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Academic literature on the topic 'Effective learning environment'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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Journal articles on the topic "Effective learning environment"

Zharkynbekova, Sholpan, Kuralai Urazayeva, Sylvia Petkova, and Gulmira Kozhamkulova. "Student-centered learning and effective learning environment." Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 127, no. 2 (2019): 135–46. http://dx.doi.org/10.32523/2616-678x-2019-127-2-135-146.

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Reigelman, Milton, Kenneth Wolf, and Lillian Press. "Creating an Effective Learning Environment." Gifted Child Today Magazine 14, no. 3 (May 1991): 6–11. http://dx.doi.org/10.1177/107621759101400302.

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Hoshino, Yukinobu, and Katsuari Kamei. "Effective Use of Learning Knowledge by FEERL." Journal of Advanced Computational Intelligence and Intelligent Informatics 7, no. 1 (February 20, 2003): 6–9. http://dx.doi.org/10.20965/jaciii.2003.p0006.

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The machine learning is proposed to learning techniques of spcialists. A machine has to learn techniques by trial and error when there are no training examples. Reinforcement learning is a powerful machine learning system, which is able to learn without giving training examples to a learning unit. But it is impossible for the reinforcement learning to support large environments because the number of if-then rules is a huge combination of a relationship between one environment and one action. We have proposed new reinforcement learning system for the large environment, Fuzzy Environment Evaluation Reinforcement Learning (FEERL). In this paper, we proposed to reuse of the acquired rules by FEERL.

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SANTI, Elena Ancuța, Gabriel GORGHIU, and Laura Monica GORGHIU. "STUDENTS’ PERCEPTION OF SELF-AUTONOMY, MOTIVATION AND EFFECTIVE LEARNING IN THE ONLINE ENVIRONMENT." Pro Edu. International Journal of Educational Sciences 4, no. 7 (June 27, 2022): 19–27. http://dx.doi.org/10.26520/peijes.2022.7.4.19-27.

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The onset of the Covid-19 pandemic changed the global society and generated mutations in all areas of activity, strongly impacting the education system as well. The solutions for the continuation of the educational process-imposed adaptations, changes, rethinking and restructuring of the way in which the instructive-educational approach was carried out until then. The traditional school imported methods, techniques, tools, resources and moved to the virtual space, on educational platforms. In this new context, the resilience, flexibility and creativity of teachers have proven to be fundamental skills for maintaining a satisfactory quality standard, conditioned, however, in many situations by teacher-independent factors: internet connection, appropriate devices or even students’ motivation for learning. Education continued, but the differences between the social categories of students deepened. In the online environment the teacher’s authority is lower, the efficiency of some methods is lost, communication is altered by contextual, environmental factors, students’ interest and motivation are difficult to maintain. Specialists in the educational field state that human interaction in the online environment is artificial, not authentic and does not have the same formative valences as in the physical space of the classroom. After two and a half years of pandemic, in which education took place in the online environment, alternating with periods when teachers and students returned to class, there are both obstacles and opportunities to integrate modern technology in the educational process. The pandemic has shown that today’s school needs to change, to be open to the outside world and to take on viable models and paradigms that meet the current and complex needs of students. In higher education, a number of advantages of online learning can be highlighted, as students generally have independently developed study skills, autonomy and the ability to organize their own training and development process.This investigative research aims to identify the students’ perception regarding the efficiency of teaching activities in the online environment, how their autonomy and motivation for learning has contributed to a quality educational process, despite the obstacles encountered, and to identify useful landmarks for teachers in achieving an education that integrates the online component effectively. The sample of the study included 83 higher education students from Valahia University of Targoviste, Romania.

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Rohmansyah, Nur Azis, and Ashira Hiruntrakul. "Effective Learning Environments in Physical Education." Physical Education Theory and Methodology 22, no. 3s (November 30, 2022): S79—S84. http://dx.doi.org/10.17309/tmfv.2022.3s.11.

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Background. Physical education (PE) has been acknowledged as important by scholars all across the world. As a result, they have been looking for techniques to improve PE teaching and learning. There are various ways that may be used to improve PE teaching and learning. The most effective way identified in the research, however, is the classroom management approach. Furthermore, because the learning atmosphere in the classroom is inappropriate, PE teachers have been unable to regulate the class and handle students’ discipline problems. Study purpose. As a result, the goal of this study is to explore the impact of classroom management practices on the learning environment. Materials and methods. The Classroom Management Methods questionnaire and the Self-Evaluation of Teaching Effectiveness in PE questionnaire were used to collect data from 359 instructors in a high school in Indonesia. Results. The findings demonstrated that preventative and corrective techniques have a considerable impact on the learning environment. Meanwhile, the supporting approach has no discernible effect on the learning environment. These findings can help school administrators, such as the principal and PE teacher, choose suitable classroom management strategies to deal with misconduct. Conclusions. As a result, improving and sustaining a good learning environment in high schools also supports the teaching and learning process, hence increasing students’ learning efficiency.

