Relevant bibliographies by topics / Factors affecting learning

Contents

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

Academic literature on the topic 'Factors affecting learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Factors affecting learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Factors affecting learning"

1

Peters, Linda D., Andrew D. Pressey, and Wesley J. Johnston. "Contingent factors affecting network learning." Journal of Business Research 69, no. 7 (July 2016): 2507–15. http://dx.doi.org/10.1016/j.jbusres.2016.02.020.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ariadni, Dwi Karina, Siti Zahara Nasution, and Reni Asmara Ariga. "Factors Affecting Nursing Students’ Learning." Caring: Indonesian Journal of Nursing Science 2, no. 1 (July 21, 2020): 49–55. http://dx.doi.org/10.32734/ijns.v2i1.4167.

Full text
Abstract:
High learning motivation is influenced by some factors from intrinsic factor (in self) and extrinsic factor. This study aims to describe the intrinsic factors and extrinsic factors in learning motivation. This is a descriptive design study with quota random sampling. 90 respondents were involved in this study. Results of intrinsic factors measured by interest in the field of knowledge studied: 47.8% of respondents collect tasks given in accordance with the time set, and 41.1% of respondents diligently follow the lecture. The results of the study of extrinsic factors are measured by the quality of lecturers who teach: 51.1% of lecturers often provide questions clearly and briefly. Based on the method of lecturing: simulation methods in the laboratory often increase the motivation to learn. Based on the lecture’s room: 57.8% stated that a clean lecture’s room can improve the concentration of learning. Based on the complete book in the library: 47.8% encourage respondents to do the task quickly. Based on the learning facilities: 47.8% are always motivated to learn if the lecturer uses LCD. Support of parents (76.7%) in meeting the needs of respondents in learning.The management of nursing education is suggested to motivate students during lectures based on intrinsic factors and extrinsic factors. Keywords : learning motivation, affecting factor, nursing student
APA, Harvard, Vancouver, ISO, and other styles
3

Wang, Fei, Bokuan Zhang, and Ruishu Gong. "Factors Affecting Road Rating." Frontiers Research of Architecture and Engineering 3, no. 1 (March 30, 2020): 17. http://dx.doi.org/10.30564/frae.v3i1.1658.

Full text
Abstract:
The decision of traffic congestion degree is an important research topic today. In severe traffic jams, the speed of the car is slow, and the speed estimate is very inaccurate.This paper first uses the data collected by Google Maps to reclassify road levels by using analytic hierarchy process. The vehicle speed, road length, normal travel time, traffic volume, and road level are selected as the input features of the limit learning machine, and the delay coefficient is selected. As the limit learning machine as the output value, 10-fold cross-validation is used. Compared with the traditional neural network, it is found that the training speed of the limit learning machine is 10 times that of the traditional neural network, and the mean square error is 0.8 times that of the traditional neural network. The stability of the model Significantly higher than traditional neural networks.Finally, the delay coefficient predicted by the extreme learning machine and the normal travel time are combined with the knowledge of queuing theory to finally predict the delay time.
APA, Harvard, Vancouver, ISO, and other styles
4

Rahman, Hamidah Abdul, Azizah Rajab, Shah Rollah Abdul Wahab, Faizah Mohd Nor, Wan Zarina Wan Zakaria, and Mohd Asyraf Badli. "Factors Affecting Motivation in Language Learning." International Journal of Information and Education Technology 7, no. 7 (2017): 543–47. http://dx.doi.org/10.18178/ijiet.2017.7.7.927.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lee, Jeongmin, Jiyae Noh, and Younhwa Chung. "Investigating Factors Affecting Flipped Learning Outcomes." Journal of The Korean Association of Information Education 20, no. 1 (March 31, 2016): 57–68. http://dx.doi.org/10.14352/jkaie.2016.20.1.57.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tangamchit, Poj, John M. Dolan, and Pradeep K. Khosla. "Crucial Factors Affecting Cooperative Multirobot Learning." Intelligent Automation & Soft Computing 10, no. 4 (January 2004): 323–35. http://dx.doi.org/10.1080/10798587.2004.10642886.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Glass, J. Conrad. "FACTORS AFFECTING LEARNING IN OLDER ADULTS." Educational Gerontology 22, no. 4 (January 1996): 359–72. http://dx.doi.org/10.1080/0360127960220405.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Willy A. Renandya. "Essential Factors Affecting EFL Learning Outcomes." English Teaching 68, no. 4 (December 2013): 23–41. http://dx.doi.org/10.15858/engtea.68.4.201312.23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Pratama, Yoga, Rudy Hartanto, and Sri Suning Kusumawardani. "Validating YouTube Factors Affecting Learning Performance." IOP Conference Series: Materials Science and Engineering 325 (March 2018): 012003. http://dx.doi.org/10.1088/1757-899x/325/1/012003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Andreou, G., F. Vlachos, and E. Andreou. "Affecting Factors in Second Language Learning." Journal of Psycholinguistic Research 34, no. 5 (September 2005): 429–38. http://dx.doi.org/10.1007/s10936-005-6202-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Factors affecting learning"

