Text and Elsevier Adaptive Learning (Access Card) and Elsevier Adaptive Quizzing (Access Card) Package. Elsevier - Health Sciences Division, 2014.

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Tripathi, Alok Mani. Learning Robotic Process Automation: Create Software robots and automate business processes with the leading RPA tool – UiPath. Packt Publishing, 2018.

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80/20: Personal Development, Self Improvement, Social Skills, Logical Reasoning, Cognitive and Emotional Intelligence, Strategic Thinking Process, Adaptive Learning and Habits of Successful Peo. Independently Published, 2022.

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Leadership, Management and Data Science: Personal Development, Self Improvement, Social Skills, Logical Reasoning, GM3, Cognitive and Emotional Intelligence, Strategic Thinking Process, Adaptive Learning and Habits of Successful People. Independently Published, 2022.

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Leadership, Management and Data Science: Personal Development, Self Improvement, Social Skills, Logical Reasoning,TR5 Cognitive and Emotional Intelligence, Strategic Thinking Process, Adaptive Learning and Habits of Successful People. Independently Published, 2022.

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Leadership, Management and Data Strategy: Personal Development, Self Improvement, Social Skills, Logical Reasoning, TR5,Cognitive and Emotional Intelligence, Strategic Thinking Process, Adaptive Learning and Habits of Successful People. Independently Published, 2022.

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Simonton, Dean Keith. Spontaneity in Evolution, Learning, Creativity, and Free Will. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.21.

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This chapter proposes that spontaneous variation has a central role in biological evolution, operant conditioning, creative thinking, and personal agency. But to support these advantageous outcomes, this spontaneity must be joined with some selection process or procedure that decides which alleles, behaviors, ideas, or choices are most adaptive or useful. The argument begins with spontaneous variations in evolutionary theory, and then turns to operant conditioning, with emphasis on the origins of spontaneous behaviors. That analysis leads directly to a discussion that introduces a three-parameter definition of both creativity and sightedness, two concepts that provide the foundation for the blind-variation and selective-retention model of creativity. The latter is then linked with the chance-then-choice theory of free will, a linkage that makes spontaneous choice generation the first of two steps leading to personal agency. In all four phenomena, spontaneity is defined as the production of variants in ignorance of their actual utilities.
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Book chapters on the topic "Adaptive entry into the learning process"

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Bourguin, Grégory, Bénédicte Talon, Insaf Kerkeni, and Arnaud Lewandowski. "Inspiring the Instructional Design Process Through Online Experience Sharing." In Adaptive and Adaptable Learning. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45153-4_61.

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Jiang, Bo. "Knowledge Tracing within Single Programming Practice Using Problem-Solving Process Data." In Toward Trustworthy Adaptive Learning. Routledge, 2025. https://doi.org/10.4324/9781003585176-6.

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Dżega, Dorota, and Wiesław Pietruszkiewicz. "Intelligent Decision-Making Support within the E-Learning Process." In Intelligent and Adaptive Educational-Learning Systems. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30171-1_20.

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Niesler, Gracja, and Andrzej Niesler. "Meta-learning Process Analytics for Adaptive Tutoring Systems." In Advances in Computational Collective Intelligence. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63119-2_34.

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Homola, Martin, Ján Kl’uka, Zuzana Kubincová, Patrícia Marmanová, and Milan Cifra. "Timing the Adaptive Learning Process with Events Ontology." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35758-0_1.

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Lhafra, Fatima Zohra, and Otman Abdoun. "Adaptive Collaborative Learning Process in a Hybrid Model." In Proceedings of the 8th International Conference on Advanced Intelligent Systems and Informatics 2022. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20601-6_3.

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Homola, Martin, Zuzana Kubincová, Rastislav Urbánek, and Ján Kl’uka. "Tracking the Adaptive Learning Process with Topics Ontology." In Advances in Web-Based Learning – ICWL 2023. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-8385-8_13.

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Ferdinand, Nicola K., Anja Weiten, Axel Mecklinger, and Jutta Kray. "Error-Induced Learning as a Resource-Adaptive Process in Young and Elderly Individuals." In Resource-Adaptive Cognitive Processes. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-89408-7_4.

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Cichoń, Andrzej, and Ewa Szlachcic. "Multiobjective Differential Evolution Algorithm with Self-Adaptive Learning Process." In Recent Advances in Intelligent Engineering Systems. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-23229-9_6.

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Lhafra, Fatima Zohra, and Otman Abdoun. "Towards an Adaptive Learning Process Using Artificial Intelligence Technologies." In Digital Technologies and Applications. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-29857-8_3.

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Conference papers on the topic "Adaptive entry into the learning process"

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Böck, Felix, André Deuerling, and Dieter Landes. "Adaptive Learning Environment Reference Architecture for an Optimised Learning Process." In 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016496.

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Park, Hyeong Hu, Sung Jae Hwang, and Do Gyun Kim. "Enhancing Process Image Analysis with Adaptive Thresholding and Deep Learning Techniques." In 2024 IEEE International Conference on Imaging Systems and Techniques (IST). IEEE, 2024. https://doi.org/10.1109/ist63414.2024.10759145.

