Relevant bibliographies by topics / Learning process and etiquette

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning process and etiquette'

Author: Grafiati
Published: 5 June 2025
Last updated: 8 July 2025

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Journal articles on the topic "Learning process and etiquette"

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Pochebut, S. N. "Digital Etiquette: Educational Strategies." Discourse 8, no. 4 (2022): 42–50. http://dx.doi.org/10.32603/2412-8562-2022-8-4-42-50.

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Introduction. The modern digital reality imposes its own requirements to the modern paradigm of knowledge acquisition, which with necessity objectivizes the role and importance of social-humanitarian and educational components of the educational process, including through teaching digital etiquette – behavioral culture in practices, networking. The article analyzes the specifics of educational strategies in relation to teaching digital etiquette within school and higher education.Methodology and sources. The paper is based on the application of axiological, interdisciplinary, institutional and systemic approaches to the consideration of digital etiquette learning processes depending on the specifics of each subsystem of the educational process, in particular school and higher education. The research is based on the materials of domestic and foreign sources, scientific publications and websites. In particular, papers of such specialists as D. Stillman, Jo. Stillman, P. Doherty, V. Shi, O. Lukinova, R.I. Mamina and many others are analyzed.Results and discussion. Based on the presented in this article analysis of the specific educational strategies of such institutional structures as school and WSB, the specificity of digital etiquette learning in relation to each of these subsystems of the educational process is analyzed, the main trends of digital etiquette as a digital humanistic knowledge are determined. The main trends include: active attempts to introduce digital etiquette into the educational process, as well as the emergence of new strategies for teaching digital etiquette to generation Z, as the main subject of learning in the modern educational environment within school and higher education.Conclusion. The new realities actualize the role and importance of behavioral culture in the digital space of modern society; first, it concerns the representatives of the young generation – generation Z, which has defined personal freedom as the main value in the practices of their existence. In this regard, the role and importance of the educational component of the modern educational process, an important component of which is the teaching of digital etiquette in the framework of school and HS-education, is increasing. In this case we are talking about different educational strategies in school and HS. In general, regardless of the specifics of educational subsystems and their strategies, teaching digital etiquette is the teaching of digital humanities knowledge, which is a unity of educational and educational, which with necessity reflects the challenges of the new era.
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Emelianova, Natalya A. "SPEECH ETIQUETTE IN THE CONTEXT OF LEARNING RUSSIAN AND ENGLISH AS FOREIGN LANGUAGES." Humanities And Social Studies In The Far East 19, no. 1 (2022): 32–40. http://dx.doi.org/10.31079/1992-2868-2022-19-1-32-40.

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The study of national speech etiquette is of interest to linguists, since this area of communication is one of the indicators of interpersonal relations in society. The microsystem of speech etiquette contains cultural and mental stereotypes of communication. For their assimilation and correct speech behaviour in a multilingual community, the analysis of etiquette formulas adopted in a foreign language culture is necessary, which determines the relevance of this research, focused on studying the semantics of speech etiquette formulas within the framework of the concept of intercultural communication. At the same time, not only features of language and speech are considered, but also difficulties of forming a multilingual personality in the process of using the means of speech etiquette in certain communicative situations, such as greeting, farewell, gratitude, apology etc. The author also draws attention to the manifestation of the category of politeness in a foreign language, taking into account national and cultural factors.
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Mu'min, Khaerul, and Kinzha Syakriani. "Implementation of PAI Learning in Instilling Civilized Attitudes in Children Using Web Games." Jurnal Edukasi Terkini 2, no. 1 (2025): 1–7. https://doi.org/10.70310/g108cg08.

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The use of technology in education is growing, and one of the latest innovations is the application of web games as a tool to teach mosque etiquette to children. This journal discusses the development and implementation of an interactive web game specifically designed to introduce the values ​​of mosque etiquette, such as politeness, orderliness, and respect for places of worship. Through interesting and educational games, children can learn while playing, thereby increasing their motivation and interest in understanding mosque etiquette. This research uses qualitative methods to evaluate the effectiveness of web games in the learning process. The results show that students show increased understanding and application of mosque etiquette values ​​after interacting with the game. Additionally, web games also encourage social interaction among children, strengthening the sense of togetherness and community. These findings show that technology can be an effective tool in religious education, and it is hoped that it can inspire educators to integrate innovative methods in learning mosque etiquette.
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Diana, Saifuddin, and Cut Ulfa Miranda. "KONSEP PEMIKIRAN PENDIDIKAN KH HASYIM ASY’ARI DALAM KITAB ADABUL ‘ALIM WAL MUTA’ALLIM." Jurnal Tarbiyah Almuslim 1, no. 2 (2023): 71–82. https://doi.org/10.71025/gjvyw085.

