Relevant bibliographies by topics / The Mediated Learning Experience Theory

Contents

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

Academic literature on the topic 'The Mediated Learning Experience Theory'

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

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Journal articles on the topic "The Mediated Learning Experience Theory"

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Kozulin, Alex. "Sociocultural Theory and the Mediated Learning Experience." School Psychology International 23, no. 1 (February 2002): 7–35. http://dx.doi.org/10.1177/0143034302023001729.

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Tzuriel, David. "Mediated Learning Experience and Cognitive Modifiability." Journal of Cognitive Education and Psychology 12, no. 1 (2013): 59–80. http://dx.doi.org/10.1891/1945-8959.12.1.59.

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The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.
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Lebeer, Jo. "Conductive education and the mediated learning experience theory of Feuerstein." European Journal of Special Needs Education 10, no. 2 (June 1995): 124–37. http://dx.doi.org/10.1080/0885625950100203.

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Leng Chua, Bee, Oon-Seng Tan, and Paulina Sock Wah Chng. "Mediated Learning Experience: Questions to Enhance Cognitive Development of Young Children." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 178–92. http://dx.doi.org/10.1891/1945-8959.16.2.178.

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Mediated learning experience (MLE) stresses that the quality of interaction between the child and the environment via a human mediator plays a pivotal role in the cognitive development of the individual. Feuerstein’s theory of structural cognitive modifiability posited that humans have the propensity to change the structure of their cognitive functioning. Therefore, teachers and practitioners can intervene early during early childhood to potentially enhance cognition functions of young children, which will prepare them for successful adaptation to the rapidly changing environment. This article rides on the theoretical underpinnings of Feuerstein’s theory of MLE to elaborate appropriate use of questions to enhance cognitive development during early childhood. Essentially, appropriate conditions foster the mediation of intentionality and reciprocity, meaning, and transcendence, the three parameters necessary for mediated interaction to take place and questions are used to mediate the parameters as we scaffold through teacher–student interactions.
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Shin Wong, Shyh. "Providing Mediated Learning Experiences Through Multidimensional Play Therapy." Journal of Cognitive Education and Psychology 5, no. 2 (January 2005): 168–82. http://dx.doi.org/10.1891/194589505787382496.

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Multidimensional Play Therapy is an integrative, multidimensional metatheoretical approach to the use of play in working with clients’ different modalities, with specific focus on the provision of mediated learning experiences through play. It is an attempt to fill in the gap and act as a bridge to integrate different ideas and practices in the fields of cognitive education and play therapy. Specifically, Multidimensional Play Therapy expands the use of play therapy to include providing mediated learning experience, based on Feuerstein’s theory of structural cognitive modifiability and mediated learning experience. The use of play as mediation, proposed by Vygotsky, is integrated with Feuerstein’s systematic application of Vygotsky’s idea of a more competent human being (the play therapist) as mediator in the context of Multidimensional Play Therapy.
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Kaufman, Ruth. "The Process of Experiencing Mediated Learning as a Result of Peer Collaboration Between Young Adults With Severe Learning Difficulties." Journal of Cognitive Education and Psychology 5, no. 2 (January 2005): 215–16. http://dx.doi.org/10.1891/194589505787382540.

