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Journal articles on the topic 'Experience of mediated learning'

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Published: 4 June 2021

Last updated: 1 February 2022

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Tzuriel, David. "Mediated Learning Experience and Cognitive Modifiability." Journal of Cognitive Education and Psychology 12, no. 1 (2013): 59–80. http://dx.doi.org/10.1891/1945-8959.12.1.59.

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The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.

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Kagitcibashi, Cigdem. "Interactive mediated learning: The turkish experience." International Journal of Early Childhood 29, no. 2 (1997): 22–32. http://dx.doi.org/10.1007/bf03174482.

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Kozulin, Alex. "Sociocultural Theory and the Mediated Learning Experience." School Psychology International 23, no. 1 (2002): 7–35. http://dx.doi.org/10.1177/0143034302023001729.

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Shin Wong, Shyh. "Providing Mediated Learning Experiences Through Multidimensional Play Therapy." Journal of Cognitive Education and Psychology 5, no. 2 (2005): 168–82. http://dx.doi.org/10.1891/194589505787382496.

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Multidimensional Play Therapy is an integrative, multidimensional metatheoretical approach to the use of play in working with clients’ different modalities, with specific focus on the provision of mediated learning experiences through play. It is an attempt to fill in the gap and act as a bridge to integrate different ideas and practices in the fields of cognitive education and play therapy. Specifically, Multidimensional Play Therapy expands the use of play therapy to include providing mediated learning experience, based on Feuerstein’s theory of structural cognitive modifiability and mediated learning experience. The use of play as mediation, proposed by Vygotsky, is integrated with Feuerstein’s systematic application of Vygotsky’s idea of a more competent human being (the play therapist) as mediator in the context of Multidimensional Play Therapy.

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&NA;, &NA;. "MEDIATED LEARNING EXPERIENCES CONFERENCE." Infants & Young Children 3, no. 1 (1990): 79. http://dx.doi.org/10.1097/00001163-199007000-00011.

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Leng Chua, Bee, Oon-Seng Tan, and Paulina Sock Wah Chng. "Mediated Learning Experience: Questions to Enhance Cognitive Development of Young Children." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 178–92. http://dx.doi.org/10.1891/1945-8959.16.2.178.

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Mediated learning experience (MLE) stresses that the quality of interaction between the child and the environment via a human mediator plays a pivotal role in the cognitive development of the individual. Feuerstein’s theory of structural cognitive modifiability posited that humans have the propensity to change the structure of their cognitive functioning. Therefore, teachers and practitioners can intervene early during early childhood to potentially enhance cognition functions of young children, which will prepare them for successful adaptation to the rapidly changing environment. This article rides on the theoretical underpinnings of Feuerstein’s theory of MLE to elaborate appropriate use of questions to enhance cognitive development during early childhood. Essentially, appropriate conditions foster the mediation of intentionality and reciprocity, meaning, and transcendence, the three parameters necessary for mediated interaction to take place and questions are used to mediate the parameters as we scaffold through teacher–student interactions.

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Paour, Jean Louis. "Piagetian constructivism and the concept of mediated learning experience." European Journal of Psychology of Education 5, no. 2 (1990): 177–90. http://dx.doi.org/10.1007/bf03172681.

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Shen, Pei-Di, and Chia-Wen Tsai. "Improving Undergraduates’ Experience of Online Learning and Involvement." International Journal of Enterprise Information Systems 9, no. 3 (2013): 100–112. http://dx.doi.org/10.4018/jeis.2013070105.

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As educators and teachers pay more attention to the applications of educational technologies and websites to help students achieve satisfactory learning outcomes, it is necessary to develop effective teaching methods integrated with technologies for both teachers and students. This study involved 96 undergraduates from two class sections in an experiment wherein the first class received the interventions of web-mediated Self-regulated Learning (SRL) and Collaborative Learning (CL) (Case 1), while the second one served as the control group (Case 2). The results of this study show that Case 1 students had a better experience of course learning and more positive attitudes toward the interventions of web-mediated SRL and CL than those in Case 2. In addition, Case 1 students’ involvement in learning in the web-mediated learning environments (5.0002) was also higher than those in Case 2 (4.7813), though insignificantly. Implications for teachers and schools are also provided in this paper.

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Sullivan, Kevin, Kevin Marshall, and Brendan Tangney. "Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop." Journal of Information Technology Education: Innovations in Practice 14 (2015): 063–83. http://dx.doi.org/10.28945/2176.

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This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the opportunity and examines the support they require, their motivation levels, and if they actually learn curriculum content using this approach. An exploratory case study methodology was used, and the findings suggest that students want varied learning experiences that include many of the elements which would fall under the heading of 21st century learning, that with some support and encouragement they can create innovative learning experiences for their peers, and that they can learn curriculum content from the process.

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Lebeer, Jo. "Conductive education and the mediated learning experience theory of Feuerstein." European Journal of Special Needs Education 10, no. 2 (1995): 124–37. http://dx.doi.org/10.1080/0885625950100203.

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Isman, Esther B., and David Tzuriel. "The mediated learning experience (MLE) in a three generational perspective." British Journal of Developmental Psychology 26, no. 4 (2008): 545–60. http://dx.doi.org/10.1348/026151007x269786.

