Relevant bibliographies by topics / Extrinsic barriers to learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Extrinsic barriers to learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Extrinsic barriers to learning"

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Rabin, Eyal, Maartje Henderikx, Yoram, M. Kalman, and Marco Kalz. "What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation." Australasian Journal of Educational Technology 36, no. 3 (June 29, 2020): 119–31. http://dx.doi.org/10.14742/ajet.5919.

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Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants´ age, gender, level of self-efficacy, motivation, self-regulated learning skills and the intention to complete the course were used as predictors of those barriers to satisfaction. The barrier lack of interestingness/relevance was predicted by the self-regulation indices of self-evaluation, study-strategy and help-seeking. The barrier lack of time/bad planning was predicted by the self-regulation indices of goal setting, time management and study strategy and by the age of the respondent. The barrier lack of knowledge/technical problem was predicted by the level of self-efficacy, extrinsic motivation and the self-regulation index of time management, as well as by the behavioural intention to complete the course. Furthermore, an index averaging the extent of the barriers was predicted by the self-regulation indices of goal setting and study strategy, the level of self-efficacy and the level of extrinsic motivation. Theoretical and practical implications are discussed in order to help MOOC participants, instructors and designers to enhance learner satisfaction.
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Nguyen, Hong-Thu Thi. "Boosting Motivation to Help Students to Overcome Online Learning Barriers in Covid-19 Pandemic: A Case study." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 10 (May 25, 2021): 4. http://dx.doi.org/10.3991/ijim.v15i10.20319.

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<p>In response to a public health emergency of COVID-19 pandemic, changing learning and teaching from face to face mode to online one is determined to be imperative. The fact that classrooms were temporarily prevented from continuing did not mean that learning and teaching were suspended. It was going on in a new approach supported by technology, which challenges students and teachers with various barriers. The paper explored the correlation between online learning barriers and motivations, whether the motivation-boosting strategies could help students overcome challenges in online learning duration and had any impact on students’ academic achievement or not. A quasi-experimental research was applied for 288 third-year students of law joining the second criminal law course at a university in Viet Nam. The experiment was conducted with the assistance of LMS, Microsoft Team, Skype and Zoom, along with Socrative, Kahoot and Social networks. The findings revealed that the extrinsic barriers had more impact on motivation than intrinsic ones; extrinsic barriers had high impact on the motivation and the learning results of students compared to the traditional learning method. The data also expressed that the motivation-boosting activities in the online learning process led positive changes in students’ learning motivation and academic achievement.<strong></strong></p>
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Harris, Brigitte, Kwan Fan Cheng, and Charlotte Gorley. "Benefits and Barriers." Journal of Workplace Learning 27, no. 3 (April 13, 2015): 193–206. http://dx.doi.org/10.1108/jwl-07-2014-0053.

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Purpose – This study aims to describe the design of a provincial government ministry group mentoring program and examine mentees’ and mentors’ experiences in the program. Design/methodology/approach – A total of 151 mentees rated their satisfaction in a post-program survey. The survey was followed by in-depth, semi-structured interviews with 10 mentees and 11 mentors. Findings – In all, 87 per cent of mentees rated their learning as effective. Benefits to mentees were relevance of the learning, and senior leader/mentors use of current issues, events and personal stories. Delivery through a combination of Web conferencing and collaboration technologies was most effective. Mentors learned from mentees and other mentors. Regular and full mentee participation was an identified issue. In addition, not all mentoring teams worked well together. Research limitations/implications – The selection criteria favored participants who had a positive experience. Including more participants who were disengaged or less active may have revealed what inhibited full engagement. Complex underlying systemic and cultural issues negatively affected mentee participation and mentoring team effectiveness. It is unclear whether this was caused by intrinsic or extrinsic barriers. Further study could shed light on how to address participation issues. Practical implications – Selection criteria favored highly active participants who had a positive experience. Including more disengaged or less active participants may have revealed barriers to full engagement. Social implications – Despite a context of extreme organizational churn, this program delivered cost-effective and engaging learning to a large number of employees. Recommendations are made to further strengthen the program. Originality/value – This contextually grounded case study will be useful to those who plan to implement a group mentoring program.
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Nguyen, Thuy, Sara Pavitt, Courtney Wusthoff, and Caroline Rassbach. "Breaking a Cycle of Dependence to Improve Neurology Education: A Qualitative Study Exploring Pediatric Residents’ Perspectives." Clinical Pediatrics 58, no. 11-12 (August 27, 2019): 1158–65. http://dx.doi.org/10.1177/0009922819870557.

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Objective. To understand pediatric residents’ experiences and attitudes toward learning neurology; and to identify facilitators and barriers to learning neurology during residency. Study Design. Qualitative study using focus groups of pediatric residents at Stanford during November 2017. Focus groups were audio-recorded and transcribed verbatim. Investigators independently coded the transcripts and reconciled codes to develop themes using constant comparison associated with grounded theory. Results. Eighteen pediatric residents participated in 3 focus groups. Four themes emerged: (1) residents feel unprepared and uncomfortable; (2) intrinsic and extrinsic factors contribute to residents’ dependence on neurologists; (3) residents desire more teaching; and (4) residents are motivated to overcome their dependence on neurologists and optimize their learning. Conclusion. Pediatric residents are motivated to acquire more skills to assess and manage patients with neurological conditions. They recognize key factors that contribute to a cycle of dependence that impedes their learning and offer strategies to overcome these barriers.
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Hellerstein, Devora, Tina Waldman, Hanne Juel Solomon, and Michal Arnon. "When Students Can Choose: Online Self-Study or In-College Learning of English for Academic Purposes." World Journal of English Language 10, no. 2 (July 22, 2020): 25. http://dx.doi.org/10.5430/wjel.v10n2p25.

