Technology-Mediated Learning: Status and Challenges in Perspective

2015 ◽  
pp. 3-9
Author(s):  
Kam Cheong Li
Keyword(s):  
Mediated Learning

Adolescents� Computer Mediated Learning And Influences On Interpersonal Relationships

2010 ◽  
Vol 3 (3) ◽  
pp. 35-43
Author(s):  
Lence Miloseva ◽  
◽  
Thomas Page ◽  
Miika Lehtonen ◽  
Jozefina Marelja ◽  
...  
Keyword(s):  
Interpersonal Relationships ◽  
Mediated Learning ◽  
Computer Mediated

9. PEER-PEER DIALOGUE AS A MEANS OF SECOND LANGUAGE LEARNING

2002 ◽  
Vol 22 ◽  
pp. 171-185 ◽  
Author(s):  
Merrill Swain ◽  
Lindsay Brooks ◽  
Agustina Tocalli-Beller
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Theoretical Perspective ◽  
Peer Collaboration ◽  
Mediated Learning ◽  
Collaborative Dialogue ◽  
Peer Dialogue ◽  
Reading Activities ◽  
Cognition And Knowledge

From the theoretical perspective of a sociocultural theory of mind, cognition and knowledge are dialogically constructed. Embedded in this theoretical framework, this chapter reviews research studies in which peer-peer dialogue is linked to second language learning as students engage in writing, speaking, listening and reading activities. The review takes the stance that the type of dialogue of particular significance in the language learning process is collaborative dialogue, or that which occurs when learners encounter linguistic problems and attempt to solve them together. In such conditions language is used both as a communicative and cognitive tool. From the studies reviewed, we conclude that peer-peer collaborative dialogue mediates second language learning. We also conclude that although the studies reported few adverse effects of peer collaboration, teaching learners how and why to collaborate may be important to enhance peer-mediated learning. The chapter calls for more research which provides clear evidence of the connections between peer-peer dialogue and second language learning and more studies which investigate longer term learning. Such studies linking peer-peer dialogue to language learning can be instructive for teachers, researchers, and learners, and make us all more aware of the process of learning a second language.

Sex-specific effects of corticosterone on hippocampally mediated learning in young rats

2005 ◽  
Vol 85 (2) ◽  
pp. 159-166 ◽  
Author(s):  
D CLAFLIN ◽  
M HENNESSY ◽  
S JENSEN
Keyword(s):  
Mediated Learning ◽  
Young Rats ◽  
Specific Effects

Enhancement of hippocampally-mediated learning and protein kinase C activity by oxiracetam in learning-impaired DBA/2 mice

1995 ◽  
Vol 672 (1-2) ◽  
pp. 170-176 ◽  
Author(s):  
Diana E. Fordyce ◽  
Vanessa J. Clark ◽  
Richard Paylor ◽  
Jeanne M. Wehner
Keyword(s):  
Protein Kinase C ◽  
Protein Kinase ◽  
Mediated Learning ◽  
Kinase C ◽  
Protein Kinase C Activity

scholarly journals The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Laleh Khojasteh ◽  
Seyyed Ali Hosseini ◽  
Elham Nasiri
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Control Group ◽  
Mediated Learning ◽  
Writing Classes ◽  
Writing Group ◽  
The Impact ◽  
Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

Cultured Monkeys

2008 ◽  
Vol 17 (6) ◽  
pp. 410-414 ◽  
Author(s):  
Michael A. Huffman ◽  
Charmalie A.D. Nahallage ◽  
Jean-Baptiste Leca
Keyword(s):  
Comparative Study ◽  
Systematic Study ◽  
Japanese Macaques ◽  
Mediated Learning ◽  
Research Paradigm ◽  
Animal Kingdom ◽  
Integrative Research ◽  
Group Members ◽  
Term Maintenance

Sixty years ago, the notion that animals could have culture was unthinkable to most behavioral scientists. Today, evidence for innovation, transmission, acquisition, long-term maintenance, and intergroup variation of behavior exists throughout the animal kingdom. What can the longitudinal and comparative study of monkeys handling stones tell us about how culture evolved in humans? Now in its 30th year, the systematic study of stone-handling behavior in multiple troops of Japanese macaques has shown that socially mediated learning is essential to explain the spread, persistence, and transformation of individual behavioral innovations among group members. The integrative research paradigm presented here can be applied to the study of various candidate behavioral traditions in other species.

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