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Kaufman, Ruth. "The Process of Experiencing Mediated Learning as a Result of Peer Collaboration Between Young Adults With Severe Learning Difficulties." Journal of Cognitive Education and Psychology 5, no. 2 (2005): 215–16. http://dx.doi.org/10.1891/194589505787382540.

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Mediated learning is an interpersonal experience in which the mediator’s role is to develop in the mediatee functions essential for learning. The mediator focuses on the mediatee while identifying, analyzing, formulating, and solving problems related to everyday life and formal education frameworks. This study was focused upon the mediators, their experience in mediated learning, and the development of mediational abilities and cognitive functions as a result of social goals.Mediation was carried out in pairs and in a group format. The group was composed of low-functioning young adults suffering from severe learning problems. They acted in pairs, using a peer mediating activity, and also worked in the group to replicate their actions as well as to study the theory of mediated learning, its procedure, and its activities. The tasks were taken from Feuerstein’s cognitive intervention program, Instrumental Enrichment.Such a framework allowed me to identify and capture different aspects of students’ cognitive functioning as well as their inter- and intrapersonal mediation. Each student had to play different roles, sometimes acting as mediator to another member of the group, and thus focusing on his/her difficulties and needs, and at other times being a mediatee and receiving mediation from another group member. In addition, each student participated in the whole group activity reflecting upon, analyzing, and evaluating his/her own and his/her peer’s actions as well as those of others in the group. All this promoted strong experience in mediated learning, in different distances and modalities. Three different instruments were developed as a means of data collection and analysis: the mediation circular profile, the structural hierarchy of deficient cognitive functions map, and the process analysis flow chart.The study unfolded as a microdevelopmental process with students starting at a very low level of cognitive functioning and mediational ability and gradually progressing toward quite sophisticated methods of interaction, mediation, and problem solving. In the course of such microevolution, each group member developed his/her own position and role within the group and in the group activities.The findings support the theory of Structural Cognitive Modifiability while showing that even low-functioning people, who usually play the role of mediatee, can be mediators. By mediating to other people, they improve their own cognitive functioning, abstract level of thinking, and social and communication skills.

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Emmanouil, Skordialos, and Baralis Georgios. "Mediated learning experience and its role in teaching fractions to pupils with learning difficulties." International Journal of Learning and Teaching 10, no. 2 (2018): 158–65. http://dx.doi.org/10.18844/ijlt.v10i2.3410.

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AbstractThis research focuses on studying the effect of mediated learning experience in children with learning difficulties in terms of deeper understanding of mathematical concepts. The main objective of the mediation method is to improve the cognitive skills of the participants through its close mediator–children interaction. This paper analysed the term ‘knowledge’ and how it is often interpreted mistakenly by many teachers. In the survey participated 10 pupils with learning disabilities, aged 10, who attended the fifth class of primary school in Athens, Greece. Here, the action research methodology was used because the researcher took the role of mediator and worked with the students to explore the fractions. Research findings show that mathematical concepts are easier and deeper understood through practical activities and active participation of all members of the class. The mathematical abilities of children with learning difficulties and their self-confidence towards lesson have been boosted during the survey to a remarkable extent.

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Elyakim, Nitzan, Iris Reychav, Baruch Offir, and Roger McHaney. "Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices." Journal of Educational Computing Research 57, no. 1 (2017): 131–69. http://dx.doi.org/10.1177/0735633117746169.

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The current study demonstrates how blended learning using location-based mobile-learning experiences can be improved when student preparation is enhanced with techniques informed by the theory of Mediated Learning Experience (MLE). Our experiment used a sample of 216 junior-high students within the context of school field trips. Tablet computers were custom configured to implement mobile learning with an application dispensing both contextual content and field navigation assignments. A control group prepped for the field trips used traditional information and discussion while an experimental group prepped based on the principles of MLE. Following the experience, students’ subjective perceptions of transactional distance were examined. The findings suggested that those prepared with MLE principles experienced lower transactional distances and, hence, a better outcome. Additionally, gender and thinking style differences were found, highlighting the need to further adapt flexible teaching approaches in mobile-learning environments. Overall, the findings carry significant implications for pedagogic and technological aspects of implementing mobile technologies in education.

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Ganesan, Nanda. "A Multifaceted Approach to Technology Mediated Learning." Journal of Educational Technology Systems 31, no. 2 (2002): 157–76. http://dx.doi.org/10.2190/e71p-y12l-a52g-tvdm.

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A multifaceted approach to Technology Mediated Learning (TML) implemented in a number of courses in Information Technology is discussed in this article. The implementation involved the development and deployment of Websites and multimedia modules, and the experimental configuration of a cyber-lab. The process spanned several years. The experience gained with TML suggests that TML could be very effective in creating an effective and a flexible learning environment provided a combination of initiatives that complement one another is implemented. The technical and functional details of the TML model and its components are presented in this article along with a brief discussion of the merits of TML.

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Poissant, Hélène, and Judi Hirsch. "Using Mediated Teaching and Learning to Support Algebra Students with Learning Disabilities." Journal of Cognitive Education and Psychology 4, no. 1 (2004): 134–43. http://dx.doi.org/10.1891/194589504787382848.

