Relevant bibliographies by topics / Lecture-dialogue

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

Academic literature on the topic 'Lecture-dialogue'

Author: Grafiati
Published: 28 May 2022
Last updated: 31 July 2025

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Journal articles on the topic "Lecture-dialogue"

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Marinescu, Mariana, Mihai Botea, and Raluca Botea. "The advantages of the different lecture approach options." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(179) (February 2025): 204–9. https://doi.org/10.59295/sum9(176)2024_29.

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The lecture is part of the group of methods of communication and acquisition of socio-human values, which includes two subgroups: a. expository methods (where the school lecture and the university lecture are included) and b. interactive-interrogative, conversational, dialogue methods (the seminar, the debates, the seminar-debate, „round table-type” debate, discussion-dialogue etc.). Depending on certain criteria, such as the teaching period, the specifics of the specialized discipline, etc., the lecture can be carried out in different forms: master lecture, dialogue/debate or discussion lectu
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Cusson, Marie. "La lecture est-elle un dialogue?" La réception littéraire 27, no. 2 (2005): 7–14. http://dx.doi.org/10.7202/030554ar.

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Le concept de dialogue est utilisé de façon courante pour caractériser la lecture dans le champ des études sur la réception. Mais s’agit-il d’un terme vraiment approprié pour désigner cette activité ? À l’encontre de ce que soutiennent des penseurs comme Hans- Georg Gadamer ou Mikhaïl Bakhtine, Paul Ricoeur estime que le texte « transcende » la situation de dialogue. Bien qu’elle soit un défi critique, l’opinion de Ricoeur doit être considérée si l’on veut conserver le concept de dialogue parmi les concepts théoriques contemporains en sciences humaines.
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Nugraha, Ari, Tomoo Inoue, Tamara Adriani Salim, and Muhammad Hanif Inamullah. "A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience." International Journal of Distance Education Technologies 21, no. 1 (2023): 1–21. http://dx.doi.org/10.4018/ijdet.334012.

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Video is the most widely used format to deliver a lecture by the tutor/lecturer in electronic distance learning. One of the video presentation styles is a dialogue style where the learning material is presented with a dialogue between a tutor/teacher and a tutee student. The presence of the tutee and dialogues provide cues that enable the observer student to pay more attention to the video. However, most video lectures available are in a monologue style. The authors developed a system that transforms a monologue-style lecture video into a dialogue-like video style by adding a synthetic tutee a
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Mallet, Alain. "Le dialogue, la parole, l’écriture et la lecture." L’enseignement philosophique 66e Année, no. 1 (2016): 81–84. http://dx.doi.org/10.3917/eph.661.0081.

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Johnson, Donald M. "View from the Point Rows: Reflections on a Faculty Career." Journal of Agricultural Education 66, no. 3 (2025): 1. https://doi.org/10.5032/jae.v66i3.3216.

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The Distinguished Lecture, presented annually at the American Association for Agricultural Education (AAAE) conference, serves as a cornerstone event that inspires, challenges, and engages the association’s members. This lecture is delivered by a respected scholar or thought leader whose work has significantly influenced agricultural education and related fields. The purpose of the Distinguished Lecture is to provoke thoughtful dialogue, stimulate innovation, and provide a broader perspective on critical issues facing the profession. Through this presentation, AAAE reaffirms its commitment to
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Yaremenko, O. B., D. V. Dobrianskyi, I. P. Tarchenko, A. V. Meliksetian, and D. V. Fedkov. "Experience in introducing a new interactive format of lectures at clinical departments and the attitude of students towards them." Medicni perspektivi (Medical perspectives) 26, no. 2 (2021): 45–51. http://dx.doi.org/10.26641/2307-0404.2021.2.234499.

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The modern model of education and the present conditions demand of the teacher to choose the latest teaching methods. The teacher is no longer the main source of information, he should manage education, implementing competence-based study methods. In order to achieve this, the latest teaching methods are introduced in Bogomolets National Medical University with the new lecture frameworks. Changing the lecture style at a medical universities and, in particular, using the modern lecture educational technologies provide important conditions for improving training future doctors. As Bogomolets Nat
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Yaremenko, O.B., D.V. Dobrianskyi, I.P. Tarchenko, A.V. Meliksetian, and D.V. Fedkov. "Experience in introducing a new interactive format of lectures at clinical departments and the attitude of students towards them." Medicni perspektivi 26, no. 2 (2021): 45–51. https://doi.org/10.26641/2307-0404.2021.2.234499.

