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Journal articles on the topic 'Curriculum-based learning'

Author: Grafiati

Published: 14 December 2024

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1

Nygaard, Claus, Thomas Højlt, and Mads Hermansen. "Learning-based curriculum development." Higher Education 55, no. 1 (2006): 33–50. http://dx.doi.org/10.1007/s10734-006-9036-2.

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2

He, Yuchen, and Simone Baldi. "Generalization Ability of Deep Reinforcement Learning-based Navigation Based on Curriculum Learning." Journal of Physics: Conference Series 2593, no. 1 (2023): 012003. http://dx.doi.org/10.1088/1742-6596/2593/1/012003.

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Abstract In this paper, curriculum learning is studied as an approach to improve generalization ability in navigation tasks, that is, improve the agent’s ability of navigating in scenarios different from those used for training. The agent is trained based on the TD3 algorithm, and curriculum learning selects different stages (i.e. different curricula) of Empty/Sparse/Normal worlds for training. Via extensive numerical comparisons with agents trained under such curricula, it is shown that properly used curriculum learning improves the agent’s ability of generalization. Furthermore, an automatic

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Espin, Christine A., Todd W. Busch, Erica S. Lembke, David D. Hampton, Kyounghee Seo, and Beth A. Zukowski. "Curriculum-Based Measurement in Science Learning." Assessment for Effective Intervention 38, no. 4 (2013): 203–13. http://dx.doi.org/10.1177/1534508413489724.

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4

Lockwood, Diana. "Challenge-Based Learning & STEAM Curriculum." STEAM 5, no. 1 (2023): 1–7. http://dx.doi.org/10.5642/steam.zfxx7073.

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5

Brown, Patrick, Rodger Bybee, and Joseph Taylor. "Leading Effective Science Curriculum-Based Learning." Science and Children 61, no. 4 (2024): 9–11. http://dx.doi.org/10.1080/00368148.2024.2367950.

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6

Yang, Xiuli, Renmiao Zhu, Duo Wu, and Jiening Huang. "Curriculum evaluation design based on task-based teaching." Advances in Social Development and Education Research 1, no. 3 (2024): 136. http://dx.doi.org/10.61935/asder.3.1.2024.p136.

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The task driven teaching model combined with traditional teaching methods can stimulate students' learning initiative and achieve better learning outcomes.Task based teaching design mainly includes task construction, task implementation, and task evaluation. This includes individual and group tasks of different difficulty levels.Task evaluation is a crucial process, and a reasonable evaluation mechanism can promote students to actively participate, timely understand their learning status, adjust their learning status, form good learning habits, and achieve good learning outcomes. In the driven

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Toiviainen, Hanna, and Hannele Kerosuo. "Development Curriculum for Knowledge-Based Organizations." International Journal of Knowledge-Based Organizations 3, no. 3 (2013): 1–18. http://dx.doi.org/10.4018/ijkbo.2013070101.

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This article presents arguments for designing tutoring models for learning networks of knowledge-based organizations, whose tasks increasingly involve the development of expertise and knowing. The potential is examined of a curriculum, when the object of learning, in-house development, is deeply situated in the knowledge practices of organizations, is cross-disciplinary and is beyond formal education. A sociocultural understanding of a curriculum is used to analyze a model that the authors developed in collaboration with the learning network of the South Savo region in Finland. The model in qu

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Kendler, Barry S., and Patricia A. Grove. "Problem-Based Learning in the Biology Curriculum." American Biology Teacher 66, no. 5 (2004): 348–54. http://dx.doi.org/10.2307/4451688.

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Kendler, Barry S., and Patricia A. Grove. "Problem-Based Learning in the Biology Curriculum." American Biology Teacher 66, no. 5 (2004): 348–54. http://dx.doi.org/10.1662/0002-7685(2004)066[0348:plitbc]2.0.co;2.

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10

Cho, Jung-Won, and Ji-Hye Kim. "Collaborative Project Curriculum applying Project-based Learning." Journal of the Korea Academia-Industrial cooperation Society 11, no. 1 (2010): 214–19. http://dx.doi.org/10.5762/kais.2010.11.1.214.

