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Journal articles on the topic 'Learning from'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Kim, Hye-Jin. "Educational Paradigm Shift from E-Learning to Mobile Learning Toward Ubiquitous Learning." Journal of the Korea Academia-Industrial cooperation Society 12, no. 11 (2011): 4788–95. http://dx.doi.org/10.5762/kais.2011.12.11.4788.

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2

Hasırcı, Deniz, Zeynep Tuna Ultav, Hande Atmaca, and Seren Borvalı. "Learning from Turkish modern furniture design." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (2016): 126–34. http://dx.doi.org/10.18844/gjhss.v2i1.289.

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3

Ozier, Marcia. "Learning From Learning." Contemporary Psychology: A Journal of Reviews 30, no. 11 (1985): 883–84. http://dx.doi.org/10.1037/023329.

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4

R., Poornima, and Ashok L. "Problem Based Learning a Shift from Teaching Paradigm to the Learning Paradigm." Indian Journal of Dental Education 10, no. 1 (2017): 47–51. http://dx.doi.org/10.21088/ijde.0974.6099.10117.6.

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5

Arato, Andrew, and Ertuğ Tombuş. "Learning from success, learning from failure." Philosophy & Social Criticism 39, no. 4-5 (2013): 427–41. http://dx.doi.org/10.1177/0191453713477601.

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The article has several theses. First we propose that there is a new method of constitution-making today, the two-stage, post-sovereign one perfected in South Africa. Second, we admit the path-dependent nature, and difficult pre-conditions, of this method. Third, we maintain that even when the full method is unlikely in a given context, its legitimating principles nevertheless can play a role through international dissemination. We explore that possibility in the context of the projected comprehensive reform of Turkey, and the constitutional revolution in Egypt. It is our belief that in these contexts one can learn both from successes of the new method and also from its failures typified by the Hungarian case that we briefly present. We are unfortunately not optimistic about the success of the new method especially where actors maintain their strong belief in the constituent power of the popular sovereign. This is likely to be the case in revolutions, but can happen in reform or even during the last state of the post-sovereign method itself.

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6

Subrahmanyam, Kaveri, Minas Michikyan, Christine Clemmons, Rogelio Carrillo, Yalda T. Uhls, and Patricia M. Greenfield. "Learning from Paper, Learning from Screens." International Journal of Cyber Behavior, Psychology and Learning 3, no. 4 (2013): 1–27. http://dx.doi.org/10.4018/ijcbpl.2013100101.

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Electronic screens on laptop and tablet computers are being used for reading text, often while multitasking. Two experimental studies with college students explored the effect of medium and opportunities to multitask on reading (Study 1) and report writing (Study 2). In Study 1, participants (N = 120) read an easy and difficult passage on paper, a laptop, or tablet, while either multitasking or not multitasking. Neither multitasking nor medium impacted reading comprehension, but those who multitasked took longer to read both passages, indicating loss of efficiency with multitasking. In Study 2, participants (N = 67) were asked to synthesize source material in multiple texts to write a one-page evidence-based report. Participants read the source texts either on (1) paper, (2) computer screen without Internet or printer access, or (3) computer screen with Internet and printer access (called the “real-world” condition). There were no differences in report quality or efficiency between those whose source materials were paper or computer. However, global report quality was significantly better when participants read source texts on a computer screen without Internet or printer access, compared with when they had Internet and printer access. Active use of paper for note-taking greatly reduced the negative impact of Internet and printer access in the real-world condition. Although participants expressed a preference for accessing information on paper, reading the texts on paper did not make a significant difference in report quality, compared with either of the two computer conditions. Implications for formal and informal learning are discussed.

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7

Malik, Rahul. "Learning from Learning Curves." Joule 2, no. 9 (2018): 1637–38. http://dx.doi.org/10.1016/j.joule.2018.09.006.

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8

Chandler, David, and Hokyu Hwang. "Learning From Learning Theory." Journal of Management 41, no. 5 (2015): 1446–76. http://dx.doi.org/10.1177/0149206315572698.

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9

McDougall, Marilyn, and Rona S. Beattie. "Learning from learning groups." Journal of Management Development 14, no. 8 (1995): 35–41. http://dx.doi.org/10.1108/02621719510097406.

