Relevant bibliographies by topics / Self-supported learning

Contents

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

Academic literature on the topic 'Self-supported learning'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Self-supported learning"

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Haines, Chris. "Individualized Learning via Supported Self-Study." Pastoral Care in Education 7, no. 2 (1989): 30–32. http://dx.doi.org/10.1080/02643948909470664.

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Калашнікова, Любов Миколаївна, та Тетяна Сергіївна Вакуленко. "ПИТАННЯ ОРГАНІЗАЦІЇ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ". Педагогіка та психологія, № 50 (5 листопада 2015): 12–18. https://doi.org/10.5281/zenodo.33257.

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<em>Rationally organized self-supported work of students is the key to their high academic results, the formation of their strong, deep knowledge, and preparation for professional activities. Self-study is especially important for future teachers, because it is not only the means of learning, but also an important part of their training programs. The article examines the feasibility of means of self-supported students&rsquo; learning organization, namely workbooks. While teaching pedagogical disciplines the authors conducted a study which suggests that such means help to systematize educationa
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Booth, Tim, and Wendy Booth. "Self-Advocacy and Supported Learning for Mothers with Learning Difficulties." Journal of Learning Disabilities 7, no. 2 (2003): 165–93. http://dx.doi.org/10.1177/1469004703007002006.

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Chen, Chun-Kuei, Yen-Ku Kuo, Yun-Fang Tu, and Gwo-Jen Hwang. "Employee Attitudes Towards Ubiquitous Library-Supported Professional Learning." International Journal of Online Pedagogy and Course Design 12, no. 1 (2022): 1–15. http://dx.doi.org/10.4018/ijopcd.295952.

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This study aimed to explore the influencing factors of employees’ attitudes towards ubiquitous library-supported professional learning (AULPL) when they adopted the ubiquitous library in the workplace. A total of 164 valid questionnaires were collected and analyzed to examine the effects of the employees’ job characteristics and self-regulated learning on their attitudes towards ubiquitous library-supported professional learning. The results indicate that the employees’ job characteristics (i.e., job control and social support) and self-regulated learning can predict their attitudes towards ub
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Kramarski, B., and M. Gutman. "How can self-regulated learning be supported in mathematical E-learning environments?" Journal of Computer Assisted Learning 22, no. 1 (2006): 24–33. http://dx.doi.org/10.1111/j.1365-2729.2006.00157.x.

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Ronny Trian Surbakti. "The role of game-based learning in enhancing student learning motivation." International Journal of Science and Research Archive 15, no. 1 (2025): 333–39. https://doi.org/10.30574/ijsra.2025.15.1.1013.

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This paper explores the role of Game-Based Learning (GBL)) in enhancing student motivation within educational processes. The research synthesizes current findings and provides insights into how Game Based Learning can be effectively implemented to improve student engagement and learning outcomes. In this research, it was found that, in practical application and supported by empirical evidence, it can be stated that Game Based Learning can foster significant learning motivation, this is supported by the results of data processing using SmartPLS.. Theoretical underpinnings, useful implementation
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Nasrullah, Anton, Mira Marlina, Silvia Ratnasari, Hilman Hilman, Galuh Mulyawan, and Ashraf Ali. "Blended Learning in the Digital Era: An Analysis of Self-Regulated Learning Assisted with Edmodo-GeoGebra." International Journal of Geometry Research and Inventions in Education (Gradient) 1, no. 2 (2024): 67–75. https://doi.org/10.56855/gradient.v1i2.1266.

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This study aims to describe students' self-regulated learning in mathematics learning supported by Edmodo-GeoGebra on the topic of the volume of rotating objects. The research employs a qualitative approach with a descriptive method. The participants in this study were 36 students from Universitas Bina Bangsa. The data collection technique involved distributing a self-regulated learning questionnaire consisting of 30 statements with 8 indicators. Data analysis was conducted by calculating the percentage of students' responses, which were then described using percentage interpretation criteria.
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Cevat, Eker, and Eşref Akkaş. "The Effects of Teaching Supported by Self-Regulated Learning on Students’ Learning and Studying Responsibility." Journal of Education and Training Studies 7, no. 10S (2019): 49. http://dx.doi.org/10.11114/jets.v7i10s.4576.