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An approach to the teaching and learning of high school mathematics to special needs pupils, based on philosophies of Freire, Feuerstein, and Vygotsky, is described, as is the experience of two teachers who shared the teaching of a class. Learners were from minority ethnic communities that were characterized by poverty and unstable home situations. Major emphasis was placed on enhancing the learners’ self concepts as learners, their attitudes toward school learning, and their study and organizational skills.

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Tsay, Crystal Han-Huei, Alexander Kofinas, and Jing Luo. "Enhancing student learning experience with technology-mediated gamification: An empirical study." Computers & Education 121 (June 2018): 1–17. http://dx.doi.org/10.1016/j.compedu.2018.01.009.

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Kalliris, George, Maria Matsiola, Charalampos Dimoulas, and Andreas Veglis. "Emotional Aspects and Quality of Experience for Multifactor Evaluation of Audiovisual Content." International Journal of Monitoring and Surveillance Technologies Research 2, no. 4 (2014): 40–61. http://dx.doi.org/10.4018/ijmstr.2014100103.

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The present paper investigates multifactor audiovisual-content quality evaluation strategies, in mediated communication. The primary aims of the work are to identify, describe and model the mechanisms that the attributes of source content and its encoding properties influence the communication process and the involved emotional aspects in terms of Quality of Experience (QoE), information perception and understanding. Mediated learning constitutes a demanding thus suitable investigation case-study, where communication efficiency can be monitored with the use of applicable Quality of Learning (QoL) parameters, such as the learning outcome and its relation to the prior knowledge status. Real-world e-learning scenarios are utilized for sentiment analysis tests combined with QoE/QoL evaluation, using both subjective scores and perceptually-adapted metrics. This experimental research attempts to monitor communication efficiency and its relation to the quality and emotional impact of the mediated content, offering new insights in mediated learning and broader audiovisual communication services.

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Hadijah, Sitti, and Shalawati Shalawati. "A Video-Mediated EFL Learning: Highlighting Indonesian Students’ Voices." J-SHMIC : Journal of English for Academic 8, no. 2 (2021): 179–93. http://dx.doi.org/10.25299/jshmic.2021.vol8(2).7329.

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The emergence of videos as instructional media in the EFL learning contexts has provided meaningful values to learners’ learning experiences. There have been many studies investigated the effectiveness of the videos in EFL field. However, this study presents a gap in the literature regarding the acceptance of videos usages of Indonesian senior high school students who learn English as a foreign language. This study employed quantitative survey research by distributing a closed questionnaire to one hundred fifteen students from the tenth grade of a state senior high school. Overall, participants showed positive voices towards using videos to support their learning in terms of ease of use, learning opportunities, learning experience, and preferences. With regard to the actual use of videos in learning, most students spent at least 1-2 hours watching videos in and outside the classrooms. The availability of smartphones contributes significantly to ease video access. Moreover, social media networking, such as Youtube, Instagram, and WhatsApp, provides more video sources for the student. Amongst the video types enjoyed by the students, videos of interviews, tutorials, explanations, vlogs, profiles, and testimonials were their preferences.

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Feuerstein, Reuven, Mildred B. Hoffman, Yaacov Rand, Mogens R. Jensen, David Tzuriel, and David B. Hoffmann. "Learning to Learn: Mediated Learning Experiences and Instrumental Enrichment." Special Services in the Schools 3, no. 1-2 (1985): 49–82. http://dx.doi.org/10.1300/j008v03n01_05.

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Ahmadiantehrani, Somayeh, and Sarah E. London. "Bidirectional manipulation of mTOR signaling disrupts socially mediated vocal learning in juvenile songbirds." Proceedings of the National Academy of Sciences 114, no. 35 (2017): 9463–68. http://dx.doi.org/10.1073/pnas.1701829114.

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Early life experiences can have long-lasting behavioral consequences because they are encoded when the brain is most malleable. The mechanistic target of rapamycin (mTOR) signaling cascade modulates experience-dependent synaptic plasticity, among other processes. mTOR has been almost exclusively examined in adult rodent learning models, but may be especially important in organizing neural circuits required for developmental acquisition of meaningful complex behaviors. It is among the most commonly implicated factors in neurodevelopmental autism spectrum disorders (ASD), characterized, in part, by distinct social and communication phenotypes. Here, we investigated mTOR in juvenile zebra finch songbirds. Much as children learn language, young male zebra finches need to interact socially with an adult tutor to learn a meaningful song. The memory of the tutor’s song structure guides the juvenile’s own song, which it uses to communicate for the rest of its life. We hypothesized that mTOR is required for juveniles to learn song. To this end, we first discovered that hearing song activates mTOR signaling in a brain area required for tutor song memorization in males old enough to copy song but not in younger males or females, who cannot sing. We then showed that both inhibition and constitutive activation of mTOR during tutor experiences significantly diminished tutor song copying. Finally, we found that constitutive mTOR activation lowered a behavioral measure of the juvenile’s social engagement during tutor experiences, mirroring the relationship in humans. These studies therefore advance understanding about the effects of experience in the context of neurodevelopmental disorders and typical neural development.

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Stafeckis, Gatis, and Velta Lubkina. "ADULT LEARNING AND SOCIALIZATION PROCESSES: RTA EXPERIENCE." Education Reform: Education Content Research and Implementation Problems 1 (June 16, 2020): 56. http://dx.doi.org/10.17770/er2020.1.5193.