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10

Neal, Lisa. "Learning from e-learning." eLearn 2001, no. 10 (2001): 3. http://dx.doi.org/10.1145/566900.566904.

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11

Butler, Melanie. "Learning from Service-Learning." PRIMUS 23, no. 10 (2013): 881–92. http://dx.doi.org/10.1080/10511970.2013.775978.

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12

Khimmataliev, Dustnazar Omonovich, Jamshid Oktyamovich Khakimov, and Mukhlisa Dustnazar Qizi Omonova. "A Paradigm Shift From "Teaching" To Learning "." American Journal of Social Science and Education Innovations 03, no. 01 (2021): 170–74. http://dx.doi.org/10.37547/tajssei/volume03issue01-32.

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The article discusses the learner-centered and creative approaches, which is directed to improve educational process. The author describes approaches, methods and techniques, which develop cognitive activities of different levels.

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13

Zanuy, Eva. "Language Learning Generators — From Traditional Language Learning Methodologies to Future Computer Assisted Technologies." International Journal of Computer and Communication Engineering 5, no. 2 (2016): 158–64. http://dx.doi.org/10.17706/ijcce.2016.5.2.158-164.

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14

Destré, Guillaume, Louis Lévy-Garboua, and Michel Sollogoub. "Learning from experience or learning from others?" Journal of Socio-Economics 37, no. 3 (2008): 919–38. http://dx.doi.org/10.1016/j.socec.2006.12.085.

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15

Cammarota, M., L. R. M. Bevilaqua, C. Köhler, J. H. Medina, and Iván Izquierdo. "Learning twice is different from learning once and from learning more." Neuroscience 132, no. 2 (2005): 273–79. http://dx.doi.org/10.1016/j.neuroscience.2005.01.022.

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16

Blancett, R. S. "Learning from productivity learning curves." IEEE Engineering Management Review 30, no. 3 (2002): 53. http://dx.doi.org/10.1109/emr.2002.1032397.

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17

Ehrlich, Thomas. "Learning About Learning From Alverno." Change: The Magazine of Higher Learning 32, no. 5 (2000): 55–58. http://dx.doi.org/10.1080/00091380009605742.

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18

Blancett, Robert S. "Learning from Productivity Learning Curves." Research-Technology Management 45, no. 3 (2002): 54–58. http://dx.doi.org/10.1080/08956308.2002.11671501.

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19

TEAGARDEN, MARY B., and DONG HONG CAI. "Learning from Dragons who are Learning from Us:." Organizational Dynamics 38, no. 1 (2009): 73–81. http://dx.doi.org/10.1016/j.orgdyn.2008.10.001.

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20

LAI, KARYN L. "LEARNING FROM THE CONFUCIANS: LEARNING FROM THE PAST." Journal of Chinese Philosophy 35, no. 1 (2008): 97–119. http://dx.doi.org/10.1111/j.1540-6253.2007.00465.x.

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21

Liou, Chin-Ping. "Learning from experience: from psychotherapy to service-learning." Asia Pacific Journal of Counselling and Psychotherapy 9, no. 1 (2017): 77–85. http://dx.doi.org/10.1080/21507686.2017.1412328.

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22

Lai, Karyn L. "Learning from the Confucians: Learning from the Past." Journal of Chinese Philosophy 35, no. 1 (2008): 97–119. http://dx.doi.org/10.1163/15406253-03501009.

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23

ICHIYANAGI, TOMONORI, HARUNA TACHIBANA, MAI KISHINO, TAKASHI ITO, MAYUMI TAKAGAKI, and MASAHARU KAGE. "Learning from Practice, Learning for Practice:." Annual Report of Educational Psychology in Japan 55 (2016): 267–72. http://dx.doi.org/10.5926/arepj.55.267.

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24

Vaughan, Karen. "Acts of learning worth learning from." set: Research Information for Teachers, no. 2 (October 14, 2016): 41–47. http://dx.doi.org/10.18296/set.0045.

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25

Baldwin, Gayle R. "From Sole Learning to Soul Learning." Teaching Theology and Religion 9, no. 3 (2006): 165–74. http://dx.doi.org/10.1111/j.1467-9647.2006.00280.x.

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26

Markgraf, Jill. "From Learning Communities to Learning Objects." Journal of Library Administration 45, no. 3-4 (2006): 559. http://dx.doi.org/10.1300/j111v45n03_20.