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The modern model of education and the present conditions demand of the teacher to choose the latest teaching methods. The teacher is no longer the main source of information, he should manage education, implementing competence-based study methods. In order to achieve this, the latest teaching methods are introduced in Bogomolets National Medical University with the new lecture frameworks. Changing the lecture style at a medical universities and, in particular, using the modern lecture educational technologies provide important conditions for improving training future doctors. As Bogomolets Nat
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8

Shirota, Chieko. "Syntaxe et prosodie en japonais : lecture d'informations télévisées / dialogue spontané." L'Information Grammaticale 138, no. 1 (2013): 56–58. http://dx.doi.org/10.3406/igram.2013.4268.

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Althouse, Matthew T., and Floyd D. Anderson. "Benedict XVI’s “Troubled” call for religious dialogue: the Regensburg lecture." Atlantic Journal of Communication 27, no. 5 (2019): 311–23. http://dx.doi.org/10.1080/15456870.2019.1613658.

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Pingeot, Mazarine. "Un gymnase du discernement." Revue Projet 404, no. 1 (2025): 19–22. https://doi.org/10.3917/pro.404.0019.

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La lecture favorise le dialogue intérieur et permet de forger son esprit critique. Sa pratique fait particulièrement sens à une époque dominée par les médias audiovisuels. Elle apparaît ainsi comme le dernier refuge de la complexité.
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Dissertations / Theses on the topic "Lecture-dialogue"

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Shirota, Chieko. "Syntaxe et prosodie en japonais. Lecture d'Informations télévisées / Dialogue spontané." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030151/document.

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Cette recherche a deux objectifs, la systématisation de la prosodie fondamentale du japonais langue commune et l’application de ce système prosodique à une méthode didactique. Pour atteindre ces objectifs, nous cernons d'abord un cadre théorique adaptable au japonais en nous fondant sur la théorie de la "Grammaire de l’intonation" de Morel et Danon-Boileau (1998). Ensuite, nous analysons deux types de corpus, les premières phrases d'informations télévisées, dont le style est proche de celui de l’écrit, et des extraits de dialogue spontané. Les résultats de l’analyse du corpus d'écrit oralisé c
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Finley, Jason Paul. "Exploring Meteorology Education in Community College| Lecture-based Instruction and Dialogue-based Group Learning." Thesis, Lesley University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251653.

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<p> This study examined the impact of dialogue-based group instruction on student learning and engagement in community college meteorology education. A quasi-experimental design was used to compare lecture-based instruction with dialogue-based group instruction during two class sessions at one community college in southern California. Pre- and post-tests were used to measure learning and interest, while surveys were conducted two days after the learning events to assess engagement, perceived learning, and application of content. The results indicated that the dialogue-based group instruction w
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Bojacá, Blanca. "Activité discursive explicative et dialogue scolaire : analyse de pratiques de compréhension de lecture en situation de "monitorat"." Paris 5, 2008. http://www.theses.fr/2008PA05H127.

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Le travail caractérise et analyse l'activité explicative lors de dialogues accompagnant la lecture d'un texte écrit, en classes Maternelle, CP2, CE1, CE2 et sixième. Deux parties composent le travail: la première envisage les théories du dialogue et de l'explication. La seconde analyse les moments explicatifs selon différents points de vue : le fonctionnement des catégories de la langue au moyen des types de connexions explicatives, les places des locuteurs dans les échanges dialogiques par rapport aux constituants explanandum-explanans, et les types d'enchaînements thématiques entre les épiso
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Remy-Neris, Amélie. "Lecture partagée et développement du langage de l'enfant avec une déficience intellectuelle." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2024/2024ULILH021.pdf.

