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Journal articles on the topic 'Effective learning environment'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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1

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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ByeongHyun, Lee. "Facebook, how to use for an effective learning environment?" Korean Association for Educational Information and Media 20, no. 2 (September 30, 2014): 247–73. http://dx.doi.org/10.15833/kafeiam.20.2.5.

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Graff, Martin. "Constructing and maintaining an effective hypertext‐based learning environment." Education + Training 48, no. 2/3 (February 2006): 143–55. http://dx.doi.org/10.1108/00400910610651773.

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Hem-Stokroos, H. H. van der, A. J. J. A. Scherpbier, C. P. M. van der Vleuten, H. de Vries, and H. J. Th M. Haarman. "How effective is a clerkship as a learning environment?" Medical Teacher 23, no. 6 (January 2001): 599–604. http://dx.doi.org/10.1080/01421590127200.

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Koppi, A. J., J. R. Lublin, and M. J. Chaloupka. "Effective Teaching and Learning in a High‐tech Environment." Innovations in Education & Training International 34, no. 4 (November 1997): 245–51. http://dx.doi.org/10.1080/1355800970340402.

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Ma, Wen Hui. "Network Technology Based Intercollegiate Cooperation for Effective Learning." Advanced Materials Research 1078 (December 2014): 384–87. http://dx.doi.org/10.4028/www.scientific.net/amr.1078.384.

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This paper discusses the way to realize the intercollegiate cooperation under the network environment. The ultimate aim is to promote students' effective learning ability. Analysis of the characteristics of effective learning under the network environment puts forward the experience, from the value of the income oriented learning early design participatory learning activities, into the earning guidance for effective learning strategies. And finally verify the effectiveness of these strategies can improve the learning under Internet environment, and promoting teachers' educational technology ability promotion.

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Prameswari, Sanchia Janita, and Cucuk Budiyanto. "The development of the effective learning environment by creating an effective teaching in the classroom." IJIE (Indonesian Journal of Informatics Education) 1, no. 1 (July 10, 2017): 79. http://dx.doi.org/10.20961/ijie.v1i1.11960.

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<p>The changes in learning management typically involve the introduction of various alternative learning methods. The development of an effective learning experience requires the modification of conventional learning. Teaching and learning constructively synchronize instructions and assessment toward the desired learning outcomes. Notwithstanding the vast literature on the creation of effective learning, the lack of explanation on how the relationship between effective teaching and effective classroom would likely leave practitioners and academia without a clear guidance on how to operationalize the creation of effective learning in real life. A systematic literature review procedure was conducted upon published papers between 2007 and 2015 in outstanding education journals. This paper contributes to the literature by amassing the knowledge on pedagogical practices in effective learning creation. In addition, to obtain a granular elaboration about the matter, a framework to operationalize the creation of effective learning is suggested. Three aspects compose the framework namely teachers' intrinsic capabilities, educational institution support, and student’s participative involvement. The roles of each party were extracted from the knowledge contained in the reviewed literature.</p><p> </p><p><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p>

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Besbes, Seifeddine, Bhekisipho Twala, and Riadh Besbes. "Making Teaching and Learning Effective Using Analytics." Journal of Educational Technology Systems 50, no. 3 (December 8, 2021): 409–25. http://dx.doi.org/10.1177/00472395211063850.

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In this paper, an empirical comparison of three state-of-the-art classifier methods (artificial immune recognition systems, Lazy-K Star, and random tree) to predict teachers’ ability to adapt in a classroom environment is carried out. Two educational databases are used for this task. First, measures collected in an academic context, especially from classroom visits, are used (database 1). Then, the three classifiers quantify the acts, behaviors, and characteristics of teaching effectiveness and the teacher’s “ability to adapt in the classrooms.” Professional classrooms visits to more than 200 teachers are used as the second database (database 2). An interactive grid gathering 63 educational acts and behaviors is conceived as an observation instrument for those visits. Within the Waikato Environment for Knowledge Analysis library environment, and with the progressive enhancement of the raw database, the utilization of state-of-the-art classification methods when predicting teaching effectiveness shows promising results, especially when data quality issues are considered.

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Sims, Ronald R. "Business Ethics Teaching: Using Conversational Learning to Build an Effective Classroom Learning Environment." Journal of Business Ethics 49, no. 2 (January 2004): 201–11. http://dx.doi.org/10.1023/b:busi.0000015782.99051.d4.