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Mediated learning is an interpersonal experience in which the mediator’s role is to develop in the mediatee functions essential for learning. The mediator focuses on the mediatee while identifying, analyzing, formulating, and solving problems related to everyday life and formal education frameworks. This study was focused upon the mediators, their experience in mediated learning, and the development of mediational abilities and cognitive functions as a result of social goals.Mediation was carried out in pairs and in a group format. The group was composed of low-functioning young adults suffering from severe learning problems. They acted in pairs, using a peer mediating activity, and also worked in the group to replicate their actions as well as to study the theory of mediated learning, its procedure, and its activities. The tasks were taken from Feuerstein’s cognitive intervention program, Instrumental Enrichment.Such a framework allowed me to identify and capture different aspects of students’ cognitive functioning as well as their inter- and intrapersonal mediation. Each student had to play different roles, sometimes acting as mediator to another member of the group, and thus focusing on his/her difficulties and needs, and at other times being a mediatee and receiving mediation from another group member. In addition, each student participated in the whole group activity reflecting upon, analyzing, and evaluating his/her own and his/her peer’s actions as well as those of others in the group. All this promoted strong experience in mediated learning, in different distances and modalities. Three different instruments were developed as a means of data collection and analysis: the mediation circular profile, the structural hierarchy of deficient cognitive functions map, and the process analysis flow chart.The study unfolded as a microdevelopmental process with students starting at a very low level of cognitive functioning and mediational ability and gradually progressing toward quite sophisticated methods of interaction, mediation, and problem solving. In the course of such microevolution, each group member developed his/her own position and role within the group and in the group activities.The findings support the theory of Structural Cognitive Modifiability while showing that even low-functioning people, who usually play the role of mediatee, can be mediators. By mediating to other people, they improve their own cognitive functioning, abstract level of thinking, and social and communication skills.
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Elyakim, Nitzan, Iris Reychav, Baruch Offir, and Roger McHaney. "Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices." Journal of Educational Computing Research 57, no. 1 (December 28, 2017): 131–69. http://dx.doi.org/10.1177/0735633117746169.

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The current study demonstrates how blended learning using location-based mobile-learning experiences can be improved when student preparation is enhanced with techniques informed by the theory of Mediated Learning Experience (MLE). Our experiment used a sample of 216 junior-high students within the context of school field trips. Tablet computers were custom configured to implement mobile learning with an application dispensing both contextual content and field navigation assignments. A control group prepped for the field trips used traditional information and discussion while an experimental group prepped based on the principles of MLE. Following the experience, students’ subjective perceptions of transactional distance were examined. The findings suggested that those prepared with MLE principles experienced lower transactional distances and, hence, a better outcome. Additionally, gender and thinking style differences were found, highlighting the need to further adapt flexible teaching approaches in mobile-learning environments. Overall, the findings carry significant implications for pedagogic and technological aspects of implementing mobile technologies in education.
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Schur, Yaron, and Alex Kozulin. "Cognitive Aspects of Science Problem Solving: Two Mediated Learning Experience Based Programs." Journal of Cognitive Education and Psychology 7, no. 2 (January 2008): 266–87. http://dx.doi.org/10.1891/194589508787381818.

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Data generated by international science examinations such as TIMSS and PISA indicated that many students failed to solve science tasks not because of their lack of specific scientific knowledge, but because of poor general problem solving skills. The present study was triggered by the need to introduce middle-school students to strategies and techniques of working with unfamiliar material and using general symbolic tools. Feuerstein’s theory of Mediated Learning Experience and Vygotsky’s concept of psychological tools served as a theoretical basis for two intervention programs: The first program connected content-neutral cognitive tasks with TIMSS-like science tasks, while the second one offered students a new scientific experience Thinking Journey to the Moon. Middle-school students were pre- and posttested by TIMSS-like tasks that required minimal prior scientific knowledge. Both programs proved to be effective in improving students’ problem solving and the ability to justify their answers, though reflective ability continued to be weaker than problem solving. The relative importance of mediated learning experience vs. specific problem solving tasks is discussed.
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Cengiz, Behice Ceyda. "Review of "Disruptive Technologies and the Language Classroom: a complex systems theory approach"." EuroCALL Review 29, no. 1 (April 20, 2021): 93. http://dx.doi.org/10.4995/eurocall.2021.14141.

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<p>Which dynamics of language learning and teaching change when traditional face-to-face language classrooms are moved to the online medium? And more importantly, does the advent of online technologies change the ways language teachers teach and language learners learn? In “Disruptive Technologies and the Language Classroom”, Hampel (2019) provides new insights into these important questions. She points out that online language learning and teaching destabilizes the language classroom by affecting its overall dynamics and by opening up new venues for language learning and teaching. By referring to her years-long experience in online language teaching and research, she argues that understanding the effects of these online technologies will better help language learners to communicate successfully in the second language (L2). Viewing communication as an aim and instrument in language learning, she focuses on the idiosyncrasies of computer-mediated communication and presents a theoretical discussion of computer-mediated communication’s unique features and affordances in reference to related literature. </p>
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Parke, Karl, Nicola Marsden, and Cornelia Connolly. "Lay Theories Regarding Computer-Mediated Communication in Remote Collaboration." Open Praxis 9, no. 1 (March 31, 2017): 17. http://dx.doi.org/10.5944/openpraxis.9.1.502.