1

Hamilton, Zachary. "Blended Learning: Internal Factors Affecting Implementation." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592312559615025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shaddock, Ann, and n/a. "Factors affecting metamemory judgements." University of Canberra. Schools & Community, 1995. http://erl.canberra.edu.au./public/adt-AUC20050712.102157.

Full text
Abstract:
Contemporary theories of learning suggest that successful learners are active in the learning process and that they tend to use a number of metacognitive processes to monitor learning and remembering. Drawing on the theoretical framework of Nelson and Narens (1992), the current study examined the effect of certain variables on metamemory processes and on students' ability to recall and recognise learned material. The present study explored the effect of four independent variables on five dependent variables. The independent variables were: 1. degree of learning (responses given until 2 or 8 times correct), 2. judgment of learning (JOL) timing (given immediately after learning session or 24 hours later), 3. retention interval between study and test (2 or 6 weeks), and 4. type of material studied (sentences, in or out of context). The dependent variables were: 1. judgement of learning (JOL), 2. confidence rating, 3. feeling of knowing (FOK), 4. recall, and 5. recognition.. As ancillary analyses, the study explored, firstly, whether gender differences had an effect on meta-level and object-level memory, and secondly, whether students who recalled more also made more accurate metamemory judgements. The effects of the independent variables on recall and recognition were consistent with those found by previous studies. The most interesting new finding of the present study was that students who made JOLs after twenty four hours were more likely to take into account the effect of the interval between learning and testing. Students who made immediate JOLs did not allow for the effect of the time interval on retention. A further new finding was that gender appeared to have had an influence on JOLs. The findings about the effects of timing of JOLs and of gender effects on JOL have implications for metacognitive theory and will stimulate further research. The practical significance of this research, particularly the implications for study skills training for all students, was that educators cannot presume that students will correctly predict what they will recall after six weeks if they make that judgement immediately after learning has occurred. Therefore, the effects of the passage of time on memory, and the efficacy of delaying judgments, should be made explicit. The finding that the manipulation of JOL timing has a significant effect on the accuracy of judgements has implications in the wider area of educational policymaking and for the current debate on competencies and quality assurance. Learning cannot be considered a simple process and when a large component of learning is selfdirected, as it is in tertiary institutions and increasingly in schools, many variables are operating.
APA, Harvard, Vancouver, ISO, and other styles
3

Poon, Wai-cheong Alex. "Factors affecting learning attitudes and learning outcomes of secondary students." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039912.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Poon, Wai-cheong Alex, and 潘維醹. "Factors affecting learning attitudes and learning outcomes of secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039912.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dhungel, Dhruba Prasad. "Factors Affecting Recogntion of Expriential Learning in Nepal." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/946.

Full text
Abstract:
Access to opportunities for better life through education and training has been in debate among stakeholders of education and social scientists for a long time. This study has attempted to understand how recognition of individuals' prior experiential learning might be instrumental to widen the access to higher education. The perceptions, experiences, and opinions to recognition of prior experiential learning of stakeholders of the education system in Nepal have been the basis to understand the phenomena in this study. This is a descriptive study that used sequential mixed method design (QUAN emphasized). The purpose of the study was to identify factors affecting the implementation of a system for assessing RPEL in Nepal. A pragmatic paradigm guided the collection and analysis of data (survey and interview). A researcher-developed survey (.719, Chronbach alpha index) containing 20 statements facilitated data collection for the quantitative phase of the study followed by interviews of individuals for the qualitative phase. The population of the study was comprised of the stakeholders of the education sector in Nepal covering various strata that includes university teachers, Ministry of Education personnel, workers who have a skills certificate and want to move on to higher education, and personnel of international development agencies working on human resource development in Nepal. A total of 80 individuals responded to the survey questionnaire and six individuals were interviewed. Quantitatively, the survey results of the stakeholders of the education system in Nepal showed some factors were influential on implementing Recognition of Prior Experiential Learning (RPEL) in Nepal. There were no consensuses among the groups regarding the identified factors on degree of influence on recognition of prior experiential learning with the factors that emerged from the survey, thus indicating that there is a mixed attitude towards RPEL. Qualitatively four themes were identified during the course of data analysis: a) recognizing non-formal and experiential learning is not common practices in Nepal, b) there are no common factors that influence recognition of prior experiential learning, c) mechanism/procedures/structure for prior experiential learning are in infant stage, and d) policies regarding non-formal learning along with experiential learning are concerns of debate in education arena. The qualitative portion of the study provided categories that confirmed existing categories in the survey, which provided clarity and specificity to existing categories, as well as provided new categories. Participants had favorable attitudes towards RPEL regarding the widening the access to higher education.
APA, Harvard, Vancouver, ISO, and other styles
6

