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Journal articles on the topic 'Structured learning activities'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Hecht, Jeffrey B., and David J. Dwyer. "Structured Computer Learning Activities at School and Participation in Out-of-School Structured Activities." Journal of Research on Computing in Education 26, no. 1 (1993): 70–82. http://dx.doi.org/10.1080/08886504.1993.10782078.

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Sitar, Aleša Saša, Marko Pahor, and Miha Škerlavaj. "Learning-structure fit part II." Learning Organization 25, no. 6 (2018): 370–82. http://dx.doi.org/10.1108/tlo-02-2017-0022.

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Purpose This study, which consists of two parts, investigates the influence of structure on the learning of individuals in organizational settings. This second paper (Part II) builds on the conceptual paper (Part I) and explores the relationships between three structural dimensions of individual work – formalization, specialization and standardization – on employee learning behavior. Design/methodology/approach Multiple regression analysis was used to test the proposed relationships. Data were gathered in a large multinational corporation; 90 employees from 12 units participated in the researc
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Simion, Anca Georgiana, and Olga Chis. "Developing learning abilities through flexible teaching strategies." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (2019): 336–43. http://dx.doi.org/10.18844/prosoc.v6i1.4186.

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The national Romanian curriculum challenges practitioners to apply it through educational and structured activities so as not to delineate the structure indicated by the national curriculum. Due to a common dialogue with other educational systems, the current Romanian educational system addresses at the micro-pedagogical level educational practices specific to other educational systems. The Finnish educational system manages to effectively combine current curriculum structures, the social vision based on trust and the implementation of educational software. This triad of components provides Fi
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Wong, Ing Liang. "Developing Independent Learning Skills for Postgraduate Students through Blended Learning Environment." Journal of Cases on Information Technology 15, no. 1 (2013): 36–50. http://dx.doi.org/10.4018/jcit.2013010103.

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Independent learning is a critical learning strategy in higher education, especially in the blended learning environment (BLE). This paper investigates the relevance and suitability of enhanced teaching, learning and assessment (TLA) activities within the BLE and evaluates how these can help postgraduate students to become independent learners at Glasgow Caledonian University. The existing TLA activities of Building Assessment module were reviewed, curriculum redesigned and constructively aligned to learning outcomes. An online survey was carried out to evaluate the appropriateness of TLA acti
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TREMPY, JANINE E., MONICA M. SKINNER, and WILLIAM A. SIEBOLD. "Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability." Microbiology Education 3, no. 1 (2002): 26–36. http://dx.doi.org/10.1128/me.3.1.26-36.2002.

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A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes , integrates science, math, engineering, and technology (SMET) majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments an
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Chiu, David K. Y., Tao Xu, and Iker Gondra. "Random Graph-based Multiple Instance Learning for Structured IoT Smart City Applications." ACM Transactions on Internet Technology 21, no. 3 (2021): 1–17. http://dx.doi.org/10.1145/3448611.

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Because of the complex activities involved in IoT networks of a smart city, an important question arises: What are the core activities of the networks as a whole and its basic information flow structure? Identifying and discovering core activities and information flow is a crucial step that can facilitate the analysis. This is the question we are addressing—that is, to identify the core services as a common core substructure despite the probabilistic nature and the diversity of its activities. If this common substructure can be discovered, a systemic analysis and planning can then be performed
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Stenberg, Marie, Mariette Bengtsson, Elisabeth Mangrio, and Elisabeth Carlson. "Preceptors' experiences of using structured learning activities as part of the peer learning model: A qualitative study." Nurse Education in Practice 42 (January 2020): 102668. http://dx.doi.org/10.1016/j.nepr.2019.102668.

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Kocdar, Serpil, Abdulkadir Karadeniz, and Nil Goksel. "Using Facebook for Leveraging Sense of Community in Self-Paced Open and Distance Learning Courses." International Journal of Emerging Technologies in Learning (iJET) 13, no. 05 (2018): 100. http://dx.doi.org/10.3991/ijet.v13i05.8192.

