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Artigos de revistas sobre o tema "Learning"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 25 de julho de 2025

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1

Kim, Hye-Jin. "M-Learning Application for Ubiquitous Learning Based on Android Web Platform." Journal of the Korea Academia-Industrial cooperation Society 12, no. 12 (2011): 5564–69. http://dx.doi.org/10.5762/kais.2011.12.12.5564.

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Chagas, Edgar Thiago De Oliveira. "Deep Learning e suas aplicações na atualidade." Revista Científica Multidisciplinar Núcleo do Conhecimento 04, no. 05 (2019): 05–26. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/administracao/deep-learning.

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Kim, Hye-Jin. "Educational Paradigm Shift from E-Learning to Mobile Learning Toward Ubiquitous Learning." Journal of the Korea Academia-Industrial cooperation Society 12, no. 11 (2011): 4788–95. http://dx.doi.org/10.5762/kais.2011.12.11.4788.

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4

Putu, Diah Asrida, Luh Putu Cahayani Ni, Gede Agus Adi Saputra I, and Sumarno Boling Sau Teldi. "PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS APLIKASI ANDROID TERHADAP HASIL BELAJAR EKONOMI DENGAN GAYA BELAJAR SEBAGAI VARIABEL MODERATOR (Studi Pada Ma Tawakkal Denpasar Tahun Pelajaran 2020/2021)." Widyadari 24, no. 1 (2023): 86–95. https://doi.org/10.5281/zenodo.7813489.

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This study aims to determine the effect of using learning media based on android applications on learning outcomes by using learning styles as a moderating variable. The calculation results obtained a regression coefficient of 2,745, the t-count value is 3,191 and the sig value of 0.002 is smaller than α = 0.05, then Ho is rejected, Ha is accepted. The second hypothesis test states that learning media based on android applications which are moderated by learning styles have a significant effect on learning outcomes with a regression coefficient of -0.030, a t-count value of -2.991 and a

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5

You, Yeong Mahn. "How Could We Marry Knowledge Management to e-Learning with Learning Objects?; The Possicilitiey and Limitations." Journal of Educational Technology 17, no. 2 (2001): 53–89. http://dx.doi.org/10.17232/kset.17.2.53.

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Joan, D. R. Robert, and Dr S. P. Denisia Dr. S. P. Denisia. "Features of Electronic Learning, Mobile Learning and Virtual Learning." International Journal of Scientific Research 2, no. 4 (2012): 73–75. http://dx.doi.org/10.15373/22778179/apr2013/29.

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7

Kulsum, Umi. "HYBRID LEARNING TIME MODIFICATION CAN IMPROVE LEARNING ACTIVITY AND LEARNING OUTCOMES." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 11, no. 3 (2021): 263–68. http://dx.doi.org/10.24114/sejpgsd.v11i3.27922.

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The purpose of this study was to determine the effectiveness of hybrid learning time modification in terms of learning outcomes; knowing the relationship between learning activities and learning outcomes and knowing the effect of hybrid and one other group is the conventional group (face-to-face only), this group is the control group.Collecting data using a learning activity questionnaire and a knowledge test to determine learning outcomes. Data analysis technique with Ancova. The results of the study: (1) hybrid learning time modification is effective in improving learning outcomes (2) signif

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Silva, Lilian Reis da. "The human learning process in the organizational context." Núcleo do Conhecimento 08, no. 10 (2021): 17–30. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/human-learning-process.

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This article, elaborated through bibliographic research, has as a fundamental question the way individuals learn and interact in the context of organizations. Aiming to address how individual learning contributes to organizational learning among individuals. From the literature analyzed, it was found that the knowledge and knowledge acquired individually by people must be added to the communication, interaction and sharing skills with colleagues, within the scope of organizations, so that together they learn the culture, internal system, objectives and practices inherent to it, in order to ach

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9

Azis, Yunia Mulyani. "Sharing Time Learning (Face to Face and Online Learning) in Blended Learning." International Journal of Psychosocial Rehabilitation 24, no. 02 (2020): 466–74. http://dx.doi.org/10.37200/ijpr/v24i2/pr200358.

