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Journal articles on the topic 'Principles of learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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1

N. Subramanian, N. Subramanian. "Adult Learning Principles." International Journal of Scientific Research 2, no. 2 (June 1, 2012): 247–48. http://dx.doi.org/10.15373/22778179/feb2013/82.

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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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Ammon-Gaberson, Kathleen B. "Adult Learning Principles." AORN Journal 45, no. 4 (April 1987): 961–63. http://dx.doi.org/10.1016/s0001-2092(07)65873-6.

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Voith, Victoria L. "Principles of Learning." Veterinary Clinics of North America: Equine Practice 2, no. 3 (December 1986): 485–506. http://dx.doi.org/10.1016/s0749-0739(17)30702-2.

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Oktarina, Santi, Emzir Emzir, and Zainal Rafli. "ANALYSIS OF LEARNING MODEL REQUIREMENTSWRITING ACADEMIC BASED ON-LEARNING MOODLE." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 2 (December 1, 2017): 94–105. http://dx.doi.org/10.21009/ijlecr.032.08.

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This study aims to find out how the learning model of moodle-based academic writing in Indonesian subjects required by students at Sriwijaya University in terms of students and lecturers. The method used in this study is research and development (Research and Development as proposed by Borg and Gall.Teknik data collection in the analysis of this need is a questionnaire, library review, interviews, and focus group discussion.The results show first, an instructional model of academic writing in the Moodle-based Indonesian language should refer to the Signs of Group Work Subjects Personality development in universities, the principle -The principle of learning based on KKNI, the principle of learning to write, and the principle of learning E-Learning.Second, the results showed that the shortcomings contained in the learning of academic writing in Indonesian language courses caused this lesson does not refer to Student Group Conduct Signs Personality development in universities, principles of learning based on KKNI, and the principle of learning to write maximally In addition, most lecturers do not use E-Learning learning that has been facilitated by the university. Third, the results of the study show that the learning model of academic writing in Indonesian language is needed is a learning model that applies the principles of learning in accordance with KKNI, the principles of learning to write, and the principles of E-Learning learning by adapting to the characteristics of the language courses Indonesia for college. Meanwhile, Rambu-Rambu Group Implementation Course Development of personality in universities must be adjusted in order to meet the needs of students in academic writing learning in universities.
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الهادی, محمد. "Principles of Mobile Learning." مجلة الجمعیة المصریة لنظم المعلومات وتکنولوجیا الحاسبات 17, no. 17 (June 1, 2016): 22–23. http://dx.doi.org/10.21608/jstc.2016.118413.

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Suter, Paula M., and W. Newton Suter. "Timeless Principles of Learning." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 26, no. 2 (February 2008): 82–88. http://dx.doi.org/10.1097/01.nhh.0000311024.11023.09.

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&NA;. "Timeless Principles of Learning." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 26, no. 2 (February 2008): 89–90. http://dx.doi.org/10.1097/01.nhh.0000311025.88151.81.

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Wolpert, Daniel M., Jörn Diedrichsen, and J. Randall Flanagan. "Principles of sensorimotor learning." Nature Reviews Neuroscience 12, no. 12 (October 27, 2011): 739–51. http://dx.doi.org/10.1038/nrn3112.

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Conner, Laneshia R., Sonyia Richardson, and April L. Murphy. "Teaching Note: Using Adult Learning Principles for Evidence-Based Learning in a BSW Research Course." Journal of Baccalaureate Social Work 23, no. 1 (January 1, 2018): 355–65. http://dx.doi.org/10.18084/1084-7219.23.1.355.

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Many social work students report experiencing feelings of anxiety and reluctance to engage in independent research. This article offers a framework for integrating adult learning principles into an undergraduate social work research course. We delineate the six principles of adult learning and describe course activities that facilitate this learning process. For each principle, we discuss implications for the classroom and related learning tasks. Using adult learning principles challenges and extends what is known about integrating the experience of adult learners in conjunction with improving student learning, including effectively communicating evidence-based practice.
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JENSEN, A. L. "Principles of adult learning: the learning process." Revue Scientifique et Technique de l'OIE 28, no. 2 (August 1, 2009): 831–37. http://dx.doi.org/10.20506/rst.28.2.1925.

