Relevant bibliographies by topics / Sociocultural theories of learning

Contents

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

Academic literature on the topic 'Sociocultural theories of learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Sociocultural theories of learning"

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Barnas, Martina M., and Snezhana Zheltoukhova. "Reflections on the SWSEEL Russian program from a sociocultural perspective: Challenges and benefits." International Journal of Literacy, Culture, and Language Education 3 (April 1, 2014): 112–26. http://dx.doi.org/10.14434/ijlcle.v3i0.26911.

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The SWSEEL intensive language summer training program held annually at the Bloomington campus of Indiana University is one of the oldest and most popular intensive Russian language programs in the US. In this paper we reflect on our respective combined experience as a Russian course learner and a Russian course instructor to identify benefits and potential challenges from the perspective of sociocultural learning theories as developed in the field of Learning Sciences. We show the sociocultural lens is well suited for describing learning in the SWSEEL environment, and the Russian SWSEEL course
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Eun, Barohny, and Hye-Soon Lim. "A Sociocultural View of Language Learning: The Importance of Meaning-Based Instruction." TESL Canada Journal 27, no. 1 (2009): 12. http://dx.doi.org/10.18806/tesl.v27i1.1031.

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The process of second-language teaching is grounded in the sociocultural theory of Vygotsky, which emphasizes meaningful interaction among individuals as the greatest motivating force in human development and learning. In this theoretical framework, the concepts of meaning and mediation are considered as the two essential elements affecting an individual’s learning of a second language. Suggestions are offered for enhancing students’ second-language learning in their regular classrooms by applying sociocultural theories to practice. Socioculturally based implications for classroom teaching inc
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Packer, Martin J., and Jessie Goicoechea. "Sociocultural and Constructivist Theories of Learning: Ontology, Not Just Epistemology." Educational Psychologist 35, no. 4 (2000): 227–41. http://dx.doi.org/10.1207/s15326985ep3504_02.

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Wang, Li. "Sociocultural Learning Theories and Information Literacy Teaching Activities in Higher Education." Reference & User Services Quarterly 47, no. 2 (2007): 149–58. http://dx.doi.org/10.5860/rusq.47n2.149.

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Ibrahim, Che Wan Ida Rahimah Bt Che Wan. "Social Media Tools for Informal Language Learning: A Comprehensive Theoretical Framework." Asian Social Science 14, no. 4 (2018): 46. http://dx.doi.org/10.5539/ass.v14n4p46.

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This article offers a conceptual framework for social media applications that provides efficient support for a daily informal language learning experience. It proposes the multiple lenses of sociocultural theories as conceptual and interpretive tools, to capture the complexity and the fine-grained types of activities of these learner-users’ sociocultural experiences in informal English as a Second Language learning via social media at residential college of Malaysian universities. These theories focus not only on the development of individual language learner’s cognitive development but also o
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Thompson, Mumuni, and Eric Bayi Kandema Boro. "critical analysis of the cognitive constructivist and sociocultural theories as a frame for kindergarten education." Journal of Educational Development and Practice 5, no. 1 (2014): 74–97. http://dx.doi.org/10.47963/jedp.v5i.968.

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The concern for how young children learn has been an issue that has agitated the minds of theories and researchers for a very long time. However, currently early childhood educators are becoming increasingly aware of the impact of the cognitive constructivist theory of learning and the sociocultural theory of learning on teacher practices in kindergarten classrooms. Thus, the main thrust of the paper was to examine the affordances of the two theories of learning in terms of teaching and learning and assessment practices in early childhood classrooms. In addition, the contrarieties and connecti
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Docherty, Marcia A. "Sociocultural learning in emergency medicine: a holistic examination of competence." Diagnosis 7, no. 3 (2020): 325–32. http://dx.doi.org/10.1515/dx-2020-0001.

