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Journal articles on the topic 'Inter-Learning'

Author: Grafiati

Published: 3 June 2025

Last updated: 13 July 2025

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1

Ravankar, Abhijeet, Ankit A. Ravankar, Yukinori Kobayashi, and Takanori Emaru. "Inter-Robot Learning in Multi-Robot System." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2017 (2017): 2P1—F04. http://dx.doi.org/10.1299/jsmermd.2017.2p1-f04.

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Halachmi, Arie, and Amy M. Woron. "Spontaneous inter-organizational learning." International Journal of Organization Theory & Behavior 16, no. 2 (2013): 135–64. http://dx.doi.org/10.1108/ijotb-16-02-2013-b001.

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Schumacher, Thomas. "Linking action learning and inter-organisational learning: the learning journey approach." Action Learning: Research and Practice 12, no. 3 (2015): 293–313. http://dx.doi.org/10.1080/14767333.2015.1074886.

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Hannig, Jan, Qing Feng, Hari Iyer, C. M. Wang, and Xuhua Liu. "Fusion learning for inter-laboratory comparisons." Journal of Statistical Planning and Inference 195 (May 2018): 64–79. http://dx.doi.org/10.1016/j.jspi.2017.09.011.

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Nyatanga, Brian. "The myth of inter-professional learning." International Journal of Palliative Nursing 8, no. 7 (2002): 316. http://dx.doi.org/10.12968/ijpn.2002.8.7.10670.

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Ishiguro, K., Y. Kuniyoshi, and N. Otsu. "Concept Acquisition through Inter-modal Learning." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2004 (2004): 177. http://dx.doi.org/10.1299/jsmermd.2004.177_1.

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Aleksic-Miric, Ana. "Inter-organizational design fit in inter-organizational knowledge management." Sociologija 56, no. 3 (2014): 343–63. http://dx.doi.org/10.2298/soc1403343a.

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The purpose of this paper is to analyze existing knowledge on how organizations learn using multilevel comparison perspective of intra- and inter-organizational learning and to offer deeper understanding of the role that organizational design properties have in inter-organizational learning. Using Argote and Ophir (2005) findings on similarity vs complementarity fit developed for intra-organizational learning as an anchor, we analyze the role similarity vs complementarity fit of organizational configuration and coordination properties in inter-organizational settings. Our intention is to explicitly express the role of interorganizational design fit in inter-organizational knowledge management. Framework developed here systematizes and explains how strategic objectives of network creation (exploration or exploitation) should be aligned with learning mechanisms (learning by doing or learning by listening/observing) and organizational design properties. From the point of organization theory, this paper advances knowledge about the influence organizational design as intra-organizational property has on knowledge transfer between organizations and inter-organizational learning. Our framework helps managers understand how inter-organizational design fit can influence inter-organizational learning within the network. With regard to policy making, knowledge networks are becoming increasingly important as a mechanism of industrial development support, economic growth, increase of employment and poverty reduction and this paper points to mechanisms of inter-organizational design that can be used in managing these networks.

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Mao, Fubing, Weiwei Weng, Mahardhika Pratama, and Edward Yapp Kien Yee. "Continual learning via inter-task synaptic mapping." Knowledge-Based Systems 222 (June 2021): 106947. http://dx.doi.org/10.1016/j.knosys.2021.106947.

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Nobeoka, Kentaro. "INTER-PROJECT LEARNING IN NEW PRODUCT DEVELOPMENT." Academy of Management Proceedings 1995, no. 1 (1995): 432–36. http://dx.doi.org/10.5465/ambpp.1995.17536713.

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Xie, Ziwei, and Jinbo Xu. "Deep graph learning of inter-protein contacts." Bioinformatics 38, no. 4 (2021): 947–53. http://dx.doi.org/10.1093/bioinformatics/btab761.

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Abstract Motivation Inter-protein (interfacial) contact prediction is very useful for in silico structural characterization of protein–protein interactions. Although deep learning has been applied to this problem, its accuracy is not as good as intra-protein contact prediction. Results We propose a new deep learning method GLINTER (Graph Learning of INTER-protein contacts) for interfacial contact prediction of dimers, leveraging a rotational invariant representation of protein tertiary structures and a pretrained language model of multiple sequence alignments. Tested on the 13th and 14th CASP-CAPRI datasets, the average top L/10 precision achieved by GLINTER is 54% on the homodimers and 52% on all the dimers, much higher than 30% obtained by the latest deep learning method DeepHomo on the homodimers and 15% obtained by BIPSPI on all the dimers. Our experiments show that GLINTER-predicted contacts help improve selection of docking decoys. Availability and implementation The software is available at https://github.com/zw2x/glinter. The datasets are available at https://github.com/zw2x/glinter/data. Supplementary information Supplementary data are available at Bioinformatics online.

