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Journal articles on the topic 'Continuous Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Geeganage, Dakshi T. K., and Asoka S. Karunananda. "Ontology Driven Continuous Learning Approach." International Journal of Knowledge Engineering-IACSIT 1, no. 1 (2015): 37–42. http://dx.doi.org/10.7763/ijke.2015.v1.6.

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2

Williams, Ruth. "Continuous learning." Nursing Management 24, no. 6 (2017): 11. http://dx.doi.org/10.7748/nm.24.6.11.s11.

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3

Martin, Alec. "Continuous learning partnership." Education + Training 27, no. 5 (1985): 132–34. http://dx.doi.org/10.1108/eb017135.

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The consultative paper Towards an Adult Training Strategy, published by the Manpower Services Commission in 1983, explicitly recognised and sought to foster wider appreciation of the need for systematic continuous learning throughout adult life. Adults will come from four decades; from various backgrounds of culture and language; from work, leisure and unemployment. If the opportunities of this situation are seized, a massive commitment will have been made to the development of the learning society. Inevitably this will mean commitment to the Open Society which, as Karl Popper long ago pointed

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4

Mahida, Ankur. "A Review on Continuous Integration and Continuous Deployment (CI/CD) for Machine Learning." International Journal of Science and Research (IJSR) 10, no. 3 (2021): 1967–70. http://dx.doi.org/10.21275/sr24314131827.

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5

van Breda-Verduijn, Hester, and Marjoleine Heijboer. "Learning culture, continuous learning, organizational learning anthropologist." Industrial and Commercial Training 48, no. 3 (2016): 123–28. http://dx.doi.org/10.1108/ict-11-2015-0074.

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Purpose – The purpose of this paper is to clarify the way an organizational culture forms the right breeding ground for continuous learning. More and more organizations feel the urgency for innovation and continuous improvement. Learning is a key issue in this. A powerful culture of learning forms an effective breeding ground for continuous learning. That is the reason why in this paper the concept of “learning culture” will be analyzed: how will it contribute to continuous improvement and innovation? The authors will answer this question by taking the perspective of an organizational learning

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6

Stratford, Elaine. "Collaboration and continuous learning." Geographical Research 60, no. 2 (2022): 216–17. http://dx.doi.org/10.1111/1745-5871.12539.

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7

Hylton, Preetee. "'Continuous learning is contagious'." BDJ Team 8, no. 10 (2021): 34–36. http://dx.doi.org/10.1038/s41407-021-0769-7.

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8

Day, George S. "Continuous Learning about Markets." California Management Review 36, no. 4 (1994): 9–31. http://dx.doi.org/10.2307/41165764.

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9

Rowold, Jens, and Jan Schilling. "Career‐related continuous learning." Career Development International 11, no. 6 (2006): 489–503. http://dx.doi.org/10.1108/13620430610692917.

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10

Day, George S. "Continuous learning about markets." Planning Review 20, no. 5 (1992): 47–49. http://dx.doi.org/10.1108/eb054381.

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11

Denisova, Marina Vyacheslavovna. "USING CONTINUOUS INTEGRATION / CONTINUOUS DELIVERY IN DISTANCE LEARNING." Austrian Journal of Technical and Natural Sciences, no. 5-6 (2021): 6–8. http://dx.doi.org/10.29013/ajt-21-5.6-6-8.

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12

Fojt, Martin. "The new world of learning: continuous learning." Education + Training 37, no. 7 (1995): 1–32. http://dx.doi.org/10.1108/00400400912199500002.

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13

Wilk, Joan. "From Continuous Education to Continuous Learning: Moving Toward Accountability." Journal of Continuing Education in Nursing 17, no. 1 (1986): 16–18. http://dx.doi.org/10.3928/0022-0124-19860101-06.

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14

Liu, Bing. "Lifelong machine learning: a paradigm for continuous learning." Frontiers of Computer Science 11, no. 3 (2017): 359–61. http://dx.doi.org/10.1007/s11704-016-6903-6.

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15

Guo, Zhengbing, and Meng Wang. "Multi-task continuous learning model." Journal of Physics: Conference Series 1873, no. 1 (2021): 012093. http://dx.doi.org/10.1088/1742-6596/1873/1/012093.

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16

Headrick, Linda A., Amy Richardson, and Gregory P. Priebe. "Continuous Improvement Learning for Residents." Pediatrics 101, Supplement_3 (1998): 768–74. http://dx.doi.org/10.1542/peds.101.s3.768.