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The purpose of this study is to determine the effects of teaching supported by self-regulated learning on students’ learning and studying responsibility. This research was carried out through “pre-test-post-test control group model”. The sample of the study consisted a total of 52 fifth grade students studying in two different classrooms of an urban primary school located in the West Black Sea Region in Turkey in the 2018-2019 academic year. This study was conducted for 4 weeks and the unit of “Culture and Heritage” in social studies lesson was covered. The learning and studying responsibility
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Ariani, Dorothea Wahyu. "Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning." Asian Social Science 13, no. 9 (2017): 63. http://dx.doi.org/10.5539/ass.v13n9p63.

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This study applies social capital theory, motivation theory, and systems theories to examine the role of the learning environment and motivation in learning to encourage self-regulation in learning especially effort regulation. This study examines the relationship among learning environment (i.e., student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity), learning motivation (i.e., learning goal orientation, task value, and self-efficacy), and self-regulated learning in effort regulation. This study also examines the mediating role of learnin
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Lai, Chiu-Lin, Gwo-Jen Hwang, and Yi-Hsuan Tu. "The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes, and self-efficacy." Educational Technology Research and Development 66, no. 4 (2018): 863–92. http://dx.doi.org/10.1007/s11423-018-9585-y.

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Dissertations / Theses on the topic "Self-supported learning"

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Shi, Yongchao. "Culturally situated self-regulated learning in statistics in a computer-supported collaborative environment." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95141.

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This thesis examines the role of context, especially cultural context, in contemporary theoretical models of self-regulated learning. A critical review of prominent models revealed that although current models of self-regulated learning recognize the role of social contexts in forming self-regulatory competency, they assume that, once established, self-regulation functions largely independently of the social context. However, this is not the case in social situations, nor is it the case in Eastern cultures and many non-mainstream Western sub-cultures, in which individuals typically self-regul
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Brennan, Amy R. "Reconceptualizing Teacher Professional Development as Professional Learning: A Qualitative Case Study of a School-Supported Self-Directed Professional Learning Model." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1623956218485476.

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Olakanmi, Eunice Eyitayo. "Co- and self-regulation in a computer supported collaborative learning environment among Key Stage Three students." Thesis, Open University, 2011. http://oro.open.ac.uk/54239/.

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The current understanding of students' co- and self-regulated learning behaviours during group learning is limited. Research on social cognitive models of self-regulated learning (SRL) focused primarily on understanding the processes that students use to self-regulate their learning and the subsequent benefits of SRL on learning and academic performance. Recently, sociocultural models have begun to argue that SRL is fostered, developed, and maintained within social contexts and as a result of interactions with teachers and peers. This research employs both social cognitive and sociocultural th
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Fresen, Jill Winifred. "Quality assurance practice in online (web-supported) learning in higher education an exploratory study /." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-02172005-134301/.

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Howard, Dawn. "Supported employment versus day centre attendance : a comparison of the impact on the self-concept of people with learning disabilities." Thesis, Open University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390668.

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Hong, Yuan-Jin. "Examining the role of self-regulated learning in the context of enhancing critical analysis in a computer-supported collaborative medical journal club activity." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114173.

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This research examines how self-regulated learning facilitates critical analysis development among undergraduate medical students in a journal club, and how computer-supported collaborative learning influences their self-regulated learning. Fourteen of the 29 second-year medical students who initially consented to participate in the study actually completed the training. A mixed method design was employed as both quantitative and qualitative data were collected. Quantitative data included pre- and post-tests on self-regulated learning and critical analysis, and qualitative data consisted of au
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Kilsby, Mark Stephen. "Measuring and increasing self-determination for first time job-seekers with a learning disability in job selection in supported employment : an intervention study." Thesis, Cardiff University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629584.

