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1
Schneider, Kurt. "What to Expect from Software Experience Exploitation." JUCS - Journal of Universal Computer Science 8, no. (6) (2002): 570–80. https://doi.org/10.3217/jucs-008-06-0570.
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Software quality management and quality assurance are disciplines that require substantial knowledge of the methods and techniques to be applied. More important than a solid knowledge of methodology, however, is the ability to judge feasibility of approaches, and to tailor activities to the business unit culture and constraints. Software quality activities must be carefully integrated into an existing company or business culture. Making informed decisions requires more than knowledge - it calls for experience of what works and what does not work in a given environment. Experienced quality agents are a scarce resource. Exploiting a scarce resource - like experiences in software quality - more effectively is a straight-forward concept. Five years ago, DaimlerChrysler set up a large research project with business units, called SEC (Software Experience Center). Its purpose was to explore opportunities for learning from experiences within and across different business units. Unlike more general approaches of knowledge management, SEC was entirely devoted to software processes: software development, software acquisition, and in particular software quality in both development and acquisition settings. However, not all expectations that are often related to experience exploitation are realistic. In SEC, some of our initial expectations were met, others were not. This talk reports and reflects on our attempts to capture, engineer, and reuse experiences in the realm of software quality and software process improvement.
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Chen, Guoquan, Qiwei Zhou, and Wei Liu. "Organizational learning from experience." Nankai Business Review International 8, no. 2 (2017): 122–57. http://dx.doi.org/10.1108/nbri-01-2017-0006.
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Purpose Based on a review of previous research of organizational learning from experience, this paper aims to point out the notable gaps and unresolved issues in the research area and proposes a “multilevel integrated model of learning from experience”, which could integrate current research findings and serve as the theoretical framework for further investigation. Design/methodology/approach This paper is a theoretical review. Findings From the individual, team, organizational and multiple levels, in an order of the outcome of success and failure, this study reviews previous research about organizational learning from experience down to the last detail and points out some of their limitations, including relative fragmented-wise, lack of grope about the underlying motivations, lack of overall framework, etc. Then, this study proposes the “multilevel integrated model of learning from experience”, which provides a systematic and fine-grained framework for studies in this field. Research limitations/implications This paper emphasizes that true underlying motivations impelling learning from experience shall be identified and exploration for the antecedents shall be further deepened. Besides, this study figures out that various factors played their parts in the process and outcome of learning from experience through both subjective perception and objective experience. Thus, future research shall distinguish the influence of learning from experience, respectively, into “knowing” and “doing”. Originality/value This study is an attempt to review and integrate current research of learning from experience in multiple levels and further differentiates the influences of different experience outcomes (success vs failure). The proposed theoretical model provides clear suggestions of where future research should be directed.
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LIU, Ying-Dong, Simon MORARD, Dina ADINDA, Eric SANCHEZ, and Marc TRESTINI. "A Systematic Review: criteria and dimensions of learning experience." European Conference on e-Learning 22, no. 1 (2023): 174–82. http://dx.doi.org/10.34190/ecel.22.1.1927.
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There has been an increased interest in evaluating students’ learning experiences in various academic domains. Some authors consider it an important aspect of education to assess the effectiveness of instructional methods, while others aim to enhance the quality of teaching and learning. Various perspectives can be highlighted, as many articles refer to the learning experience and its evaluation differently. However, few studies provide an explicit dimension to characterize it. Therefore, this study investigates how the learning experience is described in scientific literature, and what criteria are used to characterise learners’ learning experiences. This work aims to answer the following questions: Are there any theories used to examine the learning experience? What are the principal dimensions of a learning experience? How did the studies evaluate the learning experience? This literature review aims to provide an overview of research related to the learning experience and its evaluation. The study includes journal articles published in ScienceDirect, Springer, Wiley, IEEE Xplore Digital Library, and Google Scholar from January 2012 to November 2022. The PRISMA method was used to conduct a systematic review for this work. After identifying, screening, and synthesising relevant literature (Moher et al., 2009), 68 articles were selected, of which 20 will be addressed in this research stage. The selected studies employ various methods to evaluate the learning experience, including questionnaires, surveys, and scales, and they are conducted in various educational contexts, such as medical education, biology, language teaching, etc. The review analysis shows three principal dimensions of learning experience: the learner's perception of the learning environment, their attitudes and behavior in learning, and the learning activities. The study’s findings also highlighted that “learning experience” is used as a broad concept to describe specific teaching and learning scenarios or activities. Furthermore, few references from educational sciences have been identified to characterise it. This article delineates the dimensions characterising the learning experience, which helps develop and design new teaching and learning solutions.
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Mao, Yiyi, and Kyungmee Lee. "A systematic review of Chinese students’ online learning experiences." European Journal of Open, Distance and E-Learning 26, no. 1 (2024): 41–59. http://dx.doi.org/10.2478/eurodl-2024-0002.
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Abstract The COVID-19 pandemic prompts a number of university students to engage in online learning. China is one of the countries that has experienced a radical shift in this sense. Before the pandemic, the online mode of university study was not recognised as a legitimate educational experience in China; thus, a small number of Chinese students engaged in online learning. Subsequently, there was a relatively incomplete understanding of their online learning experiences. Given the exponential expansion of online learning in China since the pandemic, it would be a timely effort to synthesise knowledge on online Chinese students’ experiences. For that purpose, the present article presents the results of a systematic literature review of 34 published journal articles concerning Chinese students’ online learning journey. The results give a deep insight into Chinese distance higher education from students’ perspectives and call for more studies on the implications of relevant policy and cultural dimensions on Chinese students’ online learning experiences.
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Fehr, Alexandra E., Rebecca D. Pentz, and Neal W. Dickert. "Learning From Experience: A Systematic Review of Community Consultation Acceptance Data." Annals of Emergency Medicine 65, no. 2 (2015): 162–71. http://dx.doi.org/10.1016/j.annemergmed.2014.06.023.
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Lattacher, Wolfgang, and Malgorzata Anna Wdowiak. "Entrepreneurial learning from failure. A systematic review." International Journal of Entrepreneurial Behavior & Research 26, no. 5 (2020): 1093–131. http://dx.doi.org/10.1108/ijebr-02-2019-0085.
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PurposeFailure plays a pivotal role in entrepreneurial learning. Knowledge of the learning process that enables an entrepreneur to re-emerge stronger after a failure, though considerable, is fragmented. This paper systematically collects relevant literature, assigns it to the stages of the experiential learning process (concrete experience, reflective observation, abstract conceptualization, active experimentation; Kolb, 1984), evaluates the research coverage of each stage and identifies promising avenues for future research.Design/methodology/approachThis systematic literature review follows the guidelines articulated by Short (2009) and Tranfield et al. (2003), using Web of Science and EBSCO as primary data sources. Kolb’s (1984) experiential learning theory provides a basis for organizing the identified material into a framework of entrepreneurial learning from failure.FindingsThe literature provides insights on all stages of the process of entrepreneurial learning from failure. Particularly well elaborated are the nature of failure and its triggering effect for reflection, the factors influencing reflection, the contents of the resulting learning and their application in entrepreneurial re-emergence. Other topics remain under-researched, including alternative modes of recovery, the impact of personal attributes upon reflection, the cognitive processes underlying reflection, the transformation of failure-based observations into logically sound concepts and the application of this learning in non-entrepreneurial contexts.Originality/valueThis review provides the most complete overview of research into the process of entrepreneurial learning from failure. The systematic, theory-based mapping of this literature takes stock of current knowledge and proposes areas for future research.
