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Journal articles on the topic 'In-Context learning'

Author: Grafiati

Published: 30 November 2024

Last updated: 31 July 2025

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1

Paramita, Kristanti Dewi, and Yandi Andri Yatmo. "CONTEXT LEARNING TRANSFORMATION IN ARCHITECTURAL DESIGN STUDIO." MODUL 20, no. 2 (2020): 157–66. http://dx.doi.org/10.14710/mdl.20.2.2020.157-166.

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This paper reflects the shifting understanding of context in a data-based architectural studio. With the school closure in the beginning of the COVID pandemic, the overall learning process is largely conducted online. Big Data becomes an important discourse that provides some benefits and opportunities which transform the design and learning process in an architectural studio, particularly on how students may explore and understand their context. Exploring the works of third-year architectural students in Department of Architecture, Faculty of Engineering Universitas Indonesia, this paper high

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2

Silva, Lilian Reis da. "The human learning process in the organizational context." Núcleo do Conhecimento 08, no. 10 (2021): 17–30. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/human-learning-process.

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This article, elaborated through bibliographic research, has as a fundamental question the way individuals learn and interact in the context of organizations. Aiming to address how individual learning contributes to organizational learning among individuals. From the literature analyzed, it was found that the knowledge and knowledge acquired individually by people must be added to the communication, interaction and sharing skills with colleagues, within the scope of organizations, so that together they learn the culture, internal system, objectives and practices inherent to it, in order to ach

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3

DiSalvo, Betsy James, Kevin Crowley, and Roy Norwood. "Learning in Context." Games and Culture 3, no. 2 (2008): 131–41. http://dx.doi.org/10.1177/1555412008314130.

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4

Li, Chieh, and Ena Vazquez Nuttall. "Context, Context, Context: Powerful Factor in Language Learning." Contemporary Psychology: A Journal of Reviews 41, no. 5 (1996): 501–3. http://dx.doi.org/10.1037/004472.

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5

Keiding, Tina Bering. "Learning in context – But what is a learning context?" Nordic Studies in Education 27, no. 02 (2007): 138–50. http://dx.doi.org/10.18261/issn1891-5949-2007-02-04.

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6

Stein, Gary, and Avelino J. Gonzalez. "Learning in context: enhancing machine learning with context-based reasoning." Applied Intelligence 41, no. 3 (2014): 709–24. http://dx.doi.org/10.1007/s10489-014-0550-0.

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7

Traxler, John. "Context in a wider context." Mobile Learning in Widening Contexts: Concepts and Cases 19, Mobile Learning (2011): 1–16. http://dx.doi.org/10.21240/mpaed/19/2011.07.08.x.

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This paper attempts to review and reconsider the role of context in mobile learning and starts by outlining definitions of context-aware mobile learning as the technologies have become more mature, more robust and more widely available and as the notion of context has become progressively richer. The future role of context-aware mobile learning is considered within the context of the future of mobile learning as it moves from the challenges and opportunities of pedagogy and technology to the challenges and opportunities of policy, scale, sustainability, equity and engagement with augmented rea

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8

Meyer, Margaret R., and Georgianna Diopoulos. "Anchored Learning in Context." Mathematics Teaching in the Middle School 8, no. 1 (2002): 16–21. http://dx.doi.org/10.5951/mtms.8.1.0016.

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9

O'Brien, Marion, and Xiufen Bi. "Language Learning in Context." Topics in Early Childhood Special Education 15, no. 2 (1995): 148–63. http://dx.doi.org/10.1177/027112149501500202.

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10

Göker, A. "Context learning in Okapi." Journal of Documentation 53, no. 1 (1997): 80–83. http://dx.doi.org/10.1108/eum0000000007194.

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11

Thüs, Hendrik, Mohamed Amine Chatti, Esra Yalcin, et al. "Mobile learning in context." International Journal of Technology Enhanced Learning 4, no. 5/6 (2012): 332. http://dx.doi.org/10.1504/ijtel.2012.051818.

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12

Sagi, D. "Perceptual learning in context." Journal of Vision 13, no. 9 (2013): 1374. http://dx.doi.org/10.1167/13.9.1374.

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13

Rangachari, P. K. "Active learning: in context." Advances in Physiology Education 268, no. 6 (1995): S75. http://dx.doi.org/10.1152/advances.1995.268.6.s75.

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Active learning has become trendy, particularly in health care education. It has been noted that active learning is an attitude, not a method. Promotion of active learning requires willing students, sympathetic teachers, and an institution willing to promote interactions between them. The essence is to shift the locus of control from the teacher to the student. This essay draws attention to books and articles discussing such issues.

