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Journal articles on the topic 'Learning activity'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 May 2022

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1

R. D. Gomathi, R. D. Gomathi, and P. Kiruthika P. Kiruthika. "Activity Based Language Learning – an Effective Learning Method." Indian Journal of Applied Research 3, no. 11 (October 1, 2011): 254–55. http://dx.doi.org/10.15373/2249555x/nov2013/82.

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2

Kulsum, Umi. "HYBRID LEARNING TIME MODIFICATION CAN IMPROVE LEARNING ACTIVITY AND LEARNING OUTCOMES." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 11, no. 3 (December 23, 2021): 263–68. http://dx.doi.org/10.24114/sejpgsd.v11i3.27922.

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The purpose of this study was to determine the effectiveness of hybrid learning time modification in terms of learning outcomes; knowing the relationship between learning activities and learning outcomes and knowing the effect of hybrid and one other group is the conventional group (face-to-face only), this group is the control group.Collecting data using a learning activity questionnaire and a knowledge test to determine learning outcomes. Data analysis technique with Ancova. The results of the study: (1) hybrid learning time modification is effective in improving learning outcomes (2) significant relationship between learning activity and learning outcomes, significance 0.000; (3) there is a significant difference in the effect of variations in hybrid learning time modification on learning activity and learning outcomes, the significance of 0.037 Keywords: Time Modification, Hybrid Learning, Active Learning, Learning Outcomes

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3

Bridjeshpappula and Geetha narayanankannaiyan. "Assessment of students learning capability adapting activity based learning – STAD." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2982–88. http://dx.doi.org/10.37200/ijpr/v24i4/pr201410.

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4

Liu, Qingzhong, Zhaoxian Zhou, Sarbagya Ratna Shakya, Prathyusha Uduthalapally, Mengyu Qiao, and Andrew H. Sung. "Smartphone Sensor-Based Activity Recognition by Using Machine Learning and Deep Learning Algorithms." International Journal of Machine Learning and Computing 8, no. 2 (April 2018): 121–26. http://dx.doi.org/10.18178/ijmlc.2018.8.2.674.

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5

Giddens, Jean Foret. "Innovative Learning Activity." Journal of Nursing Education 47, no. 4 (April 1, 2008): 196. http://dx.doi.org/10.3928/01484834-20080401-08.

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6

MacLeod, Martha L. P. "Innovative Learning Activity." Journal of Nursing Education 48, no. 6 (June 1, 2009): 356. http://dx.doi.org/10.3928/01484834-20090515-10.

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7

Horsley, Trisha Leann. "Innovative Learning Activity." Journal of Nursing Education 49, no. 6 (June 1, 2010): 363–64. http://dx.doi.org/10.3928/01484834-20090521-02.

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8

Noone, Joanne, Stephanie A. Sideras, and Amy Miner Ross. "Innovative Learning Activity." Journal of Nursing Education 48, no. 7 (July 1, 2009): 416. http://dx.doi.org/10.3928/01484834-20090615-11.

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9

Noone, Joanne. "Innovative Learning Activity." Journal of Nursing Education 48, no. 8 (August 1, 2009): 472. http://dx.doi.org/10.3928/01484834-20090717-04.

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10

Ross, Amy Miner, and Donna Markle. "Innovative Learning Activity." Journal of Nursing Education 48, no. 10 (October 1, 2009): 592. http://dx.doi.org/10.3928/01484834-20090918-02.

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11

Ross, Amy Miner, Mary Frances D. Pate, Juliana Cartwright, and Linda Luce. "Innovative Learning Activity." Journal of Nursing Education 48, no. 11 (November 1, 2009): 654–55. http://dx.doi.org/10.3928/01484834-20091019-02.

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12

Jarzemsky, Paula, and Catherine Voge. "Innovative Learning Activity." Journal of Nursing Education 48, no. 12 (December 1, 2009): 720. http://dx.doi.org/10.3928/01484834-20091113-12.

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13

Hartley, Martha Puckett. "Innovative Learning Activity." Journal of Nursing Education 49, no. 2 (February 1, 2010): 120. http://dx.doi.org/10.3928/01484834-20100119-02.

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14

Baca, Gwen Renee. "Innovative Learning Activity." Journal of Nursing Education 49, no. 5 (May 1, 2010): 300. http://dx.doi.org/10.3928/01484834-20100421-02.

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15

Castner, Jessica. "Innovative Learning Activity." Journal of Nursing Education 49, no. 8 (August 1, 2010): 479–80. http://dx.doi.org/10.3928/01484834-20100721-02.