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Asy'ari, M. "Metode, Sistem dan Prinsip Pembelajaran Bahasa Arab yang Inovatif." An Nabighoh: Jurnal Pendidikan dan Pembelajaran Bahasa Arab 20, no. 02 (July 2, 2019): 288. http://dx.doi.org/10.32332/an-nabighoh.v20i02.1465.

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Arabic is the second language used in Indonesia. Therefore, the good and appropriate methods, systems and principles of learning may certainly contribute to the achievement of the goals of Arabic language teaching and learning activities. When a teacher does not apply the methods, systems, and principles correctly, teaching will not be effectively directed. Today, there are many interactive and innovative Arabic learning models and techniques that can be applied by the teachers. The suitability of the application of methods, systems and principles will certainly increase the students’ passion in learning Arabic simultaneously and continuously. The author has conducted a study of the existence of methods, systems and principles of Arabic learning that are considered the most effective. This type of research was descriptive research in which the researcher described the mechanism of a process. The innovative Arabic learning system are, among others, integrated systems, separation systems, and combined systems. While, the principle of innovative Arabic language learning is the principle of priority, the principle of accuracy, the principle of gradation, the principle of motivation, and the principle of validation. In the end, by combining these aspects, the purpose of learning Arabic will be achieved perfectly.
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Cheremisinova, Irina S. "Principles and criteria of learning speech material’s selection and organisation for the formation of intercultural foreign language communicative competence among university’s students." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 4 (February 24, 2021): 180–86. http://dx.doi.org/10.34216/2073-1426-2020-26-4-180-186.

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Principles and criteria of selection and organisation of learning speech material are shown and analysed for the formation of intercultural foreign language communicative competence among students of a linguistic university. The research is based on intercultural and competency building approaches. Its main methods are a scientifical literature searching in regards to selection and organisation of learning speech material, analysis and synthesis methods of current principles and criteria. The author chooses three principles of selection and organisation of learning speech material for the formation of intercultural foreign language communicative competence – the principle of the intercultural orientation, the functional principle and the principle of cognitive orientation. These principles are divided into universal and variable groups. Each principle is realised in some criteria, which detail it. An important issue in the article is a systematised list of principles and criteria of selection and organisation of learning speech material for the formation of intercultural foreign language communicative competence.
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Fagan, Emily. "Spotlight on the Principles: Creating an Environment for Learning with Understanding: The Learning Principle." Mathematics Teaching in the Middle School 11, no. 1 (August 2005): 35–39. http://dx.doi.org/10.5951/mtms.11.1.0035.

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The learning principle in NCTM'S Principles and Standards for School Mathematics (2000) states: “Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.” Learning with understanding is defined as “being able to apply procedures, concepts, and processes” (NCTM 2000, p. 20). This view of learning represents a departure from a view that emphasizes a student's factual knowledge and ability to apply procedures. Although facts and procedures are important, they will not, in and of themselves, result in learning with understanding. Instead, factual understanding, procedural fluency, and conceptual understanding must coexist so that students reach learning with understanding. The extent to which a student can apply his or her learning to a new problem or situation is often an indicator of this understanding.
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Leiva, Miriam A. "Principles for Principals: Facilitating Change." Arithmetic Teacher 36, no. 6 (February 1989): 60–61. http://dx.doi.org/10.5951/at.36.6.0060.

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Changes are taking place in the teaching and learning of mathematics—students are actively involved in doing mathematics with manipulatives and models; they are discussing problems among themelves with their teacher's guidance; they are exploring alternate ways to solve problems; and they are posing questions and examining solu tions (Dossey et al. 1988). This student-oriented, problem-solving approach is advocated by NCTM's Curriculum and Evaluw ion Standards for School Mathematics (Commission on Standards for School Mathematics of the NCTM 1987) and supported by the finding of the 1986 National As essment of Educa tional Progress. Principals, the instructional leaders in the schools. can be facilitator of change, and their support of innovative programs and activitie is crucial to reforming school mathematics.
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Fee, Jane, and William O'Grady. "Principles of Grammar and Learning." Language 64, no. 1 (March 1988): 167. http://dx.doi.org/10.2307/414799.