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The purpose of this study was to investigate whether a sense of community could be enhanced via learning activities delivered through a Facebook group within a self-paced distance-learning course. A closed Facebook group was created for a voluntary English as a foreign language course. Four types of learning activities were delivered via the Facebook group including both syn-chronous and asynchronous structured activities, and synchronous and asyn-chronous unstructured activities. The study was designed as convergent mixed-method study. Quantitative data were gathered from a total of 179 stude
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Biasutti, Michele. "Strategies adopted during collaborative online music composition." International Journal of Music Education 36, no. 3 (2017): 473–90. http://dx.doi.org/10.1177/0255761417741520.

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This pilot study analyzed the learning activities of adult musicians during the composition of a new musical work through online collaboration. The participants interacted in a virtual environment using synchronous and asynchronous tools to develop the composition project. The study utilized a mixed method descriptive design through video observation of the participants’ interactions during the online activities. In addition, individual semi-structured interviews were conducted with the participants after the learning sessions to analyze the method of work and the processes adopted. The findin
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O’Leary, Nick, Alison Barber, and Helen Keane. "Physical education undergraduate students’ perceptions of their learning using the jigsaw learning method." European Physical Education Review 25, no. 3 (2018): 713–30. http://dx.doi.org/10.1177/1356336x18767302.

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Recognising the limited research around the use of cooperative learning in higher education, this case study sought to explore physical education students’ perceptions of learning using the jigsaw learning method. It examined the impact of two different aesthetic activities and two different groupings on students’ perceptions of their learning. A purposive sample of 36 third-year undergraduates was selected for the study. Data were collected using focus group interviews and reflective journals. Inductive analysis illustrated students’ perceptions of their own and others’ abilities, students’ e
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Song, Hae-Deok. "Motivating Ill-Structured Problem Solving in a Web-Based Peer-Group Learning Environment: A Learning-Goal Perspective." Journal of Educational Computing Research 33, no. 4 (2005): 351–67. http://dx.doi.org/10.2190/bepd-nd3h-cxn4-gr30.

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Motivation effort is one of the critical components that enable students to engage in the process of ill-structured problem solving. This article chronicles the development and evaluation of a motivation-supported problem-solving environment promoting learning goals. The environment was created by developing learning-goal oriented contexts that included (1) presenting task messages that stressed the intrinsic value of learning, (2) allowing learners to control their own learning activities, and (3) providing self-referenced evaluations. Forty-six middle-school students participated. One major
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Akma Adi Kasuma, Shaidatul. "Four Characteristics of Facebook Activities for English Language Learning: A study of Malaysian University Students’ Needs and Preferences." Advances in Language and Literary Studies 8, no. 3 (2017): 155. http://dx.doi.org/10.7575/aiac.alls.v.8n.3p.155.

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This paper identifies Malaysian university students’ needs and preferences for online English language activities on a Facebook group that supports their formal learning. Two methods of data collection were employed; content analysis of the Facebook interactions, and semi structured interviews. Four main learning preferences or characteristics of online activities are identified; a) teacher-led activities (tasks and learning content provided by teachers), b) teachers’ presence (one or two authority figures to facilitate learning and keep group lively), c) topics or content (entertainment-orien
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Sherrill, Claudine, and Jean L. Pyfer. "Learning Disabled Students in Physical Education." Adapted Physical Activity Quarterly 2, no. 4 (1985): 283–91. http://dx.doi.org/10.1123/apaq.2.4.283.

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Many learning disabled students demonstrate psychological/behavioral and perceptual motor characteristics that affect physical education placement and programming. Among the characteristics exhibited by these students are hyperactivity, disorders of attention, impulsivity, poor self-concept, social imperception, delay in social play development, and deficiencies in body equilibrium, visual motor control, bilateral coordination, repetitive finger movements, and fine motor coordination. Activities found to benefit learning disabled students are jogging, relaxation, highly structured teacher-dire
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Kvedaraitė, Nida, Rima Jasnauskaitė, Renata Geležinienė, and Gražina Strazdienė. "FORMS OF EDUCATIONAL ACTIVITIES THAT ENHANCE SELF-DIRECTED LEARNING OF ADULTS." Problems of Education in the 21st Century 56, no. 1 (2013): 74–85. http://dx.doi.org/10.33225/pec/13.56.74.