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Computer-mediated communication and remote collaboration has become an unexceptional norm as an educational modality for distance and open education, therefore the need to research and analyze students' online learning experience is necessary. This paper seeks to examine the assumptions and expectations held by students in regard to computer-mediated communication and how their lay theories developed and changed within the context of their practical experiences in conducting a remote collaborative project, through computer-mediated communication. We conducted a qualitative content analysis of students' final reports from an inter-institutional online course on computer-mediated communication and remote collaboration. The results show that students’ assumptions were altered and indicate the strong benefits of teaching how to collaborate remotely, especially if a blended approach of theory and practical application are combined.
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Dissertations / Theses on the topic "The Mediated Learning Experience Theory"

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Silver, Judy. "Mediated learning experience in a community of practice : a case study." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/104496.

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This study describes the attempt to understand the quality of mediation between people within a community of practice. An innovative chefs’ apprenticeship in a dedicated restaurant provides a setting in which to explore what happens when a group of young people are learning to become fully accepted members of a community of practice. The setting, the social enterprise of Fifteen London, is founded on a passionate belief in the learning potential of all individuals, regardless of background. Conducted over a period of five years this ethnographic study tells the stories of the apprentices; the story of the community; and the story of conducting the investigation. A pilot study completed in 2005 revealed that beyond the mediation observed between individuals, apprentices’ felt their experience of the culture of the learning environment had a greater impact. The thesis explores the theoretical implications of these findings. Drawn from a sociocultural perspective, two theoretical frameworks are applied: Mediated Learning Experience (Feuerstein, Miller and Tannenbaum, 1994) concerned with the mediation between people and its effect on human development; and Situated Learning (Lave and Wenger, 1991) concerned with participation in a community of practice. These frameworks were felt to be useful to an analysis which demonstrates that a community of practice can be analysed according to the framework for Mediated Learning Experience. The symbiosis of these two approaches creates a coherent framework for discourse in which to analyse the learning process itself. A description of the community highlights the complexities of learning, and the challenges of attempting to change the course of human development by means of cultural transmission and social enterprise. I conclude that this learning environment serves as a good example of what can be achieved when innovation works hand in hand with moral purpose.
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Pou, Lucy Kwee-Hoon. "Peer mediated learning experience : applying Feuerstein's model of mediated learning experience as an intervention model for culturally deprived children in Singapore." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407612.

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Reeves, Tony. "Learning in adaptive spaces : how customer experience professionals experience learning during technology-mediated interaction, and implications for organisational learning." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/126321/.

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This research investigates how customer experience (CX) professionals experience learning through their use of digital technologies in organisations, and considers the implications for organisational learning. A phenomenographic methodology was used to compare the variation in employees’ experiences of learning, and the research employed a conceptual framework of post-structuralism and complexity to investigate how digital technologies affect organisational learning and knowledge management. Complexity Leadership Theory was used as a way to interpret the complexity dynamics that occur through digitally mediated interactions in organisations, and provided a way to conceptualise these interactions as taking place in ‘adaptive spaces’. The research found that a lack of etiquette regarding the use of digital tools can adversely affect processes of meaning-creation during the technology-mediated work of CX professionals. The findings indicate that a more intentional use of technology – a ‘digital etiquette’ – can be viewed as a dynamic capability, and has the potential to improve the way in which CX professionals contribute to organisational learning. The findings also demonstrate that improving digital etiquette in adaptive spaces is an appropriate response to problems of knowledge management under conditions of complexity. The research will be of interest to those seeking a clearer understanding of the potential of the CX function to contribute to organisational learning, and also to those aiming to design programmes of learning that prepare students effectively for complex environments.
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Klunk, Clare Dvoranchik. "Workplace Devaluation: Learning from Experience." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27337.

