scholarly journals The Role of Blogs and Web Resources in Students’ Autonomous Learning Awareness

HOW ◽  
2014 ◽  
Vol 21 (2) ◽  
pp. 10-30 ◽  
Author(s):  
Diana Ballén
Keyword(s):  
Autonomous Learning ◽  
Web Resources

On Investigating Energy Stability for Cellular Automata Based PageRank Validation Model in Green Cloud

2019 ◽  
Vol 9 (4) ◽  
pp. 66-85 ◽  
Author(s):  
Arnab Mitra
Keyword(s):  
Cellular Automata ◽  
Environmental Sustainability ◽  
Vital Role ◽  
Energy Stability ◽  
Web Resources ◽  
Computing Model ◽  
Alternative Approach ◽  
Low Energy Consumption ◽  
The Stability

PageRank plays a vital role towards the preparation of the index for web resources. The index is processed by crawling down the relevant websites. Hence, the validation of computed PageRank is crucially significant towards the reliability enhancement of processed indexed list. On the other hand, energy efficiency and the stability of a system are crucially towards the environmental sustainability. In this regard, an energy stability-based PageRank validation model in Cellular Automata is presented in this research which facilitates a very low energy consumption by its physical components. Detailed investigations in view of energy stability explore the role of energy stability towards the validation of PageRank. Hence, an alternative approach towards the validation of PageRank using energy stability is presented in this research. Analytical results obtained with proposed approach for several Clouds further explore its potential capability as a green computing model in the Cloud.

scholarly journals The Modification of Boerkaert’s (1999) Model of Self-Regulation to Include Younger Learners

2021 ◽  
Vol 2 (1) ◽  
pp. p22
Author(s):  
Sue Taylor
Keyword(s):  
Self Regulation ◽  
Autonomous Learning ◽  
Sample Survey ◽  
Educational Systems ◽  
Learning And Development ◽  
Older Learners ◽  
Early Primary

This study of self-regulation draws on Boerkaert’s (1999) model but proposes adaptations. In particular, it examines the role of the teacher in the promotion of self-regulation, and the importance of curriculum for creating opportunities for autonomous learning. Since Boerkaert’s model was devised for older learners, adaptations are proposed to reflect its possible meaning for younger learners, particularly through the supportive scaffolding of their learning and development toward self-regulation. The study uses an international sample survey of children’s responses to curricular experiences, as well as making comparisons between different educational systems and environments. The article concludes with suggestions for changes in practice to develop self-regulated learners from the early primary years.

scholarly journals Teleconference in Support of Autonomous Learning

2018 ◽  
Vol 21 (2) ◽  
pp. 27-43
Author(s):  
Stefanos Armakolas ◽  
Christos Panagiotakopoulos ◽  
Anthi Karatrantou
Keyword(s):  
Distance Education ◽  
Training Program ◽  
Learning Process ◽  
Autonomous Learning ◽  
Teaching Tool ◽  
Technological Education ◽  
Education Department ◽  
Effective Learning ◽  
The Creation

Abstract In Distance education, learning depends on the ability of the learner to manage his/her learning process, both through the creation of appropriate objectives, and by adopting strategies to achieve them. The role of the teacher is to develop an efficient methodology with flexibility over the learners’ special characteristics and to create conditions to enable the learners to manage their learning process. This research aims to investigate the parameters which are involved in synchronous teleconference and which lead to effective learning through the support of an autonomous environment. The research was conducted with students of the Annual Training Program for Teachers of Higher School of Pedagogical and Technological Education Department in Patras. The results show that teleconference as teaching tool can support the autonomous learning and can enhance personalisation as this process can help students to learn and develop skills by receiving efficient support.

The role of collaborative tagging and ontologies in emerging semantic of web resources

Computing ◽  
2019 ◽  
Vol 101 (10) ◽  
pp. 1489-1511 ◽  
Author(s):  
Sara Qassimi ◽  
El Hassan Abdelwahed
Keyword(s):  
Collaborative Tagging ◽  
Web Resources

專業西班牙文翻譯課程實施自主學習之成效探討

2021 ◽  
Vol 26 (26) ◽  
pp. 093-126
Author(s):  
吳仙凰 吳仙凰
Keyword(s):  
Learning Strategies ◽  
Basic Education ◽  
Course Design ◽  
Life Time ◽  
Curriculum Planning ◽  
Team Work ◽  
Autonomous Learning ◽  
Ministry Of Education ◽  
Curriculum Guidelines

<p>教育部《十二年國民基本教育課程綱要總綱》強調學生是自發主動的學習者，學校教育應誘發學生的學習動機與熱情，並培育學生成為具有社會適應力與應變力的終身學習者。因此，本研究旨在探討專業西班牙文翻譯課程實施自主學習之成效，並實施問卷調查，了解學生對於翻譯教學結合自主學習之看法，包括課程設計、合作方式、成績評量及學習成效等面向。研究結果指出，藉由翻轉課堂上教師與學生之角色、鬆綁教學控制與結合控制動機等方式可誘發學生的學習動機並提升翻譯能力。</p> <p>&nbsp;</p><p>The Curriculum Guidelines of the 12-Year Basic Education of the Ministry of Education emphasize that students should be spontaneous and motivated learners. Thus, the role of schools is to stimulate students’ learning motivation and enthusiasm in order to prepare them for future societal adaptation and obtain the ability to be a life-time learner. Thus, this study aims to analyze the effects of integrating autonomous learning into the specialized Spanish translation class. The survey findings cover the following aspects: 1) course design: curriculum planning and didactic methodology and process; 2) translation assignments: individual and team work, semester-end learning projects; 3) translation assessment; 4) learning effectiveness. According to the students’ feedback from the questionnaires, the research demonstrates that students’ learning motivations and translation competences can be fostered in autonomous learning by the following methods: changing the roles of teachers and learners in the classroom, allowing students to decide their own learning strategies, and combining controlled motivational factors to encourage students.</p> <p>&nbsp;</p>