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The research examines self-directed learning as the formation of new educational culture in the contexts of learning theories such as: constructive learning, social constructivism, experiential learning and action science . The key educational activities supporting and enabling the learning processes are distinguished and substantiated: learning by doing, learning through collaboration, learning through experience, which give new experiences to the learner as well as status, competences of educational and managerial field, and values. A qualitative approach was applied in the research and as a
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Johnson, David W., Roger T. Johnson, Douglas Warring, and Geoffrey Maruyama. "Different Cooperative Learning Procedures and Cross-Handicap Relationships." Exceptional Children 53, no. 3 (1986): 247–52. http://dx.doi.org/10.1177/001440298605300308.

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The effects of different levels of cooperation on cross-handicap interaction were Compared in two studies. In the first study 72 sixth-grade students were randomly assigned to three conditions (cooperative controversy, cooperative debate, and individualistic) stratifying for sex, ability level, and handicap. They participated in the study for 55 minutes a day for 11 instructional days. In the second study, 51 fourth-grade students were randomly assigned to two conditions (intergroup cooperation and intergroup competition) stratifying for sex, ability, and handicap. They participated in the stu
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Wang, Jia. "Friendship Group Activities: Voices from Chinese EFL Learners." English Language Teaching 14, no. 1 (2020): 140. http://dx.doi.org/10.5539/elt.v14n1p140.

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Friendship group activities, as one of the learner-centered applications of collaborative learning, promotes learners’ overall abilities and have been warmly welcomed into English as a foreign language (EFL) classes in China. However, because of the complexity of the multi-level classroom life, sometimes this application becomes problematic in the actual practice. To tackle this problem and illustrate the dynamic characteristics of collaborative language learning, further investigation into friendship groups from the students’ perspective is necessary. The present study was
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., Elisa, and Amin Fauzi. "IMPROVING THE UNDERSTANDING OF THE CONCEPT AND STUDENT LEARNING ACTIVITIES USED COOPERATIVE LEARNING MODEL TYPE STAD BASED STRUCTURED LKS." Jurnal Pendidikan Fisika 2, no. 1 (2013): 43. http://dx.doi.org/10.22611/jpf.v2i1.4336.

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The objective in this research to improve understanding of the concepts and learning activity of students in solving physics problems through learning models of Cooperative type STAD based structured worksheet. The subjects were first grade students of SMA Swasta Galih Agung numbered 21 people consisted of 21 girls. Object of research is a process of learning by applying Cooperative type STAD model of learning. The research method was applied action research through two learning cycles, each cycle consisting of the stages of planning, implementation, observation and reflection. The results of
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Ponce, Héctor R., Richard E. Mayer, M. Soledad Loyola, and Mario J. López. "Study Activities That Foster Generative Learning: Notetaking, Graphic Organizer, and Questioning." Journal of Educational Computing Research 58, no. 2 (2019): 275–96. http://dx.doi.org/10.1177/0735633119865554.

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Fourth graders were asked to read a text and either to fill in a compare-and-contrast graphic organizer, answer a set of structured questions, take notes, or simply read the text. Both the graphic organizer and questioning groups outperformed the read-only group on a comprehension test ( d = 1.24 and 1.22, respectively) and a memory test ( d = 0.54 and 0.53, respectively). No significant differences were found between the notetaking and read-only groups on the comprehension test ( d = 0.30) or the memory test ( d = 0.20). Results showed more integrative eye movements between paragraphs for the
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Go, Mi-ra, and Seok-young Oh. "The Effects of Structured and Autonomous Learning Environments on Organizational Innovation: Focusing on the Mediating Structured Model of Knowledge Activities." Korean Human Resource Development Strategy Institute 15, no. 2 (2020): 133–63. http://dx.doi.org/10.21329/khrd.2020.15.2.133.

