Journal articles: 'Outside learning'

1

Harries, Judith. "Take learning outside." 5 to 7 Educator 2009, no. 58 (2009): viii—vix. http://dx.doi.org/10.12968/ftse.2009.8.10.44289.

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Duck, Sarah. "Taking learning outside." 5 to 7 Educator 2009, no. 52 (2009): 25–26. http://dx.doi.org/10.12968/ftse.2009.8.4.40387.

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Clark, Catherine. "Taking learning outside." Practical Pre-School 2013, no. 147 (2013): 16–17. http://dx.doi.org/10.12968/prps.2013.1.147.16.

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Dyment, Janet, and Simon Dray. "Learning outside the classroom." Journal of Experiential Education 37, no. 4 (2014): 429–30. http://dx.doi.org/10.1177/1053825914555600.

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Davis, John. "Multiply their learning outside!" 5 to 7 Educator 2008, no. 42 (2008): xix—xx. http://dx.doi.org/10.12968/ftse.2008.7.6.29421.

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Brantley, Ariel. "Learning outside the Classroom." Phi Delta Kappan 95, no. 8 (2014): 74–75. http://dx.doi.org/10.1177/003172171409500818.

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Pryluk, Raviv, and Rony Paz. "Learning outside the box." Proceedings of the National Academy of Sciences 116, no. 31 (2019): 15316–18. http://dx.doi.org/10.1073/pnas.1908871116.

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Gray, Noah. "Learning outside the song system." Nature Neuroscience 11, no. 5 (2008): 533. http://dx.doi.org/10.1038/nn0508-533.

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Darby, Mark. "Learning outside of a classroom." Nursing 44, no. 10 (2014): 69. http://dx.doi.org/10.1097/01.nurse.0000453706.49037.22.

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Marsick, Victoria. "Experience‐based Learning: Executive Learning outside the Classroom." Journal of Management Development 9, no. 4 (1990): 50–60. http://dx.doi.org/10.1108/02621719010003189.

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Tîrziu, Andreea-Maria, and Cătălin I. Vrabie. "NET Generation. Thinking outside the box by using online learning methods." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 7 (2016): 41–47. http://dx.doi.org/10.18844/gjhss.v2i7.1178.

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García-Sampedro Fernández-Canteli, Marta. "«Outdoor learning»: revisión histórica. Proyecto Learning Outside the Classroom." Padres y Maestros / Journal of Parents and Teachers, no. 379 (September 17, 2019): 6–11. http://dx.doi.org/10.14422/pym.i379.y2019.001.

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En este artículo hacemos un breve recorrido histórico centrado en aquellos educadores que apostaron por la educación fuera del entorno formal de aprendizaje, principalmente en Europa, para concluir con la presentación de un proyecto educativo que utiliza dichos espacios para promover la comunicación oral en lengua inglesa entre el alumnado de primaria y secundaria.

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Deeley, Susan J. "Service-learning: Thinking outside the box." Active Learning in Higher Education 11, no. 1 (2010): 43–53. http://dx.doi.org/10.1177/1469787409355870.

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Brahimi, Tayeb, and Akila Sarirete. "Learning outside the classroom through MOOCs." Computers in Human Behavior 51 (October 2015): 604–9. http://dx.doi.org/10.1016/j.chb.2015.03.013.

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Brunstrom, Jeffrey M. "Does dietary learning occur outside awareness?" Consciousness and Cognition 13, no. 3 (2004): 453–70. http://dx.doi.org/10.1016/j.concog.2004.05.004.

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Thompson, Wiley C. "Geointerpretative Opportunities Foster Learning Outside the Classroom." Journal of Geography 109, no. 3 (2010): 124–29. http://dx.doi.org/10.1080/00221341.2010.485549.

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Boyd, Fenice B. "Understanding Literacy Teaching and Learning outside Classrooms." Journal of Literacy Research 36, no. 1 (2004): 99–104. http://dx.doi.org/10.1207/s15548430jlr3601_6.

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Trzyna, Thomas N. "Research outside the Library: Learning a Field." College Composition and Communication 37, no. 2 (1986): 217. http://dx.doi.org/10.2307/357520.

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Carrier, Carol A. "Computers in adult learning outside the classroom." New Directions for Adult and Continuing Education 1987, no. 34 (1987): 51–62. http://dx.doi.org/10.1002/ace.36719873408.