Nitta, Takayo. "Affective, cognitive and social factors affecting Japanese learners of English in Cape Town." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1842_1210749983.

Full text
Abstract:

This research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.

APA, Harvard, Vancouver, ISO, and other styles
7

Joyer, Richard Alan. "Factors Affecting Secondary Students' Learning in a Credit Recovery Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3791.

Full text
Abstract:
A credit recovery (CR) program was implemented at a rural high school in Texas to assist with high school completion. While graduation rates increased, the time for completion also increased for students in the CR program. The purposes of this correlational study were to examine factors that impact student learning in the CR program and to determine whether teachers were implementing student-centered instruction. Piaget's constructivist theory provided the framework for the study. The guiding question was to examine the relationships between student achievement and classroom environment, active learning, attendance, and student success from those enrolled in the credit recovery class at the target high school. A sample of 103 students in Grades 9-12 completed a 65-item Likert-scale customized form of the What Is Happening in the Classroom (WIHIC) survey with subscales in classroom environment, active learning strategies, student motivation, and student success. A correlational analysis was conducted using scores from the state assessment test, attendance data, and scores from the WIHIC. Results showed no statistically significant relationships among the variables. Based on these findings, a professional development program was crafted to assist teachers at the study site with writing CR curriculum to better align with the Texas Essential Knowledge and Skills and to include more hands-on constructivist learning activities. Implications for positive social change include the potential to improve secondary students' academic outcomes.
APA, Harvard, Vancouver, ISO, and other styles
8

Chandler, Helena Kate. "Factors affecting the relationship between trauma and illness behavior." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27626.

Full text
Abstract:
Associations between the experience of traumatic events and illness behaviors such as health complaints and healthcare use are reported in recent studies. Posttraumatic Stress Disorder (PTSD) symptoms and diagnosis have been found to mediate this trauma-illness relationship. Differences in health behaviors have additionally been noted in the literature, with trauma victims engaging in more negative health behaviors, which may subsequently affect illness status. Further, illness behaviors such as somatic complaints and healthcare utilization are influenced by modeling and reinforcement of such behaviors. The current study sought to evaluate the contributions of negative health behaviors, illness-related learning history, and PTSD symptoms on trauma victims' health complaints, functional health status, and utilization of healthcare services. The final sample included 298 undergraduate students at a large southeastern university. Participants provided information about their trauma histories, health behaviors, illness-related learning history and current illness behaviors on group-administered self-report questionnaires. Consent to obtain utilization information from the university health center was also obtained. Hierarchical regression analyses were used to assess the additive contributions of the predictor variables. The results indicated that health complaints, functional health status, and utilization behavior are each influenced by trauma history, with more illness behavior associated with greater trauma severity. In addition, health behaviors, illness-related learning history and PTSD symptoms all contribute to the prediction of health complaints and functional health status. Utilization behavior, however, was predicted only by trauma history and learning history. Further, the different types of learning history (modeling, reinforcement, priming) appear to affect different illness behaviors. Implications of the study are discussed.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
9

Fernie, Gordon. "Factors affecting learning and decision-making in the Iowa Gambling Task." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10421/.

