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Journal articles on the topic 'Context of learning'

Author: Grafiati

Published: 3 June 2025

Last updated: 19 July 2025

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1

Russell, Felice Atesoglu. "Context for Content Teachers' Learning." Journal of School Leadership 28, no. 2 (2018): 229–58. http://dx.doi.org/10.1177/105268461802800204.

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This article examines the context for content teachers‘ professional learning concerning English learners (ELs), paying particular attention to the role of leadership in supporting and constraining this capacity development. The contextual features of the school are analyzed, specifically the leadership of the principal and an EL facilitator, as well as supports that influenced the development of teacher capacity. The data used in this analysis comes from a yearlong qualitative case study of professional learning and the instruction of ELs in one diverse, urban high school. Data analysis revea

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2

S., Sridevi, S.M.Kamali, and S.Prabu. "A Context-Aware Content Recommendation Engine for Personalized Learning using Hybrid Reinforcement Learning Technique." Journal of Advancement in Parallel Computing 8, no. 1 (2024): 1–7. https://doi.org/10.5281/zenodo.13756429.

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<em>Personalized learning systems have gained significant attention in the education sector, where each learner's unique needs, preferences, and learning contexts are considered to deliver tailored content. This paper presents a Context-Aware Content Recommendation Engine designed for personalized learning, utilizing a Hybrid Reinforcement Learning (HRL) technique. The proposed model combines the strengths of collaborative filtering and content-based filtering, while reinforcement learning adapts recommendations in real-time based on learners' interactions and context. By integrating contextua

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Sørensen, Christian Grund. "Content, Context & Connectivity Persuasive Interplay." International Journal of Conceptual Structures and Smart Applications 1, no. 2 (2013): 69–77. http://dx.doi.org/10.4018/ijcssa.2013070108.

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The aim of this paper is to discuss the relationship between content, context and connectivity and suggesting a model of Dynamic Interplay. This is done in relation to a specific learning environment concerning cultural mediation, in casu the Kaj Munk Case of the EuroPLOT-project (an EU-supported research project under EACEA). In the development of this project several categories of content have been implemented in technology enhanced learning tools. These have been designed to support learning in different contexts and eventually the role of the connectivity of these learning objects and tool

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4

Silva, Lilian Reis da. "The human learning process in the organizational context." Núcleo do Conhecimento 08, no. 10 (2021): 17–30. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/human-learning-process.

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This article, elaborated through bibliographic research, has as a fundamental question the way individuals learn and interact in the context of organizations. Aiming to address how individual learning contributes to organizational learning among individuals. From the literature analyzed, it was found that the knowledge and knowledge acquired individually by people must be added to the communication, interaction and sharing skills with colleagues, within the scope of organizations, so that together they learn the culture, internal system, objectives and practices inherent to it, in order to ach

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Westbrook, Timothy Paul. "Global Contexts for Learning: Exploring the Relationship Between Low-Context Online Learning and High-Context Learners." Christian Higher Education 13, no. 4 (2014): 281–94. http://dx.doi.org/10.1080/15363759.2014.924888.

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6

Kasper, Gabriele, and Kenneth R. Rose. "Learning Context and Learning Opportunities." Language Learning 52 (2002): 191–235. http://dx.doi.org/10.1111/j.1467-1770.2002.tb00027.x.

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7

Pei, Xiaoyu. "Language Learning Strategies from the Perspective of Learning Context." World Journal of English Language 13, no. 5 (2023): 251. http://dx.doi.org/10.5430/wjel.v13n5p251.

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Learning context, as an important influence on language learning strategy (LLS), has received more attention in recent years. For the purpose of better strategy choices in different learning contexts and language achievements, this study investigated LLS from the perspective of learning context. Participants were 44 doctoral students recruited in ESL learning context (the US) and EFL learning context (China). Data were gathered through a mixed-methods research design with the use of the Language Strategy Use Inventory (LSUI). The results showed that the participants in both learning contexts r

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Pacheco, Maria Leonor, and Dan Goldwasser. "Modeling Content and Context with Deep Relational Learning." Transactions of the Association for Computational Linguistics 9 (February 2021): 100–119. http://dx.doi.org/10.1162/tacl_a_00357.

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Building models for realistic natural language tasks requires dealing with long texts and accounting for complicated structural dependencies. Neural-symbolic representations have emerged as a way to combine the reasoning capabilities of symbolic methods, with the expressiveness of neural networks. However, most of the existing frameworks for combining neural and symbolic representations have been designed for classic relational learning tasks that work over a universe of symbolic entities and relations. In this paper, we present DRaiL, an open-source declarative framework for specifying deep r

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9

Hamm, A., and D. Vaitl. "Stimulus-content, context, and learning of autonomic responses." International Journal of Psychophysiology 7, no. 2-4 (1989): 226. http://dx.doi.org/10.1016/0167-8760(89)90167-0.