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Yu, Runlong, Chonghao Qiu, Robert Ladwig, et al. "Adaptive Process-Guided Learning: An Application in Predicting Lake DO Concentrations." In 2024 IEEE International Conference on Data Mining (ICDM). IEEE, 2024. https://doi.org/10.1109/icdm59182.2024.00065.

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Feng, Yu, Xiaoli Li, Xiaowei Yu, and Kang Wang. "Improved Adaptive DBSCAN for Data Cleaning in Molten Iron Weighing Process." In 2024 IEEE 13th Data Driven Control and Learning Systems Conference (DDCLS). IEEE, 2024. http://dx.doi.org/10.1109/ddcls61622.2024.10606889.

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Sodiwal, Khairul Aznizam, Wan Ying Chai, Min Keng Tan, Kenneth Tze Kin Teo, and Heng Jin Tham. "Adaptive Exponential Feeding Control for a Fedbatch Yeast Fermentation Process Using Reinforcement Learning." In 2024 IEEE International Conference on Artificial Intelligence in Engineering and Technology (IICAIET). IEEE, 2024. http://dx.doi.org/10.1109/iicaiet62352.2024.10730303.

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Kanth, Tatiraju V. Rajani, Balveer Singh, Yaspal Singh, Sunil Bhutada, and Rohita Yamaganti. "Adaptive Kernel Optimization for Probabilistic Learning: Integrating Support Vector Machines with Gaussian Process Frameworks." In 2025 International Conference on Intelligent Systems and Computational Networks (ICISCN). IEEE, 2025. https://doi.org/10.1109/iciscn64258.2025.10934651.

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Gao, Yu, Wangyang Yu, and Huaiping Jin. "A meta-learning-based online adaptive fine-tuning VAE for industrial process data streams." In Sixteenth International Conference on Signal Processing Systems (ICSPS 2024), edited by Robert Minasian and Li Chai. SPIE, 2025. https://doi.org/10.1117/12.3061994.

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Li, Xingyu, Wangyong Chen, and Linlin Cai. "Deep Learning and Adaptive Pattern Search Based BSIM-CMG Parameter Extraction Applicable to Process Migration." In 2024 IEEE 17th International Conference on Solid-State & Integrated Circuit Technology (ICSICT). IEEE, 2024. https://doi.org/10.1109/icsict62049.2024.10831595.

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Belhout, Shems-Eddine, Jon Tatman, Darren Barborak, et al. "Development and Commercialization of Adaptive Feedback Welding Technology for Fabrication and Repair Applications." In AM-EPRI 2024. ASM International, 2024. http://dx.doi.org/10.31399/asm.cp.am-epri-2024p0050.

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Abstract There is a growing need to automate the gas tungsten arc welding process for fabrication and repair of nuclear components due to an increasing shortage of experienced welders. Therefore, a collaborative effort has been performed in this study to develop a fully autonomous gas tungsten arc welding system with adaptive capabilities. The system employs the application of two neural networks that have been presented in. The first utilizes a vision based convolutional neural network to perform real time control of the filler wire entry position into the weld pool. The second predicts optimal weld parameters and torch positioning for each weld pass deposited within a multi-pass groove. A commercialization path for the technology is in-progress, with the artificial intelligent algorithms currently being incorporated and tested on commercially available equipment.
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Lee, Taeyoung. "Adaptive Learning Kalman Filter with Gaussian Process." In 2020 American Control Conference (ACC). IEEE, 2020. http://dx.doi.org/10.23919/acc45564.2020.9147527.

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Reports on the topic "Adaptive entry into the learning process"

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Marienko, Maiia V., Yulia H. Nosenko, and Mariya P. Shyshkina. Personalization of learning using adaptive technologies and augmented reality. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4418.

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The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.
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Osadchyi, Viacheslav V., Hanna Y. Chemerys, Kateryna P. Osadcha, Vladyslav S. Kruhlyk, Serhii L. Koniukhov, and Arnold E. Kiv. Conceptual model of learning based on the combined capabilities of augmented and virtual reality technologies with adaptive learning systems. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4417.

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The article is devoted to actual problem of using modern ICT tools to increase the level of efficiency of the educational process. The current state and relevance of the use of augmented reality (AR) and virtual reality (VR) technologies as an appropriate means of improving the educational process are considered. In particular, attention is paid to the potential of the combined capabilities of AR and VR technologies with adaptive learning systems. Insufficient elaboration of cross-use opportunities for achieving of efficiency of the educational process in state-of-the-art research has been identified. Based on analysis of latest publications and experience of using of augmented and virtual reality technologies, as well as the concept of adaptive learning, conceptual model of learning based on the combined capabilities of AR and VR technologies with adaptive learning systems has been designed. The use of VR and AR technologies as a special information environment is justified, which is applied in accordance with the identified dominant type of students' thinking. The prospects of using the proposed model in training process at educational institutions for the implementation and support of new teaching and learning strategies, as well as improving learning outcomes are determined by the example of such courses as “Algorithms and data structures”, “Computer graphics and three-dimensional modeling”, “Circuit Engineering”, “Computer Architecture”.
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Ghimire, I., and S. Banerjee. Building Capacities of Women to Enhance Adaptive Capacity of Migrant-Sending Households in Udayapur District, Nepal: Process Documentation and Learning. International Centre for Integrated Mountain Development (ICIMOD), 2018. http://dx.doi.org/10.53055/icimod.714.