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Sherlin, Leslie. "Learning theory principles in neurofeedback." Neuroscience Letters 500 (July 2011): e4. http://dx.doi.org/10.1016/j.neulet.2011.05.072.

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Harrison, Gordon Alfred. "Principles of education and learning." Baillière's Clinical Anaesthesiology 8, no. 3 (September 1994): 549–62. http://dx.doi.org/10.1016/s0950-3501(05)80120-5.

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Cardellini, Liberato. "Teaching and Learning Guiding Principles." Journal of Chemical Education 86, no. 2 (February 2009): 169. http://dx.doi.org/10.1021/ed086p169.1.

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Ellis, Rod. "Principles of instructed language learning." System 33, no. 2 (June 2005): 209–24. http://dx.doi.org/10.1016/j.system.2004.12.006.

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Cardwell, Keith, and P. A. Danaher. "Workplace learning: principles and practice." Studies in Continuing Education 31, no. 1 (March 2009): 81–83. http://dx.doi.org/10.1080/01580370902742090.

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Scott, Bernard, Simon Shurville, Piers Maclean, and Chunyu Cong. "Cybernetic principles for learning design." Kybernetes 36, no. 9/10 (October 23, 2007): 1497–514. http://dx.doi.org/10.1108/03684920710827445.

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Munro, Marth. "Principles for embodied learning approaches." South African Theatre Journal 31, no. 1 (January 2, 2018): 5–14. http://dx.doi.org/10.1080/10137548.2017.1404435.

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Mantiri, Oktavian. "Principles in Language Learning Motivation." Linguistics and Literature Studies 3, no. 2 (March 2015): 70–74. http://dx.doi.org/10.13189/lls.2015.030206.

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Michie, Donald. "Machine learning: principles and techniques." Knowledge-Based Systems 3, no. 1 (March 1990): 59. http://dx.doi.org/10.1016/0950-7051(90)90044-i.

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Rahmawati, Rahmawati, and Zulhermindra Zulhermmida. "ANALYSIS OF LESSON PLANS WRITTEN BY ENGLISH STUDENT-TEACHERS FOR YOUNG LEARNERS." Ta'dib 20, no. 2 (June 11, 2017): 39. http://dx.doi.org/10.31958/jt.v20i1.721.

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This study is to describe the application of consistency principles in developing lesson plans of teaching English for young learners designed by student-teachers. The design of this research is descriptive quantitative. The instrument in this study is a checking guide sheet. The lesson plans, as data, were analyzed by comparing the consistency principles of developing lesson plan of teaching English for children with each document. Based on the analysis, there were 23 documents (38%) applying most of the principle of consistency within the development of the syllabus and only 1 document (2%) which does not apply any of the principles. In detail, 25 documents (42%) partially applied the principle of linkage and integration and no document (0%) which did not apply any of these principles. Then, 28 documents (47%) applied all of the principles of learning foreign languages for children and no document (0%) that did not apply any of the principle. Almost all documents (92% - 93%) implemented each principle of helping students’ development and practice language through collaboration, integrate language and content, and validate and integrating that learning with the learners’ language and culture. Next, most of documents (68% - 78%) applied the principles of providing an active and fun role in the learning experience, using multidimensional and thematic learning activities, validating and integrating the learning with language and culture of learners, and providing clear objectives and feedback on the language usage. In conclusion, the application of the principles of learning English for children lies in the range of 81%.
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Jupri, Al, Dian Usdiyana, and Ririn Sispiyati. "Realistic Mathematics Education Principles for Designing a Learning Sequence on Number Patterns." Jurnal Kiprah 8, no. 2 (November 19, 2020): 105–12. http://dx.doi.org/10.31629/kiprah.v8i2.2358.