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Ogata, Hiroaki, Gan Li Hui, Chengjiu Yin, Takahito Ueda, Yasuko Oishi, and Yoneo Yano. "LOCH: supporting mobile language learning outside classrooms." International Journal of Mobile Learning and Organisation 2, no. 3 (2008): 271. http://dx.doi.org/10.1504/ijmlo.2008.020319.

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Grossman, Zvi, and William E. Paul. "Hypothesis on cell learning outside the brain." Journal of Neuroimmunology 35 (January 1991): 28. http://dx.doi.org/10.1016/0165-5728(91)90881-7.

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Fendler, Rachel, and Raquel Miño Puigcercós. "New Learning Imaginaries: Youth Perspectives on Learning In and Outside School." International Journal for Research on Extended Education 3, no. 2 (2015): 23–35. http://dx.doi.org/10.3224/ijree.v3i2.20887.

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Gerrard, Darlee. "Enhancing Science Learning through Learning Experiences outside School (LEOS): A review." Canadian Journal of Science, Mathematics and Technology Education 20, no. 3 (2020): 574–84. http://dx.doi.org/10.1007/s42330-020-00104-8.

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Chiappe-Laverde, Andrés, and Gustavo Adolfo Paz-Balanta. "M-learning: Connecting Teaching and Learning Inside and Outside of School." Magis, Revista Internacional de Investigación en Educación 14 (July 22, 2021): 1–24. http://dx.doi.org/10.11144/javeriana.m14.mlct.

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El uso educativo de dispositivos móviles, conocido como m-learning, se presenta en la actualidad como una alternativa con gran potencial para abordar la crisis de pertinencia de la educación como mecanismo social de desarrollo en el siglo XXI. Para abordar este asunto, se condujo una revisión sistemática de literatura sobre m-learning, a partir de la cual se encontró que, dependiendo del uso dado a los dispositivos móviles se generan al menos tres tipos de experiencias de aprendizaje de naturaleza distinta. Adicionalmente, se identificaron las principales ventajas del m-learning, sus riesgos, ámbitos de aplicación y focos actuales de investigación.

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Cowley, Sue. "Life is better outside." Early Years Educator 22, no. 5 (2020): 14–16. http://dx.doi.org/10.12968/eyed.2020.22.5.14.

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Is the ‘new normal’ re-inforcing ideas that learning outdoors is key to children's well-being and progress? Perhaps after all there is the possibility for something good to come out of the Covid crisis.

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Eagle-Malone, Rebecca S. "Biomimicry outside the Classroom." American Biology Teacher 83, no. 2 (2021): 120–24. http://dx.doi.org/10.1525/abt.2021.83.2.120.

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Biomimicry, the process of using nature to guide innovative thinking and development, can be useful in helping students grasp scientific concepts. Teachers interested in incorporating biomimicry into lesson plans might find that experiential learning at informal science institutions (ISIs) with natural models and artifacts is a valuable tool to accompany classroom learning. Visiting these ISIs, students have the opportunity to observe nature in real time and be immersed in inspiration. As students explore these natural models in habitats and exhibits, educators might ask students to consider the interesting features they observe and to creatively consider innovative designs that these features could inspire. For example, an elephant’s trunk might inspire a robotic arm. These direct experiences at ISIs might draw upon students’ innate biophilia to learn more about living organisms and lead to increased creativity and design output. I developed this guide based on my experiences as an informal biomimicry educator and my 2017 keynote address presented at the Annual Docent Conference at Cleveland Metroparks Zoo.

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Whittington, Dave, and Alan McLean. "Vocational Learning Outside Institutions: Online pedagogy and deschooling." Studies in Continuing Education 23, no. 2 (2001): 153–67. http://dx.doi.org/10.1080/01580370120101939.

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Beighton, Chris, and Sabrina Poma. "Expanding professional learning: inside/outside police firearms training." Studies in Continuing Education 37, no. 2 (2015): 187–201. http://dx.doi.org/10.1080/0158037x.2015.1028351.

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Dras, Dean D. Von, and Kim M. Miller. "LEARNING OUTSIDE THE CLASSROOM: THE UNDERGRADUATE GERONTOLOGY INTERNSHIP." Educational Gerontology 28, no. 10 (2002): 881–94. http://dx.doi.org/10.1080/03601270290099877.

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Mouradjian, Danielle, and Joyce Stengel. "Outside Your Comfort Zone: Where the Learning Happens!" Journal of PeriAnesthesia Nursing 31, no. 4 (2016): e47. http://dx.doi.org/10.1016/j.jopan.2016.04.109.