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Stone, Nancy J., Conne Mara Bazley, Michelle M. Robertson, Nancy LJ Larson, Elizabeth L. Blickensderfer, and Ronald Laurids Boring. "Designing a Global Learning Environment." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 393–97. http://dx.doi.org/10.1177/1541931218621090.

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The increase in Massive Open Online Courses (MOOCs) and other “in-the-moment” learning opportunities suggests the need for an understanding of how to effectively design the global learning environment, which includes more than the content, but also includes the modes of delivery or instructional design, as well as the environment in which the learner receives the content. Therefore, not only must the learning environment match the learning content, but also the technologies used and the characteristics of the learners (e.g., engagement, self-regulated learning). Additionally, the likelihood that online learners are multitasking while interacting with the learning material makes it important to understand other aspects of the learners’ selected environment. Unfortunately, there is little research on the learners’ environment in which the student interacts with the online materials. The purpose of this panel is to address and highlight these issues and offer suggestions for designing effective global learning environments.

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O’Connor, Eileen A., and Jelia Domingo. "A Practical Guide, With Theoretical Underpinnings, for Creating Effective Virtual Reality Learning Environments." Journal of Educational Technology Systems 45, no. 3 (February 8, 2017): 343–64. http://dx.doi.org/10.1177/0047239516673361.

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With the advent of open source virtual environments, the associated cost reductions, and the more flexible options, avatar-based virtual reality environments are within reach of educators. By using and repurposing readily available virtual environments, instructors can bring engaging, community-building, and immersive learning opportunities to students. Based on many years of academic research and development within this environment, the authors suggest educationally productive, research-supported ways to create learning environments that can motivate, engage, and educate participants. Instructors can develop virtual communities as centers for meetings, collaborations, and shared experiences, moving distance experiences beyond the limitations of engagement and collaboration in nonimmersive settings. The authors explain how instructors can develop useful learning interactions, pilot their learning environments, assess learners, and evaluate the environment. Specific experiences, images, and videos from the authors’ work are shared as well as broader application that could suit multiple purposes in guiding an instructor’s development and instructional efforts.

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Chaw, Lee Yen, and Chun Meng Tang. "What Makes Learning Management Systems Effective for Learning?" Journal of Educational Technology Systems 47, no. 2 (August 28, 2018): 152–69. http://dx.doi.org/10.1177/0047239518795828.

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Learning management systems (LMSs) may provide learners with resources in various formats, such as videos, quizzes, and forum discussions to support their learning, but having access to an LMS does not necessarily mean that learning has occurred effectively. Despite its apparent usefulness, whether the use of the LMS can indeed help learners learn more effectively remains an interesting matter for course providers, LMS vendors, and learners. Therefore, this study adopted the updated DeLone and McLean information system success model to examine whether LMS system quality, information quality, and service quality affect learners’ system use and user satisfaction, and ultimately their learning effectiveness. Through a questionnaire survey, responses collected from 123 university students who studied in a blended learning environment at a university were analyzed. Findings showed that system quality and service quality, but not information quality, had a significant relationship with system use. In turn, system use had a significant relationship with learning effectiveness.

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김혜숙 and Yoon jung Cha. "Is Self-Directed Learning Effective in an Online Reading Environment?" Multimedia-Assisted Language Learning 18, no. 3 (September 2015): 73–96. http://dx.doi.org/10.15702/mall.2015.18.3.73.

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Karpenko, H. M. "English-Speaking Environment is the Way to Effective Language Learning." Science and Education a New Dimension VII(204), no. 60 (September 25, 2019): 42–43. http://dx.doi.org/10.31174/send-ph2019-204vii60-09.

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Li, Qingjiang, and Yumei Guan. "Research on Effective Learning Strategies among Schools under Internet Environment." International Journal of Information and Education Technology 10, no. 1 (2020): 74–78. http://dx.doi.org/10.18178/ijiet.2020.10.1.1342.

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Gonzalez, Gabriel R., Thomas N. Ingram, Raymond W. LaForge, and Thomas W. Leigh. "Social Capital: Building an Effective Learning Environment in Marketing Classes." Marketing Education Review 14, no. 2 (July 2004): 1–8. http://dx.doi.org/10.1080/10528008.2004.11488861.

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Kurabayashi, D., and T. Kushima. "Effective Learning for Autonomous Robots by Individuals or an Environment." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2002 (2002): 87. http://dx.doi.org/10.1299/jsmermd.2002.87_2.