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Armitage, Johanna M. "Using Learning Platforms to Support Communication and Effective Learning." International Journal of Virtual and Personal Learning Environments 2, no. 1 (January 2011): 54–64. http://dx.doi.org/10.4018/jvple.2011010104.

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This paper describes the development of resources for a unit of work for the English National Diploma in Information Technology. These on-line resources are designed to support a personalised learning environment that maximises opportunities for students to achieve greater control of their own learning and progression. The resources are designed to promote metacognition, with the intention of encouraging students to think about how they learn and how they can progress most effectively. The resources were developed to explore ways forward in developing personalised learning environments and implications for research on wider implementation across all National Diplomas.

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Penney, Debra S. "Midwifing the Student: Creating an Effective Learning Environment." Journal of Midwifery & Women's Health 61, S1 (November 2016): 7–10. http://dx.doi.org/10.1111/jmwh.12487.

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Simkova, Monika, and Jiri Stepanek. "Effective Use of Virtual Learning Environment and LMS." Procedia - Social and Behavioral Sciences 83 (July 2013): 497–500. http://dx.doi.org/10.1016/j.sbspro.2013.06.096.

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DOMINGUE, JOHN, and PAUL MULHOLLAND. "An Effective Web-based Software Visualization Learning Environment." Journal of Visual Languages & Computing 9, no. 5 (October 1998): 485–508. http://dx.doi.org/10.1006/jvlc.1998.0097.

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Kim, Mi-Hye. "Web-based E-learning System Supporting an Effective Self-directed Learning Environment." Journal of the Korea Contents Association 11, no. 9 (September 28, 2011): 524–35. http://dx.doi.org/10.5392/jkca.2011.11.9.524.

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Dissertations / Theses on the topic "Effective learning environment"

Lawson, Romy. "Creating an effective learning environment in higher education." Thesis, Bangor University, 2009. https://research.bangor.ac.uk/portal/en/theses/creating-an-effective-learning-environment-in-higher-education(ebe542d4-6ec7-4a1f-84d6-711844d35356).html.

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Higher Education (HE) has changed over the last 40 years, from providing higher level learning for the elite to a provision of education for the wider population. These changes must be accompanied by a consideration of how teaching can promote effective learning in HE with the changed population of students. The aim of this thesis is to examine factors that affect students' learning in HE, and consider how the teaching approaches of university lecturers can facilitate learning at a higher level. Biggs' (1999) 3P model is used as a starting point to examine the different aspects of teaching and learning. Student factors (for example, approaches to learning, concepts of ability, motivational orientation), the teaching context (for example, the type of assessment, the extent to which teaching is constructively aligned), and the training of lecturers in HE are all considered within the thesis. The work informs educationalists and policymakers who are concerned about effective teaching and learning in HE. Chapter One is a review of literature, looking at current issues within HE in the UK and exploring theories and models that inform teaching and learning. It provides the base for the current research examining the main concepts: constructive alignment (Biggs, 1999), practice and variation (Fazey and Marton, 2002), and the four conditions of learning (Bransford, Brown and Cocking, 2000). Chapter Two is a detailed description of the instruments and methods utilized in the studies, and an examination of the rationale, the procedure, and the scoring for each of the instruments. Chapters Three through Six report the studies for this thesis. Chapter Three discusses a study that examines the effect of a particular teaching approach, utilizing an oral examination final assessment, on students' approaches to learning and motivational orientation. By emphasising an assessment methodology that required a deep approach to learning, first year students were predominantly intrinsically motivated, and maintained their level of deep approach to learning throughout the module. Previous literature had found decreases in deep approaches to learning when assessment took place. Chapter Four investigated how students' concepts of ability (i. e. a fixed or incremental concept) affected other psychological variables associated with learning. Its findings support the work of Dweck and colleagues (1995; 1998; 1999), with relationships established between concepts of ability and motivational orientation with approaches to learning. A high incremental concept of ability score was significantly and positively related to intrinsic motivation and to a deep approach to learning. However, these relationships were not strong, and no relationship was found with concepts of ability and perceptions of competence, as was hypothesised. In Chapter Five, constructive alignment was examined in a variety of teaching settings. Of interest was the extent to which a strongly-aligned teaching approach that fosters deep approaches to learning had an impact on students' approaches to learning and motivation. Two studies are reported. Both consider how strongly the teaching methodology, assessment, and learning outcomes align, and how well these fostered a deep approach to learning. The first study, with modules classified as being strongly aligned and fostering deep approaches to learning, had students who scored significantly higher on deeper approaches to learning and intrinsic motivation than those in modules with low alignment that emphasised a surface approach. In the second study, changes over time in student factors, related to teaching approach and alignment, were recorded. In Chapter Six, two studies are reported. The first measured, across a course for teachers in HE, teachers' approaches to teaching and beliefs about learning teachers' subject areas. After a three-day induction, the participants significantly increased their scores for a personal epistemology that recognizes justification of knowledge, and a teaching approach that encourages conceptual change in a student-centred environment. The second part of this chapter investigated the impact these lecturers' perspectives had on their students' learning. Strong positive relationships were found between the teachers' and students' personal epistemologies, and also with the approach to teaching that fostered conceptual change. Students scored higher on a deep approach to learning when their teachers had a conceptual change approach. Chapter Seven presents the overall discussion of the most significant findings, and the implications of these findings for educational practitioners and policy-makers. Future research questions and issues that arise from the findings are also highlighted.