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Physicians must be ready to assume an active role in the design, implementation, and improvement of emerging models of health care delivery. Knowledge and skill in continuous improvement prepare them to engage seriously in the processes of change, on the basis of the same scientific principles they always have relied on in the use of evidence to improve outcomes. This includes include the ability to 1) identify the health needs of the individuals and communities for which they provide health services; 2) assess the impact of current practice with appropriate outcome measures; 3) discover what

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17

Locke, Edwin A., and Vinod K. Jain. "ORGANIZATIONAL LEARNING AND CONTINUOUS IMPROVEMENT." International Journal of Organizational Analysis 3, no. 1 (1995): 45–68. http://dx.doi.org/10.1108/eb028823.

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18

Oh, Seungha, Yeseul Jung, HaeYoung Eun, and YongWoo Sohn. "Calling and continuous learning activity." Korean Journal of Industrial and Organizational Psychology 28, no. 4 (2015): 635–61. http://dx.doi.org/10.24230/kjiop.v28i4.635-661.

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 The goal of the present study was to examine the influence of goal orientation and perceived learning support on the relationship between calling and continuous learning activity within the organizational context. Specifically, the mediating effects of three different types of goal orientation in the relationship between calling and continuous learning activity and the moderated mediation model of goal orientation and perceived learning support were examined. To gain accurate information, we confirmed the results in a serial order. First, the relationship between calling and continuous

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19

London, Manuel, and Valerie I. Sessa. "Group Feedback for Continuous Learning." Human Resource Development Review 5, no. 3 (2006): 303–29. http://dx.doi.org/10.1177/1534484306290226.

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20

Marsick, Victoria J., and Karen E. Watkins. "Continuous Learning in the Workplace." Adult Learning 3, no. 4 (1992): 9–12. http://dx.doi.org/10.1177/104515959200300404.

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21

Tartara, Michele, and Stefano Crespi Reghizzi. "Continuous learning of compiler heuristics." ACM Transactions on Architecture and Code Optimization 9, no. 4 (2013): 1–25. http://dx.doi.org/10.1145/2400682.2400705.

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22

Xu, Joseph, and John Laird. "Learning Integrated Symbolic and Continuous Action Models for Continuous Domains." Proceedings of the AAAI Conference on Artificial Intelligence 27, no. 1 (2013): 991–97. http://dx.doi.org/10.1609/aaai.v27i1.8676.

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Long-living autonomous agents must be able to learn to perform competently in novel environments. One important aspect of competence is the ability to plan, which entails the ability to learn models of the agent’s own actions and their effects on the environment. In this paper we describe an approach to learn action models of environments with continuous-valued spatial states and realistic physics consisting of multiple interacting rigid objects. In such environments, we hypothesize that objects exhibit multiple qualitatively distinct behaviors we call modes, conditioned on their spatial relat

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23

Kim, Min-Soeng, Sun-Gi Hong, and Ju-Jang Lee. "Self-Learning Fuzzy Logic Controller using Q-Learning." Journal of Advanced Computational Intelligence and Intelligent Informatics 4, no. 5 (2000): 349–54. http://dx.doi.org/10.20965/jaciii.2000.p0349.

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Fuzzy logic controllers consist of if-then fuzzy rules generally adopted from a priori expert knowledge. However, it is not always easy or cheap to obtain expert knowledge. Q-learning can be used to acquire knowledge from experiences even without the model of the environment. The conventional Q-learning algorithm cannot deal with continuous states and continuous actions. However, the fuzzy logic controller can inherently receive continuous input values and generate continuous output values. Thus, in this paper, the Q-learning algorithm is incorporated into the fuzzy logic controller to compens

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24

ElGibreen, Hebah, and Mehmet Sabih Aksoy. "Inductive Learning for Continuous Classes and the Effect of RULES Family." International Journal of Information and Education Technology 5, no. 8 (2015): 564–70. http://dx.doi.org/10.7763/ijiet.2015.v5.569.

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25

PETRE, Aureliana-Loredana. "THE ROLE OF CONSTANT AND CONTINUOUS FEEDBACK ON STUDENTS’ LEARNING MOTIVATION." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 19, no. 2 (2017): 161–66. http://dx.doi.org/10.19062/2247-3173.2017.19.2.23.

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26

Zhuo Wang, Zhuo Wang, Min Huang Zhuo Wang, Xiao-Long Huang Min Huang, Fei Man Xiao-Long Huang, Jia-Ming Dou Fei Man, and Jian-li Lyu Jia-Ming Dou. "Unsupervised Learning of Depth and Ego-Motion from Continuous Monocular Images." 電腦學刊 32, no. 6 (2021): 038–51. http://dx.doi.org/10.53106/199115992021123206004.

