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Journal articles on the topic 'Learning framework'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Koggalahewa, Darshika N., and Asoka S. Karunananda. "Ontology Guided Semantic Self Learning Framework." International Journal of Knowledge Engineering-IACSIT 1, no. 1 (2015): 30–36. http://dx.doi.org/10.7763/ijke.2015.v1.5.

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Nordin, Norazah, Mohamed Amin Embi, and Melor Md Yunus. "Mobile Learning Framework for Lifelong Learning." Procedia - Social and Behavioral Sciences 7 (2010): 130–38. http://dx.doi.org/10.1016/j.sbspro.2010.10.019.

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3

Naw, Naw. "Work-based learning: A learning strategy in support of the Myanmar education framework." Universal Academic Research Journal 4, no. 1 (January 1, 2022): 22–31. http://dx.doi.org/10.17220/tuara.2022.01.03.

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Booth, Marion. "Learning disability award framework." Paediatric Nursing 15, no. 1 (February 1, 2003): 6. http://dx.doi.org/10.7748/paed.15.1.6.s16.

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Fraihat, Salam, and Qusai Shambour. "A Framework of Semantic Recommender System for e-Learning." Journal of Software 10, no. 3 (March 2015): 317–30. http://dx.doi.org/10.17706/jsw.10.3.317-330.

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Hoai Nam, Nguyen, Vu Thai Giang, and Vu Dang Luat. "B-LEARNING ISSUES: A SUGGESTION FOR DEVELOPING THE FRAMEWORK." Journal of Science, Educational Science 61, no. 11 (2016): 57–65. http://dx.doi.org/10.18173/2354-1075.2016-0216.

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Pirani, Zainab, Vasiqullah Molvizadah, Mohammad Abbas Sayyed, and Sasikumar M. "E-Learning Framework for Learning Disabled Children." International Journal of Computer Applications 63, no. 19 (February 15, 2013): 38–42. http://dx.doi.org/10.5120/10577-5703.

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Fayek, Haytham M., Lawrence Cavedon, and Hong Ren Wu. "Progressive learning: A deep learning framework for continual learning." Neural Networks 128 (August 2020): 345–57. http://dx.doi.org/10.1016/j.neunet.2020.05.011.

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Tran, Hien Minh Thi, and Farshid Anvari. "A Five-Dimensional Requirements Elicitation Framework for e-Learning Systems." International Journal of Information and Electronics Engineering 6, no. 3 (2016): 185–91. http://dx.doi.org/10.18178/ijiee.2016.6.3.621.

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R. Dhaya, R. Dhaya, R. Kanthavel R. Dhaya, and Kanagaraj Venusamy R. Kanthavel. "AI Based Learning Model Management Framework for Private Cloud Computing." 網際網路技術學刊 23, no. 7 (December 2022): 1633–42. http://dx.doi.org/10.53106/160792642022122307017.

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<p>Artificial Intelligence (AI) systems are computational simulations that are “educated” using knowledge and individual expert participation to replicate a decision that a professional would make provided the same data. A model tries to simulate a specific decision loop that several scientists would take if they had access to all kinds of knowledge. To convey a model, you make a model asset in AI Platform Prediction, make a variant of that model and, at that point, interface the model form to the model record put away in Cloud Storage. AI and DB information sharing are essential for cutting-edge processing for DBMS innovation. The inspirations promoting their incorporation advances incorporate the requirement for admittance to a lot of data that is shared information handling, effective administration of data as information, and astute preparation of information. Notwithstanding these inspirations, the plan for a smart information base interface (IDI) was likewise spurred by the craving to save the considerable speculation spoke to by most existing data sets. A few general ways to deal with the connectivity of AI and databases and different improvements in the area of clever information bases were already examined and announced in this paper.</p> <p> </p>

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Li, Boyuan, Shengbo Chen, and Zihao Peng. "New Generation Federated Learning." Sensors 22, no. 21 (November 3, 2022): 8475. http://dx.doi.org/10.3390/s22218475.