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Robertson, Erika J. "The effects of learning styles on group development in an online learning environment /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/robertsone/erikarobertson.pdf.

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Gudkova, N. "Strategies for effective computer-supported collaborative learning." Thesis, Наукова платформа Open Science Laboratory, 2020. https://er.knutd.edu.ua/handle/123456789/15511.

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In social constructionist pedagogical approaches, learning is defined as an interactive, discursive and situated activity. This rests on the idea that knowledge is co-constructed through social interaction. Students are seen as active learners and teachers as facilitators. In both off- and online settings, collaborative learning refers to two or more learners working together and striving to solve a common task or achieve a shared learning objective using predominantly peer-directed interactions. Computer-supported collaborative learning has the potential to improve learners’ cognitive, affective and social learning outcomes.

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Singh, Raj Kanwar. "Approaches to learning in a classroom environment: observational & experiential." Diss., Rolla, Mo. : Missouri University of Science and Technology, 2008. http://scholarsmine.mst.edu/thesis/pdf/Singh_09007dcc80681dba.pdf.

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Thesis (M.S.)--Missouri University of Science and Technology, 2008.
Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 18, 2009) Includes bibliographical references.

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Stotz, Melissa Rae. "Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP): Effective Tool for Biology?" Thesis, North Dakota State University, 2019. https://hdl.handle.net/10365/31715.

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The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) method incorporates active learning pedagogies into space designed to facilitate effective active learning. Methods predominately used to demonstrate the effectiveness of active learning in STEM fields do not generally account for differences in student characteristics; furthermore, there is a lack of data sources that measure student-centered educational practices. This study examined the impact of SCALE-UP on student achievement in introductory biology, as evidenced by course grades. A regression framework was used to account for student characteristics. Course syllabi, classroom observation data, and an instructor interview were examined to gain deeper understanding of teaching practices across classes being compared. Findings indicate the SCALE-UP classroom did not directly impact biology course grades; however, it did impact the nature of active learning techniques used during the course. Implications for practice and future research were discussed.

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Gordon, Christopher. "Encouraging the development of deeper learning and personal teaching efficacy effects of modifying the learning environment in a preservice teacher education program /." Connect to full text, 2000. http://hdl.handle.net/2123/511.

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Thesis (Ph. D.)--University of Sydney, 2000.
Title from title screen (viewed Apr. 21, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education. Includes bibliography. Also available in print form.

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Felton, Anthony John. "The development of an effective learning environment in higher education for product design." Thesis, University of Wolverhampton, 2001. http://hdl.handle.net/2436/123345.

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This thesis is concerned with the development of an effective learning environment in higher education for product design. The research and development undertaken focuses predominantly on the BSc (Hons) course in Computer Aided Product Design (BSc CAPD) at the University of Wolverhampton, in the UK. Conceived in 1989 as a collaborative venture between the School of Engineering and the School of Art and Design, it was in the vanguard of a new wave of product design initiatives in the higher education sector that had a multidisciplinary approach. It was one of the first degrees within the institution to adopt an integrated approach, integrating engineering design from the former with industrial design from the latter, developing a mixture of technical and design skills using the computer. It aims at developing an employable graduate designer with a richer blend of skills and possessing a greater awareness of the relationship between Design and Manufacture in the specialist field of Computer Aided Product Design. The research documents the growth of Product Design courses in the UK over this period of time and a comparison is made of the BSc CAPD course with the Industrial Design Engineering degree at the Technical University of Delft in Holland, considered exemplary in its field. The thesis reviews BSc CAPD's integrated approach over the first decade in terms of providing an effective learning environment for product design and achieving the aims and objectives of the course, as set out in Chapter 2 (2.3.2.1 Aims) and (2.3.2.2 Course Objectives). The effective learning environment in product design is achieved and documented in the thesis as follows: - The integration of engineering and art and design staff to deliver the curriculum." Education linked to Product Design, the project base, especially live projects, in providing the vehicle to BSc CAPD's integrated approach to curriculum development, teaching and learning. Integration of computers into the design curriculum. Technology supported learning in product design. The evaluation of Video Conferencing in a distance learning environment and the development of a Computer Assisted Learning (CAL) package / tutor system for teaching 2D CAD. Creativity / Innovation in Product Design. Industrial needs for designers (Designer's Skills). Developing a student's taxonomyof Design skills (Designer's checklist of skills).