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The number pattern is one of mathematics topics taught for junior high school students that relate between arithmetic and algebra domain. This topic bridges arithmetical and algebraic thinking. Therefore, the learning for this topic should be designed meaningfully. This research aims to design a learning sequence on the number patterns using principles of Realistic Mathematics Education (RME). To do this, we used design research method, particularly the preliminary design phase, with the following three steps. First, literature study was conducted to collect student difficulties in the learning of number patterns, relevant studies, and the theory of RME. Second, we observed Indonesian mathematics textbooks addressing the number patterns to see a learning sequence for this topic. Finally, we designed a learning sequence for the number patterns using the RME principles, particularly the reality principle, level principle, and intertwinement principle. The result of this research includes the learning sequence for the number patterns according to the RME principles, which consists of three activities: relationship between patterns and numbers; exploration of numbers; and generalization of number patterns. We conclude that the three principles of RME are fruitful for designing a meaningful learning sequence for the topic of number patterns.
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Zhang, Wei, and Chang Zhu. "Blended Learning as a Good Practice in ESL Courses Compared to F2F Learning and Online Learning." International Journal of Mobile and Blended Learning 12, no. 1 (January 2020): 64–81. http://dx.doi.org/10.4018/ijmbl.2020010105.

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Blended learning has been studied for many years. However, it is necessary to assess whether blended learning is a good practice as opposed to face-to-face and online learning. Based on the Seven Principles for Good Practice in Undergraduate Education, a questionnaire was designed to compare blended learning in seven dimensions to traditional and online learning. A total of 653 students participated in the research. Independent T-test, paired T-test and ANCOVA were conducted using SPSS. The results showed that blended learning was reported to have a higher effectiveness than traditional learning for all seven principles and a higher effectiveness than online learning for most of the principles. Learning modes had a significant effect on student perceptions on most of the principles. Gender had significant effect on student perception of all seven principles, while year of study and knowledge domain did not show significant effects on most of the principles. Possible reasons for these findings are discussed.
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Halim, Adriani, Agustinna Yosanny, and Andreas Soegandi. "Efektivitas Prinsip Redundansi dalam Presentasi Perkuliahan." ComTech: Computer, Mathematics and Engineering Applications 3, no. 2 (December 1, 2012): 901. http://dx.doi.org/10.21512/comtech.v3i2.2319.

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The purpose of this study is to study the application of redundancy principles by Richard Mayer on learning material used in class presentation. The principles are applied during the learning material development, using PowerPoint as the learning medium. The result of this study showes that the application of redundancy principle on learning material development provides positive result in helping students’understanding during teacher’s presentation.
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Pečiuliauskienė, Palmira. "Application of Statistical Methods in Education Sciences: the Didactical Principles in the Educational Means Prepared by Bronislovas Bitinas." Pedagogika 124, no. 4 (December 2, 2016): 47–57. http://dx.doi.org/10.15823/p.2016.50.

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Based on works of professor B. Bitinas this article analyses educational materials on applying statistical methods in education sciences. The educational materials on applying statistical methods in education sciences can be classified into two groups: methodological group (the application of mathematical statistics in quantitative research) and technological group (computer software for processing quantitative research data). The article analyses application of didactical principles in the methodological group and the technological group. Didactical principles provide direction for learning process and govern contents, methods and organisation of learning. Different didactical principles can be used when preparing educational materials on the applying statistical methods in education as principle of the availability and principle of relation between the theory and practise. Application of statistical methods in education sciences is influenced by technological tools used for processing statistical data. These tools changed from electronic calculating machines (ECM) to modern computers with modern statistical programs. Technological change influences didactical principles applied for preparing educational materials on applying statistical methods in education sciences. The comparative analysis of learning materials on applying statistical methods in education sciences prepared by Professor B. Bitinas shows that the principle of availability was an important principle at the time of the processing statistical data using the ECM. This principle is less important when statistical data is processed using modern statistical computer programs. Didactical principle of the relation between theory and practice was important in the early (the eighth-ninth decade of XX century) and later stages (the twentyfirst century.) Professor B. Bitinas prepared both methodological (the usage of mathematical statistics into quantitative research) and technological (computer software for quantitative research data processing) learning means. The didactical principles in the methodological and technological learning means are different. The principle of the availability and the principle of relation between the theory and practise dominate in the methodological learning means. The principle of systematization and continuity is important in technological learning means.
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Folkins, John Wm, Tim Brackenbury, Miriam Krause, and Allison Haviland. "Enhancing the Therapy Experience Using Principles of Video Game Design." American Journal of Speech-Language Pathology 25, no. 1 (February 2016): 111–21. http://dx.doi.org/10.1044/2015_ajslp-14-0059.