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With the development of the Internet of things (IoT), federated learning (FL) has received increasing attention as a distributed machine learning (ML) framework that does not require data exchange. However, current FL frameworks follow an idealized setup in which the task size is fixed and the storage space is unlimited, which is impossible in the real world. In fact, new classes of these participating clients always emerge over time, and some samples are overwritten or discarded due to storage limitations. We urgently need a new framework to adapt to the dynamic task sequences and strict storage constraints in the real world. Continuous learning or incremental learning is the ultimate goal of deep learning, and we introduce incremental learning into FL to describe a new federated learning framework. New generation federated learning (NGFL) is probably the most desirable framework for FL, in which, in addition to the basic task of training the server, each client needs to learn its private tasks, which arrive continuously independent of communication with the server. We give a rigorous mathematical representation of this framework, detail several major challenges faced under this framework, and address the main challenges of combining incremental learning with federated learning (aggregation of heterogeneous output layers and the task transformation mutual knowledge problem), and show the lower and upper baselines of the framework.

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Mikulec, Borut, Klara Skubic Ermenc, and Nina Kristl. "The Impact of Slovenian Qualifications Framework: Stakeholders’ Perspective." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 9, no. 3 (December 20, 2021): 319–30. http://dx.doi.org/10.23947/2334-8496-2021-9-3-319-330.

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This paper examines the impact of the national qualifications framework on the education and training system in Slovenia in the context of the European qualifications framework for lifelong learning and its influence on the design of the Slovenian qualifications framework. Although the role of the European Union in educational policy-making has received considerable attention, of which national qualifications frameworks are part of, only a few studies have focused on measuring the impacts of the European qualifications framework influenced national qualifications frameworks in Europe. By drawing on the theoretical concept of policy transfer in the analysis of European/global education policies, the study shows how European qualifications framework policy transfer influenced Slovenian qualifications framework development through soft instruments. Furthermore, this study examined the extent to which the Slovenian qualifications framework’s objectives have been achieved according to key stakeholders (n = 50) using a quantitative research approach. The findings indicate that, unlike objectives related to the Slovenian qualifications framework’s reform role, i.e. support for lifelong learning, the objectives related to the Slovenian qualifications framework’s communication role, i.e. recognisability, understanding and transparency of qualifications and coordination of the qualifications subsystems, are mostly being met from the stakeholders’ perspective.

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Ege, Tolga, Ayla Esen, and Özen Aşık Dizdar. "ORGANIZATIONAL LEARNING AND LEARNING ORGANIZATIONS: AN INTEGRATIVE FRAMEWORK." International Journal of Management Economics and Business 13, no. 2 (June 30, 2017): 0. http://dx.doi.org/10.17130/ijmeb.2017228693.

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Krieg, Susan. "The Australian Early Years Learning Framework: Learning What?" Contemporary Issues in Early Childhood 12, no. 1 (January 2011): 46–55. http://dx.doi.org/10.2304/ciec.2011.12.1.46.

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Atif, Yacine, Rachid Benlamri, and Jawad Berri. "Learning Objects Based Framework for Self-Adaptive Learning." Education and Information Technologies 8, no. 4 (December 2003): 345–68. http://dx.doi.org/10.1023/b:eait.0000008676.64018.af.

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He, Yiwei, Yingjie Tian, and Dalian Liu. "Multi-view transfer learning with privileged learning framework." Neurocomputing 335 (March 2019): 131–42. http://dx.doi.org/10.1016/j.neucom.2019.01.019.

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Tao, JianWen, FuLai Chung, and ShiTong Wang. "A kernel learning framework for domain adaptation learning." Science China Information Sciences 55, no. 9 (June 21, 2012): 1983–2007. http://dx.doi.org/10.1007/s11432-012-4611-x.

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Mamat, Nuzulla, and Norazah Yusof. "Learning Style in a Personalized Collaborative Learning Framework." Procedia - Social and Behavioral Sciences 103 (November 2013): 586–94. http://dx.doi.org/10.1016/j.sbspro.2013.10.376.

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Hameed, Abdul, and Abou Bakar. "Learning Model: A Theoretical Framework." Pakistan Journal of Humanities and Social Sciences 5, no. 1 (June 30, 2017): 15–24. http://dx.doi.org/10.52131/pjhss.2017.0501.0020.