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González Tánago, Itziar, Julia Urquijo, Veit Blauhut, Fermín Villarroya, and Lucia De Stefano. "Learning from experience: a systematic review of assessments of vulnerability to drought." Natural Hazards 80, no. 2 (2015): 951–73. http://dx.doi.org/10.1007/s11069-015-2006-1.
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Ganira, Khavugwi Lilian, and Paul Amollo Odundo. "Experiential Learning Style Models on Implementation of Pre-Primary School Social Studies Curriculum: Systematic Review of Related Literature." Asian Journal of Education and Social Studies 42, no. 1 (2023): 9–20. http://dx.doi.org/10.9734/ajess/2023/v42i1905.
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Experiential learning model (ELM) is characterized as a four-stage cyclical process of concrete experiences, reflective observation, abstract conceptualization, and active experimentation for driving learning into practice. The four-stage cycle of ELM creates an immediate experience providing opportunities for learners to develop knowledge, skills, and values from direct experience as the foundation for observations and reflections. The observations and reflections are assimilated and refined into abstract concepts producing new implications for actions which when tested effectively, create new experiences for learners from formative years through their lifetime. Through experiential learning, a variety of concepts integrates from extremely theoretical ones to the simplicity of learning by doing for accelerated learning. Since ELM is a four-stage cycle, the learning styles of each individual are components of the four fundamental learning models. In instances where appropriate learning styles are adopted, concrete experiences with abstract concepts are developed for learners to experience an enthusiasm for continued learning. However, a mismatch between teaching and learning styles may lead to detrimental effects on the acquisition of new knowledge. The purpose of this review was to analyze the available literature on ELM to identify its usefulness, strength, weaknesses, and implications for teaching and learning pre-primary social studies. Data were sourced through primary and secondary sources. Secondary data were sourced from journal articles, research projects, texts, internet searches, and libraries. Experiential learning models are founded on the concept that an individual's experiences play an essential role in learning and appreciation of new knowledge. The review established that experiential learning practices aid in developing learners’ preferred learning styles which in turn strengthen the acquisition of new knowledge by doing, discovering, reflecting, and applying. For effective teaching and learning to take place, the review recommends curriculum developers incorporate the use of experiential learning style models in teaching pre-primary social studies curriculum (SSC).
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Witte, Kelly S. "Coaching Philosophy: A Systematic Approach for Development." Journal of Coaching Education 3, no. 2 (2010): 40–49. http://dx.doi.org/10.1123/jce.3.2.40.
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The main purpose of this article is to present a student-centered learning approach for developing a working coaching philosophy. The strategy provided is appropriate for coaching educators to use with students as well as practicing coaches to reflect on their own development through personal experience and practice. It stems from the constructivist approach to learning and guides the reader or student through an active process of recollection, reflection, and critical thinking. During this progression, a personal construct of understanding is created from impact moments that have occurred to-date involving their sport and/or coaching experiences which shape their own philosophy.
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Kuspita, Fitri Chandra, Nursalam Nursalam, and Slamet Riyadi Yuwono. "Factors Related To Citing From Preceptorship Competence: A Systematic Review." Jurnal Ilmiah Keperawatan (Scientific Journal of Nursing) 6, no. 1 (2020): 102–7. http://dx.doi.org/10.33023/jikep.v6i1.448.
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Introduction: Preceptorship is a learning method that involves more experience in conveying their knowledge to someone who is less experienced. In this article, the authors conducted a relevant systematic review in various data used the keywords “preceptorship,”transition and article thinking”. Data based on SCOPUS, Science Direct, Proquest, Pubmed, and Google Scholar. The criteria consisted of the full text published in five years limit journal (2013-2018) and used the article in English. The results as much as 1517 articles found, and selected 15 article that suitable with criteria. Aim: The purpose of this study is to analyze factors that affect the implementation of preceptorship in the hospital and to give the recommendation of monitoring and evaluation preceptorship as well. Method: Papers were critically reviewed and relevant data were extracted and synthesized using an approach based on preferred reporting items for systematic reviews and Meta-Analysis (PRISMA). Result: These factors include the level of education, experience, support, guiding model, and work environment
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Morini, Simone, Sara Tavares, and Helen Dutton. "Nursing students' experiences of flipped classroom teaching method in higher education: a systematic review." British Journal of Nursing 33, no. 10 (2024): 464–71. http://dx.doi.org/10.12968/bjon.2024.33.10.464.
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Background: During the COVID-19 pandemic face-to-face activities were suspended, boosting the delivery of online teaching. As students returned to campuses, the delivery of active learning teaching methods followed a blended learning style. The flipped classroom, which is a student-centred approach, appears to be an effective teaching method, generating improved learning outcomes. No systematic review has so far explored students' experiences of this teaching method – a knowledge gap that this review aims to address. Methods: Studies published between 2012 and 2023 were identified from seven databases. The JBI critical appraisal tool was adopted to select high-quality studies and add credibility. Following extraction of qualitative data, meta-aggregation was used to identify synthesised findings. Results: The findings were aggregated into seven categories. Based on meaning similarity, three synthesised findings were identified to answer the research question on how nursing students experience the flipped classroom method. Conclusion: Several factors affect the student experience. Although variables are interrelated and complex to analyse, this approach is a valuable teaching method, positively experienced by students with the potential to improve engagement and learning outcomes. The group activities used as a feature of the flipped classroom can be seen as an instrument to deliver a safer and high quality of care.
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Ding, Jack, Xin Xiao, Shanon Biagi, and Thomas Varkey. "Dyad learning versus individual learning under medical simulation conditions: a systematic review." MedEdPublish 12 (November 28, 2022): 73. http://dx.doi.org/10.12688/mep.19285.1.
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Background: Dyad learning is a two-person learning dynamic in which one student observes the other performing tasks, with their roles then being reversed such that both students experience the observer and the performer role. The efficacy of dyad learning has been tested in medical education contexts, such as in medical simulation. To our knowledge, this is the first systematic review that has evaluated the efficacy of dyad learning in a medical simulation context. Methods: PubMed, Google Scholar, Cochrane Library databases were searched in September 2021 and January 2022. Prospective studies of randomized design that compared dyad learning to a single medical student or physician learning in a medical simulation were included. Non-English language studies, secondary literature papers, non-human based studies, and papers that were published prior to 2000 were excluded. The methodological quality of these studies was assessed using the Medical Education Research Study Quality Instrument (MERSQI). The Kirkpatrick model was used to conceptualize study outcomes. Results: The identified papers included eight studies from four countries that totaled 475 participants. Students reported positively on their experiences as dyads, especially regarding the social aspects of it. Studies showed non-inferior learning outcomes for dyads. As most studies were one or two days long, there is limited evidence that this non-inferiority extends to longer term training modules. There is some evidence to suggest that dyad learning outcomes may be replicable in a clinical context following simulation training. Conclusions: Dyad learning in medical simulation is a pleasant experience for students and may be as effective as conventional learning. These findings set the foundation for future studies of longer duration, which is needed to determine the efficacy of dyad learning in lengthier curriculums and long-term knowledge retention. While cost-reduction is an implied benefit, studies that explicate cost reduction are needed to formalize this.