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Henshaw, Florencia. "How effective are affective activities? Relative benefits of two types of structured input activities as part of a computer-delivered lesson on the Spanish subjunctive." Language Teaching Research 16, no. 3 (2012): 393–414. http://dx.doi.org/10.1177/1362168812436919.

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Proponents of Processing Instruction (VanPatten, 2005) claim that learners benefit most when presented with both referential and affective structured input activities. Following a classic pretest–posttest design, the present study investigates the role of these two types of activities on the learning of the Spanish subjunctive. Groups differed only with respect to the types of activities completed during practice: (1) affective activities only, (2) referential activities only, or (3) referential activities followed by affective activities. All groups showed a significant improvement in perform
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Song, Yang. "Student-Initiated Use of Facebook for Learning Online Journalism." Journalism & Mass Communication Educator 72, no. 4 (2016): 425–41. http://dx.doi.org/10.1177/1077695816673470.

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This article presents a case study of student-initiated use of Facebook Groups in doing a team project for an online journalism course. Drawing upon the concept of affinity space and a theoretical taxonomy of asynchronous online discussion, the present study triangulates classroom observation, semi-structured student interviews, and microanalysis of posting activities of a student-initiated Facebook group. The findings suggest a shift of attention from instructor-centered course design to student-initiated use of social networking sites for learning online journalism. Instructors are invited t
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Tafahomi, Rahman. "Learning Activities of the of Students in Peer-Jury Practices in the Architecture Design Studio." Aksara: Jurnal Ilmu Pendidikan Nonformal 7, no. 3 (2021): 795. http://dx.doi.org/10.37905/aksara.7.3.795-814.2021.

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<p>The students learn through critical thinking and commenting on the design works of other students. This paper aims to demonstrate the students' learning process in a peer-jury activity through both mind engagement and practical activities in the architecture design studio. The methodology of the research was based on qualitative methods with the application of semi-structured observation, photography, sketching, and graphical analysis techniques. The findings of the analysis reveal that the students participated in the peer-jury activity with five attitudes including passive, reactive
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Freeman, Scott, David Haak, and Mary Pat Wenderoth. "Increased Course Structure Improves Performance in Introductory Biology." CBE—Life Sciences Education 10, no. 2 (2011): 175–86. http://dx.doi.org/10.1187/cbe.10-08-0105.

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We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using
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Haight, Veronica D., and Michael J. Marquardt. "How chief learning officers build learning organizations." Learning Organization 25, no. 5 (2018): 331–43. http://dx.doi.org/10.1108/tlo-04-2018-0061.

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Purpose This study aims to identify how and why chief learning officers (CLOs) build the learning organization. The study was undertaken in the conceptual framework of leadership and change by using the lens of the Marquardt Systems Model. Design/methodology/approach This exploratory study used semi-structured interviews with 20 participants. The purpose of the interviews was to understand the themes and subthemes associated with how CLOs define and build the learning organization, as well as the activities and strategies they use to build a learning organization. Findings Four major conclusio
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Fernández Torres, Ana, Jose Sandoya Villafuerte, Narcisa Crespo Torres, and Yanina Marin Castillo. "Internet of things as a solution for production and disaster activities in the province of Los Ríos." Journal of Science and Research: Revista Ciencia e Investigación 3, CITT2017 (2018): 32–36. http://dx.doi.org/10.26910/issn.2528-8083vol3isscitt2017.2018pp32-36.

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Teaching strategy presented aims to provide the contextualized learning computational intelligence in correspondence with the needs of the information technology students. This proposal is the output of a theoretical model that structure the process of teaching and learning of computational intelligence, from the dialectical relations between its components and it is manifested as a set of actions structured in three stages, defining their respective goals to transform the work, being done in the traditional way, towards new demands of renewal in the continuous improvement that is required, in
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Bernard, Aaron W., Listy Thomas, Jennifer Rockfeld, and Todd Cassese. "Expanding OSCE-related Learning Opportunities For Pre-Clerkship Students: Insights From an Assessment for Learning Curriculum." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052094066. http://dx.doi.org/10.1177/2382120520940663.