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Learning is a core concept of HRD. Learning is also an emerging topic of knowledge transferring and knowledge management for improving the organizational performance. Therefore, organizations are investing huge amount of money on employee learning and development. This paper analyzes the theoretical framework & models related to employee learning and organizational learning in order to improve the performance. The key variables identifies related to employee learning. There are so many learning models are developed by HRD researchers’ e.g. Carroll’s learning model, Kolb, Mayer, Lave, Gibson, and Burner’s learning model etc. The further discussion develops a proposed learning model which explains the key variables (Aptitude, Attention, Air pressure, learning from others, Feedback etc).The paper is divided into three parts. The introductory part provides brief overview related to learning and affect on performance. The second part analyzes the views and studies of the past researchers related to Learning models. In the end, paper presents the proposed model along with the discussion and conclusion.

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Alhawiti, Mohammed M., and Yasser Abdelhamid. "A Personalized e-Learning Framework." Journal of Education and e-Learning Research 4, no. 1 (2017): 15–21. http://dx.doi.org/10.20448/journal.509.2017.41.15.21.

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Molebash, Philip Edward, John K. Lee, and Walter F. Heinecke. "Teaching and Learning Inquiry Framework." Journal of Curriculum and Teaching 8, no. 1 (February 24, 2019): 20. http://dx.doi.org/10.5430/jct.v8n1p20.

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This article describes the development of the Teaching and Learning Inquiry Framework (TLIF) and applications forits use. For decades teacher preparation and support has been dictated by a narrow mindset in which academicdisciplines have been taught in isolation. This landscape, however, is evolving to align with the view that the world israrely experienced in disciplinary silos. Interdisciplinary approaches to teaching and learning can enable students tomake more holistic connections to the world around them and be better prepared for college and career. With the recentpublication in the USA of four related standards-based reform documents across each of the core subject areas, teacherpreparation and professional development programs are evolving to offer teachers opportunities to examine theimplications of the new standards. To address these complexities, a guiding conceptual framework is needed thatfocuses in on how inquiry can serve as an entry point to frame the integration of content within and across disciplines.The TLIF was developed out of the hypothesis that teachers need to be prepared to teach in a more interdisciplinaryway using inquiry methods. There are six recursive stages to the TLIF: 1) stage and engage, 2) ask and pose, 3) planand monitor, 4) search and gather, 5) analyze and create, and 6) communicate and apply.

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Palma, Lisiane Celia, and Eugênio Ávila Pedrozo. "Framework for Sustainable Transformative Learning." International Journal of Social Ecology and Sustainable Development 13, no. 1 (January 2022): 1–17. http://dx.doi.org/10.4018/ijsesd.298336.

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Seeking to understand what changes would be necessary in the Educational Institutions (EIs) to insert sustainability beyond the status quo, this paper presents two case studies conducted in management and economic programmes that have sustainability in their proposals. To this end, it uses the Framework for Sustainable Transformative Learning (FSTL), developed to understand the process of change in EIs in order for them to become agents that promote transformation towards sustainability. Based on the FSTL, a complex matrix was developed to define the categories of analysis. The results of this study point to some paths and changes that need to be made in EIs to advance and promote sustainable, transformative learning. One of the main findings was the need for staff in EIs to be open to change and question institutional management and teaching's epistemological foundations.

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23

Nasiri, Alireza. "Mobile Learning Business Model Framework." Information Management and Business Review 6, no. 2 (April 30, 2014): 72–87. http://dx.doi.org/10.22610/imbr.v6i2.1102.

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M-learning has become more and more important but still is a young educational and economical (Edu-Eco) technology. M-learning strategies are aimed at economic, academic and technological objectives, however they lack in modeling ensured economic measurements in the sense of profitable products. Throughout this paper, we discuss the prime categories of elements that participate in the m-learning value net and give an overview of their business models. In addition to considering the mobile and e-learning business, business models, we deconstruct the m-learning value net, and also use a literature review in order to identify different actors in a business model for M-learning.

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Unno, Yuya. "Jubatus:Distributed Online Machine Learning Framework." Journal of the Institute of Image Information and Television Engineers 68, no. 5 (2014): 414–17. http://dx.doi.org/10.3169/itej.68.414.

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25

Ozdamli, Fezile. "Pedagogical framework of m-learning." Procedia - Social and Behavioral Sciences 31 (2012): 927–31. http://dx.doi.org/10.1016/j.sbspro.2011.12.171.