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Kordova, Sigal. "Developing systems thinking in a Project-Based Learning environment." International Journal of Engineering Education 2, no. 1 (June 15, 2020): 63–81. http://dx.doi.org/10.14710/ijee.2.1.63-81.

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As science and engineering projects are becoming increasingly more complex, sophisticated, comprehensive and multidisciplinary, there is a growing need for systems thinking skills to ensure successful project management. Systems thinking plays a major role in the initiation, effective management, and in facilitating inter-organizational tasks. This research assesses the capacity for engineering systems thinking and its contribution in carrying out a multidisciplinary project. The research also reviews the cognitive process through which systems thinking skill is acquired. The study focused on a group of students who have completed their senior design projects in high-tech industry, while their plans were being integrated into existing larger projects in the respective industrial sites. The systems thinking skill of the students was examined according to a questionnaire for assessing the Capacity for Engineering Systems Thinking (CEST). Statistical analysis shows significant differences in the students capacity for systems thinking at the beginning and end of the work (p<0.001). This research demonstrates that systems thinking skills can be improved through awareness and involvement in multidisciplinary projects.

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Kim, Hye-jin, Ronnie D. Caytiles, and Tai-hoon Kim. "Design of an Effective WSN-Based Interactive u-Learning Model." International Journal of Distributed Sensor Networks 8, no. 1 (November 17, 2011): 514836. http://dx.doi.org/10.1155/2012/514836.

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Wireless sensor networks include a wide range of potential applications to improve the quality of teaching and learning in a ubiquitous environment. WSNs become an evolving technology that acts as the ultimate interface between the learners and the context, enhancing the interactivity and improving the acquisition or collection of learner's contextual information in ubiquitous learning. This paper presents a model of an effective and interactive ubiquitous learning environment system based on the concepts of ubiquitous computing technology that enables learning to take place anywhere at any time. The u-learning model is a web-based e-learning system utilizing various state-of-the-art features of WSN that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. It is based on the theory of connectivism which asserts that knowledge and the learning of knowledge are distributive and are not located in any given place but rather consist of the network of connections formed from experiences and interactions with a knowing community. The communication between devices and the embedded computers in the environment allows learners to learn in an environment of their interest while they are moving, hence, attaching them to their learning environment.

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Crandall, Riley, and Ernur Karadoğan. "Designing Pedagogically Effective Haptic Systems for Learning: A Review." Applied Sciences 11, no. 14 (July 6, 2021): 6245. http://dx.doi.org/10.3390/app11146245.

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Haptic technology enables users to utilize their sense of touch while engaging with a virtual representation of objects in a simulated environment. It is a bidirectional technology in that it facilitates the interaction between the user and these virtual representations by allowing them to apply force onto one another, which is analogous to our real-world interactions with physical objects as action-reaction pairs. The sense of touch is a powerful and innate learning tool that we readily employ starting from very early ages as infants even before learning to walk. Therefore, it is natural that incorporating haptic technology into pedagogical methods has been an active research area as it has significant potential to enrich the learning experience and provide an engaging environment for learners. In this paper, we reviewed studies from various disciplines that incorporate haptics to increase the quality of teaching and learning while emphasizing the underlying cognitive theories. In that direction, we describe two of the most common cognitive theories, the Cognitive Load and Embodied Cognition theories, that developers use to support haptic technology’s implications and use in learning environments. We then explore the effects of haptic design on its current applicability following these two theories. Finally, we summarize the best design practices to develop haptic simulations for learning, address gaps in current research, and propose new research directions.

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Tashkenbayeva, Zhuldyz, Aitzhan Abdyrov, Baurzhan Nurkeshov, Gulzhan Muratova, Aliya Кoxegen, and Laila Smailova. "Effective ways of teaching in distance education." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3821–33. http://dx.doi.org/10.18844/cjes.v17i10.8252.