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10

Villarruel, Francisco A., and Richard M. Lerner. "Development and context and the contexts of learning." New Directions for Child and Adolescent Development 1994, no. 63 (1994): 3–10. http://dx.doi.org/10.1002/cd.23219946303.

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11

Li, Chieh, and Ena Vazquez Nuttall. "Context, Context, Context: Powerful Factor in Language Learning." Contemporary Psychology: A Journal of Reviews 41, no. 5 (1996): 501–3. http://dx.doi.org/10.1037/004472.

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12

Dickinson, Anthony. "Context and learning." Animal Behaviour 34 (February 1986): 307–8. http://dx.doi.org/10.1016/0003-3472(86)90049-7.

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13

DiSalvo, Betsy James, Kevin Crowley, and Roy Norwood. "Learning in Context." Games and Culture 3, no. 2 (2008): 131–41. http://dx.doi.org/10.1177/1555412008314130.

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14

Li, Jian, Shaogang Gong, and Tao Xiang. "Learning Behavioural Context." International Journal of Computer Vision 97, no. 3 (2011): 276–304. http://dx.doi.org/10.1007/s11263-011-0487-2.

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15

Keiding, Tina Bering. "Learning in context – But what is a learning context?" Nordic Studies in Education 27, no. 02 (2007): 138–50. http://dx.doi.org/10.18261/issn1891-5949-2007-02-04.

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16

Kenney, Justin W., and Thomas J. Gould. "Nicotine enhances context learning but not context-shock associative learning." Behavioral Neuroscience 122, no. 5 (2008): 1158–65. http://dx.doi.org/10.1037/a0012807.

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17

Stein, Gary, and Avelino J. Gonzalez. "Learning in context: enhancing machine learning with context-based reasoning." Applied Intelligence 41, no. 3 (2014): 709–24. http://dx.doi.org/10.1007/s10489-014-0550-0.

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18

Allen, Deborah, and Kimberly Tanner. "Approaches to Cell Biology Teaching: Learning Content in Context—Problem-Based Learning." Cell Biology Education 2, no. 2 (2003): 73–81. http://dx.doi.org/10.1187/cbe.03-04-0019.

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19

Paramita, Kristanti Dewi, and Yandi Andri Yatmo. "CONTEXT LEARNING TRANSFORMATION IN ARCHITECTURAL DESIGN STUDIO." MODUL 20, no. 2 (2020): 157–66. http://dx.doi.org/10.14710/mdl.20.2.2020.157-166.

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This paper reflects the shifting understanding of context in a data-based architectural studio. With the school closure in the beginning of the COVID pandemic, the overall learning process is largely conducted online. Big Data becomes an important discourse that provides some benefits and opportunities which transform the design and learning process in an architectural studio, particularly on how students may explore and understand their context. Exploring the works of third-year architectural students in Department of Architecture, Faculty of Engineering Universitas Indonesia, this paper high

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20

Lucke, Sara, Harald Lachnit, Stephan Koenig, and Metin Uengoer. "The informational value of contexts affects context-dependent learning." Learning & Behavior 41, no. 3 (2013): 285–97. http://dx.doi.org/10.3758/s13420-013-0104-z.

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21

Zhao, Xinyou, and Toshio Okamoto. "Adaptive multimedia content delivery for context-aware u-learning." International Journal of Mobile Learning and Organisation 5, no. 1 (2011): 46. http://dx.doi.org/10.1504/ijmlo.2011.038691.

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22

El Guabassi, Inssaf, Zakaria Bousalem, Mohammed Al Achhab, Ismail JELLOULI, and Badr Eddine EL Mohajir. "Personalized adaptive content system for context-aware ubiquitous learning." Procedia Computer Science 127 (2018): 444–53. http://dx.doi.org/10.1016/j.procs.2018.01.142.

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23

Alaa, Edein M. Qoussini. "Personalized and Intelligent Agent Based Context-Aware Mobile Learning Framework." International Journal of Recent Technology and Engineering (IJRTE) 13, no. 6 (2025): 31–40. https://doi.org/10.35940/ijrte.D7832.13060325.

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<strong>Abstract:</strong> Mobile learning promises the freedom to learn anytime, anywhere. However, effectively integrating personalization within mobile learning environments presents a significant challenge. This research aims to address this challenge by developing a novel framework for personalized content delivery in mobile learning environments (PCDMLE). The proposed PCDMLE framework leverages three key personalization aspects: student preferences, academic level, and assessment unit. By dynamically adapting learning content based on these individual characteristics, the framework aims

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24

Traxler, John. "Context in a wider context." Mobile Learning in Widening Contexts: Concepts and Cases 19, Mobile Learning (2011): 1–16. http://dx.doi.org/10.21240/mpaed/19/2011.07.08.x.