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Patil, Archana, and Vahida Attar. "Framework for stream learning algorithms." International Journal of Computational Intelligence Studies 1, no. 4 (2012): 368. http://dx.doi.org/10.1504/ijcistudies.2012.050367.

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Ismail, Rohana, Nurazzah Abd Rahman, and Zainab Abu Bakar. "Ontology Learning Framework for Quran." Advanced Science Letters 23, no. 5 (May 1, 2017): 4175–78. http://dx.doi.org/10.1166/asl.2017.8237.

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Rosenwald, Anne G., Mark A. Pauley, Lonnie Welch, Sarah C. R. Elgin, Robin Wright, and Jessamina Blum. "The CourseSource Bioinformatics Learning Framework." CBE—Life Sciences Education 15, no. 1 (March 2016): le2. http://dx.doi.org/10.1187/cbe.15-10-0217.

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29

Caniglia, Guido, Beatrice John, Martin Kohler, Leonie Bellina, Arnim Wiek, Christopher Rojas, Manfred D. Laubichler, and Daniel Lang. "An experience-based learning framework." International Journal of Sustainability in Higher Education 17, no. 6 (November 7, 2016): 827–52. http://dx.doi.org/10.1108/ijshe-04-2015-0065.

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Purpose This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany. Findings The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability. Originality/value The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts.

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YOUNG, JOHN E., and DONALD L. SEXTON. "ENTREPRENEURIAL LEARNING: A CONCEPTUAL FRAMEWORK." Journal of Enterprising Culture 05, no. 03 (September 1997): 223–48. http://dx.doi.org/10.1142/s0218495897000144.

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This paper investigates and offers tentative explanations of the processes which enable practicing entrepreneurs to learn, as they manage their growing businesses. Specifically, it provides a conceptual framework for acquiring an understanding of the learning processes which entrepreneurs use to grow their businesses. The research suggests that entrepreneurs learn processively, and it also identifies their motives for learning. This paper focuses on the learning activities entrepreneurs choose and the cognitive processes which characterize the acquisition, retention, and use of entrepreneurial knowledge. Principles from several studies within the disciplines of the cognitive sciences are used to help explain entrepreneurial learning processes. Problem-solving categories for learning are delineated; effective entrepreneurial learning is defined; and, ways for facilitating the entrepreneur's learning processes are suggested.

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Akintola, K. G., B. A. Ojokoh, and O. K. Boyinbode. "Framework for Mobile Learning Technologies." International Journal of Learning: Annual Review 18, no. 11 (2012): 101–10. http://dx.doi.org/10.18848/1447-9494/cgp/v18i11/47815.

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Law, Nancy, and Leming Liang. "A Multilevel Framework and Method for Learning Analytics Integrated Learning Design." Journal of Learning Analytics 7, no. 3 (December 17, 2020): 98–117. http://dx.doi.org/10.18608/jla.2020.73.8.

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Efforts to realize the potential of learning analytics (LA) to contribute to improving student learning and learning design have brought important advances. A review of successful cases of learning analytics applications reveals that 1) there is a tight coupling between the learning outcome (LO) goals, task sequence design, and the learning analytics and feedback in each case, and 2) the learning analytics to be deployed and the feedback to be provided to learners and/or teachers are integral to the learning design (LD) rather than constructed after the LD is completed. Learning design frameworks in the literature have focused on generic learning task taxonomies and are unable to scaffold LA-integrated LD practice. This paper proposes a multilevel framework for LA-integrated LD, which provides a hierarchically nested multilevel structure for the design of LD and LA elements based on 60 STEM curriculum units collected from authentic classrooms. The framework includes a design process model in the form of a Learning Design Triangle and the concept of Learning Analytics integrated Curriculum Component Design Patterns (LA-CCDP). Operationalization of the framework is illustrated using one STEM curriculum unit. This framework can be adopted for professional learning and technology development to support LA-integrated LD practices.

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Saikat, Shahnawaz, Jaspaljeet Singh Dhillon, Rosima Alias, and Mariam Aisha Fatima. "C19MOOC: A Remote Learning Reference Framework for Science and Technology Education." Informatics 9, no. 3 (July 15, 2022): 53. http://dx.doi.org/10.3390/informatics9030053.