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The purpose of this research is to obtain the opinions of primary school teachers about effective teaching methods in distance education. In this study, the phenomenology design, one of the qualitative research models, was used. The participant group of the research consists of 32 primary school teachers who gave education in various primary schools in the Astana, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. Descriptive analysis method was used in the analysis of the research data. As a result of the research, it was determined that the vast majority of primary school teachers found distance education somewhat effective. The difficulties faced by primary school teachers in distance education applications are inefficient courses, limitations on the internet and computer, low motivation and high level of anxiety and communication problems. Primary school teachers' views on the methods to be followed in making distance education effective has been categorised as providing proficiency training in educational technologies, providing blended learning opportunities, creating interaction opportunities, involving the family in the learning process and creating an effective assessment and evaluation environment. In addition, primary school teachers include effective teaching methods in distance education as creating a blended learning environment, creating a simultaneous and divergent learning environment, creating a simultaneous learning environment and creating a different time learning environment. Keywords: Distance education, teacher opinions, primary school teachers;

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Gupta, Nidhi, Neeraj Sharma, and Sanjay Sood. "Cloud Based e-Learning Platform: An Effective Virtual Learning Environment for Higher Education Institutions." Journal of Computational and Theoretical Nanoscience 17, no. 9 (July 1, 2020): 4585–92. http://dx.doi.org/10.1166/jctn.2020.9284.

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The teaching-learning process, especially in higher education has always been a matter of great concern in developing countries as it makes the nation’s youth capable and is a mainstay towards its development. With the introduction of ICT, it has become even more important to change the learning methodology using the latest technologies like e-Learning, m-Learning, Cloud Computing etc., to match with the education standards of developed countries. This aim of this paper is to provide an insight about the use of e-Learning and cloud computing in HEIs. The paper also discusses the various cloud based adoption technologies used for HEIs and illustrates the comparative analysis of the web based and cloud based e-Learning system.

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Botteghi, N., B. Sirmacek, R. Schulte, M. Poel, and C. Brune. "REINFORCEMENT LEARNING HELPS SLAM: LEARNING TO BUILD MAPS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B4-2020 (August 25, 2020): 329–35. http://dx.doi.org/10.5194/isprs-archives-xliii-b4-2020-329-2020.

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Abstract. In this research, we investigate the use of Reinforcement Learning (RL) for an effective and robust solution for exploring unknown and indoor environments and reconstructing their maps. We benefit from a Simultaneous Localization and Mapping (SLAM) algorithm for real-time robot localization and mapping. Three different reward functions are compared and tested in different environments with growing complexity. The performances of the three different RL-based path planners are assessed not only on the training environments, but also on an a priori unseen environment to test the generalization properties of the policies. The results indicate that RL-based planners trained to maximize the coverage of the map are able to consistently explore and construct the maps of different indoor environments.

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Cohen, Lynne, Paul Chang, Julie Ann Pooley, and Lisbeth Pike. "A Holistic Approach to Establishing an Effective Learning Environment for Psychology." Psychology Learning & Teaching 7, no. 1 (January 1, 2008): 12–18. http://dx.doi.org/10.2304/plat.2008.7.1.12.

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The impetus for the Enhancing Quality and Learning (EQUAL) programme evolved out of concerns held by the staff in the School of Psychology at Edith Cowan University (ECU) regarding the difficulties encountered by first year psychology students and the subsequent low retention rate of these students in the psychology course. The EQUAL programme focused on easing the transition of high school students into university studies by enhancing the social support networks of commencing students. The programme was designed to be an holistic approach to enhancing a sense of belonging to the School of Psychology and comprised seven components. These are peer mentoring, the formation of learning communities, curriculum reforms, tutor training, orientation, the development of student portfolios and school liaison. EQUAL is now an integral part of the learning experience for all psychology students at ECU. Evaluations of the EQUAL programme indicate greater student satisfaction with the psychology course and increased retention rates.

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Kaushal, Rajesh Kumar, Surya Narayan Panda, and Naveen Kumar. "Proposing Effective Framework for Animation Based Learning Environment for Engineering Students." Journal of Engineering Education Transformations 33, no. 3 (January 31, 2020): 48. http://dx.doi.org/10.16920/jeet/2020/v33i3/144816.

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Moovendhan, M. "Using Effective Analysis Techniques, Distractions were Solved in E-Learning Environment." International Journal for Research in Applied Science and Engineering Technology 7, no. 5 (May 31, 2019): 2661–64. http://dx.doi.org/10.22214/ijraset.2019.5440.

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Bien, Z. Zenn, and Hyong-Euk Lee. "Effective learning system techniques for human–robot interaction in service environment." Knowledge-Based Systems 20, no. 5 (June 2007): 439–56. http://dx.doi.org/10.1016/j.knosys.2007.01.005.

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Burns, Melanie Tracy. "Effective Use of Comic Strip Development in an Online Learning Environment." Journal of Nutrition Education and Behavior 50, no. 7 (July 2018): S57. http://dx.doi.org/10.1016/j.jneb.2018.04.086.

