Individual Learning Processes: A Research Programme with Focus on the Complexity of Situated Cognition

1999 ◽  
pp. 209-215 ◽  
Author(s):  
Stefan von Aufschnaiter ◽  
Manuela Welzel
Keyword(s):  
Situated Cognition ◽  
Research Programme ◽  
Individual Learning ◽  
Learning Processes ◽  
Individual Learning Processes

Individual Cognition of Urban Neighbourhoods over Space and Time: A Case Study

1996 ◽  
Vol 28 (4) ◽  
pp. 687-708 ◽  
Author(s):  
H Beguin ◽  
V Leiva Romero
Keyword(s):  
Individual Learning ◽  
Learning Processes ◽  
Future Research ◽  
Individual Level ◽  
Space And Time ◽  
Urban Neighbourhoods ◽  
Individual Cognition ◽  
Individual Learning Processes ◽  
The Individual

This paper is aimed at assessing how far an individual-level analysis can contribute to our knowledge of neighbourhood familiarity over space and time. An appropriate theoretical framework and a careful methodology (with special attention to variable control and measurement problems) are used to gain new insights into processes of neighbourhood cognition. Although classical results are corroborated at the aggregate level, specific results are derived at the individual level: (1) large differences are found between individual learning processes; (2) differences in individual cognition decrease over time. Methodological conclusions are also provided. The main likely conclusion is that currently unidentified variables are to a large extent responsible for the observed impressive diversity of individual learning processes. This is a challenge to future research on cognition.

Knowledge Management, Communities of Practice, and the Role of Technology

2011 ◽  
pp. 573-585 ◽  
Author(s):  
Lee Tan Wee Hin ◽  
Thiam-Seng Koh ◽  
Wei-Loong David Hung
Keyword(s):  
Knowledge Management ◽  
Communities Of Practice ◽  
Situated Cognition ◽  
Research Work ◽  
Learning Processes ◽  
Current Work ◽  
Community Of Learners ◽  
Teachers And Students ◽  
K 12

This chapter reviews the current work in knowledge management (KM) and attempts to draw lessons from research work in situated cognition about the nature of knowledge which can be useful to the field of KM. The role of technologies and the issues of literacy in technology are discussed in the context of communities of practice (CoPs) and the KM framework with some examples described for K-12 settings. Implications are drawn in terms of how teachers and students can be a community of learners-practitioners through technologies which support their work and learning processes.

An Exploratory Analysis of the Role of Emotions in E-Learning

2010 ◽  
pp. 563-571 ◽  
Author(s):  
M. A. Rentroia-Bonito ◽  
J. Jorge ◽  
C. Ghaoui
Keyword(s):  
Learning Processes ◽  
Learning Support ◽  
Face To Face ◽  
Learning Contexts ◽  
The People ◽  
E Learning ◽  
Individual Learning Processes ◽  
The Individual ◽  
The Impact

Technology-rich environments are assuming a key role in the individual learning processes. Still, one of the major IT challenges identified in the education field is to establish e-learning as a credible and viable complement to face-to-face education. This represents a paradigm shift in the way of learning, which is driving changes at individual, process, institutional, and societal levels. However, despite last-decade advances in the application of usability principles in system design, there is still a need to better understand the people-technology fit in learning contexts. Current results, gaps, and issues define the challenges that dictate new requirements. Among these new requirements, minimizing the impact of the distance factor on communication and learning effectiveness calls for alternatives approaches. Due to the importance of communication among instructor and students in learning, the scope of this work focuses on exploring the role of emotions within the user and learning-support technology fit.

Understanding Individual Learning for Organizational Learning

1996 ◽  
Vol 40 (15) ◽  
pp. 791-795
Author(s):  
Rajendra Paul
Keyword(s):  
Organizational Learning ◽  
Cognitive Learning ◽  
Individual Learning ◽  
Learning Processes ◽  
Abstract Concept ◽  
Feedback Environment ◽  
Extrinsic Factors ◽  
The Individual ◽  
Intrinsic And Extrinsic Factors

Suitable application of the knowledge about individual learning to develop organizational learning processes is the focus and scope of this paper. Organization is an abstract concept. Consequently, organizational learning depends to a large extent on the learning by individual employees. Cognitive learning is treated in greater detail than physical learning, although the two often occur and are treated simultaneously. The attributes of the individual learning process discussed here include intrinsic and extrinsic factors like motivation, feedback, environment, social influences, and role of emotions.