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The problem of this research is the concept of educational thought according to KH. Hasyim Asy'ari in the book Adabul 'Alim Wal Muta'allim. This study aims to determine the biography and concept of educational thought of KH Hasyim Asy'ari in the book Adabul 'alim Wal Muta'allim. This type of research uses a library approach (library research). The process of collecting data, the author uses a literature survey. In analyzing the data, researchers used content analysis techniques. The research findings inform: first, the virtues of knowledge, 'ulama and learning - teaching. Second, the ethics of students towards themselves. Third, the ethics of students towards educators. Fourth, the etiquette of the learner towards the lesson. Fifth, the etiquette of the educator towards oneself. Sixth, the etiquette of educators in teaching and learning. Seventh, the etiquette of educators towards students. Eighth, manners towards textbooks (kitab).
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Pebri Azhari, Uswatun Khasanah, and H. M. Yunan Hidayat. "Implementasi Penanaman Adab dalam Pembelajaran Jarak Jauh di Pondok Pesantren Tahfidzul Qur’an." Jurnal Pendidikan Nusantara 1, no. 2 (2022): 131–38. http://dx.doi.org/10.55080/jpn.v1i2.17.

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This research is motivated by the problems of schools or educational institutions in general related to how to most effectively educate and teach students through the Distance Learning system, especially related to instilling etiquette and morals to students in Islamic boarding schools labeled tahfidz quran. In educating etiquette and morals in Islamic boarding schools, it is usually done by giving examples to the students at the boarding schools concerned. The purpose of this study was to find out how to implement the cultivation of adab and morals during the pandemic during distance learning at the tahfidzul quran Islamic boarding school and what are the supporting and inhibiting factors in inculcating adab and morals when learning using a distance learning system using qualitative research methods with a case study approach. From this study, it can be seen that the cultivation of adab and morals is still considered by the teachers even though learning uses a distance learning system. The cultivation of etiquette and morals is also supported by several work programs built by teachers during distance learning, such as material delivery, example, habituation of routines, discipline, and evaluation. And also found several supporting and inhibiting factors during the process of inculcating etiquette and morals through the distance learning system.
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Kochkareva, Irina Vitalevna. "Acquaintance with Digital Etiquette: Email Correspondence for Distance Learning." Development of education 4, no. 1 (2021): 47–50. http://dx.doi.org/10.31483/r-97473.

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The article is devoted to the analysis of the rules of behaviour of communicants in the process of distance learning. The purpose of the study is to consider the main difficulties that arise when students and teachers communicate in the virtual space, to identify their causes and ways to overcome them. The author focuses on the rules of email etiquette. The data obtained during a survey of students and teachers of the Perm State National Research University is used by the author. The relevance of the topic raised in this article is due to the fact that at present it is an urgent need to teach students and schoolchildren the basics of digital etiquette, namely, polite communication in social networks, compliance with the etiquette of official email correspondence, etc. The methods used for research include analysis, description, observation, comparison. The results of the study showed that in the moving to distance learning, when students ' communication with the teacher becomes mediated, many students experience certain difficulties, because they do not know the rules of behaviour in cyberspace. In this regard, it is concluded that teachers should include the module " Acquaintance with digital etiquette " in the course of training in order to make communication with students more effective and develop the necessary communicative competence.
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Nurfadilah, Aninda, Ahmad Riadin, Lukmanul Hakim, and Edi Hermanto. "The Role of Interpretation of Socio-Cultural Verses in Mutual Cooperation as a Solution to the Urban Environmental Crisis." Hamalatul Qur'an : Jurnal Ilmu Ilmu Alqur'an 5, no. 2 (2024): 615–26. https://doi.org/10.37985/hq.v5i2.300.

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This verse emphasizes the importance of faith and knowledge as elements that elevate a person's status in the sight of Allah. In Islam, knowledge is not only understood as theoretical insight but must also be actualized through practices aligned with Sharia guidelines. This study employs a qualitative approach with a thematic exegesis method to analyze the relationship between knowledge, action, and etiquette in Islam, highlighting etiquette as a crucial element in the learning process. While previous studies have largely discussed Q.S. Al-Mujadilah verse 11 in the context of the virtue of seeking knowledge, this article places special emphasis on the importance of applying knowledge in daily life. The application of knowledge is deemed essential in shaping noble character, aligned with the goals of national education. Through a review of classical and contemporary exegesis literature, this article concludes that an ideal learning process must be accompanied by etiquette and righteous deeds. This aims to ensure that knowledge does not remain mere theoretical understanding but also provides tangible benefits to individuals and society. Thus, the learning process becomes more holistic, encompassing intellectual, spiritual, and moral aspects. This conclusion supports the view that the integration of knowledge, action, and etiquette is a fundamental pillar in realizing the goals of Islamic education. Such an education is expected to produce individuals who are faithful, knowledgeable, and morally upright, in accordance with Islamic teachings and the nation's noble values.
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Rafilah, Nabila Hasna, Cucu Surahman, and Elan Sumarna. "Integrasi Ilmu dan Amal “Kajian Tafsir Tarbawi atas Q.S Al-Mujadilah Ayat 11 Tentang Adab dan Keutamaan Menuntut Ilmu”." Hamalatul Qur'an : Jurnal Ilmu Ilmu Alqur'an 5, no. 2 (2024): 607–14. https://doi.org/10.37985/hq.v5i2.347.