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Ghimire, I., and S. Banerjee. Building Capacities of Women to Enhance Adaptive Capacity of Migrant-Sending Households in Udayapur District, Nepal: Process Documentation and Learning. International Centre for Integrated Mountain Development (ICIMOD), 2018. http://dx.doi.org/10.53055/icimod.714.

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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
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Samji, Salimah, and Mansi Kapoor. Funda Wande through the Lens of PDIA: Showcasing a Flexible and Iterative Learning Approach to Improving Educational Outcomes. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/036.

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Funda Wande has adopted a ‘learning by doing’ strategy that is similar to the Problem Driven Iterative Adaptation (PDIA) approach to solving complex problems. PDIA is a high-impact process of innovation that helps organisations develop the capability to solve complex problems while they are solving such problems. It is a step-by-step framework that helps break down problems into their root causes, identify entry points, search for possible solutions, take action, reflect upon what is learned, adapt, and then act again. Its dynamic process and tight feedback loops enable teams to find and fit solutions to the local context. This case provides a narrative of the Funda Wande story with boxes illustrating how PDIA principles and tools like problem construction, deconstruction, entry point analysis, iteration, and building authorisation would have been applied in practice. The sources of this case include a literature review of education in South Africa, related research documents, and conversations with staff at Funda Wande.
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Varina, Hanna B., Viacheslav V. Osadchyi, Kateryna P. Osadcha, Svetlana V. Shevchenko, and Svitlana H. Lytvynova. Peculiarities of cloud computing use in the process of the first-year students' adaptive potential development. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4453.

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Technologies based on cloud computing is one of the demanded and actively developing areas of the modern information world. Cloud computing refers to an innovative technology that allows you to combine IT resources of various hardware platforms into a single whole and provide the user with access to them via a local network or the global Internet. Cloud services from various providers offer users access to their resources via the Internet via free or shareware cloud applications, the hardware and software requirements of which do not imply that the user has high-performance and resource-consuming computers. Cloud technologies represent a new way of organizing the educational process and offers an alternative to traditional methods of organizing the educational process, creates an opportunity for personal learning, collective teaching, interactive classes, and the organization of psychological support. The scientific article is devoted to the problem of integrating cloud technologies not only in the process of training highly qualified specialists, but also in the formation of professionally important personality traits. The article describes the experience of introducing cloud technologies into the process of forming the adaptive potential of students in conditions of social constraints caused by the COVID-19 pandemic.
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Ступнік, М. І., В. С. Моркун, and З. П. Бакум. Information and Communication Technologies in the Process of Mining Engineer Training. Криворізький державний педагогічний університет, 2013. http://dx.doi.org/10.31812/0564/405.

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Based on scientific analysis the authors of the article argued the necessity of solving priority tasks – the development of new educational technologies aimed at supporting the training of engineers in terms of the mining engineering as high-tech industry. The features of mining computer technologies are determined. There was worked out the project of the adaptive system of a mining engineer individual training "Electronic manual" aimed at the development of future professionals. The essence of individual preparation of future mining engineer ICT is defined. It is proved that the efficiency of the designing and planning of mining operations through the introduction of ICT at present is the real way to influence the quality of mining products that will promote individual learning orientation. For the first time pedagogical foundations for introducing adaptive training of mining engineers are clarified.
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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Tyshchenko, Yelyzaveta Yu, та Andrii M. Striuk. Актуальність розробки моделі адаптивного навчання. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2889.

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The learning process can be made most effective by transferring the educational process to the electronic environment. Thanks to adaptive testing, the accuracy, quality, reliability of training and student interest are enhanced, which allows him to be more motivated. This is a new approach for the student to master most of the information. The introduction of an adaptive testing system ensures the improvement of student learning performance. From the proper organization of the control of knowledge depends on the effectiveness of the educational process. Adaptive testing involves changing the sequence of tasks in the testing process itself, taking into account the answers to the tasks already received. In the process of passing the test, a personality model is built that learns for later use in selecting the following testing tasks, depending on the level of knowledge of the student and his individual characteristics. When calculating the assessment, the adaptive testing system takes into account the probability that the student can guess the answer, the number of attempts to pass the test and the average result achieved during all attempts. The complex of tasks for adaptive testing can be developed taking into account a separate type of perception of information by each student, that is, the student is offered tasks that he is able to cope with and which are interesting for him, which means he is more confident in his abilities and aims at successful completion of the course.
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