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ERASMUS+ Strategic Partnership project Adult Self-Learning: Supporting Autonomy in a Technology-Mediated Environment/ ASL (Ref. No. 2019-1-TR01-KA204-076875) co-funded by the Erasmus+ programme, Key Action 2: Cooperation for innovation and the exchange of good practices – Strategic Partnerships for adult education. The project aims at teaching learners to acquire new skills and competences using learning innovative practices and digital technologies as well as developing a functioning collaborative learning environment to help them identify skills gaps and needs and to collaborate locally and independently for joint capacity-building. The ASL project is expected to produce three main results corresponding to three primary European priorities:1. Supporting the setting up of, and access to, up skilling pathways (priority: adult lifelong learning);2. Improving and extending the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults (priority: social inclusion/further education opportunities);3. Open education and innovative practices in a digital era (priority: adults' professionalization/empowerment).

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Trofimovich, Pavel, and Larisa Turuševa. "Ethnic Identity and Second Language Learning." Annual Review of Applied Linguistics 35 (March 2015): 234–52. http://dx.doi.org/10.1017/s0267190514000166.

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ABSTRACTEthnic identity refers to the subjective experience embracing the feelings, experiences, and behaviors through which people position their membership in a single or multiple ethnic groups. The goal of this article is to integrate evidence from social psychology and applied linguistics, by focusing on the identity–language link from the perspective most relevant to second language (L2) development, namely, by considering how ethnic identity might be implicated in L2 learning. We first define and contextualize ethnic identity and its possible relationships to language. We then review recent empirical evidence for the link between ethnic identity and L2 measures, and we speculate on whether this link represents a bidirectional relationship whereby ethnic identity and language are interlocked through self-reinforcing processes and mediated through language users’ experience with language. We conclude by framing research on ethnic identity within sociocognitive views of L2 learning and describe several possible avenues for advancing this area of research.

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González, Hilda Leonor, Alberto Pardo Palencia, Luis Alfredo Umaña, Leonor Galindo, and Luz Adriana Villafrade M. "Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students." Advances in Physiology Education 32, no. 4 (2008): 312–16. http://dx.doi.org/10.1152/advan.00021.2007.

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Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience on meaningful learning during the cardiovascular module of a medical physiology course at Universidad Autónoma de Bucaramanga. This research was based on the ideas of David Ausubel (meaningful learning), Joseph Novak (concept maps), and Reuven Feuerstein (mediated learning experience). Students were randomly allocated to either an intervention group (mediated learning experience articulated with concept mapping) or a control group (traditional methodology). The intervention group constructed concept maps related to cardiovascular physiology and used them to solve problems related to this subject. The control group attended traditional discussion sessions and problem-solving sessions. All students were evaluated with two types of exams: problem-solving and multiple-choice exams. The intervention group performed significantly better on the problem-solving exams, but the difference was not significant in the multiple-choice exam. It was concluded that intervention promoted meaningful learning that allowed the students to transfer this knowledge to solve problems. The implemented strategy had a greater impact on the students who came into the study with the lowest cognitive competence, possibly because they were empowered by the intervention.

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Booth, Paul, Isabelle Guinmard, and Elizabeth Lloyd. "The perceptions of a situated learning experience mediated by novice teachers’ autonomy." EuroCALL Review 25, no. 1 (2017): 76. http://dx.doi.org/10.4995/eurocall.2017.7081.

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<p>With the development of online language learning comes a growing need for courses in language teaching to incorporate educational technologies into course content. The challenge this development poses is how to incorporate educational technologies in teacher education programmes to prepare teachers for online language teaching. This study explores the way in which an authentic environment of English online and at a distance is facilitated by novice teachers and how their perceptions of the experience influence their own autonomy. The article presents how novice teachers cope with the complexity of the design of online materials, their pedagogy and their expectations. Data were collected via semi-structured interviews and novice teachers’ own evaluations of the course. The study found the opportunities and challenges for novice teachers in materials design, more complex roles and course expectations as they self-direct themselves in terms of both their learning and pedagogical skills. These findings suggest that teachers’ perceptions of situated learning can be shaped by their own teacher autonomy.</p>

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Schur, Yaron, and Alex Kozulin. "Cognitive Aspects of Science Problem Solving: Two Mediated Learning Experience Based Programs." Journal of Cognitive Education and Psychology 7, no. 2 (2008): 266–87. http://dx.doi.org/10.1891/194589508787381818.

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Data generated by international science examinations such as TIMSS and PISA indicated that many students failed to solve science tasks not because of their lack of specific scientific knowledge, but because of poor general problem solving skills. The present study was triggered by the need to introduce middle-school students to strategies and techniques of working with unfamiliar material and using general symbolic tools. Feuerstein’s theory of Mediated Learning Experience and Vygotsky’s concept of psychological tools served as a theoretical basis for two intervention programs: The first program connected content-neutral cognitive tasks with TIMSS-like science tasks, while the second one offered students a new scientific experience Thinking Journey to the Moon. Middle-school students were pre- and posttested by TIMSS-like tasks that required minimal prior scientific knowledge. Both programs proved to be effective in improving students’ problem solving and the ability to justify their answers, though reflective ability continued to be weaker than problem solving. The relative importance of mediated learning experience vs. specific problem solving tasks is discussed.