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This study aimed to better understand what motivations drive students to select a self-study massive open online course (MOOC) or an in-college course with an instructor. The students were enrolled in one of three level courses of English for Academic Purposes (EAP), which was an accredited course required for the completion of their Bachelor's Degree, at three teacher education colleges in Israel. The study applied a mainly quantitative data collection method, with a qualitative component. The researchers distributed a survey to 236 students studying in one of the two conditions. They compared survey results between the two groups to examine student background, motivations, and perceptions in relation to choice of preferred learning style. Findings indicated that demographic factors had little effect on the students’ choice. In terms of student motivations, while some differences were found between the two groups in learning preferences, the greatest motivations for selecting a MOOC were extrinsic, with more students driven by financial and time constraints rather than a preference for autonomous learning. The perceptions of students who chose a MOOC indicated low learner readiness to study independently and, as such, a higher risk of not passing the required course. Despite claims that MOOCs represent the democratization of education – providing access to all, regardless of age, gender, financial resources, or other barriers, our findings reveal inequality between students learning English for Academic Purposes in higher education based primarily on financial resources.
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Stewart, Heather, Deborah Wisby, and Hazel Roddam. "Physiotherapists’ reported attitudes to and perceived influences on their continuing professional development: results of an online questionnaire." International Journal of Therapy and Rehabilitation 27, no. 4 (April 2, 2020): 1–13. http://dx.doi.org/10.12968/ijtr.2018.0114.

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Background/aims Intrinsic and extrinsic factors influence physiotherapists’ participation in continuing professional development. A number of benefits of and barriers to participation in continuing professional development are identified in the literature, but relatively little is known about factors that influence attitudes towards continued learning. The aim of this study was to identify factors influencing UK physiotherapists’ attitudes towards continuing professional development, with a focus on career point and type of employment, in the context of motivational theories. Methods An online questionnaire consisting of Likert-style questions was used to collect data from UK physiotherapists. Nominal and ordinal data were analysed to determine differences between subgroups within the dataset. Results A total of 205 physiotherapists completed the online questionnaire. Physiotherapists were generally internally motivated towards continuing professional development, but attitudes were influenced by career point and whether physiotherapists worked in the NHS or in the private sector. External factors appeared to have a negative effect on motivation towards continuing professional development. Conclusion: Differences in attitudes at different points on the career path suggest that organisational structure may impede lifelong learning at some stages in career progression, while differences between those working privately and for the NHS may potentially reflect organisational differences between these types of employment.
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Roderick, Melissa, and Mimi Engel. "The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High-Stakes Testing." Educational Evaluation and Policy Analysis 23, no. 3 (September 2001): 197–227. http://dx.doi.org/10.3102/01623737023003197.

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Advocates of high-stakes testing argue that providing strong incentives for students to take learning more seriously will result in greater student effort and motivation. Opponents argue that these policies set up low-achieving students to fail, looking to research on motivation for evidence that extrinsic and negative incentives such as the threat of retention will undermine students' engagement in school. This article seeks to evaluate these claims by examining the responses of 102 low-achieving sixth- and eighth-grade students to Chicago's highly publicized effort to end social promotion. Does this policy lead students to work harder? If so, to what extent does hard work pay off? The majority of these students described increased work effort under the policy. They reported greater attention to class work, increased academic press and support from teachers, and more time spent studying outside school. These efforts were confirmed by teachers' reports. Students with high levels of work effort generally had greater-than-average learning gains and positive promotional outcomes. Approximately one third, however, showed little work effort despite a desire not to be retained. These students faced significantly larger skill gaps and barriers to learning both within and outside school than did their peers with high work effort. How teachers manage high-stakes testing policies—whether they create environments that make low-achieving students feel supported and efficacious in responding to new demands and whether they direct students' efforts in productive ways—has an important impact on student motivation and passing rates.
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Csizér, Kata, Edit H. Kontra, and Katalin Piniel. "An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of-hearing learners in Hungary." Studies in Second Language Learning and Teaching 5, no. 2 (January 1, 2015): 229–49. http://dx.doi.org/10.14746/ssllt.2015.5.2.3.

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In recent years increased attention has been given in applied linguistics to the learning processes of various groups of special needs (SN) students, especially to those whose achievement is impeded by dyslexia or other learning difficulties. However, students with sensory impairment, particularly those who are Deaf or severely hard of hearing (HOH), seem to have remained on the periphery of second language acquisition (SLA) research although they constitute a highly interesting group both from a linguistic as well as a cultural point of view. Since the best approach to understanding how this special minority handles foreign language learning is by first exploring their so-called individual differences, a nationwide research project was launched in Hungary to investigate students’ language learning beliefs, motivation, strategy use and motivated learning behavior. As part of that project, the present paper intends to detail how self-related concepts of hearing impaired students at eight different SN schools an be described. In order to gain an in-depth understanding, a mixed-method research design was employed. First, a barrier-free instrument was used to measure learner variables among 105 14-19-year-old Deaf and HOH learners. Then 31 individual interviews were conducted with selected students using maximum variety sampling. The quantitative data indicate that Deaf and HOH (D/HH) learners lack pronounced, well-developed and detailed future ideal L2 selves and corresponding visions to guide their learning. Another important finding is the paramount importance of language learning experience for our D/HH participants. Based on the analysis of the qualitative data, we can conclude that students’ language learning experiences are largely shaped by the choice of language used as the medium of education, the intensity and content of the English classes as well as how far students internalize extrinsic motives.
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Fontaine, Guillaume, Sylvie Cossette, Marie-Pierre Gagnon, Véronique Dubé, and José Côté. "Effectiveness of a Theory- and Web-Based Adaptive Implementation Intervention on Nurses’ and Nursing Students’ Intentions to Provide Brief Counseling: Protocol for a Randomized Controlled Trial." JMIR Research Protocols 9, no. 7 (July 31, 2020): e18894. http://dx.doi.org/10.2196/18894.