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This verse emphasizes the importance of faith and knowledge as elements that elevate a person's status in the sight of Allah. In Islam, knowledge is not only understood as theoretical insight but must also be actualized through practices aligned with Sharia guidelines. This study employs a qualitative approach with a thematic exegesis method to analyze the relationship between knowledge, action, and etiquette in Islam, highlighting etiquette as a crucial element in the learning process. While previous studies have largely discussed Q.S. Al-Mujadilah verse 11 in the context of the virtue of seeking knowledge, this article places special emphasis on the importance of applying knowledge in daily life. The application of knowledge is deemed essential in shaping noble character, aligned with the goals of national education. Through a review of classical and contemporary exegesis literature, this article concludes that an ideal learning process must be accompanied by etiquette and righteous deeds. This aims to ensure that knowledge does not remain mere theoretical understanding but also provides tangible benefits to individuals and society. Thus, the learning process becomes more holistic, encompassing intellectual, spiritual, and moral aspects. This conclusion supports the view that the integration of knowledge, action, and etiquette is a fundamental pillar in realizing the goals of Islamic education. Such an education is expected to produce individuals who are faithful, knowledgeable, and morally upright, in accordance with Islamic teachings and the nation's noble values.
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Vasilkova, Olga Viktorovna. "Preparing non-language university students for intercultural interaction by teaching etiquette speech acts (based on the German language)." Pedagogy. Theory & Practice 9, no. 11 (2024): 1081–89. http://dx.doi.org/10.30853/ped20240137.

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The study aims to justify the necessity of preparing non-language faculty students for intercultural interaction based on teaching etiquette speech acts in the process of learning a foreign language as a way to develop students’ intercultural competence. The article examines the linguodidactic foundations of teaching etiquette speech acts, determines the correlations between the notions of “politeness”, “speech etiquette”, and “culture of speech”. The scientific novelty lies in developing a technology aimed at organizing students’ work with etiquette speech acts and focused on developing students’ intercultural competence based on the German language. As a result of the study, it has been determined that practical classes in a foreign language at a non-language university have significant opportunities for mastering the norms and rules governing communication during intercultural interaction, which are implemented specifically by etiquette speech acts.
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Gulo, Arman Jaya, Adrianus Zega, and Yelisman Zebua. "Application of the Demonstration Learning Model to Improve Student Learning Outcomes on Basic Competencies in Drawing Letters, Numbers and Etiquette in Technical Drawing at SMK Negeri 1 Hiliserangkai for the 2022/2023 Academic Year." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 2, no. 2 (2023): 962–70. http://dx.doi.org/10.57235/aurelia.v2i2.748.

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The problem in this study is that the implementation of the Demonstration learning model has not been implemented optimally so that student learning outcomes in the basic competencies of Drawing Letters, Numbers and Etiquette are only limited to meeting the KKM standard that has been set, namely 70. The purpose of this study: (1) To describe the implementation of the learning process by apply the Demonstration learning model. (2) To find out the increase in student learning outcomes in the basic competencies of Drawing Letters, Numbers and Etiquette in technical drawings at SMK Negeri 1 Hiliserangkai. This type of research is Classroom Action Research (CAR). This research was conducted at SMK Negeri 1 Hiliserangkai with the research subjects being students of class X-BKP Semester I for the 2022/2023 academic year with a total of 18 students. The research instrument (1) Observation Sheet, consisting of (a) Observation sheet observing the learning process for teachers (b) Observation sheet observing students in the learning process. (2) Student Learning Outcomes Test and (3) Photo documentation. Research Results: (1) In Cycle I (first) the average learning process (teacher respondents) was 67.04%, and the average percentage of observations of students' activeness in the learning process was 47.40% had not reached the target set, the average -the average student learning outcomes is 67.89% belonging to the sufficient category, the percentage of student learning completeness is 66.67%. (2) In Cycle II (two) the average learning process (teacher respondents) is 92.04% and the average percentage of observations of student activity in the learning process is 81.77% has reached the set target, the average learning outcomes students namely 89.22% belonging to the good category, the percentage of completeness of students namely 100% has reached the set target of 70%. From the results of the research findings above, it can be concluded that by applying the Demonstration learning model to the Basic Competence of Drawing Letters, Numbers and Etiquette in Technical Drawings, it can improve student learning outcomes for class X-BKP SMK Negeri 1 Hiliserangkai for the 2022/2023 Academic Year.
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Dissertations / Theses on the topic "Learning process and etiquette"

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Ehrlich, Stefan, Jens Gärtner, Eduard Daoud, and Alexander Lorz. "Process Learning Environments." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33938.

