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Journal articles on the topic 'Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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1

Kim, Hye-Jin. "M-Learning Application for Ubiquitous Learning Based on Android Web Platform." Journal of the Korea Academia-Industrial cooperation Society 12, no. 12 (December 31, 2011): 5564–69. http://dx.doi.org/10.5762/kais.2011.12.12.5564.

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Chagas, Edgar Thiago De Oliveira. "Deep Learning e suas aplicações na atualidade." Revista Científica Multidisciplinar Núcleo do Conhecimento 04, no. 05 (May 8, 2019): 05–26. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/administracao/deep-learning.

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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 (November 30, 2011): 4788–95. http://dx.doi.org/10.5762/kais.2011.12.11.4788.

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Putu, Diah Asrida, Luh Putu Cahayani Ni, Gede Agus Adi Saputra I, and Sumarno Boling Sau Teldi. "PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS APLIKASI ANDROID TERHADAP HASIL BELAJAR EKONOMI DENGAN GAYA BELAJAR SEBAGAI VARIABEL MODERATOR (Studi Pada Ma Tawakkal Denpasar Tahun Pelajaran 2020/2021)." Widyadari 24, no. 1 (April 10, 2023): 86–95. https://doi.org/10.5281/zenodo.7813489.

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This study aims to determine the effect of using learning media based on android applications on learning outcomes by using learning styles as a moderating variable. The calculation results obtained a regression coefficient of 2,745, the t-count value is 3,191 and the sig value of 0.002 is smaller than α = 0.05, then Ho is rejected, Ha is accepted. The second hypothesis test states that learning media based on android applications which are moderated by learning styles have a significant effect on learning outcomes with a regression coefficient of -0.030, a t-count value of -2.991 and a significance level of 0.004 which is less than α = 0.05, so it can be it can be concluded that learning styles are able to moderate the effect of android application-based learning media on learning outcomes. With the results of the Adjusted R Square value determination test of 0.709, which means that variations in learning media variables based on android applications and learning styles as well as the interaction between learning media based on android applications and learning styles are able to explain the variable business results by 70.9% and the remaining 29.1% explained by other factors outside this research model.

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You, Yeong Mahn. "How Could We Marry Knowledge Management to e-Learning with Learning Objects?; The Possicilitiey and Limitations." Journal of Educational Technology 17, no. 2 (June 30, 2001): 53–89. http://dx.doi.org/10.17232/kset.17.2.53.

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Joan, D. R. Robert, and Dr S. P. Denisia Dr. S. P. Denisia. "Features of Electronic Learning, Mobile Learning and Virtual Learning." International Journal of Scientific Research 2, no. 4 (June 1, 2012): 73–75. http://dx.doi.org/10.15373/22778179/apr2013/29.

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7

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

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

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Silva, Lilian Reis da. "The human learning process in the organizational context." Núcleo do Conhecimento 08, no. 10 (October 29, 2021): 17–30. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/human-learning-process.

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This article, elaborated through bibliographic research, has as a fundamental question the way individuals learn and interact in the context of organizations. Aiming to address how individual learning contributes to organizational learning among individuals. From the literature analyzed, it was found that the knowledge and knowledge acquired individually by people must be added to the communication, interaction and sharing skills with colleagues, within the scope of organizations, so that together they learn the culture, internal system, objectives and practices inherent to it, in order to achieve the existing goals.

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Azis, Yunia Mulyani. "Sharing Time Learning (Face to Face and Online Learning) in Blended Learning." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 20, 2020): 466–74. http://dx.doi.org/10.37200/ijpr/v24i2/pr200358.

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Bhoite, Dr Sudhakar D. "E-Learning: the Technology Enhanced Learning (TEL) Makes Learning Easier And Flexible." International Journal of Scientific Research 2, no. 9 (June 1, 2012): 84–85. http://dx.doi.org/10.15373/22778179/sep2013/29.