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Background Brief counseling can motivate patients to initiate health behavior change. However, increasing the provision of brief counseling by nurses is difficult due to contextual and practitioner-level factors impeding nurses’ motivation and intentions to provide brief counseling (eg, unfavorable attitude toward brief counseling, lack of perceived control linked to barriers). Theory-based implementation interventions could address these practitioner-level factors and support evidence-based practice in the context of brief counseling. Web-based, adaptive e-learning (electronic learning) programs are a novel type of implementation intervention that could address the limitations of current brief counseling training programs, such as accessibility and personalization. Objective This paper presents a study protocol for evaluating the effectiveness of the E_MOTIVA implementation intervention—a theory- and web-based adaptive e-learning program—to increase nurses’ and nursing students’ intentions to provide brief counseling for smoking, an unbalanced diet, and medication nonadherence. Methods A two-group, single-blind, randomized controlled trial will be conducted with nurses and nursing students enrolled in a Bachelor of Science in Nursing program in Quebec, Canada. Participants in the experimental group will be allocated to the E_MOTIVA intervention—a theory- and web-based adaptive e-learning program—while participants in the active control group will be allocated to the E_MOTIVB intervention, a knowledge- and web-based standardized e-learning program. The E_MOTIVA intervention was designed to influence the constructs of the Theory of Planned Behavior (eg, attitude, subjective norms, and perceived behavioral control) in the context of brief counseling. The Cognitive Load Index and User Engagement Scale will be used to assess participants’ cognitive load and engagement related to e-learning. Participants will complete the Brief Counseling Nursing Practices Questionnaire–Abridged Version at baseline and follow-up. All study measures will be completed online. Results The study is ongoing. The results of the study will provide answers to the primary hypothesis (H1) that experimental group participants will demonstrate a greater change in the score of intentions to provide brief counseling between baseline (–T1) and follow-up (T4). Secondary hypotheses include greater improvements in scores of attitude (H2), subjective norms (H3), perceived control (H4), behavioral beliefs (H5), normative beliefs (H6), and control beliefs (H7) regarding brief counseling in the experimental group between baseline and follow-up. We also anticipate lower intrinsic and extrinsic cognitive loads (H8, H9), higher germane cognitive load (H10), and higher engagement (H11, H12) in the experimental group. Conclusions This study will be among the first in evaluating a novel type of implementation intervention, a theory- and web-based adaptive e-learning program, in nurses and nursing students. This type of intervention has the potential to support evidence-based practice through accessible, personalized training in wide-ranging domains in nursing. Trial Registration ISRCTN Registry ISRCTN32603572; http://www.isrctn.com/ISRCTN32603572 International Registered Report Identifier (IRRID) PRR1-10.2196/18894
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Swatta, Kate. "Barriers to Learning." Aboriginal Child at School 16, no. 4 (September 1988): 48–52. http://dx.doi.org/10.1017/s0310582200015510.

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Dissertations / Theses on the topic "Extrinsic barriers to learning"

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Kruger, Johanna Aletta. "Die begeleidingsrol van ouers met kinders wat leerobstruksies ondervind / Johanna Aletta Kruger." Thesis, North-West University, 2003. http://hdl.handle.net/10394/7848.

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Every person (also the learner) has a need to fulfill his full potential. To be successful in fulfilling one's potential, the learner needs the accompaniment of an adult, as no person can reach selfactualisation without this accompaniment. The way in which the adult (parent) accompanies the learner, is of utmost importance. If the parent commits an educational error by not putting the educational essences into practice, it can lead to intrinsic barriers to learning, which manifests as learning problems, or specific educational needs, in a learner. Research was conducted to determine the accompaniment role of parents with children who experience barriers to learning, in Grade 4 - 7, in the Vanderbijlpark district. The aim was to determine the extent to which parents apply the educational essences to their children (learners) who experience barriers to learning. The main conclusion from the research is that the majority of parents do apply some of the educational essences. It is clear however that some parents omit I neglect to put the educational essences into practice, or make errors in educating their children. Recommendations are offered with regard to ways in which parents can apply the educational essences to their children (learners) who experience barriers to learning as well as towards further research in this regard.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004
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Subramanian, Sandeep. "Motor learning in stroke - role of extrinsic feedback." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119429.