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Pre-clerkship clinical skills courses at many medical schools use objective structured clinical examinations (OSCEs) to assess students’ development as it relates to the foundational clinical skills of history taking, communication, and physical examination. The authors report on a curriculum in which OSCEs also serve as a springboard for additional learning by linking them to activities that include patient write-ups, oral presentations, clinical reasoning discussions, clinical question generation, and video review with faculty. The rationale for using OSCEs as an assessment for learning tool
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Ultay, Neslihan, Arzu Zıvalı, Hilal Yılmaz, et al. "STEM-Focused Activities to Support Student Learning in Primary School Science." Journal of Science Learning 3, no. 3 (2020): 156–64. http://dx.doi.org/10.17509/jsl.v3i3.23705.

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This study examines the effect on student academic success through teaching the "Let's Know the Matter" grade 3 science unit accompanied by STEM (Science, Technology, Engineering, and Mathematics)-focused activities. The study group consisted of 24 third grade students studying in the 2019-2020 academic year. Teaching was done with a 5E (enter, explore, explain, elaborate, evaluate) instructional model, and student opinions about the STEM activities were collected. A group pretest-posttest research design was used in which the "Let's Know the Matter Test (MT)" was administered at the beginning
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R., RAMESH. "MEDIA UTILISATION AMONG SECONDARY TRAINEE TEACHERS IN THEIR TEACHING-LEARNING ACTIVITIES." International Journal of Research -GRANTHAALAYAH 9, no. 2 (2021): 275–80. http://dx.doi.org/10.29121/granthaalayah.v9.i2.2021.3629.

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This study explored the views of teacher trainees on various components of their training about the use of new technology to teach their subject. There is a significant change in our daily life with the advancement of information and communication technologies. Integrating ICTs into teaching and learning offers significant potentials for higher education institutions and opens new challenges for educators, through their capacity to facilitate new kind of education in the digital environment. Particularly, the use of technology in teacher education opens new opportunities for teachers and stude
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Suparjan, Suparjan, and Mariyadi Mariyadi. "Google Classroom as a Distance Learning Media: Limitations and Overcoming Efforts." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (2021): 407–16. http://dx.doi.org/10.35445/alishlah.v13i1.460.

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This study investigates the obstacles that teachers faced using Google Classroom as a platform for Distance Learning (PJJ) during the COVID-19 pandemic at the elementary school level. This study also examines how elementary school teachers overcome the obstacles they experience while conducting distance learning through Google Classroom. This type of research is descriptive qualitative research. In-depth semi-structured interviews were used to collect data from 8 teacher respondents who actively use Google Classroom in teaching activities in Pontianak. The findings indicate that the obstacles
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Sántha-Malomsoki, Ágnes, and Kálmán Sántha. "Students’ Beliefs on Classroom Didactics of Second Language Teaching in the 21st Century." Acta Universitatis Sapientiae, Philologica 11, no. 2 (2019): 85–101. http://dx.doi.org/10.2478/ausp-2019-0014.

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Abstract This paper is about the views and beliefs of students, participating in technology-enhanced CLIL (content and language integrated learning) teaching in the senior section of a Hungarian primary school, about the English language, language learning, English classes, and the activities of their teachers. The study is based on mixed methods and a verbal fluency test as well as structured interviews. This paper presents the findings of the structured interview in the case of N = 7 students. The processing of the structured interviews was done using qualitative content analysis, combining
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Mwanza-Simwami, Daisy. "Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings." International Journal of Mobile and Blended Learning 8, no. 1 (2016): 34–50. http://dx.doi.org/10.4018/ijmbl.2016010103.

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Mobile Web 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various settings. However, very few studies link mobile Web 2.0 to supporting collaborative learning in real-life problem solving activities in semi-formal contexts. A study of collaborative learning and mobile Web 2.0 usage practices in real-life problem solving activities was carried out with 18 participants recruited from a local faith based community club. Research data was gathered through observational s
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Preedy, Sarah, Paul Jones, Gideon Maas, and Hilary Duckett. "Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes." Journal of Small Business and Enterprise Development 27, no. 7 (2020): 1085–105. http://dx.doi.org/10.1108/jsbed-12-2019-0408.