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Many successful professionals, recognized for their experience, knowledge, competence and commitment to their field, experience a contradiction when they realize that their contributions are no longer valued by decision-makers in their organizations. Professionals, regardless of gender, position, education, race or profession, who experience workplace devaluation agree that this experience devalues their contributions and demeans their sense of self. This study illuminates the professionals' perspective of workplace devaluation through their experience. Within the framework of grounded theory methodology, this research examined three research questions: (a) What is the experience of professionals' workplace devaluation? (b) How did professionals learn from the experience? (c) What did professionals learn from the experience? The unit of analysis is the professional within an organization. Four participants were selected who (a) had several years experience with their organization; (b) were previously valued by the organization; (c) were current in their field; (d) had experienced workplace devaluation; and (e) were able to articulate insights, thoughts, and emotions on their experience. Multiple interviews with each participant provided the data. A comparative, iterative analysis of the data yielded: (a) a seven-phase process of the experience; (b) six constructs embedded in the process, and (c) four categories of learning. The dialogic interview method facilitated the participants' apperception, reflection, and progress through the process. Three emotions--fear, powerlessness, anger--and their interaction with the other constructs (autonomy, communication, personalization, authority, and recognition) influenced coping strategies and actions taken by each participant. The four narratives explicate the interrelationships of the findings. Three major conclusions are: (a) A rich description of the workplace devaluation experience offers a glimpse into the complexity of this topic and into the professionals' "lived world." (b) The learning process, grounded in the data, depicts how these four professionals used the power of their emotions to create balance within themselves as they attempted to explicate their situation of workplace devaluation. (c) The results indicate that greater learning occurred in organizational knowledge and intrapersonal knowledge for these professionals. Questions for further research are noted along with practical suggestions and recommendations for the praxis of adult educators, decision-makers, and professionals.
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Toukonen, Kayne. "The Dynamic Electronic Textbook: Enhancing the Student's Learning Experience." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1311045125.

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Lamoureux, Marcel. "Policy learning theory derived from Russian power sector liberalisation policy experience." Thesis, Glasgow Caledonian University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726804.

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Jain, Sachin. "Test anxiety and mathematics anxiety as a function of mediated learning experience and metacognitive skills." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232418141&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Piggott, David James Stirling. "Young people's experience of football : a grounded theory." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/8147.

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The aim of this study was to generate a substantive grounded theory to explain a variety of young people's experiences of football within and external to FA Charter Standard Clubs and Schools. A modified grounded theory methodology (Strauss and Corbin, 1998; Charmaz, 2000) was selected following an ethical commitment to 'listen to young people's voices'. This methodology was underpinned by critical realist ontological assumptions (Sayer, 2000) and reformulated according to Popperian epistemology (Popper, 1972; 1981). Ten mini-ethnographies were conducted in football clubs and schools in England over a period of 12 months. Data were generated through focussed group interviews with young people (aged 8-18), and participant observation captured in field notes. Over three increasingly deductive iterations (or 'vintages') of data collection and analysis, a substantive theory of socialisation processes in youth football was created. This abstract theory hypothesised that young people's experiences may be conceptualised as partially individualised responses to external influences, expressed as desires and concerns that may act reciprocally on the social context. More specific hypotheses (or models) were formulated and 'mapped over' the abstract theory. The relationship between stress, enjoyment and learning in youth football is explored in the first of these models, focussing specifically on the role of significant adults. Coach behaviour and its impact on the youth football environment is the subject of the second model, which describes an 'ideal type' football programme. Female experiences are the subject of the third section of the discussion which focuses on 'first contact' with football (particularly male domination in mixed football) and subsequent socialisation experiences. Here it is conjectured that the development of friendships and identity specific to football may increase the propensity to participate. The final model conceptualises socialisation processes for young players from black and minority ethnic communities. The problems of 'culture barriers' and institutional racism are explored before considering the role youth football might play in the wider 'integration debate'. Finally, some recommendations for policy change and for future research are offered. Here it is suggested that policy changes are monitored and evaluated with critical sociological studies focussing on young people's experiences of coaching and parenting and hegemonic power relations in female and multicultural football respectively.
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Nielsen, Jane K. "Museum communication : learning, interaction and experience." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5770.