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Davis, J. Michael. "How to Assess the Risks of Nanotechnology: Learning from Past Experience." Journal of Nanoscience and Nanotechnology 7, no. 2 (2007): 402–9. http://dx.doi.org/10.1166/jnn.2007.152.
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Nanotechnology may yield a plethora of beneficial applications, but it can also be expected to present risks. The challenge is to anticipate and reduce environmental and health risks or, at a minimum, identify and deal with such threats once they begin to become evident. Past experience, particularly with the fuel additive MTBE (methyl tertiary butyl ether), provides valuable guidance on how to assess the potential risks of nanotechnology using a comprehensive environmental assessment approach, which combines a product life-cycle perspective with the risk assessment paradigm. This systematic approach can serve not only to guide the development of a research strategy for assessing the risks of nanotechnology but possibly even help avert unintended consequences of nanotechnology.
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Safipour, Jalal, Stig Wenneberg, and Emina Hadziabdic. "Experience of Education in the International Classroom-A Systematic Literature Review." Journal of International Students 7, no. 3 (2017): 806–24. https://doi.org/10.5281/zenodo.570035.
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In this essay, we investigate the learning and teaching experiences in the international classroom from both the teachers and the students’ perspectives. The findings of this study showed that language barriers are one of the difficulties, but academic cultural differences seem to play a more important role that can impact on the learning outcomes in the international classroom. This can also lead to negative experiences and the forming of stereotypical views of international students solely based on their educational background.
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Stan, Emil. "Mobile learning in Romania, a failed experience?" New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (2019): 296–303. http://dx.doi.org/10.18844/prosoc.v6i1.4181.
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Some specialists in education sciences doubt the presence of computer resources in formal education: an almost general feeling that they might represent the Trojan horse wheeling in superficiality, ignorance and lack of discipline (Alessandro Barrico’s barbarians), destroying the ‘serious’ vein of schools, but aren’t there computers in schools? Isn’t there an IT infrastructure widely used in education? When the administration takes over, they make a special room, and they put the computers in that room and they have a computer period with a computer teacher. Our study starts from the hypothesis that the usage of mobile learning in class will intensify learning; starting from this idea, we planned to analyse how much the teachers from a specific region of Romania have at their disposal, the resources and competencies needed for mobile learning and in what measure they are really using those resources and competencies in a systematic manner in the educational.
 Keywords: Mobile learning, multitasking, net generation, school teaching
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Eissa, Tahra L., and Zachary P. Kilpatrick. "Learning efficient representations of environmental priors in working memory." PLOS Computational Biology 19, no. 11 (2023): e1011622. http://dx.doi.org/10.1371/journal.pcbi.1011622.
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Experience shapes our expectations and helps us learn the structure of the environment. Inference models render such learning as a gradual refinement of the observer’s estimate of the environmental prior. For instance, when retaining an estimate of an object’s features in working memory, learned priors may bias the estimate in the direction of common feature values. Humans display such biases when retaining color estimates on short time intervals. We propose that these systematic biases emerge from modulation of synaptic connectivity in a neural circuit based on the experienced stimulus history, shaping the persistent and collective neural activity that encodes the stimulus estimate. Resulting neural activity attractors are aligned to common stimulus values. Using recently published human response data from a delayed-estimation task in which stimuli (colors) were drawn from a heterogeneous distribution that did not necessarily correspond with reported population biases, we confirm that most subjects’ response distributions are better described by experience-dependent learning models than by models with fixed biases. This work suggests systematic limitations in working memory reflect efficient representations of inferred environmental structure, providing new insights into how humans integrate environmental knowledge into their cognitive strategies.
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Ayatur Rahmi. "Systematic Literature Review Paradigma dalam Dunia Pendidikan." Journal of Innovation in Teaching and Instructional Media 5, no. 2 (2025): 433–46. https://doi.org/10.52690/jitim.v5i2.966.
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The paradigm in the field of education continues to undergo significant changes in line with social, technological, and global needs. This article reviews various studies discussing the shift in educational paradigms, from the traditional one-way teaching paradigm to the constructivist paradigm and the integration of technology in learning. The reviewed research shows that this paradigm shift has a positive impact on improving the quality of education, emphasizing the active role of students in constructing knowledge through experience and collaboration. Furthermore, information and communication technology play a crucial role in enriching the learning experience, providing broader access, and creating more flexible and personalized learning environments. The concept of inclusive education is also becoming increasingly important to ensure that all students, including those with special needs, have equal opportunities to learn. This article aims to explore the evolution of educational paradigms and review journal articles from previous researchers.
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Kawimbe, Sidney. "Are Entrepreneurs Born or Made? A Systematic Review of Theoretical Perspectives and Empirical Evidence." Asian Business Research Journal 10, no. 3 (2025): 45–49. https://doi.org/10.55220/25766759.315.
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The debate over whether entrepreneurs are born or made is central to understanding economic development worldwide. Entrepreneurs play a crucial role in creating organizations that generate jobs, enhance trade, and foster innovation, driving economic growth. Historically, the term entrepreneur originated from the French language, referring to individuals who take risks in uncertain business ventures (Cantillon, 1755). Over time, the definition evolved to emphasize innovation and creativity, distinguishing entrepreneurs from traditional business operators (Schumpeter, 1936). Entrepreneurship involves more than just having an idea; it requires risk-taking, creativity, and the ability to implement strategies effectively. The argument that entrepreneurs are made is supported by theories suggesting that entrepreneurial traits develop through environmental factors, education, and experience. Behaviorist theories, such as those proposed by Watson (1924) and Skinner (1953), argue that individual characteristics are shaped by environment and learning processes. Bandura’s (1977) concept of self-efficacy highlights that individuals can cultivate entrepreneurial skills through confidence-building and learning from experiences. Contemporary research supports the perspective that entrepreneurial skills are acquired through education, mentorship, and experiential learning. Moreover, recent studies highlight how industry experience and networks enhance entrepreneurial success, especially among older entrepreneurs, reinforcing the notion that entrepreneurship is cultivated over time. In conclusion, while certain personality traits may offer advantages, entrepreneurship is predominantly shaped by learning, experience, and environmental influences. The overwhelming body of literature supports the assertion that entrepreneurs are in most cases made than born. The ability to innovate, take risks, and lead effectively is developed through deliberate practice and continuous learning, supporting the argument that entrepreneurs are made, not born.
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Zainol, Nur Zainatul Nadra, Siti Sarawati Johar, Arieff Salleh Rosman, Aqeel Khan, and Maisarah Mahmud. "Third Gender from Islamic Law and its Impacts towards Muslim Culture in Malaysia." NeuroQuantology 20, no. 1 (2022): 189–98. http://dx.doi.org/10.14704/nq.2022.20.1.nq22073.