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This research tested the effectiveness of two Interventions employed to assist 33 first time job seekers with mild and moderate learning disabilities to increase the extent of self-determination in the vocational choices they make during the job selection component of the supported employment model. A job taster programme was set up in two South Wales supported employment agencies. During the Baseline the job coaches were provided with no specific instructions. Intervention I comprised a one-day training package to teach job coaches the principles of self-determination; to implement a self-ins
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Dyrna, Jonathan, Jana Riedel, and Sylvia Schulze-Achatz. "Wann ist Lernen mit digitalen Medien (wirklich) selbstgesteuert? Ansätze zur Ermöglichung und Förderung von Selbststeuerung in technologieunterstützten Lernprozessen." TUDpress, 2018. https://tud.qucosa.de/id/qucosa%3A33827.

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In der heutigen von zunehmender Digitalisierung, Dynamisierung und Flexibilisierung geprägten Wissensgesellschaft gilt lebenslanges Lernen als unverzichtbar. Folglich ist insbesondere die Erwachsenenbildung gefordert, Selbststeuerung in Lernprozessen zu ermöglichen, um dadurch die erforderlichen Kompetenzen für lebenslanges Lernen zu fördern (Arnold, Gomez Tutor, & Kammerer, 2003). Dabei wird technologieunterstütztes Lernen oftmals als idealtypische Form zur Realisierung von Selbststeuerung im Lernprozess angesehen (Euler, 2004; Pieschl, Stahl, & Bromme, 2008) und mitunter sogar mit selbstgest
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Wu, Shu-Min, and 吳淑敏. "Effects of Mobile Computer Supported Collaborative Learning and Self-Regulation Strategies on Elementary Students’ Mathematics." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/64476855179622899108.

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碩士<br>國立臺北教育大學<br>教育傳播與科技研究所<br>101<br>The purpose of the study was to examine the effects of mobile computer supported collaborative learning (MCSCL) and self-regulation learning on six-grade students’ mathematics. The quasi-experimental design was used in the study. There were 126 students in four classes assigned to MCSCL and self-regulation group(C1S1), MCSCL group(C1S2), self-regulation group(C2S1) and control group(C2S2). The heterogeneous grouping with student teams-achievement divisions was adopted in this study. The “Circumference and Area of Circles” unit was implemented for 4 weeks.
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Miller, Mariel Fleur Wade. "Leveraging CSCL technology to support and research shared task perceptions in socially shared regulation of learning." Thesis, 2015. http://hdl.handle.net/1828/6582.

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Collaboration is a vital skill in today’s knowledge economy. Regrettably, many learners lack the regulatory skills required for complex collaborative tasks. In particular, groups struggle to construct shared task perceptions of collaborative tasks on which to launch engagement. Thus, the purpose of this dissertation was to examine how computer supported collaborative learning (CSCL) tools can be leveraged to support shared task perceptions for regulating collaboration. Because investigating this process brings forth a wide array of methodological challenges, a second purpose of this dissertati
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Books on the topic "Self-supported learning"

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Newcombe, Liz. Introducing supported self-study: Learning guide. National Council for Educational Technology, 1990.

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Harwood, Doug. Helping students to become more autonomous: The case study of an LEA initiative to introduce supported self-study (flexible learning) into secondary schools and colleges. University of Warwick, 1990.

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Learning through critical reflective practice: Self supported learning experiences for health care professionals. Pentaxion], 1996.

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Improving Practice Areas: Self Supported Learning Experiences for Health CarePractice in Context. Pentaxion Ltd, 1996.

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Mynard, Jo, and Scott J. Shelton-Strong, eds. Autonomy Support Beyond the Language Learning Classroom. Multilingual Matters, 2022. http://dx.doi.org/10.21832/mynard9042.

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Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood outside of the classroom. The chapters deal with learning environments and open spaces, communities and relationships, and advising and self-access.
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Dugan, Mahni. Mobilities of Self and Place. The Rowman & Littlefield Publishing Group, Inc., 2019. https://doi.org/10.5040/9798881811266.

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When it comes to migration, there is no level playing field. Some people are privileged, advantaged, and supported and others are marginalised, persecuted, and traumatised. The extension of the rights and equalities for which many people advocate, and provision of other extrinsic conditions are insufficient for wellbeing. This work asks: what is sufficient? What is it that people do—and can do—to change their experience from suffering to wellbeing when handling challenges of migration and other mobilities? What helps people when they are migrating? What have migrants experienced and learned th
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Noble, Simon, and Nicola Pease. The United Kingdom general practitioner and palliative care model. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0058.