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AbstractObjectivesIn the medical community of practice, the resident is situated in systems of professional and cultural activities. How diagnostic competence manifests in their sociocultural context is examined through situativity and systems theories. A holistic model is proposed that could examine diagnostic competence across micro (individual), meso (activity), and macro (cultural) systems.MethodsTwo short scenarios are presented resulting from observations of emergency medicine residents and their supervising physicians. These scenarios are analyzed using a trans-theoretical model of situ
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DePolo, Jason. "Second Language Writing and Bidialectalism: A Case for African American Student Writers." English Language Teaching 10, no. 9 (2017): 140. http://dx.doi.org/10.5539/elt.v10n9p140.

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There has been much research conducted on second language writing. In addition, there exists a significant amount of studies conducted with African American student writers. However, the fields of Second Language Writing and Composition Studies rarely if ever dovetail in the research literature. The purpose of this article is to argue how English language learners and bidialectal (English as a second dialect) learners share similar learning experiences and how sociocultural theories of English language pedagogy can inform composition theory, specifically as it relates to African American stude
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Cowie, Neil. "What do sports, learning Japanese, and teaching English have in common? Sociocultural learning theories, that’s what." JALT Journal 28, no. 1 (2006): 23. http://dx.doi.org/10.37546/jaltjj28.1-2.

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An analogy is drawn between how sports in Japan are practiced, and how Japanese as a second language is taught. These two areas are examined through the frameworks of sociocultural and cultural learning theories which have led the author to reflect on and adjust his own English language teaching beliefs. These theories are then linked with Bourdieu’s concept of “cultural capital” in which students are socialized into certain educational practices and perceptions in order to succeed in a society. It is argued that when students move from the familiar practices and perceptions of school to the d
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Knapp, Michael S. "How Can Organizational and Sociocultural Learning Theories Shed Light on District Instructional Reform?" American Journal of Education 114, no. 4 (2008): 521–39. http://dx.doi.org/10.1086/589313.

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Dissertations / Theses on the topic "Sociocultural theories of learning"

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Gallo-Fox, Jennifer. "Learning to teach in a coteaching community of practice." Thesis, Boston College, 2009. http://hdl.handle.net/2345/754.

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Thesis advisor: Curt Dudley-Marling<br>As a result of the standards and accountability reforms of the past two decades, heightened attention has been focused upon student learning in the K-12 classrooms, classroom teacher practice, and teacher preparation. This has led to the acknowledgement of limitations of traditional field practicum and that these learning experiences are not well understood (Bullough et al., 2003; Clift &amp; Brady, 2005). Alternative models for student teaching, including those that foster social learning experiences, have been developed. However, research is necessary t
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Ho, Thi Nhat. "An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/91545/1/Thi%20Nhat_Ho_Thesis.pdf.

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In response to limited research conducted on the practice of assessment for learning (AfL) in higher education and in Asian educational settings, this qualitative study, using sociocultural theories of learning and a multiple case study approach, investigates how AfL was implemented by three lecturers in one Vietnamese university. Findings revealed that the lecturers engaged with AfL principles and practices to some extent. However, despite the lecturers' significant efforts, Vietnamese sociocultural factors such as respect for harmony, hierarchy, and examination-oriented learning, impacted on
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Jakobsson, Viktor. "Högstadielärares läsförståelseundervisning : Fyra svensklärares uppfattning och undervisning om läsförståelse i årskurs 7–9." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-48341.

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This study highlights and raise the question regarding how Swedish language teachers teach reading comprehension. The study presents the results of four interviews conducted with four different Swedish language teachers from the grades 7-9. Starting in previous research and current theories about reading, interaction and teaching, the subject focus on the problem from a teacher’s perspective. The study is based on a qualitative research with focus on qualitative and semi structure interviews as a choice of method. The purpose of this study is to highlight how Swedish language teachers perceive
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Holm, Weronica, and Åsa Persson. "Fenomenet digitala lärverktyg : Högstadieelevers uppfattningar om digitala lärverktyg och dess språkliga stöd i undervisningen." Thesis, Högskolan Kristianstad, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21945.