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Nooteboom, Bart. "Learning and governance in inter-firm relations." Revue d'économie politique 114, no. 1 (2004): 55. http://dx.doi.org/10.3917/redp.141.0055.

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Calvani, A., P. Sorzio, and B. M. Varisco. "Inter‐university cooperative learning: an exploratory study." Journal of Computer Assisted Learning 13, no. 4 (1997): 271–80. http://dx.doi.org/10.1046/j.1365-2729.1997.00030.x.

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Hodge, Steven. "Transformative Learning as an “Inter-Practice” Phenomenon." Adult Education Quarterly 64, no. 2 (2014): 165–81. http://dx.doi.org/10.1177/0741713613520405.

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van Winkelen, Christine. "Deriving value from inter‐organizational learning collaborations." Learning Organization 17, no. 1 (2010): 8–23. http://dx.doi.org/10.1108/09696471011008215.

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Svensson, Lennart, Hanne Randle, and Maria Bennich. "Organising workplace learning: an inter‐organisational perspective." Journal of European Industrial Training 33, no. 8/9 (2009): 771–86. http://dx.doi.org/10.1108/03090590910993625.

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Mikkola, Juliana Hsuan. "Modularity, component outsourcing, and inter-firm learning." R and D Management 33, no. 4 (2003): 439–54. http://dx.doi.org/10.1111/1467-9310.00309.

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PETROVSCHI, Nina. "Inter/transdisciplinary approach - context for reconfiguring learning." Univers Pedagogic 79, no. 3 (2023): 54–58. http://dx.doi.org/10.52387/1811-5470.2023.3.08.

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This article formulates a seies of answers to the question how the organization of education, starting from problems, realities of life, contributes to a better contextualization of learning, to the formation of values, attitudes and transversal competences, based on the fact that this mechanism offers a learning model that goes beyond the rigidity and excessive academic orientation of traditional disciplines, turning it into a process with sustainable and efficient results for the personal and social development of the student.

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Sienkiewicz-Małyjurek, Katarzyna Ewa, Barbara Kożuch, and Jeremi Szczygłowski. "Inter-organisational learning in public safety management system." Disaster Prevention and Management: An International Journal 28, no. 2 (2019): 286–98. http://dx.doi.org/10.1108/dpm-09-2017-0217.

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Purpose The purpose of this paper is to recognition and understanding of the inter-organisational learning processes in the public safety management system. Design/methodology/approach The findings presented in this paper are based on empirical data including: first, desk research in the scope of inter-organisational learning; second, participant observation conducted in the Provincial Headquarters of the State Fire Service in the Silesia Province in the years 2013–2014; third, hermeneutic process within a focus group of scholars conducted in December 2014 within a four-person group of researchers. The carried out studies have shown the usefulness of the three-loop learning model appliance. Findings The paper analyses the course of inter-organisational learning in dynamic and uncertain operating conditions. As a result, the main methods and effects of inter-organisational learning in the public safety management system are identified. Originality/value The paper adds a new value to understanding of inter-organisational learning in the framework of public safety management by driving attention to the importance of inter-organisational learning and its practical use. It also provides a useful research model for investigating inter-organisational learning and effective public safety management.

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Lateef, Fatimah. "Inter-Professional Education, Inter-Professional Practice and Team Science: Learning Together; Working Together." Education in Medicine Journal 10, no. 4 (2019): 81–91. http://dx.doi.org/10.21315/eimj2018.10.4.8.

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Choe, Jong-Min. "The Relationships among Inter-organizational Information Flow, Inter-organizational Learning, Trust and Performance." Journal of Information Systems 17, no. 3 (2008): 1–24. http://dx.doi.org/10.5859/kais.2008.17.3.001.