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Within the United Kingdom, the general practitioner (GP) will manage the care of the majority of patients with life-limiting and terminal disease. The need for effective communication is recognized in the general practice curriculum and college examinations. The opportunity to review and critique one’s own communication skills allows considerable opportunity for self-directed learning and reflection. The development of a reflective portfolio of learning has been developed as a user-friendly and cost-effective way for the general practitioner to commit to lifelong learning in the context of com
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Hall, Ellen, and Richard Handley. High Schools in Crisis. Greenwood Publishing Group, Inc., 2004. http://dx.doi.org/10.5040/9798216972297.

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This book exposes the degree of rage today's teenagers feel and how our nation's schools are failing them, not just academically, but in just about every way imaginable. Hall and Handley propose practical techniques, procedures, and core values that can make high school a safe learning environment once again. Drawing from their many years of experience administering a high school that provided a safe and fulfilling learning environment, they introduce readers to teaching techniques, administrative policies, and design ideas that encourage students to speak out, express their indomitable ideali
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Forman, Evan M., and Meghan L. Butryn. Effective Weight Loss. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190232009.001.0001.

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Millions of people attempt to lose weight every year, but most will not succeed. Simply learning about a new diet and exercise plan is not enough. This book presents 25 detailed sessions of an empirically supported, cognitive-behavioral treatment package called acceptance-based behavioral treatment (ABT) that has now been utilized successfully in five large National Institute of Health–sponsored clinical trials. The foundation of this approach is comprised of the nutritional, physical activity, and behavioral components of the most successful, gold-standard behavioral weight loss packages, suc
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Forman, Evan M., and Meghan L. Butryn. Effective Weight Loss. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190232023.001.0001.

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Millions of people attempt to lose weight every year, but most will not succeed. Simply learning about a new diet and exercise plan is not enough. This book presents 25 detailed sessions of an empirically supported, cognitive-behavioral treatment package called acceptance-based behavioral treatment (ABT) that has now been utilized successfully in five large National Institute of Health–sponsored clinical trials. The foundation of this approach is comprised of the nutritional, physical activity, and behavioral components of the most successful, gold-standard behavioral weight loss packages, suc
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Book chapters on the topic "Self-supported learning"

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Cho, Kwangsu, and Moon-Heum Cho. "Self-Awareness in a Computer Supported Collaborative Learning Environment." In Online Communities and Social Computing. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73257-0_32.

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Ruokamo, Heli, Marjaana Kangas, Hanna Vuojärvi, Liping Sun, and Pekka Qvist. "AI-Supported Simulation-Based Learning: Learners’ Emotional Experiences and Self-Regulation in Challenging Situations." In AI in Learning: Designing the Future. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_11.

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AbstractThis study explores learners’ emotional experiences and self-regulation and how they overcome stressful situations in a simulation-based learning environment (SBLE). We also examine what kinds of situations an AI tutor could be used to facilitate simulation-based learning. We will first present the theoretical background of the research dealing with self-regulated learning, followed by positive and negative emotions and situations in simulation-based learning. The research questions of the study are as follows: (1) What kinds of emotions do learners experience in simulation-based learn
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Ivanov, Kristo. "Hypersystems: A Base for Specification of Computer-Supported Self-Learning Social Systems." In Comprehensive Systems Design: A New Educational Technology. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58035-2_29.

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Barzel, Bärbel, Lynda Ball, and Marcel Klinger. "Students’ Self-Awareness of Their Mathematical Thinking: Can Self-Assessment Be Supported Through CAS-Integrated Learning Apps on Smartphones?" In Technology in Mathematics Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19741-4_4.

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Weidenhiller, Patrizia, Susanne Miesera, and Claudia Nerdel. "Promoting Digitally Supported Inquiry Learning in Diverse Classrooms Through Teacher Training." In Shaping the Future of Biological Education Research. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44792-1_23.