Full text
Abstract:
Damasio's somatic marker hypothesis (SMH; Damasio, 1994, 1996) integrates emotion with rational decision-making using evidence drawn from neurology, neuroscience and performance on a now widely cited decision-making test developed to model real-life in a laboratory setting (the Iowa Gambling Task; Bechara, Damasio, Damasio and Anderson, 1994). The SMH posits a critical input from an embodied emotional system (somatic markers) in making decisions in choice situations. But Damasio's consideration of how the undamaged brain interacts with the body has some interesting and somewhat controversial implications in the context of modern psychological research on choice behaviour. In interpreting behaviour on the IGT in accordance with the SMH three central assumptions have been made: a) that somatic markers indicate the goodness or badness of alternatives and without them decision-making cannot become optimal, b) this somatic biasing or guidance can occur unconsciously or in the absence of explicit knowledge, and c) that the system operates so as to maximize or achieve the best outcome in the long-term. The Experiments described in this thesis have explored the validity of the second and third assumptions and found that they are not accurately reflected in behaviour on the IGT. The importance of information about the IGT in the instructions participants receive suggested that explicit knowledge about the task is a more critical factor than any somatic input. No evidence of a somatic influence prior to the emergence of explicit knowledge sufficient to guide behaviour was found. Instead there were indications that knowledge precedes somatic activity on the IGT. Novel manipulations of the reinforcement contingencies in individual decks also revealed that immediate outcomes of choices are an important determinant of subsequent behaviour. Selection does not solely depend on long-term outcomes.
APA, Harvard, Vancouver, ISO, and other styles
10

Alhabeeb, Abdullah. "Factors affecting the success of e-learning processes in Saudi Arabia." Thesis, Manchester Metropolitan University, 2018. http://e-space.mmu.ac.uk/620923/.

Full text
Abstract:
The recent revolution in information and communication technologies has changed the ways people carry out their day to day activities. Education is one of the fields that has been largely influenced by this revolution. The majority of academic institutions have integrated Electronic Learning either as part or as their full approach to learning delivery. Governments around the world have invested significant resources to integrate the new media in their education systems. Despite these investments and commitment from these institutions, many of the new e-learning systems tend to fail. This has motivated researchers to investigate suitable approaches to overcome these failures. One of the well-known approaches is to identify what so known as Critical Success Factors (CSFs) which are those factors and areas of interests that can potentially have higher impact on the success, or failure, of an e-learning system. This approach has been widely applied areas around the globe and from different perspectives of e-learning systems stakeholders. However, when considering Saudi Arabia as one of the leading countries in Middle East in adopting e-learning base education, very limited research was found in the literature to identify e-learning systems CSFs. This is despite the extensive resources the government invested in encouraging the Saudi institutions to adopt e-learning. In particular, there is a lack of investigative academic research that considers the perspectives of the different e-learning stakeholders in a Saudi context. Motivated by this gap, this thesis has investigated e-learning CSFs from academic staff, experts, and students in King Saud University. Both quantitative and qualitative research methods were employed to carry out this investigation. The results have shown that the three investigated populations consider different factors to be more important than others. For example, academic staff considered students’ characteristics to be the most important while students considered technology infrastructure to be most important. Differences in opinion also emerged between experts and academic staff and experts and students. This thesis document the first study of its kind that carries out this comparative study between the three main e-learning stakeholders groups concerning the identification of e-learning CSFs. Moreover, this study opens several avenues for future research focusing on this subject.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Factors affecting learning"

1

Phurutse, Makola Collin. Factors affecting teaching and learning in South African public schools. Cape Town, South Africa: HSRC Press, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Phurutse, Makola Collin. Factors affecting teaching and learning in South African public schools. Cape Town, South Africa: HSRC Press, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

K, Kokula Krishna Hari, ed. An Investigation of Factors Affecting Instructors' Usage of E-Learning Systems at the University of the West Indies: IC5E 2014. University of Greenwich, London: Association of Scientists, Developers and Faculties, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

John, Summerfield. In vestigating - to what purpose? An inquiry into factors affecting opportunities for teaching and learning through scientific investigation in junior classrooms. [Guildford]: [University of Surrey], 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

George A. M. Bwire Oundo. "A hungry child does not learn": Factors affecting the feeding of children [in] primary schools in Kiyeyi project area, Tororo District : final report. [Kampala]: The Centre, the University, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kellett, Mary. Implementing Intensive Interaction: An evaluation of the efficiency of Intensive Interaction in promoting sociability and communication in young children who have severe learning difficulties and of factors affecting its implementation in community special schools. Oxford: Oxford Brookes University, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Affective factors in foreign language learning and teaching: A study of the "filter". Jyväskylä: Dept. of English, University of Jyväskylä, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Learning Theories: Factors Affecting Behavior (2nd Edition). 2nd ed. Pearson Custom Publishing, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Paramjit. Factors Affecting Music Learning and Achievement at College Level. Nirmal Publications, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kim, Eunlim Chi. Factors affecting the difficulty of phoneme identification: The case of Korean children learning ESL. 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Factors affecting learning"