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Modern pedagogy needs to prepare an innovative type of students than those fostered all the way through. Technology Scaffolding in Problem-based Learning (PBL) environment is a learner-centred approach that has the potential to foster student’s independent study through effective communication, collaboration, and student student-teacher interaction. These instructional activities can reorganize the conventional learning approach, enhance the leaning experience and entire learning process. Hence, The importance of intergrating scaffolding strategies to facilitate PBL for effective instruction in a diverse field of education cannot be overemphersized. This review highlihgts the benefits available through the utilization of technology-based scaffolding in PBL that could benefit vocational education. The review employed a systematic search of relevant databases including Scopus, Web of Science, ScienceDirect and others. Twenty two (22) full articles that met the inclusion criteria were selected and analyzed. The analysis showed that PBL with online scaffolding enhances positive students experience, promotes effective collaboration, facilitates learning, and ease in dealing with communication of new ideas in a learning setting. additional findings showed that if question prompts in PBL is provided in a complicated or difficult manner, they could hinder rather than promote learning.
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Koenig, Philip C. "Systematic Consideration of the Potential for Learning from Another Industry." Journal of Ship Production 15, no. 02 (1999): 103–13. http://dx.doi.org/10.5957/jsp.1999.15.2.103.
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An influential 1980's study of shipbuilding reported that "as compared to other manufacturing endeavors, shipyard operations are unique" (IHI 1986:2). However, in another report the same investigators described distinct similarities in "the way that ships, and most other manufactured artifacts, are actually produced" (IHI 1982:1). These two views are not inconsistent. Industries may be remarkably similar from one perspective and mutually irrelevant from another. U.S.-based shipbuilders and the other firms and organizations which form the shipbuilding industrial infrastructure can be inspired but also cautioned by the revitalization of the heavy industries of America which took place during the 1990's. The Detroit automobile manufacturers, automotive suppliers, steel mills, machine tool makers, and other heavy industrial producers of the former mid-western "rust belt" have made a remarkable comeback from the American competitiveness crisis of the 1970's and 1980's. How is shipbuilding different from these industries? Can shipbuilders learn from their experience and insight? For a specific industry, which aspects present useful learning opportunities and which are not likely to be applicable to shipbuilding? In this paper, a methodical approach for answering these questions is presented. The method is illustrated through an evaluation of automobile manufacturing as a learning source for the shipbuilding industry.
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Adams, Dawn, Kate Simpson, Lynda Davies, Chris Campbell, and Libby Macdonald. "Online learning for university students on the autism spectrum: A systematic review and questionnaire study." Australasian Journal of Educational Technology 35, no. 6 (2019): 111–31. http://dx.doi.org/10.14742/ajet.5483.
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Online course delivery is increasingly being used by universities to deliver accessible and flexible learning environments. As this mode of delivery grows it is important to consider the equity of the learning experience for all students. As online delivery may reduce challenges and stressors present in face-to-face delivery, it could be suggested that it may promote student learning for specific student groups, including those with a diagnosis on the autism spectrum. However, little is known about the experience of learning online for students on the autism spectrum. This paper presents findings from two studies: A systematic review of the literature and a survey of students on the autism spectrum studying online. From the systematic literature review, only four previous studies were identified reporting on this topic. Findings from two studies identified that the online environment provided both facilitators and barriers to the learning experience for students on the autism spectrum. Although the online environment provided flexibility for learning, how design factors are employed in online delivery may unintentionally create barriers to the learning experience for students on the spectrum. An outcome from this study has been the creation of a suite of resources to assist with course design and delivery.
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Selverian, Melissa Markaridian, and Ha Sung Hwang. "In Search of Presence: A Systematic Evaluation of Evolving VLEs." Presence: Teleoperators and Virtual Environments 12, no. 5 (2003): 512–22. http://dx.doi.org/10.1162/105474603322761306.
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In an attempt to understand better the unique characteristics of an increasing popular, prevalent form of sense-engaging and interactive multimedia learning experience often called the “virtual learning environment” (VLE), this study systematically evaluates and analyzes the findings of seventeen original research studies in terms of technologies, teaching strategies, presence, and learning. This evaluation identifies potentially significant relationships among these variables in VLEs with both low-and high-level learning objectives, from memorization and repetition to analysis and synthesis. The findings suggest, first, that, when technologies and teaching strategies are presented through a one-way immersion of the senses, learners most often respond with experiences of spatial presence; when technologies and teaching strategies are socially interactive in format, learners most often respond with experiences of social presence. This evaluation, importantly, suggests that levels of spatial presence may correlate with the achievement of lower-level learning objectives, that levels of social presence may correlate with the achievement of higher-level learning objectives, and that levels of spatial and social presence together may correlate most strongly with the achievement of higher-level learning objectives. The evaluation, finally, identifies a need and establishes a course for the consideration of presence in future VLE design and research.
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Zhong, Teoh Chern, Muhamad Ikhwan Mat Saad, and Che Nidzam Che Ahmad. "Integrating technology-mediated learning in biology education (histology): A systematic literature review." EDUCATUM Journal of Science, Mathematics and Technology 9, no. 1 (2022): 48–57. http://dx.doi.org/10.37134/ejsmt.vol9.1.5.2022.
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Leveraging technology is an integral component of any 21st century learning. Researchers and practitioners are still working on ways to improve the impact on student learning with the help of technology as learning tools. Therefore, this study was carried out to study the effects of integrating technology-mediated learning in biology education using systematic literature review (SLR). Finding from the analysis of selected literatures found that the integration of technology-mediated learning has a significant positive impact on students’ academic achievement and learning experience. Further research can be carried out by investigating the impact of technology-mediated collaborative learning on learning experience and academic achievement in histology. Several advantages and features of technology-mediated learning are identified through the classification of aspect in terms of learning methods, learning approaches and delivery methods.
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Safipour, Jalal, Stig Wenneberg, and Emina Hadziabdic. "Experience of Education in the International Classroom-A Systematic Literature Review." Journal of International Students 7, no. 3 (2018): 806–24. http://dx.doi.org/10.32674/jis.v7i3.302.
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In this essay, we investigate the learning and teaching experiences in the international classroom from both the teachers and the students’ perspectives. The findings of this study showed that language barriers are one of the difficulties, but academic cultural differences seem to play a more important role that can impact on the learning outcomes in the international classroom. This can also lead to negative experiences and the forming of stereotypical views of international students solely based on their educational background.
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Wong, Seng Yue, and Simin Ghavifekr. "User Experience Design of History Game." International Journal of Distance Education Technologies 16, no. 3 (2018): 46–63. http://dx.doi.org/10.4018/ijdet.2018070103.
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User experience (UX) and user interface design of an educational game are important in enhancing and sustaining the utilisation of Game Based Learning (GBL) in learning history. Thus, this article provides a detailed literature review on history learning problems, as well as previous studies on user experience in game design. Future studies on educational history games will benefit from this systematic review and analysis of current educational history games, as this article examines in detail which game features are the most effective in promoting engagement and supporting the process of learning Malaysian history. The results have revealed that mobile game applications with historical content can indeed be a meaningful way to create gaming experience, learning experience, adaptivity and usability, which can facilitate history learning through UX of playing history mobile games. The correlation results of these four dimensions have indicated four positive and significant relationships.
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Song, Seulgi, and Minho Shon. "Understanding Learning Experience as Ethno-method." Korean Association for Qualitative Inquiry 9, no. 1 (2023): 127–51. http://dx.doi.org/10.30940/jqi.2023.9.1.127.