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Bhoite, Dr Sudhakar D. "E-Learning: the Technology Enhanced Learning (TEL) Makes Learning Easier And Flexible." International Journal of Scientific Research 2, no. 9 (2012): 84–85. http://dx.doi.org/10.15373/22778179/sep2013/29.

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Nuryam, Gazi, Canon Syarwani, and Vanni Alam Heldy. "Effects of learning readiness, learning interest, and learning styles on student learning outcomes at SMA Negeri 1 Wonosari, Gorontalo, Indonesia." World Journal of Advanced Research and Reviews 19, no. 3 (2023): 1146–53. https://doi.org/10.5281/zenodo.11891257.

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This research aims to investigate the effect of learning readiness, learning interest, and learning styles on student learning outcomes at SMA Negeri 1 Wonosari, Wonosari, Boalemo, Gorontalo Province. Primary data were collected by distributing questionnaires to 80 respondents, and secondary ones were student learning outcomes or scores. The data analysis technique was double linear regression. This research indicated that the partial t-test on the effect of learning readiness on learning outcomes engendered a t-count of 4.111 at a significance level of 0.000 < 0.05 and a t-table of 1.665.

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12

S.J., Adlin Sheeba Raj. "Assessment for Learning and Teaching Learning Approach." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 153–55. https://doi.org/10.5281/zenodo.7323153.

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Assessment for Learning is an approach to teaching and learning that creates feedback which is then used to improve students’ performance. Understudies become more associated with the growing experience and from this gain trust in what they are generally anticipated to learn and to what standard. Evaluation for Learning includes understudies turning out to be more dynamic in their learning and beginning to ‘take on a similar mindset as an educator’. They ponder where they are currently, where they are going and how to arrive appraisal for Learning. It tends to be adjusted to

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13

Stonier, Keith A. "Learning for progression and employability or learning for learning's sake?" British Journal of Learning Disabilities 41, no. 4 (2013): 249–55. http://dx.doi.org/10.1111/bld.12049.

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14

Sirkemaa, Seppo J. "Analysing e-Learning and Modern Learning Environments." International Journal of Information and Education Technology 4, no. 2 (2014): 176–79. http://dx.doi.org/10.7763/ijiet.2014.v4.393.

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15

Karolczuk, Marzanna. "Blended learning (e-learning) in language studies." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 13 (2017): 119–28. http://dx.doi.org/10.16926/sn.2017.13.09.

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Dr., Deepak Kem. "Personalised and Adaptive Learning: Emerging Learning Platforms in the Era of Digital and Smart Learning." International Journal of Social Science and Human Research 05, no. 2 (2022): 385–91. https://doi.org/10.5281/zenodo.5955678.

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The learning process is never-ending. It is a continuous process through every phase and stage of human life. Man always seeks new lessons and ideas and adapt to new surroundings and changes. In this process, several platforms and tools make the learning effective. These tools also provide proper translation services from the official language into any other language, enabling a learning experience for every learner individually stipulating unique paths for learning, including teaching the previous experience, skills, and knowledge. Numerous adaptive tools assist learners in experiencing the l

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17

Chagas, Edgar Thiago De Oliveira. "Deep Learning and its applications today." Revista Científica Multidisciplinar Núcleo do Conhecimento 04, no. 05 (2019): 05–26. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/business-administration/deep-learning-2.

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18

I, Wayan Sudiarsa. "UTILIZING E-LEARNING AS A LEARNING STRATEGY." Jurnal Ilmiah Diisdikpora 1, no. 2 (2013) (2013): 47–60. https://doi.org/10.5281/zenodo.4319589.