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La lecture partagée, activité ludique qui consiste à interagir avec un enfant autour de l'histoire d'un livre et de ses illustrations, est étudiée depuis de nombreuses décennies en raison de ses effets bénéfiques sur le développement du langage. Des travaux conduits chez les enfants tout-venant ont montré qu'elle permettait d'enrichir le vocabulaire et, possiblement, de favoriser l'apprentissage de structures morphosyntaxiques. Il pourrait donc s'avérer utile de promouvoir cette pratique auprès d'enfants présentant des difficultés langagières. C'est le cas notamment des enfants avec une défici
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Приступа, Людмила Никодимівна, Людмила Никодимовна Приступа, Liudmyla Nykodymivna Prystupa та ін. "Особливості викладання в системі післядипломної освіти лікарів". Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64821.

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Медичні кадри є найбільш значущою складовою системи охорони здоров’я. Потреба у висококваліфікованих фахівцях сприяє зміні концепції і підвищенню ефективності викладання при проведенні циклів підвищення кваліфікації лікарів. Нажаль, лекційно-семінарська система з використанням пояснювально-ілюстрованого методу викладання домінує дотепер. Тоді як проблему навчання зрілої людини необхідно розглядати згідно теорії навчання дорослих – андрагогіки, що реалізує найдавнішу форму навчання: вчимося не для школи, а для життя. Сформована особистість ставить перед собою конкретні цілі навчання в отриманн
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Ferreira, Nayane Oliveira. "Leitura dialógica: a experiência da tertúlia literária em sala de aula." Universidade Nove de Julho, 2017. http://bibliotecatede.uninove.br/handle/tede/1604.

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Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-04-18T15:02:38Z No. of bitstreams: 1 Nayane Oliveira Ferreira.pdf: 2025087 bytes, checksum: 4856a87eae3fec1d344bab745ad88d6c (MD5)<br>Made available in DSpace on 2017-04-18T15:02:38Z (GMT). No. of bitstreams: 1 Nayane Oliveira Ferreira.pdf: 2025087 bytes, checksum: 4856a87eae3fec1d344bab745ad88d6c (MD5) Previous issue date: 2017-02-20<br>Esta investigación tiene como objeto la práctica de la lectura dialógica en el aula y como objetivo general analizar la experiencia de la tertulia literaria como un espacio para la promoción de la lectu
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Gaiotti, Florence. "Les expériences de la parole dans la littérature de jeunesse au tournant du XXIe siècle." Rennes 2, 2007. http://www.theses.fr/2007REN20020.

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La littérature de jeunesse constitue un champ littéraire spécifique qui n’est pas pour autant clos sur lui-même. Les changements qui ont pu s’y opérer au tournant des années soixante-dix, considérés parfois comme avant-gardistes, attestent des liens entre les œuvres destinées à un jeune public et les préoccupations esthétiques, morales et idéologiques d’une époque. Nous montrerons en quoi les récits contemporains pour la jeunesse constituent selon nous des expériences de la parole : ces œuvres qui figurent de manière singulière les problématiques qui ont traversé le récit tout au long du 20ème
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Zhang, Saizheng. "Recurrent neural models and related problems in natural language processing." Thèse, 2019. http://hdl.handle.net/1866/22663.

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Freytag, Aurélie. "La figure de l'En-Quête : l'inscription du savoir dans les romans policiers." Thèse, 2016. http://hdl.handle.net/1866/18451.

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Cette thèse examine l’importance de la figuration dans le récit policier et ce sous le signe de l’En-Quête – figure centrale de cette étude – qui se développe en deux parties, chacune divisée en trois chapitres. La première partie se penche sur le roman policier en tant que genre et analyse la pertinence, voire la nécessité de s'en extraire afin de saisir l'importante charge des récits policiers. La deuxième partie reprend les éléments soulevés dans la première en plongeant cette fois dans les récits, dans les textes, dans le littéraire. La division en chapitres, quant à elle, permet d'identif
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Gibungula, Philemon Beghela. "Vivre l'evangile de Paix parmi les Musulmans a l'est de la Republique du Congo : une lecture missionale du sermon sur la Montagne." Thesis, 2010. http://hdl.handle.net/10500/4227.