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PurposeThis study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.Design/methodology/approachThe study draws on an empirical study of student and educator participants across 24 United
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Pham, Vu Phi Ho, and Ngoc Hoang Vy Nguyen. "Blogging for Collaborative Learning in the Writing Classroom." International Journal of Cyber Behavior, Psychology and Learning 10, no. 3 (2020): 1–11. http://dx.doi.org/10.4018/ijcbpl.2020070101.

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The primarily qualitative analysis reported in this paper is to investigate how the students, in a student-centered pedagogical focus, perceive their own learning progress in e-peer feedback activities, including the effectiveness of the use of blogs for e-peer responses in an L2 writing class. Thirty-two second year Vietnamese students at a university in Ho Chi Minh City participated in a 15-week writing course. Data collection was from the 20-item questionnaire and eight semi-structured interviews. Results of the study revealed that when students perceived good progression in their writing s
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Pearcy, Mark, Eric Guise, and Dana Heller. "“Escape the Room” – a strategy for problem-based learning and student inquiry." Social Studies Research and Practice 14, no. 3 (2019): 306–20. http://dx.doi.org/10.1108/ssrp-09-2018-0036.

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Purpose Problem-based learning (PBL) has long been a regular feature in professions outside K-12 education and is growing in social studies education in recent years. PBL is built around student inquiry into an “ill-structured” or “messy” problem (Wieseman and Cadwell, 2005, p. 11). These inquiries are open ended, largely autonomous and student driven (Savin-Baden, 2014). The collaborative nature of PBL scenarios allows students to work with real-world concepts and skills to solve problems (Ferreira and Trudel, 2012). This paper aims to discuss these issues. Design/methodology/approach This pa
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Šlekienė, Violeta, and Loreta Ragulienė. "INQUIRY-BASED PHYSICS EDUCATION BY USING SCIENCE LEARNING SYSTEM XPLORER GLX." Problems of Education in the 21st Century 57, no. 1 (2013): 133–41. http://dx.doi.org/10.33225/pec/13.57.133.

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In order to improve students’ competencies of natural science must be consistent and systematic development of learning methods and strategies. Since Physics is an experimental science, the role of practical activities in physics education is very important. Experimental activities are one of the main Physics teaching/learning methods. One of these methods is inquiry-based learning, in which students answer research questions through data analysis. Computer-based data logging is a powerful strategy for the teaching and learning of physics. It helps to deliver a deep and meaningful physics educ
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Yosephine Tan, Laura, and Listyani Listyani. "The use of Communicative Language Learning (CLL) to Teach Speaking at a Taiwanese Elementary School: Implementation and Students’ Responses." Register Journal 13, no. 2 (2020): 257–76. http://dx.doi.org/10.18326/rgt.v13i2.257-276.

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Speaking is one of the important skills to master. The importance of learning speaking skills helps people to share their ideas, agreement or disagreement, compliment, and so on to others. Some students feel a lack of practice in learning English because they don't have enough support, including those in Taiwan. Therefore, the purpose of the study is to investigate how Taiwanese teachers apply CLL in speaking activities and the students' responses towards speaking activities which implement CLL at an elementary school in Taiwan. Data for this qualitative study were gathered from semi-structure
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Tarasowa, Darya, Ali Khalili, and Soeren Auer. "CrowdLearn: Crowd-sourcing the Creation of Highly-structured E-Learning Content." International Journal of Engineering Pedagogy (iJEP) 5, no. 4 (2015): 47. http://dx.doi.org/10.3991/ijep.v5i4.4951.