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Purpose This article considers the potential benefits that applying design principles from contemporary video games may have on enhancing therapy experiences. Method Six principles of video game design are presented, and their relevance for enriching clinical experiences is discussed. Results The motivational and learning benefits of each design principle have been discussed in the education literature as having positive impacts on student motivation and learning and are related here to aspects of clinical practice. The essential experience principle suggests connecting all aspects of the experience around a central emotion or cognitive connection. The discovery principle promotes indirect learning in focused environments. The risk-taking principle addresses the uncertainties clients face when attempting newly learned skills in novel situations. The generalization principle encourages multiple opportunities for skill transfer. The reward system principle directly relates to the scaffolding of frequent and varied feedback in treatment. Last, the identity principle can assist clients in using their newly learned communication skills to redefine self-perceptions. Conclusion These principles highlight areas for research and interventions that may be used to reinforce or advance current practice.
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Sloan, Charlie. "Principles of Learning Disability SupportPrinciples of Learning Disability Support." Nursing Standard 22, no. 6 (October 17, 2007): 31. http://dx.doi.org/10.7748/ns2007.10.22.6.31.b681.

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Fadul, Jose A. "Mathematical Formulations of Learning: Based on Ten Learning Principles." International Journal of Learning: Annual Review 13, no. 6 (2006): 139–52. http://dx.doi.org/10.18848/1447-9494/cgp/v13i06/44910.

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Banner, Gloria, and Steve Rayner. "Learning language and learning style: principles, process and practice." Language Learning Journal 21, no. 1 (June 2000): 37–44. http://dx.doi.org/10.1080/09571730085200091.

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Hakim, Lukman. "Integrated Learning dalam Perspektif Pendidikan Islam." AT-TURAS: Jurnal Studi Keislaman 4, no. 2 (September 30, 2018): 227–55. http://dx.doi.org/10.33650/at-turas.v4i2.334.

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Integrated learning is a teaching and learning approach that takes into account and adjusts to the developmental level of the students (Developmentally Appropriate Practical). The approach that departs from the theory of learning that rejects the drill-system as the basis for the formation of knowledge and intellectual structure of the child. The principles in integrated learning include: 1) the principle of excavation of the theme, 2) the principle of implementation of integrated learning, 3) the principles of evaluation and 4) the principle of reaction. Integrated learning has characteristics: (a) Child-centered (b) Providing direct experience to the child (c) Segregation between fields of study is not clear (d) Presenting concepts from different fields of study in a learning process e) f) Learning outcomes can develop in accordance with the interests and needs of children. Implementation of Integrated Leaning in Islamic educational institutions, among others: the application of Integrated Learning in Early Childhood Education (Paud) or Taman Kanak-Kanak (TK), Primary School (SD) or Madrasah Ibtidaiyah (MI), Junior High School or Madrasah Tsanawiyah (MTs), Senior High School (SMA) or Madrasah Aliyah (MA) and University
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Bessmoly, Y. "THE ESSENCE AND PRACTICAL VALUE OF PEDAGOGICAL CONDITIONS AND PRINCIPLES FOR THE EDUCATIONAL TRAINING OF FUTURE MASTERS IN LEGAL SCIENCES TO THE TEACHING ACTIVITY." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (2019): 19–23. http://dx.doi.org/10.17721/1728-2217.2019.41.19-23.