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Stroke contributes significantly to the incidence of motor and cognitive impairments which in turn impact motor learning abilities. Upper limb (UL) motor recovery can be attributed to plasticity mechanisms which are thought to be engaged by rehabilitation interventions focussing on motor learning principles. Factors identified to optimize post-stroke motor recovery and learning include practice intensity, variable- and task-specific practice and motivation, environment of task-practice and provision of feedback. Feedback is sensory information provided either during or following task performance. Feedback provision has been suggested as beneficial for improving motor recovery after a stroke. However, the role of extrinsic feedback on motor learning of UL tasks post stroke is less clear. The global aim of this thesis was to examine the role of extrinsic feedback on motor learning of the UL in stroke. The thesis includes 4 manuscripts: 1 review paper and 3 experimental studies. The 1st manuscript systematically examines the role of extrinsic feedback on implicit motor learning after stroke for UL movements. The main finding was that provision of feedback is useful for individuals with UL hemiparesis post stroke to implicitly learn UL tasks with both sides and improve motor recovery. The 2nd manuscript was a retrospective study of UL movement kinematics describing movement quality while performing pointing and RTG tasks in relationship to clinical performance. Study objective was to estimate the concurrent and discriminate validity of movement pattern kinematic measures for both tasks. All movement pattern kinematic variables were found to be valid outcomes of UL motor impairment and can be used as outcomes in studies involving feedback provision. The majority of the variance in FMA scores was explained by trunk displacement for both tasks, which was the only variable that distinguished between levels of motor impairment severity. Participants with mild levels of UL hemiparesis used 33-300% more trunk displacement compared to controls performing similar tasks. The objective of the 3rd study was to evaluate the effects of feedback provision through the medium of a virtual reality environment (VE) compared to feedback provided in the real world physical environment (PE). Thirty two individuals with stroke were randomized to practice 72 pointing movements daily in either the VE or PE for 12 sessions. Participants in both groups were provided with feedback-terminal KR on error and speed and concurrent KP on trunk displacement. Assessments were carried out before, immediately after and at 3mos after task practice. VE group participants improved joint ranges of motion and increased scores on clinically measured arm use and reaching ability. The PE group improved clinical reaching ability, but also had greater trunk movement. Results suggest that there is an additional value in using VEs as media to provide feedback to enhance UL motor learning outcomes and recovery in chronic stroke.The 4th manuscript addresses the objective of whether and to what extent cognitive impairments in the chronic stage post-stroke are associated with the ability to use feedback for improving UL motor performance and movement patterns. Data from 24 participants were analyzed. Participants training in the VE tended to make faster movements and improved more in movement pattern outcomes compared to those training in the PE. PE and VE group changes were related to memory and problem solving ability. The majority of the variance in outcomes immediately after practice and at retention was explained by single factors or by a combination of memory, problem solving, mental flexibility, attention and depression. Results of this thesis suggest that task practice with feedback and attention to movement quality and presence of cognitive deficits may help ensure better motor learning outcomes related to recovery of UL post-stroke
Certaines déficiences motrices et cognitives peuvent persister suite à un accident vasculaire cérébral (AVC) et avoir un impact sur les habiletés d'apprentissage moteur. La récupération motrice du membre supérieur (MS) peut être attribuée aux mécanismes de plasticité qui seront impliqués dans diverses interventions basées sur les principes d'apprentissage moteur. Les facteurs été identifiés comme étant importants pour optimiser la récupération et de l'apprentissage moteur suite à un AVC sont l'intensité, la spécificité, la motivation, l'environnement et la rétroaction. La rétroaction consiste en des informations données pendant ou après l'exécution de la tâche. Cependant, le rôle de la rétroaction extrinsèque sur l'apprentissage moteur des MS suite à un AVC est moins clair. Le but de cette thèse était d'examiner le rôle de la rétroaction extrinsèque sur l'apprentissage moteur du MS suite à un AVC. Quatre papiers ont été inclus : une revue de la littérature et 3 études expérimentales. Le premier papier consiste en une revue systématique de la littérature documentant le rôle de la rétroaction extrinsèque sur l'apprentissage moteur des MS suite à un AVC. Les résultats suggèrent que la rétroaction est utile pour permettre aux individus présentant une hémiparésie du MS suite à un AVC d'améliorer la capacité motrice des deux membres supérieurs. Le 2ième papier est une étude rétrospective sur la cinématique du MS qui décrit la relation entre la qualité du mouvement et la performance clinique. L'objectif était de vérifier la validité concurrente et discriminante de la cinématique pour les tâches de pointage et d'atteinte avec préhension. Toutes les variables cinématiques étaient valides et peuvent être utilisées dans les études avec une rétroaction. Les participants avec une hémiparésie légère au MS utilise de 33-300% plus le déplacement du tronc que les participants sains. L'objectif de la troisième étude consistait à comparer les effets d'une rétroaction dans un environnement virtuel (ER) comparativement à un environnement physique (EP). 32 individus ayant subi un AVC ont effectués 72 mouvements de pointage par jour dans un ER ou dans un EP sur 12 sessions. Tous les participants ont pu bénéficier d'une rétroaction à la fin de la session sur la précision et la vitesse ainsi qu'une rétroaction sur le déplacement du tronc durant la tâche. Une amélioration de l'amplitude articulaire a été constatée dans l'EV permettant d'augmenter le pointage à la mesure clinique de l'utilisation du bras, ainsi qu'à la tâche d'atteinte. Les participants entrainés dans l'EP ont amélioré la tâche d'atteinte et une plus grande compensation du tronc. Les résultats de cette étude suggèrent que l'utilisation d'un EV avec rétroaction permet d'améliorer l'apprentissage et la récupération motrice du MS suite à un AVC. L'objectif du dernier papier consistait à déterminer si la présence de déficiences cognitives est associée à l'habileté d'utiliser une rétroaction dans le but d'améliorer la performance motrice. Les participants entrainés dans l'EV ont démontré une tendance à effectuer des mouvements plus rapides et ont amélioré davantage leur patron de mouvement que les individus entrainés dans l'EP. Les changements obtenus dans les deux groupes (24 participants) étaient reliés à la mémoire et aux habiletés de résolution de problèmes. Une importante proportion de la variance au niveau des variables cinématiques mesurées immédiatement et 3 mois après la pratique était expliquée par un ou plusieurs facteurs : la mémoire, l'habileté à résoudre des problèmes, la flexibilité mentale, l'attention et la dépression. Les résultats de cette thèse suggèrent que la pratique d'une tâche en présence d'une rétroaction appropriée et une attention particulière à la qualité du mouvement, en présence de déficits cognitifs pourraient résulter en un meilleur apprentissage moteur lié à une meilleure récupération des MS suite à un AVC.
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Cline, Tony. "Diversity and education : removing barriers to learning." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410308.

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Pollock, Susan Patricia. "Literacy barriers to learning and learner experiences." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/30847.

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This research is in two phases. The aim of phase one was to explore the school experiences of learners identified as having literacy barriers to learning. Learners were in Year 8 (age 12-13) at the start of the research and Year 9 (age 13-14) by its conclusion. A case study design and the participatory method of ‘photovoice’ was used to elicit and foreground students’ views and experiences. To date there has been little research in this field using participatory methods. Thematic analysis was used to analyse the data. Findings suggest that the student photographers’ (N=4) were keen to share both their positive and negative experiences of school and in particular the importance they placed on relationships with peers and key staff. The aim of phase two was to use students’ photos, which were developed into individual ‘experience boards’, as a tool to facilitate staff reflections on practice. Three discussion groups (N=7) were held and data were analysed using thematic analysis. Findings were viewed and discussed using the framework of Maslow’s (1943) hierarchy of needs. Staff showed a high level of empathy and a desire to interpret and reflect on the photos. The constructs of feeling safe and secure were significant themes across all discussion groups. Furthermore, the lack of photos explicitly about learning challenged staff beliefs about student experiences and enabled them to acknowledge the importance the student photographers placed on these constructs. The use of photovoice stimulated reflection and is likely to have aided staff to better understand student experiences. There are implications for educational psychology practice in relation to taking a more holistic view of understanding and supporting learners with literacy difficulties and also the use of ‘photovoice’ to elicit and foreground student views and experiences as part of consultation or at a more systemic level.
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Tatiyakitti, Watinee, and Sirinan Soponthammakhun. "Empirical study of Critical barriers of E-learning." Thesis, Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-12655.