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14

Rozmus, Stefan. "E-LEARNING IN THE GDPR CONTEXT." Ekonomiczne Problemy Usług 131 (2018): 303–13. http://dx.doi.org/10.18276/epu.2018.131/1-30.

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15

Khaldi, Zeyneb, and Hana Aissaoui. "Othering in EFL Hybrid Learning in the Algerian Higher Education Context." Rhetoric and Communications, no. 53 (October 31, 2022): 156–66. http://dx.doi.org/10.55206/ownq6638.

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Abstract: This paper seeks to examine deeply Algerian students’ othering in online learning. The study is carried out using phenomenological design. The data are collected using a semi-structured interview from 10 students who have been enrolled in hybrid learning at Algerian universities in the academic year 2020-2021 selected through convenience sampling, a purposeful sampling method. Students’ opinions were taken regarding how they described othering, their experience in online classes, disconnectedness from peers and instructors, and the challenges faced while going back to mandatory class

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16

Boyle, Mary-Ellen. "Learning to Neighbor? Service-learning in Context." Journal of Academic Ethics 5, no. 1 (2007): 85–104. http://dx.doi.org/10.1007/s10805-007-9045-5.

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17

Barantsova, S. "INTERCULTURAL COMPETENCE IN THE CONTEXT OF AXIOLOGICAL APPROACH TO LEARNING." Scientific Bulletin Melitopol State Pedagogica 1, no. 32 (2024): 8–13. https://doi.org/10.33842/22195203-2024-1-32-8-13.

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18

V., Maithri. "Formative Assessments in Indian Context and Its Role in Active Learning Approach." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 3846–56. http://dx.doi.org/10.37200/ijpr/v24i5/pr202093.

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19

Raza, Ahmad, and Hasan Sohaib Murad. "Learning in plural cultural context." Journal for Multicultural Education 8, no. 1 (2014): 2–12. http://dx.doi.org/10.1108/jme-01-2014-0001.

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Purpose – This paper aims to reconstruct the metaphor of classroom learning in plural cultural context. It underscores the essential complexity of the human learning and argues for multiple pedagogical practices as a tool for instructional engagement. Design/methodology/approach – Technological innovations have given new meanings and interpretations to the social vocabulary of learning across the world. These innovations have created cultural contexts in which metaphor of classroom learning needs to be revisited and reassessed. It discusses the concept of classroom learning in a humanistic cul

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20

Warschauer, Mark. "Online Learning in Sociocultural Context." Anthropology Education Quarterly 29, no. 1 (1998): 68–88. http://dx.doi.org/10.1525/aeq.1998.29.1.68.

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21

Luckin, Rosemary, and Kristen Weatherby. "Online learning communities in context." International Journal of Web Based Communities 8, no. 4 (2012): 440. http://dx.doi.org/10.1504/ijwbc.2012.049559.

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22

Huang, Shenghui Cindy. "Language learning strategies in context." Language Learning Journal 46, no. 5 (2016): 647–59. http://dx.doi.org/10.1080/09571736.2016.1186723.

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23

Stanovich, Keith E. "Learning Disabilities in Broader Context." Journal of Learning Disabilities 22, no. 5 (1989): 287–91. http://dx.doi.org/10.1177/002221948902200506.

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24

Good, Ronald. "Context in teaching and learning." Journal of Research in Science Teaching 28, no. 10 (1991): 883–84. http://dx.doi.org/10.1002/tea.3660281002.

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25

Rupčić, Nataša. "Team learning in the context of learning organizations." Learning Organization 29, no. 2 (2022): 191–201. http://dx.doi.org/10.1108/tlo-02-2022-278.

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26

Cant, Michael C., and Cornelius H. Bothma. "Applying Learning Technologies In An Open Learning Context." International Business & Economics Research Journal (IBER) 10, no. 12 (2011): 117. http://dx.doi.org/10.19030/iber.v10i12.6655.

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The use of learning technologies are becoming more and more important in education. Not only is it essential that educational institutions look at new ways of learning and teaching, but they also need to adapt to the changing profile of their students and their learning habits. In this respect the use of technology has become important to both residential universities and Open learning institutions. It is the management of these technologies that are posing challenges to academia all over the world. Previous research undertaken by the authors in a specific department believed a learning manage

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27

Abildina, S., K. Aidarbekova, and А. Mukhametzhanova. "Opportunities to use educational resources in the context of distance learning." Bulletin of the Karaganda University. Pedagogy series 109, no. 1 (2023): 160–68. http://dx.doi.org/10.31489/2023ped1/160-168.