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This paper attempted to understand how “big idea” or “permanent understanding” works, one of the recent interests of the curriculum, through Ethnomethology (EM). If the so-called big idea or permanent understanding is the most general and comprehensive level of generalization that remains even if all factual knowledge is forgotten, we tried to see how it works in practices, whether in the context of learning or daily activities and experiences. EM’s core concern is to understand how everyday actions and practical reasoning work, whether they are ordinary people, professionals, newcomers, seniors, people in physical labor, people in conceptual/abstract knowledge labor, students learning conceptual knowledge or teachers.
 EM is not unfamiliar in educational research. EM’s research direction has already triggered situational cognitive and social constructivist learning theories and research in 1980s. Since the 2000s, it has inspired an empirical study called “Learning Science”, which is away from the normative science of existing learning theory. This is an explanation of how learning experience research through systematic study of thinking as an interaction with the outside world, not as an inference about the structure of knowledge. The goal of these studies is to improve the understanding of the learner’s context and the understanding of competency and designing the conditions to improve that learning. This study saw that EM had implications for research on learning experience, and tried to explore the applicability of EM in learning experience research.
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Stephenson, John, and Judy Saxton. "Using the Internet to Gain Personalized Degrees from Learning through Work." Industry and Higher Education 19, no. 3 (2005): 249–58. http://dx.doi.org/10.5367/0000000054300477.
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This paper presents the outcomes of a systematic review of the experience of the first cohorts using Ufi's online Learning through Work (LtW) facility to negotiate personalized programmes of study leading to full university awards based on projects related to their everyday work. The concept of learning through work and wider experience of online work-based learning are discussed, and the main features of the LtW programme are described. Data are drawn from user surveys and in-depth interviews of participants. A grounded theory methodology is used to allow propositions to emerge from the data about user readiness, institutional responses and wider impact on the learners and their work-place. These propositions are presented for discussion in the wider context of learner-managed learning and the use of the Internet for university-recognized learning through work.
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Leahy, Edmund, Lucy Chipchase, Marlena Calo, and Felicity C. Blackstock. "Which Learning Activities Enhance Physical Therapist Practice? Part 2: Systematic Review of Qualitative Studies and Thematic Synthesis." Physical Therapy 100, no. 9 (2020): 1484–501. http://dx.doi.org/10.1093/ptj/pzaa108.
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Abstract Objective Post-professional physical therapy expertise requires career-long participation in learning activities. Understanding physical therapists’ lived experience of learning activities provides novel insight into how best to enhance physical therapist practice from the perspective of the learner. The purpose of this study was to explore qualified physical therapists’ experiences, beliefs, and perspectives with regard to learning activities and professional development. Methods Eight databases were searched for studies published from inception through December 2018. Study selection included mixed-methods and qualitative studies exploring physical therapists’ experiences, perspectives, beliefs, and attitudes. Thematic synthesis was performed, and the GRADE-Confidence in the Evidence from Reviews of Qualitative research was used to assess the level of confidence in the findings. A total 41 studies with 719 participants were included. Results The key findings include physical therapists’ perceptions that worthwhile post-professional learning requires more than attendance at professional development courses. Physical therapists perceived that worthwhile learning requires connection with others and being “taken out of one’s comfort zone.” Sufficient time and accessible, trustworthy resources were also valued. Conclusions Moderate- to low-level evidence suggests that the choice of professional development activities and education design for qualified physical therapists should consider the inclusion of connected activities, activities that take participants out of comfort zones, time to practice, and trustworthy resources that are easily accessible. Future research should evaluate the effectiveness of learning activities encompassing these factors, prioritizing those that minimize the barriers of time and distance. Impact This study adds to the profession’s understanding of physical therapists’ lived experience of learning activities, providing novel insight into how best to enhance physical therapist practice from the perspective of the learner.
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Annisa, Desfi, Hari Sutrisno, and Endang Widjajanti. "Academic Resilience in Chemistry during Covid-19: A Systematic Review." Jurnal Penelitian Pendidikan IPA 9, no. 11 (2023): 1111–19. http://dx.doi.org/10.29303/jppipa.v9i11.4354.
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The number of difficulties experienced by students in online learning during a pandemic such as lack of focus and motivation due to stress, students experience a decline and involvement in learning. Some students stated the lack of access to technology and the environment was not conducive to learning. Students who cannot overcome academic difficulties are familiar with academic resilience. This study aimed to review articles on student academic resilience during the COVID-19 pandemic in chemistry lessons. This research is systematic research using the PRISMA method. The systematic review used articles from the range 2020-2023 published in PubMed, Google Scholar, and Science Direct. A total of 4 articles on the resilience of students studying chemistry during the COVID-19 pandemic met the inclusion criteria. The results showed that journals discussing student resilience in studying chemistry during the COVID-19 pandemic were still limited. However, from this literature research, it turns out that academic resilience is considered capable of maintaining learning success in students during the COVID-19 pandemic
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Ouma, Christine. "Online learning perception among college students during COVID-19 pandemic around the world: Review." African Educational Research Journal 9, no. 3 (2021): 790–99. http://dx.doi.org/10.30918/aerj.93.21.120.
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The author conducted a systematic review of the perception of online learning among college students during the COVID-19 pandemic. The review included 21 studies from institutions in Asia (Saudi Arabia, United Arab Emirates, Pakistan, India, Sri Lanka, Nepal, Indonesia, and The Philippines), Europe (Romania and Poland), Africa (Ghana and Algeria), and South America (Chile). The results indicated that students from Asia and Africa overwhelmingly had an unfavorable view of online learning during the pandemic. More than 75% of students in Nepal, India, Indonesia, Pakistan, Algeria, and Ghana used mobile phones to access course material which brought challenges, such as the high cost of data bundles, unreliable network, and lack of adequate cellphone space to download the materials needed for class. Other than Poland, Romania, and United Arab Emirates, students from the rest of the countries reported unreliable internet access. Additional challenges reported include lack of prior experience with online learning, technical difficulties accessing materials online, high volume of assignments, poor communication between learners and educators, distractions from home environment, and lack of practical and clinical experience for students in medical schools. The findings from this systematic review could help administrators of higher education institutions acknowledge the online learning difficulties experienced by college students and prepare for future disruptions.
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Halim, Abdul, Noor Eka Chandra, Rina Listia, Rizky Amelia, and Yih-Sheue Lin. "Online Learning amid COVID-19 Pandemic: Providing Assessment that Ensures Meaningful Learning Experience." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 16, no. 1 (2022): 20. http://dx.doi.org/10.24036/ld.v16i1.116146.
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The paper aims to explore how assessment with principles can be utilized by a teacher during online learning in pandemic situation. Since at the end of year 2019, SARS-CoV-2 virus, also well-known as COVID-19, has affected the global activities including education. Many governments decided to shift the education process from traditional face-to-face classroom to online learning either in synchronous or asynchronous modes. By utilizing systematic review as a method of study, the databases from ERIC, Google Scholar, and DOAJ were used to collect some articles that were related to the studies. These articles were selected through the process of identifying, screening, checking for eligibility, and deciding for inclusion. The findings indicated there are some modes of assessment that not only is it plausible, the varied kinds of assessment would also be a solution for the current real-life educational problems faced by the teachers.
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Li, Mengfan, Ting Wang, Wei Lu, and Mengke Wang. "Optimizing the Systematic Characteristics of Online Learning Systems to Enhance the Continuance Intention of Chinese College Students." Sustainability 14, no. 18 (2022): 11774. http://dx.doi.org/10.3390/su141811774.