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27

Choularton, Richard. "Complex learning: organizational learning from disasters." Safety Science 39, no. 1-2 (2001): 61–70. http://dx.doi.org/10.1016/s0925-7535(01)00026-1.

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28

Flores, Maria Assunção. "Teacher learning and learning from teaching." Teachers and Teaching 21, no. 1 (2014): 1–3. http://dx.doi.org/10.1080/13540602.2014.928118.

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29

Barclay, Jean. "Learning from experience with learning logs." Journal of Management Development 15, no. 6 (1996): 28–43. http://dx.doi.org/10.1108/02621719610120129.

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30

Pérez-Enciso, M. "Animal Breeding learning from machine learning." Journal of Animal Breeding and Genetics 134, no. 2 (2017): 85–86. http://dx.doi.org/10.1111/jbg.12263.

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31

Reychav, Iris, and Jacob Weisberg. "From Organization Learning to Learning Organization." International Journal of Knowledge, Culture, and Change Management: Annual Review 5, no. 9 (2006): 53–62. http://dx.doi.org/10.18848/1447-9524/cgp/v05i09/49257.

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32

Naeini, Ehsan Zabihi, and Kenton Prindle. "Machine learning and learning from machines." Leading Edge 37, no. 12 (2018): 886–93. http://dx.doi.org/10.1190/tle37120886.1.

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33

Kearney, Judith, and Ortrun Zuber‐Skerritt. "From learning organization to learning community." Learning Organization 19, no. 5 (2012): 400–413. http://dx.doi.org/10.1108/09696471211239703.

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34

Cropper, Andrew, and Rolf Morel. "Learning programs by learning from failures." Machine Learning 110, no. 4 (2021): 801–56. http://dx.doi.org/10.1007/s10994-020-05934-z.

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AbstractWe describe an inductive logic programming (ILP) approach called learning from failures. In this approach, an ILP system (the learner) decomposes the learning problem into three separate stages: generate, test, and constrain. In the generate stage, the learner generates a hypothesis (a logic program) that satisfies a set of hypothesis constraints (constraints on the syntactic form of hypotheses). In the test stage, the learner tests the hypothesis against training examples. A hypothesis fails when it does not entail all the positive examples or entails a negative example. If a hypothesis fails, then, in the constrain stage, the learner learns constraints from the failed hypothesis to prune the hypothesis space, i.e. to constrain subsequent hypothesis generation. For instance, if a hypothesis is too general (entails a negative example), the constraints prune generalisations of the hypothesis. If a hypothesis is too specific (does not entail all the positive examples), the constraints prune specialisations of the hypothesis. This loop repeats until either (i) the learner finds a hypothesis that entails all the positive and none of the negative examples, or (ii) there are no more hypotheses to test. We introduce Popper, an ILP system that implements this approach by combining answer set programming and Prolog. Popper supports infinite problem domains, reasoning about lists and numbers, learning textually minimal programs, and learning recursive programs. Our experimental results on three domains (toy game problems, robot strategies, and list transformations) show that (i) constraints drastically improve learning performance, and (ii) Popper can outperform existing ILP systems, both in terms of predictive accuracies and learning times.

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35

Souto, Rafaella Queiroga, Francisca Marcia Pereira Linhares, Maria Isabelly de Melo Canêjo, Francis Solange Vieira Tourinho, Renata Cavalcanti Cordeiro, and Pierre Pluye. "Teaching-learning methodologies from the perspective of nursing students." Revista da Rede de Enfermagem do Nordeste 19 (August 14, 2018): e3408. http://dx.doi.org/10.15253/2175-6783.2018193408.

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36

Lus Arana, Luis Miguel, and Stephen Parnell. "LEARNING FROM CIVILIA. HETERODOXIAS CRÍTICAS, HISTORIOGRAFÍA Y PROYECTO URBANO." Proyecto, Progreso, Arquitectura, no. 22 (2020): 36–53. http://dx.doi.org/10.12795/ppa.2020.i22.02.

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37

Hockey, Lisbeth. "Learning from time." Nursing Standard 11, no. 20 (1997): 22–23. http://dx.doi.org/10.7748/ns.11.20.22.s29.

