scholarly journals Apprentissages non formels et développement des compétences professionnelles dans les centres de métiers à Kinshasa

Afrika Focus ◽  
2021 ◽  
Vol 34 (1) ◽  
pp. 106-126
Author(s):  
Dieudonné Musa Alokpo
Keyword(s):  
Learning Process ◽  
Vocational Training ◽  
Formal Learning ◽  
Training Context ◽  
Short Term ◽  
Great Flexibility ◽  
Vocational Skills ◽  
Research Studies

Abstract Non-formal apprenticeship opportunities have a clear record of effectiveness, as evidenced by several research studies. After completing short-term vocational training, apprentices demonstrate the required vocational skills. How is learning constructed in a non-formal learning process? What forms of interaction are developed? What are the determinants of the effectiveness demonstrated by apprentices? This article answers these questions by analysing data from a survey that evaluates the elements of the training context and the level of skills acquired by apprentices. It shows that there is great flexibility in the organisation and techniques of learning, as well as permanent interdependence between apprentices, which facilitates the co-construction of skills.

Microsurgery training: for whom and how?

2021 ◽  
Vol 24 (1) ◽  
pp. 61-72
Author(s):  
I. V. Reshetov ◽  
V. S. Melnikov ◽  
Yu. V. Babaeva ◽  
O. I. Starceva ◽  
D. V. Melnikov
Keyword(s):  
Plastic Surgery ◽  
Learning Process ◽  
Universal Method ◽  
Short Term ◽  
Advantages And Disadvantages

In 2011, the staff of the Department of Plastic Surgery, Sechenov University (Moscow, Russia), organized three-stage microsurgical courses. Having analyzed the advantages and disadvantages of the previous practical course, it was created according to the principle “from simple to complex”, integrating theoretical material into the practical preparation for the formation of a microsurgical outlook.According to the authors, dividing the learning process into short-term stages allows students to gradually immerse themselves in the microsurgical world, while they themselves regulate the frequency of training and the need for further improvement of skills. Due to the phasing, the course becomes more accessible and makes it possible to popularize microsurgery as a universal method for solving surgical problems.

scholarly journals Kulttuurienvälinen sopeutuminen dialogisena oppimisprosessina

Prologi ◽  
2010 ◽  
Vol 6 (1) ◽  
pp. 54-59
Author(s):  
Irja Pietilä
Keyword(s):  
Learning Process ◽  
Motivational Factors ◽  
Short Term ◽  
Intercultural Adaptation

Lectio praecursoria tiedotusopin väitöskirjaksi tarkoitetun tutkimuksen Intercultural adaptation as a dialogical learning process. Motivational factors among the short-term and long-term migrants tarkastustilaisuudessa Tampereen yliopistossa 10.6.2010. Vastaväittäjänä toimi professori emerita Liisa Salo-Lee (Jyväskylän yliopisto) ja kustoksena professori emeritus Kaarle Nordenstreng.

Formation of Students' Independent Research Skills and Abilities in The Learning Process

2019 ◽  
Vol 8 ◽  
Author(s):  
Kudratullaeva Rukhsora
Keyword(s):  
Student Development ◽  
Learning Process ◽  
Vocational Training ◽  
Career Guidance ◽  
Independent Research ◽  
Research Skills ◽  
Development Of Students

The article explores the views of scholars who have conducted research on the issues of vocational training, student development, and career guidance. Proposals and recommendations on the development of students' independent research skills and abilities are developed in the course of training.  

Affect in Statistics Cognition

2017 ◽  
pp. 144-187
Keyword(s):  
Online Learning ◽  
Cognitive Development ◽  
Learning Environments ◽  
Learning Process ◽  
Statistics Education ◽  
Short Term ◽  
Online Learning Environments ◽  
Affective Process

This chapter focuses on affective process in statistics education which could influence cognitive development. We begin with a discussion of short-term high-intense affective features (emotions) and use the most well researched construct in computer and statistics education (anxiety) to illustrate how these processes can influence learning. We then discuss long term low intense affective features (moods) and outline how moods can contribute to statistical attitudes. We argue that affective features must be continuously assessed throughout the entire learning process, and discuss theorize how online learning environments can use the principles of differentiation to enhance affect toward statistics education.