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Different from systems that directly provide online shared courses such as MOOC, online learning systems such as Tencent Classroom simulate a real classroom environment for students and teachers to realize online face-to-face teaching, utilized during the COVID-19 pandemic. Nevertheless, due to the limitation of physical distance, the intelligent design of online learning systems is necessary to provide students with a good learning experience. This study notes that an unexpected optimization effect is the impact of system characteristics on the flow experience of online learning systems, which has not been studied, but plays a vital role in the effectiveness of online learning systems. In the study, a questionnaire was created and multi-stage sampling was used to investigate 623 college students. Based on the DeLone and McLean model of IS success and flow theory, a model for optimizing system characteristics and flow experience was constructed and its effectiveness was tested. The results reveal that system characteristics have a positive impact on continuance intention and flow experience. Additionally, flow experience and learning effect have a positive impact on continuance intention. Furthermore, flow experience has a positive impact on the learning effect. This study emphasizes the flow experience of online learning systems and reveals the optimization direction of online virtual face-to-face classrooms to provide references for the Ministry of Education, schools, and enterprises providing education systems.
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Akperov, N. A., and A. T. Huseynova. "From the Experience of Implementing the System Learning Technology." Chemistry at School, no. 8 (October 1, 2024): 26–30. https://doi.org/10.62709/0368-5632-2024-8-26-30.
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This article is devoted to the systematization of topics using the example of the section “General Concepts of Chemistry” in the 7th grade. It is indicated that when studying any subject, teaching topics on systematics significantly affects their coverage, even from all depth and with all the subtleties. For students to study well the original concepts of chemistry, the term “substance” must be explained to them with high accuracy.
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O'Callaghan, Sorcha, and Leslie Leach. "The relevance of the Fundamental Principles to operations: learning from Lebanon." International Review of the Red Cross 95, no. 890 (2013): 287–307. http://dx.doi.org/10.1017/s1816383114000228.
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AbstractMany aid agencies and commentators suggest that humanitarian principles are of little value to the humanitarian crises of today. However, through profiling the experience of the Lebanese Red Cross, this article highlights the enduring value and impact of the application of the International Red Cross and Red Crescent Fundamental Principles as effective operational tools for acceptance, access and safety. Having suffered a series of security incidents during the civil war and subsequent disturbances and tensions, this National Society deliberately sought to increase its acceptance amongst different groups. One of the approaches used was the systematic operational application of the Fundamental Principles. Today, the Lebanese Red Cross is the only public service and Lebanese humanitarian actor with access throughout the country. This article seeks to address the relative absence of attention to how humanitarian organisations apply humanitarian principles in practice – and their responsibility and accountability to do so – by describing the systematic approach of the Lebanese Red Cross.
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Othman, Mohd Kamal, Shaziti Aman, Nurfarahani Norman Anuar, and Ikram Ahmad. "Improving Children's Cultural Heritage Experience Using Game-based Learning at a Living Museum." Journal on Computing and Cultural Heritage 14, no. 3 (2021): 1–24. http://dx.doi.org/10.1145/3453073.
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This empirical study was conducted to design, develop, and evaluate children's experiences with a game-based mobile guide (GBMG) application at Sarawak Cultural Village (SCV). The Interaction Design lifecycle model was used for the systematic development of the GBMG application. A total of 45 children took part in this study who were divided into two groups: a paper-based pamphlet and GBMG application group. The Museum Experience Scale were used to evaluate the overall experience with the GBMG application in this study. Results showed that the children in the mobile-based groups have a higher mean for the four dimensions of MES, although the difference is only significant for the emotional connection dimension. This study shows that the game-based mobile guide application did not significantly improve children's museum experience at SCV except for their emotional connection. Additional findings from the Heuristic Evaluation with six Human-Computer Interaction experts offered a deeper understanding of why the GBMG did not improve the children's visitor experience at SCV. The outcome of this study contributes to the research field of game-based mobile applications to enhance children's experiences at living museums with several issues raised for further research.
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Lochmiller, Chad R., and Kathleen M. W. Cunningham. "Leading learning in content areas." International Journal of Educational Management 33, no. 6 (2019): 1219–34. http://dx.doi.org/10.1108/ijem-03-2018-0094.
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Purpose The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction. Design/methodology/approach Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented. Findings Results indicate that leaders support content area instruction by facilitating high-quality instructional experiences through curricular and assessment leadership. Leadership frequently involves establishing organizational conditions that support teachers’ efforts to improve their own practice instead of direct leadership action on the part of instructional leaders. This support takes different forms and can include distributing leadership to teacher leaders with content area experience as well as using resources strategically to provide professional development or instructional coaching. Originality/value The review strengthens the connections between the instructional leadership, mathematics and science literatures, and identifies some of the leadership practices that these literatures deem important for instructional improvement. The review also reveals the potential for future research exploring the influence of a particular content area on supervisory practice and leadership discourse.
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Guerrero-Quiñonez, Anghelo Josué, Olga Quiñónez Guagua, and Rosa Graciela Barrera-Proaño. "Gamified flipped classroom as a pedagogical strategy in higher education: From a systematic vision." Ibero-American Journal of Education & Society Research 3, no. 1 (2023): 238–43. http://dx.doi.org/10.56183/iberoeds.v3i1.622.
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The gamified flipped classroom is a pedagogical strategy that combines the principles of the flipped classroom model with gamification elements to improve the learning experience in higher education. From a systematic vision, this strategy is based on careful planning and the integration of different components to achieve a motivating and effective learning environment. First of all, the flipped classroom model implies that students acquire basic concepts outside of the classroom, through resources such as videos, readings or interactive materials. Then, in the classroom, time is spent applying those concepts through hands-on activities, discussion, and collaboration. This investment of class time allows students to work more actively and deeply with the contents, favoring the understanding and application of knowledge. On the other hand, gamification refers to the application of game elements and principles in the educational context. This includes the use of challenges, rewards, competitions, and immediate feedback to motivate students and encourage their engagement in learning. Gamification also promotes active participation, collaboration, and problem solving, which improves knowledge retention and the learning experience. By combining the flipped classroom with gamification, a dynamic and stimulating learning environment is created in higher education. Students have the opportunity to explore concepts on their own, before class, allowing them to arrive prepared and ready to more actively participate in classroom activities. In addition, gamification adds a playful and competitive element that motivates students to push themselves and improve themselves. From a systematic view, the gamified flipped classroom requires careful content planning, the appropriate selection of digital tools, and the design of challenging and meaningful activities. It also involves continuous assessment to measure student progress and adjust strategies accordingly.
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Auliya Amanda, Rusi Ulfa Hasanah, and Siti Nurmala. "Systematic Literature Review: Kesulitan Belajar Mahasiswa Pendidikan Matematika." Bilangan : Jurnal Ilmiah Matematika, Kebumian dan Angkasa 2, no. 3 (2024): 73–86. http://dx.doi.org/10.62383/bilangan.v2i3.54.