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Nuryam, Gazi, Canon Syarwani, and Vanni Alam Heldy. "Effects of learning readiness, learning interest, and learning styles on student learning outcomes at SMA Negeri 1 Wonosari, Gorontalo, Indonesia." World Journal of Advanced Research and Reviews 19, no. 3 (September 30, 2023): 1146–53. https://doi.org/10.5281/zenodo.11891257.

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This research aims to investigate the effect of learning readiness, learning interest, and learning styles on student learning outcomes at SMA Negeri 1 Wonosari, Wonosari, Boalemo, Gorontalo Province. Primary data were collected by distributing questionnaires to 80 respondents, and secondary ones were student learning outcomes or scores. The data analysis technique was double linear regression. This research indicated that the partial t-test on the effect of learning readiness on learning outcomes engendered a t-count of 4.111 at a significance level of 0.000 < 0.05 and a t-table of 1.665. Thus, t-count > t-table. The partial t-test on the effect of learning interest on learning outcomes generated a t-count of 3.550 at a significance level of 0.001 < 0.05 and a t-table of 1.665 and, thereby, t-count > t-table. The partial t-test on the effect of learning styles on learning outcomes resulted in a t-count of 2.944 at a significance level of 0.004 < 0.05 and a table of 1.665, therefore, t-count > t-table. The simultaneous F-test on the effect of learning readiness, learning interest, and learning styles on learning outcomes engendered a F-count of 219.12 at a significance level of 0.000 < 0.05 and a F-table of 3.12, hence F-count > F-table. To conclude, (1) learning readiness affected learning outcomes, (2) learning interest affected learning outcomes, and (3) learning styles affected learning outcomes, and (4) readiness, learning interest, and learning styles affected student learning outcomes at SMA Negeri 1 Wonosari simultaneously.

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S.J., Adlin Sheeba Raj. "Assessment for Learning and Teaching Learning Approach." Shanlax International Journal of Arts, Science and Humanities 10, S1 (November 15, 2022): 153–55. https://doi.org/10.5281/zenodo.7323153.

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Assessment for Learning is an approach to teaching and learning that creates feedback which is then used to improve students’ performance. Understudies become more associated with the growing experience and from this gain trust in what they are generally anticipated to learn and to what standard. Evaluation for Learning includes understudies turning out to be more dynamic in their learning and beginning to ‘take on a similar mindset as an educator’. They ponder where they are currently, where they are going and how to arrive appraisal for Learning. It tends to be adjusted to suit the age and capacity of the students in question. Evaluation for learning methodologies is straightforwardly connected to upgrades in understudy execution in summative tests and assessments. Researches show that these strategies particularly help low-achieving students to enhance their learning.  

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Stonier, Keith A. "Learning for progression and employability or learning for learning's sake?" British Journal of Learning Disabilities 41, no. 4 (October 28, 2013): 249–55. http://dx.doi.org/10.1111/bld.12049.

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Sirkemaa, Seppo J. "Analysing e-Learning and Modern Learning Environments." International Journal of Information and Education Technology 4, no. 2 (2014): 176–79. http://dx.doi.org/10.7763/ijiet.2014.v4.393.

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Karolczuk, Marzanna. "Blended learning (e-learning) in language studies." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 13 (2017): 119–28. http://dx.doi.org/10.16926/sn.2017.13.09.

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Dr., Deepak Kem. "Personalised and Adaptive Learning: Emerging Learning Platforms in the Era of Digital and Smart Learning." International Journal of Social Science and Human Research 05, no. 2 (February 3, 2022): 385–91. https://doi.org/10.5281/zenodo.5955678.