Locus of Control of Disadvantaged High School Dropouts: Preliminary Data

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1332-1334 ◽  
Author(s):  
Judith B. Amster ◽  
Philip J. Lazarus
Keyword(s):  
High School ◽  
Locus Of Control ◽  
Preliminary Data ◽  
Normative Data ◽  
Intervention Program ◽  
High School Dropouts ◽  
External Control ◽  
Short Term ◽  
School Dropouts ◽  
Vocational Skills

Normative data were collected on 197 disadvantaged high school dropouts on the dimension of internal-external control. Findings indicate that this group appears to be external but not markedly so, and a short-term intervention program designed to improve academic and vocational skills did not appear to affect locus of control of 33 subjects.

scholarly journals Autorregulación del aprendizaje en la Formación Profesional a Distancia: efectos de la gestión del tiempo

2020 ◽  
Vol 20 (62) ◽  
Author(s):  
Cristian Jorge Garcia-Marcos ◽  
Omar López-Vargas ◽  
Julio Cabero-Almenara
Keyword(s):  
Academic Achievement ◽  
Factor Analysis ◽  
Vocational Training ◽  
Virtual Classroom ◽  
Control Group ◽  
Academic Achievements ◽  
Significant Difference ◽  
E Learning ◽  
Research Studies

La presente investigación estudia los efectos que dos herramientas relacionadas con la autorregulación del aprendizaje tienen sobre el logro académico, las conexiones por día y el tiempo de dedicación al estudio. Un total de 260 estudiantes de formación profesional cuyo aprendizaje se desarrolla en línea fueron asignados de forma aleatoria a tres grupos: un grupo interactuaba en un aula virtual a cuya estructura se le había añadido una herramienta que muestra una barra de progreso con las tareas a realizar durante el curso (n=67); otro grupo interactuaba en un aula virtual al que se le añadía tanto la barra de progreso como una herramienta que estima el tiempo dedicación al estudio (n=75); y el grupo de control interactuaba sin ninguna herramienta añadida con respecto a las que se trabaja habitualmente en el aula virtual (n=118). Se realizaron análisis factoriales ANOVA y MANOVA. Los resultados muestran que no existe una diferencia significativa en el logro académico entre grupos, independientemente del tipo del aula virtual en la que interactúen. Sin embargo, existen diferencias significativas en el tiempo de dedicación y en las conexiones diarias entre grupos, dependiendo del tipo de aula virtual empleado. Como conclusión, los estudiantes del grupo en el que se incluye la barra de progreso mejoran su eficiencia, ya que obtienen un logro académico similar al resto de estudiantes en aproximadamente la mitad de tiempo. The present research studies the effects that two tools related to self-regulated have on the academic achievement, the connections per day and the time of dedication to the study. A total of 260 vocational training e-learning students was randomly assigned to three groups: one group interacted in a virtual classroom in which a tool showing a progress bar with the tasks to be completed during the course was added (n=67); another group interacted in a virtual classroom in which both the progress bar and a tool that estimates the dedication time to the study was added (n=75); and the control group interacted without any extra tool added in the virtual classroom (n=118). ANOVA and MANOVA factor analysis were performed. The results show that there is no significant difference in academic achievement between groups, regardless of the type of the virtual classroom in which they interact. However, there are significant differences in the dedication time to the study and in the daily connections between groups, depending on the type of the virtual classroom was used. It is therefore concluded that the group in which the progress bar is included enhaces efficiency, because students obtain similar academic achievements in approximately half the time.

scholarly journals The Impact of Specific Banking, Industrial and Macroeconomic Factors on Bank Profitability: Evidence from the Albanian Banking System

2019 ◽  
Vol 9 (2) ◽  
pp. 182
Author(s):  
Gazmend Nure
Keyword(s):  
Banking System ◽  
Short Term ◽  
Bank Profitability ◽  
Macroeconomic Factors ◽  
Return On Equity ◽  
Specific Factors ◽  
The Impact ◽  
Research Studies ◽  
Bank Profits

This research studies the factors that affect the profitability of the banking system in Albania during the period 2012-2017.The specific factors taken in the study are divided into two groups: the specific banking factors (internal), and the macroeconomic factors. The dependent variable used in the study, to measure Bank Profits, is Return on Equity (ROE). The empirical findings show that, when ROE is used as a dependent variable, all bank specific variables are negatively and significantly related to profitability. That being said, there is the exception of the liquidity factor (Liquid assets over short term liabilities) and bank size which has a positive.

scholarly journals 'We learn as we go': How acquisition of a technical vocabulary is supported during vocational training

2021 ◽  
Author(s):  
E McLaughlin ◽  
Jean Parkinson
Keyword(s):  
New Zealand ◽  
Language Development ◽  
Vocational Training ◽  
Practical Training ◽  
Training Context ◽  
Training Environment ◽  
Building Site ◽  
New Words ◽  
Technical Vocabulary ◽  
Insight Into