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In order to develop the core element of professional training (knowledge, skills and abilities) the system of pedagogical conditions and principles (overall didactical and specific), that include the peculiarities in performing teaching activities while training lawyers.The core of this system is formed by the general didactical principles: a systematic and consequent approach, scientific methods in terms of training; a dominant-motivational mindset; availability of training; clear examples in the course of the training process; consciousness and an active approach in the course of the training process; the solidity of knowledge, skills and abilities; the inclusion of peculiarities related to the individual and his age.The peculiar principles that determine the essence of a law pedagogue in the currently developed situation, among these principles there’re the following: the principle of the dominant –motivational mindset, the principle of an individual approach, the principle of variable rhythmical training, the principle of strict determination and setting of time limits for the professional actions of a teacher; the principle of additional psychological pressure based on the main psycho-physiological pressure; the principle of emotional training.Among the organizational-pedagogical conditions there’re the following: providing of professional motivation to the future masters; the assurance of the training to be oriented at the professional and psychological imprints of the law pedagogue; active use of the informational environment of the educational facility; the introduction of interactive methods in order to form the pedagogical culture of the future masters in law. The specificity of the training of future lawyers puts before the teacher of law disciplines a number of requirements to the personality of the teacher, which in pedagogical science are defined as professionally significant personal qualities, and the scientific basis for the formation of these qualities are pedagogical principles and organizational and pedagogical conditions.To form the content of vocational training (knowledge, skills and abilities), we need a system of pedagogical conditions and principles (general and specific), that take into account all the peculiarities and specifics of teaching lawyers. As a basis of this system we put general didactic principles: systemicity and consistency; scientific knowledge in learning; dominant-motivational attidude; learning accessibility; visibility in learning; awareness and learning activity; strength of knowledge, skills and abilities; taking into account individual and age-specific features. Specific principles that reflect the essence of the teacher of law disciplines in modern conditions of development include: the principle of dominant-motivational attitude; the principle of individual approach in learning; the principle of multi-directional rhythmic training; principle of strict regulation and time limitation of professional actions of the teacher; the principle of additional psychological charge on the base of psycho-physiological stress; the principle of emotionality in learning.General dictatic principles are the basis for studying all disciplines, and also should regulate the organizational foundations of the educational process at different levels. Principles are closely related to the laws of learning and reflect didactic laws. On the basis of general didactic principles, the principles of professional methodology are developed.One of the mentioned directions of realization of the preparation of the future masters in jurisprudence for teaching activities is the introduction of interactive forms and methods of teaching that contribute to the expected results, the integration of disciplines of psychological and pedagogical preparation becomes especially important.The organizational-pedagogical conditions include: providing professional motivation for future masters; orientation of training on the profession and psychograms of the teacher of law disciplines; use of information environment of educational institution; the introduction of interactive methods for the formation of the pedagogical culture of future masters of jurisprudence.Key words: pedagogical principles, pedagogical conditions, professional training of lawyers, master's degree.
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Reys, Barbara J., and Jennifer M. Bay-Williams. "Spotlight on the Principles: The Role of Textbooks in Implementing the Curriculum Principle and the Learning Principle." Mathematics Teaching in the Middle School 9, no. 2 (October 2003): 120–24. http://dx.doi.org/10.5951/mtms.9.2.0120.

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Welcome to the new “Spotlight on the Principles.” September's “Spotlight on the Standards” brought to a close the set of articles examining the ten Standards envisioned in NCTM's Principles and Standards for School Mathematics (2000). With this article, the MTMS Editorial Panel is directing the focus of the department on the six Principles, beginning with an overview of the Curriculum Principle and Learning Principle.
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Havrilova, Liudmyla H. "ПРИНЦИПИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИКИ ЗАСОБАМИ МУЛЬТИМЕДІЙНИХ ТЕХНОЛОГІЙ." Information Technologies and Learning Tools 46, no. 2 (April 8, 2015): 45. http://dx.doi.org/10.33407/itlt.v46i2.1210.

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The article focuses on an urgent problem of contemporary artistic education and concerns implementation of multimedia computer aids of learning in the process of music teachers training. The author considers the principles of music teachers professional competence formation using multimedia technologies and defines them as follows: principle of informatization of learning; principle of visualization, supported with multimedia aids; principle of optimal selection of learning aids; principle of integration of traditional approaches to music education with innovative multimedia technologies; principle of purposeful interaction and creative cooperation between teacher and students; principle of promotion creative musical activities and personal self-expression. Adherence to these principles determines effective professional development of music teachers through the means of multimedia technologies.
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Hessenauer, Sarah, and Shirley R. Simon. "Learning communities." Groupwork 24, no. 2 (January 17, 2014): 60. http://dx.doi.org/10.1921/gpwk.v24i2.778.