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Purpose – Due to faster innovation cycles and competitive markets, current methods for implementing and adapting business processes can not keep pace with changing requirements and cause BPM solutions to falls short of business needs. The purpose of this paper is to propose a new approach for implementing an agile BPM methodology by substituting the plan-build-run approach with an incremental prototype-based model, removing intermediaries from the time critical path of business process evolution, and empowering end users to change business processes at runtime by manipulating process artefacts. Design/methodology/approach – Based on interviews with customers and stakeholders and our experience in implementing complex BPM solutions in SMEs, we propose key concepts for an agile BPM approach and derive basic requirements for implementing a BPM system that allows users to redefine business processes during their execution. This analysis is supplemented by a brief overview of current research trends in modelling and implementing agile BPM. Originality/value – All existing solutions examined by our team imply a separate modelling step by users or process managers. The designed key concepts enable users to implicitly model processes without interrupting day to day operations. Our approach enables organisations to introduce business process management in areas where agility is very important (e.g. product development) or to increase operational agility in areas with established BPM. Practical implications – An agile BPM solution can give organisations the flexibility they need to react quickly to changing markets and customer needs. We want to help them to introduce standardization and efficiency without losing agility. In areas where classical BPM is in place, our approach can increase the adaptation rate of process changes. In the areas of knowledge workers with a high level of agility, our approach can increase efficiency by supporting knowledge sharing.
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Stendal, Ludvig. "Learning about process control." Doctoral thesis, Norwegian University of Science and Technology, Faculty of Social Sciences and Technology Management, 2003. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-195.

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<p>The research site has been the Södra Cell Tofte pulp mill. The main focus in this thesis is how to learn about process control. The need for research on this theme is given implicitly in the foundation and construction of the INPRO programme. Norwegian engineering education is discipline oriented, and the INPRO programme aimed at integrating the three disciplines engineering cybernetics, chemical engineering, and organisation and work life science in a single PhD programme. One goal was to produce knowledge of modern production in chemical process plants based on socio-technical thinking.</p><p>In the introduction I outline how my research questions have been developed and the need for doing research in the field of improving process understanding in a continuous process plant.</p><p>This thesis provides answer to the three questions:</p><p>1. What are the learning systems for workers in a process plant?</p><p>2. What is the implication for learning of different socio-technical structures?</p><p>3. How can learning be further improved for workers in the process industry?</p><p>In order to answer these questions and to provide a background for why these questions are important to Tofte, I describe and analyse the case plant Södra Cell Tofte. I find it necessary to make this part rather extensive in order for the reader to understand the context under which Tofte has been developing its learning arenas or learning systems. I use a sociotechnical framework in doing this. I want to introduce and use this framework as I regard it as useful for one of my purposes with this work: Assisting the production unit at Tofte to improve learning. I go through technological improvements that have been carried out from 1980 onwards, and one major organisational change that has taken place. The downsizing and reorganisation that took place in 1992 is of importance as well as the organisational development effort named “Employeeship” that took place in 1996. I had a leave from the INPRO project for almost a year following and evaluating this particular project. The situation at Tofte in 1994 was lack of good learning systems, and after a major reorganisation in 1992 the organisation defined a need for better responsibility distribution and co-operation. </p><p>Chapters 3 and 4 present and discuss theories in order to give a broader background for the research issues in this thesis. In Chapter three I discuss features and characteristics of a continuous process plant as these have consequences on how knowledge and skills can be developed and why process understanding is a necessity. I present socio-technical system thinking (STS) as one way of regarding organisation and management of a process plant, and I further discuss why I find this approach appropriate for providing learning primarily at the shop floor level as an integrated part of daily production.</p><p>In Chapter four I argue that knowledge and skills in production are becoming increasingly important in highly automated remotely controlled process plants and develop a theory of “process understanding”. Process understanding is defined as the ability to predict what is going to happen. In order to predict what is going to happen with a system one firstly need to define the system boundaries. This system can then be regarded as a mental model. One must know and analyse input variables (know where and how to get relevant process information), and by this anticipate, like in a mental simulation, what will happen with the parameters within a defined time period. Different possible options may be mentally tested including what will happen if no corrective actions are taken. An ability to predict what is going to happen with the product, to process equipment or any other process variable, has to be developed and refined in order to operate a process plant optimally. Theories state that a variety of knowledge and skills are required and that some skills can be acquired only through years of experience. The “knowing why” within a process plant also has to be strengthen in order to develop a better process understanding, but as an addition to the experience based “knowing how”.</p><p>Models of learning regarding the demands given by the production systems in order to develop such process understanding are presented and discussed. These are conventional methods, experiential (problem based) learning, and collective learning. The experiential learning model is discussed and what may inhibit learning from experiences to take place in a plant. I have defined the concept “learning arena” and regarded each shift in a control room as a main learning arena since this is the place where theory meets practice. It is further discussed that practice will differ between shifts within same control room due to different mental models of the process. In various learning arenas, different communities-ofpractice must be joined in order to make more shared mental models with the intention to align different practices.</p><p>In Chapter five the research methods used to explore the research questions, and thus to bring forth theories about gaining better process control, are reviewed. I have been inspired by action research methods in order to answer my research questions and to contribute in a necessary change process where development and use of learning arenas have been central. I have been more or less active in these arenas and played back experiences and theories in order to further develop the arenas. Besides participations in learning arenas, methods have been interviews, observations, and written documentations. </p><p>Chapter six is the case description of two different kinds of learning systems at Tofte: Operator Training (OT) - Operator based development and execution of education/ training and Operations Workshop (OW) - Problem based learning aiming at better production practice. I have provided background for the two cases as an answer to the educational challenges Tofte had in 1996 and not least to differences in operational practice between shifts. I describe background, characteristics, and development from what I term different learning arenas where the learning about process control will take place. I have also discussed in what ways these two learning systems can be regarded as learning arenas and briefly the kind of learning that can take place in each arena. In two Operations workshops I provide more details in order to show some strengths of the method.</p><p>In Chapter seven I provide answers to the three research questions outlined in the introduction and further refined in Chapter 4.5. I analyse how different learning types such as individual, experiential, and collective are covered within different learning arenas and how OT and OW meet the requirements for good learning systems in continuous process plants. Further I analyse how tasks regarding education and training are better distributed in a shift and daytime organisation with the two learning systems, and further how learning is integrated with working and thus process operators’ knowledge and skills are better utilised. When I analyse the implication of learning of two different socio-technical structures, I also regard how managers are better enabled to become facilitators for learning. The two arenas have been well established at Tofte, but to a varying degree in the different departments. When regarding Operator training it is still too early to conclude on its impact on results in the pulp mill. However, two Operations workshops have made positive contributions and demonstrated the potential of the method. The strengths of the methods are the collective learning that place in cogenerated learning arenas. In Operator training this strengthens the master-apprentice method, and in Operations workshops it gives a shared understanding and direction for further tasks in process control. Finally, based on the analysis of the first two questions I discuss how learning for workers can be further improved.</p><p>In Chapter eighth I conclude on my theoretical contribution and arguments for further research in the actual fields. Finally, based on my findings I will recommend organisational choices on future actions. STS provides frames and directions for learning to take place within groups along the production line. It is however not the scope of the STS paradigm to provide theories of what constitutes knowledge in operations of a plant. And the STS theories are not developed in order to cover more specifically models for how learning within and across semi-autonomous units and organisational levels may take place. Thus the main contribution of this thesis is learning theories based on two different kinds of learning models as means to develop process understanding.</p>
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Lloyd, Kevin. "Structure learning as psychological process." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687189.