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Text in French<br>This thesis studies the relations between Christians and Muslim in the eastern part of the Democratic Republic of Congo (DRC), in the light of the Sermon on the Mount. Both communities, each from its own side, claim to have received the divine message to proclaim to all humanity. In the eastern DRC, as elsewhere, the encounter between these two communities often causes tension and conflict, leading to violence. These facts were established by analyzing the general context in the East since the end of the 19th century until today. The war at the end of the 19th century, which
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Books on the topic "Lecture-dialogue"

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Jens, Walter. Dialogue with Hans Küng: With Hans Küng's farewell lecture. SCM Press, 1997.

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Fellowship, Christian Medical, ed. Dialogue in evangelism: Based on the 1990 Rendle Short Lecture. Grove Books in association with Christian Medical Fellowship, 1990.

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Odhiambo, Mark Ollunga. Inaugural lecture: The Kenyan maize sub-sector performance and its implications for food security policy dialogue. Moi University Press, 2012.

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Wole, Soyinka. Arms and the arts: A continent's unequal dialogue : [38th T.B. Davie Memorial Lecture, 11th August 1999]. University of Cape Town, 1999.

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International Institute of Advanced Islamic Studies Malaysia, ed. Dialogue between Islam and the West: A lecture delivered on 30 October 2008 at IAIS Malaysia. International Institute of Advanced Islamic Studies Malaysia, 2008.

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1939-, Berger Alan L., and Florida Atlantic University, eds. A meditation on hope: Inaugural May Smith lecture on post-Holocaust Christian/Jewish dialogue, March 10, 2003. Florida Atlantic University, 2003.

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judaïsme, Comité épiscopal français pour les relations avec le. Lire l'Ancien Testament: Contribution à une lecture catholique de l'Ancien Testament pour permettre le dialogue entre juifs et chrétiens. Cerf, 1997.

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International Institute of Advanced Islamic Studies Malaysia, ed. Dialogue as encounter in faith: Problems and prospects : a public lecture delivered on 26 November 2008, at IAIS Malaysia. International Institute of Advanced Islamic Studies Malaysia, 2008.

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Bertrand, Fort, Ryan Peter, and Asia-Europe Foundation, eds. Third year of cultures & civilisations dialogue 2005/2006: 7th-9th ASEF talks on the hill, 13th to 17th Asia-Europe lecture tours. Asia-Europe Foundation, 2006.

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François, Frédéric. Bakhtine tout nu, ou, Une lecture de Bakhtine en dialogue avec Vološinov, Medvedev et Vygotski, ou encore, Dialogisme, les malheurs d'un concept quand il devient trop gros, mais dialogisme quand même. Lambert-Lucas, 2012.

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Book chapters on the topic "Lecture-dialogue"

1

Matsuura, Shu, and Riki Ishimura. "Chatbot and Dialogue Demonstration with a Humanoid Robot in the Lecture Class." In Universal Access in Human–Computer Interaction. Human and Technological Environments. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58700-4_20.

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Arnell, Malin. "In the Beginning There Is an End." In Cultural Inquiry. ICI Berlin Press, 2022. http://dx.doi.org/10.37050/ci-21_16.

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In this fifteen-minute lecture-performance, Malin Arnell presents her dialogue with the work of French-Italian artist Gina Pane (1939–1990). Oriented around textual and visual traces of Pane and Arnell’s historical intra-action, this ongoing dialogue explores performance art documentation and historical narratives. The project interrogates the operations of archives, asking: ‘How do queer feminist performance archives make you vulnerable, how do they make you feel, act, react?’ ‘Whose bodies remain present, and which bodies are lost?’ The framework of the work — its repetition with variations
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Nugraha, Ari, Izhar Almizan Wahono, Jianpeng Zhanghe, Tomoyuki Harada, and Tomoo Inoue. "Creating Dialogue Between a Tutee Agent and a Tutor in a Lecture Video Improves Students’ Attention." In Collaboration Technologies and Social Computing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58157-2_7.

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Mari, Giovanni. "Bruno Trentin al Parlamento europeo: macroeconomia ed elementi di socialismo." In Diritti, Europa, Federalismo. Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0049-3.08.