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Chen, Chih-Ming, and Wen-Fang Wang. "Mining Effective Learning Behaviors in a Web-Based Inquiry Science Environment." Journal of Science Education and Technology 29, no. 4 (May 12, 2020): 519–35. http://dx.doi.org/10.1007/s10956-020-09833-9.

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Lescault, Paul R. "Guidelines for Developing a Discipline Code for an Effective Learning Environment." NASSP Bulletin 72, no. 504 (January 1988): 45–49. http://dx.doi.org/10.1177/019263658807250411.

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CHEN, G. "Maintaining System State Information in a Multiagent Environment for Effective Learning." IEICE Transactions on Information and Systems E88-D, no. 1 (January 1, 2005): 127–34. http://dx.doi.org/10.1093/ietisy/e88-d.1.127.

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Aulia Al Haq, Vina. "Effect of Learning Motivation and Learning Environment Against Student Learning Achievement." Early Childhood Research Journal (ECRJ) 3, no. 1 (July 29, 2020): 6–11. http://dx.doi.org/10.23917/ecrj.v3i1.11728.

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Research on the Influence Motivation Study and Environmental Learning Against Achievement Learning Students showed that There is the influence of positive motivation to learn and environmental learn to achievement learn student . case is shown by the analysis of regression linear multiple , that the value of t count motivation to learn at 2.476 with significance 0.016 0.05 then H0 is accepted , and environmental learning has value t arithmetic amounted to 4.977 with significance 0.000 0.05 then H0 is accepted . While the value of F arithmetic amounted to 53.069, and the value of R square of 0.639 (63.9%). Relative contribution to the variable of learning motivation give a donation of 31% and variable environment study provides donations relatively amounted to 69%, the total contribution relative of 100%. Donations effective at variable motivation to learn by 19.81% and environment study by 63.91%, which means that the motivation to learn and environment study are jointly provide donations effectively amounted to 63.91% against the achievement of learning , and 36.09% of other variables not examined .

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Sankar, Jayendira P., R. Kalaichelvi, Kesavan Vadakalur Elumalai, and Mufleh Salem M. Alqahtani. "EFFECTIVE BLENDED LEARNING IN HIGHER EDUCATION DURING COVID-19." Information Technologies and Learning Tools 88, no. 2 (April 29, 2022): 214–28. http://dx.doi.org/10.33407/itlt.v88i2.4438.

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The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education, “blended learning.” The objective of the research was to study the relationship of eight independent factors: e-learning environment, e-learning facilitation, e-learning materials, e-learning technical support, instructors’ personal attention, interaction with instructors, interaction with peer students, and laboratory learning environment, in the provision of effective blended learning in higher education during COVID-19 pandemic. Additionally, an extended relationship of gender and level of course with the effective blended learning was studied. A descriptive cross-sectional study was conducted with the students of higher education institutions in the Kingdom of Bahrain, and the Kingdom of Saudi Arabia, with a self-administered questionnaire aimed to learn the students’ perception of blended learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 1229. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the effective blended learning and the eight independent variables and two mediating variables in the higher education sector. The study results portrayed a positive relationship between the eight independent variables and blended learning effectiveness in higher education institutions. The findings revealed that there is a difference in the students' perception of gender, level of the course, and the effectiveness of blended learning in the HEIs. The research offers guidance to governing bodies, administrators, and teachers of HEIs in decision-making and improves their actions to provide the best teaching and learning through blended learning. HEIs need to focus on the study results to enhance blended learning effectiveness based on e-learning environment, e-learning facilitation, e-learning materials, e-learning technical support, instructors’ personal attention, interaction with instructors, interaction with peer students, and laboratory learning environment. Also, since there is a significant difference between the gender, level of the course, and blended learning, providing blended learning based on gender and level of the course needs to be concentrated on by the higher education institutions.

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Tkach, G., N. Kerimbayev, N. Nurym, and A. Akramova. "MOBILE TECHNOLOGIES IN VIRTUAL LEARNING ENVIRONMENTS." Bulletin Series of Physics & Mathematical Sciences 75, no. 3 (September 15, 2021): 197–204. http://dx.doi.org/10.51889/2021-3.1728-7901.24.