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31

Gwenlan, Chris. "Law teaching, learning outside the college and assessment." Social Work Education 12, sup1 (1993): 39–46. http://dx.doi.org/10.1080/02615479311220301.

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32

Azeem, Muhammad, Azra Shakoor, Muhammad Bashir Gondal, Nusreen Mushtaq Nusreen Mushtaq, and Farhat Saleem. "How the Outside School Environment Affects Students’ Learning." International Journal of Learning: Annual Review 18, no. 11 (2012): 329–46. http://dx.doi.org/10.18848/1447-9494/cgp/v18i11/47791.

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33

Qualters, Donna M. "Making the most of learning outside the classroom." New Directions for Teaching and Learning 2010, no. 124 (2010): 95–99. http://dx.doi.org/10.1002/tl.427.

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34

Hargreaves, Eleanore. "Assessment for learning? Thinking outside the (black) box." Cambridge Journal of Education 35, no. 2 (2005): 213–24. http://dx.doi.org/10.1080/03057640500146880.

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35

Tian, Jianqiu, and Yuping Wang. "Taking language learning outside the classroom: learners' perspectives of eTandem learning viaSkype." Innovation in Language Learning and Teaching 4, no. 3 (2010): 181–97. http://dx.doi.org/10.1080/17501229.2010.513443.

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36

Miller, Christine, Laura Cruz, and Jacob Kelley. "Outside the Box." Journal of Effective Teaching in Higher Education 4, no. 1 (2021): 76–93. http://dx.doi.org/10.36021/jethe.v4i1.204.

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Can creativity be taught? Multiple sources attest that the business community values creativity in potential new hires, but a signature pedagogy of teaching for creativity in business classes has not yet emerged. To contribute to a body of evidence-based practice, this study assessed the impact of several in-class activities that were deployed among undergraduate business students to see if these enhanced their creative problem-solving abilities, as assessed by pre- and post-intervention measures. The results were moderately encouraging and suggest domain-specific teaching and learning strategies. Further, the results offer encouragement to all instructors, irrespective of any prior experience with creativity-enhancing efforts.

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37

Ceriyantina, Dian Tri. "The Politeness of English Teacher's Utterances Inside and Outside Classroom." ELT Forum: Journal of English Language Teaching 8, no. 2 (2019): 143–51. http://dx.doi.org/10.15294/elt.v8i2.31809.

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ABSTRACT  Ceriyantina,D.T. The Politeness of Teacher’s Utterance Inside and Outside The Learning Process. Final Project. English Department, Faculty of Language and Arts, Semarang State University. Advisor: Dr. Hendi Pratama,M.A Keyword: Politeness, Utterance, Pragmatic, Teacher. This study is about politeness of the teacher’s utterance entitled: The Politeness of Teacher’s Utterances Inside and Outside The Learning Process. The aim of this study is to find out the strategy and the dominant maxim of politeness that used by teacher inside and outside the learning process. This study was a descriptive qualitative study to describe the result of the analyzing of teacher’s utterance. I used teacher’s utterance inside and outside the learnig process as the object of the study. In collecting data, i record the teacher’s utterance inside the learning process then transcript the result of the record. After that, the data will be analyzed with the type of pooliteness and clasified into the maxim of politeness. The result of the analyze teacher’s utterance inside the learning process contain pf 73 utterances with ten maxims of politeness by Leech (2014). After going through data analysis process, it can be concluded that seven maxims of politeness used by English teacher inside the learning process. The maxims that used are Tact with percentage 47,95%, Obligation S to O with percentage 27,29%, Generosity with percentage 17,80%, Approbation with percentage 2,74%, Modesty with percentage 1,37%, Obligation O to S with percentage 1,37%, Sympathy with percentage 1,37%. Meanwhile, the result of the analyze teacher’s utterance outside the learning process contain of 20 utterance with five maxims, the maxim that used are Tact with percentage 50%, Generosity with percentage 15%, Modesty with percentage 15%, Approbation with percentage 10%, Obligation os S to O with percentage 10%. Based on the result of the procedure, the writer cab conclude that the dominant type of the maxim that used by English teacher inside and outside the learning process. The writer also use analysis method to analyze the data so that can be found the reason of the classification result.