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The article describes the importance and necessity of using Internet resources and digital educational resources in the context of distance learning. The content of the concepts “Internet resources”, “educational platform”, “educational resource”, etc. is given, the effectiveness of their use in teaching students is revealed. Definitions of electronic resources, digital educational resources, Internet resources are given. The importance of distance learning today is emphasized. The authors classify the most widely used educational platforms in Kazakhstani schools and focus on their capabilitie

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28

Khosiyat, Turgunova. "GAMIFICATION IN ENGLISH LEARNING CONTEXT: ASSESSING THE EFFECTS OF DEVELOPING LANGUAGE COMPETENCE." American Journal of Philological Sciences 4, no. 1 (2024): 58–63. http://dx.doi.org/10.37547/ajps/volume04issue01-10.

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This study explores the significance of gamification games in English language learning, examining their impact on learner engagement, motivation, proficiency, and cultural understanding. Employing a mixed-methods approach, the research reveals that gamified language learning platforms enhance learner engagement, intrinsic motivation, and overall learning experiences. Participants demonstrate improved cultural immersion, contextual understanding, and collaborative engagement, underscoring the transformativepotential of gamification in English language acquisition. The findings emphasize the pi

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29

Mandell, Charlotte. "Putting Learning Back in Context: A Review of Balsam and Tomie’s Context and Learning." Behavior Analyst 9, no. 2 (1986): 205–10. http://dx.doi.org/10.1007/bf03391949.

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30

Sidupa, Christiana. "Learning Effectivenss of Blended Learning in Higher Education Context." Journal of English Education 4, no. 2 (2019): 89–96. http://dx.doi.org/10.31327/jee.v4i2.1006.

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The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative. A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing Engl

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31

Han, Feifei, and Robert Ellis. "Personalised learning networks in the university blended learning context." Comunicar 28, no. 62 (2020): 19–30. http://dx.doi.org/10.3916/c62-2020-02.

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In researching student learning experience in Higher Education, a dearth of studies has investigated cognitive, social, and material dimensions simultaneously with the same population. From an ecological perspective of learning, this study examined the interrelatedness amongst key elements in these dimensions of 365 undergraduates’ personalised learning networks. Data were collected from questionnaires, learning analytics, and course marks to measure these elements in the blended learning experience and academic performance. Students reported qualitatively different cognitive engagement betwee

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32

Ningsih, Alit Tri Santika, Made Hery Santosa, and I. Putu Ngurah Wage Myartawan. "STUDENTS’ LEARNING APPROACH IN THE EFL ONLINE LEARNING CONTEXT." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 9, no. 1 (2022): 23–35. http://dx.doi.org/10.36706/jele.v9i1.17408.

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The switching between conventional learning to online learning during this pandemic quite affected the learning approach adopted by students. This study aims to determine the learning approach of the eighth-grade students at one of public schools in Bali during online learning. The mixed-method was used in this study with two instruments for data collection: the R-SPQ-2F questionnaire and semi-structured interviews. This study involved 168 eighth grade students of one public junior high school in Bali. The analysis of the mean score of R-SPQ-2F was used to evaluate the data from questionnaire,

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33

Krishnasamy, Sivapoorani, Lew Sook Ling, and Tan Choo Kim. "Enhancing Learning Experience Using Multimedia Context Learning in Education." Advanced Science Letters 23, no. 8 (2017): 8013–16. http://dx.doi.org/10.1166/asl.2017.9633.

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34

Atoboyeva, Aziza Muhiddin qizi, and Hilola Ruziyevna Temirova. "Knowledge Construction in E-Learning context." JOURNAL OF UNIVERSAL SCIENCE RESEARCH 1, no. 5 (2023): 1112–23. https://doi.org/10.5281/zenodo.7963871.

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For the past 20 years, new technology has been created and people have realized that learning needs to happen throughout their whole lives. This has caused more people to pay attention to online learning, which is also called e-learning. Using computers and other technology to teach and learn has become important for both teachers and students. A lot of researchers around the world are studying how technology can help people learn. They're looking at it from different ways of thinking. You can read more about it in these reviews by Larreamendy-Joerns & Leinhardt (2006) and Resta &

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35

Annette, John. "Service Learning in an International Context." Frontiers: The Interdisciplinary Journal of Study Abroad 8, no. 1 (2002): 83–93. http://dx.doi.org/10.36366/frontiers.v8i1.95.

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Service learning is an important form of learning in higher education in the United States and the United Kingdom, and increasingly in universities internationally. Service learning is defined as an experiential learning program where students learn through engaging in service in partnership with a local community. It involves reflective learning activities which enable a student to develop key skills and capabilities, and a greater sense of civic awareness and active citizenship. The experience should be of sufficient length to enable students to benefit fully from it, and they must be challe

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36

Ims, Knut J., and Judith A. White. "Learning Ethics in a Social Context." Proceedings of the International Association for Business and Society 4 (1993): 725–35. http://dx.doi.org/10.5840/iabsproc1993458.