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27

Immaneni, Jayaram. "Building MLOps Pipelines in Fintech: Keeping Up with Continuous Machine Learning." International Journal of Science and Research (IJSR) 9, no. 3 (2020): 1726–34. https://doi.org/10.21275/sr20034093248.

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28

Cheung, Simon K. S., Fu Lee Wang, and Lam For Kwok. "The Continuous Pursuit of Smart Learning." Australasian Journal of Educational Technology 37, no. 2 (2021): 1–6. http://dx.doi.org/10.14742/ajet.7207.

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With an emphasis on learning flexibility, effectiveness, efficiency, engagement, adaptivity and reflectiveness, smart learning embraces a variety of concepts, including but not limited to personalised learning, adaptive learning, intelligent tutoring, open online learning, blended learning, and collaborative learning. As new concepts continue to evolve, the pursuit of smart learning is ongoing, mainly in areas pertaining to the design and implementation frameworks, pedagogical theories and practices, learners’ behaviours and learning pattern, learning and assessment strategies and evaluation o

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29

Nuninger, Walter, and Jean-Marie Châtelet. "Continuous Learning through Video-Based Courses." International Journal of Distance Education Technologies 16, no. 1 (2018): 24–44. http://dx.doi.org/10.4018/ijdet.2018010102.

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The tremendous changes in the context of Higher Education motivate the organization to integrate new innovative ICT solutions to comply with quality challenge. This affects the trainers in their practices, looking for pedagogical tools to integrate into the course. In the framework of distance learning or WIL, note the usefulness of LMS and the asset of multimedia with educational videos to strengthen the blended course efficiency. This paper explores a set of solutions used in and for a hybrid course, integrating guidance and feedback to support the audience's evolution. Though such pedagogic

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30

Chien, Jen-Tzung, and Yi-Hsiang Chen. "Continuous-Time Attention for Sequential Learning." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 8 (2021): 7116–24. http://dx.doi.org/10.1609/aaai.v35i8.16875.

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Attention mechanism is crucial for sequential learning where a wide range of applications have been successfully developed. This mechanism is basically trained to spotlight on the region of interest in hidden states of sequence data. Most of the attention methods compute the attention score through relating between a query and a sequence where the discrete-time state trajectory is represented. Such a discrete-time attention could not directly attend the continuous-time trajectory which is represented via neural differential equation (NDE) combined with recurrent neural network. This paper pres

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31

Määttä, Kaarina, and Mirja Köngäs. "The Basics of Continuous Learning Pedagogy." Education and Society 39, no. 1 (2021): 81–96. http://dx.doi.org/10.7459/es/39.1.06.

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This article describes and analyses a model of continuous learning pedagogy (CLP). Profound, ongoing societal change reflect our time and place new demands on work skills. The necessity to update skills challenges employers, employees, and ultimately the entire education system. Future pedagogical planning needs to consider:1) the goals and methods of the learning process from the adult student’s perspective;2) the learning opportunities offered by the environment based on technology and distance learning;3) the teacher’s caring, expertise-based role and ability to appreciate students’ emphasi

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32

Masalin, Leena. "Nokia Leads Change Through Continuous Learning." Academy of Management Learning & Education 2, no. 1 (2003): 68–72. http://dx.doi.org/10.5465/amle.2003.9324027.

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33

Gieskes, Jose F. B., and Paul W. Hyland. "Learning barriers in continuous product innovation." International Journal of Technology Management 26, no. 8 (2003): 857. http://dx.doi.org/10.1504/ijtm.2003.003394.

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34

Mitki, Yoram, A. B. (Rami) Shani, and Zvi Meiri. "Organizational learning mechanisms and continuous improvement." Journal of Organizational Change Management 10, no. 5 (1997): 426–46. http://dx.doi.org/10.1108/09534819710177530.

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35

Jackson, Terri. "Building the ‘Continuous Learning’ Healthcare System." Health Information Management Journal 43, no. 1 (2014): 4–5. http://dx.doi.org/10.1177/183335831404300101.

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36

SUGINO, Toshiki, Taisuke KOBAYASHI, and Kenji SUGIMOTO. "Continuous Learning using Fractal Reservoir Computing." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2018 (2018): 1A1—D13. http://dx.doi.org/10.1299/jsmermd.2018.1a1-d13.

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37

Goldblum, Sim. "Understanding the virtues of continuous learning." Dental Nursing 6, no. 11 (2010): 662–63. http://dx.doi.org/10.12968/denn.2010.6.11.79505.

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38

Sànchez-Marrè, Miquel, Ulises Cortés, Ignasi R. Roda, and Manel Poch. "Sustainable case learning for continuous domains." Environmental Modelling & Software 14, no. 5 (1999): 349–57. http://dx.doi.org/10.1016/s1364-8152(98)00097-8.