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The learning process is never-ending. It is a continuous process through every phase and stage of human life. Man always seeks new lessons and ideas and adapt to new surroundings and changes. In this process, several platforms and tools make the learning effective. These tools also provide proper translation services from the official language into any other language, enabling a learning experience for every learner individually stipulating unique paths for learning, including teaching the previous experience, skills, and knowledge. Numerous adaptive tools assist learners in experiencing the learning process with interest, like the presentation of the required material, which helps them grasp the subject quickly. This review paper discusses personalised and adaptive learning platforms, approaches, and solutions implemented in the prevailing eLearning systems. It discusses personalisation with basic concepts, describing competency-based learning, customised web service solutions, and presentation approaches. A design and development method of adaptive learning is presented with personalised access provision learning various objects provided with models and stored for every learner for repeated learning. LMS- learning management system model is also discussed tailored to the individual needs and in response to search queries. Personalised learning is submitted for assessment where applications implement the personalisation systems.

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Chagas, Edgar Thiago De Oliveira. "Deep Learning and its applications today." Revista Científica Multidisciplinar Núcleo do Conhecimento 04, no. 05 (May 8, 2019): 05–26. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/business-administration/deep-learning-2.

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I, Wayan Sudiarsa. "UTILIZING E-LEARNING AS A LEARNING STRATEGY." Jurnal Ilmiah Diisdikpora 1, no. 2 (2013) (December 30, 2013): 47–60. https://doi.org/10.5281/zenodo.4319589.

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E-learning is an information technology product that is used in learning. The study in this paper aims to describe the potential of e-learning as a learning strategy, the underlying theory, and characteristics of e-learning learning strategies. Based on the discussion, it was found that e-learning has great potential to be used as a learning strategy because it has various advantages that can be optimized, supported by opportunities, namely the demands of the times, while the weaknesses or challenges faced can be anticipated. The e-learning strategy is supported by at least a learning theory, namely behaviorism, cognitivism and constructivism. The syntax of the e-learning strategy consists of three phases, namely seeking of information (seeking learning information), acquisition of information (interpreting and elaborating on information), and synthesizing of knowledge (reconstructing knowledge). This strategy still has weaknesses in terms of social characteristics, namely the lack of interaction between students and teachers as well as between students. The teacher's role is more as a facilitator and is required to be able to empower information technology tools. Meanwhile, various research results have shown that e-learning has great potential to be used as a learning strategy.

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Suharyanto, Setyawa, and Mustofa. "The Implementation of Project-Based Learning Models and Learning Behavior to Improve Economic Learning Achievement through Learning Motivation." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 07 (July 12, 2024): 3256–59. https://doi.org/10.5281/zenodo.12730789.

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This research aims to analyze the influence of Project-Based Learning models and Learning Behavior on Economic Learning Achievement through Learning Motivation in Grade XII Social Science at SMA N 3 Bantul. The type of research is associative quantitative. The population of this research includes all Grade XII Social Science students at SMA N 3 Bantul for the academic year 2023/2024, totaling 71 students. The sampling technique used in this research is saturated sampling, meaning all members of the population are used as research samples. Data collection techniques use questionnaires, and data analysis techniques use Partial Least Square (PLS). The research results indicate that: 1) Project-Based Learning models have a significant influence on Learning Motivation; 2) Learning Behavior has a significant influence on Learning Motivation; 3) Project-Based Learning models have a significant influence on Learning Achievement; 4) Learning Behavior has a significant influence on Learning Achievement; 5) Learning Motivation has a significant influence on Learning Achievement; 6) Project-Based Learning models have a significant influence on Learning Achievement through Learning Motivation; and 7) Learning Behavior has a significant influence on Learning Achievement through Learning Motivation.

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Dr., Shashikala M.S. "Hybrid Learning – Integrating Tradition And Technology For Effective Learning." International Journal of Advance and Applied Research 3, no. 8 (December 31, 2022): 228–31. https://doi.org/10.5281/zenodo.7547373.

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<strong>Abstract</strong> Learning is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. It is the concern of every teacher that their students should learn effectively. For this the teachers tend to take up various strategies. One such strategy can be opting for combining both traditional and technological means to initiate and strengthen the learning among students. This kind of learning is called as hybrid learning. Hybrid learning environments combine traditional teaching and virtual classrooms. In the present paper the authors make an attempt to present the concept, role of the teacher, advantages and disadvantages pertaining to hybrid learning.

