An analysis of students’ learning pattern: a study on the new learning paradigm by using virtual technology in covid-19 pandemic

Constructivism has recently gained popularity, although it is not a completely new learning paradigm. Much of the work within e-learning, for example, uses constructivism as a reference “discipline” (explicitly or implicitly). However, some of the work done within the simulation gaming (SG) community discusses what the basic assumptions and implications of constructivism for SG are. Constructivism provides one theoretical approach to the use of computer-based systems and, as such, deserves careful consideration. The author's view is that SG researchers—as SG is a transdisciplinary field—should seek to do research that is acceptable in terms of other disciplines and need to go back to the original texts in the reference discipline to gain genuine appreciation of the arguments being proposed. This is an aim of this article. Another aim of this article is to provide theoretical tools with which to enhance SG argumentation development and debriefing.

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Target Selection: A New Learning Paradigm and Its Application to Genetic Association Studies

2008 Seventh International Conference on Machine Learning and Applications ◽

10.1109/icmla.2008.58 ◽

2008 ◽

Author(s):

Johannes Mohr ◽

Sambu Seo ◽

Imke Puls ◽

Andreas Heinz ◽

Klaus Obermayer

Keyword(s):

Genetic Association ◽

Association Studies ◽

Target Selection ◽

Genetic Association Studies ◽

Learning Paradigm ◽

New Learning

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The Future of Assessment for Personalized Naturalistic Learning

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch098 ◽

2019 ◽

pp. 2053-2066

Author(s):

Lauren Reinerman-Jones ◽

Martin S. Goodwin ◽

Benjamin Goldberg

Keyword(s):

Learning Environment ◽

Learning Environments ◽

Intelligent Tutoring ◽

Virtual Learning Environments ◽

Open Architecture ◽

Learning Paradigm ◽

Tutoring Systems ◽

On Demand ◽

New Learning

Education in general has transcended boundaries of a physical classroom and given rise to the phenomenon of ubiquitous learning (u-learning) and the ability to access knowledge on-demand. To understand the effect of learning as it is evolving, the present chapter puts forth a framework of formal, non-formal, and informal virtual learning environments discussed on the basis of nine components. As the learning environment changes, the role of assessment within this new learning paradigm must be reconsidered. The chapter concludes with a discussion of integrating assessment into intelligent tutoring systems and the importance of designing such systems as open architecture for accommodation of a variety of domains.

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Engaging Adult Learners Online Through Technology, Andragogy, and Flexible Course Design

Handbook of Research on Technology-Centric Strategies for Higher Education Administration - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-2548-6.ch001 ◽

2017 ◽

pp. 1-16

Author(s):

Curtis L. Todd ◽

Kokila Ravi ◽

Harry A. Akoh ◽

Vance Gray

Keyword(s):

Adult Learners ◽

Online Education ◽

Student Satisfaction ◽

Course Design ◽

Adult Learner ◽

Learning Paradigm ◽

Program Coordinators ◽

New Learning ◽

Market Trends

Distance educational courses and programs, either fully online or hybrid, have been a major contributing factor in the shift that is felt in the academic landscape which now offers a variety of instructional modes, welcomes adult and non traditional learners, and offers a wider variety of curricular offerings reflecting current market trends. While a high percentage of students take classes online, adult learners particularly benefit from the flexibility and accessibility offered by online education. Yet, adult learners are more likely to be intimidated because of their lack of familiarity with this new learning paradigm. This chapter examines online and adult learners programming as well as strategies to address their needs, and presents the results of an evaluation that examined the effectiveness of an Online Adult Learner-Focused Program. The results of the study found various levels of student satisfaction with online adult learner-focused courses and as it relates to meeting the objectives of the program. Implications and recommendations for instructors, program coordinators and administrators are also discussed.

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