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'Museum Communication: Learning, Interaction and Experience' is a study of how museums have evolved and handled their communication approaches at both theoretical and practical levels. It discusses questions like; how has museum communication developed? What influences do these developments have on museology and its related disciplines? How will museum communication develop in the future? These are questions closely connected with essential concepts of learning, interaction, participation and experience, which will be discussed throughout the thesis. Learning and exhibition theories will be considered alongside discussions of epistemological and philosophical approaches, interpretation, and social development of museological research. The research forms a discourse analysis of museums' own views and opinions of these issues through replies of a questionnaire. It also focuses on specific case studies and examples in order to combine theoretical definitions and empirical approaches with museological developments. To form a deeper understanding of how museological communication is developing, the research includes interviews with professionals of philosophy and storytelling as well. Finally, the approaches are summarised in a new museum model developed from future studies. This model, called 'The Transformative Museum', identifies essential points in which museums have developed their communication practices and theories, and discusses how these may develop in the future. As the responsibilities of museum curators develop, museums have to embrace the concepts of transformation and flexibility too. Inquiries, research, learning and participation have to be transformed into all kinds of experiences in order to respond to changing needs and flexible structures of communities and societies. The transformative museum will have to acknowledge past traditions, current trends and future opportunities simultaneously in order to become a museum of both present and future relevance for all kinds of visitors and users.
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McLeod, D. "Construction of personal work-theory in the young administrator." Thesis, Brunel University, 1988. http://bura.brunel.ac.uk/handle/2438/5761.

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Statistical predictive validity has regularly been demonstrated for the complex selection procedure by which young high-potential administrative entrants are recruited to the Civil Service. There is, however, a largely unexplored qualitative aspect to recruitment as well. For most successful candidates, taking up appointment as trainee administrators represents a major life-transition - from full-time education to full-time employment. What is that experience like? How do they go about making sense of their new circumstances? Six trainees took part in the enquiry, which centred on a series of interviews carried out over the course of their first year at work. The focus in this ideographic study is on the individual as learner In a natural setting. Analysis of the accounts produced is set in a social cognition framework, and something of the approach of the ethnographer is also brought to bear. Particular attention is paid to the status of narrative as knowledge. A simple model is outlined for narrative-based reflection as a means to development, with the prospect of the individual acting as his or her own mentor in the process.
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Books on the topic "The Mediated Learning Experience Theory"

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Ann, Lewin-Benham, ed. What learning looks like: Mediated learning in theory and practice, K-6. New York, NY: Teachers College Press, 2012.

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Feuerstein, Reuven. Mediated learning experience (MLE): Theoretical, psychological and learning implications. London: Freund, 1991.

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Recollection and experience: Plato's theory of learning and its successors. Cambridge: Cambridge University Press, 1995.

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Deep learning: How the mind overrides experience. Cambridge: Cambridge University Press, 2011.

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Learning from experience: Minority identities, multicultural struggles. Berkeley: University of California Press, 2002.

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Lasting lessons: A teacher's guide to reflecting on experience. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, 1992.

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International, Conference on the Applied Aspects of Mediated Learning Experience and Instrumental Enrichment (1996 Shoresh Israel). The Ontogeny of cognitive modifiability: Applied aspects of mediated learning experience and instrumental enrichment : proceedings of the International Conference. Jerusalem: International Center for the Enhancement of Learning Potential, 1997.

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Bowman, Wayne D. Tacit learning, musical experience, and music instruction: the significance of Michael Polanyi's thought for music education. Ann Arbor: University Microfilms Dissertation Information Service, 1987.