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Fong, A. C. M., and G. Hong. "Boosted Supervised Intensional Learning Supported by Unsupervised Learning." International Journal of Machine Learning and Computing 11, no. 2 (March 2021): 98–102. http://dx.doi.org/10.18178/ijmlc.2021.11.2.1020.

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Traditionally, supervised machine learning (ML) algorithms rely heavily on large sets of annotated data. This is especially true for deep learning (DL) neural networks, which need huge annotated data sets for good performance. However, large volumes of annotated data are not always readily available. In addition, some of the best performing ML and DL algorithms lack explainability – it is often difficult even for domain experts to interpret the results. This is an important consideration especially in safety-critical applications, such as AI-assisted medical endeavors, in which a DL’s failure mode is not well understood. This lack of explainability also increases the risk of malicious attacks by adversarial actors because these actions can become obscured in the decision-making process that lacks transparency. This paper describes an intensional learning approach which uses boosting to enhance prediction performance while minimizing reliance on availability of annotated data. The intensional information is derived from an unsupervised learning preprocessing step involving clustering. Preliminary evaluation on the MNIST data set has shown encouraging results. Specifically, using the proposed approach, it is now possible to achieve similar accuracy result as extensional learning alone while using only a small fraction of the original training data set.

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Arisanty, Deasy. "Improving Geography Learning through Project-based Learning Model." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 585–94. http://dx.doi.org/10.37200/ijpr/v24i5/pr201723.

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Khalikov, Azam, Sabina Smirnova, Gulnoza Baymatova, Gulshod Khamidova, and Mohidil Safarova. "The Basic Principles of Learning of Collaborative Learning." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 402–8. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201171.

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Kumar, Nikhil. "Effectiveness of E-Learning Through Learning Management System." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 340–41. http://dx.doi.org/10.15373/2249555x/may2014/101.

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V.L., Ramesh, and Narayanamurthy C. "Do Learning Styles Influence Learning Outcome in Pathology." Indian Journal of Pathology: Research and Practice 6, no. 3 (part-2) (2017): 696–700. http://dx.doi.org/10.21088/ijprp.2278.148x.6317.32.

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Tóthová, D., and K. Hennyeyová. "Preparation of e-learning methodology in distance learning." Agricultural Economics (Zemědělská ekonomika) 48, No. 8 (March 1, 2012): 364–66. http://dx.doi.org/10.17221/5336-agricecon.

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Education should be understood as a&nbsp;method of sharing and disseminating information. It deals not only with obtaining the right information in the right time but also with full understanding and processing of the information in the given context. Distance learning is a&nbsp;technology, where the distance between a&nbsp;teacher and a&nbsp;student, or among students, is characterized by the speed of the feedback, i.e. how quickly the student gets the feedback from his teacher &ndash; tutor. This type of education cannot exist without electronic education. It means providing the students with the content of a&nbsp;course via all electronic media including Internet, intranet and CD-ROMs. Before processing of the materials into this form, it is necessary to develop the methodology, which could be used effectively by distance learning project teams.

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

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Kishore, Dr Kaushal, and Dr Amni Sahni. "Teaching Children with Learning Disabilities through Cooperative Learning." Indian Journal of Applied Research 1, no. 1 (October 1, 2011): 41–42. http://dx.doi.org/10.15373/2249555x/oct2011/13.

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Turkmenbaev, A., and D. Yerkmaliyev. "THE DIFFERENCE BETWEEN FLIPPED LEARNING AND TRADITIONAL LEARNING." SCIENTIFIC-DISCUSSION, no. 75 (April 10, 2023): 9–10. https://doi.org/10.5281/zenodo.7808622.

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The Flipped Classroom is an innovative learning scenario that has gained wide popularity due to the power of digital tools. Its difference from the traditional scenario lies in the fact that the theoretical material is studied independently before the start of the lesson (as a rule, through information and communication technologies: video lectures, audio lectures, interactive materials, etc.), and the freed up time in the lesson is aimed at solving problems, collaboration, interaction with students, application of knowledge.