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38

Walsh, Kieran. "Learning from autopsies." Global Health Action 7, no. 1 (2014): 24053. http://dx.doi.org/10.3402/gha.v7.24053.

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39

Davis, Mike. "Learning from Tijuana." Grand Street, no. 56 (1996): 33. http://dx.doi.org/10.2307/25007998.

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40

Nergard, Vegard. "LEARNING FROM EXPERIENCE." Aviation 19, no. 4 (2016): 171–79. http://dx.doi.org/10.3846/16487788.2015.1127452.

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The purpose of this study was to explore how pilots potentially learn from their and others‘ experience through post-flight debriefing. Through a case study of pilots who fly air ambulances, this article attempts to illustrate the importance of learning from experience (Bion 1962) among pilots in aviation.

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41

Wienen, Hans, Faiza Allah Bukhsh, Eelco Vriezekolk, and Roel J. Wieringa. "Learning from Accidents." International Journal of Information Systems for Crisis Response and Management 10, no. 3 (2018): 42–62. http://dx.doi.org/10.4018/ijiscram.2018070103.

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After a risk has manifested itself and has led to an accident, valuable lessons can be learned to reduce the risk of a similar accident occurring again. This calls for accident analysis methods. In the past 20 years, a large number of accident analysis methods have been proposed and it is difficult to find the right method to apply in a specific circumstance. The authors conducted a review of the state of the art of accident analysis methods and models across domains. They classify the models using the well-known categorization into sequential, epidemiological, and systemic methods. The authors find that these classes have their own characteristics in terms of speed of application versus pay-off. For optimum risk reduction, methods that take organizational issues into account can add valuable information to the risk management process in an organization.

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42

FIDDES, Paul S. "Learning from Others." Louvain Studies 33, no. 1 (2008): 54–73. http://dx.doi.org/10.2143/ls.33.1.2034336.

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43

Kryeziu, MA Lendita. "Learning from Errors." ILIRIA International Review 5, no. 1 (2015): 393. http://dx.doi.org/10.21113/iir.v5i1.27.

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“Errare humanum est”, a well known and widespread Latin proverb which states that: to err is human, and that people make mistakes all the time. However, what counts is that people must learn from mistakes. On these grounds Steve Jobs stated: “Sometimes when you innovate, you make mistakes. It is best to admit them quickly, and get on with improving your other innovations.” Similarly, in learning new language, learners make mistakes, thus it is important to accept them, learn from them, discover the reason why they make them, improve and move on. The significance of studying errors is described by Corder as: “There have always been two justifications proposed for the study of learners' errors: the pedagogical justification, namely that a good understanding of the nature of error is necessary before a systematic means of eradicating them could be found, and the theoretical justification, which claims that a study of learners' errors is part of the systematic study of the learners' language which is itself necessary to an understanding of the process of second language acquisition” (Corder, 1982; 1). Thus the importance and the aim of this paper is analyzing errors in the process of second language acquisition and the way we teachers can benefit from mistakes to help students improve themselves while giving the proper feedback.

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44

Gooch, Sally. "Learning from experience." Nursing Standard 17, no. 9 (2002): 13. http://dx.doi.org/10.7748/ns.17.9.13.s29.

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45

Fawcett, Jan. "Learning From Disaster." Psychiatric Annals 29, no. 2 (1999): 75. http://dx.doi.org/10.3928/0048-5713-19990201-03.

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46

Shea, J. "Learning from Students." Journal of Geoscience Education 48, no. 5 (2000): 562–63. http://dx.doi.org/10.5408/1089-9995-48.5.562.

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47

Wheatley. "Learning from Country." ab-Original 1, no. 2 (2018): 243. http://dx.doi.org/10.5325/aboriginal.1.2.0243.

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48

Kirby, Stephanie, and Dinah Gould. "Learning from life." Nursing Standard 13, no. 42 (1999): 18. http://dx.doi.org/10.7748/ns.13.42.18.s36.

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49

Makino, Shige, and Tom Roehl. "Learning From Japan:." Academy of Management Perspectives 24, no. 4 (2010): 38–45. http://dx.doi.org/10.5465/amp.2010.24.4.3654608.a.

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50

Grell, Georgina. "Learning from Louise." Veterinary Nurse 10, no. 4 (2019): 171. http://dx.doi.org/10.12968/vetn.2019.10.4.171.

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