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Carl, Braun. Looking, listening and learning: Observing and assessing young readers. Winnipeg: Peguis Publishers, 1993.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Book chapters on the topic "The Mediated Learning Experience Theory"

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Tzuriel, David. "The Mediated Learning Experience (MLE) Theory." In Dynamic Assessment of Young Children, 23–44. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1255-4_3.

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Tzuriel, David. "The Theory of Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE)." In Mediated Learning and Cognitive Modifiability, 13–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75692-5_2.

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Feuerstein, Reuven, Yaacov Rand, and John E. Rynders. "Mediated Learning Experience." In Don’t Accept Me as I am, 59–93. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-6128-0_5.

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Hutchins, Tiffany, Giacomo Vivanti, Natasa Mateljevic, Roger J. Jou, Frederick Shic, Lauren Cornew, Timothy P. L. Roberts, et al. "Mediated Learning Experience." In Encyclopedia of Autism Spectrum Disorders, 1818. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100862.

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Foster, Dean P., and H. Peyton Young. "Learning with Hazy Beliefs." In Game Theory, Experience, Rationality, 325–35. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-1654-3_26.

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Tzuriel, David. "Mediated Learning Experience (MLE) and Cognitive Modifiability." In Encyclopedia of the Sciences of Learning, 2154–57. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_410.

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Tzuriel, David. "The Socio-Cultural Theory of Vygotsky." In Mediated Learning and Cognitive Modifiability, 53–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75692-5_3.

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Tzuriel, David. "Mediated Learning Experience: Cognitive Modifiability and Emotional, Motivational and Personality (EMP) Aspects." In Mediated Learning and Cognitive Modifiability, 371–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75692-5_13.

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Shawky, Doaa, and Ashraf Badawi. "Towards a Personalized Learning Experience Using Reinforcement Learning." In Machine Learning Paradigms: Theory and Application, 169–87. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02357-7_8.

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Rispoli, Matthew, and Pamela Hadley. "Toward a theory of gradual morphosyntactic learning." In Experience, Variation and Generalization, 13–34. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/tilar.7.02ris.

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Conference papers on the topic "The Mediated Learning Experience Theory"

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Ruijten, Peter, and Eline Hooijman. "A qualitative analysis of student experiences of a blended learning course." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9473.

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Blended learning has become a popular topic in higher education. A blended learning course combines face-to-face instructions with computer-mediated instructions in any possible ratio. Even though studies have investigated effects of blended learning on education costs and student performance, not much is known about how students experience a blended learning course. The current study provides insights into student experiences in a blended learning course in which all materials were available online, and a minimum number of face-to-face meetings was organized. Three students of the course participated in an in-depth interview, and all fourteen students of the course provided answers to questions during four face-to-face tutorials. Findings indicate similarities in their needs, but differences in their perception of the flexibility that was given to them in the course. A possible explanation for the differences in perception of flexibility could be the students’ self-efficacy. Future studies should be designed to investigate which factors contribute to a positive student experience of blended learning.
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"Understanding Online Learning Based on Different Age Categories." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4253.

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[This Proceedings paper was revised and published in the 2019 issue of Journal of Information Technology Education: Research, Volume 18] Aim/Purpose: To understand readiness of students for learning in online environments across different age groups. Background: Online learners today are diverse in age due to increasing adult/mature students who continue their higher education while they are working. Understanding the influence of the learners’ age on their online learning experience is limited. Methodology: A survey methodology approach was followed. A sample of one thousand nine hundred and twenty surveys were used. Correlation analysis was performed. Contribution: The study contributes by adding to the limited body of knowledge in this area and adds to the dimensions of the Online Learning Readiness Survey additional dimensions such as usefulness, tendency, anxiety, and attitudes. Findings: Older students have more confidence than younger ones in computer proficiency and learning skills. They are more motivated, show better attitudes and are less anxious. Recommendations for Practitioners: Practitioners should consider preferences that allow students to configure the learning approach to their age. These preferences should be tied to the dimensions of the online learning readiness survey (OLRS). Recommendations for Researchers: More empirical research is required using OLRS for online learning environments. OLRS factors are strong and can predict student readiness and performance. These are opportunities for artificial intelligence in the support of technology-mediated tools for learning.
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Liang, Tao, and Larry J. Leifer. "Learning From Experience of Peers: An Empirical Study of Knowledge Sharing in a Product Design Community." In ASME 2000 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/detc2000/dtm-14576.