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Ananda, Setiawan, Martono Trisno, and Gunarhadi. "The Analysis of Learning Infrastructure (LI), Learning Motivation (LM) and Economics Learning Achievement (ELA)." Journal of Education and Learning (EduLearn) 12, no. 2 (May 1, 2018): 236–43. https://doi.org/10.11591/edulearn.v 12i2.8124.

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This research aimed to find out whether or not there is an effect of Learning Infrastructure (LI) and Learning Motivation (LM) on Economics Learning Achievement (ELA), and which one has more dominant effect on Learning Achievement, Learning Infrastructure or Learning Motivation. This study was a descriptive quantitative research with survey method. The data of LI, LM and ELA were collected using questionnaire. The population of research consisted of 1192 economics students in Public Senior High Schools of Serdang Bedagai Regency applying the 2013 curriculum. The sample consisted of 300 respondents, taken using cluster areas sampling technique. From the result of research, it can be found that there was a positive significant effect of LI on ELA (tstatistic=9.597, P = 0.000), there was a positive significant effect of LM on ELA (tstatistic=6.990, P=0.000), there was a positive and significant effect of LI and LM on ELA (Fstatistic=114.281, P=0.000), and LI affected ELA more dominantly than LM did.

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S., Pazhanimurugan. "Blended Learning- The Future Learning." Shanlax International Journal of Arts, Science and Humanities 10, S1 (November 15, 2022): 92–96. https://doi.org/10.5281/zenodo.7323119.

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Blended learning is multiple approaches to learning. It is a combination of online & offline learning. It provides online education material and provides opportunities for interaction with traditional based classroom methods. Blended learning is content-based learning Blended learning is used in professional development and training settings. Blended learning is also called hybrid learning. Blended learning provides training techniques. Blended learning implementations aim to increase the efficiency of the learning process utilizing modern highly technological means of instruction. Blended learning includes e-learning. Blended learning is an alternative academic resource for all classes. There are some key online educational portals in higher education includes SWAYAM, SWAYAM PRABHA, Virtual Labs, FOSSEE, and E-Yantra etc.   

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Khidzir, Nik Zulkarnaen, Khairul Azhar Mat Daud, and Mohd Asrul Hery Ibrahim. "The Relationship among Student’s Domain of Learning Development Implementing Virtual Learning in Higher Learning Institutions." International Journal of Information and Education Technology 6, no. 6 (2016): 418–22. http://dx.doi.org/10.7763/ijiet.2016.v6.725.

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Marie Lockton, Marie Lockton, Anita Caduff Marie Lockton, Martin Rehm Anita Caduff, and Alan J. Daly Martin Rehm. "Extending the Learning Space: Cultivating an Online Learning Community in Support of District Professional Learning." 教育政策與管理 8, no. 8 (December 2022): 001–29. http://dx.doi.org/10.53106/251889252022120008001.

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Amulya, A., B. Ainesh, Abhishek Sai Dubey, and K. Vinay Kumar. "Immersive Learning." International Journal of Research Publication and Reviews 6, no. 4 (April 2025): 7440–50. https://doi.org/10.55248/gengpi.6.0425.14179.

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Erdei, Gábor. "From Knowledge-Driven to Learning- Driven -The Importance of Workplace Learning." Studies in Educational Management 10 (November 23, 2021): 34–47. https://doi.org/10.32038/sem.2021.10.03.