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38

Lee, Scott, and Duncan Dickson. "Increasing Student Learning in the Classroom through Experiential Learning Programs outside the Classroom." Journal of Hospitality & Tourism Education 22, no. 3 (2010): 27–34. http://dx.doi.org/10.1080/10963758.2010.10696982.

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39

Eskildsen, Søren W., and GuÐrún Theodórsdóttir. "Constructing L2 Learning Spaces: Ways to Achieve Learning Inside and Outside the Classroom." Applied Linguistics 38, no. 2 (2015): 143–64. http://dx.doi.org/10.1093/applin/amv010.

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40

Skyhar, Candy. "Thinking Outside the Box." Theory & Practice in Rural Education 10, no. 1 (2020): 42–72. http://dx.doi.org/10.3776/tpre.2020.v10n1p42-72.

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Despite the fact that they are all unique, rural school districts/divisions (in Canada and elsewhere) face similar challenges when it comes to providing effective professional development (PD) for teachers. Issues related to funding, geography, staffing, and contextual differences impact the availability of PD opportunities for educators in rural contexts; however, rural school divisions possess many strengths from which solutions to these challenges might be fashioned. The question of how rural divisions might construct local teacher PD models that draw on local strengths, mitigate local challenges, and support teacher professional growth is critical to the provision of quality education for rural students. Through a single-case study design, this study examined the effectiveness of a rural initiative, the Numeracy Cohort, that was locally constructed to mitigate challenges and improve mathematics instruction and student numeracy outcomes in a school division in Manitoba, Canada. Findings from the study suggest that (a) the Numeracy Cohort model was effective in accommodating contextual differences and mitigating challenges related to funding, geography and staffing through several promising practices; (b) the PD provided to teachers was effective in supporting teacher professional growth in several ways; (c) attention to the multiple nested and dynamic contexts in which teachers worked was an important and effective element of the model; (d) fostering social interaction (among teachers and with more competent others) was important for teacher learning; and (e) finding ways to foster human engagement through mediating tools for learning (e.g., dialogue, reflection, and action research) was critical to the model’s success.

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41

Kendal, Rachel L., Bennett G. Galef, and Carel P. Van Schaik. "Social learning research outside the laboratory: How and why?" Learning & Behavior 38, no. 3 (2010): 187–94. http://dx.doi.org/10.3758/lb.38.3.187.

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42

Hegediš, Polona Jančič, and Vlasta Hus. "Cemetery as an Opportunity for Learning outside the Classroom." Creative Education 11, no. 12 (2020): 2660–71. http://dx.doi.org/10.4236/ce.2020.1112197.

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43

Passy, Rowena. "School gardens: teaching and learning outside the front door." Education 3-13 42, no. 1 (2012): 23–38. http://dx.doi.org/10.1080/03004279.2011.636371.

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44

Dunhill, Ally. "Children learning outside the classroom: From birth to eleven." Education 3-13 42, no. 2 (2012): 230–31. http://dx.doi.org/10.1080/03004279.2011.637943.

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45

Boyce, Gordon. "Critical accounting education: teaching and learning outside the circle." Critical Perspectives on Accounting 15, no. 4-5 (2004): 565–86. http://dx.doi.org/10.1016/s1045-2354(03)00047-9.

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46

Fulcher, Eamon P., and Marianne Hammerl. "Reactance in affective‐evaluative learning: Outside of conscious control?" Cognition & Emotion 19, no. 2 (2005): 197–216. http://dx.doi.org/10.1080/02699930441000283.

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47

Mygind, Erik. "Physical Activity during Learning Inside and Outside the Classroom." Health Behavior and Policy Review 3, no. 5 (2016): 455–67. http://dx.doi.org/10.14485/hbpr.3.5.6.

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48

Prince, Heather. "Children learning outside the classroom: from birth to eleven." Journal of Adventure Education & Outdoor Learning 13, no. 2 (2013): 180–82. http://dx.doi.org/10.1080/14729679.2012.708549.

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Gonzalez, Cleotilde, Varun Dutt, and Christian Lebiere. "Validating instance-based learning mechanisms outside of ACT-R." Journal of Computational Science 4, no. 4 (2013): 262–68. http://dx.doi.org/10.1016/j.jocs.2011.12.001.

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50

Ames, Patricia. "Learning to be responsible: Young children transitions outside school." Learning, Culture and Social Interaction 2, no. 3 (2013): 143–54. http://dx.doi.org/10.1016/j.lcsi.2013.04.002.

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Journal articles on the topic 'Outside learning'

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