The Flexible Learning Approach to Physics (FLAP)

1997 ◽  
Author(s):  
R. J. Lambourne ◽  
M. H. Tinker ◽  
S. A. Windsor
Keyword(s):  
Learning Approach ◽  
Flexible Learning

The Flexible Learning Approach to Physics (FLAP)

1998 ◽  
Vol 18 (1-2) ◽  
pp. 115-125 ◽  
Author(s):  
M.H. Tinker ◽  
R.J.A. Lambourne
Keyword(s):  
Learning Approach ◽  
Flexible Learning

Constructing a Flexible Distance Learning Environment Through a Socio-Technical Perspective

2014 ◽  
Vol 6 (4) ◽  
pp. 47-66
Author(s):  
Tülay Görü Doğan ◽  
Gülsün Eby
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Theory Building ◽  
Flow Chart ◽  
Learning Approach ◽  
Flexible Learning ◽  
Technical Theory ◽  
Distance Learning Environment

This research is a theory building study regarding the design of distance learning environments from a socio-technical perspective. Within this study, a synthesis of current theories and approaches in addition to established theories in the field of distance education will be conducted, with focus placed on the notion that a flexible learning environment may be designed based on social and technical elements. In this regard, the process of designing the aforementioned learning environment is expressed in a theoretical manner, with the following two theories comprising the basis of the study: (1) the Flexible Learning Approach and (2) the Socio-Technical Theory. A theoretical matrix is established within the study utilizing these theories, while each cell in the theoretical matrix provides a statement that determines a flow chart regarding the design of Flexible Distance Learning Environments.

The Flexible Learning Approach to Physics (FLAP): a review after the first two years

1999 ◽  
Vol 21 (2) ◽  
pp. 213-230 ◽  
Author(s):  
M. H. Tinker ◽  
R.J.A. Lambourne ◽  
S.A. Windsor
Keyword(s):  
Learning Approach ◽  
Flexible Learning

scholarly journals Rapid Prototyping For Series of Tasks in Atypical Environment: Robotic System With Reliable Program-Based and Flexible Learning-Based Approaches

2021 ◽  
Author(s):  
Hiroshi Ito ◽  
Satoshi Nakamura
Keyword(s):  
Rapid Prototyping ◽  
Computational Model ◽  
Design Guidelines ◽  
Robotic System ◽  
Learning Approach ◽  
Flexible Learning ◽  
Challenging Issue ◽  
Development Costs ◽  
Safety And Reliability ◽  
Novel Design

Abstract We propose a novel robotic system that combines both a reliable programming-based approach and a highly generalizable learning-based approach. How to design and implement a series of tasks in an atypical environment is a challenging issue. If all tasks are implemented using a programming-based approach, the development costs will be huge. However, if a learning-based approach is used, reliability is an issue. In this paper, we propose novel design guidelines that focus on the respective advantages of programming-based and learning-based approaches and select them so that they complement each other. We use a program-based approach for actions that are dynamic and require safety and reliability and a learning-based approach for actions that have a limited working area and are difficult to achieve with a program. Our learning approach can easily and rapidly accomplish a series of tasks consisting of various motions because it does not require a computational model of an object to be designed in advance. We demonstrate a series of tasks in which randomly arranged parts are assembled using an actual robot.

The Flexible Learning Approach to Physics:FLAP

1993 ◽  
Vol 28 (5) ◽  
pp. 311-316 ◽  
Author(s):  
R J A Lambourne ◽  
M H Tinker
Keyword(s):  
Learning Approach ◽  
Flexible Learning

Evaluating the Flexibility of Learning Processes in E-Learning Environments

2011 ◽  
pp. 294-305
Author(s):  
Maia T. Dimitrova
Keyword(s):  
Learning Environments ◽  
Learning Processes ◽  
Course Delivery ◽  
Learning Approach ◽  
Learning Materials ◽  
Flexible Learning ◽  
Delivery Model ◽  
E Learning ◽  
P 16 ◽  
Key Dimensions

Flexible learning has many definitions, but it is typically used to describe the empowerment of the learner to choose when, how, and where to engage in learning in order to address their individual study needs. Collis and Moonen (2001) define a flexible learning approach as: …a movement away from a situation in which key decisions about learning dimensions are made in advance by the instructor or institution, towards a situation where the learner has a range of options from which to choose with respect to these key dimensions. (p. 16) A number of these key dimensions closely reflect the flexibility of the learning processes that students undertake, including the time and location of learning, the instructional approaches adopted, the variety of learning materials, and the course delivery model (Nikolova & Collis, 1998).

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