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E-learning is an information technology product that is used in learning. The study in this paper aims to describe the potential of e-learning as a learning strategy, the underlying theory, and characteristics of e-learning learning strategies. Based on the discussion, it was found that e-learning has great potential to be used as a learning strategy because it has various advantages that can be optimized, supported by opportunities, namely the demands of the times, while the weaknesses or challenges faced can be anticipated. The e-learning strategy is supported by at least a learning theory,

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19

Suharyanto, Setyawa, and Mustofa. "The Implementation of Project-Based Learning Models and Learning Behavior to Improve Economic Learning Achievement through Learning Motivation." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 07 (2024): 3256–59. https://doi.org/10.5281/zenodo.12730789.

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This research aims to analyze the influence of Project-Based Learning models and Learning Behavior on Economic Learning Achievement through Learning Motivation in Grade XII Social Science at SMA N 3 Bantul. The type of research is associative quantitative. The population of this research includes all Grade XII Social Science students at SMA N 3 Bantul for the academic year 2023/2024, totaling 71 students. The sampling technique used in this research is saturated sampling, meaning all members of the population are used as research samples. Data collection techniques use questionnaires, and data

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20

Dr., Shashikala M.S. "Hybrid Learning – Integrating Tradition And Technology For Effective Learning." International Journal of Advance and Applied Research 3, no. 8 (2022): 228–31. https://doi.org/10.5281/zenodo.7547373.

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<strong>Abstract</strong> Learning is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. It is the concern of every teacher that their students should learn effectively. For this the teachers tend to take up various strategies. One such strategy can be opting for combining both traditional and technological means to initiate and strengthen the learning among students. This kind of learning is called as hybrid learning. Hybrid learning environments combine traditional

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21

Turkmenbaev, A., and D. Yerkmaliyev. "THE DIFFERENCE BETWEEN FLIPPED LEARNING AND TRADITIONAL LEARNING." SCIENTIFIC-DISCUSSION, no. 75 (April 10, 2023): 9–10. https://doi.org/10.5281/zenodo.7808622.

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The Flipped Classroom is an innovative learning scenario that has gained wide popularity due to the power of digital tools. Its difference from the traditional scenario lies in the fact that the theoretical material is studied independently before the start of the lesson (as a rule, through information and communication technologies: video lectures, audio lectures, interactive materials, etc.), and the freed up time in the lesson is aimed at solving problems, collaboration, interaction with students, application of knowledge.

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22

Ananda, Setiawan, Martono Trisno, and Gunarhadi. "The Analysis of Learning Infrastructure (LI), Learning Motivation (LM) and Economics Learning Achievement (ELA)." Journal of Education and Learning (EduLearn) 12, no. 2 (2018): 236–43. https://doi.org/10.11591/edulearn.v 12i2.8124.

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This research aimed to find out whether or not there is an effect of Learning Infrastructure (LI) and Learning Motivation (LM) on Economics Learning Achievement (ELA), and which one has more dominant effect on Learning Achievement, Learning Infrastructure or Learning Motivation. This study was a descriptive quantitative research with survey method. The data of LI, LM and ELA were collected using questionnaire. The population of research consisted of 1192 economics students in Public Senior High Schools of Serdang Bedagai Regency applying the 2013 curriculum. The sample consisted of 300 respond

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23

S., Pazhanimurugan. "Blended Learning- The Future Learning." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 92–96. https://doi.org/10.5281/zenodo.7323119.

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Blended learning is multiple approaches to learning. It is a combination of online & offline learning. It provides online education material and provides opportunities for interaction with traditional based classroom methods. Blended learning is content-based learning Blended learning is used in professional development and training settings. Blended learning is also called hybrid learning. Blended learning provides training techniques. Blended learning implementations aim to increase the efficiency of the learning process utilizing modern highly technological means of instruction. Blended

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24

Fong, A. C. M., and G. Hong. "Boosted Supervised Intensional Learning Supported by Unsupervised Learning." International Journal of Machine Learning and Computing 11, no. 2 (2021): 98–102. http://dx.doi.org/10.18178/ijmlc.2021.11.2.1020.