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Constructing internal representations of the world is a fundamental aspect of cognition, allowing us to predict and control our environment. However, sensory observations are frequently noisy and incomplete, leading to the question of how such representations are acquired. We take a normative approach to this problem of inductive inference, or structure learning, asking what agents should believe about the world in light of their observations. We consider experiments from a variety of psychological domains, in each case proposing a rational structure-learning model and comparing real behaviour with model predictions. Firstly, we address the problem of rule learning in a memory-based maze task. We show that gating algorithms, a model-free approach to solving POMDPs, replicate rule acquisition in rats, as well as transfer of learning under rule reversal. Secondly, we consider the problem of behaving flexibly in environments composed of distinct behavioural regimes, or 'contexts'. Vile show that a novel decision-making model that discriminates between contexts captures a number of important animal learning phenomena including spontaneous recovery, partial reinforcement and overlearning effects, and serial reversal learning effects. Thirdly, we turn to perception and whether structure learning can explain participants' behaviour in a perceptual task. Assuming that participants aim to infer the structure underlying observed stimuli, we show that discounting of colour cues when estimating motion direction can be explained by a rational clustering model. Finally, we consider the effect of working memory capacity (WMC) on category learning. Treating category learning as a structure learning problem and modelling WMC as the quantity of inferential resources available, we replicate the positive association between WMC and both rate of learning and ability to switch between categorisation strategies. Our results suggest that the simple assumption that agents construct representations of their environments, combined with adequate modelling tools for representation and inference, can offer parsimonious explanations of behaviour in diverse areas of psychology.
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Cann, Roger James. "Everyday learning gap filling : a process of adult learning." Thesis, University of Southampton, 1998. https://eprints.soton.ac.uk/378847/.

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Berndorff, Dagmar. "Investigating research as a learning process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58944.pdf.

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Ingle, Timothy H. (Timothy Hardin). "Leveraging the learning process in manufacturing." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10473.

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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1997, and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 1997.<br>Includes bibliographical references (p. 59-61).<br>by Timothy H. Ingle.<br>M.S.
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Lee, Yang Won. "Institutional learning--the public housing process." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/75997.

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Potts, Ann D. "Teacher learning within a transactional process." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/38765.

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Ostroumov, Ivan Victorovich. "Classroom support service in learning process." Thesis, Smart-education: sources and prospects: International Scientific and Methodical Conference, October 17-17, 2014 : theses. – К., 2014. –21-23 pp, 2014. http://er.nau.edu.ua/handle/NAU/26585.