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I litteratur och tidigare forskning framgår digitala lärverktyg som viktiga hjälpmedel för elever med läs- och skrivsvårigheter. Datorn och dess program som rättstavning, talsyntes och tal-till-text kan ha en avgörande betydelse för dem för att nå målen i sin utbildning. Trots detta visar forskning att det är många elever som väljer att tacka nej till användning av datorer. I tidigare forskning finns det få exempel där elevernas röster blir hörda och där man kan ta del av deras tankar och känslor kring digitala lärverktyg och deras inverkan på lärande. Syftet med denna studie är att bidra med
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Sgroi, Daniel. "Theories of learning in economics." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:b8d832af-57e7-45c2-a846-b69de3d25ec0.

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How should we model learning behaviour in economic agents? This thesis addresses this question in two distinct ways. In the first set of chapters the assumption is that agents learn through the observation of others. They use Bayesian updating which together with specific informational assumptions can generate the problem known as herding with the potential for significant welfare losses. In the final set of chapters the agent is instead modelled as learning by example. Here the agent cannot learn by observing others, but has a pool of experience to fall back on. This allows us to examine how
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Bellocchi, Alberto. "Learning in the third space : a sociocultural perspective on learning with analogies." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30136/1/Alberto_Bellocchi_Thesis.pdf.

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Research on analogies in science education has focussed on student interpretation of teacher and textbook analogies, psychological aspects of learning with analogies and structured approaches for teaching with analogies. Few studies have investigated how analogies might be pivotal in students’ growing participation in chemical discourse. To study analogies in this way requires a sociocultural perspective on learning that focuses on ways in which language, signs, symbols and practices mediate participation in chemical discourse. This study reports research findings from a teacher-research st
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Bellocchi, Alberto. "Learning in the third space : a sociocultural perspective on learning with analogies." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30136/.

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Research on analogies in science education has focussed on student interpretation of teacher and textbook analogies, psychological aspects of learning with analogies and structured approaches for teaching with analogies. Few studies have investigated how analogies might be pivotal in students’ growing participation in chemical discourse. To study analogies in this way requires a sociocultural perspective on learning that focuses on ways in which language, signs, symbols and practices mediate participation in chemical discourse. This study reports research findings from a teacher-research st
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Sim, Patrick Puay-I. "A Sociocultural Investigation of Learning and Transition in SFEC." Thesis, Linköping University, Department of Behavioural Sciences and Learning, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14905.

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<p><sup>With the advent of globalisation driving the People.s Republic of China to embrace its future, </sup><sup>the local government has shown great enthusiasm promulgating one of the oldest industries. </sup><sup>Foreign higher educational providers that operate in China through the mode of joint venture </sup><sup>cooperatives between a Chinese and foreign institution of higher learning are becoming </sup><sup>increasingly .knowledgeable-hungry. public or private universities and colleges. Such </sup><sup>operations commonly known as Sino-foreign educational cooperatives </sup></p><p><sup>
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Paulsson, Fredrik. "Modularization of the Learning Architecture : Supporting Learning Theories by Learning Technologies." Doctoral thesis, Stockholm : Datavetenskap och kommunikation, Kungliga Tekniska högskolan, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4712.

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Ng, Kee Siong, and kee siong@rsise anu edu au. "Learning Comprehensible Theories from Structured Data." The Australian National University. Research School of Information Sciences and Engineering, 2005. http://thesis.anu.edu.au./public/adt-ANU20051031.105726.

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This thesis is concerned with the problem of learning comprehensible theories from structured data and covers primarily classification and regression learning. The basic knowledge representation language is set around a polymorphically-typed, higher-order logic. The general setup is closely related to the learning from propositionalized knowledge and learning from interpretations settings in Inductive Logic Programming. Individuals (also called instances) are represented as terms in the logic. A grammar-like construct called a predicate rewrite system is used to define features in the for
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Books on the topic "Sociocultural theories of learning"

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Sociocultural theories of learning and motivation: Looking back, looking forward. Information Age Pub., 2011.

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Rothstein, Stanley William. Identity and ideology: Sociocultural theories of schooling. Greenwood Press, 1992.