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Lidz, Carol S., Lori Bond, and Lisa Dissinger. "Consistency of Mother-Child Interaction Using the Mediated Learning Experience (MLE) Scale." Special Services in the Schools 6, no. 1-2 (1991): 145–65. http://dx.doi.org/10.1300/j008v06n01_09.

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Skuy, Mervyn. "Cross cultural and Interdimensional Implications of Feuerstein's Construct of Mediated Learning Experience." School Psychology International 18, no. 2 (1997): 119–35. http://dx.doi.org/10.1177/0143034397182002.

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Cross, Michael, and Devika Naidoo. "Race, Diversity Pedagogy: Mediated Learning Experience for Transforming Racist Habitus and Predispositions." Review of Education, Pedagogy, and Cultural Studies 34, no. 5 (2012): 227–44. http://dx.doi.org/10.1080/10714413.2012.735558.

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Kozulin, Alex, and Barbara Z. Presseisen. "Mediated learning experience and psychological tools: Vygotsky's and Feuerstein's perspectives in a study of student learning." Educational Psychologist 30, no. 2 (1995): 67–75. http://dx.doi.org/10.1207/s15326985ep3002_3.

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Tsai, Chia-Wen, Pei-Di Shen, I.-Chun Chiang, Wen-Yu Chen, and Yi-Fen Chen. "Exploring the effects of web-mediated socially-shared regulation of learning and experience-based learning on improving students’ learning." Interactive Learning Environments 26, no. 6 (2017): 815–26. http://dx.doi.org/10.1080/10494820.2017.1415940.

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Chen, Zi, Scott Solberg, and Ai Ye. "Chinese Youth Career Adaptability: Contextual Influences and Pathways to Positive Youth Development." Youth & Society 52, no. 6 (2018): 934–59. http://dx.doi.org/10.1177/0044118x18784058.

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The present study investigated the mediating role of career adaptability in the relationship between youth-perceived contextual support and positive youth development on the basis of a survey of 1,047 students in 10th to 12th grades. Measurement model analysis revealed that career search self-efficacy (CSSE), goal capacity, academic self-efficacy, and intrinsic motivation all fit within a latent construct representing career adaptability. Subsequently, structural model analysis revealed that career adaptability fully mediates the relationship between contextual factors and positive youth development. In addition, these analyses identified eight specific indirect pathways: CSSE and goal capacity fully mediated the relationship between quality learning experience/social connection and decision-making readiness; CSSE and academic self-efficacy partially mediated the relationship between social connection and stress management, and they also acted as suppressor in the relationship between quality learning experiences and stress management. These findings establish notable implications for career counseling and intervention practices that are discussed in closing.

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Tickoo, Asha. "An emergent English-mediated identity and a Chinese variety of WE." Pragmatics and Society 11, no. 1 (2020): 70–95. http://dx.doi.org/10.1075/ps.17023.tic.

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Abstract This paper will document an English-learning influenced transformation of self, as a shared experience amongst a community of its Chinese users. The study examines 84 English narratives on the English language learning (ELL) experience of undergraduate L1 speakers of Mandarin at three proficiency levels: Year II, Year III and Year IV. Identity, expressed in learners’ positioning on ELL, is assessed in its explicit, propositionally represented form, and its linguistically marked implicit counterpart. Implicit positioning is examined at the macro-discoursal level by acknowledging the choice of the narrative configuration, and therefore the perceptual mould, adopted for the capture of the ELL experience. It is also assessed at the micro-discoursal, sentential level in (1) the registered sense of agency over the learning, (2) the assumed responsibility for statements about the learning, and (3) the character of definition given to the learning. The cross-proficiency level assessment will show that overt and implicit positioning are in consonance in capturing a gradual adoption of an English-mediated access to the world, with resulting altered affiliations, affinities, and sense of being. The study traces the emergence of a Chinese community uniquely defined, in its own perception, by the use of the English language; hence its significance to the World Englishes enterprise.

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Tammaro, R., A. D’Alessio, A. Petolicchio, and S. Solco. "The Assessment of Learning Mediated through an IWB." International Journal of Digital Literacy and Digital Competence 4, no. 2 (2013): 35–47. http://dx.doi.org/10.4018/jdldc.2013040104.

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The most recent studies have shown that the introduction of technology in schools is not a factor that improves student achievement unless other context factors related to teaching methods and the teachers who use them are present. This paper aims to illustrate and consider the results of an action research project, carried out by the team of the University of Salerno in 2011/2012, on the “Assessment of learning mediated through an IWB”. The theme of this work concerns the relationship between the learning mediated through an IWB and the evaluation methods. Starting from a specific experience and considering the link with the theme of motivation, the use of an IWB that leads to perception of effective interventions of the teachers involved in the project has been presented. This empirical approach may constitute the first step towards assessing the use of an IWB. The conclusions of the research action will constitute a chance to reflect on the validity and appropriateness of doing tests with an IWB.

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Lidz, Carol S. "Mediated Learning Experience (MLE) as a Basis for an Alternative Approach to Assessment." School Psychology International 23, no. 1 (2002): 68–84. http://dx.doi.org/10.1177/0143034302023001731.