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16

Liubchenko, V. V. "Blended learning models for directing the self-learning activity of “Software Engineering” specialty students." Odes’kyi Politechnichnyi Universytet. Pratsi, no. 2 (December 15, 2014): 208–13. http://dx.doi.org/10.15276/opu.2.44.2014.35.

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17

Jantakoon, Jakkrit, and Suphornthip Thanaphatchottiwat. "The Effects of Teachers’ Competence on Designing Mindfulness Learning Activity through a Professional Learning Community." International Journal of Psychosocial Rehabilitation 23, no. 1 (February 20, 2019): 210–19. http://dx.doi.org/10.37200/ijpr/v23i1/pr190231.

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18

Valsamidis, Stavros, Ioannis Kazanidis, Ioannis Petasakis, Sotirios Kontogiannis, and Eleftheria Kolokitha. "E-Learning Activity Analysis." Procedia Economics and Finance 9 (2014): 511–18. http://dx.doi.org/10.1016/s2212-5671(14)00052-5.

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19

Margaryan, Anoush, Betty Collis, and Andy Cooke. "Activity-based blended learning." Human Resource Development International 7, no. 2 (June 2004): 265–74. http://dx.doi.org/10.1080/13678860410001676574.

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20

Clayden, Elizabeth, Charles Desforges, Colin Mills, and William Rawson. "Authentic activity and learning." British Journal of Educational Studies 42, no. 2 (June 1994): 163–73. http://dx.doi.org/10.1080/00071005.1994.9973991.

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21

Lathigara, Amit, Paresh Tanna, and Nirav Bhatt. "Activity Based Programming Learning." Journal of Engineering Education Transformations 34 (January 31, 2021): 499. http://dx.doi.org/10.16920/jeet/2021/v34i0/157202.

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22

S. SREEJANA, S. SREEJANA. "Activity Oriented Learning Methodology to Enhance Reading and Communication Skills." International Journal of Scientific Research 3, no. 8 (June 1, 2012): 154–56. http://dx.doi.org/10.15373/22778179/august2014/44.

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23

Avhustiuk, Mariia. "PECULIARITIES OF EFFICIENT METACOGNITIVE MONITORING OF UNIVERSITY STUDENTS’ LEARNING ACTIVITY." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 8 (June 27, 2019): 57–60. http://dx.doi.org/10.25264/2415-7384-2019-8-57-60.

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24

Padmaja, B., V. V. Rama Prasad, and K. V. N. Sunitha. "Machine Learning Approach for Stress Detection using Wireless Physical Activity Tracker." International Journal of Machine Learning and Computing 8, no. 1 (February 2018): 33–38. http://dx.doi.org/10.18178/ijmlc.2018.8.1.659.

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25

Minchew, Leigh A., and Cynthia L. Morgan. "Syllabus Selection: Innovative Learning Activity." Journal of Nursing Education 55, no. 11 (November 1, 2016): 663–64. http://dx.doi.org/10.3928/01484834-20161011-11.

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26

Ryan, Teale. "Active Learning Health Terminology Activity." Journal of Nursing Education 59, no. 4 (April 1, 2020): 240. http://dx.doi.org/10.3928/01484834-20200323-14.

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27

Millichap, J. Gordon. "Sucrose, Motor Activity, and Learning." Pediatric Neurology Briefs 2, no. 9 (September 1, 1988): 71. http://dx.doi.org/10.15844/pedneurbriefs-2-9-10.

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28

Repkin, V. V. "Developmental Teaching and Learning Activity." Journal of Russian & East European Psychology 41, no. 5 (September 2003): 10–33. http://dx.doi.org/10.2753/rpo1061-0405410510.

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29

SEGER, C. A., and C. M. CINCOTTA. "Striatal activity in concept learning." Cognitive, Affective, & Behavioral Neuroscience 2, no. 2 (June 1, 2002): 149–61. http://dx.doi.org/10.3758/cabn.2.2.149.

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30

Yavich, Roman, Alexander Gein, and Alexandra Gerkerova. "Test Diagnosing Of Learning Activity." Journal of International Education Research (JIER) 12, no. 4 (October 3, 2016): 99–110. http://dx.doi.org/10.19030/jier.v12i4.9797.

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The technology of criteria-oriented testing enhanced by the reflexive components is suggested in this article. Tests made according to this technology are called academic activity tests. The student chooses or formulates not the answer to the problem but an action that is productive in his opinion. So, this type of tests helps not only check the accuracy of the achieved results, but traces the course of its getting. The main characteristics of such tests that make it possible to estimate it diagnostic potential are presented. Among these are variability of the test and the length of the minimum and maximum trajectory of the result achievement. The test of this kind with the discussion of its diagnostic possibilities is given as an example

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31

Carignan, Barbara, and Caryn Sheehan. "Safe Blood Administration Learning Activity." Journal of Nursing Education 49, no. 3 (March 1, 2010): 174–75. http://dx.doi.org/10.3928/01484834-20100218-04.