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This research is motivated by the fact that mathematics education students generally experience various problems in attending lectures. The aim of this research is to determine the factors of learning difficulties for mathematics education students. Many studies have been conducted to find out what difficulties mathematics education students experience in learning. This research aims to collect, identify, evaluate, analyze, interpret and conclude various similar studies that discuss the learning difficulties of mathematics education students. The research method uses SLR (Systematic Literature Review). The results of this research are divided into four parts according to the research questions studied from 15 articles relevant to the research topic. The four parts are what the learning difficulties of mathematics education students are, the causes, consequences, and solutions that can be applied to overcome these problems. The factors of student mathematics learning difficulties consist of 12 factors, namely; 1) the influence of student psychology; 2) the factor that students are often sleepy; 3) eye sight; 4) playing on cellphones with friends who like to skip lectures; 5) learning media that causes students to be lazy about studying; 6) lecturers are often angry 7) students often do not complete assignments; 8) lack of control by lecturers; 9) Unwillingness of student ATK; 10) Boring lecturer teaching methods; 11) Learning activities that only take notes so that students are lazy and play a lot; 12) lack of cooperation between students.
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Craig, Chris, and Robin Kay. "Examining the Discord Application in Higher Education: A Systematic Review of the Literature." Journal of Digital Life and Learning 2, no. 2 (2023): 52–66. http://dx.doi.org/10.51357/jdll.v2i2.205.
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The ability to communicate is critical for enhancing the learning experience. Integrated messaging applications, such as Discord, are critical with the increased diffusion of digitally mediated courses. The Discord application allows educators and students to readily communicate learning experiences within asynchronous and synchronous environments by sending messages, images, links, audio, and video. Our systematic review sought to understand the benefits and challenges of using the Discord application in higher education courses. We summarized research from eight empirical studies within global higher education. Benefits of using Discord included ease of access, user-friendliness, useful communication and interaction, and increased social presence leading to enhanced student learning outcomes. Challenges included the increased potential for distraction and technology issues, both of which can inhibit engagement. Practical recommendations and future research recommendations regarding the use of Discord are provided.
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Mere, Klemens. "Systematic Literature Review: Efektivitas Pemecahan Masalah melalui Model Pembelajaran Inovatif." Journal on Education 6, no. 1 (2023): 3066–71. http://dx.doi.org/10.31004/joe.v6i1.3243.
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Learning according to this view is more a process of self-regulation in resolving cognitive conflicts that often arise through concrete experience, collaborative discourse, and interpretation. The purpose of this research is to analyze the effectiveness of problem solving through innovative learning models. The method used in qualitative research with library studies or System Literature Review (SLR). The purpose is to analyze the comparison of existing theories with previous theories in the research literature. The literature used is literature from research results or studies presented in scientific articles. All articles used were sourced from the electronic data literacy search engine Mendeley and Google Scholar. Based on the description of the results and discussion above, there are innovative learning models that can solve problems such as: Posing and Soving Learning Model, competency-based learning, problem-based learning, Group Science Learning model, simulation model learning and inquiry learning model.
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Rozo, Hugo, and Miguel Real. "Pedagogical guidelines for the creation of adaptive digital educational resources: A review of the literature." Journal of Technology and Science Education 9, no. 3 (2019): 308. http://dx.doi.org/10.3926/jotse.652.
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The present article constitutes a systematic review of the literature with the objective of identifying the appropriate elements that must be taken into account when designing and creating adaptive digital educational resources. The methodological process was rigorous and systematic, through a deep search of literature, in which the texts related to the object of study were identified, selected, evaluated and analyzed. It is concluded from the analysis to the documentary corpus, that the different approaches found, configure a route, for the conceptualization of what should be a digital educational resource as an element that contributes to learning. In this sense, it is proposed an exemplary model user that considers experiences, interests and tastes; thus, allowing strengthen the particularities of students and enhancing the learning experience.
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Yu, Yuetong. "Using Gamification to Support Learning Chinese as A Foreign Language: A Systematic Review." International Journal of Languages, Literature and Linguistics 8, no. 4 (2022): 330–36. http://dx.doi.org/10.18178/ijlll.2022.8.4.371.
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Gamification has been proposed as a pleasant and entertaining way to encourage students to acquire Chinese as a foreign language (CFL) and to bridge the gap between their learning and teaching practice. This systematic review provides a summary of the current state of the art in CFL gamification. Furthermore, when learners cope with CFL through gamification, this review study maps their learning process and results. 11 publications from 2016 to 2021 were analyzed for this systematic review. Even though these studies found that gamification had a favorable impact on learners' learning experiences and achievements, none of the studies identified gamification elements linked with the learning experiences and outcomes. Gamified CFL offers good learning experiences by being engaging, fun, motivating, engaging, and interesting. Gamified CFL learning results included content language acquisition, beliefs, motivation, satisfaction, and confidence. The findings of this study offer suggestions on how to develop gamification for learners' CFL learning, as well as the learning experiences and outcomes that follow.
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Vigane, Åge, and Sindre M. Dyrstad. "Learning leadership in outdoor education: Effects of feedback." Journal for Research in Arts and Sports Education 6, no. 1 (2022): 108–21. http://dx.doi.org/10.23865/jased.v6.2969.
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There is paucity of knowledge regarding learning outcomes from outdoor leadership training courses. The aim of this pilot study was to examine progress in perceived leadership skills after a six-month outdoor education course, and to examine the effect of systematic feedback from fellow students. Seventeen students were randomized into intervention and control groups and participated in six outdoor excursions during which they took leader roles. The intervention consisted of systematic use of feedback from fellow students. To assess the progress in students’ perceived outdoor leadership skills, the students answered a questionnaire covering four categories of leadership both before and after the course. Significant progress in perceived outdoor leadership was found for all students after the six-month course. Systematic feedback from fellow students did not seem to enhance students’ perceived outdoor leadership skills. The reasons could be that the feedback was not given in the actual situations or that the student feedback was not valued. Feedback from teachers and from nature (self-experience) were found to be important for strengthening perceived leadership skills.
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Dennis, Luchembe, and Shumba Overson. "Practical Work, Simulations and Feedback to Address Undergraduate Physics Students' Challenges in Understanding Circular and Rotational Motion." Education Quarterly Reviews 2, no. 3 (2019): 585–96. https://doi.org/10.31014/aior.1993.02.03.90.
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This analytic paper explores the challenges that undergraduate students face in understanding introductory physics concepts on circular and rotational motion. Challenges are drawn from researchers' own experiences and from the research literature. An innovative method is proposed that combines practical work, PhET simulations, and a systematic feedback and feed-forward process following after the Nicol and Macfarlane-Dick (2006) model. Providing feedback at critical junctures of the teaching and learning process is pertinent for the efficacy of the approach. The experience of implementing the approach suggests positive prospects for efficacy for learning circular and rotational motion by pre-service physics teachers.
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Kwon, Yangyi, and Gyeounghee Lee. "A study on the meaning of the learning experience in the literacy program accredited elementary education of the female elderly learner who experienced life crisis events: Focusing on psychological changes." Korean Society of Educational Gerontology 9, no. 1 (2023): 43–66. http://dx.doi.org/10.31748/kseg.2023.9.1.43.