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Fraughton, Tamra B., Carol Sansone, Jonathan Butner, and Joseph Zachary. "Interest and Performance When Learning Online." International Journal of Cyber Behavior, Psychology and Learning 1, no. 2 (2011): 1–15. http://dx.doi.org/10.4018/ijcbpl.2011040101.

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As part of the Regulating Motivation and Performance Online Project (RMAPO), students completing an online HTML programming lesson demonstrated higher quiz scores and greater post-lesson interest when initially provided information about how the skills could be used (personal or organizational applications). These effects were mediated by higher levels of engagement with optional examples and exercises during the lesson. This paper examines whether the benefit from adding utility value information was limited to students with no prior experience creating web pages. Results show that, regardless of prior experience, the added information was associated with higher engagement levels, which were associated with higher lesson interest and quiz scores. Because prior experience was related to lower engagement levels overall, results suggest that experience had an indirect negative effect on motivation and performance outcomes that was offset by enhanced engagement when value was added. Implications for the Self-Regulation of Motivation Model (SRM) and online instructors are discussed.

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Arancibia-Herrera, Marcelo, Iván Oliva-Figueroa, and Francisco Paiva-Cornejo. "Meaning processes mediated through a protagonists’ collaborative learning platform." Comunicar 21, no. 42 (2014): 75–85. http://dx.doi.org/10.3916/c42-2014-07.

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The use of Information and Communication Technologies (ICT) in the classroom requires the creation of contextualized proposals which foster in students collaboration and the use of resources to hand. This paper shows the results obtained in the analysis of the signification process which teachers and students have built through their participation in a project implementing collaborative didactic designs using ICT, in particular social networking. Focus groups were formed with 102 students and interviews with 21 teachers took place in two stages (pre- and post-), and they participated in 21 learning experiences developed at 12 schools in southern Chile. Main results reveal a positive assessment of the experience related to the motivational effects of the use of ICT and social networking among students; a considerable change in the didactic interaction inside the classroom; an interest in the possibility of collaborating with students from different contexts and from different regions; a lack of knowledge of the Web 2.0 resources available on the part of teachers, and some negative considerations on the inappropriate use of the Internet. In conclusion, the meaning-creation process of the protagonists enabled this study to gain relevant qualitative information related to didactic, technological and logistic factors in the development of learning experiences through a virtual learning platform. El uso de tecnologías de la comunicación (TIC) en el aula escolar requiere la creación de propuestas contextualizadas que fomenten la colaboración y el uso de recursos cercanos a los estudiantes. El presente artículo muestra los resultados asociados a los procesos de significación, que profesores y estudiantes construyeron desde su participación en un proyecto en el que se implementaron diseños didácticos colaborativos con uso de TIC, en particular de redes sociales. Se efectuaron grupos focales con 102 estudiantes y entrevistas en profundidad a 21 profesores, en dos momentos (pre y post), quienes participaron de 21 experiencias didácticas ejecutadas en 12 colegios en el sur austral de Chile. Los principales resultados revelan que existe una alta valoración de la experiencia vinculada principalmente a los efectos motivadores que provocan las tecnologías y redes sociales en los estudiantes, el cambio en la interacción didáctica al interior de las aulas, el interés ante la posibilidad de colaborar con estudiantes de otros contextos escolares geográficamente distantes, el desconocimiento, por parte de profesores, de los recursos de la Web 2.0 y aprensiones ante el uso indebido de los recursos que provee Internet. En conclusión, la investigación permitió levantar desde los procesos de significación de sus protagonistas, información cualitativa relevante en torno a las implicancias didácticas, tecnológicas y logísticas de la ejecución de experiencias de aprendizaje colaborativo mediadas por una plataforma virtual de aprendizaje.

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M. N. Duka, Christiana F. Dharmastuti, Syarief Darmoyo, R. A. Gunawan,. "Business Simulation, Student Competency, And Learning Outcomes." Jurnal Manajemen 25, no. 1 (2021): 160. http://dx.doi.org/10.24912/jm.v25i1.709.

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The shifting paradigm in the learning process changes with technological advances and the internet. The learning process is through conventional classes with teacher center learning and is changing towards student center and experiential learning. Unika Atma Jaya's management program develops learning using IT platforms for business simulations to train students' way of thinking about business processes within the company virtually. This study wants to examine how a business simulation class student's experience impacts student business competency and learning outcomes in learning Business Simulation. The results showed that student experience through perceived usefulness and perceived enjoyment affected learning outcomes mediated by student business competency.

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Lammert, Catherine. "Preservice Literacy Teachers “Bringing Hope Back” Through Practice-Based Research." Literacy Research: Theory, Method, and Practice 69, no. 1 (2020): 230–47. http://dx.doi.org/10.1177/2381336920937263.

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This descriptive case study explored literacy preservice teachers’ (PTs) learning for the use of practice-based research and the impact of research experiences on their literacy teaching. This project spanned two courses and two contexts: a learning and development course focused on PTs’ stance as inquirers, activists, and practice-based researchers, with work in a field placement classroom, and a reading methods course, focused on literacy teaching through inquiry and activism, with a mediated literacy mentoring experience. The researcher employed framings of communities of practice and transformative activism in analyzing PTs’ identity development as researchers, identifying resources and design features that supported PTs’ learning, and understanding connections between PTs’ stances as inquirers and use of inquiry as literacy curriculum. Findings indicate the ongoing identity development PTs experienced as they used practice-based research to envision and enact transformative possibilities in literacy teaching.