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With the coronavirus disease 2019 (COVID-19) pandemic, education and learning have been compelled to go entirely online rather than using conventional offline media. As a result, remote learning adoption has exploded, neither planned nor anticipated. The challenges and benefits of such widespread adoption have gradually unfolded in front of our own eyes. Unlike other courses, science and technology (S&T) courses are more technical, involve practical lessons, and require careful planning for effective delivery via remote learning platforms. Thus, existing remote learning frameworks are too general and are not designed for S&T courses. In addition, the evolving requirements of learners’ demand revision of prior frameworks to be relevant today. In this paper, we propose a remote learning reference framework called C19MOOC for S&T courses offered at higher learning institutions. The framework will provide the essential components to be considered in the development of remote learning systems for these courses. A focus group discussion was conducted to elicit learners’ requirements and preferences for remote learning systems that offer S&T courses. The existing Massive Open Online Course (MOOC) framework was adapted to match learners’ current needs and expectations. The MOOC framework’s existing dimensions and components were redefined, and three new dimensions (Engagement, Governance, and Self-determination) and components were added. An expert review was administered to validate the C19MOOC framework. Based on our findings, it was determined that remote learning has excellent potential as an effective platform for education at higher learning institutions. Shortcomings that emerged during its immense use in the period of the COVID-19 pandemic can be addressed by leveraging the proposed framework. The C19MOOC framework will be useful for S&T education stakeholders, institutions, and system developers to identify suitable dimensions, components, and features to consider when designing remote learning systems for S&T education.

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Drew, Glenys. "An Artful Learning Framework for organisations." Journal of Management & Organization 14, no. 5 (November 2008): 504–20. http://dx.doi.org/10.1017/s183336720000300x.

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AbstractThis paper proposes an Artful Learning Framework as an organisational development initiative. The framework is designed to assist people in organisations seeking higher levels of engagement in their strategic and operational endeavours, such as navigating change. The Artful Learning Framework offers three strategies as potential artful learning events designed to help people in organisations engage with each other creatively to achieve their organisational and professional goals. The Artful Learning Wave Trajectory model (Kerr 2006) forms a conceptual antecedent for the Artful Learning Framework. The Framework's strategies align with the relevant literature on organisational learning and, in particular, a proposition of Kerr (2006) who identifies a suite of skills, capacities and capabilities that are important in organisations. The notion of the wave, with the effect of ‘pausing and gathering’ to consider amidst the inevitable ambiguity and turbulence offor-ward movement, is invoked as a metaphor for the elements of the Framework which support its strategies. The paper will be of interest to individuals and groups that are committed to profound learning and capability building for the benefit of themselves, their teams and the organisations in which they work.

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Drew, Glenys. "An Artful Learning Framework for organisations." Journal of Management & Organization 14, no. 5 (November 2008): 504–20. http://dx.doi.org/10.5172/jmo.837.14.5.504.

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AbstractThis paper proposes an Artful Learning Framework as an organisational development initiative. The framework is designed to assist people in organisations seeking higher levels of engagement in their strategic and operational endeavours, such as navigating change. The Artful Learning Framework offers three strategies as potential artful learning events designed to help people in organisations engage with each other creatively to achieve their organisational and professional goals. The Artful Learning Wave Trajectory model (Kerr 2006) forms a conceptual antecedent for the Artful Learning Framework. The Framework's strategies align with the relevant literature on organisational learning and, in particular, a proposition of Kerr (2006) who identifies a suite of skills, capacities and capabilities that are important in organisations. The notion of the wave, with the effect of ‘pausing and gathering’ to consider amidst the inevitable ambiguity and turbulence offor-ward movement, is invoked as a metaphor for the elements of the Framework which support its strategies. The paper will be of interest to individuals and groups that are committed to profound learning and capability building for the benefit of themselves, their teams and the organisations in which they work.

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Chaeruman, Uwes Anis. "MERANCANG MODEL BLENDED LEARNING DESIGNING BLENDED LEARNING MODEL." Jurnal Teknodik 17, no. 4 (April 8, 2019): 053. http://dx.doi.org/10.32550/teknodik.v17i4.577.