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Traditionally, supervised machine learning (ML) algorithms rely heavily on large sets of annotated data. This is especially true for deep learning (DL) neural networks, which need huge annotated data sets for good performance. However, large volumes of annotated data are not always readily available. In addition, some of the best performing ML and DL algorithms lack explainability – it is often difficult even for domain experts to interpret the results. This is an important consideration especially in safety-critical applications, such as AI-assisted medical endeavors, in which a DL’s failure

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25

Arisanty, Deasy. "Improving Geography Learning through Project-based Learning Model." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 585–94. http://dx.doi.org/10.37200/ijpr/v24i5/pr201723.

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Khalikov, Azam, Sabina Smirnova, Gulnoza Baymatova, Gulshod Khamidova, and Mohidil Safarova. "The Basic Principles of Learning of Collaborative Learning." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (2020): 402–8. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201171.

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27

Kumar, Nikhil. "Effectiveness of E-Learning Through Learning Management System." Indian Journal of Applied Research 4, no. 5 (2011): 340–41. http://dx.doi.org/10.15373/2249555x/may2014/101.

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V.L., Ramesh, and Narayanamurthy C. "Do Learning Styles Influence Learning Outcome in Pathology." Indian Journal of Pathology: Research and Practice 6, no. 3 (part-2) (2017): 696–700. http://dx.doi.org/10.21088/ijprp.2278.148x.6317.32.

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29

Tóthová, D., and K. Hennyeyová. "Preparation of e-learning methodology in distance learning." Agricultural Economics (Zemědělská ekonomika) 48, No. 8 (2012): 364–66. http://dx.doi.org/10.17221/5336-agricecon.

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Education should be understood as a&nbsp;method of sharing and disseminating information. It deals not only with obtaining the right information in the right time but also with full understanding and processing of the information in the given context. Distance learning is a&nbsp;technology, where the distance between a&nbsp;teacher and a&nbsp;student, or among students, is characterized by the speed of the feedback, i.e. how quickly the student gets the feedback from his teacher &ndash; tutor. This type of education cannot exist without electronic education. It means provid

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R. D. Gomathi, R. D. Gomathi, and P. Kiruthika P. Kiruthika. "Activity Based Language Learning – an Effective Learning Method." Indian Journal of Applied Research 3, no. 11 (2011): 254–55. http://dx.doi.org/10.15373/2249555x/nov2013/82.

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Kishore, Dr Kaushal, and Dr Amni Sahni. "Teaching Children with Learning Disabilities through Cooperative Learning." Indian Journal of Applied Research 1, no. 1 (2011): 41–42. http://dx.doi.org/10.15373/2249555x/oct2011/13.

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Khidzir, Nik Zulkarnaen, Khairul Azhar Mat Daud, and Mohd Asrul Hery Ibrahim. "The Relationship among Student’s Domain of Learning Development Implementing Virtual Learning in Higher Learning Institutions." International Journal of Information and Education Technology 6, no. 6 (2016): 418–22. http://dx.doi.org/10.7763/ijiet.2016.v6.725.

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Marie Lockton, Marie Lockton, Anita Caduff Marie Lockton, Martin Rehm Anita Caduff, and Alan J. Daly Martin Rehm. "Extending the Learning Space: Cultivating an Online Learning Community in Support of District Professional Learning." 教育政策與管理 8, no. 8 (2022): 001–29. http://dx.doi.org/10.53106/251889252022120008001.

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34

Amulya, A., B. Ainesh, Abhishek Sai Dubey, and K. Vinay Kumar. "Immersive Learning." International Journal of Research Publication and Reviews 6, no. 4 (2025): 7440–50. https://doi.org/10.55248/gengpi.6.0425.14179.

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35

Erdei, Gábor. "From Knowledge-Driven to Learning- Driven -The Importance of Workplace Learning." Studies in Educational Management 10 (November 23, 2021): 34–47. https://doi.org/10.32038/sem.2021.10.03.

