Internet of Toys and Forms of Play in Early Education: A Longitudinal Study of Preschoolers’ Toy-Based Learning Experiences

2021 ◽  
pp. 193-204
Author(s):  
Pirita Ihamäki ◽  
Katriina Heljakka
Keyword(s):  
Longitudinal Study ◽  
Early Education ◽  
Learning Experiences

Adverse events witnessed by nursing students during clinical learning experiences: Findings from a longitudinal study

2018 ◽  
Vol 20 (4) ◽  
pp. 438-444 ◽  
Author(s):  
Simone Stevanin ◽  
Giulia Causero ◽  
Antonietta Zanini ◽  
Giampiera Bulfone ◽  
Valentina Bressan ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Nursing Students ◽  
Adverse Events ◽  
Learning Experiences ◽  
Clinical Learning

scholarly journals Administrators’ Reports of School Context in the Early Education Longitudinal Study (EELS)

Psychology ◽  
2015 ◽  
Vol 06 (16) ◽  
pp. 2103-2112
Author(s):  
Ju-Lee A. Wolsey ◽  
Daqian Dang ◽  
Hannah A. Joharchi ◽  
M. Diane Clark
Keyword(s):  
Longitudinal Study ◽  
Early Education ◽  
School Context ◽  
Education Longitudinal Study

scholarly journals Learners’ Work in a SALC: A Longitudinal Study

2017 ◽  
pp. 203-222
Author(s):  
Victoria Madrid Durazo ◽  
Desirée Castillo Zaragoza
Keyword(s):  
Longitudinal Study ◽  
Language Learning ◽  
Learning Experiences ◽  
Approach To Learning ◽  
The University

Self-access centers (SACs) became popular in Mexico in the 1990s with the purpose of allowing learners to make decisions about how to learn languages. The following study is qualitative and longitudinal and was carried out in the SAC at the University of Sonora in Mexico. It was designed with the purpose of understanding learners’ performance as they direct their own learning in a SAC. By focusing on learning experiences, activities, and materials, the results show that learners understand the idea of language learning in SACs in a limited way. However, the participants view learning in a SAC to be an effective approach to learning languages due to the progress and growth they noticed.

Child Care and Early Education in Australia - the Longitudinal Study of Australian Children

2010 ◽  
Author(s):  
Linda J. Harrison ◽  
Judy Ungerer ◽  
Grant J. Smith ◽  
Stephen R. Zubrick ◽  
Sarah Wise ◽  
...  
Keyword(s):  
Child Care ◽  
Longitudinal Study ◽  
Early Education

scholarly journals Identifying the preschool home learning experiences that predict early number skills: Evidence from a longitudinal study

2020 ◽  
Vol 53 ◽  
pp. 314-328
Author(s):  
Elena Soto-Calvo ◽  
Fiona R. Simmons ◽  
Anne-Marie Adams ◽  
Hannah N. Francis ◽  
Hannah Patel ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Learning Experiences ◽  
Home Learning ◽  
Early Number ◽  
Number Skills

School Achievement and Adult Qualifications among Adoptees: A Longitudinal Study

1998 ◽  
Vol 39 (5) ◽  
pp. 669-685 ◽  
Author(s):  
Barbara Maughan ◽  
Stephan Collishaw ◽  
Andrew Pickles
Keyword(s):  
Longitudinal Study ◽  
School Achievement

A Longitudinal Posthumous Study of Letter Writing in a Late Elderly Case

2015 ◽  
Vol 20 (1) ◽  
pp. 22-33
Author(s):  
Angel Ball ◽  
Jean Neils-Strunjas ◽  
Kate Krival
Keyword(s):  
Longitudinal Study ◽  
Elderly Woman ◽  
Semantic Content ◽  
Cognitive Status ◽  
Letter Writing ◽  
Linguistic Performance ◽  
Errors Analysis ◽  
Normal Status

This study is a posthumous longitudinal study of consecutive letters written by an elderly woman from age 89 to 93. Findings reveal a consistent linguistic performance during the first 3 years, supporting “normal” status for late elderly writing. She produced clearly written cursive form, intact semantic content, and minimal spelling and stroke errors. A decline in writing was observed in the last 6–9 months of the study and an analysis revealed production of clausal fragmentation, decreasing semantic clarity, and a higher frequency of spelling, semantic, and stroke errors. Analysis of writing samples can be a valuable tool in documenting a change in cognitive status differentiated from normal late aging.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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