1

Sahragard, Rahman, and Zahra Alimorad. "Demotivating Factors Affecting Iranian High School Students’ English Learning." In Researching Cultures of Learning, 308–27. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137296344_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Jain, Charu, and Narayan Prasad. "Understanding Factors Affecting Student Outcomes and Learning Behaviour." In Quality of Secondary Education in India, 163–87. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4929-3_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Herlambangkoro, Iwa Sungkono, and Trianggoro Wiradinata. "Factors Affecting Edmodo Adoption as Online Learning Medium." In Proceedings of Second International Conference on Electrical Systems, Technology and Information 2015 (ICESTI 2015), 465–73. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-988-2_51.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jarosz, Anna. "Attitudes Towards Pronunciation Instruction and Factors Affecting Its Success." In Second Language Learning and Teaching, 47–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13892-9_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fung, Heidi, and Allan Yuen. "Factors Affecting Students’ and Teachers’ Use of LMS – Towards a Holistic Framework." In Hybrid Learning, 306–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32018-7_29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kaur, Amandeep, Nidhi Sharma, Ruhee Mittal, and Anshu Lochab. "Mobile Learning: Factors Affecting Students’ Adoption in Higher Education." In M-Commerce, 235–53. Toronto; New Jersey : Apple Academic Press, 2019.: Apple Academic Press, 2019. http://dx.doi.org/10.1201/9780429487736-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lazareva, Aleksandra. "Factors Affecting Student Engagement in Online Collaborative Learning Courses." In Advances in Intelligent Systems and Computing, 349–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73204-6_39.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Deshpande, Sudhindra B., Shrinivas R. Mngalwede, and Padma Dandannavar. "Factors Affecting a Mobile Learning System: A Case Study." In EAI International Conference on Big Data Innovation for Sustainable Cognitive Computing, 121–29. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19562-5_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Waniek-Klimczak, Ewa. "Factors Affecting Word Stress Recognition by Advanced Polish Learners of English." In Second Language Learning and Teaching, 189–204. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11092-9_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Factors affecting learning"

1

Nava, Maria Rosaria, and Virna Galimberti. "Psychological factors affecting L2 learning." In The 4th Virtual International Conference on Advanced Research in Scientific Areas. Publishing Society, 2015. http://dx.doi.org/10.18638/arsa.2015.4.1.767.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Rasskazova, Tatiana, and Natalya Glukhanyuk. "FACTORS AFFECTING LISTENING IN L2 LEARNING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1117.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Martinavicius, Jonas, Algirdas Miskinis, and Greta Druteikiene. "FACTORS AFFECTING STUDENTS’ SATISFACTION AND LEARNING OUTCOMES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1015.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Saban, Aslıhan, and Ismail Celik. "FACTORS AFFECTING UNIVERSITY STUDENTS' ONLINE INFORMATION SEARCH BEHAVIOR." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0270.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Owuor, D. L., P. O. Kogeda, A. O. Anele, and S. O. Osuri. "Factors affecting E-learning implementation in Southern Africa." In AFRICON 2013. IEEE, 2013. http://dx.doi.org/10.1109/afrcon.2013.6757672.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Shifia Nisafani, Amna, Ryan Arnoldi N.R., and Feby Artwodini Muqtadiroh. "Factors Affecting Teacher's Intention to use E-Learning." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Naz, Shahida. "Factors of Students’ Behavior Affecting Their Learning Achievement." In 2nd International Conference on New Trends in Social Sciences. Acavent, 2020. http://dx.doi.org/10.33422/2nd.ntssconf.2020.10.50.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ngwenya, Elkana. "Factors affecting school activities of teachers in Tasmania." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chen, Li, Yoshiko Goda, Atsushi Shimada, and Masanori Yamada. "Factors investigation of learning behaviors affecting learning performance and self-regulated learning." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225926.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kim, Namsun, JeongAh Kim, and Hyunjeong Son. "Factors affecting learning flow in cooperative learning with closed type SNS." In the 2017 9th International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3175536.3175565.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Factors affecting learning' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography