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Dissertations / Theses on the topic 'Learnin'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Rosenblatt, Kara. "UCANFNSH: A VIRTUAL LEARNING ENVIRONMENT CREATED TO ENGAGE AND INSPIRE SELF-DETERMINATION IN MIDDLE SCHOOL STUDENTS WITH LEARNIN." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3945.

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This study explored the efficacy of using a virtual college campus to teach self-determination skills to middle school students with learning disabilities. Teaching self-determination skills is considered best practice for students with disabilities as they transition into adulthood. Three measures, a self-determination knowledge measurement scale, a behavior rubric, and 15 multiple choice questions measured self-determination knowledge and skill application ability with 71 middle school students with learning disabilities. The measures were used to determine whether the students who learned a

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Rhamachan, Molly. "Social movement learning: Collective,participatory learning within the jyoti jivanam movement of south Africa." University of the Western Cape, 2014. http://hdl.handle.net/11394/4401.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>The purpose of this research paper is to explore and examine the nature of learning within the context of and situated within a social movement. Based on an exploratory qualitative study of learning within the Jyoti Jivanam Movement of South Africa, this research explores the nature and purpose/s of learning within a social movement. Accordingly, this study is guided by the research questions: How and why do adults learn as they collectively participate in social movements; and what factors facilitate, contribute, hinder and

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Lui, Kwok W. "Practice-based learning for workers in small business settings." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/419070.

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In Australia, many small business Chinese restaurants (SBCRs) prefer in-house practicebased learning, instead of training in educational institutions, for workers to develop occupational competencies. Practice-based learning involves learning while engaging in work activities, though such on-the-job learning is not recognised or accredited. The study for this thesis examined workers’ practice-based learning experiences in SBCRs. It investigated the practice architectures that enabled and constrained practice-based learning to suggest the most appropriate strategies to support practice-based le

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Gazale, Raquel Alves. "Aprendizagem baseada em problemas: uma proposta para as séries finais do ensino fundamental." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-04122018-150534/.

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Este trabalho foi uma pesquisa sobre uma metodologia ativa aplicada a alunos do ensino fundamental, buscando o desenvolvimento das seguintes habilidades: autonomia, iniciativa, interação, comunicação, argumentação, raciocínio lógico, participação, reflexão e criatividade, utilizando como recurso a abordagem transdisciplinar, relacionando o conteúdo matemático do Teorema de Pitágoras, \"Triângulo Retângulo\", aos conteúdos de Arte e História. O trabalho foi realizado em uma escola pública municipal de Ensino Fundamental, envolvendo 52 alunos dos 7º anos e 41 alunos dos 8º anos do Ensino Fundame

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Tamaazousti, Youssef. "Vers l’universalité des représentations visuelle et multimodales." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLC038/document.

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En raison de ses enjeux sociétaux, économiques et culturels, l’intelligence artificielle (dénotée IA) est aujourd’hui un sujet d’actualité très populaire. L’un de ses principaux objectifs est de développer des systèmes qui facilitent la vie quotidienne de l’homme, par le biais d’applications telles que les robots domestiques, les robots industriels, les véhicules autonomes et bien plus encore. La montée en popularité de l’IA est fortement due à l’émergence d’outils basés sur des réseaux de neurones profonds qui permettent d’apprendre simultanément, la représentation des données (qui était trad

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Benlloch, Dualde José Vicente. "Propuesta metodológica para el uso de las tecnologías de tinta digital en los procesos formativos del ámbito de la educación superior." Doctoral thesis, Universitat Politècnica de València, 2014. http://hdl.handle.net/10251/38250.

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Numerosos estudios sobre el aprendizaje evidencian que la tecnología puede aportar importantes cambios en el aula, reduciendo algunos de los problemas asociados al modelo tradicional centrado en el profesor. Si es indudable que las posibilidades de un ordenador personal son múltiples, éstas se incrementan de forma significativa cuando incorporamos, como elemento de la interfaz de usuario, un bolígrafo especial que produce tinta digital, dando nombre a las llamadas ¿tecnologías de tinta digital¿ (pen-based technology). Entre los dispositivos de estas tecnologías destaca la tableta

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Silva, Erica Bastos da. "Aprendizagem da leitura, escrita e oralidade: um olhar sobre percepções e práticas na EJA." Faculdade de Educação, 2016. http://repositorio.ufba.br/ri/handle/ri/19879.

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Submitted by Erica Bastos (ebastosp@yahoo.com.br) on 2016-07-18T22:38:30Z No. of bitstreams: 1 Tese versão impressão 2.pdf: 1509521 bytes, checksum: 38ab36d248053c592798677280af8af3 (MD5)<br>Rejected by Maria Auxiliadora da Silva Lopes (silopes@ufba.br), reason: Prezada Erica, Os campos referentes ao autor, orientador e participantes da banca devem ser preenchidos com os nomes por completo. Saudações, Auxiliadora on 2016-07-19T19:13:33Z (GMT)<br>Submitted by Erica Bastos (ebastosp@yahoo.com.br) on 2016-07-24T20:46:25Z No. of bitstreams: 1 Tese versão impressão 2.pdf: 1509521 bytes

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Abou-Khalil, Victoria. "Supporting Learner Centered Vocabulary Learning in Informal Learning Environments." Kyoto University, 2020. http://hdl.handle.net/2433/253413.

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付記する学位プログラム名: デザイン学大学院連携プログラム<br>Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(情報学)<br>甲第22577号<br>情博第714号<br>新制||情||122(附属図書館)<br>京都大学大学院情報学研究科社会情報学専攻<br>(主査)教授緒方広明, 教授守屋和幸, 教授黒田知宏<br>学位規則第4条第1項該当

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Del, Valle Rodrigo. "Online learning learner characteristics and their approaches to managing learning /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204535.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology of the School of Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0152. Adviser: Thomas M. Duffy. "Title from dissertation home page (viewed Jan. 8, 2007)."

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Damour, Gabriel. "Information-Theoretic Framework for Network Anomaly Detection: Enabling online application of statistical learning models to high-speed traffic." Thesis, KTH, Matematisk statistik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-252560.

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With the current proliferation of cyber attacks, safeguarding internet facing assets from network intrusions, is becoming a vital task in our increasingly digitalised economies. Although recent successes of machine learning (ML) models bode the dawn of a new generation of intrusion detection systems (IDS); current solutions struggle to implement these in an efficient manner, leaving many IDSs to rely on rule-based techniques. In this paper we begin by reviewing the different approaches to feature construction and attack source identification employed in such applications. We refer to these ste

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Yang, Fan. "Learning path construction in e-Learning : what to learn and how to learn?" Thesis, Durham University, 2013. http://etheses.dur.ac.uk/3359/.

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Whether in traditional or e learning, it is important to consider: what to learn, how to learn, and how well students have learned. Since there are various types of students with different learning preferences, learning styles, and learning abilities, it is not easy to provide the best learning approach for a specific student. Designing learning contents for different students is very time consuming and tedious for teachers. No matter how the learning process is carried out, both teachers and students must be satisfied with students’ learning performance. Therefore, it is important to provide

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Tabanlioglu, Selime. "The Relationship Between Learning Styles And Language Learning Strategies Of Pre-intermediate Eap Students." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1014034/index.pdf.

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This thesis aims to identify the learning styles and strategies of students, to check whether there are significant differences in the learning style and strategy preferences between male and female learners, and investigate whether there is a relationship between students&amp<br>#8217<br>learning style and strategy preferences. A total of 60 students were asked to complete two questionnaires. One was used to identify students&amp<br>#8217<br>perceptual learning style preferences and the other was used to identify students&amp<br>#8217<br>learning strategies. In addition, think aloud protocols

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Finn, Chelsea B. "Learning to Learn with Gradients." Thesis, University of California, Berkeley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930398.

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<p> Humans have a remarkable ability to learn new concepts from only a few examples and quickly adapt to unforeseen circumstances. To do so, they build upon their prior experience and prepare for the ability to adapt, allowing the combination of previous observations with small amounts of new evidence for fast learning. In most machine learning systems, however, there are distinct train and test phases: training consists of updating the model using data, and at test time, the model is deployed as a rigid decision-making engine. In this thesis, we discuss gradient-based algorithms for learning

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Petrucci, Giulio. "Learning to Learn Concept Descriptions." Doctoral thesis, Università degli studi di Trento, 2018. https://hdl.handle.net/11572/369070.

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The goal of automatically encoding natural language text into some formal representation has been pursued in the field of Knowledge Engineering to support the construction of Formal Ontologies. Many \SOA{} methods have been proposed for the automatic extraction of lightweight Ontologies and to populate them. Only few have tackled the challenge of extracting expressive axioms that formalize the possibly complex semantics of ontological concepts. In this thesis, we address the problem of encoding a natural language sentence expressing the description of a concept into a corresponding Description

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Petrucci, Giulio. "Learning to Learn Concept Descriptions." Doctoral thesis, University of Trento, 2018. http://eprints-phd.biblio.unitn.it/3088/1/GiulioPetrucci-PhDThesis.pdf.

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The goal of automatically encoding natural language text into some formal representation has been pursued in the field of Knowledge Engineering to support the construction of Formal Ontologies. Many \SOA{} methods have been proposed for the automatic extraction of lightweight Ontologies and to populate them. Only few have tackled the challenge of extracting expressive axioms that formalize the possibly complex semantics of ontological concepts. In this thesis, we address the problem of encoding a natural language sentence expressing the description of a concept into a corresponding Descript

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Kim, Juho Ph D. Massachusetts Institute of Technology. "Learnersourcing : improving learning with collective learner activity." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/101464.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages [199]-213).<br>Millions of learners today are watching videos on online platforms, such as Khan Academy, YouTube, Coursera, and edX, to take courses and master new skills. But existing video interfaces are not designed to sup

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

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This research is in two phases. The aim of phase one was to explore the school experiences of learners identified as having literacy barriers to learning. Learners were in Year 8 (age 12-13) at the start of the research and Year 9 (age 13-14) by its conclusion. A case study design and the participatory method of ‘photovoice’ was used to elicit and foreground students’ views and experiences. To date there has been little research in this field using participatory methods. Thematic analysis was used to analyse the data. Findings suggest that the student photographers’ (N=4) were keen to share bo

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Ogawa, Kyoko. "EFL learner autonomy and unfamiliar vocabulary learning." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/174127.

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CITE/Language Arts<br>Ed.D.<br>The notion of learner autonomy is one of the major theoretical constructs studied in L2 learning. Drawing on Deci and Ryan's (1985) Self-Determination Theory (SDT), I sought to investigate and describe L2 learner autonomy and how an educational intervention influences it. The SDT conceptualizing human motivation for learning as existing on a continuum from extrinsic to intrinsic motivation provides ways of measuring learner autonomy and a rationale for educational interventions for developing it. First, Japanese adult EFL learners' characteristics were described

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Nguyen, Nga Thanh. "Learner autonomy in language learning : teachers' beliefs." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69937/1/THANH%20NGA_NGUYEN_Thesis.pdf.

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This case study research investigated the extent to which Vietnamese teachers understood the concept of learner autonomy and how their beliefs about this concept were applied in their teaching practices. Data were collected through two phases of the study and revealed that teachers generally lacked understanding about learner autonomy; there was an alignment between this lack of understanding and teachers' actual teaching practices regarding learner autonomy. The findings of this study will provide teachers and policy-makers new insights into learner autonomy against the backdrop of educationa

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Hawkes, Rachel. "Learning to talk and talking to learn : how spontaneous teacher-learner interaction in the secondary foreign languages classroom provides greater opportunities for L2 learning." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610676.

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Hewett, Suniti. "Engagement and interaction in blended workplace learning: A case study." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/98418/4/Suniti_Hewett_Thesis.pdf.

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This thesis is based on a case study of blended workplace learning, investigating learner engagement and interaction in a blended learning program. Results show that various individual, workplace, and program factors influence learner engagement and interaction; and that human interaction has an important role to play in learner engagement in blended learning. The results highlight to designers, facilitators, and learners of blended workplace learning programs, the importance of considering a range of factors and particularly building in human interaction for a successful program.

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Andersson, Annika. "Learning to learn in e-Learning : constructive practices for development." Doctoral thesis, Örebro universitet, Handelshögskolan vid Örebro universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10354.

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This thesis concerns technology use in distance educations and learning practices related to this use. The research was carried out over the period 2005 to 2009 in Bangladesh and Sri Lanka and has been reported in 6 published papers. The research is situated within the field of Information and Communication Technologies for Development (ICT4D) and within this field e-learning. Education is important for development and for many students in developing countries distance education is often the only option to get educated. The research question is if the use of Information and Communication Techn

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Saeed, Sabina, and Sabina Saeed. "Learning To Learn: A Look Into the Collaborative Learning Space." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625142.

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The Collaborative Learning Space is a recent addition to the University of Arizona that helps students engage in active learning. Prior to the incorporation of the CLS, courses were primarily taught in a lecture based format. After receiving a grant, the University of Arizona decided to use the money to develop new types of leaning spaces and classrooms to increase student engagement and active learning. These classrooms are not only effective for the students, but also they make a huge impact on the faculty. For my honors senior thesis, I worked with Dr. Cohen to get a closer look at

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Mustafa, Alan. "Impact of learner control on learning in adaptable and personalised e-learning environments." Thesis, University of Greenwich, 2011. http://gala.gre.ac.uk/7143/.

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The purpose of this thesis is to investigate the impact of learners‟ measure of control over their learning, while working in different online learning environments, and how this, in combination with a structured learning material selection according to their learning preferences, can affect their learning performance. A qualitative study was carried out on the understanding of different learning philosophies, different learning environments and different learning preferences, in correlation with learners‟ measure of control over their learning environments, in terms of their influence on thei

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Redington, Frank Martin. "What is learnt in artificial grammar learning?" Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337520.

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Guthrie, Victor Anthony. "Learning to Change, Changing to Learn: District Conditions for Organizational Learning." UNIVERSITY OF CALIFORNIA, SAN DIEGO, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3488233.

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Li, Hsun-Chih. "The ways union learning representatives learn." Thesis, University of Leeds, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423195.

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McGregor, Janice. "Learner Beliefs and their Implications for Language Learning." Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/2814.

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In this thesis, learner beliefs and their implications for second language learning were examined. Individual learner differences have traditionally been measured statistically by using age, motivation and other variables that have been studied within a quantitative research framework. Recently, second language acquisition (SLA) research has been experiencing a shift from the etic, or outsider perspective to the emic, or insider perspective that is characteristic of qualitative research. Benson (2005) states, "learners are individuals and that their individuality may have significa

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Garrett, Anne M. "The educator-learner relationship and learning in diabetes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22307.pdf.

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Swee, Teoh. "Learner perceptions of a Language Learning Support Scheme." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514419.

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Lee, Stella. "Design of a learner-directed e-learning model." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/13894.

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How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners s

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Willis, Jillian Ellen. "Towards learner autonomy : an assessment for learning approach." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45498/1/Jill_Willis_Thesis.pdf.

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Using Assessment for Learning (AfL) may develop learner autonomy however, very often AfL is reduced to a set of strategies that do not always achieve the desired outcome. This research adopted a different approach that examined AfL as a cultural practice, situated within influential social relationships that shape learner identity. The study addressed the question “What are the qualities of the teacher-student relationship that support student learning autonomy in an AfL context?” Three case studies of the interactions of Queensland middle school teachers and their classes of Year 7, 8 and 9 w

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Ji, Jinlong. "Learning to Learn Multi-party Learning : FROM Both Distributed and Decentralized Perspectives." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1595521134216596.

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Lundmark, Lukas. "Synthetic Meta-Learning: : Learning to learn real-world tasks with synthetic data." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-264919.

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Meta-learning is an approach to machine learning that teaches models how to learn new tasks with only a handful of examples. However, meta-learning requires a large labeled dataset during its initial meta-learning phase, which restricts what domains meta-learning can be used in. This thesis investigates if this labeled dataset can be replaced with a synthetic dataset without a loss in performance. The approach has been tested on the task of military vehicle classification. The results show that for few-shot classification tasks, models trained with synthetic data can come close to the performa

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Hart, Steven Michael. "Service-learning literacies : lessons learned from middle school youth." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001410.

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Johnson, Gia Daneka Kimbrough Witte Maria Margarita. "Learning styles and emotional intelligence of the adult learner." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Johnson_Gia_27.pdf.

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Anderson, J. C., James Lampley, and Donald W. Good. "Learner Satisfaction in Online Learning: An Analysis of the Perceived of Learner- Social Media and Learner-Instructor Interaction." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/247.

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Gibbs, Sally Elizabeth. "Learning to learn the hard way? : learning styles and approaches to doctoral research." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368399.

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Dale, Crispin. "Engaging the networked learner : theoretical and practical issues." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/106818.

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The nature of learning and teaching in higher education has changed significantly in recent years. The emergence of social media and technologies has had a profound impact upon learner engagement and tutors have had to adapt their learning and teaching strategies accordingly. The thesis discusses the author’s published body of research and presents a pedagogical framework for engaging the networked learner. The framework is based upon three perspectives that have emerged from the author’s research. Firstly, different learning paradigms should be acknowledged when developing pedagogical approac

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Wen, Qiu-fang. "Advanced level English language learning in China : the relationship of modifiable learner variables to learning outcomes /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17664731.

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Garland, Diana K. "Learning style characteristics of the online student : a study of learning styles, learner engagement and gender /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074403.

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Mäkinen, Nordquist Gustaf. "Communication in an online learning environment : A social perspective on developing learner to learner communication." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10435.

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The current learning management systems do not enable the students to communicate both course related and social information in a satisfactory manner. This might put the students at risk of feeling isolated, but there is also a risk it might decrease the students results. This research aims to examine why students are unsatisfied with the communication in LMSs and to provide knowledge and a suggestion of a system design that enables the students to interact satisfactory. The participants in the study were found to be unsatisfied with the separation of synchronous and asynchronous communication

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Andersen, Jeffery C. "Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1115.

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The purpose of this study was to determine the relationships between general course satisfaction, learner-instructor interaction, and the learner-social media interaction scores of participants. This study used an online survey with 60 questions to gather the participants’ demographic data, learner-instructor interaction data, learner-social media interaction data, and general course satisfaction data. Data from the survey were examined through the use of independent sample ttests, one-way ANOVAs, and Pearson Correlations based on 10 participant demographic variables. Of the 10 demographic var

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Harman, Kerry. "Re-thinking workplace learning : worker subjectivity/ies as sites of alignment and resistance /." Electronic version, 2007. http://hdl.handle.net/2100/542.

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University of Techology, Sydney. Faculty of Education.<br>The concern of this thesis is the way workplace learning is able to be known and spoken about and the effects of the contemporary privileging of an experiential learning discourse in the workplace. Following an analytic method outlined by Foucault, I explore a field of multiple and mobile force relations between professional developers, trade teachers, workplace learning academics, senior managers, organisational consultants and organisational learning theorists, and the purposes to which discourses of workplace learning might be put. T

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Ossiannilsson, E. (Ebba). "Benchmarking e-learning in higher education:lessons learned from international projects." Doctoral thesis, Oulun yliopisto, 2012. http://urn.fi/urn:isbn:9789526200415.

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Abstract Higher education is facing a range of major challenges during the twenty-first century. Personalised, flexible and open learning are considered among the driving forces, thus, issues of quality must be urgently addressed. This qualitative, multiple-case-study research with single and cross-case analysis focuses on benchmarking e-learning in higher education. The results of this study include providing conceptual lenses with which to see, discuss and perceive the complexity of benchmarking e-learning in higher education in extended, stretched and boundless learning environments. It has

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Moore, Roger Lyle. "Learner identified characteristics of quality learning experiences using the Telewriter." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22722.pdf.

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Lynggaard, Henrik Eisner. "Learning disabilities and systemic psychotherapy : a field of rich learnings." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/618900/.

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This paper reviews eleven publications that I submit for the degree of Doctor of Philosophy. Three themes are identified that together constitute major strands running through the publications: a) promoting and making the systemic approach accessible and relevant in the field of learning disabilities; b) challenges and opportunities in working systemically with people affected with learning disabilities; c) raising the question of who and what in the system needs to change. Following discussion of the three themes the analytical commentary moves on to highlight four areas entitled 'rich learni

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Neethling, Bertie. "Xhosa acquisition through e-learning : learner needs and development challenges." Journal for New Generation Sciences : Socio-constructive language practice : training in the South African context : Special Edition, Vol 6, Issue 3: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/515.

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Published Article<br>The contribution argues that there is a renewed interest by mainly Afrikaans and English speaking South Africans in learning another indigenous South African language. This came about as a direct result of the changed official language policy, elevating all the indigenous Bantu languages to that of being official. It is further argued that many individuals interested in learning a new language, do not have the time or the inclination to do so in a formal classroom context. Access to a computer has increased dramatically in the last two decades, and hence e-learning

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Bavendiek, Ulrike. "Portfolios and learner autonomy : the case of undergraduates learning German." Thesis, University of Liverpool, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432992.

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Nagel, Lynette. "The dynamics of learner participation in a virtual learning environment." Thesis, University of Pretoria, 2008. http://hdl.handle.net/2263/22951.

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While online students should take charge of their own learning and form collaborative learning communities, constructivist instructors should scaffold online learning without dominating course discussions. This research continues the longitudinal investigation of web-based courses at the Faculty of Education, University of Pretoria. The mixed methodological approach this investigation followed consisted predominantly of qualitative methods, augmented with quantitative approaches. I used two distinct online tools to explore student participation in an eight-week online Masters’-level course del

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