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Niemi, Alissa M. "What are effective strategies to support student engagement and learning?" Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Niemi_A%20MITthesis%202007.pdf.

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Ameerbakhsh, Omair. "Towards the use of interactive simulation for effective e-learning in university classroom environment." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27939.

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In this PhD thesis, the utilisation of interactive simulation in a higher education e-learning classroom environment was explored and its effectiveness was experimentally evaluated by engaging university students in a classroom setting. Two case studies were carried out for the experimental evaluation of the proposed novel interactive simulation e-learning tool. In the first case study, the use of interactive agent-based simulation was demonstrated in teaching complex adaptive system concepts in the area of ecology to university students and its effectiveness was measured in a classroom environment. In a lab intervention using a novel interactive agent-based simulation (built in NetLogo). For the purpose of teaching complex adaptive systems such as the concept of spatially-explicit predator prey interaction to undergraduate and postgraduate students in the University of Stirling. The effectiveness of using the interactive simulation was investigated by using the NetLogo software and compared with non-interactive simulation built using R programming language. The experimental evaluation was carried out using a total of 38 students. Results of this case study demonstrates that the students found interactive agent-based simulation to be more engaging, effective and user friendly as compare to the non-interactive simulation. In the second case study, a novel interactive simulation game was developed (in NetLogo) and its effectiveness in teaching and learning of complex concepts in the field of marine ecology was demonstrated. This case study makes a twofold contribution. Firstly, the presentation of a novel interactive simulation game, developed specifically for use in undergraduate and postgraduate courses in the area of marine ecology. This novel interactive simulation game is designed to help learners to explore a mathematical model of fishery population growth and understand the principles for sustainable fisheries. Secondly, the comparison of two different methods of using the interactive simulation game within the classroom was investigated: learning from active exploration of the interactive simulation game compared with learning from an expert demonstration of the interactive simulation game. The case study demonstrated the effectiveness of learning from passive viewing of an expert demonstration of the interactive simulation game over learning from active exploration of the interactive simulation game without expert guidance, for teaching complex concepts sustainable fishery management. A mixed methods study design was used, using both quantitative and qualitative methods to compare the learning effectiveness of the two approaches, and the students’ preferences. The investigation was carried out by running interventions with a mixture of undergraduate and postgraduate students from the University of Stirling in a classroom environment. A total of 74 participants were recruited from undergraduate and postgraduate level for both case studies. This thesis demonstrated through two case studies effectiveness of the proposed novel interactive simulation in university e-learning classroom environment.

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Galstyan, Sargsyan Ruzan. "Towards the Development of an Effective Online Language Learning Model in a University Environment." Doctoral thesis, Universitat Politècnica de València, 2019. http://hdl.handle.net/10251/117609.