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Nowadays training methodology is changing very fast. New modern learning approaches has been developed and integrate in global learning process. All new features of learning oriented and directed into increasing of speed of education process and making level of users knowledge wider. The primary requirements for any learning facility is to provide condition which will be result in forming some new individual knowledge of user and give good mental training to create possibility of user to use all new individual knowledge to find the way to make clear some task which will be faced before users. But the best final study result is to prepare users to give them possibility to work out of rules which means that they should work not in general tasks, but try to make clear more complicated tasks that they don’t have enough ability to do that in fact yet. Of course new knowledge of user of education will be result of learning process (professional level of learning material, learning and teaching tools design, learning process structure facility) and user facilities (mental user characteristic, motivation).
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Morse, Ricardo Stuart. "Community Learning: Process, Structure, and Renewal." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27472.

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Community renewal is a dominant theme in American society today. It has been said that public administration could and should be a leader in the community renewal movement, yet for the most part the field of public administration fails to â getâ community. This study advances and explores a concept of community learning as part of a broader effort to better understand what a community perspective means for public administration theory and practice. The contributions of this study are two-fold. First, a concept of community learning is drawn from a variety of literature streams that share an ethos of collaborative pragmatism. Community learning occurs when the knowledge created in the integrative â community processâ is fed-forward and embedded at the level of community structure. Furthermore, a â learning communityâ is found where the community learning process is institutionalized at the level of community structure. While community learning is a term being used to some degree in the field of community development, a concept of how communities might learn has yet to be offered. Thus, the conceptualization offered here seeks to fill this gap in the literature. This study also explores the community learning concept empirically in the context of an action research project in Wytheville, Virginia. Here participants worked with a Virginia Tech research team to better understand their community and develop a unified â visionâ for the communityâ s future. The study revealed that the collective or collaborative learning of the â community processâ can occur over time and also in the form of punctuated group â a-haâ moments. In either case, the learning process is one where new knowledge is created in the form of new or altered shared meaning or new ideas. This learning was fed-forward to the community level to become community learning in three ways: 1) as the learning took place in the community field, meaning the participants of the learning process represented the different institutions that make up community structure; 2) through the integrative medium of local media outlets; and 3) through formal and informal processes of knowledge transfer from the group to community level, where the community level was represented by a citizens committee. As communities institutionalize learning processes they can be said to be â learning communities.â Evidence from the Wytheville study provides insights into how this might happen. The implications for the practice of a â new public serviceâ are explored as well as future areas of research relevant to the community learning approach. The study concludes by suggesting what a community perspective for public administration might mean as community learning is a concept based in this perspective.<br>Ph. D.
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Books on the topic "Learning process and etiquette"

1

Cronin, Blaise. The scholar's courtesy: The role of acknowledgement in the primary communication process. Taylor Graham, 1995.

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Biggs, John B. Process of learning. 3rd ed. Prentice-Hall of Australia, 1993.

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Dixon, Valerie. Learning competency architecture: 6Cs learning process. Learnware Design, 2008.

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Marian, McCabe, Lewis Richard, and Togher Family Centre, eds. Lifelong learning: "The process". Togher Family Centre, 1998.

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Bell, Linda May. Independent learning: Process to product. Ontario Secondary School Teachers' Federation, 1989.

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Linda, Thompson, ed. Language learning: A lifelong process. Arnold, 2003.

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Inc, NetLibrary, ed. Promoting assessment as learning: Improving the learning process. RoutledgeFalmer, 2002.

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Moog, Richard S., and James N. Spencer, eds. Process Oriented Guided Inquiry Learning (POGIL). American Chemical Society, 2008. http://dx.doi.org/10.1021/bk-2008-0994.

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Samuel, Moog Richard, Spencer James N. 1941-, and American Chemical Society. Division of Chemical Education., eds. Process oriented guided inquiry learning (POGIL). American Chemical Society, 2008.

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Barlow, Daniel L. Educational psychology: The teaching-learning process. Moody Press, 1985.

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Book chapters on the topic "Learning process and etiquette"

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Romano, Jennifer. "Social Media and Email Etiquette." In Surviving the College Application Process. Routledge, 2023. http://dx.doi.org/10.4324/9781003380948-18.

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Vermunt, Jan, and Lieven Verschaffel. "Process-oriented Teaching." In New Learning. Springer Netherlands, 2000. http://dx.doi.org/10.1007/0-306-47614-2_11.

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Robicquet, Alexandre, Amir Sadeghian, Alexandre Alahi, and Silvio Savarese. "Learning Social Etiquette: Human Trajectory Understanding In Crowded Scenes." In Computer Vision – ECCV 2016. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46484-8_33.

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Mockaitis, Thomas R. "The Learning Process." In British Counterinsurgency, 1919–60. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-80813-7_6.

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Pritscher, Conrad P. "Learning and Process." In Brains Inventing Themselves. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-708-0_1.

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Baron Levi, Jeffrey. "Process-Based Learning." In The Hairy Bikie and Other Metacognitive Strategies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46618-3_2.

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Robinson, Adjai. "The Learning Process." In Principles and Practice of Teaching. Routledge, 2022. http://dx.doi.org/10.4324/9781003347859-2.