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Sao, Lawrence Y. T. "Barriers to learning mathematics in rural secondary schools." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2459.

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Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008.
The Eastern Cape Province of South Africa is predominantly rural in nature. Many schools within the province are under-resourced in terms of the minimum school equipment such as school furniture, telephones, photocopiers, learner resource material (textbooks), electricity, water ablution facilities, audiovisual equipment and, in many instances, even educators. In the light of the above, it was decided to gain a deeper understanding of the barriers that learners face in learning mathematics in grade 8 in schools in the rural areas of the Eastern Cape Province. A mixed methods research design using both quantitative and qualitative methods was employed, in order to generate data to shed light on the research question. Biographical information of the learners and educators was gained. Six schools were selected and their grade 8 mathematics learners were used in the research. The learners completed a numeracy and mathematical literacy test as well as questionnaires regarding their attitudes to mathematics and literacy. Focus group interviews were also conducted with the participants for the purposes of collaboration of information derived from the test and biographical questionnaire. From the analysis of the data collected, several possible barriers were identified. Among these are that learners exhibit attitudinal barriers towards learning mathematics, they do not make serious attempts to solve problems once they encounter difficulty. The educators seem to lack the mathematics competencies to handle their teaching. They still teach instrumentally in the way they were taught, which could constitute a barrier to the learning. The educators' interaction with the learners takes place only in the classroom time and is therefore limited. A lack of a reading culture among the learners were found. Learners therefore experience difficulties in comprehending mathematical texts because of inadequate vocabulary and reading skills. Learners experience lack of support in their home environments. Basic and prerequisite numeracy skills do not seem to have been acquired at the necessary levels in earlier grades. Various recommendations have been made for all stakeholders involved in the study – educators, caregivers, and the Department of Education in the Eastern Cape Province. The following recommendations were made for educators: they should make an effort to educate themselves on new trends in teaching methodologies. In this regard, educators should use a consistently open-ended teaching approach, accepting alternative views, leaving issues open, and encouraging independent enquiry and participation by means of learner-centred activities. Specifically, educators must refrain from teaching as an attempt to deposit knowledge in the learners through direct instructions but rather adopt the constructivist perspective. It was also recommended that to improve numeracy competency among learners, educators should not just teach mathematics or depend entirely on mathematics but be conscious of the fact that although numeracy may be taught in mathematics classes, to be learned effectively, learners must use it in a wide range of contexts at school and at home, including entertainment and sports. For caregivers, the following recommendations were made: Caregivers serve as a crucial link to their children's movement through the mathematics machinery and as such schools must find a vehicle to support and promote this partnership. Caregivers' involvement in learners' work will be a motivating factor for learners. Even if the caregivers themselves have no formal education, their mere concern and involvement in the learners' work will stimulate their interest and enhance performance. The study also recommends to the Eastern Cape Provincial Government that there is the need to provide adequate infrastructure in rural secondary schools. Furthermore, there is also the need to provide the necessary educator and learner support materials and ensure that there are enough qualified mathematics educators in the schools. It was also recommended that appropriate incentives be given to the educators of mathematics to motivate them to higher performances.
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D'Intino, Joseph. "Barriers to Academic Success forStudents with Learning Disabilities." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122942.

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Many studies have explored the effectiveness of interventions directed towards helping highschool students with learning disabilities to achieve academic success. These studies oftenoverlook the perspectives of the students, or the common deficits among students with differentlearning disability diagnoses, when developing or implementing the interventions. This studylooked to develop a grounded theory regarding the perspectives of these students towards theirperceived barriers to academic success in addition to their perspectives regarding their resourcesfor coping. The theory is grounded upon qualitative data that were collected from participants inan academic support program for students with learning disabilities. A convenience sample wastaken from this program, which is based upon the cognitive apprenticeship model that pairsstudents with tutor mentors who help them to succeed academically. Data collection includedaudio-recorded interviews, student reflection sheets, tutor journals, and video-recorded sessions.The data were triangulated and analyzed to develop a theory designed to inform practice forschools and support programs that offer resources for students with learning disabilities. Thedevelopment of a theory based on the perspectives of the students can provide the inspiration forthe future development of potentially effective intervention programs.
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Mack, Esmé Judy. "Psychosocial barriers to learning in a deprived environment." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/551.