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[ES] Esta tesis documenta el progreso hacia un modelo de aprendizaje de lenguas online. A pesar de las recientes innovaciones en el aprendizaje online, se necesita un conocimiento más profundo de lo que significa aprender online para poder garantizar que la experiencia del aprendizaje de lenguas sea mejor para todos. Los estudiantes a menudo se sienten abrumados con la tecnología a expensas de una pedagogía adecuada. Esta tesis explora la naturaleza de aprender una lengua online. El estudio investiga cómo los recientes avances tecnológicos han propiciado que el aprendizaje de una lengua se esté transformando, pasando de ser una actividad presencial a ser una actividad online. En el proceso de cambio a un entorno online, los profesores deben aprender nuevas formas de interactuar con los alumnos y compartir conocimientos. Esto significa que debemos volver a pensar cómo adquirirá el alumno las competencias lingüísticas. Esta tesis sostiene que analizar las opiniones de los estudiantes es un paso esencial hacia el diseño y desarrollo de un modelo de aprendizaje de idiomas online. La tesis comienza con la revisión de la literatura existente relacionada con el aprendizaje y la tecnología online (tecnologías multimedia, aprendizaje asistido por ordenador, la relación entre la lingüística de corpus y el aprendizaje de lenguas online, el uso de tecnologías móviles, el uso de juegos, la simulación y la realidad virtual, el impacto de las redes sociales). Para la metodología, hemos utilizado un diseño mixto cuasi experimental. Hemos recogido datos de varias fuentes y los hemos analizado para disponer de la información necesaria para así poder diseñar un modelo de aprendizaje de lenguas online. En primer lugar, se ha llevado a cabo una investigación inicial en el aula para descubrir y analizar algunas ideas básicas que los estudiantes tienen sobre el uso de herramientas para el aprendizaje de idiomas online. En segundo lugar, hemos examinado los contenidos y la estructura de los libros de texto electrónicos como representativos de una especie de paso intermedio hacia un curso de aprendizaje de idiomas online. En tercer lugar, hemos analizado Massive Open Online Courses. En cuarto lugar, ofrecemos un análisis sobre el diseño adecuado y apropiado de cuestionarios. A continuación, presentamos el razonamiento en el que basamos los tres cuestionarios utilizados en nuestra investigación. El primer cuestionario se centraba principalmente en el papel de Internet como herramienta de aprendizaje de idiomas. En el segundo cuestionario los alumnos tuvieron que evaluar sitios web para el aprendizaje de idiomas. En nuestro tercer cuestionario abordamos la cuestión de las actividades de aprendizaje de idiomas. El cuestionario pretendía descubrir las opiniones de los estudiantes sobre diferentes tipos de actividades de aprendizaje de idiomas, que iban desde actividades cortas, tradicionales, formales a actividades de mayor duración tipo proyecto. El Capítulo IV está dedicado principalmente a valorar los resultados del análisis de nuestra investigación inicial en el aula, el análisis de los libros de texto electrónicos y sus correspondientes plataformas online, el análisis de los MOOC para el aprendizaje de idiomas y el análisis de las respuestas de los alumnos a los tres cuestionarios. El Capítulo V presenta un modelo de aprendizaje de idiomas online. Esta investigación contribuye a mejorar la experiencia de aprendizaje de idiomas online al hacer explícitos los pasos que se deben seguir para desarrollar un curso de idiomas online impulsado por la pedagogía y fundamentado en las tecnologías más recientes. El modelo puede convertirse en una herramienta de toma de decisiones (una guía y lista de verificación para el diseño de cursos de idiomas online). Además, contribuye a la discusión sobre la mejor manera de integrar herramientas, tareas y aprendizaje de lenguas, una parte fundamental del proceso de apr
[CAT] Esta tesi documenta el progrés cap a un model d'aprenentatge del llengües en línia. A pesar de les recents innovacions en l'aprenentatge en línia, és necessari un coneixement més profund del que significa aprendre en línia per tal de poder garantir que l'experiència de l'aprenentatge de llengües siga millor per a tots. Els estudiants sovint se senten desbordats davant la tecnologia a falta d'una pedagogia adequada. Esta tesi explora la naturalesa d'aprendre una llengua en línia. L'estudi investiga com els recents avanços tecnològics han propiciat que l'aprenentatge d'una llengua passe de ser una activitat presencial a ser una activitat en línia. En el procés de canvi a un entorn en línia, els professors han d'aprendre noves formes d'interactuar amb els alumnes i compartir coneixements. Açò significa que hem de tornar a pensar com adquirirà l'alumne les competències lingüístiques. Esta tesi sosté que una anàlisi de les opinions dels estudiants és un pas essencial cap al disseny i desenvolupament d'un model d'aprenentatge d'idiomes en línia. La tesi comença amb la revisió de la literatura existent relacionada amb l'aprenentatge i la tecnologia en línia (tecnologies multimèdia, aprenentatge assistit per ordinador, la relació entre la lingüística de corpus i l'aprenentatge de llengües en línia, l'ús de tecnologies mòbils, l'ús de jocs, la simulació i la realitat virtual, l'impacte de les xarxes socials). Per a la metodologia, s'ha usat un disseny mixt quasi experimental. S'han recollit dades de fonts diverses i les hem analitzat per tal de disposar de la informació necessària per poder dissenyar un model d'aprenentatge de llengües en línia. En primer lloc, hem dut a terme una investigació inicial en l'aula per tal de descobrir i analitzar algunes idees bàsiques que els estudiants tenen sobre l'ús de ferramentes per a l'aprenentatge d'idiomes en línia. En segon lloc, hem examinat els continguts i l'estructura dels llibres de text electrònics com representatius d'una espècie de pas intermedi cap a un curs d'aprenentatge d'idiomes