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Ormandy, Emma. "Team-based learning within the veterinary curriculum." Developing Academic Practice 2021, April (2021): 1–5. http://dx.doi.org/10.3828/dap.2021.10.

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Team-based learning (TBL) was introduced to the Veterinary Science (BVSc) curriculum in 2013 as a method of aiding students in their integration of knowledge across multiple subjects using case-based scenarios. TBL is learner-centred and requires student accountability for learning within their team using an outcomes-based approach, and has been shown to increase medical student exam performance, particularly for lower performing students. The TBL format includes pre-reading, individual and group readiness assurance tests, instructor review, and team application, all of which are considered es

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12

Hassan, M. Mubasher, and Tabasum Mirza. "Curriculum Complexity Based Model of Blended Learning." International Journal of Research in Advent Technology 7, no. 2 (2019): 161–64. http://dx.doi.org/10.32622/ijrat.72201943.

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13

Goodman, Doug. "Problem-based Learning in the MPA Curriculum." Journal of Public Affairs Education 14, no. 2 (2008): 253–70. http://dx.doi.org/10.1080/15236803.2008.12001523.

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14

Barsuk, Jeffrey H., Elaine R. Cohen, Diane B. Wayne, Viva J. Siddall, and William C. McGaghie. "Developing a Simulation-Based Mastery Learning Curriculum." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 11, no. 1 (2016): 52–59. http://dx.doi.org/10.1097/sih.0000000000000120.

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15

Ponnusami, Viji. "Curriculum Development Using Problem Based Learning Techniques." Management Studies and Economic Systems 2, no. 1 (2015): 51–58. http://dx.doi.org/10.12816/0018082.

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16

Duffrin, M. W., and D. H. Holben. "Integrating problem-based learning acrossthe dietetic curriculum." Journal of the American Dietetic Association 101, no. 9 (2001): A—66. http://dx.doi.org/10.1016/s0002-8223(01)80219-4.

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17

Sangster, Alan, and R. A. Wilson. "Knowledge-based learning within the accounting curriculum." British Accounting Review 23, no. 3 (1991): 243–61. http://dx.doi.org/10.1016/0890-8389(91)90087-i.

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18

Gustafsson, John Ake. "Curriculum Development Based on Constructivism Learning Theory." Jurnal Ar Ro'is Mandalika (Armada) 1, no. 3 (2024): 171–79. http://dx.doi.org/10.59613/armada.v1i3.2854.

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   This research aims to determine constructivist learning theory, the advantages of constructivist learning theory, the weaknesses of constructivist learning theory and the characteristics/characteristics of constructivism. The research method used in this research is the library research method from the main source, namely journals. The curriculum is a tool designed to develop the abilities of teachers and students in solving daily problems and meeting existing needs. The discussion of this research is the understanding of constructivist learning theory which states that le

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19

Patria, Lilis, Sudarsono Sudarsono, Yohanes Gatot Sutapa Yuliana, and Ikhsanudin Ikhsanudin. "ANALYSING TEXTBOOKS WRITTEN BASED ON CURRICULUM 2006 AND CURRICULUM 2013." Journal of English Educational Study (JEES) 6, no. 2 (2023): 123–31. http://dx.doi.org/10.31932/jees.v6i2.2465.

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Education is part of human life. It is given to individuals differently according to where the educational activities occur. In order to maintain the consistency of education in specific areas, there is a need for a curriculum to define how the materials and learning standards must be taught and achieved in educational institutes based on the customs of every area across the world. One curriculum implementation method is textbooks. They are tools where curriculum materials and standards are implemented to support teaching and learning activities. Textbooks always need help with the contents re

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20

Syafiqoh, Nada Nabilah, Yuli Imawan, Okitra Asri Nurazim, and Putri Nurinadia. "DEVELOPING A NEUROSAINS-BASED ARABIC CURRICULUM." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 6, no. 1 (2023): 139. http://dx.doi.org/10.35931/am.v6i1.1639.