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Frey, Christian M. M., Simon Rauch, Oliver Stritzel, and Moike Buck. "Process-aware Learning." In Unlocking Artificial Intelligence. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-64832-8_6.

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AbstractProcesses in companies are diverse and complex. The production of different products, inter- or intra-company logistic processes, or other serial event sequences within companies have one thing in common: they can be traced on the basis of a documentation of the individual process steps. Usually, companies have domain experts for each department’s processes who use their experience and knowledge to plan and control these steps. However, with increasing complexity and diversity of processes, efficient planning and control is becoming more difficult or even impossible for human decision makers. In the the focus of Process-aware Learning, information documented on the data side, which is contained in the flow and execution of any process, should be integrated into AI-enhanced models. This should be accomplished in a way that is useful and as interpretable as possible for non-expert users. These models are used to identify important factors influencing the process, various process key figures, or anomalies in the process, and, based on these insights, to make forecasts or recommendations for action tailored to the process flows.
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Clark, Amanda. "The Learning Process." In Dance Pedagogy. Routledge, 2024. http://dx.doi.org/10.4324/b22952-8.

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Thomson, Godfrey H. "The Learning Process." In Instinct, Intelligence and Character. Routledge, 2024. http://dx.doi.org/10.4324/9781003571353-5.

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Conference papers on the topic "Learning process and etiquette"

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Katanosaka, Toshiki, M. Fahim Ferdous Khan, and Ken Sakamura. "A Cooperative Card Game for Learning Social Media Etiquette." In 2024 16th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2024. http://dx.doi.org/10.1109/iiai-aai63651.2024.00045.

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Katanosaka, Toshiki, M. Fahim Ferdous Khan, and Ken Sakamura. "Experiential Learning of SNS Etiquette through a Digital Cooperative Game." In 2025 1st International Conference on Consumer Technology (ICCT-Pacific). IEEE, 2025. https://doi.org/10.1109/icct-pacific63901.2025.11012867.

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Díaz Rodríguez, Laura, and Luis Enrique Rodríguez Gómez. "FLIPPED LEARNING IN THE TEACHING-LEARNING PROCESS OF MANAGEMENT SYSTEMS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0635.

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Zerkina, Natalya, Olesia Kisel, Yekaterina Lomakina, and Elisabeth Lazarou. "EXTEND CENTRE’S RESOURCES FOR INCREASING GENERAL DIGITAL LITERACY." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-156.

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The era of powerful technology progress raises the question of digital literacy of population. The lack of knowledge and basic skills within the majority of potential users among common people slows down the development of the IT industry as whole as far as their products are focused on consumers. It is impossible to educate IT specialists, engineers or any other highly qualified professionals without paying appropriate attention to digital literacy of population. Due to "mass start" of daily IT usage among the population of different age group it comes to influence the informational sphere as well as the learning process as it is the significant part of the education. So there appears a special category of users that may be called as a digital-mass-consumer-user. This category of users is mainly oriented on consuming digital services but is not aware of digital competence. Thus, while developing modern consumer-oriented technologies, it is necessary to improve the level of general public's digital literacy. Extend Centres could conduct such type of courses for general public. The aim of the article is to study the digital literacy as a significant component for modern education process and in particular for specialists in engineering. There were used the method of analysis, interview survey and comparison. Special attention is given to digital etiquette and digital security. These components of digital literacy acquire far too much concern while digital literacy as a phenomenon of both modern digital and social environments affects industrial, economical, social and other areas of life.
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Ageeva, Julia. "SPEECH ETIQUETTE IN TEACHING FOREIGN LANGUAGE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0255.

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Malyuga, Elena, Viktoria Sibul, and Olga Konkova. "METHODS OF TEACHING SPEECH ETIQUETTE TO NON-LINGUISTIC STUDENTS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1109.

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Korchuganova, Anastasiia, Matvei Erofeev, Eleonora Aksenova, Alina Mikheenkova, and Taisiia Kaipova. "LANGUAGE ETIQUETTE IN TEACHER-STUDENT COMMUNICATION IN ENGLISH, SPANISH AND RUSSIAN SPEAKING CULTURES." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.2221.

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Tangsripairoj, Songsri, Mathawee Sukkhet, Jidapa Sumanotham, and Benya Yusuk. "Kiddy Manner: A Game-Based Mobile Application for Children Learning Thai Social Etiquette." In 2019 16th International Joint Conference on Computer Science and Software Engineering (JCSSE). IEEE, 2019. http://dx.doi.org/10.1109/jcsse.2019.8864177.

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Воронцова, Юлия Александровна. "FORMATION OF PROFESSIONAL CULTURE OF FOREIGN STUDENTS IN THE PROCESS OF MASTERING THE FORMULAS OF SPEECH ETIQUETTE." In Слово, высказывание, текст в когнитивном, прагматическом и культурологическом аспектах. Челябинский государственный университет, 2022. http://dx.doi.org/10.47475/9785727118054_236.