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Säljö, Roger. Learning and discourse: A sociocultural perspective. British Psychological Society, 1997.

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Online teaching and learning: Sociocultural perspectives. Bloomsbury Academic, An imprint of Bloomsbury Publishing Plc, 2013.

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B, Klein Stephen, and Mowrer Robert R. 1956-, eds. Contemporary learning theories. L. Erlbaum, 1989.

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Scott, David. Theories of Learning. SAGE Publications Ltd, 2013. http://dx.doi.org/10.4135/9781446286173.

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Gwyn, Edwards, Lopez-Real Francis J, and Kwan Tammy, eds. Learning in school-university partnership: Sociocultural perspectives. Routledge, 2008.

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Barker, Lewis M. Learning and behavior: Biological, psychological, and sociocultural perspectives. 2nd ed. Prentice Hall, 1997.

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Barker, Lewis M. Learning and behavior: Biological, psychological, and sociocultural perspectives. 3rd ed. Prentice Hall, 2001.

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Samuel, Shermis S., ed. Learning theories for teachers. 6th ed. Longman, 1999.

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Book chapters on the topic "Sociocultural theories of learning"

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Ng, Clarence. "Theories of Motivation and Empowerment in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_10-1.

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AbstractMotivation instigates and guides learning in open, distance, and digital education (ODDE). It is indispensable to distance learners’ engagement, persistence, and achievement. A lack of motivation is associated with perennial issues such as early dropout and poor performance in ODDE. This chapter provides an introduction to key theoretical perspectives on motivation, including sociocognitive theories, sociocultural theories, and the concept of perezhivanie. Each perspective provides a unique way for understanding and researching motivation in open and distance learning (ODL). Motivation is discussed as personal attributes internal to the distance learner from a sociocognitive perspective. Drawing attention to social processes and contextual influences, sociocultural theories situate motivation in relevant contexts and highlight motivation as a social, interactive, mediated, and evolving construct. The concept of perezhivanie gives prominence to distance learners’ learning experiences and subjective meanings they derived from personally significant experiences in ODL. This perspective pinpoints motivation that is experiential, reflective, and affect-laden. To advance the goal of empowering distance learners to engage and persist in ODL, these theoretical perspectives are important as they underscore empowerment derived from enabling personal attributes (sociocognitive theories), motivating contexts (sociocultural theories), and personally significant experiences (perezhivanie).
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Ng, Clarence. "Theories of Motivation and Empowerment in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_10.

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AbstractMotivation instigates and guides learning in open, distance, and digital education (ODDE). It is indispensable to distance learners’ engagement, persistence, and achievement. A lack of motivation is associated with perennial issues such as early dropout and poor performance in ODDE. This chapter provides an introduction to key theoretical perspectives on motivation, including sociocognitive theories, sociocultural theories, and the concept of perezhivanie. Each perspective provides a unique way for understanding and researching motivation in open and distance learning (ODL). Motivation is discussed as personal attributes internal to the distance learner from a sociocognitive perspective. Drawing attention to social processes and contextual influences, sociocultural theories situate motivation in relevant contexts and highlight motivation as a social, interactive, mediated, and evolving construct. The concept of perezhivanie gives prominence to distance learners’ learning experiences and subjective meanings they derived from personally significant experiences in ODL. This perspective pinpoints motivation that is experiential, reflective, and affect-laden. To advance the goal of empowering distance learners to engage and persist in ODL, these theoretical perspectives are important as they underscore empowerment derived from enabling personal attributes (sociocognitive theories), motivating contexts (sociocultural theories), and personally significant experiences (perezhivanie).
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West, Richard E. "Introduction to Design, Delivery, and Assessment in ODDE : Theories, Research, and Practices to Guide ODDE Design and Assessment." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_89-1.