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Mukhtar, Javaria, Muhammad Hussain, Kousar Perveen, Muhammad Afzal, and Syed Amir Gilani. "Students’ Perception and Readiness towards Inter-Professional Learning." International Journal of Social Sciences and Management 5, no. 3 (2018): 192–200. http://dx.doi.org/10.3126/ijssm.v5i3.20610.

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Inter-professional learning is helpful for students to identify other professionals for team work and collaboration which results in improved patient care out come and also improve Communication among health professionals and patients. The purpose of this study was to explore the relationship between readiness and perception of students towards inter-professional learning. A correlation, cross-sectional study was done with Two hundred and eighty five undergraduate Nursing and Paramedical students from Jan, 2018 to May, 2018. Convenient sampling was used to collect data. The Readiness for Inter-Professional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS) were used to measure the readiness and perception of students regarding inter-professional leaning. The data were analyzed using software Statistical Package for Social Science (SPSS) (Version 21). Spearman rho correlation test was used to explore the relationship of variables. The results showed statically significant positive correlation between the readiness and Perception of students regarding inter-professional learning (p=.000). This study indicated that there is strong positive correlation between readiness and perception of students towards inter-professional learning but students have least response towards team work and collaboration. Study suggests that inter-professional education should introduce in the curriculum of nursing and paramedical students to promote team work and share learning.Int. J. Soc. Sc. Manage. Vol. 5, Issue-3: 192-200

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Ge, Jiaqi, Gaochao Xu, Jianchao Lu, Chenhao Xu, Quan Z. Sheng, and Xi Zheng. "FedAGA: A federated learning framework for enhanced inter-client relationship learning." Knowledge-Based Systems 286 (February 2024): 111399. http://dx.doi.org/10.1016/j.knosys.2024.111399.

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Soetopo, Dhalia, Hervina Nurullita, Agus Mursidi, Abdul Shomad, Ni Luh Putu Tejawati, and I. Nyoman Bayu Pramartha. "Collaborative Online Learning Based on The Inter-University Learning Management System." Jurnal Paedagogy 10, no. 4 (2023): 1088. http://dx.doi.org/10.33394/jp.v10i4.9048.

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This research aims to describe the implementation of online learning between PGRI Banyuwangi University and PGRI Mahadewa University Indonesia during the Covid-19 pandemic. So that the learning process continues to run well and keeps the quality of education high, universities collaborate in organizing a flexible learning system. The method used in this research was descriptive qualitative. Data was collected using literature study, document analysis, observation, and interviews. The informants in this research were 30 students from both universities who took Cultural History courses. The research results showed that this collaborative learning focused on online learning design to create social interaction and a humanist side of learning. It leads to effective learning, namely social interaction in the online learning process and performance between students. Collaboration-based online learning design was managed in the following way: (1) collaboration-based online learning planning begins with needs analysis; (2) the implementation of collaboration-based online learning is carried out by providing teaching materials in the LMS and then accessing them independently. Furthermore, the effectiveness of collaboration-based online learning was obtained through involvement in completing assignments through integrated online worksheets and group work.

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Peronard, Jean-Paul, and Jacob Brix. "Organizing for inter-organizational learning in service networks." Learning Organization 26, no. 3 (2019): 276–88. http://dx.doi.org/10.1108/tlo-08-2018-0137.

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Purpose The purpose of this study is to consolidate existing research on ‘service networks’ and to frame this literature as a new ‘context for learning’. Research from inter-organizational learning is used to qualify this consolidation and advances from inter-organizational learning are used to operationalize how service network actors in this new context can organize for inter-organizational learning to create more value for themselves and their customers. Design/methodology/approach By conceptualizing the learning context of a service network and the interrelated dimensions, an overview of the learning challenges for improved service performance is provided. Findings Inspired by the service triangle, the proposed framework highlights the learning challenges among two or more actors and the knowledge and skills needed for them to organize the service network. To build a collaboration characterized by trust, behaviors associated with transparency and receptivity are argued to be imperative. Practical implications The framework can increase the opportunities for inter-organizational learning in a service network. Knowing the learning context and the challenges associated with this learning allows for a more accurate intervention and allocation of resources to improve service network performance. Originality/value The novelty lies in the consolidation of the literature of service networks and the extension of the literature on inter-organizational learning hereto.

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Hartley, Jean, and Lyndsay Rashman. "Innovation and inter-organizational learning in the context of public service reform." International Review of Administrative Sciences 84, no. 2 (2018): 231–48. http://dx.doi.org/10.1177/0020852318762309.