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This study is conducted to explore the meaning of the learning experiences of the female elderly learner who experienced life crisis events and participated in the literacy program accredited elementary education. For the purpose, the life history research method was employed. The participant overcame the great crisis of life that she faced in the latter half of her lives by learning in the literacy program, while reporting a significant change in her mind compared to before learning. In addition to a sense of confidence and achievement, it is said that unlike before, her mind has softened and her has become more tolerant of others than before. Based on the above research results, the following implications were derived. First, the literacy program process involves more than academic accreditation. The participant’s learning was further motivated by the needs of escaping from the crisis situation, which led to her perceived joy of learning and life. Second, the participant gained a sense of accomplishment and confidence by receiving support from teachers and fellow learners. Third, the participant newly established her attitude toward life for the rest of her lives while attending literacy schools. Through introspection and rumination on the learning experience, which is the process of reinterpreting or reinterpreting the meaning of the learning experience and converting it into action (Mezirow, 2000), an opportunity for a positive change in consciousness is created. Based on the research results, it is necessary to re-prove the relationship between social support and psychological aspects as well as the relationship between learning experience, perception and attitude change for the rest of life with a more systematic and structured study in future follow-up studies. Also, the need to expand the budget and support policies for literacy education was suggested
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Karapakdee, Jaruwan. "Metaverse Learning Ecosystem for Hyflex Learning Snoopathon to Enhance Systematic Thinking and Innovative Thinking." International Journal of Information and Education Technology 14, no. 7 (2024): 1016–22. http://dx.doi.org/10.18178/ijiet.2024.14.7.2129.
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This article presents research on a metaverse learning ecosystem for Hyflex learning using Snoopathon to enhance systematic and innovative thinking. This research endeavor focused on leveraging a metaverse learning ecosystem to facilitate Hyflex learning while utilizing Snoopathon methodology to augment systematic and innovative thinking skills. The study aimed to achieve three main objectives: 1) synthesizing the conceptual framework of the metaverse, 2) developing a creative metaverse learning ecosystem, and 3) evaluating the outcomes of the implemented strategies. A total of eleven participants took part in the research, selected through purposive sampling. These participants were experts drawn from diverse educational institutions, each holding academic positions and possessing specialized knowledge in designing and developing teaching systems. Importantly, all participants boasted a minimum of five years of professional experience in their respective fields. To assess the effectiveness of the interventions, two main research tools were employed. Firstly, the evaluation involved scrutinizing the components of the Hyflex learning process, particularly focusing on the Snoopathon methodology. Secondly, the research evaluated the metaverse’s capacity to enhance systematic and innovative thinking among participants. By employing these research tools and methodologies, the study aimed to provide insights into the efficacy of integrating a metaverse learning ecosystem with Hyflex learning approaches, along with the impact of utilizing Snoopathon to foster systematic and innovative thinking skills within this context. According to the research findings, both the elements and the capacity to promote systematic and innovative thinking were remarkably elevated.
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Volta, Erica, and Nicola Di Stefano. "Using Wearable Sensors to Study Musical Experience: A Systematic Review." Sensors 24, no. 17 (2024): 5783. http://dx.doi.org/10.3390/s24175783.
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Over the last few decades, a growing number of studies have used wearable technologies, such as inertial and pressure sensors, to investigate various domains of music experience, from performance to education. In this paper, we systematically review this body of literature using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method. The initial search yielded a total of 359 records. After removing duplicates and screening for content, 23 records were deemed fully eligible for further analysis. Studies were grouped into four categories based on their main objective, namely performance-oriented systems, measuring physiological parameters, gesture recognition, and sensory mapping. The reviewed literature demonstrated the various ways in which wearable systems impact musical contexts, from the design of multi-sensory instruments to systems monitoring key learning parameters. Limitations also emerged, mostly related to the technology’s comfort and usability, and directions for future research in wearables and music are outlined.
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Ha, Jiyoung, Romee Lee, and Gyeong Mi Heo. "A Systematic Review on the Learning of Middle-Aged Women in Korea: From the Multi-Stage Life Perspective." Korean Society of Educational Gerontology 8, no. 2 (2022): 99–129. http://dx.doi.org/10.31748/kseg.2022.8.2.99.
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This study aims to analyze the Korean studies on the learning experiences of middle-aged women from the multi-stage life approach. The women in selected 66 studies feature different experiences and educational needs of the women who are different from those of the previous generation. Through systematic review as a research method, general trends of the studies, the learning characteristics of the learners, the challenges and obstacles in learning and the suggestions addressed by the researchers of these studies were explored. As a result of the analysis, three key problems of the studies were derived. First, the transformative learning theory as a major theoretical perspective chosen in many studies tends to be problematic to be a explanatory lens of understanding middle-aged women as learners due to possible bias in the participant selection. Second, the learning experiences of the women are generally reported as ‘delayed experiences’ which may obscure the existence of previous learning experiences. Third, challenges and obstacles experienced in the learning process were mainly reported in the field of formal education, but the solutions suggested by the researchers are largely limited to individual efforts. Based on these critiques, suggestions were presented to build a robust lifelong education environment for middle-aged adults including these women.
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Pauji, Ikbal, Hadi Hadi, and Dadang Juandi. "Systematic Literature Review: Analysis of Learning Obstacle in Didactical Design Research on Geometry Material." Jurnal Cendekia : Jurnal Pendidikan Matematika 7, no. 3 (2023): 2895–906. http://dx.doi.org/10.31004/cendekia.v7i3.2474.
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Learning geometry is an important lesson because it is studied at every level of education and geometry is a sub-matter in mathematics that is very closely related to the lives of students. However, field data shows that there are still many students who experience learning difficulties in geometry material, both obstacles that are classified as ontogenic obstacles, epistemological obstacles and didactical obstacles. This study aims to identify how the distribution of research that addresses learning barriers in Didactical Design Research research on geometry material and also aims to find out what learning barriers students often experience when studying geometry. The research method used is a Systematic Literature Review using 25 articles that have been published in indexed journals Sinta and Scopus in the 2019-2023 period. The article was obtained from search results on the Google Scholar and ERIC data base. The results of this study indicate that research discussing learning barriers in geometry material is mostly carried out at the elementary school level with the sub-material that is most often discussed is two-dimensional material. The results of this study also show that students still experience many types of learning barriers including ontogenic obstacles, epistemological obstacles, and didactical obstacles.
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Purnama, Iwan, Arie Wahyu Prananta, and Tiok Wijanarko. "Recent Trends in Virtual Reality for Meaningful and Fun Science Learning: A Systematic Literature Review." Jurnal Penelitian Pendidikan IPA 10, no. 5 (2024): 207–13. http://dx.doi.org/10.29303/jppipa.v10i5.7159.
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The use of Virtual Reality in education can revolutionize the learning experience of students through immersive and captivating encounters that can enhance their understanding of the subject can provide a meaningful and enjoyable Virtual Reality experience. Where the research objective is to examine the latest trends in Virtual Reality for meaningful and enjoyable science learning: Systematic Literature Review. The review was conducted based on state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines. The results of this research explain that there are Learning Trends in the Future, namely: Collaboration, Learning Inspiration from a Young Age, Rapidly Growing Online Learning, Using Virtual Reality for Learning, Learning with AI Technology; Uses of Virtual Reality in science learning: Use of Virtual Reality as a learning medium, Use of Virtual Reality as a competency testing medium, Learning & competency testing in the Film Industry; The essence of science learning: Science as a way of thinking, Science as a way of inquiry, Science as a building of knowledge, Science as a form of interaction between technology and society.