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Workplace learning is not only essential for the operation and development of the knowledge economy, but also an important factor in lifelong learning. Moreover, it is one of the most emphasized areas of adult learning. In recent decades, we have also witnessed the fact that school‐based education and training lose their importance while individual learning becomes the dominant knowledge acquisition process and activity in adulthood. Our qualitative research is based on interviews with 23 IT companies operating in Hungary. This sector was chosen because the IT field belongs to the knowledge‐in

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36

Nurasma', Shamsuddin, and Kaur Jasber. "Students' learning style and its effect on blended learning, does it matter?" International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (2020): 195–202. https://doi.org/10.11591/ijere.v9i1.20422.

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Blended learning is an approach in education system that provides multi delivery mode to optimize learning outcome and cost of program delivery in institutions. Little is known on how impactful blended learning in terms of achieving the desired learning outcome. This is because students’ learning style has influenced their achievement and if mediated in a hybrid learning environment like blended learning will further result in evaluation and performance of blended learning environment. This study aims to investigate learning styles among the students and their relationship with perceptio

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Boriri, Agus. "Relationship between Students' Learning Interests with their Language Learning Achievement." Langua: Journal of Linguistics, Literature, and Language Education 3, no. 1 (2020): 38–44. https://doi.org/10.5281/zenodo.3735984.

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This research was conducted because of problems regarding learning interest and Indonesian learning achievement. This study aims to determine the relationship between learning interest and student learning achievement in the 2015 Indonesian Language and Literature education study program STKIP Kie Raha Ternate. This research was conducted at the Indonesian Language Study Program STKIP Kie Raha Ternate. The implementation time is 3 months. The population of this study were all 2015 Indonesian language and literature students and the sample used in this study was 35 students.

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Ventura, Michele Della. "Problem-Based Learning and e-Learning in Sound Recording." International Journal of Information and Education Technology 4, no. 5 (2014): 426–29. http://dx.doi.org/10.7763/ijiet.2014.v4.443.

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Son, Xiaodan, and Yang-soo Jung. "Exploring Influencing Factors of Smart Learning for English Learning." JOURNAL OF HUMANITIES STUDIES 110 (March 30, 2018): 295–324. http://dx.doi.org/10.46346/tjhs.110..11.

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Rego, Michelle. "The Global Learning Distinction: an Experiential Learning Research Project." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 3, no. 3 (2018): 50–54. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.33.3005.

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The purpose of this paper is to demonstrate the importance of integrating global learning and culturally-responsive teaching as part of a University curriculum to prepare graduates to enter a global workforce. According to the Association of American Colleges and Universities (AAC&U), global learning programs are an important aspect of culturally responsive teaching which help students to “understand and engage the diversities and commonalities among the world’s peoples, cultures, nations, and regions” (AAC&U, 2018). The objective of this experiential learning project, implemented at t

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Raju Cherukuri, Bangar. "Federated Learning: Privacy-Preserving Machine Learning in Cloud Environments." International Journal of Science and Research (IJSR) 13, no. 10 (2024): 1539–49. http://dx.doi.org/10.21275/ms241022095645.

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Zitar, Raed Abu, Ammar EL-Hassan, and Oraib AL-Sahlee. "Deep Learning Recommendation System for Course Learning Outcomes Assessment." Journal of Advanced Research in Dynamical and Control Systems 11, no. 10-SPECIAL ISSUE (2019): 1491–78. http://dx.doi.org/10.5373/jardcs/v11sp10/20192993.

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Akgül, İsmail, and Yıldız Aydın. "OBJECT RECOGNITION WITH DEEP LEARNING AND MACHINE LEARNING METHODS." NWSA Academic Journals 17, no. 4 (2022): 54–61. http://dx.doi.org/10.12739/nwsa.2022.17.4.2a0189.

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Alla, Sri Sai Meghana, and Kavitha Athota. "Brain Tumor Detection Using Transfer Learning in Deep Learning." Indian Journal Of Science And Technology 15, no. 40 (2022): 2093–102. http://dx.doi.org/10.17485/ijst/v15i40.1307.