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32

Stephens, Melanie, Dawn Hennefer, and Helen Keegan. "Syllabus Selection: Innovative Learning Activity." Journal of Nursing Education 50, no. 11 (November 1, 2011): 660. http://dx.doi.org/10.3928/01484834-20111020-02.

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33

Suleymanov, Yury. "Enzyme activity from machine learning." Science 364, no. 6439 (May 2, 2019): 448.7–449. http://dx.doi.org/10.1126/science.364.6439.448-g.

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34

Oh, Seungha, Yeseul Jung, HaeYoung Eun, and YongWoo Sohn. "Calling and continuous learning activity." Korean Journal of Industrial and Organizational Psychology 28, no. 4 (November 30, 2015): 635–61. http://dx.doi.org/10.24230/kjiop.v28i4.635-661.

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The goal of the present study was to examine the influence of goal orientation and perceived learning support on the relationship between calling and continuous learning activity within the organizational context. Specifically, the mediating effects of three different types of goal orientation in the relationship between calling and continuous learning activity and the moderated mediation model of goal orientation and perceived learning support were examined. To gain accurate information, we confirmed the results in a serial order. First, the relationship between calling and continuous learning activity was mediated by learning and performance- approach goal orientation, but not the performance-avoidance goal orientation. Second, perceived learning support moderated the relationships between learning goal orientation and continuous learning activity, and between performance-approach goal orientation and continuous learning activity. Third, perceived learning support moderated the mediating effect of learning and performance-approach goal orientation on the relationship between calling and continuous learning activity. Such results imply that calling can foster continuous learning activity by bringing about motivational influence in terms of learning and performance- approach goal orientation. In addition, our research suggests that the relationship between each goal orientation and continuous learning activity might differ depending on the level of perceived learning support. The significance and limitations of our findings are also discussed.

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35

Dulatip, Dulatip, Ifit Novita Sari, and Dwi Fita Heriyawati. "Entrepreneurship Learning through Pramuka Activity." EDUTEC : Journal of Education And Technology 4, no. 1 (September 30, 2020): 89–97. http://dx.doi.org/10.29062/edu.v4i1.85.

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Pramuka is a form of non-formal education that becomes a place in the implementation of Pramuka education. In Pramuka activities, its members are trained with various skills, including leadership, discipline, self-confidence, mutual help, and independence. Its activities are generally carried out in the open with fun, interesting, directed activities by the basic principles and Pramuka methods. In general, Pramuka activities are only filled with the same activities, but in Sudirman Kalipare High School, Malang Regency has innovations for Pramuka as extracurricular activities by incorporating entrepreneurial learning. As a result, students are increasingly honed in their creativity and find a breakthrough to developed into an entrepreneurial venture with low capital and maximum results. Jendral Sudirman High School Scout Contingent won 1st place in the Sangga Putri Business Plan in the Pramuka Achievement Competition in the Bali-Bali Level VIII 2019.

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36

Vander Griend, Douglas A. "Equilibrium: A Teaching/Learning Activity." Journal of Chemical Education 84, no. 9 (September 2007): 1428. http://dx.doi.org/10.1021/ed084p1428.

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37

Wilson, Audrey. "Equilibrium: A Teaching/Learning Activity." Journal of Chemical Education 84, no. 9 (September 2007): 1429. http://dx.doi.org/10.1021/ed084p1429.1.

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38

Hossain, H. M. Sajjad, Md Abdullah Al Hafiz Khan, and Nirmalya Roy. "Active learning enabled activity recognition." Pervasive and Mobile Computing 38 (July 2017): 312–30. http://dx.doi.org/10.1016/j.pmcj.2016.08.017.

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39

Wilson, Audrey H. "Equilibrium: A Teaching/Learning Activity." Journal of Chemical Education 75, no. 9 (September 1998): 1176. http://dx.doi.org/10.1021/ed075p1176.

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40

Sadavoy, Lyle, Joao C. M. Paiva, and Victor M. S. Gil. "Equilibrium: A Teaching/Learning Activity." Journal of Chemical Education 76, no. 7 (July 1999): 900. http://dx.doi.org/10.1021/ed076p900.1.

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41

Silverstein, Todd P. "Equilibrium: A Teaching/Learning Activity." Journal of Chemical Education 77, no. 11 (November 2000): 1410. http://dx.doi.org/10.1021/ed077p1410.2.

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42

Hatch, J. Amos. "Learning as a Subversive Activity." Phi Delta Kappan 89, no. 4 (December 2007): 310–11. http://dx.doi.org/10.1177/003172170708900416.