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AbstractThis chapter overviews the 14 chapters in Section VI of the Handbook, which are focused on the design, delivery, and assessment of open, online, and digital learning. While the chapters address a wide variety of factors relevant to ODDE, I discuss several common themes, including evidence for the effectiveness of ODDE, standards to guide effective ODDE design, assessment and credentialing of ODDE learning, and the need for future research to move beyond studying individual factors (micro level) in higher education. Finally, I conclude with a call to how we can design the future of ODDE, including first, seeking to understand systemic nature of learning; second, embracing the sociocultural nature of learning, and third, utilizing the full repertoire of diverse scholarship methods to develop knowledge in our field.
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Hickey, Daniel T., Tripp Harris, and Hyejeong Lee. "Dimensions of Assessment in Online and Open Education in Terms of Purpose, Function and Theory." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_80-1.

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AbstractThis chapter considers the assessment of learning in open, distance, and digital education. To add new insights to the extensive body of relevant prior research literature, the chapter uses two “dimensions” of assessment to summarize and extend this work. The first dimension is assessment function. This includes traditional summative functions (“assessment of learning”), modern formative functions (“for learning”), and contemporary transformative functions (“as learning”). This also includes recently introduced conformative functions (“as compliance”) and deformative functions (“as sabotage”). The second dimension is theory of learning. This includes differential, cognitive-associationist, cognitive-constructivist, and situative/sociocultural theories. This chapter pays particular attention to how these dimensions interact with each other in complex (and often unanticipated) ways, and briefly considers how they interact with two other dimensions (item format and assessment level, as elaborated elsewhere) in open, distance, and digital education.
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Hickey, Daniel T., Tripp Harris, and Hyejeong Lee. "Dimensions of Assessment in Online and Open Education in Terms of Purpose, Function and Theory." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_80.

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AbstractThis chapter considers the assessment of learning in open, distance, and digital education. To add new insights to the extensive body of relevant prior research literature, the chapter uses two “dimensions” of assessment to summarize and extend this work. The first dimension is assessment function. This includes traditional summative functions (“assessment of learning”), modern formative functions (“for learning”), and contemporary transformative functions (“as learning”). This also includes recently introduced conformative functions (“as compliance”) and deformative functions (“as sabotage”). The second dimension is theory of learning. This includes differential, cognitive-associationist, cognitive-constructivist, and situative/sociocultural theories. This chapter pays particular attention to how these dimensions interact with each other in complex (and often unanticipated) ways, and briefly considers how they interact with two other dimensions (item format and assessment level, as elaborated elsewhere) in open, distance, and digital education.
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Hmelo-Silver, Cindy E., and Heisawn Jeong. "Synergies Among the Pillars." In Handbook of Open, Distance and Digital Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_83-1.

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AbstractComputer-Supported Collaborative Learning (CSCL) research has become pervasive in STEM (science, technology, engineering, and mathematics) education over the last several decades. Guided by sociocultural and social constructivist theories of learning, CSCL focuses on shared meaning making and is influenced by the three pillars of CSCL: enabling technologies, pedagogical designs, and modes of collaboration. This chapter identifies different approaches to CSCL that involve different combinations of these pillars. Based on an extensive literature review, we identify four distinct clusters that represent these different combinations. Focusing on two of these clusters, this chapter (1) identifies robust themes in this field and (2) discusses the positive outcomes associated with these aspects of CSCL. Outcomes include learning gains, process improvements, and affective outcomes. Across clusters, results demonstrate that scaffolding and feedback in different combinations are important for positive outcomes. However, feedback that is poorly timed or excessive sometimes impedes learning and affective outcomes. Moreover, different combinations are used with learners at different ages and learning goals. Designing CSCL for different learning environments requires considering the complex system of learning environments that emerge from the interaction among the learning contexts, learner characteristics, and learning activities.
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Hmelo-Silver, Cindy E., and Heisawn Jeong. "Synergies Among the Pillars." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_83.