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Mishra, Dipanshu, Shrikant Mani Tripathi, Akash Chaurasia, and Pawan Kumar Chaurasia. "A Review on Ensemble Learning Methods: Machine Learning Approach." International Journal of Research Publication and Reviews 6, no. 2 (2025): 3795–803. https://doi.org/10.55248/gengpi.6.0225.0971.

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Sri, Menda Tandi Payung, Arafah Kaharuddin, and Palloan Pariabti. "The Influence of Learning Style, Learning Independence, and Learning Creativity on Students' Physics Learning Outcomes in the Implementation of the Merdeka Curriculum." International Journal of Social Science and Human Research 07, no. 07 (2024): 4739–44. https://doi.org/10.5281/zenodo.12664543.

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This research is Ex Post Facto research which aims to determine the influence of learning style, learning independence and learning creativity on physics learning outcomes.The data source in this research is students in the implementation of the Independent Curriculum. The population in this study was all 12 class X students of SMAN 1 North Toraja, while the sample was 220 people. The method used in data collection is a test method by administering non-test instruments to determine the influence of learning style, learning independence and learning creativity on students' physics learning outc

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Saputra, Nopriadi, Retnowati WD Tuti, and Putra Okta Prihatma Bayu. "Fostering Learning Engagement in Online Learning: The Effect of Collaborative Learning and Personal Perseverance." Studies in Educational Management 11 (May 23, 2022): 31–44. https://doi.org/10.32038/sem.2022.11.03.

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COVID-19 has been transforming education into technology-based and distance learning mode which requires the changing paradigm about learning delivery in higher education. This article aims to explicate learning engagement of students in higher education during online learning and to verify the impact of collaborative learning and personal perseverance on learning engagement statistically. Which of both two factors is more influential? Is collaborative learning more influential than personal perseverance or vice versa? A survey with causal analysis was applied for supporting arguments of this

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48

Ailan, Yuan, and Chayanuvat Anchalee. "A Study on the Difference between Organizational Learning And Learning Organization." International Journal of Arts and Social Science 4, no. 4 (2023): 77–81. https://doi.org/10.5281/zenodo.7743189.

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When it comes to organizational learning and learning organization, people tend to confuse the two concepts of organizational learning and learning organization, and many scholars even think that they are the same thing. Although the two are closely related, there are essential differences between the two. The article starts with the research on the definition of organizational learning and learning organization, and further explores the differences and connections between the two. The results show that organizational learning is a dynamic process in terms of content, and learning organization

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Indria, Apriyanty, Fachrezzy Fahmy, Unju Subandi Oman, and Pelana Ramdan. "The Effect of Independence, Learning Quality, And Learning Motivation on Swimming Learning Outcomes." International Journal of Multidisciplinary Research and Analysis 04, no. 02 (2021): 142–44. https://doi.org/10.47191/ijmra/v4-i2-06.

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The purpose of this study was to determine the effect of independence, learning quality and learning motivation on swimming learning outcomes. The research sample was 30 participants in the Telaga Bestari Swimming Pool Course at Cikupa, Tangerang. The research approach used in this study is a multivariate associative approach, with survey methods and non-test techniques by distributing questionnaires. The technique used is the path analysis technique at a significance level of 0.05. In general, the results of research based on the results of path analysis testing for each hypothesis obtained P

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Sarutte, Atsawaraungsuk, Boonphairote Wasaya, Somsuk Kritsanapong, Suwannapong Chanwit, and Khummanee Suchart. "A progressive learning for structural tolerance online sequential extreme learning machine." TELKOMNIKA 21, no. 05 (2023): 1039–50. https://doi.org/10.12928/telkomnika.v21i5.24564.

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Resumo:

This article discusses the progressive learning for structural tolerance online sequential extreme learning machine (PSTOS-ELM). PSTOS-ELM can save robust accuracy while updating the new data and the new class data on the online training situation. The robustness accuracy arises from using the householder block exact QR decomposition recursive least squares (HBQRD-RLS) of the PSTOS-ELM. This method is suitable for applications that have data streaming and often have new class data. Our experiment compares the PSTOS-ELM accuracy and accuracy robustness while data is updating with the batch-extr

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