Knowledge Management, Communities of Practice, and the Role of Technology

2011 ◽  
pp. 195-206
Author(s):  
Wee Hin Leo Hin ◽  
Thiam-Seng Koh ◽  
Wei-Loong David Hung
Keyword(s):  
Knowledge Management ◽  
Communities Of Practice ◽  
Situated Cognition ◽  
Research Work ◽  
Learning Processes ◽  
Current Work ◽  
Community Of Learners ◽  
Teachers And Students ◽  
K 12

This chapter reviews the current work in knowledge management (KM) and attempts to draw lessons from research work in situated cognition about the nature of knowledge which can be useful to the field of KM. The role of technologies and the issues of literacy in technology are discussed in the context of communities of practice (CoPs) and the KM framework with some examples described for K-12 settings. Implications are drawn in terms of how teachers and students can be a community of learners-practitioners through technologies which support their work and learning processes.

scholarly journals Das Potenzial von Feedback als Form der Lehrer-Schüler-Interaktion bei der Entwicklung der kommunikativen Sprachkompetenz – der aktuelle Forschungsstand

Neofilolog ◽  
2017 ◽  
pp. 179-191
Author(s):  
Monika Janicka
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Learning Processes ◽  
Language Competence ◽  
Current State ◽  
Input And Output ◽  
Individual Learning Processes ◽  
State Of Research ◽  
Changing Role

The contemporary learning culture perceives learners as active and aware participants in the learning process. This implies a new understanding of interactions in the classroom. The present paper is focused on feedback as a special type of teacher-learner interaction and its potential for cognitive activation of learners and constructive enhancement of individual learning processes. Feedback which activates learners and increases the amount of the input and output in the foreign language is able to enhance students` communicative language competence. The article discusses the changing role of feedback referring to the current state of research.

scholarly journals Review of distance education research (2000 to 2008): Analysis of research areas, methods, and authorship patterns

2009 ◽  
Vol 10 (6) ◽  
pp. 21 ◽  
Author(s):  
Olaf Zawacki-Richter ◽  
Eva Maria Baecker ◽  
Sebastian Vogt
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Collaborative Research ◽  
Learning Processes ◽  
Education Literature ◽  
Research Areas ◽  
The Status ◽  
Individual Learning Processes ◽  
Innovation And Change

This paper presents a review of distance education literature to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. The articles (<em>N</em> = 695) published in five prominent distance education journals between 2000 and 2008 were reviewed for this study. The conclusion is that distance education research is strongly dominated by issues related to instructional design and individual learning processes; whereas, other important areas (e.g., innovation and change management or intercultural aspects of distance learning) are dreadfully neglected. There is a significant trend towards collaborative research and more qualitative studies. Over 80% of all articles originate from only five countries.

A Model for Monitoring and Evaluating CSCL

2010 ◽  
pp. 149-170 ◽  
Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti
Keyword(s):  
Collaborative Learning ◽  
Online Courses ◽  
General Purpose ◽  
Individual Learning ◽  
Learning Processes ◽  
Fine Tuning ◽  
Computer Supported Collaborative Learning ◽  
Assessment And Evaluation ◽  
Wide Range ◽  
Monitoring Information

This chapter tackles the issue of monitoring and evaluating CSCL (Computer Supported Collaborative Learning) processes. It starts from the awareness that most of the tasks carried out in managing, tutoring, fine tuning and evaluating online courses heavily rely on information drawn through monitoring. Information of this kind is usually needed for both the assessment of individual learning and the evaluation of a learning initiative. The development of a sound, general purpose model to organize this information serves a variety of purposes, since it makes the monitoring, assessment and evaluation processes more systematic and effective. By describing the model and providing concrete examples of its use, the goal of this chapter is to demonstrate its potential, flexibility and suitability to meet evaluators’ aims in a wide range of cases. The model gathers consolidated practices in the field and is based on the most recent findings of theoretical CSCL research.

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