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Lyles, Marjorie, Dan Li, and Haifeng Yan. "Chinese Outward Foreign Direct Investment Performance: The Role of Learning." Management and Organization Review 10, no. 3 (2014): 411–37. http://dx.doi.org/10.1017/s1740877600004381.

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AbstractWe define the ‘Chinese way’ of internationalization as oriented toward experimental learning, in contrast to traditional internationalization models, such as the Uppsala model. Analyses of survey data of private Chinese firms that have made outward foreign direct investments (OFDI) show that only 50 percent follow the Uppsala model in which firms follow a staged approach. The other 50 percent follow more risky explorative OFDI approaches in which the firms learn on the ground experimentally from their OFDI. We further investigate how the founders’ congenital learning, firms’ inward international experience, potential absorptive capabilities, and motivations to learn, influence OFDI performance and how learning outcomes mediate these relationships. We show that the relationship between the firm’s potential absorptive capacity and its OFDI performance is fully mediated by what the firm learned from the OFDI project. Also the firm’s motivation to learn directly affects performance and is partially mediated by what the firm has learned.

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Choi, Leejin, and Sunjoo Chung. "Navigating Online Language Teaching in Uncertain Times: Challenges and Strategies of EFL Educators in Creating a Sustainable Technology-Mediated Language Learning Environment." Sustainability 13, no. 14 (2021): 7664. http://dx.doi.org/10.3390/su13147664.

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With the spread of COVID-19 worldwide, teaching and learning have occurred remotely and on digital platforms. An abrupt transition to online education, however, has posited unprecedented challenges for educators, who have been forced to adjust to remote learning with little to no time to prepare. Focusing on the case of an English language program in South Korea, this case study examines the challenges and strategies that were emerging in the crisis-prompted online language learning and teaching context. In particular, this case study focuses on investigating what types of strategies English as-a foreign language (EFL) instructors with little prior experience teaching online used to create a sustainable and authentic technology-mediated language learning environment, and how they motivated language learners to actively participate in sustainable language development and use. Findings provide educators and administrators who have little to no experience teaching online with practical suggestions and ideas to consider. They can use these concepts to adapt their lesson plans to online platforms and design and deliver high-quality lessons that ensure students feel connected to their learning process and have sustainable language learning experiences.

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Pahlevi, Muhammad Reza. "Student-Teachers’ Engagement in Mediated Writing Feedback: Narrative Inquiry." Journal of English Language Teaching and Linguistics 5, no. 3 (2020): 321. http://dx.doi.org/10.21462/jeltl.v5i3.439.

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<em>Advance of technology brings about different ways in language learning and teaching. Indeed, mediated writing feedback has been adopted and demanded in language assessment. However, little is known on how students’ engagement in mediated writing feedback. This present study explores students’ engagement in mediated writing feedback. Narrative inquiry design was used to reveal students’ experience and reflection of mediated writing feedback. Three student-teachers involved in this study. They assigned as they meet requirement in this study. They were in thesis writing. Semi-structured interview used to reveal students’ learning experience in receiving mediated writing feedback. Students’ writing work used in this study as well. The obtained data were analyzed by thematic analysis. They also interpreted by theories lenses. The findings illustrated that mediated writing feedback stimulates students learn to write actively (behavior engagement), assists students learn to write (cognitive engagement), and have a balance emotion (emotional engagement.)</em>

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Otsuka, Keita, Kazuhiko Nakamura, Yasukazu Hama, and Kaoru Saito. "The Creation of Learning Scales for Environmental Education Based on Existing Conceptions of Learning." Sustainability 10, no. 11 (2018): 4168. http://dx.doi.org/10.3390/su10114168.

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So far, evaluation of environmental learning has evaluated only single points in time; however, accumulated learning experiences should have greater effect on learning and on environmental problems. We investigate conceptions of learning and the accumulated educational experiences they reflect in the context of environmental education, which has a unique position in education systems. We developed and conducted a systematic survey in order to create a learning scale for environmental education conceptions; participants were Japanese high school students (N = 771). Analysis found that students’ conceptions of learning consist of six orientations: (1) Environmental Recognition/Conservation Responsibility Orientation, (2) Thought Expansion/Fulfillment, (3) Certainty/Applicability Orientation, (4) Teacher-Dependent Orientation, (5) Experience-Based Physical Activity Orientation, and (6) Duty-Adjusted Orientation. Factors (1), (2), and (5), above, are considered unique to environmental learning. Factor (1) reflects the societal content of environmental conservation, which is a criterion for evaluating environmental learning. In contrast, Factors (3), (4), and (6) are general educational factors mediated by elements such as academic achievement. The scale obtained from this research will help determine learners’ views of and degree of interest in environmental learning.

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Libby, Andrew E., Bryce Jones, and Moshe Levi. "Learning the ABCs of ATP release." Journal of Biological Chemistry 295, no. 16 (2020): 5204–5. http://dx.doi.org/10.1074/jbc.h120.013321.

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ATP plays important roles outside the cell, but the mechanism by which it is arrives in the extracellular environment is not clear. Dunn et al. now show that decreases in cellular cholesterol levels mediated by the ABCG1 transporter increase ATP release by volume-regulated anion channels under hypotonic conditions. Importantly, these results may imply that cells that handle cholesterol differently might experience differential extracellular ATP release during hypotonicity.