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This paper attempts to review and reconsider the role of context in mobile learning and starts by outlining definitions of context-aware mobile learning as the technologies have become more mature, more robust and more widely available and as the notion of context has become progressively richer. The future role of context-aware mobile learning is considered within the context of the future of mobile learning as it moves from the challenges and opportunities of pedagogy and technology to the challenges and opportunities of policy, scale, sustainability, equity and engagement with augmented rea

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25

Kosrane, Mohamed, and Mohamed Gharzouli. "Toward a Context-Aware Course-Planning Model in Pervasive Learning Environments." International Journal of Emerging Technologies in Learning (iJET) 18, no. 15 (2023): 36–51. http://dx.doi.org/10.3991/ijet.v18i15.40601.

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This article proposes a context-aware course-planning model for pervasive learning environments. The model considers learners’ preferences, including their learning styles, locations, activities, and devices. The model generates four-dimensional contexts based on these preferences, each dimension being a weighted vector of visual, aural, read/write, and kinesthetic (VARK) features. Using a content-based similarity algorithm, the model adapts the course content to each learner’s context. The courses are created in a sequence of rings, each containing all possible learning materials (LMs) that h

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26

Rozmus, Stefan. "E-LEARNING IN THE GDPR CONTEXT." Ekonomiczne Problemy Usług 131 (2018): 303–13. http://dx.doi.org/10.18276/epu.2018.131/1-30.

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27

Kır, Şeyda, and Aras Bozkurt. "Analysis of Open and Distance Learning Narratives Within a Lifelong Learning Context." Journal of Qualitative Research in Education 8, no. 4 (2020): 1–25. http://dx.doi.org/10.14689/issn.2148-2624.8c.4s.10m.

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28

Meyer, Margaret R., and Georgianna Diopoulos. "Anchored Learning in Context." Mathematics Teaching in the Middle School 8, no. 1 (2002): 16–21. http://dx.doi.org/10.5951/mtms.8.1.0016.

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29

Nagy, William E., Patricia A. Herman, and Richard C. Anderson. "Learning Words from Context." Reading Research Quarterly 20, no. 2 (1985): 233. http://dx.doi.org/10.2307/747758.

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30

O'Brien, Marion, and Xiufen Bi. "Language Learning in Context." Topics in Early Childhood Special Education 15, no. 2 (1995): 148–63. http://dx.doi.org/10.1177/027112149501500202.

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31

Gershman, Samuel J., David M. Blei, and Yael Niv. "Context, learning, and extinction." Psychological Review 117, no. 1 (2010): 197–209. http://dx.doi.org/10.1037/a0017808.

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32

Asdjodi, Minoo. "Cultural context and learning." Studia Europaea Gnesnensia, no. 13 (June 15, 2016): 267–88. http://dx.doi.org/10.14746/seg.2016.13.14.

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This study examines English learners in the United Arab Emirates in terms of their attitudes and motivation. Through a two-phased study that adopts both qualitative and quantitative approaches, this paper explores the correlation between students’ socio-cultural values and their learning and eventual success.

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33

Göker, A. "Context learning in Okapi." Journal of Documentation 53, no. 1 (1997): 80–83. http://dx.doi.org/10.1108/eum0000000007194.

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34

Thüs, Hendrik, Mohamed Amine Chatti, Esra Yalcin, et al. "Mobile learning in context." International Journal of Technology Enhanced Learning 4, no. 5/6 (2012): 332. http://dx.doi.org/10.1504/ijtel.2012.051818.

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35

Sagi, D. "Perceptual learning in context." Journal of Vision 13, no. 9 (2013): 1374. http://dx.doi.org/10.1167/13.9.1374.

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36

Halliday, John. "CONTEXT, JUDGMENT, AND LEARNING." Educational Theory 52, no. 4 (2002): 429–43. http://dx.doi.org/10.1111/j.1741-5446.2002.00429.x.

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37

Rangachari, P. K. "Active learning: in context." Advances in Physiology Education 268, no. 6 (1995): S75. http://dx.doi.org/10.1152/advances.1995.268.6.s75.

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Active learning has become trendy, particularly in health care education. It has been noted that active learning is an attitude, not a method. Promotion of active learning requires willing students, sympathetic teachers, and an institution willing to promote interactions between them. The essence is to shift the locus of control from the teacher to the student. This essay draws attention to books and articles discussing such issues.

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38

Hansman, Catherine A. "Context-Based Adult Learning." New Directions for Adult and Continuing Education 2001, no. 89 (2001): 43. http://dx.doi.org/10.1002/ace.7.