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AbstractComputer-Supported Collaborative Learning (CSCL) research has become pervasive in STEM (science, technology, engineering, and mathematics) education over the last several decades. Guided by sociocultural and social constructivist theories of learning, CSCL focuses on shared meaning making and is influenced by the three pillars of CSCL: enabling technologies, pedagogical designs, and modes of collaboration. This chapter identifies different approaches to CSCL that involve different combinations of these pillars. Based on an extensive literature review, we identify four distinct clusters that represent these different combinations. Focusing on two of these clusters, this chapter (1) identifies robust themes in this field and (2) discusses the positive outcomes associated with these aspects of CSCL. Outcomes include learning gains, process improvements, and affective outcomes. Across clusters, results demonstrate that scaffolding and feedback in different combinations are important for positive outcomes. However, feedback that is poorly timed or excessive sometimes impedes learning and affective outcomes. Moreover, different combinations are used with learners at different ages and learning goals. Designing CSCL for different learning environments requires considering the complex system of learning environments that emerge from the interaction among the learning contexts, learner characteristics, and learning activities.
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Durrant, Russil. "Sociocultural Theories of Violence." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_1822-1.

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Durrant, Russil. "Sociocultural Theories of Violence." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_1822.

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Ata, Rheanna N., Lauren M. Schaefer, and J. Kevin Thompson. "Sociocultural Theories of Eating Disorders." In The Wiley Handbook of Eating Disorders. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118574089.ch21.

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Conference papers on the topic "Sociocultural theories of learning"

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Penttila, Taru, Sami Lyytinen, Liisa Kairisto-Mertanen, and Harri Lappalainen. "Education as a Direct Profitable Societal Investment: Innovation Pedagogy Putting Sociocultural Learning Theories into Practice in Higher Educational Institutes." In 3rd UPI International Conference on Technical and Vocational Education and Training. Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.46.

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Gowdy, Paula Antoinette, Jaime Pizarro Aura, and Danisa Thamara Salinas. "How it started/ how it’s going’: Aligning Teacher Educators’ designs, approaches and identities in our new online reality." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13158.

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E-learning scholars have long predicted the conversion of conventional education to online learning spaces. That conversion has now happened. Regardless of what occurs in a post-pandemic era, teaching and learning will never be the same. Where does that leave teacher educators (TEs) who grapple with how to best prepare future teachers for the new era? The aim of our research was to determine the impact of supporting a small group of Chilean TEs in re-designing their online instructional approaches by aligning them with contemporary learning theories and goals. In the Chilean context, prior to
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Anspoka, Zenta. "Some Aspects of Teaching Latvian Grammar at School." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.59.

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The Latvian language as a subject has been a taught language since the 1st grade till 12th grade in both minority schools and schools, where the Latvian language is the language of instruction. In recent years the country has also been implementing the education reform within the framework of which the content and its acquisition methodology has been improved, but the students’ level of the Latvian language as state language skills is declining in various aspects. The topicality of the problem to be researched stems from the results obtained by analyzing the scientific research implemented in
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Alomyan, Hesham, and Deborah Green. "Learning Theories." In ICSET 2019: 2019 The 3rd International Conference on E-Society, E-Education and E-Technology. ACM, 2019. http://dx.doi.org/10.1145/3355966.3358412.

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Митницкая, Е. В. "Learning environment as a sociocultural phenomenon." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.12.45.071.

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в статье рассматривается понятие «образовательная среда» и обосновывается тот факт, что образовательная среда является подсистемой социокультурной среды и таким образом формирует часть социокультурного пространства. Автор приходит к выводу, что современная образовательная среда –необходимое условие становления современного человека, предоставляющее возможность каждому обучающемуся развить свой творческий потенциал. Особое внимание уделяется тому, что образовательная среда формируется исторически и является неотъемлемой частью культуры общества. the article deals with the concept of "learning e
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Xue, Qinglin, and I. S. Karimova. "METHODOLOGICAL RECOMMENDATIONS FOR LEARNING THE BASICS OF COLOR CULTURE BY SCHOOLCHILDREN." In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2021. http://dx.doi.org/10.22250/iss.2021.19.

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Liakata, Maria, and Stephen Pulman. "Learning theories from text." In the 20th international conference. Association for Computational Linguistics, 2004. http://dx.doi.org/10.3115/1220355.1220382.