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<p style="text-align: justify;"><em>The purpose of this article is to discuss the role of Neurosains in the modernization of the Arabic curriculum, including its strategic and practical reconstruction. One is the emergence of international integration, brain-based learning, and character development based on neuroscience or neuroscience approaches. The basic principle of this study is the correct brain functional statement as the foundation of Arabic curriculum development. This paper aims to demonstrate how the Arabic learning process can be integrated with neuroscience approaches

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21

Lin, Zeyang, Jun Lai, Xiliang Chen, Lei Cao, and Jun Wang. "Curriculum Reinforcement Learning Based on K-Fold Cross Validation." Entropy 24, no. 12 (2022): 1787. http://dx.doi.org/10.3390/e24121787.

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With the continuous development of deep reinforcement learning in intelligent control, combining automatic curriculum learning and deep reinforcement learning can improve the training performance and efficiency of algorithms from easy to difficult. Most existing automatic curriculum learning algorithms perform curriculum ranking through expert experience and a single network, which has the problems of difficult curriculum task ranking and slow convergence speed. In this paper, we propose a curriculum reinforcement learning method based on K-Fold Cross Validation that can estimate the relativit

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22

Jacobs, Joshua, Albert Salas, Terri Cameron, Gwen Naguwa, and Richard Kasuya. "Implementing an Online Curriculum Management Database in a Problem-Based Learning Curriculum." Academic Medicine 80, no. 9 (2005): 840–46. http://dx.doi.org/10.1097/00001888-200509000-00011.

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23

Solikhah, Imroatus. "KKNI DALAM KURIKULUM BERBASIS LEARNING OUTCOMES." LINGUA: Journal of Language, Literature and Teaching 12, no. 1 (2015): 1–22. http://dx.doi.org/10.30957/lingua.v12i1.68.

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This article, for all intents and purposes, is to describe the Competency-Based Curriculum in respons to the advent of National Qualification Framework (KKNI) that sets Outcomes-Based Curriculum in a wide range of education practices. The objectives of the article are to persuit the nature of competency and the learning outcomes delineated in the KKNI clarifying some terms that are still confius. Concepts of curriculum design pertaining to development of needs analyis are briefly discussed. In addition, a substantial discussion on the learning outcomes, core competency, competency, and objecti

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24

Hamdy, Hossam, and Esam Agamy. "Is running a Problem-Based Learning curriculum more expensive than a traditional Subject-Based Curriculum?" Medical Teacher 33, no. 9 (2011): e509-e514. http://dx.doi.org/10.3109/0142159x.2011.599451.

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25

Lisdawati, Lisdawati. "Independent Curriculum Based Learning Management in Primary School Education Units." PPSDP International Journal of Education 3, no. 1 (2024): 1–8. http://dx.doi.org/10.59175/pijed.v3i1.182.

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Implementation of Independent Curriculum-based Learning is a challenge for elementary school teachers to improve the quality of learning processes and outcomes. Therefore, the implementation of an independent curriculum must be supported by competent teachers, effective and efficient learning management, and adequate infrastructure. This research aims to analyze independent curriculum-based learning management in elementary school education units. Data collection tools use interviews, documentation, and literature review. Implementation of the Independent Curriculum in the learning process mus

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26

Mahayanti, Ni Wayan Surya, G. A. P. Suprianti, and I. Putu Indra Kusuma. "LANGUAGE LEARNING GAMES DEVELOPMENT BASED ON CURRICULUM 2013." Journal of Education Technology 1, no. 1 (2017): 61. http://dx.doi.org/10.23887/jet.v1i1.10086.

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This research aimed at developing character based language learning games in teaching English which can be used by teacher of junior high school grade VII as an alternative activities in the classroom. This research is R&D which used the design from Sugiyono (2011). The data in this study were collected through in depth interview, observation, and questionnaire distribution for both teacher and students. Then the data gained were analyzed qualitatively as the basis to develop the games and manual. As the result, 3 character based language learning games are developed; they are Word Bricks,

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27

Dai, Liwei, and Shan Huang. "Object Detection Enhancement Algorithm Based on Curriculum Learning." Journal of Computer-Aided Design & Computer Graphics 33, no. 2 (2021): 278–86. http://dx.doi.org/10.3724/sp.j.1089.2021.18401.

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28

Laxman, Kumar. "Infusing inquiry‐based learning skills in curriculum implementation." International Journal for Lesson and Learning Studies 2, no. 1 (2013): 41–55. http://dx.doi.org/10.1108/20468251311290123.

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29

Göksel, Eva. "Drama-based pedagogy: Activating learning across the curriculum." Research in Drama Education: The Journal of Applied Theatre and Performance 25, no. 4 (2020): 655–56. http://dx.doi.org/10.1080/13569783.2020.1811657.

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30

Greenier, Vincent Troy. "The 10Cs of project-based learning TESOL curriculum." Innovation in Language Learning and Teaching 14, no. 1 (2018): 27–36. http://dx.doi.org/10.1080/17501229.2018.1473405.

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31

Asher, Jenny. "Building work‐based learning into the school curriculum." Education + Training 47, no. 1 (2005): 64–69. http://dx.doi.org/10.1108/00400910510580647.

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32

Cadwallader, Susan, Catherine Atwong, and Aubrey Lebard. "Proposing Community-Based Learning in the Marketing Curriculum." Marketing Education Review 23, no. 2 (2013): 137–50. http://dx.doi.org/10.2753/mer1052-8008230203.

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33

Westbury, Ian. "State-based curriculum-making: the Illinois Learning Standards." Journal of Curriculum Studies 48, no. 6 (2016): 783–802. http://dx.doi.org/10.1080/00220272.2016.1186740.

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34

Morales-Mann, Erlinda T., and Christabel A. Kaitell. "Problem-based learning in a new Canadian curriculum." Journal of Advanced Nursing 33, no. 1 (2001): 13–19. http://dx.doi.org/10.1046/j.1365-2648.2001.01633.x.

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35

Jamaludin, Mohammad Zamry, Khairiyah Mohd.Yusof, Nor Farida Harun, and Syed Ahmad Helmi Syed Hassan. "Crafting Engineering Problems for Problem-Based Learning Curriculum." Procedia - Social and Behavioral Sciences 56 (October 2012): 377–87. http://dx.doi.org/10.1016/j.sbspro.2012.09.666.

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36

D'Ottavio, Alberto Enrique. "Some reflections on problem-based learning medical curriculum." Advances in Medical Education and Practice Volume 9 (June 2018): 505–6. http://dx.doi.org/10.2147/amep.s173337.

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37

Zhang, Min, Zhongwei Yu, Hai Wang, Hongbo Qin, Wei Zhao, and Yan Liu. "Automatic Digital Modulation Classification Based on Curriculum Learning." Applied Sciences 9, no. 10 (2019): 2171. http://dx.doi.org/10.3390/app9102171.

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Neural network shows great potential in modulation classification because of its excellent accuracy and achievability but overfitting and memorizing data noise often happen in previous researches on automatic digital modulation classifier. To solve this problem, we utilize two neural networks, namely MentorNet and StudentNet, to construct an automatic modulation classifier, which possesses great performance on the test set with −18–20 dB signal-to-noise ratio (SNR). The MentorNet supervises the training of StudentNet according to curriculum learning, and deals with the overfitting problem in S

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38

Zrull, Mark C., Courtney A. Rocheleau, M. Corinne Smith, and Shawn M. Bergman. "Curriculum-based learning communities centered within a discipline." New Directions for Teaching and Learning 2012, no. 132 (2012): 19–29. http://dx.doi.org/10.1002/tl.20033.

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39

Thompson, Sara E., and Richard A. Couto. "Creating Problem-Based Leadership Learning Across the Curriculum." New Directions for Higher Education 2016, no. 174 (2016): 35–44. http://dx.doi.org/10.1002/he.20187.

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40

Srilakshmi, Madiraju, and Sudeshna Sarkar. "Improved session-based recommender systems using curriculum learning." Intelligent Systems with Applications 22 (June 2024): 200369. http://dx.doi.org/10.1016/j.iswa.2024.200369.

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41

Hyun, Myung Sun, and Sun Ah Kim. "Learning Experiences of Graduate Nursing Students through Problem-based Learning Curriculum." Journal of Korean Academy of psychiatric and Mental Health Nursing 12, no. 3 (2003): 260–67. http://dx.doi.org/10.12934/jkpmhn.2003.12.3.260.

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Purpose: This study was to understand the learning experiences of graduate nursing students through the Problem-based learning curriculum. Methods: Six graduate students were included in this study. Of six subjects, four were nurses in the hospital, two were school health nurses in the elementary school. The Problem-based learning curriculum was provided for those subjects in Education Graduate School in A University from March, 2000 to June, 2000. Data were collected through the reflective journal of the subjects. The data were analyzed by the content analysis in the framework of the Grounded

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42

Nurmasyitah, Puspa, Amiruddin Amiruddin, Ardy Salim, Imelda Fransiska, Kenny Daris, and Kiki Suryani. "Implementation Merdeka Curriculum of Learning to Students’ Learning Activities." Holistic Science 3, no. 1 (2023): 39–44. http://dx.doi.org/10.56495/hs.v3i1.331.

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Implementation Merdeka Curriculum of learning applied as the solution to educational problems during pandemic. This curriculum contains main concepts of student’s center of learning. The targets of curriculum are students able to be competitive as the Pancasila profile students. Merdeka Curriculum aims to complete the previous curriculum. The main activitity of curriculum put on different learning and project-based learning. It gives the students chance to learn according to student’s learning style. The problems of the research is relation of implementation of Merdeka Curriculum to students’

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43

Sianturi, Monika Karolina, Arwansyah Arwansyah, and Muhammad Yusuf. "Development of Student Worksheets (LKPD) Based on Problem Based Learning to Improve Learning Outcomes in Business Economics Subjects." EDUTEC : Journal of Education And Technology 5, no. 1 (2021): 65–77. http://dx.doi.org/10.29062/edu.v5i1.273.

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The curriculum in Indonesia is currently curriculum 2013, especially on the basic framework and structure of the vocational curriculum that states that the 2013 curriculum was developed with the improvement of mindset, among others: educationthat focuses on teachers so focused on students, as well as passive learning so active learning. Therefore, as a teacher can develop the learning process, especially learning resources that are able to explore the ideas of students into an innovative and critical so that they can produce and solve theirown problems,through problem-based LKPD learning. This

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44

Li, Jiawen, Jiahua Sun, Xin Li, Yun Yang, Xin Jiang, and Ronghui Li. "LFLD-CLbased NET: A Curriculum-Learning-Based Deep Learning Network with Leap-Forward-Learning-Decay for Ship Detection." Journal of Marine Science and Engineering 11, no. 7 (2023): 1388. http://dx.doi.org/10.3390/jmse11071388.

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Ship detection in the maritime domain awareness field has seen a significant shift towards deep-learning-based techniques as the mainstream approach. However, most existing deep-learning-based ship detection models adopt a random sampling strategy for training data, neglecting the complexity differences among samples and the learning progress of the model, which hinders training efficiency, robustness, and generalization ability. To address this issue, we propose a ship detection model called the Leap-Forward-Learning-Decay and Curriculum Learning-based Network (LFLD-CLbased NET). This model i

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45

Lin, Zeyang, Jun Lai, Xiliang Chen, Lei Cao, and Jun Wang. "Learning to Utilize Curiosity: A New Approach of Automatic Curriculum Learning for Deep RL." Mathematics 10, no. 14 (2022): 2523. http://dx.doi.org/10.3390/math10142523.

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In recent years, reinforcement learning algorithms based on automatic curriculum learning have been increasingly applied to multi-agent system problems. However, in the sparse reward environment, the reinforcement learning agents get almost no feedback from the environment during the whole training process, which leads to a decrease in the convergence speed and learning efficiency of the curriculum reinforcement learning algorithm. Based on the automatic curriculum learning algorithm, this paper proposes a curriculum reinforcement learning method based on the curiosity model (CMCL). The method

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46

GASQUE, Kelley Cristine Gonçalves Dias. "Information literacy for inquiry-based learning." Transinformação 28, no. 3 (2016): 253–62. http://dx.doi.org/10.1590/2318-08892016000300001.

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Abstract Given the importance of focus on globalized curriculum, this study presents a review of the literature on issues related to the nature of learning contents and curriculum, especially the development of curriculum based on the research process - inquiry-based learning - in terms of information literacy. Some hypotheses were formulated to explain the lack of studies on this topic, such as the level of development of information literacy programs, pedagogical training of librarians, and educational institutions' perceptions of the importance of information literacy. Recommendations for f

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47

Muchtarom, Muchtarom. "Active Learning Method In 2013 Curriculum Based PAI Learning And Its Impact On Student." International Journal of Education Management and Sociology 3, no. 1 (2024): 8–17. http://dx.doi.org/10.58818/ijems.v3i1.88.

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This research was conducted to analyze the influence of active learning on PAI learning based on the 2013 Curriculum and its impact on students. This research method uses a descriptive qualitative approach. The data sources in this research are primary data and secondary data. Primary data was obtained from direct interviews with the Principal, Deputy Principal for Curriculum, Deputy Principal for Facilities, Student Affairs, PAI lesson teachers, and students. Observations at the research location. Meanwhile, secondary data sources were obtained from the study of documents, manuscripts, and ar

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48

Chae, Su-Jin. "An Investigation on Curriculum Design in Outcome Based Curriculum." Korean Medical Education Review 11, no. 1 (2009): 3–9. http://dx.doi.org/10.17496/kmer.2009.11.1.3.

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Outcome based education, a competence based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education. The emphasis is on the product that is to say what sort of doctor will be producted rather than on the educational process. In outcome based education, the outcomes are clearly and unambiguously specified such as Tyler’s curriculum design. The design of outcome based curriculum plans in the opposite direction, starting with the good doctor and working backwards. Outcome based curriculum offers many advantages as a w

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49

Hanani, Hanif, Nur Ayu Setyariza, Intan Kusumawardani, Sri Erna Widayati, and Yekti Handayani. "Penerapan Kurikulum Merdeka dalam Pembelajaran Pendidikan Agama Islam melalui Metode Based Learning." TSAQOFAH 4, no. 5 (2024): 3529–41. http://dx.doi.org/10.58578/tsaqofah.v4i5.3378.

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The independent learning curriculum is a learning curriculum that refers to a talent and interest approach. Curriculum plays an important role in education. Students will not achieve appropriate learning goals without an appropriate curriculum and teachers as facilitators have an important role in the ongoing learning process. The learning model as a basis for learning is considered to be able to help the continuity of learning because project-based learning (Project Based Learning) is an innovative learning model that focuses on students solving a problem by producing a product.

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50

Tarolli, Christopher G., and Ralph F. Józefowicz. "Curriculum Innovations: Enhancing Medical Student Neuroscience Training With a Team-Based Learning Curriculum." Neurology: Education 2, no. 1 (2023): e200037. http://dx.doi.org/10.1212/ne9.0000000000200037.

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Background and Problem StatementNeurophobia, the fear of, discomfort with, and dislike of clinical neurology, is frequently due to poor experiences in preclinical neuroscience education among medical providers. We developed, implemented, and assessed a curricular innovation using clinician-educators and team-based learning (TBL) with the goals to demonstrate clinical relevance in neuropathology, enhance student engagement in neuropathology education, and promote direct application of knowledge.Methods and Curriculum DescriptionWe identified an underperforming neuropathology curriculum within t

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