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Workplace learning is not only essential for the operation and development of the knowledge economy, but also an important factor in lifelong learning. Moreover, it is one of the most emphasized areas of adult learning. In recent decades, we have also witnessed the fact that school‐based education and training lose their importance while individual learning becomes the dominant knowledge acquisition process and activity in adulthood. Our qualitative research is based on interviews with 23 IT companies operating in Hungary. This sector was chosen because the IT field belongs to the knowledge‐intensive sector, so workplace learning processes can be well studied. The focus of the research is on the learning processes generated by the knowledge gaps in organizations. How does the need for arise? From what sources and in what ways do those working in the organization obtain the necessary information and knowledge? How will the acquired knowledge affect life in the organization? The results of the research enrich the fields of both lifelong learning and adult learning research, and they also contribute to some extent to knowledge management approach.

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Nurasma', Shamsuddin, and Kaur Jasber. "Students' learning style and its effect on blended learning, does it matter?" International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (March 2, 2020): 195–202. https://doi.org/10.11591/ijere.v9i1.20422.

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Blended learning is an approach in education system that provides multi delivery mode to optimize learning outcome and cost of program delivery in institutions. Little is known on how impactful blended learning in terms of achieving the desired learning outcome. This is because students’ learning style has influenced their achievement and if mediated in a hybrid learning environment like blended learning will further result in evaluation and performance of blended learning environment. This study aims to investigate learning styles among the students and their relationship with perceptions of blended learning. The study involved 119 students taking the course of Diploma in Information Technology at a private university. The learning style of the students was determined by using Kolb's Learning Style Inventory, while perceptions of blended learning were investigated using elements of process, content, and usability. Student perceptions on blended learning were assessed using a one-way ANOVA to determine the correlation with the learning style of the students. Majority of  the students belong to the Convergent category, followed by Divergent, Accommodator, and Assimilator. The outcomes of this study showed no meaningful difference between students’ learning styles and their perceptions towards blended learning. The findings from the study could benefit academician in designing more suitable material according to students' preferred mode such as more hands-on tasks for Convergent groups, which belief, can improve the student's achievement.

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Boriri, Agus. "Relationship between Students' Learning Interests with their Language Learning Achievement." Langua: Journal of Linguistics, Literature, and Language Education 3, no. 1 (April 1, 2020): 38–44. https://doi.org/10.5281/zenodo.3735984.

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This research was conducted because of problems regarding learning interest and Indonesian learning achievement. This study aims to determine the relationship between learning interest and student learning achievement in the 2015 Indonesian Language and Literature education study program STKIP Kie Raha Ternate. This research was conducted at the Indonesian Language Study Program STKIP Kie Raha Ternate. The implementation time is 3 months. The population of this study were all 2015 Indonesian language and literature students and the sample used in this study was 35 students. The instrument used to obtain data in this study was a questionnaire and documentation in the form of a student achievement index (IP). The data obtained were analyzed using correlation test. After analyzing using the correlation test it turns out that there is a significant relationship between learning interest with the learning achievement of students of the Indonesian Language and Literature education study program year of 2015 STKIP Kie Raha Ternate and the magnitude of the relationship of learning interest with the learning achievement of students of the Indonesian Language and Literature education study program year 2015 STKIP Kie Raha Ternate is (0.021) 2 or 4.41%.

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Ventura, Michele Della. "Problem-Based Learning and e-Learning in Sound Recording." International Journal of Information and Education Technology 4, no. 5 (2014): 426–29. http://dx.doi.org/10.7763/ijiet.2014.v4.443.

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Son, Xiaodan, and Yang-soo Jung. "Exploring Influencing Factors of Smart Learning for English Learning." JOURNAL OF HUMANITIES STUDIES 110 (March 30, 2018): 295–324. http://dx.doi.org/10.46346/tjhs.110..11.

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Rego, Michelle. "The Global Learning Distinction: an Experiential Learning Research Project." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 3, no. 3 (2018): 50–54. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.33.3005.