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AbstractIn order to effectively use digital media to promote low-barrier inquiry learning, teachers need professional knowledge and skills, as well as positive attitudes and self-efficacy assumptions. This study examines the effectiveness of in-service training on changing teachers’ attitudes and self-efficacy assumptions in the area of inclusion and digitalization as important prerequisites for being able to design digital learning environments for doing science in inclusive settings. The single-factor study design included a three-stage variation of teacher training sessions, in which 141 Ba
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Khoo, Zu Heng, and Ting-Chia Hsu. "The Performance of the Students Using GAI-Supported Learning Evaluation and Reflection Based on Bloom’s Taxonomy in Self-Regulated Learning." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-98197-5_38.

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Rieber, Viktoria, Anja Vocilka, Stine Albers, Sarah Gaubitz, and Bettina Blanck. "Working on Concepts as an Element of Communication and Starting Point for research-based Learning in Higher Education." In Digital Teaching and Learning in Higher Education. transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839462768-002.

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Viktoria Rieber, Anja Vocilka, Stine Albers, Sarah Gaubitz &amp; Bettina Blanck discuss in this article, that knowing what words mean is the basis for successful verbal communication. For scientists, problem-appropriate explanations of terms are central. Teachers also need a horizon of meaning possibilities to access the diversity of students' conceptions and to recognize the creative potential for school-based conceptual clarification work. They want to sketch out a seminar that centers on interdisciplinary conceptual clarification work with and by students. It will become clear how much the
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Law, Victor, Xun Ge, and Kun Huang. "Understanding Learners’ Challenges and Scaffolding their Ill-structured Problem Solving in a Technology-Supported Self-Regulated Learning Environment." In Handbook of Research in Educational Communications and Technology. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36119-8_14.

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Kauper, Julia, Susanne Franke, Felix Franke, and Steven Grieshammer. "AI-Powered Knowledge and Expertise Mining in Healthcare from a Field Experiment." In Informatik aktuell. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43705-3_4.

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AbstractWith the increasing prevalence of mobile applications across various domains, there is a growing demand for individualised and self-adaptive learning pathways. This is particularly important in the mobile health sector, where there is a critical need to investigate how expert and experiential knowledge can be acquired, digitalised and formalised into data which is subsequently processed and further used. To address this demand, our research explores how Artificial Intelligence (AI) can power this process. We developed a prototype mobile application with a standardised learning pathway
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Özdoğru, Asil Ali. "Revisiting Effective Instructional Strategies for Twenty-First-Century Learners." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_8.

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AbstractRapid changes in the society and technology of the twenty-first century world have brought unique challenges for humanity. This chapter summarizes some of the strategies and support systems for effective learning and teaching in the twenty-first century in addressing some of these challenges. Learning is a dynamic process that is supported by the mechanisms of memory and reasoning as well as an individual’s mindset, habits, goals, and motivation. Theories and research imply that learning is not only a cognitive process but also a social-emotional process that takes place environmentall
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Conference papers on the topic "Self-supported learning"

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Kuhn, Martina, and Juergen Terpin. "Conception of online-supported learning system for collective and self-organized learning." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474618.

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Albo, Laia, Marc Beardsley, Ishari Amarasinghe, and Davinia Hernandez-Leo. "Individual versus computer-supported collaborative self-explanations: how do their writing analytics differ?" In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2020. http://dx.doi.org/10.1109/icalt49669.2020.00046.

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Olakanmi, Eunice Eyitayo. "Self-and Co-Regulation in a Computer Supported Collaborative Learning Environment among Key Stage Three Students." In 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2010. http://dx.doi.org/10.1109/icalt.2010.200.

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Li, Jiayu, Huiyong Li, Rwitajit Majumdar, Yuanyuan Yang, and Hiroaki Ogata. "Self-directed Extensive Reading Supported with GOAL System: Mining Sequential Patterns of Learning Behavior and Predicting Academic Performance." In LAK22: 12th International Learning Analytics and Knowledge Conference. ACM, 2022. http://dx.doi.org/10.1145/3506860.3506889.

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Zheng, Lanqin, and Junhui Yu. "The Empirical Study on Self-Regulation, Co-Regulation, and Socially Shared Regulation in Computer-Supported Collaborative Learning." In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2015. http://dx.doi.org/10.1109/icalt.2015.37.

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Thabane, Ratokelo Willie. "MENTORING STUDENT TEACHERS FOR SELF-DIRECTED PROFESSIONAL LEARNING THROUGH THE USE OF E-PORTFOLIOS DURING TEACHING PRACTICE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end040.