en línia, ja que molts d'estos llibres de text vénen acompanyats d'una plataforma en línia. En tercer lloc, hem analitzat Massive Open Online Courses. En quart lloc, fem una anàlisi sobre quin és el disseny adequat per als qüestionaris. A continuació, presentem el raonament en què basem els tres qüestionaris emprats en la nostra investigació. El primer qüestionari se centrava principalment en el paper d'Internet com a ferramenta d'aprenentatge d'idiomes. En el segon qüestionari els alumnes havien d'avaluar llocs web per a l'aprenentatge d'idiomes. En el nostre tercer qüestionari abordàvem la qüestió de les activitats de l'aprenentatge d'idiomes. El qüestionari pretenia descobrir les opinions dels estudiants sobre diferents tipus d'activitats d'aprenentatge d'idiomes, que anaven des d'activitats curtes, tradicionals, formals a activitats de major duració tipus projecte. El Capítol IV està dedicat principalment a valorar els resultats de l'anàlisi de la nostra investigació inicial en l'aula, l'anàlisi dels llibres de text electrònics i les seues corresponents plataformes en línia, l'anàlisi dels MOOC per a l'aprenentatge d'idiomes i l'anàlisi de les respostes dels alumnes als tres qüestionaris. El Capítol V presenta un model d'aprenentatge d'idiomes en línia. Esta investigació contribueix a millorar l'experiència d'aprenentatge d'idiomes en línia en fer explícits els passos que s'han de seguir per a desenvolupar un curs d'idiomes en línia impulsat per la pedagogia i fonamentat en les tecnologies més recents. El model pot convertir-se en una ferramenta de presa de decisions (una guia i llista de verificació per al disseny de cursos d'idiomes en línia). A més a més, contribueix al debat sobre la millor forma d'integrar ferramentes, tasques i aprenentatge de llengües, una part fonamental del procés d'aprenentatge en lí
[EN] This thesis documents the progress towards a model of online language learning. Despite the recent innovations in online learning, greater in-depth knowledge of what it means to learn online is needed to ensure a better language learning experience for everyone. Learners are often overwhelmed with technology at the expense of proper pedagogy. This thesis explores the nature of learning a language online. My research investigates how recent technological advances have meant that learning a language is transforming from being a face-to-face classroom activity to an online activity. In the process of changing to an online environment, teachers are having to learn new ways of interacting with students and sharing knowledge. This means that we need to re-think how a learner is going to acquire a language. This thesis holds the view that an analysis of learner opinions is an essential step towards the design and development of a model of online language learning. The thesis begins by reviewing the existing literature related to online language learning and technology (multimedia technologies, computer assisted language learning, the relationship between corpus linguistics and online language learning, the use of mobile technologies, the use of gaming, simulation and virtual reality, the impact of social networking). For the methodology, we used a mixed quasi-experimental design. We collected data from various sources and analysed it to provide us with the necessary information to be able to design a model of online language learning. Firstly, we carried out some initial classroom research to discover and analyse some basic ideas that students have about the use of tools for online language learning. The objective of this initial classroom research was to try to become familiar with the type of tools they used and what language skills they thought they would develop with these tools. Secondly, we examined the contents and structure of e-textbooks as representative of a kind of halfway house to an online language learning course as many of these e-textbooks come accompanied by an online platform. Thirdly, we analysed Massive Open Online Courses: their impact on online learning and online language learning. Fourthly, we provide a discussion about appropriate and suitable questionnaire design. This includes discussion of the questionnaire design process. Then, we present the thinking behind the three questionnaires used in our research. The first questionnaire focussed mostly on the role of the internet as a language learning tool. It tried to elicit from students what they know about online learning in general and, more particularly, online language learning. Our second questionnaire was a questionnaire where students had to evaluate language learning websites. Our third questionnaire covered the issue of language learning activities, where the questionnaire aimed to discover student opinions about different kinds of language learning activities, which ranged from formal, traditional, short activities to longer project type activities. Chapter IV is mainly concerned with discussing results from the analysis of our initial classroom research, analysis of e-textbooks and their associated online platforms, analysis of MOOCs for language learning and analysis of learner responses to three questionnaires. Chapter V presents a model of online language learning. This research contributes to enhancing the online language learning experience by making explicit the steps that need to be taken to construct an online language course which is driven by pedagogy and informed by the latest technologies. The model can become a decision-making tool (a guide and checklist for designing online language courses). Furthermore, it contributes to the discussion of how best to combine tools, tasks and language acquisition, a fundamental part of the online learning process.
Galstyan Sargsyan, R. (2019). Towards the Development of an Effective Online Language Learning Model in a University Environment [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/117609
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Books on the topic "Effective learning environment"