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The purpose of this paper is to demonstrate the importance of integrating global learning and culturally-responsive teaching as part of a University curriculum to prepare graduates to enter a global workforce. According to the Association of American Colleges and Universities (AAC&U), global learning programs are an important aspect of culturally responsive teaching which help students to “understand and engage the diversities and commonalities among the world’s peoples, cultures, nations, and regions” (AAC&U, 2018). The objective of this experiential learning project, implemented at the College of Business at Johnson & Wales University in Providence, RI, USA, was to research ways to engage students in active global learning both inside and outside of the classroom. Specifically, the problem being explored included needs to assess student attitudes toward global learning (1), understand perceived benefits of a Global Learning Distinction program (2), and identify an opportunity for students to get involved in the promotion of this program prior to the full launch in 2018 (3). Focus group research results are discussed and recommendations for future research in Global Learning.

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Raju Cherukuri, Bangar. "Federated Learning: Privacy-Preserving Machine Learning in Cloud Environments." International Journal of Science and Research (IJSR) 13, no. 10 (October 5, 2024): 1539–49. http://dx.doi.org/10.21275/ms241022095645.

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Zitar, Raed Abu, Ammar EL-Hassan, and Oraib AL-Sahlee. "Deep Learning Recommendation System for Course Learning Outcomes Assessment." Journal of Advanced Research in Dynamical and Control Systems 11, no. 10-SPECIAL ISSUE (October 31, 2019): 1491–78. http://dx.doi.org/10.5373/jardcs/v11sp10/20192993.

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Akgül, İsmail, and Yıldız Aydın. "OBJECT RECOGNITION WITH DEEP LEARNING AND MACHINE LEARNING METHODS." NWSA Academic Journals 17, no. 4 (October 29, 2022): 54–61. http://dx.doi.org/10.12739/nwsa.2022.17.4.2a0189.

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Alla, Sri Sai Meghana, and Kavitha Athota. "Brain Tumor Detection Using Transfer Learning in Deep Learning." Indian Journal Of Science And Technology 15, no. 40 (October 27, 2022): 2093–102. http://dx.doi.org/10.17485/ijst/v15i40.1307.

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Mishra, Dipanshu, Shrikant Mani Tripathi, Akash Chaurasia, and Pawan Kumar Chaurasia. "A Review on Ensemble Learning Methods: Machine Learning Approach." International Journal of Research Publication and Reviews 6, no. 2 (February 2025): 3795–803. https://doi.org/10.55248/gengpi.6.0225.0971.

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Sri, Menda Tandi Payung, Arafah Kaharuddin, and Palloan Pariabti. "The Influence of Learning Style, Learning Independence, and Learning Creativity on Students' Physics Learning Outcomes in the Implementation of the Merdeka Curriculum." International Journal of Social Science and Human Research 07, no. 07 (July 5, 2024): 4739–44. https://doi.org/10.5281/zenodo.12664543.

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This research is Ex Post Facto research which aims to determine the influence of learning style, learning independence and learning creativity on physics learning outcomes.The data source in this research is students in the implementation of the Independent Curriculum. The population in this study was all 12 class X students of SMAN 1 North Toraja, while the sample was 220 people. The method used in data collection is a test method by administering non-test instruments to determine the influence of learning style, learning independence and learning creativity on students' physics learning outcomes. The data analysis techniques used are descriptive statistical analysis, inferential analysis and Path Analysis. The research results obtained show that there is an insignificant positive influence between learning style, learning independence and learning creativity on students physics learning outcomes in the Implementation of the Independent Curriculum.

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Saputra, Nopriadi, Retnowati WD Tuti, and Putra Okta Prihatma Bayu. "Fostering Learning Engagement in Online Learning: The Effect of Collaborative Learning and Personal Perseverance." Studies in Educational Management 11 (May 23, 2022): 31–44. https://doi.org/10.32038/sem.2022.11.03.