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Many secondary schools in deprived environments are characterized by teenage pregnancies, drug and alcohol abuse, crime, high dropout rates, gangsterism and low pass rates. Teachers are confronted on a daily basis with learners who are exposed to barriers to learning. The purpose of this study is in line with the formulated problem, namely to: investigate the various dimensions of the relationship that exists between psychosocial barriers to learning and environmental deprivation; provide guidelines based on the findings of the research and present them as recommendations for teachers to support learners from a deprived environment who experience barriers to learning. A qualitative, exploratory, descriptive and interpretative research design was utilized to provide acceptable answers to the research problem. A literature study regarding psychosocial barriers to learning was done to explain the concept along with concepts related to environmental deprivation. This study was conducted in two phases: Phase 1 presented an exploration of the problem in the form of a single openended question: What hindrances to learning are you experiencing in your specific physical and social environment? Eight focus group interviews with learners were undertaken at a secondary school in the Nelson Mandela Metropolitan Municipality. A purposive sampling method was used. Data collection took place through open-ended interviews and Tesch’s model was used to analyse the data. After the research investigation was completed the researcher and an independent coder analyzed iv the results from the transcriptions of a voice-recorder. Guba’s model of data verification was used to ensure the trustworthiness of the data. Ethical measures were adhered to during the study. The research findings were evaluated for educational purposes. Consensus was reached between the researcher and the independent coder with regard to the identification of themes, categories and sub-categories. Phase 2 generated recommendations from the findings of Phase 1 to assist the teachers in dealing competently with learners from deprived environments. The following four themes emerged from the results which led to various conclusions: 1. A deprived home situation (relationships, abuse, no privacy, and poverty) generates barriers to learning. Neglect: no interest and a don’t care attitude of parents, no parents at home, rejection and no communication have a negative effect on the learners. Physical, sexual, alcohol and drug abuse in the home situation influence the learners negatively. No privacy: sexual behaviour of parents and overcrowding have a decisive effect on the learners. Poverty: factors such as unemployment, cannot afford school fees, no electricity and no breadwinner make the learner feel desperate and despondent. 2. A deprived school situation (social relationships, physical factors, no resources, racism and distances to school) creates barriers to learning. The following features of social relationships were identified as contributing factors to poor social relationships at school, namely: peer pressure: drugs, dropping out of school, unsafe school environment; relationships with teachers: no respect for teachers and teachers who degrade learners. The following physical factors have a detrimental effect on a learner’s progress: broken windows and roofs, lack of water, electricity and lights, the state of the school grounds, ablutions and big classes. Schools with no resources such as libraries and counselling centres contribute to the poor performance of the learners. Racism, language issues and no mixing of races are contributing factors to barriers to learning. The long distances to school, the cost of transport and the fact that they do not have time for homework affect the learners as hindrances to learning. 3. A deprived environment (with factors such as HIV/AIDS and TB, a community not conducive to learning, unsafe communities and overpopulation) causes barriers to learning. HIV/AIDS and TB, taking care of parents, tiredness, illnesses and discrimination are seen as factors that hamper learning. A community that is not conducive to learning, with a don’t care attitude and that is not very helpful, causes barriers to learning. Unsafe communities, where crime is rampant, with ineffective police services and overpopulation, where noise and loud music are the order of the day, have a negative effect on learning. 4. Learner-related factors (early pregnancies and the susceptibility of youth) create barriers to learning. Teenage pregnancies are detrimental to education where the mother must baby-sit, and is not studying, as well as sexual abuse and rape, are factors that contribute to school dropouts. Cigarettes, drugs, alcohol, taverns, discos, taxis and gangs were identified as factors contributing to learner delinquency. The conclusion was reached that learners in deprived environments are exposed to psychosocial barriers to learning. Recommendations in this regard were proposed to assist the teacher in understanding these learners and the barriers that they are exposed to on a daily basis.
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Atitsogbui, Elena Nikolayevna. "Intrinsic and Extrinsic Motivational Factors That Influence Students? Interest in Critical Languages Learning." Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27294.

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The present study compared and analyzed intrinsic and extrinsic motivational factors that influence students? interest to learn critical language. The study was based on comparison of two intrinsic motivational factors, Interest and Choice, and three extrinsic motivational factors, Effort, Travel goals, and Professional goals, between critical language and commonly taught language learners. The study also examined the role of self-efficacy in learning critical and commonly taught languages. There were 573 students enrolled in Chinese, Japanese, Russian, French, German, and Spanish classes in the spring semester in 2013 who participated in this study. The participants attended five public universities and three liberal arts colleges. The data was collected using the paper-based survey questionnaire. To analyze the data, the following statistical methods were applied: descriptive statistics, exploratory factor analysis, independent sample t-test, one-way ANOVA and Tukey honestly significant test, Pearson product moment correlation coefficient, and path analysis. The results of the study indicated that extrinsic motivation was stronger for both groups of language learners, critical and commonly taught languages. The findings also proved strong correlation between Self-efficacy and the extrinsic construct Effort and the intrinsic construct Interest.
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Raîche, Isabelle. "Observational Learning of Junior Residents During Surgery: Exploring Promoters and Barriers to Learning." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/34090.

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Surgical observation is an integral part of surgical training. Junior residents, who have limited understanding of the procedure being performed, frequently engage in observation in order to gain exposure to surgical techniques. This limited experience, and the relative lack of guidance currently provided to them, might limit their ability to learn by observing. This thesis examines learners’ perceptions of the value of surgical observation, the barriers to learning in the surgical environment, and the factors that facilitate learning within the context of the operating room. An intervention, employing predefined objectives in the form of sets of questions, was introduced and the impacts of this intervention in terms of junior residents’ attitudes toward observation were explored. Two rounds of focus groups examined learners’ perceptions: one before introducing the intervention and one after it. Transcripts from these focus groups were analyzed using a qualitative interpretative approach and focus group participants provided considerable insight into observational learning. Many barriers were identified, including logistical constraints and lack of guidance. The surgical culture, within which observation is perceived as less effective than performing the surgery itself, was also mentioned as a factor that impedes learning during observation. Following the intervention, participants felt more validated as learners in the operating room and appreciated having clear objectives when observing procedures. Participants did mention that their busy clinical obligations would likely limit their use of any educational intervention. It was also noted that interventions to promote learning through observation would have to be fully supported by their program to be used on a regular basis. In conclusion, many factors that impact learning during surgical observation were identified. While trainees felt that increased guidance for observation was helpful, the environment in which learning takes place would have to be optimized to facilitate junior trainees’ learning.
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Books on the topic "Extrinsic barriers to learning"

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Trades Union Congress. Northern Regional Council. Tackling barriers to skills and learning. Newcastle upon Tyne: Northern TUC, 2002.

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Hull, Barbara. Barriers to libraries as agents of lifelong learning. London: South Bank University, 2001.

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1913-, Hawkins David, and Morrison Philip, eds. Critical barriers phenomenon in elementary science. Grand Forks, N.D. (Box 8158, University of North Dakota, Grand Forks 58202): North Dakota Study Group on Evaluation, Center for Teaching and Learning, University of North Dakota, 1985.

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Worrall, Jackie. Overcoming barriers to learning: Educating young men in prison. Birmingham: University of Central England in Birmingham, 2003.

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Steer, Alan. Barriers to learning: The preparation for a self advocacy group. Bucks: AlanSteer, 1991.

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Linda, Taylor, ed. The school leader's guide to student learning supports: New directions for addressing barriers to learning. Thousand Oaks, Calif: Corwin Press, 2006.