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The issues and problems of mobile learning in virtual environments have gained widespread academic and commercial recognition in recent years. Although the evolution of wireless technologies and the number of mobile applications is impressive, the issues of widespread use of mobile technologies in virtual learning environments are not well represented. Immersive digital technologies, which are spreading in all spheres of human life, are increasingly being introduced into the educational environment. Mobile technologies in the learning process have become the subject of much modern research. This article describes the design of a training system consisting of mobile technologies used in virtual environments. This work makes an attempt to show the change in the mechanisms of functioning and implementation of the education system in the conditions of virtual learning environments. It is expected that the proposed work will make the organization of virtual learning effective, practical and ergonomic, provide a learning process aimed at mastering the result. Mobile technologies are technical support for the learning virtual environment, under the influence of which significant changes occur in the process of assimilating knowledge, implementing mobile, highly effective feedback.

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Lestari, Disa Evawani, and Emilius German. "Incorporating Instagram Features in EFL Learning Environment." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 2 (November 1, 2021): 168. http://dx.doi.org/10.31002/metathesis.v5i2.4192.

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<p>Instagram, famous for its easy picture and video sharing features, also has some other features, such as quiz, question, and poll, which can be used as English learning tools. The incorporation of Instagram becomes a valuable resource as most university students use Instagram. This study aims to explore those features and to investigate students’ perceptions of Instagram as learning tools. The research participants are 50 students who speak English as a foreign language (EFL) studying at a university which applies English as a medium of instruction (EMI). The participants follow the researcher’s Instagram account and are notified by email for every new post. They, therefore, can view and participate in those posts. The data is gathered from an online questionnaire. The results suggest that quiz is favored for its surprisingly effective function as a correction tool for common errors. In addition, cartoon post is favored as it provides funny and contextual use of the vocabulary which makes the vocabulary memorable. Hence, Instagram becomes effective English learning environment, which is supplementary to English classes, especially as an error correction and source of vocabulary input reaching massive number of students with only one post.</p>

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Seno, Mohammed E., Omer K. Jasim Mohammad, and Ban N. Dhannoon. "CLR: Cloud Linear Regression Environment as a More Effective Resource-Task Scheduling Environment (State-of-the-Art)." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 22 (November 29, 2022): 157–75. http://dx.doi.org/10.3991/ijim.v16i22.35791.

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The cloud paradigm has swiftly developed, and it is now well known as one of the emerging technologies that will have a significant influence on technology and society in the next few years. Cloud computing also has several benefits, including lower operating costs, server consolidation, flexible system setup, and elastic resource supply. However, there are still technological hurdles to overcome, particularly with real-time applications by providing resources. Resources allocation management most charming part of cloud computing; therefore, several authors have worked in the area of resource usage. This study introduces an innovative cloud machine learning framework-based linear regression approach called cloud linear regression (CLR), which entails both cloud technology and machine learning concept. CLR using machine learning yielded good prediction results for resource allocation management, as appeared with many researching, and still seek, research to raise optimal solutions to the resources' allocation problem as the aim of this study. This study discusses the relation between cloud resource allocation management and machine learning techniques by illustrating the role of linear regression methods, resource distribution, and task scheduling. The analytical analysis shows that the CLR promises to present an effective solution for resources (scheduling, provisioning, allocation, and availability).

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Gosh, Godhuli, and Subuhi Anwar. "BLENDED LEARNING: INNOVATIVE & EFFECTIVE STUDENT CANTERED EDUCATIONAL STRATEGIES IN THE NURSING PROFESSION." Era's Journal of Medical Research 9, no. 2 (December 2022): 212–17. http://dx.doi.org/10.24041/ejmr2022.33.

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Blended learning, a pedagogical approach is nowadays widely accepted as a combination of both “face-to-face” and online learning components. Concerns have grown throughout time regarding an instructional methodology and a teaching and learning strategy. Several studies and reviews all over the world highlighted that Blended Learning is the most effective method of transferring knowledge to the students and implementation of this approach in professional fields like medical, nursing, and paramedical courses will not only improve the teachinglearning environment but also motivate the students in the self-directed learning approach. The term is specifically given to the educational practice of using a combination of traditional classroom teaching and digital learning. National and internationally this method are being used in an educational institution to motivate the students in effective learning. Computers and technology have their own impact on Integrated learning and the teaching-learning process utilizes these impacts to improve the learning methods of the students.