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This article examines links between innovation and inter-organizational learning in the context of public service reform. The theory-building and empirical research draws on longitudinal analysis using mixed methods and multiple stakeholder respondents, set in the context of the Beacon Scheme, an instrument of UK public service reform. The research examines two questions: first, how does inter-organizational learning contribute to innovation? Second, how do changes in the approach to inter-organizational learning shape changes in the approach to innovation over time? The research on the whole of English local government ( N = 388) used temporal bracketing to examine developments in three phases over nine years. The article builds theory about the inter-organizational learning underpinning innovation, and shows that the approach to innovation changed over time, shifting from learning to imitate, to learning to innovate. Points for practitioners • Innovation is underpinned by inter-organizational learning. • Organizations improved over time in their ability to acquire and use learning. • Innovation involves the sharing of tacit as well as explicit knowledge. • Over time, organizations learnt to shift from learning to imitate, to learning to innovate. • Improvement through inter-organizational learning was not uniform. Initially, differences between organizations widened as those able to acquire learning used it to improve more rapidly. • Adaptation to local context, not adoption of a single approach, is apparent but is underemphasized in public service reform. • Learning pull, not dissemination push, aids learning and improvement.

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Dzhengiz, Tulin. "A Literature Review of Inter-Organizational Sustainability Learning." Sustainability 12, no. 12 (2020): 4876. http://dx.doi.org/10.3390/su12124876.

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Sustainable development goals (SDGs) have become increasingly important for today’s firms as they build sustainability strategies that integrate SDGs into their core activities. Addressing these goals collaboratively, in line with SDG 17—partnerships for the goals, has gained momentum, hence the growing literature on sustainability-oriented partnerships. However, addressing SDGs through partnerships is not straightforward. For firms, contributing to SDGs through alliances and partnerships requires building environmental capabilities and embracing new value frames; in other words, going through the complex process of inter-organizational learning. This paper reviews the literature on sustainability-oriented partnerships with a focus on the inter-organizational learning process. As a result of the review, a model of inter-organizational sustainability learning is presented. This model captures the different levels and types of the inter-organizational learning process; partner and partnership characteristics that impact learning; the environmental conditions that set the conditions for learning to take place; the catalyst and inhibitors of learning; and finally outcomes of learning. This model expands and re-organizes the existing scholarly conversation about inter-organizational learning in the context of sustainability-oriented alliances and partnerships and offers a learning-based understanding of sustainability partnerships to practitioners. Based on the review, the paper proposes ideas for future research and contributes to the development of a future research agenda in the area of sustainability-oriented alliances and partnerships.

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Abdukhalikova, D. "Inter-subject communications in the learning of mathematics." Bulletin of Science and Practice 5, no. 3 (2019): 459–64. http://dx.doi.org/10.33619/2414-2948/40/61.

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This article describes the study of mathematics inter-subject communication in institutes, where the need to pay special attention to the relationship of mathematics with other subjects, especially with the basics of economic knowledge. Inter-subject communication is raised to a higher level of scientific weight training process, providing multifaceted influence on the personality of students, ensuring unity of education, educational and developmental functions. So much attention in institutes for economic education is primarily due to the fact that economic knowledge defined by renowned economists who can teach economic theory necessary for the formation of the economic way of thinking and economic culture of the students. Besides knowledge form the basis of economic education and training student. Influence of inter-subject communications so broadly that it covers the area of teaching all disciplines affects the curriculum, programs and textbooks, beyond the narrowly defined as training, affecting the formation of the world students. So, there is every reason to believe inter-subject communication one of the principles of didactics.

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Abdukhalikova, D. "Inter-subject communications in the learning of mathematics." Bulletin of Science and Practice 5, no. 3 (2019): 459–64. https://doi.org/10.33619/2414-2948/40/61.

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This article describes the study of mathematics inter-subject communication in institutes, where the need to pay special attention to the relationship of mathematics with other subjects, especially with the basics of economic knowledge. Inter-subject communication is raised to a higher level of the scientific weight training process, providing multifaceted influence on the personality of students, ensuring unity of education, educational and developmental functions. So much attention in institutes for economic education is primarily due to the fact that economic knowledge defined by renowned economists who can teach economic theory necessary for the formation of the economic way of thinking and economic culture of the students. Besides knowledge form the basis of economic education and training student. Influence of inter-subject communications so broadly that it covers the area of teaching all disciplines affects the curriculum, programs and textbooks, beyond the narrowly defined as training, affecting the formation of the world students. So there is every reason to believe inter-subject communication one of the principles of didactics.