© 2017 Elsevier Ltd This study provides insights into language development in a trades training context in New Zealand. Its key focus is to identify how the acquisition of the specialised words is supported in a primarily practical training environment. Transcribed recordings of 16.5 h of talk on a building site and in theory classrooms, along with interviews with tutors and learners, were analysed to explore the extent and nature of episodes where attention is drawn to the specialised terms and provide insight into strategies for and beliefs about learning these new words. Findings show that both tutors and learners do draw attention to the language they are using, primarily the meanings associated with new forms, mainly through tutor-talk and tutor-learner interaction. This description of how experienced tutors support their trainees' vocabulary acquisition is likely to be of value to new and experienced tutors in trades teaching and beyond.

scholarly journals Abstractive Arabic Text Summarization Based on Deep Learning

2022 ◽  
Vol 2022 ◽  
pp. 1-14
Author(s):  
Y.M. Wazery ◽  
Marwa E. Saleh ◽  
Abdullah Alharbi ◽  
Abdelmgeid A. Ali
Keyword(s):  
Short Term Memory ◽  
Attention Mechanism ◽  
Text Summarization ◽  
Arabic Text ◽  
Short Term ◽  
Term Memory ◽  
Long Short Term Memory ◽  
Arabic Text Summarization ◽  
Abstractive Summarization ◽  
Research Studies

Text summarization (TS) is considered one of the most difficult tasks in natural language processing (NLP). It is one of the most important challenges that stand against the modern computer system’s capabilities with all its new improvement. Many papers and research studies address this task in literature but are being carried out in extractive summarization, and few of them are being carried out in abstractive summarization, especially in the Arabic language due to its complexity. In this paper, an abstractive Arabic text summarization system is proposed, based on a sequence-to-sequence model. This model works through two components, encoder and decoder. Our aim is to develop the sequence-to-sequence model using several deep artificial neural networks to investigate which of them achieves the best performance. Different layers of Gated Recurrent Units (GRU), Long Short-Term Memory (LSTM), and Bidirectional Long Short-Term Memory (BiLSTM) have been used to develop the encoder and the decoder. In addition, the global attention mechanism has been used because it provides better results than the local attention mechanism. Furthermore, AraBERT preprocess has been applied in the data preprocessing stage that helps the model to understand the Arabic words and achieves state-of-the-art results. Moreover, a comparison between the skip-gram and the continuous bag of words (CBOW) word2Vec word embedding models has been made. We have built these models using the Keras library and run-on Google Colab Jupiter notebook to run seamlessly. Finally, the proposed system is evaluated through ROUGE-1, ROUGE-2, ROUGE-L, and BLEU evaluation metrics. The experimental results show that three layers of BiLSTM hidden states at the encoder achieve the best performance. In addition, our proposed system outperforms the other latest research studies. Also, the results show that abstractive summarization models that use the skip-gram word2Vec model outperform the models that use the CBOW word2Vec model.

scholarly journals USING CLOUD-ORIENTED PERSONALIZED EDUCATION ENVIRONMENT IN THE ORGANIZATION OF EDUCATIONAL PROCESS

2018 ◽  
pp. 83-90 ◽  
Author(s):  
Svitlana Spivak ◽  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Educational Institution ◽  
Education Institution ◽  
Personalized Learning ◽  
Educational Process ◽  
Cloud Services ◽  
Global Network ◽  
Formal Learning ◽  
Technological Basis

This article covers the creation and use of a cloud-oriented personalized learning environment in the organization of the learning process. And focuses on specific factors of creating modern PLE (Personal learning environment) and the structure of the cloud-oriented personalized learning environment model was developed in the organization of the educational process in universities, using cloud services and electronic resources of the online services for the education of Office 365 of Microsoft, which takes into account the needs and peculiarities of the use of ICTs for all subjects educationally -the educational process of the university, laying the foundation for the principles of personalization in the global network and the implementation of the tasks of the competent approach. The use of network services makes it possible to create a proper pedagogical and technological basis for the maintenance of modern information systems of educational purposes, which are the priority in the basis of the provision of any educational process, as well as the efficient organization of the educational environment of an educational institution. Personal e-learning environment arises at the intersection of formal, informal and informal learning. The PLE is viewed as a system that allows a trained person to independently set learning goals, control and manage the content and process of their own learning, and communicate and co-operate with other people in the learning process, that is, to carry out non-formal learning. Each modern higher education institution should take into account educational tendencies of increasing the share of non-formal learning, as well as to identify the interests of their students, to realize their desire for personalization in the global network and person-oriented learning, which in modern conditions, forms the basis for the formation the student's ICT and key-competencies.

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