The Role of Affective Variables in Autonomous Learning

1989 ◽  
Vol 24 (3) ◽  
pp. 277-306 ◽  
Author(s):  
Barbara L. McCombs ◽  
Jo Sue Whisler
Keyword(s):  
Autonomous Learning ◽  
Affective Variables

scholarly journals LAS ORIENTACIONES PARA EL CURSO: UN RECURSO PARA LA AUTORREGULACIÓN DE LOS PROCESOS DE APRENDIZAJE EN LA UNED. THE GUIDELINES FOR THE COURSE: A RESOURCE FOR SELF-REGULATON OF THE LEARNING PROCESSES IN THE UNED

2013 ◽  
Vol 4 (1) ◽  
pp. 171-186
Author(s):  
Ana Cecilia Echeverri-Echeverri
Keyword(s):  
Teaching Strategies ◽  
Self Regulation ◽  
Learning Processes ◽  
Autonomous Learning ◽  
Independent Learning ◽  
Training Course ◽  
Educación A Distancia ◽  
Academic Management ◽  
Self Learning

La educación a distancia como modalidad educativa ha introducido nuevas formas de gestionar y comunicar el conocimiento; de manera particular, ha aportado en las estrategias pedagógicas para promover el aprendizaje autónomo. Por tal razón, este artículo revisa cuál es el papel de las Orientaciones para el Curso en la Universidad Estatal a Distancia (UNED), como una herramienta que, además de contribuir con la comunicación didáctica, propicie la autorregulación y el autoaprendizaje en cada uno de los procesos de aprendizaje que el estudiantado realice en la UNED a partir de los resultados obtenidos en un curso de capacitación ofrecido por el Centro de Capacitación en Educación a Distancia (CECED) a los y las docentes de la universidad.Palabras clave: Gestión académica, autorregulación de los aprendizajes, aprendizaje autónomo, mediación pedagógica.AbstractDistance education as a mode of education has introduced new ways of managing and communicating knowledge, in particular, has contributed to the teaching strategies to promote independent learning. For this reason, this article reviews what is the role of the Orientaciones para el Curso in the Universidad Estatal a Distancia (UNED), as a tool that, in addition to contributing to the didactic communication, conducive self-regulation and self-learning in each of learning processes that students make in the UNED from the results obtained in a training course offered by the Centro de Capacitación en Educación a Distancia (CECED) to the teachers of the university.Keywords: Academic management, self-regulation of learning, autonomous learning, pedagogical mediation.

scholarly journals Autonomous Learning Writing Promoted by the Use of Facebook Group

2013 ◽  
Vol 6 (2) ◽  
pp. 101
Author(s):  
Khairil Razali
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Data Collection ◽  
Human Activities ◽  
Qualitative Methodology ◽  
Autonomous Learning ◽  
Strategic Role ◽  
The Media

In aglobalized world, internet facilities and social media are becoming increasingly important and take a strategic role in most of human activities. One of them is in the education and learning sector. This qualitative research explored the role of a Facebook group to increase students' autonomy in learning writing. The experiment was conducted with qualitative methodology to 6 students as a sample. The process of data collection is done through the media Facebook group which was developed during the data collection through observation and interviews. The research lasted for 30(thirty) days in which researchers became the administrator and facilitator. From the process of collecting and analyzing the data assumed that Facebook group influenced the autonomy and promote independent of students learning in writing. Keywords: Facebook group ; Students autonomy ; Learning writing

scholarly journals PRE-SERVICE TEACHERS’ PERCEPTION OF LEARNER AUTONOMY

2019 ◽  
Vol 3 (2) ◽  
pp. 132
Author(s):  
Muhammad Iqbal Ripo Putra ◽  
Citra Iswara
Keyword(s):  
Teacher Training ◽  
Dominant Role ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Training School ◽  
Teachers And Students ◽  
Oriented Activity ◽  
Teacher Centered

<p>Pre-service teachers’ limited understanding toward learner autonomy affects how they develop their own and their students’ autonomy. Therefore, this study aimed to reveal: (1) the pre-service teachers’ perception on the role of the teachers and students in learner autonomy; (2) the pre-service teachers’ activity on their own learner autonomy as a learner in teacher training school. 25 respondents were surveyed to acquire their perception. It was found that the pre-service teachers assumed that the teachers should hold the dominant role and be responsible to the learning results. Not only to that, the pre-service teachers still focused on exam-oriented activity; learning only from material given by the teacher in order to pass the exam. Due to that perception, their autonomous learning did not properly develop, as they prefer teacher-centered method. To deal with these findings, the pre-service teachers should not orientate on passing the exam, but rather on the progress as learning is a process not only the result.</p><p>Keywords: Learner Autonomy, Pre-Service Teachers, Perception</p>

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