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Trejo Narváez, Omar Albeiro, and Víctor Fabián Miramá Pérez. "Machine learning algorithms for inter-cell interference coordination." Sistemas y Telemática 16, no. 46 (2018): 37–57. http://dx.doi.org/10.18046/syt.v16i46.3034.

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The current LTE and LTE-A deployments require larger efforts to achieve the radio resource management. This, due to the increase of users and the constantly growing demand of services. For this reason, the automatic optimization is a key point to avoid issues such as the inter-cell interference. This paper presents several proposals of machine-learning algorithms focused on this automatic optimization problem. The research works seek that the cellular systems achieve their self-optimization, a key concept within the self-organized networks, where the main objective is to achieve that the networks to be capable to automatically respond to the particular needs in the dynamic network traffic scenarios.

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HELLER, Daniel A., and Takahiro FUJIMOTO. "Inter-Firm Learning in High-Commitment Horizontal Alliances." Annals of Business Administrative Science 3, no. 3 (2004): 35–52. http://dx.doi.org/10.7880/abas.3.35.

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Kao, Ling-Jing, Chih-Chou Chiu, Yu-Fan Lin, and Heong Kam Weng. "Inter-Purchase Time Prediction Based on Deep Learning." Computer Systems Science and Engineering 42, no. 2 (2022): 493–508. http://dx.doi.org/10.32604/csse.2022.022166.

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McDowell, Kate. "Teaching “between”: Reflections on learning inter-organizational collaboration." Education for Information 35, no. 2 (2019): 149–53. http://dx.doi.org/10.3233/efi-180239.

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Meyer, John P., and Jeffrey W. Alstete. "Inter-organisational learning in cases of disruptive innovation." International Journal of Technology, Policy and Management 18, no. 3 (2018): 185. http://dx.doi.org/10.1504/ijtpm.2018.093849.

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Meyer, John P., and Jeffrey W. Alstete. "Inter-organisational learning in cases of disruptive innovation." International Journal of Technology, Policy and Management 18, no. 3 (2018): 185. http://dx.doi.org/10.1504/ijtpm.2018.10015042.

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Dimitrienko, Yury I., Anastasia V. Chibisova, and Victor Yu Chibisov. "Inter-University Networking in Mathematical Digital Blended Learning." ITM Web of Conferences 35 (2020): 03014. http://dx.doi.org/10.1051/itmconf/20203503014.

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The concept of blended learning assumes that the student should optimally and in the aggregate use all the opportunities provided by both traditional learning and new digital educational technologies. Blended learning combines the benefits of traditional and e-learning. The use of various models of blended learning allows you to introduce innovative educational technologies into the educational process and build individual educational trajectories for students. Networking contracts are used to effectively implement blended learning at universities. This increases the availability and quality of education, forms unique competencies for training specialists at the intersection of various areas of science and technology, makes it possible to use the material and human resources of other organizations in educational activities, reduces the costs of an educational organization and expands access to modern educational technologies. The article discusses network engineering partnership on the example of BMSTU.

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Westerlund, Mika, and Risto Rajala. "Learning and innovation in inter‐organizational network collaboration." Journal of Business & Industrial Marketing 25, no. 6 (2010): 435–42. http://dx.doi.org/10.1108/08858621011066026.

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Eiriz, Vasco, Miguel Gonçalves, and João S. Areias. "Inter-organizational learning within an institutional knowledge network." European Journal of Innovation Management 20, no. 2 (2017): 230–49. http://dx.doi.org/10.1108/ejim-11-2015-0117.