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Hull, Barbara. Barriers discouraging access to libraries as agents of life long learning. Boston Spa: Library and Information Commission, 2000.

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Fil, Came, and Brough Mel, eds. Working with dyscalculia: Recognising dyscalculia : overcoming barriers to learning in maths. Marlborough: Learning Works, 2003.

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Maxted, Peter. Understanding barriers to learning: A guide to research and current thinking. London: Campaign for Learning, 1999.

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Lean, D. S. Barriers to learning: The case for integrated mental health services in schools. Lanham, Md: Rowman & Littlefield, 2010.

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Book chapters on the topic "Extrinsic barriers to learning"

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Pattenden, Oliver. "Extrinsic Barriers to Learning." In Taking Care of the Future, 99–165. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69826-7_3.

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Simuth, Jozef, and Ivan Sarmany-Schuller. "Online Learning Barriers." In Technological Developments in Education and Automation, 109–11. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_21.

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Bruce, Alan. "Beyond Barriers." In Distance and E-Learning in Transition, 311–24. Hoboken, NJ USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118557686.ch21.

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Fischbacher-Smith, Denis, and Moira Fischbacher-Smith. "Barriers to Organizational Learning." In Encyclopedia of the Sciences of Learning, 407–9. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1625.

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El Miedany, Yasser. "Barriers to Learning Rheumatology." In Rheumatology Teaching, 21–33. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_3.

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Gurjanow, Iwan, and Matthias Ludwig. "Mathematics Trails and Learning Barriers." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 265–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37673-4_23.

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Boeren, Ellen. "Lifelong Learning Participation: Institutional Barriers." In Lifelong Learning Participation in a Changing Policy Context, 96–108. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137441836_6.

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Greacen, Tim, and Emmanuelle Jouet. "Overcoming Barriers to Empowerment." In Empowerment, Lifelong Learning and Recovery in Mental Health, 112–31. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1007/978-0-230-39135-2_9.

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Burton, Jennifer. "Removing blocks and barriers on placement." In Practice Learning in Social Work, 127–43. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-38801-8_6.

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Findsen, Brian, and Marvin Formosa. "Participation for and Barriers to Learning." In Lifelong Learning in Later Life, 117–30. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-651-9_10.

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Conference papers on the topic "Extrinsic barriers to learning"

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Uchibe, Eiji, and Kenji Doya. "Constrained reinforcement learning from intrinsic and extrinsic rewards." In 2007 6th IEEE International Conference on Development and Learning. IEEE, 2007. http://dx.doi.org/10.1109/devlrn.2007.4354030.

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Vemulapalli, Raviteja, Jaishanker K. Pillai, and Rama Chellappa. "Kernel Learning for Extrinsic Classification of Manifold Features." In 2013 IEEE Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2013. http://dx.doi.org/10.1109/cvpr.2013.233.

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Madlenakova, Lucia, and Margita Majercakova. "BARRIERS IN ADULT EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2054.

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Goswami, Rohit, Amrita Goswami, and Debabrata Goswami. "Qubit Network Barriers to Deep Learning." In 2019 Workshop on Recent Advances in Photonics (WRAP). IEEE, 2019. http://dx.doi.org/10.1109/wrap47485.2019.9013687.

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Naghshvar, Mohammad, Tara Javidi, and Kamalika Chaudhuri. "Extrinsic Jensen-Shannon divergence and noisy Bayesian active learning." In 2013 51st Annual Allerton Conference on Communication, Control, and Computing (Allerton). IEEE, 2013. http://dx.doi.org/10.1109/allerton.2013.6736652.

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AlSallal, Muna, Rahat Iqbal, Saad Amin, Anne James, and Vasile Palade. "An Integrated Machine Learning Approach for Extrinsic Plagiarism Detection." In 2016 9th International Conference on Developments in eSystems Engineering (DeSE). IEEE, 2016. http://dx.doi.org/10.1109/dese.2016.1.

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Egorova, Maia, Sergey Barov, Tatiana Vavichkina, and Juliya Vlasova. "ETHNIC BARRIERS TO LEARNING CHINESE IN CHINA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1111.

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Roy Chowdhury, Anuradha, and Shukla Bose. "OVERCOMING BARRIERS TO LEARNING - THE PARIKRMA WAY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0288.

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Volpi, Riccardo, and Luigi Malagò. "Evaluating Natural Alpha Embeddings on Intrinsic and Extrinsic Tasks." In Proceedings of the 5th Workshop on Representation Learning for NLP. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.repl4nlp-1.9.

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Baia, Jardel, Arley Prates, and Daniela Claro. "CoNLL Dependency Parser: Extrinsic Evaluation through the Open Information Extraction task." In Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/kdmile.2020.11976.

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Dependency Parsers (DP) are parsers that analyze dependencies between words in a sentence. Currently, dependency parser evaluation is a problem whose solutions are not well defined in the scientific community. Although the DP intrinsic metrics are the foremost choice of evaluation, extrinsic evaluation enables a different evaluation based on a downstream. Different results of DP can vary according to the domain task. Thus, this work applies an Open Information Extraction (OIE) method in Portuguese to provide an extrinsic evaluation of a set of CONLL Dependency Parsers. Our results demonstrate that there is a difference in the evaluation of Dependency Parsers considering a particular task.
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Reports on the topic "Extrinsic barriers to learning"

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Bacow, Lawrence, William Bowen, Kevin Guthrie, Kelly Lack, and Matthew Long. Barriers to Adoption of Online Learning Systems in U.S. Higher Education. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.22432.

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Azzahra, Nadia. Addressing Distance Learning Barriers in Indonesia Amid the Covid-19 Pandemic. Jakarta, Indonesia: Center for Indonesian Policy Studies, 2020. http://dx.doi.org/10.35497/309162.

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Morris, Kristen Deanne, Li Zhao, and Kerri McBee-Black. Breaking the Barriers of Disability With Cotton Performance Technologies: An Experiential Learning Opportunity for Technical Design and Omnichannel Retailing Students. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.9548.

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House, Sarah. Learning in the Sanitation and Hygiene Sector. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/slh.2021.004.