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37

Bester, G. "Adolescent egocentrism in a learning context." Africa Education Review 10, no. 3 (2013): 393–409. http://dx.doi.org/10.1080/18146627.2013.853537.

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38

Elliott, Robert T., and Qingzong Zhang. "Interference in Learning Context‐dependent Words." Educational Psychology 18, no. 1 (1998): 5–25. http://dx.doi.org/10.1080/0144341980180101.

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39

Hunting, Robert P., and Richard K. Korbosky. "Context and process in fraction learning." International Journal of Mathematical Education in Science and Technology 21, no. 6 (1990): 929–48. http://dx.doi.org/10.1080/0020739900210612.

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40

Akhurst, Jacqueline, Nqobile Msomi, and Anneliese Maritz. "Learning in the context of partnership." African Journal of Higher Education Community Engagement 1, no. 1 (2023): 20–38. http://dx.doi.org/10.21504/ajhece.v1i1.2480.

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For a number of years, community-based service learning (CBSL) has been a key element of the Community Psychology module in the Master’s programme for training psychologists at Rhodes University. In 2022, CBSL was consolidated to become central to the whole programme, with a focus on providing services in a partnership with the Assumption Development Centre (ADC). After introducing a model showing how students gradually move from sensitisation to social justice issues at undergraduate levels towards conscientisation as postgraduates, this paper will reflect on the interface between the profess

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41

Busetto, R., V. Breschi, M. Forgione, D. Piga, and S. Formentin. "In-context learning of state estimators." IFAC-PapersOnLine 58, no. 15 (2024): 145–50. http://dx.doi.org/10.1016/j.ifacol.2024.08.519.

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42

Cope, Peter, and Hugh Smith. "Cultural context in musical instrument learning." British Journal of Music Education 14, no. 3 (1997): 283–89. http://dx.doi.org/10.1017/s026505170000125x.

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The importance of a cultural context for musical instrument teaching and learning is analysed in terms of situated cognition and cultural validity. It is suggested that the current cultural location of instrument teaching is often associated with a view that confines success to a minority of children, partly by retaining the notion of the concert player as the goal. The nature of this goal and its implications are discussed and compared with traditional instrument learning and playing. Given that recent research suggests that virtuoso players are the product of practice rather than innate tale

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43

Morrison, J. Bradley. "Putting the learning curve in context." Journal of Business Research 61, no. 11 (2008): 1182–90. http://dx.doi.org/10.1016/j.jbusres.2007.11.009.

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44

Taylor, Cedric A. "Cooperative learning in an African context." International Journal of Educational Research 23, no. 3 (1995): 239–53. http://dx.doi.org/10.1016/0883-0355(95)93611-x.

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45

Rogoff, Barbara. "Learning in Cultural Context: Developing Destinies." Childhood Education 88, no. 5 (2012): 324–25. http://dx.doi.org/10.1080/00094056.2012.718615.

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46

Debowski, Shelda. "Quality learning in a global context." International Journal for Academic Development 15, no. 1 (2010): 5–6. http://dx.doi.org/10.1080/13601440903529836.

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47

Colwill, RM, RA Absher, and ML Roberts. "Context-US learning in Aplysia californica." Journal of Neuroscience 8, no. 12 (1988): 4434–39. http://dx.doi.org/10.1523/jneurosci.08-12-04434.1988.

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48

Branch, Marc N. "Basic Learning Principles in Broad Context." Contemporary Psychology 48, no. 2 (2003): 193–95. http://dx.doi.org/10.1037/000760.

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49

Fuhs, Mark C., and David S. Touretzky. "Context Learning in the Rodent Hippocampus." Neural Computation 19, no. 12 (2007): 3173–215. http://dx.doi.org/10.1162/neco.2007.19.12.3173.

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We present a Bayesian statistical theory of context learning in the rodent hippocampus. While context is often defined in an experimental setting in relation to specific background cues or task demands, we advance a single, more general notion of context that suffices for a variety of learning phenomena. Specifically, a context is defined as a statistically stationary distribution of experiences, and context learning is defined as the problem of how to form contexts out of groups of experiences that cluster together in time. The challenge of context learning is solving the model selection prob

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50

Sein, Kyaw. "Culture learning in Myanmar EFL context." Journal of Green Learning 2, no. 1 (2022): 1–9. http://dx.doi.org/10.53889/jgl.v2i1.101.

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In this era of information and technology explosion, peoples in the world encounter one another more often and more easily than ever before. The need for mastering a foreign or second language besides one’s own seems to dramatically grow. More people are learning languages for their personal and professional needs. Specifically, cultural features of the language being learned must be taught concurrently with the linguistic parts, which have traditionally been underlined. Consequently, the present study sought to shed some light on the place of culture in EFL classrooms at educational context i

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