Creating effective learning environments. Toronto: Nelson Thomson Learning, 2002.

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1944-, Crowther Ingrid, ed. Creating effective learning environments. New York: Delmar Learning, 2004.

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Hindman, Jennifer L. The supportive learning environment: Effective teacher practices. Larchmont, N.Y: Eye On Education, 2010.

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Hindman, Jennifer L. The supportive learning environment: Effective teacher practices. Larchmont, NY: Eye On Education, 2010.

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Hindman, Jennifer L. The supportive learning environment: Effective teacher practices. Larchmont, NY: Eye On Education, 2010.

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Hindman, Jennifer L. The supportive learning environment: Effective teacher practices. Larchmont, N.Y: Eye On Education, 2010.

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1926-, Martin Mavis D., ed. Supporting literacy: Developing effective learning environments. New York: Teachers College Press, 1987.

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Gordon, Noah. Magical classroom: Creating effective, brain-friendly environments for learning. Edited by Lynn Stacey and Shropshire Stacey M. Tucson, Ariz: Zephyr Press, 1995.

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Villereal, Gary. Education unplugged: Teaching in a positive learning environment. Tucson, Ariz: Wheatmark, 2010.

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Wolfe, Pat. Classroom management: A proactive approach to creating an effective learning environment. Alexandria, VA: Association for supervision and curriculum development, 1988.

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Book chapters on the topic "Effective learning environment"

Woda, Marek, and Konrad Kubacki-Gorwecki. "An Effective Learning Environment." In Advances in Intelligent and Soft Computing, 285–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21393-9_22.

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Lawrence, Julia. "Creating an effective learning environment." In A Practical Guide to Teaching Physical Education in the Secondary School, 160–71. Third edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021 | Series: Routledge teaching guides: Routledge, 2020. http://dx.doi.org/10.4324/9780429061318-14.

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Lonergan, Shane. "Developing and Maintaining an Effective Learning Environment." In Learning to Teach Business in the Secondary School, 46–61. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003080862-5.

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Asselborn, Jean-Claude, and Jean-Marie Jans. "The Self-learning Organization in a Changing Professional Environment." In Corporate Training for Effective Performance, 179–93. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0667-2_13.

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Ventura, Michele Della. "Effective Scaffolds (Supported by ICT) for Improving Student Skills: Dyslexic Students’ Experiences with Their Peers." In Learning Environment and Design, 93–106. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8167-0_6.

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Zhang, Liming, and Jianli Jiao. "A Study on Effective Math Teaching Strategy Design in Hybrid Learning Environment." In Hybrid Learning, 212–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22763-9_20.

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Walker-Gleaves, Caroline, and Alan Gleaves. "Language, Literacy and the Learning Environment." In Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions, 17–32. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714814.n2.

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Bourkoukou, Outmane, Essaid El Bachari, and Abdelhakim El Boustani. "Building Effective Collaborative Groups in E-Learning Environment." In Advances in Intelligent Systems and Computing, 107–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36653-7_11.

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Razali, Sharifah Nadiyah, Faaizah Shahbodin, Hanipah Hussin, and Norasiken Bakar. "Factors Affecting the Effective Online Collaborative Learning Environment." In Pattern Analysis, Intelligent Security and the Internet of Things, 215–24. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17398-6_20.

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Ma, Will W. K. "Effective Learning Through Deep Learning, What Matters: Self, Others, Way of Thinking, and/or Design of Learning Environment?" In Learning Environment and Design, 3–17. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8167-0_1.

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Conference papers on the topic "Effective learning environment"

Logar Avbelj, Polonca. "Flexible Furniture and Innovative Learning Environment." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.42.

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Vidic, Janja. "The Creation of a Positive Learning Environment and Encouraging Good Interpersonal Relationships." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.21.

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Talat, Muhammad, and Kamal Haider. "Teachers’ Responsibility for Effective Learning Environment." In 2nd International Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.rteconf.2020.03.37.

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Braga, Washington. "A Mixed Environment for Effective Heat Transfer Learning." In ASME 2000 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/imece2000-1400.

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Abstract This paper discusses aspects related to the undergraduate teaching of Heat Transfer in an environment using both Internet and classroom. The use of such an environment can be focused on the learning process of each student, using the classroom as formal check point for group work, sharing experiences and questioning, while the Internet is used for private follow-up, study and self evaluation. The paper describes the experience of one term using such an environment and several using Internet only as a tool for the learning process. The advantages already observed are reported, as well as the major difficulties still noticed. Internet is used continually throughout the course. Available material consists of quizzes, solved exercises, tutorials, spreadsheets, applets and others that the student may use through the Net or through a CD-Rom. Interaction between students and teacher is done mostly using an e-groups conference. Teamwork is strongly recommended, but challenging questions or exercises are expected to be solved exclusively on an individual basis. This paper supports the idea that the skill and attitude towards learning are most important to an effective life long learning.

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Venkataraman, Ganesh, Chellam Srinivasan, Arunkumar Ravichandran, Susan Elias, and Lakshimi Prabha Ramesh. "Learning object recommendation for an effective open e-learning environment." In 2015 IEEE International Conference on Signal Processing, Informatics, Communication and Energy Systems (SPICES). IEEE, 2015. http://dx.doi.org/10.1109/spices.2015.7091526.

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Jie Song, Yajun Liang, Limin Liu, and Zhiqiang Du. "Creating effective collaborative learning in a CALL environment." In 2012 International Symposium on Information Technology in Medicine and Education (ITME 2012). IEEE, 2012. http://dx.doi.org/10.1109/itime.2012.6291333.