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43

Charnovitz, Steve. "Learning from Early NGO Activity." Proceedings of the ASIL Annual Meeting 92 (1998): 338–41. http://dx.doi.org/10.1017/s0272503700058158.

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44

Gaston, Susan. "Sampling: An Experiential Learning Activity." Nurse Educator 16, no. 5 (September 1991): 4,12. http://dx.doi.org/10.1097/00006223-199109000-00003.

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45

Goodhart, Charles. "Learning is a social activity." Review of Behavioral Finance 12, no. 1 (December 13, 2019): 21–25. http://dx.doi.org/10.1108/rbf-10-2019-0149.

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Purpose Learning often requires little or no expenditure in income; its real cost is that it takes time. The paper aims to discuss this issue. Design/methodology/approach Since time is scarce, most people normally decide not to learn about many aspects of modern life, but rather to specialise on certain limited areas. When a matter arises outside our specialisation, we tend to follow others whose narratives we trust. Findings So, learning in many cases arises from social interaction, not from individual study. Consequently, informational contagion is baked into our social and economic systems. Originality/value Treating time, not income or wealth, as the ultimate constraint improves analysis of the learning process, clarifying its essential social nature.

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46

Hallawell, Bob, Jacqueline Stephens, and David Charnock. "Physical activity and learning disability." British Journal of Nursing 21, no. 10 (May 23, 2012): 609–12. http://dx.doi.org/10.12968/bjon.2012.21.10.609.

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47

Hakkarainen, Pentti. "Learning Motivation and Activity Contexts." Scandinavian Journal of Educational Research 38, no. 3-4 (January 1994): 195–207. http://dx.doi.org/10.1080/0031383940380303.

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48

Kharisma, Irma, and Liza Andhani Hidayati. "STUDENTS’ PERCEPTION IN LEARNING ENGLISH USING COOPERATIVE LEARNING ACTIVITY." PROJECT (Professional Journal of English Education) 1, no. 3 (June 11, 2018): 207. http://dx.doi.org/10.22460/project.v1i3.p207-216.

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This study aims to know the students’ perceptions about the use of cooperative learning activity in learning English. This study use qualitative research. The sample of this study involved 31 students in class XI social two at SMA Cipta Mandiri in the academic year 2017/2018. In collecting the data the researchers use questionnaire of 20 (twenty) questions that relate to cooperative learning activity. The result of this study shows that most of students agreed if the teacher use cooperative learning activity in the classroom. The students though that through cooperative learning activity, the lesson more interesting and helps them acquire knowledge easily.Keywords: Students’ Perception, Cooperative Learning Actvity

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49

Charypar, David, and Kai Nagel. "Q-Learning for Flexible Learning of Daily Activity Plans." Transportation Research Record: Journal of the Transportation Research Board 1935, no. 1 (January 2005): 163–69. http://dx.doi.org/10.1177/0361198105193500119.

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Q-learning is a method from artificial intelligence to solve the reinforcement learning problem (RLP), defined as follows. An agent is faced with a set of states, S. For each state s there is a set of actions, A( s), that the agent can take and that takes the agent (deterministically or stochastically) to another state. For each state the agent receives a (possibly stochastic) reward. The task is to select actions such that the reward is maximized. Activity generation is for demand generation in the context of transportation simulation. For each member of a synthetic population, a daily activity plan stating a sequence of activities (e.g., home-work-shop-home), including locations and times, needs to be found. Activities at different locations generate demand for transportation. Activity generation can be modeled as an RLP with the states given by the triple (type of activity, starting time of activity, time already spent at activity). The possible actions are either to stay at a given activity or to move to another activity. Rewards are given as “utility per time slice,” which corresponds to a coarse version of marginal utility. Q-learning has the property that, by repeating similar experiences over and over again, the agent looks forward in time; that is, the agent can also go on paths through state space in which high rewards are given only at the end. This paper presents computational results with such an algorithm for daily activity planning.

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50

Qudsia, Deeba. "Learning Styles Activity level and Medical Students’ Learning Performance." Journal of Asian Multicultural Research for Educational Study 1, no. 1 (August 14, 2020): 14–20. http://dx.doi.org/10.47616/jamres.v1i1.11.

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The activity level relationship of learning styles and the level of activity relationships intra-campus activities to the achievement of the medical students. The design used in this study is analytical category using cross sectional approach. Data were analyzed using Chi-Square test. The results of the analysis with chi-square test found a correlation between the activity level relationship of study style to academic achievement of students (ρ-value=0.891) and found a correlation between the activity of intra-campus activities to academic achievement of students (ρ value = 0.021). There is a relationship between the level of activity of intra-campus activities to academic achievement of students.

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