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Tsilikina, P. S., A. P. Maltseva, and E. B. Korobiy. "DIAGNOSTICS OF LEARNING SPACES AS A BASIS FOR DESIGNING A UNIVERSITY CAMPUS." In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2021. http://dx.doi.org/10.22250/iss.2021.35.

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Weber, Alan S. "Sociocultural dimensions of e-learning in emerging nations." In 2014 International Conference on Advances in ICT for Emerging Regions (ICTer). IEEE, 2014. http://dx.doi.org/10.1109/icter.2014.7083912.

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Nadtochiy, Yulia. "Sociocultural Factors Influencing the Quality of Distance Learning." In 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210527.003.

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Reports on the topic "Sociocultural theories of learning"

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Klenk, Matthew, and Kenneth D. Forbus. Learning Domain Theories via Analogical Transfer. Defense Technical Information Center, 2007. http://dx.doi.org/10.21236/ada470404.

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Curnow, Christina, Rebecca Mulvaney, Robert Calderon, et al. Advanced Learning Theories Applied to Leadership Development. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada462784.

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Klenk, Matthew, and Ken Forbus. Cross Domain Analogies for Learning Domain Theories. Defense Technical Information Center, 2007. http://dx.doi.org/10.21236/ada471251.

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Kingsbury, Penelope. Analysis of Learning Organization Theories and their Application to Public Organizations. Defense Technical Information Center, 1999. http://dx.doi.org/10.21236/ada364145.

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Poczos, Barnabas. Machine Learning Algorithms for Matching Theories, Simulations, and Observations in Cosmology. Office of Scientific and Technical Information (OSTI), 2018. http://dx.doi.org/10.2172/1572709.

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Higdon, Grace Lyn. Nested Theories of Change for Adaptive Rigour. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/creid.2020.010.

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This learning brief provides illustrative examples of three major adaptations the Coalition for Religious Equality and Inclusive Development (CREID) programme has undertaken while working within fragile contexts to promote freedom of religion or beilief (FoRB). These examples highlight how the programme has utilised embedded monitoring, evaluation, and learning (MEL) strategies to encourage what Ramalingam et al. (2019) refer to as ‘adaptive rigour’, a concept which underscores the importance of transparent documentation of programmatic decision making processes during programme adaptations. I
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Rashid, MdSanuwar, and Jong Geun Lee. How to Organize Course Evaluation Components to Optimize Learning Outcome: An Application of Pedagogical Theories. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1540.

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Kawano, Toshihiko, Marc Dupuis, and Amy Elizabeth Lovell. Summary report on CEA/DAM - CEA/DEN - LANL - IAEA - IPHC Collaboration Meeting on Nuclear Data, Nuclear Reaction Theories, and Machine Learning. Office of Scientific and Technical Information (OSTI), 2020. http://dx.doi.org/10.2172/1602734.

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Pompeu, Gustavo, and José Luiz Rossi. Real/Dollar Exchange Rate Prediction Combining Machine Learning and Fundamental Models. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004491.

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The study of the predictability of exchange rates has been a very recurring theme on the economics literature for decades, and very often is not possible to beat a random walk prediction, particularly when trying to forecast short time periods. Although there are several studies about exchange rate forecasting in general, predictions of specifically Brazilian real (BRL) to United States dollar (USD) exchange rates are very hard to find in the literature. The objective of this work is to predict the specific BRL to USD exchange rates by applying machine learning models combined with fundamental
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Devereux, Stephen, and Anna Wolkenhauer. Agents, Coercive Learning, and Social Protection Policy Diffusion in Africa. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.068.

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This paper makes theoretical, empirical, and methodological contributions to the study of social policy diffusion, drawing on the case of social protection in Africa, and Zambia in particular. We examine a range of tactics deployed by transnational agencies (TAs) to encourage the adoption of cash transfers by African governments, at the intersection between learning and coercion, which we term ‘coercive learning’, to draw attention to the important role played by TA-commissioned policy drafting, evidence generation, advocacy, and capacity-building activities. Next, we argue for making individu
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