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The essay focuses on Trentin's theoretical elaboration and action in the European Parliament. Starting with his involvement in the "Spinelli Group," it analyzes the relationship between work and knowledge conceived as an in-depth study of the Lisbon program from the perspective of labor and its transformations. The socio-economic program, which was supposed to become an essential part of the program of the European Socialists for the 2004 elections, on which Trentin works, is analyzed in relation to his coeval writings (La libertà viene prima (2004) and the Keynote Lecture given at Ca'Foscari
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Ge, Wendong, and Bo Xu. "Dialogue Management in Spoken Dialogue System with Visual Feedback." In Lecture Notes in Computer Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13560-1_70.

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Papangelis, Alexandros, Nikolaos Kouroupas, Vangelis Karkaletsis, and Fillia Makedon. "An Adaptive Dialogue System with Online Dialogue Policy Learning." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30448-4_41.

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Yahagi, Ryota, Yuya Chiba, Takashi Nose, and Akinori Ito. "Multimodal Dialogue Response Timing Estimation Using Dialogue Context Encoder." In Lecture Notes in Electrical Engineering. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5538-9_9.

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Sugiyama, Hiroaki. "Dialogue Breakdown Detection Using BERT with Traditional Dialogue Features." In Lecture Notes in Electrical Engineering. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9323-9_39.

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Singh, Mona, James Barnett, and Munindar P. Singh. "Automating spoken dialogue systems." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/3-540-63614-5_20.

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Kopeček, Ivan, and Radek Ošlejšek. "Creating Pictures by Dialogue." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11788713_10.

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Conference papers on the topic "Lecture-dialogue"

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Kim, Howard, Jaehyun Yoon, Seung Man Lee, et al. "LECTURE-GROUNDED CHATGPT-4 TUTOR: ENHANCING ADULT LEARNER ENGAGEMENT IN DISTANCE LEARNING." In EduCon Singapore – International Conference on Education, 05-06 July 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.324342.

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Adult learners in remote university programs often struggle with engagement and satisfaction due to limited real-time interaction and support. This presentation introduces an AI-powered learning tutor that leverages ChatGPT-4 in a context-restricted manner, operating strictly within the instructor’s lecture materials and spoken content. By grounding the AI’s knowledge solely in the course textbooks, slides, transcripts, and other instructor-provided materials, the system delivers domain-specific support that is aligned with the curriculum and instructor’s intent. This controlled knowledge scop
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Ruggiero, Nunzio. "Pour l'analyse géo-sémiotique d'un centenaire Espace et temps de la réception de la "Divine Comédie" en 1921." In XII Congress of the ICLA. Georgian Comparative Literature Association, 2024. https://doi.org/10.62119/icla.2.8443.

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Le sixième centenaire de la mort de Dante Alighieri, en 1921, marque un paysage culturel complexe, dans lequel différentes instances, événements et stratégies se croisent, nous invitant à réfléchir à la double valeur du seuil spatio-temporel. Dans la perspective géo-sémiotique ici adoptée, le centenaire est une dimension intertextuelle qui implique certains mécanismes d'interaction – entre la politique et la littérature, entre les arts et les idéologies. Parmi les nombreuses initiatives, l'édition bilingue des essais et des traductions de la Divine Comédie, réalisée par le jeune Alojzij Res, r
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BAHNO, Yuliia. "Optimization of the educational process of a higher school in conditions of mixed learning." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.21-22-03-2024.p139-144.

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The article describes the optimization of the educational process in the conditions of blended learning, in particular: digital tools for the organization of blended learning are outlined; basic forms and methods of learning in a mixed format. The practice of working in the conditions of mixed education in higher education proved the need for new ways of organizing the educational process, finding new forms of work, which consist in the coordination of education seekers in the cognitive process during lectures and practical classes, the implementation of educational projects, consulting and su
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Lim, Sunghoon, Conrad S. Tucker, Kathryn Jablokow, and Bart Pursel. "Quantifying the Mismatch Between Course Content and Students’ Dialogue in Online Learning Environments." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67339.

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Due to the internet’s increasing global availability, online learning has become a new paradigm for distance learning in higher education. While student interactions and reactions are readily observable in a physical classroom environment, monitoring student interactions and quantifying divergence between lecture topics and the topics that interest students are challenging in online learning platforms. Understanding the effects of this divergence is important for monitoring student engagement and aiding instructors, who are focused on improving the quality of their online courses. The authors
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