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COVID-19 has been transforming education into technology-based and distance learning mode which requires the changing paradigm about learning delivery in higher education. This article aims to explicate learning engagement of students in higher education during online learning and to verify the impact of collaborative learning and personal perseverance on learning engagement statistically. Which of both two factors is more influential? Is collaborative learning more influential than personal perseverance or vice versa? A survey with causal analysis was applied for supporting arguments of this article. Data collection was conducted by distributing Google Form based questionnaires. It has involved about 642 students from a prominent private higher education institution in Indonesia as the respondents. For testing the twelve hypotheses, this article utilizes SmartPLS version 3.3 as statistical analysis tool. The result reveals that learning engagement that is reflected into cognitive, emotional, and behavioral engagement is more influenced by collaborative learning rather than personal perseverance. Collaborative learning which is reflected into cognitive skill and collaborative skill is essential factor in online learning. Emotional engagement is critical aspect of online learning which is not influence either by collaborative learning or personal perseverance. For engaging the student during online learning, higher educational institution should develop collaborative learning as a choice for pedagogical strategy in maintaining learning effectiveness during online learning.

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Ailan, Yuan, and Chayanuvat Anchalee. "A Study on the Difference between Organizational Learning And Learning Organization." International Journal of Arts and Social Science 4, no. 4 (March 17, 2023): 77–81. https://doi.org/10.5281/zenodo.7743189.

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When it comes to organizational learning and learning organization, people tend to confuse the two concepts of organizational learning and learning organization, and many scholars even think that they are the same thing. Although the two are closely related, there are essential differences between the two. The article starts with the research on the definition of organizational learning and learning organization, and further explores the differences and connections between the two. The results show that organizational learning is a dynamic process in terms of content, and learning organization refers to a form of organization ; From the perspective of the learning subject, the subject of organizational learning is the group, and the learning subject of the learning organization includes individuals, teams, and organizations

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Indria, Apriyanty, Fachrezzy Fahmy, Unju Subandi Oman, and Pelana Ramdan. "The Effect of Independence, Learning Quality, And Learning Motivation on Swimming Learning Outcomes." International Journal of Multidisciplinary Research and Analysis 04, no. 02 (February 10, 2021): 142–44. https://doi.org/10.47191/ijmra/v4-i2-06.

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The purpose of this study was to determine the effect of independence, learning quality and learning motivation on swimming learning outcomes. The research sample was 30 participants in the Telaga Bestari Swimming Pool Course at Cikupa, Tangerang. The research approach used in this study is a multivariate associative approach, with survey methods and non-test techniques by distributing questionnaires. The technique used is the path analysis technique at a significance level of 0.05. In general, the results of research based on the results of path analysis testing for each hypothesis obtained P-value <0.05 significance level, which means that each research hypothesis (H1) is accepted. Which means that the conclusion of each research finding shows (1) there is a direct influence between each independent variable (Independence (X1), Learning Quality (X2), and Learning Motivation (X3)), (2) and there is a positive direct effect of each variable. free {Independence (X1), Learning Quality (X2), and Learning Motivation (X3) on Swimming Learning Outcomes (Y). Thus the results of learning swimming can be influenced through increased independence, learning quality and learning motivation.

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Sarutte, Atsawaraungsuk, Boonphairote Wasaya, Somsuk Kritsanapong, Suwannapong Chanwit, and Khummanee Suchart. "A progressive learning for structural tolerance online sequential extreme learning machine." TELKOMNIKA 21, no. 05 (October 1, 2023): 1039–50. https://doi.org/10.12928/telkomnika.v21i5.24564.

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This article discusses the progressive learning for structural tolerance online sequential extreme learning machine (PSTOS-ELM). PSTOS-ELM can save robust accuracy while updating the new data and the new class data on the online training situation. The robustness accuracy arises from using the householder block exact QR decomposition recursive least squares (HBQRD-RLS) of the PSTOS-ELM. This method is suitable for applications that have data streaming and often have new class data. Our experiment compares the PSTOS-ELM accuracy and accuracy robustness while data is updating with the batch-extreme learning machine (ELM) and structural tolerance online sequential extreme learning machine (STOS-ELM) that both must retrain the data in a new class data case. The experimental results show that PSTOS-ELM has accuracy and robustness comparable to ELM and STOS-ELM while also can update new class data immediately.

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