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Dalam era komunikasi instan dewasa ini, cara belajar dan proses pembelajaran telah berubah. Kondisi ini membawa pembelajaran ke era e-learning di mana upaya belajar dan membelajarkan dapat difasilitasi dengan teknologi informasi dan komunikasi. Mengkombinasikan teknologi informasi dan komunikasi yang tepat (blended learning) merupakan salah satu isu penting dalam merancang e-learning yang baik. Oleh karena itu diperlukan semacam panduan (framework) yang dapat menjadikan acuan dalam memilih dan menentukan blended learning yang tepat sesuai kondisi dan tujuan yang ingin dicapai. Artikel ini mencoba memberikan framework untuk menjawab permasalahan tersebut. Framework yang coba ditawarkan dalam artikel ini mengacu pada konsep e-learning, empat kuadran seting belajara menurut Noord, dua kontinum strategi pembelajaran menurut Smaldino dkk., dan empat standar proses pembelajaran yang penulis adaptasi dari Horton. Framewrok tersebut adalah bahwa dam merancang blneded learning perlu mempertimbangkan beberapa unsur sebagai berikut: 1) upaya memfasilitasi pengalaman belajar sebagai esensi dari e-learning; 2) optimalisasi empat standar proses pembelajaran dalam konteks e-learning; 3) pemilihan dan penentuan strategi pembelajaran yang tepat; dan 4) pemilihan dan penentuan teknologi dan tool TIK yang tepat dalam empat kuadran seting belajar. In the era of instant communication, today, learning and instructional process has changed. This condition has led learning into a new era called e-learning, where learning process can be facilitated with proper use of information and communication technology. Combining information and communication technology appropriately to facilitate learning has become an impportant issue in e-learning design context. Therefore, we need such a kind of framework as a guidance in selecting and determining the appropritae blended learning strategy to address the learning objectives to be achieved. The framework offered in this article refered to the essential concept of e-learning itself, four quadrants of learning seting offered by Noord, two continuum of instructional strategy offerd by Smaldino et. al., and four standard of e-learning process adapted by author from the work of Norton. The framework offered are that in designing blended learning, we should consider the following aspects: 1) efforts to facilitate learning experiences as the essence of e-learning; 2) optimalization of the four learning process standard in the context of e-learning; 3) selection and determination of appropriate learning strategies; and 4) selection and determination of apropriate learning seting and ICTs used in four quadrants of learning seting.

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PADMANABHA, C. H. "ASSESSMENT FOR LEARNING, ASSESSMENT OF LEARNING, ASSESSMENT AS LEARNING; CONCEPTUAL FRAMEWORK." i-manager’s Journal on Educational Psychology 14, no. 4 (2021): 27. http://dx.doi.org/10.26634/jpsy.14.4.17681.

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Elias, Mohd Syahrizad, and Ahmad Zamzuri Mohamad Ali. "Multimedia Instructional Message (MIM) and Simulation-Aided Learning: A Conceptual Framework." International Journal of Information and Education Technology 6, no. 9 (2016): 717–21. http://dx.doi.org/10.7763/ijiet.2016.v6.781.

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Tzong-Jye Liu, Tzong-Jye Liu, Tze-Shiun Lin Tzong-Jye Liu, and 陳靜雯 Tze-Shiun Lin. "An Ensemble Machine Learning Botnet Detection Framework Based on Noise Filtering." 網際網路技術學刊 22, no. 6 (November 2021): 1347–57. http://dx.doi.org/10.53106/160792642021112206012.

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Abdulrahman Alzahrani, Abdulrahman Alzahrani, Muhammad Adnan Abdulrahman Alzahrani, Maha Aljohani Muhammad Adnan, Ala Abdulsalam Alarood Maha Aljohani, and M. Irfan Uddin Ala Abdulsalam Alarood. "Memory Load and Performance-based Adaptive Smartphone E-learning Framework for E-commerce Applications in Online Learning." 網際網路技術學刊 23, no. 6 (November 2022): 1353–65. http://dx.doi.org/10.53106/160792642022112306018.