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Purpose The purpose of this paper is to focus on the interaction process between organizations of a knowledge network as a means to promote learning. In particular, the authors aim to answer the following research questions: how do dyadic and network relationships contribute to inter-organizational creation and transfer of knowledge? More specifically, which joint activities between organizations facilitate inter-organizational learning within a knowledge network? That is, the authors are interested in the relationship processes for inter-organisational learning, aiming to identify and understand the joint activities through which organizations within an institutional network generate and transfer knowledge. Design/methodology/approach Aiming at studying how six institutional actors generate and transfer knowledge, the existing dyadic relationships between a focal actor (a technological center of the textile and clothing industry – CITEVE) and each one of the other five institutional actors were studied. In the study of this knowledge network the authors analyzed several documental sources and carried out 19 interviews. Findings This study shows how dyadic and network relationships contribute to inter-organisational creation and transfer of knowledge. It assesses several joint activities through which organizations in the studied network learn with each other and compares the five dyadic relationships in terms of their distinctive features. Through the cooperative effort based on joint activities between actors, the studied network generates complementary and multidisciplinary knowledge aiming to promote network learning of the studied organizations. Management implications and suggestions for further research on network learning are discussed. Originality/value This paper adds to the literature on network learning and management by empirically illustrating how a network of organizations in a given industry contributes to knowledge generation. It is an original contribution because, first, it allows a better understanding of how organizations of a knowledge network interact and contribute for network learning. In particular, the paper identifies a large number of joint activities for inter-organizational learning in the context of a traditional industry. Second, the research shows empirically how such interaction and learning occur in practice within a network context that comprises only institutional actors.

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Gough, Pamela Rosemary, Jules Lajoie, Aron Shlonsky, and Nico Trocmé. "Journal Watch: An Inter-University Collaborative Learning Partnership." Social Work Education 29, no. 1 (2010): 18–26. http://dx.doi.org/10.1080/02615470902838752.

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Şengün, Ayşe Elif. "Which Type of Trust for Inter-firm Learning?" Industry & Innovation 17, no. 2 (2010): 193–213. http://dx.doi.org/10.1080/13662711003633447.

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Jones, Oswald, and Allan Macpherson. "Inter-Organizational Learning and Strategic Renewal in SMEs." Long Range Planning 39, no. 2 (2006): 155–75. http://dx.doi.org/10.1016/j.lrp.2005.02.012.

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Beeby, Mick, and Charles Booth. "Networks and inter‐organizational learning: a critical review." Learning Organization 7, no. 2 (2000): 75–88. http://dx.doi.org/10.1108/09696470010316260.

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Coughlan, Paul, David Coghlan, Tony Dromgoole, et al. "Effecting operational improvement through inter‐organisational action learning." Integrated Manufacturing Systems 13, no. 3 (2002): 131–40. http://dx.doi.org/10.1108/09576060210417723.

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Begley, Cecily M. "Developing inter-professional learning: Tactics, teamwork and talk." Nurse Education Today 29, no. 3 (2009): 276–83. http://dx.doi.org/10.1016/j.nedt.2008.09.006.

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Samejima, Kazuyuki, Kenji Doya, and Mitsuo Kawato. "Inter-module credit assignment in modular reinforcement learning." Neural Networks 16, no. 7 (2003): 985–94. http://dx.doi.org/10.1016/s0893-6080(02)00235-6.

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Fernández, Fernando, Javier García, and Manuela Veloso. "Probabilistic Policy Reuse for inter-task transfer learning." Robotics and Autonomous Systems 58, no. 7 (2010): 866–71. http://dx.doi.org/10.1016/j.robot.2010.03.007.

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Kato, Fumie. "Innovations in Integrating Language Assistants: Inter-Collaborative Learning." Journal of Language and Education 4, no. 4 (2018): 54–62. http://dx.doi.org/10.17323/2411-7390-2018-4-4-54-62.

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A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

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Kato, Fumie. "Innovations in Integrating Language Assistants: Inter-Collaborative Learning." Journal of Language and Education 4, no. 4 (2018): 88–96. http://dx.doi.org/10.17323/2411-7390-2018-4-4-88-96.

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Abstract:

A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

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Chen, Yizhen, and Haifeng Hu. "Facial Expression Recognition by Inter-Class Relational Learning." IEEE Access 7 (2019): 94106–17. http://dx.doi.org/10.1109/access.2019.2928983.

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Finnegan, Pat, Robert Galliers, and Philip Powell. "Inter-organisational systems planning: learning from current practices." International Journal of Technology Management 17, no. 1/2 (1999): 129. http://dx.doi.org/10.1504/ijtm.1999.002704.

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Ozar, David T. "Learning about Professional Ethics from Inter-Professional Dialogue." Journal of Clinical Ethics 32, no. 3 (2021): 224–32. http://dx.doi.org/10.1086/jce2021323224.

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