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This SLH Learning Paper summarises the key learning from a rapid topic exploration on 'Learning in the Sanitation and Hygiene Sector'. The study looked at how people in the WASH sector learn, the processes utilised and what works best, as well as the barriers and challenges to learning. It looks at learning from communities and peer-to-peer and how the learning gets translated into action at scale. How do you think we learn best? What barriers do you see and experience that make it more difficult for us to learn? And what steps should be taking to reduce the barriers and improve how to learn more effectively? This paper shares the lessons from sector and associated actors working in low- and middle-income contexts around the world and makes recommendation on how to strengthen learning and sharing processes, as well as building capacities and confidence for learning, with the ultimate aim of turning that learning into action at scale.
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Roschelle, Jeremy, James Lester, and Judi Fusco. AI and the Future of Learning: Expert Panel Report. Digital Promise, November 2020. http://dx.doi.org/10.51388/20.500.12265/106.

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This report is based on the discussion that emerged from a convening of a panel of 22 experts in artificial intelligence (AI) and in learning. It introduces three layers that can frame the meaning of AI for educators. First, AI can be seen as “computational intelligence” and capability can be brought to bear on educational challenges as an additional resource to an educator’s abilities and strengths. Second, AI brings specific, exciting new capabilities to computing, including sensing, recognizing patterns, representing knowledge, making and acting on plans, and supporting naturalistic interactions with people. Third, AI can be used as a toolkit to enable us to imagine, study, and discuss futures for learning that don’t exist today. Experts voiced the opinion that the most impactful uses of AI in education have not yet been invented. The report enumerates important strengths and weaknesses of AI, as well as the respective opportunities and barriers to applying AI to learning. Through discussions among experts about these layers, we observed new design concepts for using AI in learning. The panel also made seven recommendations for future research priorities.
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Rut Sigurjónsdóttir, Hjördís, Sandra Oliveira e Costa, and Åsa Ström Hildestrand. Who is left behind? The impact of place on the ability to follow Covid-19 restrictions. Nordregio, May 2021. http://dx.doi.org/10.6027/wp2021:2.1403-2511.

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While the Nordic countries have long been champions of equality, the Covid-19 pandemic has put a new light on structural injustices inherent in our societies. In Copenhagen, Oslo, Helsinki, Stockholm, and Malmö, districts with a high share of residents with an immigrant background and a low socio-economic status stand out with high infection and mortality rates of Covid-19. The pandemic thus reveals and reminds us about the serious effects of segregation and unequal living conditions on citizens’ health status and ability to cope with and survive a pandemic. This Extended summary is based on a quantitative and qualitative study aiming to identify structural barriers impacting residents’ ability to follow Covid-19 recommendations and guidelines, especially in low-income areas in major Nordic cities. Learning about these barriers - and effective measures taken to mitigate them - will help Nordic authorities and communities be better prepared for future challenges and crises.
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Führ, Martin, Julian Schenten, and Silke Kleihauer. Integrating "Green Chemistry" into the Regulatory Framework of European Chemicals Policy. Sonderforschungsgruppe Institutionenanalyse, July 2019. http://dx.doi.org/10.46850/sofia.9783941627727.

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20 years ago a concept of “Green Chemistry” was formulated by Paul Anastas and John Warner, aiming at an ambitious agenda to “green” chemical products and processes. Today the concept, laid down in a set of 12 principles, has found support in various arenas. This diffusion was supported by enhancements of the legislative framework; not only in the European Union. Nevertheless industry actors – whilst generally supporting the idea – still see “cost and perception remain barriers to green chemistry uptake”. Thus, the questions arise how additional incentives as well as measures to address the barriers and impediments can be provided. An analysis addressing these questions has to take into account the institutional context for the relevant actors involved in the issue. And it has to reflect the problem perception of the different stakeholders. The supply chain into which the chemicals are distributed are of pivotal importance since they create the demand pull for chemicals designed in accordance with the “Green Chemistry Principles”. Consequently, the scope of this study includes all stages in a chemical’s life-cycle, including the process of designing and producing the final products to which chemical substances contribute. For each stage the most relevant legislative acts, together establishing the regulatory framework of the “chemicals policy” in the EU are analysed. In a nutshell the main elements of the study can be summarized as follows: Green Chemistry (GC) is the utilisation of a set of principles that reduces or eliminates the use or generation of hazardous substances in the design, manufacture and application of chemical products. Besides, reaction efficiency, including energy efficiency, and the use of renewable resources are other motives of Green Chemistry. Putting the GC concept in a broader market context, however, it can only prevail if in the perception of the relevant actors it is linked to tangible business cases. Therefore, the study analyses the product context in which chemistry is to be applied, as well as the substance’s entire life-cycle – in other words, the six stages in product innovation processes): 1. Substance design, 2. Production process, 3. Interaction in the supply chain, 4. Product design, 5. Use phase and 6. After use phase of the product (towards a “circular economy”). The report presents an overview to what extent the existing framework, i.e. legislation and the wider institutional context along the six stages, is setting incentives for actors to adequately address problematic substances and their potential impacts, including the learning processes intended to invoke creativity of various actors to solve challenges posed by these substances. In this respect, measured against the GC and Learning Process assessment criteria, the study identified shortcomings (“delta”) at each stage of product innovation. Some criteria are covered by the regulatory framework and to a relevant extent implemented by the actors. With respect to those criteria, there is thus no priority need for further action. Other criteria are only to a certain degree covered by the regulatory framework, due to various and often interlinked reasons. For those criteria, entry points for options to strengthen or further nuance coverage of the respective principle already exist. Most relevant are the deltas with regard to those instruments that influence the design phase; both for the chemical substance as such and for the end-product containing the substance. Due to the multi-tier supply chains, provisions fostering information, communication and cooperation of the various actors are crucial to underpin the learning processes towards the GCP. The policy options aim to tackle these shortcomings in the context of the respective stage in order to support those actors who are willing to change their attitude and their business decisions towards GC. The findings are in general coherence with the strategies to foster GC identified by the Green Chemistry & Commerce Council.
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