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"Teaching Practice is a critical phase of teacher education that provides opportunities for student teachers to reflect on the development of their teaching philosophies and put them into action. Self-directed learning pertains to a process where these students take responsibility for their own learning by setting outcomes, choosing material or human resources, selecting appropriate learning strategies, and evaluating their learning. E-portfolios as learning tools can be utilized to facilitate the development of skills for self-directed learning. Good quality mentoring in schools contributes t
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Dewi, Damajanti Kusuma, Miftakhul Jannah, and Ira Darmawanti. "Confirmatory factor analysis of the Perception of Academic Stress Scale." In International Conference on Assessment and Learning. ACER Indonesia, 2022. http://dx.doi.org/10.37517/978-1-74286-697-0-06.

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Stress is a condition that must be experienced by humans, including students. This happens because every student will always be faced with a condition to meet the demands of the environment. Students will experience stress if they feel they do not have the ability to meet these academic demands. Therefore, an instrument is needed that can measure academic stress felt by students. This study aims to test the construct validity of the Perception of Academic Stress Scale (PAS)-Adaptation of Bedewy &amp; Gabriel. Before conducting factor analysis, the adaptation and modification process of the ins
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Nicolaescu, Cristina. "ANDRAGOGICAL SELF-ASSESSMENT OF ONLINE LEARNING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-019.

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"Study without thought is labor lost; thought without study is perilous." (Confucius) This paper is drawn from my research-based teaching activity applied to university students of English regarding self-direction and andragogy, in the attempt to establish philosophy and methodology. Since academic teaching is a complex educational process, I will only address the assessment stage of online learning, which may give a diagnosis of the techniques efficiency, the one that signals the need of changes for a presumable improvement. Assessment of online learning takes many forms (objectively-scored t
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Porumb, Cosmin, and Sanda Porumb. "COLLABORATIVE LEARNING CONCEPT FOR LIFE-LONG LEARNING." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-174.

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Most of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self and collaborative learning, including problem- and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the life-long learning rules. Our proposal is focused on advanced concepts for improving the online training services and how a generic
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Li, Fengying, and Linling Fu. "Investigating the Relationship between Self-Efficacy and Performance in Computer-Supported Collaborative Interpreting Learning Moderated by Field (In)Dependence." In 2024 6th International Conference on Computer Science and Technologies in Education (CSTE). IEEE, 2024. http://dx.doi.org/10.1109/cste62025.2024.00014.

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Reports on the topic "Self-supported learning"

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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community
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Peterson, Bradley S., Joey Trampush, Margaret Maglione, et al. ADHD Diagnosis and Treatment in Children and Adolescents. Agency for Healthcare Research and Quality (AHRQ), 2024. http://dx.doi.org/10.23970/ahrqepccer267.

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Objective. The systematic review assessed evidence on the diagnosis, treatment, and monitoring of attention deficit hyperactivity disorder (ADHD) in children and adolescents to inform a planned update of the American Academy of Pediatrics (AAP) guidelines. Data sources. We searched PubMed®, Embase®, PsycINFO®, ERIC, clinicaltrials.gov, and prior reviews for primary studies published since 1980. The report includes studies published to June 15, 2023. Review methods. The review followed a detailed protocol and was supported by a Technical Expert Panel. Citation screening was facilitated by machi
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Chopra, Deepta, Devanik Saha, Luize Guimarães, Lucia Bernadete, and Kerry Selvestre. The case of MUVA Assistentes: Moving Beyond Income Generation to a New Approach Towards Achieving Women’s Empowerment. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/muva.2023.002.

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This paper highlights the case of MUVA Assistentes, a public works programme (PWP) that provided training and mentoring to young vulnerable women (YVW) in urban Mozambique. Our paper draws out the main learnings from the MUVA Assistentes project to inform the design of other PWPs that have women’s empowerment as their major aim. We show through our analysis that it is possible for PWPs to achieve women’s empowerment, but only if they go beyond a sole focus on income provision through paid work to women. Instead, we argue that if PWPs formulate their theory of change in line with Kabeer (1999)’
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