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Bolton, Jan. "Technologically mediated composition learning: Josh's story." British Journal of Music Education 25, no. 1 (2008): 41–55. http://dx.doi.org/10.1017/s0265051707007711.

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An innovative ICT project called Compose has been implemented in some New Zealand primary schools in an effort to counteract the lack of classroom composition opportunities. Compose combines the use of music software and online learning with attempts to address barriers to primary classroom composition. This article illustrates, through personal narrative, how Compose made successful composition experiences possible for a student in a classroom where no such opportunities had previously existed. The project led to the student acquiring compositional skill and knowledge and a positive music self-concept. Though it is not possible to generalise from a single case study, the findings indicate that Compose could offer a potentially viable way to increase classroom composition learning opportunities.

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Marinache, Claudia Veronica. "The perceptual mediated learning program for the blind children." Studia Doctoralia 1, no. 1-2 (2018): 130–41. http://dx.doi.org/10.47040/sd/sdpsych.v1i1-2.9.

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Tactile exploration is very important for the blind children and the development of the tactile sensitivity must begin from preschool period and must be realized step by step during a long period of time. As a therapist I was interested in training and developing the tactile perception regarding spatial relations in blind children. As a result I created The Perceptual Mediated Leaming Program in order to stimulate tactile sensitivity from preschool to the fourth grade. The Mediated Leaming Experience (MLE) was introduced by the theory's author of the cognitive structural modifiability, Reuven Feuerstein. This concept (MLE) underlies my program. The Perceptual Mediated Learning Program uses the dots and lines and their combinations and consists of the different sections: the dot, the group of the 6 dots, the line, the angle, the shapes, the draws with lines and shapes. Tactile exercises are graduated as difficulty. The program allows to find out how important the early education and preschool stimulation are for the development of the tactile sensitivity in blind children and their preparation for school, for Braille reading and writing.

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Marinache, Claudia Veronica. "The perceptual mediated learning program for the blind children." Studia Doctoralia 1, no. 1-2 (2012): 130–41. http://dx.doi.org/10.47040/sd0000008.

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Riel, Margaret. "Cross-Classroom Collaboration in Global Learning Circles." Sociological Review 42, no. 1_suppl (1994): 219–42. http://dx.doi.org/10.1111/j.1467-954x.1994.tb03418.x.

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Computer-mediated-communication makes it possible for teachers and students to work cooperatively with their peers around the world. This process helps students realize the diversity of world views and the role of language in organizing experience. It provides for teachers an extensive educational resource. This chapter describes one form of network learning—cross-classroom collaboration and a specific model for accomplishing this activity—Learning Circles.

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Raja Zainal Hassan, Raja Rodziah, Nor Azlili Hassan, Iza Sharina Sallehuddin, and Nik Norazira Abdul Aziz. "FACEBOOK FOR INTERCULTURAL COMMUNICATION: THE FOREIGN STUDENTS’ EXPERIENCE." Journal International Studies 16 (December 30, 2020): 25–37. http://dx.doi.org/10.32890/jis2020.16.2.

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Computer-mediated communication is an integral part of how people communicate in today’s modern society. The impact of social media on intercultural competency is a new territory that is beginning to interest scholars and researchers. Part and parcel of a foreign university student’s experience in a host country are managing cultural differences. Understanding how foreign university students use computer-mediated communication will provide insights into the impacts of social media (Facebook) on intercultural learning experiences. The aims of this study are: 1) to analyse the experience of foreign university students in using Facebook to communicate with their local peers 2) to examine Facebook usage pattern(s) among foreign university students in Malaysia, and; 3) to determine the level of intercultural competency among foreign university students in Malaysia. The study employs the Intercultural Sensitivity Scale (ISS) developed by Chen and Starosta (2000) in analysing how foreign university students in Malaysia use Facebook as part of a platform in learning and coping with cultural differences. This study analyses data from a survey of 210 foreign university students in Klang Valley, Malaysia. The findings from this study illustrated that the majority of foreign university students enjoy communicating with their local peers who are from different cultures using Facebook. The findings highlight that foreign university students are confident when communicating with their local friends and they are culturally competent. This is examined from the online interactions with their local peers and the Facebook usage pattern developed from their experience.

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Parke, Karl, Nicola Marsden, and Cornelia Connolly. "Lay Theories Regarding Computer-Mediated Communication in Remote Collaboration." Open Praxis 9, no. 1 (2017): 17. http://dx.doi.org/10.5944/openpraxis.9.1.502.

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Computer-mediated communication and remote collaboration has become an unexceptional norm as an educational modality for distance and open education, therefore the need to research and analyze students' online learning experience is necessary. This paper seeks to examine the assumptions and expectations held by students in regard to computer-mediated communication and how their lay theories developed and changed within the context of their practical experiences in conducting a remote collaborative project, through computer-mediated communication. We conducted a qualitative content analysis of students' final reports from an inter-institutional online course on computer-mediated communication and remote collaboration. The results show that students’ assumptions were altered and indicate the strong benefits of teaching how to collaborate remotely, especially if a blended approach of theory and practical application are combined.

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