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39

Codecasa, Daniele, and Fabio Stella. "Learning continuous time Bayesian network classifiers." International Journal of Approximate Reasoning 55, no. 8 (2014): 1728–46. http://dx.doi.org/10.1016/j.ijar.2014.05.005.

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40

Ahmed, Pervaiz K., Ann Y. E. Loh, and Mohamed Zairi. "Cultures for continuous improvement and learning." Total Quality Management 10, no. 4-5 (1999): 426–34. http://dx.doi.org/10.1080/0954412997361.

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41

Hirose, A. "Continuous complex-valued back-propagation learning." Electronics Letters 28, no. 20 (1992): 1854. http://dx.doi.org/10.1049/el:19921186.

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42

Coughlan, Paul, Andy Harbison, Tony Dromgoole, and Dermot Duff. "Continuous improvement through collaborative action learning." International Journal of Technology Management 22, no. 4 (2001): 285. http://dx.doi.org/10.1504/ijtm.2001.002965.

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43

DeJong, Gerald F. "Learning to plan in continuous domains." Artificial Intelligence 65, no. 1 (1994): 71–141. http://dx.doi.org/10.1016/0004-3702(94)90038-8.

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44

London, Manuel, and James W. Smither. "Empowered self-development and continuous learning." Human Resource Management 38, no. 1 (1999): 3–15. http://dx.doi.org/10.1002/(sici)1099-050x(199921)38:1<3::aid-hrm2>3.0.co;2-m.

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45

Synytsya, Kateryna M. "Model of Development of Continuous-Learning." Control Systems and Computers, no. 2 (302) (2023): 45–60. http://dx.doi.org/10.15407/csc.2023.02.045.

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Introduction. Lifelong e-learning (LEL) reflects a global view on the possibility of obtaining educational resources, advice, and experience for the purpose of acquiring knowledge and skills, taking into account the individual needs of a particular person. LEL development issues are not tied to a specific organization and are addressed by creating means and tools to support the continuous development of each individual professionally and personally, using learning resources, technologies and strategies that meet the needs and preferences of that individual. Thus, LEL is implemented by means of

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46

Wiswell, Albert K. "Business and industry for continuous learning." New Directions for Adult and Continuing Education 1990, no. 47 (1990): 71–77. http://dx.doi.org/10.1002/ace.36719904711.

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47

Chen, Gang, Colin I. J. Douch, and Mengjie Zhang. "Accuracy-Based Learning Classifier Systems for Multistep Reinforcement Learning: A Fuzzy Logic Approach to Handling Continuous Inputs and Learning Continuous Actions." IEEE Transactions on Evolutionary Computation 20, no. 6 (2016): 953–71. http://dx.doi.org/10.1109/tevc.2016.2560139.

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48

Anggiani, Sarfilianty. "PENGARUH LEARNING CLIMATE TERHADAP JOB PERFORMANCE MELALUI CAREER RELATED CONTINUOUS LEARNING." Media Riset Bisnis & Manajemen 13, no. 2 (2017): 169–86. http://dx.doi.org/10.25105/mrbm.v13i2.1133.

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This research objective is to identify and to analyze the relatioship of Learning climatehas an influence on Job Performance through the Career Related Continuous Learning. The result of the study showed that Learning climate influenced Job Performance through the career related continuous learning. Managerial implication and the recommendation for future study are provided.Keywords : Learning climate, Job performance, Career related continous learning

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49

BOKHORI, MD AMIN. "THE ROLES OF LEARNING ACTIVITIES ON EMPLOYEES' PERFORMANCE IN MANUFACTURING FIRMS AT PENANG, MALAYSIA." International Journal Of Multidisciplinary Research And Studies 02, no. 06 (2019): 10. https://doi.org/10.33826/ijmras/v02i06.2.

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This study evaluated the relationship between workplaces learning activities, outdoor learning activities, and continuous learning activities on employees' performance in manufacturing firms in Penang, Malaysia. A sample size of 222 respondents was taken from 28 electrical manufacturing firms with a 6322 population and 361 samples to examine the relationship. A questionnaire was designed for data collection to measure learning activities on employees' performance in manufacturing firms. A stratified sampling method was used, and the data was analyzed using SmartPls 3.7.8. The study sho

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50

Wang, Yunkai, Dongkun Zhang, Jingke Wang, et al. "Imitation Learning of Hierarchical Driving Model: From Continuous Intention to Continuous Trajectory." IEEE Robotics and Automation Letters 6, no. 2 (2021): 2477–84. http://dx.doi.org/10.1109/lra.2021.3061336.

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