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39

Perguna, Luhung Achmad, Idris Idris, and Irawan Irawan. "From Content to Context: Understanding Introduction to Sociology through MOOC." International Journal of Emerging Technologies in Learning (iJET) 15, no. 07 (2020): 188. http://dx.doi.org/10.3991/ijet.v15i07.13467.

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This study aims to provide interactive, active participatory and collaborative media for learners through MOOC in the Introduction to Sociology course. This paper presents alternative learning by utilizing MOOC-based information technology as one way to achieve learning objectives. This development uses research and development (R&D) with development steps consisting of preproduction, production, and postproduction. This development was also validated and implemented during the development process. This study found that development products are feasible to be implemented as learning produc

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40

Boyle, Mary-Ellen. "Learning to Neighbor? Service-learning in Context." Journal of Academic Ethics 5, no. 1 (2007): 85–104. http://dx.doi.org/10.1007/s10805-007-9045-5.

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41

Fuhs, Mark C., and David S. Touretzky. "Context Learning in the Rodent Hippocampus." Neural Computation 19, no. 12 (2007): 3173–215. http://dx.doi.org/10.1162/neco.2007.19.12.3173.

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We present a Bayesian statistical theory of context learning in the rodent hippocampus. While context is often defined in an experimental setting in relation to specific background cues or task demands, we advance a single, more general notion of context that suffices for a variety of learning phenomena. Specifically, a context is defined as a statistically stationary distribution of experiences, and context learning is defined as the problem of how to form contexts out of groups of experiences that cluster together in time. The challenge of context learning is solving the model selection prob

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42

Boden, M., and J. Wiles. "On learning context-free and context-sensitive languages." IEEE Transactions on Neural Networks 13, no. 2 (2002): 491–93. http://dx.doi.org/10.1109/72.991436.

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43

Kennedy Terry, Kristen M. "CONTACT, CONTEXT, AND COLLOCATION." Studies in Second Language Acquisition 39, no. 3 (2016): 553–78. http://dx.doi.org/10.1017/s0272263116000061.

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This study uses a mixed-effects model to examine the acquisition of targetlike patterns of phonological variation by 17 English-speaking learners of French during study abroad in France. Naturalistic speech data provide evidence for the incipient acquisition of a phonological variable showing sociostylistic variation in native speaker speech: the elision of /l/ in third-person subject clitic pronouns (il vient [il vjɛ̃] ∼ [i vjɛ̃] “he is coming”). Speech data are compared and correlated with the results of a social network strength scale designed for the study abroad learning context. Results

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44

Yücesoy, Yiğit E. Yücesoy, and M. Borahan Tümer. "Hierarchical Reinforcement Learning with Context Detection (HRL-CD)." International Journal of Machine Learning and Computing 5, no. 5 (2015): 353–58. http://dx.doi.org/10.7763/ijmlc.2015.v5.533.

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45

LEVCHYK, IRYNA. "CONTENT-LANGUAGE INTEGRATED LEARNING IN THE CONTEXT OF EUROPEAN INTEGRATION." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2022): 169–76. http://dx.doi.org/10.25128/2415-3605.22.1.20.

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The conditions of formation of content-language integrated learning (CLIL) have been characterized with a number of theoretical and methodological factors, that have influenced the process of development from different perspectives. The origin of CLIL is connected with the prior methodological approach to second language acquisition – content based language instruction. It has been established with aim to reduce the gap in knowledge of English learners between spoken everyday English and Academic language. The reflection of the psycholinguistic views in CBI led to adoption of concepts of compr

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46

Auriemma, Alessia, and Alessia Auriemma. "SENECA: An Attention Support Tool for Context-related Content Learning." Journal of Visual Language and Computing 2021, no. 1 (2021): 10–19. http://dx.doi.org/10.18293/jvlc2021-n1-006.

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47

Assunção Flores, Maria. "The multidimensionality of teacher professional learning: context, content and change." European Journal of Teacher Education 44, no. 4 (2021): 429–31. http://dx.doi.org/10.1080/02619768.2021.1973164.

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48

Muller, Lars, Monica Divitini, Simone Mora, Veronica Rivera-Pelayo, and Wilhelm Stork. "Context Becomes Content: Sensor Data for Computer-Supported Reflective Learning." IEEE Transactions on Learning Technologies 8, no. 1 (2015): 111–23. http://dx.doi.org/10.1109/tlt.2014.2377732.

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49

Hood, Nina, Allison Littlejohn, and Colin Milligan. "Context counts: How learners' contexts influence learning in a MOOC." Computers & Education 91 (December 2015): 83–91. http://dx.doi.org/10.1016/j.compedu.2015.10.019.

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50

Burnham, John, Diane Alvis Palma, and Lisa Whitehouse. "Learning as a context for differences and differences as a context for learning." Journal of Family Therapy 30, no. 4 (2008): 529–42. http://dx.doi.org/10.1111/j.1467-6427.2008.00436.x.

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