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Novospasskaya, Natalia, Xiong Ziyi, Natalia Perfilieva, and Olesya Lazareva. "TEACHING RUSSIAN SPEECH ETIQUETTE FORMULAE TO CHINESE STUDENTS (BASED ON ADDRESS AND GREETING IN BUSINESS COMMUNICATION)." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0893.

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Reports on the topic "Learning process and etiquette"

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Willey, William T. Enabling Learning through the Assessment Process. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada523205.

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Miller, C., B. Soper, A. Muyskens, B. Priest, M. Schneider, and D. Merl. Exploration with Scalable Gaussian Process Reinforcement Learning. Office of Scientific and Technical Information (OSTI), 2024. http://dx.doi.org/10.2172/2325260.

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Hill, Matthew. Moving the Learning Process Beyond Recollection and Understanding. Office of Scientific and Technical Information (OSTI), 2022. http://dx.doi.org/10.2172/1855103.

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Syzdykbayeva, Aigul, Ulzharkyn Abdigapbarova, Elmira Aitenova, Yulduz Iminova, and Inkar Khassanova. Studying the Impact of Network Communication Culture and Digital Etiquette on the Effectiveness of Learning and Professional Development of Students in the University's Online Community: a Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2025. https://doi.org/10.37766/inplasy2025.2.0115.

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Ram, Ashwin. Modeling Multistrategy Learning as a Deliberative Process of Planning. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada399291.

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Blonigen, Bruce. Working the System: Firm Learning and the Antidumping Process. National Bureau of Economic Research, 2004. http://dx.doi.org/10.3386/w10783.

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Sherstneva, A. A. Model for organising project management in the learning process. OFERNIO, 2022. http://dx.doi.org/10.12731/ofernio.2022.24951.

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Albert, Jose Ramon, Ronald Mendoza, Deanne Lorraine Cabalfin, Mohammad Mahmoud, and Mika Muñoz. A Process Evaluation of the Philippine Alternative Learning System. Philippine Institute for Development Studies, 2024. https://doi.org/10.62986/dp2024.31.

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This study presents a comprehensive process evaluation of the Department of Education's Alternative Learning System (ALS) in the Philippines, examining its effectiveness in providing second-chance education opportunities for out-of-school youth and adults (OSYAs). While the ALS plays a vital role in the Philippine education system, systematic evidence on its implementation effectiveness, operational processes, and institutional capabilities has been limited thus far. The study employs a mixed-methods approach, combining quantitative analysis of administrative data with key informant interviews, focus group discussions, and an online survey of 4,933 past and current ALS learners. This multifaceted methodology provides both broad insights into system-wide patterns and a granular understanding of implementation challenges. The evaluation reveals significant institutional strengths, particularly in teacher dedication and program adaptability. However, severe resource constraints hinder program effectiveness. Key findings demonstrate that the ALS faces substantial operational challenges. Most notably, despite serving only 0.8 percent of basic education learners, ALS receives merely 0.1 percent of the Department of Education's budget. This resource disparity manifests in concerning ways: a pupil-teacher ratio of 75:1 (compared to an ideal of 25:1), inadequate facilities—with 61 percent of Community Learning Centers below standard size requirements—and limited learning materials. Results from the online survey indicate high satisfaction with teaching quality (95%); however, only 54 percent of program completers are employed, with 51 percent reporting a high alignment of their jobs with their skills. Balancing work and study emerges as a significant challenge, particularly for working learners (45%), while financial difficulties affect 22 percent of participants. Gender disparities are notable, with female employment rates significantly lagging behind those of males, particularly in the 25-35 age group (34% versus 65%). The analysis also examines trends in the out-of-school youth population, considering the complementary effects of other interventions such as the Pantawid Pamilyang Pilipino Program (4Ps). Projections suggest this population could decrease to approximately 500,000 by 2035, requiring strategic recalibration of the ALS program's scope and delivery models. This potential reduction raises fundamental questions about the program's "endgame"—specifically, what constitutes a manageable level of out-of-school youth based on the Philippine context and international standards. The recommendations emphasize the need for increased funding, improved resource allocation, enhanced teacher training, stronger coordination among stakeholders, and innovative approaches to curriculum design and delivery. Additionally, the study calls for better alignment between ALS and other social protection programs, clearer metrics for measuring program effectiveness, and more targeted support for working learners and female participants. These findings are expected to inform evidence-based policymaking and catalyze strategic reforms to enhance the accessibility, quality, and relevance of alternative education in the Philippines.
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Idrisova, Zh V., S. Kh Alikhadzhiev, and M. V. Vagapova. INTERNET - TECHNOLOGIES IN THE ACTIVATION PROCESS LEARNING ACTIVITIES AND INCREASING MOTIVATION STUDENTS TO ACTIVE LEARNING. Ljournal, 2019. http://dx.doi.org/10.18411/5557-3645-6963-86778.

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Fowler, Deborah C. Pinterest and fashion forecasting: Engaging students in the learning process. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-759.

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