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Abstract In this paper, we describe usage patterns of a design information database observed from four years of data, and discuss issues of learning through social and technology mediated interactions in a product design community. From the period of 1994 to 1999, an increasing amount of the design information in a project-based course at Stanford University has been captured in electronic format. This design information consists of design notes, drawings, reports, slide presentations, emails, vendor references, and even, in some cases, summaries of phone conversations, meeting minutes, and the like. The large corpus of captured information was made available to the project teams during each academic year on the assumption that one would be able to achieve better performance by building on and learning from experiences of peers. Because the data was all made available over a webserver, we were able to collect information on access to it We have thus had a chance to learn from studying the usage of a large body of captured design information. Preliminary analysis on the first two years of data was reported in DETC conference in 1998 (Liang, Cannon et al. 1998). Results from our current analysis show some interesting patterns of file utilization. Those patterns includes a surprising high ratio of access to process-related files, as opposed to product-related files; a temporal access pattern that closely matches project deliverables and milestones; and, an increased correlation between database usage and team-based performance over time. The results from quantitative data analysis are augmented with qualitative user interviews. When interviewed, all engineers agreed that there could be a lot of benefits from learning from peer experiences. Nevertheless, physical and psychological barriers often prevent one from doing so. Physical barriers include distance, time, and organizational distance. Some psychological barriers include the perceived value of the archived information, and perceived effort of finding useful information. These pragmatic organizational learning issues arise from the fact that the teams were working on diverse projects and are all pressured by time and resources. We hypothesize that these real-world constraints of time and resources prohibited many learning opportunities to occur which would otherwise have been very productive and effective. This tension between learning and working is the backdrop of this learning experiment. We suggest that the patterns reported in this paper will be typical of a small product design consulting firm that has many fast-paced projects running in parallel.
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Prevett, Pauline Suzanne. "“Walking a tight rope”- a risky narrative of transition to University." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5490.

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The study of the transition of young people to university necessarily confronts the semi-dependency of the lives of contemporary youth: on the one hand they remain largely economically dependent and on the other they are becoming socially independent. We therefore seek to illuminate engagement with learning as situated in the midst of semi-dependency typical of adolescence, at a time in the life-cycle when typically young people experience a strong “pull” to socialise with peers, but have not yet become fully economically and socially adult. The paper examines the consequences of this contradiction on students’ transition to university, from the subjective experience of students as they transition to university. We suggest disengagement and even drop out from studies can arise from a contradiction between the students’ social and study (economic) domains. The dependency is not only economic, but is culturally mediated and may therefore be experienced by some students in more acute forms. Cultural aspirations and family expectations and ties can provide the impetus to succeed and so overcome the emotional challenges encountered, and these ties may help them walk a tight rope to success. Finally, we explore the consequences for policy and practice.
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Zhang, Mingshao, Pengji Duan, Zhou Zhang, and Sven Esche. "Development of Telepresence Teaching Robots With Social Capabilities." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86686.

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A telepresence robot is a device that allows people to participate in video conferences on a moveable platform from a remote location. The users can remotely control the robot’s motion and interact with each other through a video screen. Such systems, which were originally designed to promote social interaction between people, have become popular in various application areas such as office environments, health care, independent living for the elderly, and distance learning. Although there is ample published empirical work surrounding the use of telepresence and computer-mediated communication in education, few studies have examined telepresence robots in the classroom. Although some studies have indicated positive learning experiences and outcomes in education facilitated by telepresence robots, further research is needed to better identify the possible effects such approaches have on student learning and perceptions of instructor credibility. In order to maximize the students’ learning outcomes, it is very important to improve the usability of the telepresence robot platform for both the instructors and the students. In addition, the instructor credibility is also crucial to the overall learning experience. In the research presented here, an innovative remote teaching platform, which includes features of telepresence robots and social robots (which are autonomous robots that interact and communicate with humans by following social behaviors and rules associated with their roles), is developed. It is believed that telepresence robots equipped with the capabilities provided by social robots can improve the credibility of the instructor and the usability of the education platform, both of which contribute to the students’ overall learning outcomes.
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Ljubin-Golub, Tajana. "THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact037.