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While nowadays there is a plethora of Learning Content Management Systems, the collaborative, community-based creation of rich e-learning content is still not sufficiently well supported. Few attempts have been made to apply crowd-sourcing and wiki-approaches for the creation of e-learning content. However, the paradigm is only applied to unstructured, textual content and cannot be used in SCORM-compliant systems. To address this issue we developed the CrowdLearn concept to exploit the wisdom, creativity and productivity of the crowd for the creation of rich, deep-semantically structured e-lea
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오석영. "The Effect of the Structured and Contextual TQM practices on Organizational Learning Activities and Business Performance." Journal of Vocational Education & Training 14, no. 1 (2011): 75–100. http://dx.doi.org/10.36907/krivet.2011.14.1.75.

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Miller, Stephannie, Judith Fulton, and Eliot Mostow. "Integrating Structured Learning and Scholarly Activities into Clerkship Rotations: A Win–Win for Students and Preceptors." Advances in Wound Care 3, no. 5 (2014): 400–403. http://dx.doi.org/10.1089/wound.2013.0504.

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Gündüz, Gülten Feryal. "Views of the parents of secondary school students on supporting their children's learning." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 1 (2019): 145–78. http://dx.doi.org/10.31704/ijocis.2019.007.

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The aim of this research is determining the support behaviors and activities parents realized for their children’s learning and revealing it relationships with some demographical properties of parents. The translational simultaneous mixed method was used. This study in which quantitative and qualitative methods used together, firstly survey was applied and the semi-structured interviews was done. Data obtained by these data collection tools were analysed simultenously. The participants of this study are 360 parents who are parents of students studying in 5th, 6th, 7th and 8th grades at a secon
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Arinaitwe, Dinavence, and Arne Ronny Sannerud. "Analysing the Interplay Between Institutional-Based and Workplace Learning." Skandinavisk tidsskrift for yrker og profesjoner i utvikling 4, no. 1 (2019): 109–35. http://dx.doi.org/10.7577/sjvd.3249.

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Learning and working are two significant social networks in preparing individuals for future life. An understanding of learning in the workplace can inform how we organize institutional learning in order to produce competent and relevant vocational education and training (VET) graduates for the world of work. This paper explores the existing collaborative activities in the masters in vocational pedagogy (MVP) study program at Kyambogo University in Uganda and their linkage with workplaces. Two research questions were posed. (1) What collaborative activities are there in the MVP program that al
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Benoit, Anne. "What Lies Beneath: Exploring Experiences of Faculty Learning From Informal Relationships." LEARNing Landscapes 8, no. 1 (2014): 55–70. http://dx.doi.org/10.36510/learnland.v8i1.674.

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Programming to enhance teaching on college campuses often aligns with learning models that privilege formal and structured learning activities. This qualitative study explores the informal relational learning experiences of a small sample of faculty members in the Northeast United States. Participants’ stories emphasize the relational nature of informal learning interactions which have the potential to result in perspective change. The findings highlight the value of trusting, ongoing interpersonal interaction and dialogue for meaningful faculty learning.
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TOPCU, Ersin. "Out of School Learning Environments in Social Studies Education: A Phenomenological Research with Teacher Candidates." International Education Studies 10, no. 7 (2017): 126. http://dx.doi.org/10.5539/ies.v10n7p126.

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In this study, it was aimed to determine the remarks of teacher candidates on the place and importance of out of school learning environments in Social Studies education. Phenomenological method, which is one of the qualitative research designs, was used in this study. The work group of the study consists of 73 teacher candidates who conduct out of school activities (43 of them are Social Studies teacher candidates and 31 of them are Classroom teacher candidates). Semi structured interview form was used as data collection tool. Activity phase of the study was conducted in museums, Islamic-Otto
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Handayani*, Novia Amarta, and Jumadi Jumadi. "Analisis Pembelajaran IPA Secara Daring pada Masa Pandemi Covid-19." Jurnal Pendidikan Sains Indonesia 9, no. 2 (2021): 217–33. http://dx.doi.org/10.24815/jpsi.v9i2.19033.