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Gródek-Szostak, Zofia, Luis Ochoa Siguencia, and Danuta Kajrunajtys. "IMPACT OF BUSINESS ENVIRONMENT INSTITUTIONS ON EFFECTIVE ENTREPRENEURIAL EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2702.

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Hartono, P., and S. Hashimoto. "Effective learning in noisy environment using neural network ensemble." In Proceedings of the IEEE-INNS-ENNS International Joint Conference on Neural Networks. IJCNN 2000. Neural Computing: New Challenges and Perspectives for the New Millennium. IEEE, 2000. http://dx.doi.org/10.1109/ijcnn.2000.857894.

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Kuswadi, Son, and Mohammad Nuh. "Effective Intelligent Control teaching environment using Challenge Based Learning." In 2016 International Symposium on Electronics and Smart Devices (ISESD). IEEE, 2016. http://dx.doi.org/10.1109/isesd.2016.7886688.

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Reports on the topic "Effective learning environment"

Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.

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Astafieva, Mariia M., Oleksii B. Zhyltsov, and Volodymyr V. Proshkin. E-learning as a mean of forming students' mathematical competence in a research-oriented educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3896.

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The article is devoted to the substantiation of approaches to the effective use of advantages and minimization of disadvantages and losses of e-learning as a mean of forming mathematical competence of students in the conditions of research-oriented educational process. As a result of the ascertaining experiment, e-learning has certain disadvantages besides its obvious advantages (adaptability, possibility of individualization, absence of geographical barriers, ensuring social equality, unlimited number of listeners, etc.). However, the nature of these drawbacks lies not as much in the plane of opportunity itself as in the ability to use them effectively. On the example of the e-learning course (ELC) “Mathematical Analysis” (Calculus) of Borys Grinchenko Kyiv University, which is developed on the basis of the Moodle platform, didactic and methodical approaches to content preparation and organization of activities in the ELC in mathematics are offered. Given the specifics of mathematics as a discipline, the possibility of using ELCs to support the traditional learning process with full-time learning is revealed, introducing a partially mixed (combined) model. It is emphasized that effective formation of mathematical competence of students by means of e-learning is possible only in the conditions of research-oriented educational environment with active and concerned participation of students and partnership interaction. The prospect of further research in the analysis of e-learning opportunities for the formation of students’ mathematical competence, in particular, research and investigation tools, and the development of recommendations for the advanced training programs of teachers of mathematical disciplines of universities are outlined.

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Korotun, Olha V., Tetiana A. Vakaliuk, and Vladimir N. Soloviev. Model of using cloud-based environment in training databases of future IT specialists. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3865.

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The authors substantiates and develops the model of using cloud-based environment (CBE) in the training of databases of future information technology (IT) specialists, which consists of interrelated units: target (purpose, task of using CBE), conceptual (pedagogical approaches, didactic principles), organizational and semantic (characteristics of CBE, basic requirements for CBE, subjects of training, CBE of the teacher, CBE of the student, curricula of institution of higher education, educational-methodical complex of discipline “Databases”, installation and configuration of database management system, development of educational material from the database in electronic form, selection of cloud-based systems of distance learning, introduction of cloud-based systems of distance learning in the training of students’ databases, selection of CBE in database training (databases, forms, methods, tools), evaluative (criteria, indicators, levels of professional and practical competence of future IT specialists on the use of CBE in database training), effective (increased formation of the information and communication technologies of future IT specialists on the use of CBE in database training).

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Reinhold, Diane, Tracy Patterson, and Peter Hegel. Make Learning Stick: Best Practices to Get the most out of Leadership Devlopment. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2043.

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"Are you taking a closer look at “learning transfer”? Are you wondering how to make sure the lessons taught through your leadership training and development efforts stick weeks, months, or years later? As a professional interested in learning and development, you may be in a position to acknowledge and help overcome the challenges to learning in your organizations. You are likely in a position to influence supervisors and executives, as well as potential participants, in leadership development efforts. You may also have a role in creating and supporting a learning environment. With a better understanding of learning transfer, you can help your organization realize multiple benefits, including bigger impact from developmental experiences, more effective leaders, and a stronger organizational ability to learn and adapt. Read on to learn CCL’s perspective on and best practices for learning transfer for leadership development. We share a framework—and specific tactics—that we use in designing leadership development solutions. With this information, you can begin to help leaders and your organization overcome challenges to learning transfer—and earn greater benefit from leadership development investments."

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Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2661.

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Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.

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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3857.

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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.

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Tyshchenko, Yelyzaveta Yu, and Andrii M. Striuk. Актуальність розробки моделі адаптивного навчання. [б. в.], December 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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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001248.

Full text

Abstract:

In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.

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