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Inozemtseva, Kira M., Elizaveta V. Morozova, and Ilya M. Kolesnikov. "Assessment of ESP students’ learning outcomes in a digital learning environment." RUDN Journal of Informatization in Education 19, no. 4 (December 15, 2022): 300–311. http://dx.doi.org/10.22363/2312-8631-2022-19-4-300-311.

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Problem statement. The description of a pedagogic research in the field of formative assessment theory and practice is presented. The goal of the study is to define pedagogic and methodological conditions for effective evaluation of ESP students’ learning outcomes in a digital learning environment. Methodology. On the basis of key theoretical provisions of formative assessment and interdisciplinary approaches LSPCLIL, a complete set of criteria-based ESP evaluation tasks and assessment schemes were developed for Business English course delivered in the groups of BMSTU masters students majoring in economics. The approach to grading that correlates with BMSTU point-rating system was substantiated. The comparative analysis of modern platforms allowed to select the domestic service pruff.me, which was used as a ground for a digital assessment space (DAS), a part of BMSTU digital learning environment needed for implementing formative assessment of ESP learning outcomes. Results. The developed evaluation materials integrated in the DAS were tested by ESP students in a distant format. Conclusion. The research showed that creating DAS as an essential component of a university digital learning environment can contribute to effective assessment of ESP students’ competence-based learning outcomes provided that underlying methodology is taken into account and formative assessment technology is implemented in full volume.

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Okwina, David. "Discovery Learning Effect on Mathemathic Learning." Journal of Asian Multicultural Research for Educational Study 1, no. 1 (August 14, 2020): 21–27. http://dx.doi.org/10.47616/jamres.v1i1.12.

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This study aimed to improve the mathematics learning through the application of the Discovery Learning model with a scientific approach. The application of the Discovery Learning learning model with an effective scientific approach can increase the frequency of activeness and activities in the teaching and learning process according to the observations of student attitudes during the implementation of classroom action research. It showed that Student learning outcomes that are not entirely satisfactory are also caused by several factors, namely individual student factors, student environment and school environment.

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Ince, Merve Cansu, and Bayram Costu. "The effect of informal learning environment upon students’ understanding of science-technology-society-environment." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 22–37. http://dx.doi.org/10.18844/prosoc.v4i9.3039.

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It is known that an informal learning environment (i.e., out-of-school) increases the quality of teaching and learning activities. Informal environments also provide many advantages such as enriching the content of learning. Moreover, it is emphasised that the science-technology-society-environment (STSE) learning does not effectively involve in the Turkish education system. From this point of view, informal learning environments should be considered in order to enable students’ understanding of the STSE relation. Within the scope of this study, it was aimed to determine the effectiveness of study visit on students’ understanding of STSE. The research was conducted with 14 male students in the 5th-grade level in the 2016– 2017 academic year. This research, which used a recycling-solid waste collection centre, a botanic garden, a planetarium, a science centre and a zoo, a few informal learning environments, was conducted according to the case study design method. In the study, views on science-technology-society questionnaire, semi-structured interviews, observation forms and diaries were used as data collection tools. The data indicated that the informal learning environments were inadequate to promote conceptual change; however, it was effective to comprehend newly learnt concepts. In addition, it was also concluded that informal learning environment provided students to capture the understanding of STSE relations. Keywords: Science-technology-society-environment (STSE), informal education, out-of-school environment.

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BARR, J. DAVID, and JOHN H. GILLESPIE. "Creating a computer-based language learning environment." ReCALL 15, no. 1 (May 2003): 68–78. http://dx.doi.org/10.1017/s0958344003000612.

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This paper considers key questions concerning computer-based language-learning environments. Using evidence from current literature, it discusses the main characteristics of such environments including human, technical and physical resources, communicative structures, information management, and cultural contexts. It then uses data from an investigation of the universities of Cambridge, Toronto and Ulster to assess the pedagogical effectiveness of the computer-based environments currently in operation in these three institutions.It considers, in particular, the integrative role that computer-based language learning environments seem to provide. Although each institution has integrated computer technology into language teaching and learning in different ways, a key element of each environment has been the establishment of a common computer-mediated infrastructure, enabling effective information dissemination, resource distribution, communication and teaching and learning. No single common infrastructure would be suitable in all three, however, in each case, it was found that the environments created were valuable, especially in integrating elements of the teaching and learning process that would normally have remained apart.In concluding that the creation of a computer-based language learning environment in the present climate is beneficial, it was noted that adequate technical resources and a management that is keen to integrate computer technology into all aspects of university life is a key factor in their success.

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