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<p>The term e-commerce is not confined to the purchase and sale of goods only. There are several occasions where students are not able to comprehend any idea on their own. With the availability of online learning platforms such as Massive Open Online Courses (MOOCs) and Virtual Learning Environments (VLEs), students may visit online Internet sites, where various articles are made available with a single click. With mobile devices in their hands, they can also listen to the presentations of different academics from anywhere and at any time. In an online learning environment, it is challenging to provide tailored learning content to students that fulfill their needs and requirement. Therefore, we in this research paper propose an adaptive smartphone learning framework. The framework first considers students’ academic performance, preferred learning content, and memory load i.e., cognitive characteristics. Based on students’ academic performance, preferred learning content, and memory load, appropriate adaptive and motivational triggers are sent on students’ smartphones to guide and motivate them in their learning process. We have introduced ten types of adaptive triggers that in different scenarios will be presented to students to help them in remembering important learning points. Furthermore, performance-based motivational triggers in connection with adaptive triggers are also introduced. These motivational triggers are sent on students’ smartphones for giving them a suggestion, hope, appreciation, and warnings during their studies. In this study, we also show how different students’ learning scenarios are created and how our framework deals with those scenarios in students’ learning process.</p> <p> </p>

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Jeon, Soo-Bin, and In-Bum Jung. "English E-Learning System Based on .NET Framework." Journal of the Korean Institute of Information and Communication Engineering 16, no. 2 (February 29, 2012): 357–72. http://dx.doi.org/10.6109/jkiice.2012.16.2.357.

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Ballard, James, and Philip Butler. "Personalised Learning: Developing a Vygotskian Framework for E-learning." International Journal of Technology, Knowledge, and Society 7, no. 2 (2011): 21–36. http://dx.doi.org/10.18848/1832-3669/cgp/v07i02/56198.

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Van Lare, Michelle D., and S. David Brazer. "Analyzing Learning in Professional Learning Communities: A Conceptual Framework." Leadership and Policy in Schools 12, no. 4 (October 2013): 374–96. http://dx.doi.org/10.1080/15700763.2013.860463.

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Perales-González, Carlos, Mariano Carbonero-Ruz, Javier Pérez-Rodríguez, David Becerra-Alonso, and Francisco Fernández-Navarro. "Negative correlation learning in the extreme learning machine framework." Neural Computing and Applications 32, no. 17 (March 2, 2020): 13805–23. http://dx.doi.org/10.1007/s00521-020-04788-9.

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Hall, L. V., J. L. Day, and G. R. Rayman. "Learning diabetes—developing a medical multimedia framework for learning." Patient Education and Counseling 23 (June 1994): S131. http://dx.doi.org/10.1016/0738-3991(94)90437-5.

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Zhou, Joey Tianyi, Sinno Jialin Pan, and Ivor W. Tsang. "A deep learning framework for Hybrid Heterogeneous Transfer Learning." Artificial Intelligence 275 (October 2019): 310–28. http://dx.doi.org/10.1016/j.artint.2019.06.001.

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Crunkhorn, Sarah. "Deep learning framework for repurposing drugs." Nature Reviews Drug Discovery 20, no. 2 (January 11, 2021): 100. http://dx.doi.org/10.1038/d41573-021-00006-w.

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Liu, Shuangzhe. "Statistical Machine Learning: A Unified Framework." International Statistical Review 89, no. 1 (March 11, 2021): 210–12. http://dx.doi.org/10.1111/insr.12442.

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Snae, C., M. Brueckner, and E. Hirata. "Distance Online Learning and Evaluation Framework." Polibits 38 (December 31, 2008): 69–74. http://dx.doi.org/10.17562/pb-38-8.

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Bektaş, Çetin, and Rima Fayad. "Learning framework using social media networks." Global Journal of Information Technology: Emerging Technologies 7, no. 1 (June 27, 2017): 8–13. http://dx.doi.org/10.18844/gjit.v7i1.1933.

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Abstract Social media networks are being used heavily by people from different social, economic, and educational backgrounds all over the world. University, college, and high-school students constitute a main faction of social media network users. In this study, a framework for student learning using social media network environment is developed. The framework is founded in the self-determination theory (SDT). The self-determination theory is one of the important theories of motivation and personality. Its focus is geared towards both intrinsic and extrinsic motivation issues. It addresses three universal innate and psychological needs: competence, autonomy, and psychological relatedness. A person’s social environment necessitates caring for these three needs in order for the person to actualize their potential, function and grow optimally. In addition to creating the social environment that caters for students’ psychological needs, for a new framework of learning using social media to be successfully adopted by students it needs to address their cognitive, emotional and contextual interests. Towards this end, this study explores and founds the conceptual grounds of a social media learning framework. Keywords: Social media network, learning, self-determination theory, motivation, competence, autonomy, relatedness.

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