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<p>Learning communities are becoming increasingly common as a means of assisting incoming students with their transition to college. They have been shown to improve student retention, academic performance, and student-faculty relationships. Learning communities are prime examples of groupwork in action, and can provide opportunities for educators to teach and model social groupwork concepts and principles. This paper 1) defines and describes learning communities, 2) discusses the theoretical basis for the application of groupwork principles to the learning community experience, and 3) describes and assesses three years of experience with the application of groupwork principles in social work learning communities in an undergraduate university in the Midwestern United States.</p>
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RUZICKA, Marek, and Martin CHOVANEC. "THE APPLICATION OF THE MACHINE LEARNING PRINCIPLES IN THE SPORTS BETTING SYSTEMS." Acta Electrotechnica et Informatica 19, no. 3 (December 4, 2019): 16–20. http://dx.doi.org/10.15546/aeei-2019-0018.

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Sas, K. P. "The role of visualization of educational material in distance learning." Informatics and education, no. 5 (July 16, 2021): 28–34. http://dx.doi.org/10.32517/0234-0453-2021-36-5-28-34.

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Abstract:
The article discusses the principles that are the foundation of distance learning: completeness, systematicity, availability and openness of materials, interactivity. The main groups of problems that all participants in the educational process faced during the massive transition from full-time education to distance learning were identified — technological, organizational, methodological, as well as the problems of teachers and students being unprepared for this form of education. Examples of the most popular programs for audio and video conferencing are given, which are used by teachers to implement the principle of interactivity in distance learning. The results of a survey of students of the College for the Training of Social Workers of the Department of Labor and Social Protection of the Moscow City, which indicate the implementation of the principle of accessibility and non-compliance with the principle of interactivity in distance learning in a pandemic, are presented. Particular attention is paid to the use of the technology of visualization as a means of increasing the effectiveness of distance learning and the implementation of its principles. The online platform Online Test Pad, which can be used in distance learning, is considered. The use of this platform contributes to the implementation of the principles of completeness, accessibility and openness of distance learning.
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Pinet, Paul Raymond. "Rediscovering Geologic Principles by Collaborative Learning." Journal of Geological Education 43, no. 4 (September 1995): 371–76. http://dx.doi.org/10.5408/0022-1368-43.4.371.

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Joughin, Gordon. "Cognitive style and adult learning principles." International Journal of Lifelong Education 11, no. 1 (January 1992): 3–14. http://dx.doi.org/10.1080/0260137920110102.

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Huffman, William B., and Sowon Hahn. "Cognitive Principles in Mobile Learning Applications." Psychology 06, no. 04 (2015): 456–63. http://dx.doi.org/10.4236/psych.2015.64043.

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E., Díez-Jiménez, Martínez-Muñoz M., Muñoz Jiménez J., Valiente-Blanco I., and Gómez-García M.J. "Learning Mechanics Principles by Playing Sport." International Journal for Cross-Disciplinary Subjects in Education 10, no. 4 (December 30, 2019): 4132–41. http://dx.doi.org/10.20533/ijcdse.2042.6364.2019.0504.

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Palis, AnaG, and PeterA Quiros. "Adult learning principles and presentation pearls." Middle East African Journal of Ophthalmology 21, no. 2 (2014): 114. http://dx.doi.org/10.4103/0974-9233.129748.

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M. Namuth, Deana, Susan Fritz, James King, and Amy Boren. "Principles of Sustainable Learning Object Libraries." Interdisciplinary Journal of e-Skills and Lifelong Learning 1 (2005): 181–96. http://dx.doi.org/10.28945/419.

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Call, Mary Emily, and H. Douglas Brown. "Principles of Language Learning and Teaching." Modern Language Journal 72, no. 1 (1988): 69. http://dx.doi.org/10.2307/327571.

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FLECK, M. "Learning mechanical principles from ancient fishBiomaterials." Nano Today 3, no. 5-6 (October 2008): 8. http://dx.doi.org/10.1016/s1748-0132(08)70052-5.

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Hart, Tessa, and Janet M. Powell. "Principles of Learning in TBI Rehabilitation." Journal of Head Trauma Rehabilitation 26, no. 3 (2011): 179–81. http://dx.doi.org/10.1097/htr.0b013e318218dd51.

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