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The emergence of Covid-19 in Indonesia has an impact on science learning activities in junior high schools, so that, it is transferred to learning online. This study aims to analyze online learning activities, supporting factors, inhibiting, and the effectiveness of online learning during the Covid-19 pandemic. It was conducted in SMP Negeri 2 Bungkal from October to November 2020. This study used descriptive qualitative methods to provide an overview of online learning at SMP Negeri 2 Bungkal. This study used semi-structured interview data given to science teachers, students, and students' pa
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Skala, Chija, Timothy F. Slater, and Jeffrey P. Adams. "Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy." Publications of the Astronomical Society of Australia 17, no. 2 (2000): 185–93. http://dx.doi.org/10.1071/as00185.

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AbstractLarge-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data
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Baños, James H., Jason P. Noah, and Caroline N. Harada. "Predictors of Student Engagement in Learning Communities." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051984033. http://dx.doi.org/10.1177/2382120519840330.

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Introduction: Little is known about what factors predict student engagement in learning communities (LCs). At our institution, we recently converted from an informal, unfunded program with volunteer mentors and no participation requirement to a formal, funded program with a structured curriculum, dedicated mentors, and required attendance. We sought to identify factors that predict student engagement in this new program. Methods: Medical students from all 4 years were invited to complete a survey that included self-rating of their level of engagement with their LC. We hypothesized that student
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Wahyu, Purwadi,, Wahyu Nanda, Amien Wahyudi, et al. "Student Perceptions of Online Learning during the COVID-19 Pandemic in Indonesia: A Study of Phenomenology." European Journal of Educational Research 10, no. 3 (2021): 1515–28. http://dx.doi.org/10.12973/eu-jer.10.3.1515.

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<p style="text-align: justify;">The Coronavirus disease (COVID-19) pandemic impacted various lines in the international world, including Indonesia. Pandemic COVID-19 in Indonesia has also changed multiple performances in multiple sectors, one of which is education. The concept of learning from home changes lecturers' paradigm as educators in tertiary institutions applying online learning. This study aims to identify students' perceptions of the implementation of online learning during the COVID-19 pandemic. This study uses a qualitative research approach with the type of phenomenology. T
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Hasanah, Raudatul. "Pengaruh Manajemen Sarana dan Prasarana terhadap Kegiatan Belajar Mengajar di TK Al-Fadlillah Maguwoharjo Yogyakarta." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 5, no. 3 (2020): 115–22. http://dx.doi.org/10.14421/jga.2020.53-03.

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This study aims to determine the effect of facilities and infrastructure management on teaching and learning activities at the kindergarten Al-Fadlillah Maguwoharjo Yogyakarta. This research uses a quantitative approach eith a correlational analysis method. Data analysis was performed with a simple linear regression test to determine the effect between facilities and infrastructure management variables (X) and the variables of teaching and learning activities (Y). The results showed a significance value 0,001 smaller than 0,05, which means that there is a significant influence between the mana
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FITZPATRICK, PATRICIA. "IN IT TOGETHER: ORGANIZATIONAL LEARNING THROUGH PARTICIPATION IN ENVIRONMENTAL ASSESSMENT." Journal of Environmental Assessment Policy and Management 08, no. 02 (2006): 157–82. http://dx.doi.org/10.1142/s1464333206002463.

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This research explores opportunities for organizational learning through participation in environmental assessment (EA). The study examines information sharing, information interpretation, organizational memory and learning outcomes of organizations involved in two concurrent but geographically separate EAs: the Wuskwatim generation station and transmission lines projects (Manitoba) and the Snap Lake project (Northwest Territories). Primary data collection included semi-structured interviews with EA participants, and a review of documentation generated through each EA. Data were analyzed based
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Boru, Nese. "The Effects of Service Learning and Volunteerism Activities on University Students in Turkey." Journal of Education and Training Studies 5, no. 6 (2017): 146. http://dx.doi.org/10.11114/jets.v5i6.2405.

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The general purpose of this study is to determine the awareness and acquisitions obtained with service activities by the students studying on undergraduate level in Eskişehir Anadolu University in 2016-2017 education year and involve in service learning and volunteerism activities. The study was designed according to qualitative research method and the case study was used. The data of the study was collected with semi-structured interview technique. Descriptive analysis method was used in analysing the data. Consequently, in this study, 4 main themes, 9 sub-themes and 3 categories were found i
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