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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."
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Harper, Sam, Aparajithan Sivanathan, Theodore Lim, Scott Mcgibbon, and James Ritchie. "Control-Display Affordances in Simulation Based Education." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85352.

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Mixed reality opens new ways of connecting users to virtual content. With simulation-based education and training (SBET), mixed reality offers an enriched environment to experience digital learning. In turn, learners can develop their mental models to process and connect 2D/3D information in real-world settings. This paper reports on the use of the Microsoft HoloLens to create a mixed reality SBET environment. The challenges of this investigation are harmonising augmented real-world content, including the use of real-time, low-latency tracking of tangible objects and the interaction of these with the augmented content. The research emphasis is on technology-mediated affordances. For example, what affordance does the HoloLens provide the leaner in terms of interactive manipulation or navigation in the virtual environment? We examine this through control-display (CD) gain in conjunction with cyber-physical systems (CPS) approaches. This work builds on previously attained knowledge from the creation of an AR application for vocational education and training (VET) of stonemasonry.
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Llorent-Vaquero, Mercedes, África M. Cámara-Estrella, Elena M. Díaz-Pareja, and Juana M. Ortega-Tudela. "USE OF SOCIAL NETWORKS FOR THE TRAINING OF FUTURE TEACHERS IN EARLY CHILDHOOD EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end068.

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Currently, social networks have a great potential in the educational field, being useful to promote motivation, the active role of students, communication or flexibility in time and space, among others. In this line, this paper shows an experience of educational innovation in higher education mediated by the use of social networks. Specifically, the social network Instagram was used with students in the second year of the Early Childhood Education Degree at the University of Jaen. The objective of this study was to analyze the impact of the use of social networks on aspects related to the quality of the educational process, such as motivation, creativity, communication or monitoring. In order to respond to the proposed objective, a quantitative methodology was used, with a descriptive method and a survey design. The data collection instrument was a student questionnaire through which the impact of the use of the social network Instagram in the teaching-learning process was evaluated. The results point to a positive effect of the use of social networks on the variables under study. It should be noted how the use of this social network has influenced the motivation towards their learning and the communication processes that were developed with all those involved.
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Akpa, Ejuma R., and Kayode Olaniyan. "Learning from experience." In ICEGOV '13: 7th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2591888.2591897.

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Nogueira, Tiago do Carmo, Eudes de Souza Campos, and Deller James Ferreira. "Cognition Developing of Computer Higher Education Students Through Gamification in the Algorithm Teaching-Learning Process." In XXVI Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/wei.2018.3484.

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The scientific logical reasoning became an important skill in the students' cognitive development in algorithm teaching-learning processes, stimulating their reasoning and creativity. From this perspective, gamification has been adopted as a mediating tool in this process. Studies report that the inclusion of gamification in algorithm teaching-learning processes stimulates the students to develop new skills, making the knowledge more efficient. Therefore, this paper's purpose is to measure and understand the cognitive development and the experiences lived by students at the addition of gamification in algorithm teaching, evaluating the scientific logical knowledge acquired by them. Consequently, 44 computer higher education students were selected. They were divided into two groups: students that used the Gamification-Mediated Algorithm Teaching Method and those who participated in the traditional teaching method. To evaluate the cognitive development between these two groups, the Scientific Logical Reasoning Test was applied. The results showed that a significant number of students that used the Gamification-Mediated Algorithm Teaching Method reached the transitory intermediary and transitory scientific knowledge levels, with greater right answer rates. We also noticed that both genders gave more right answers using the gamification-mediated algorithm teaching method.
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Reports on the topic "The Mediated Learning Experience Theory"

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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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