A Lifelong Historical study on the Learning Experience of Adult Advanced-Level Korean Learners

2020 ◽  
Vol 115 ◽  
pp. 321-358
Author(s):  
Ha Ra Jeong
Keyword(s):  
Learning Experience ◽  
Historical Study ◽  
Advanced Level ◽  
Korean Learners

Neuroanatomy

2013 ◽  
Author(s):  
Adam Fisch
Keyword(s):  
Learning Experience ◽  
High Yield ◽  
Brain Images ◽  
Advanced Level ◽  
Muscle Testing ◽  
Effective Manner ◽  
Hands On ◽  
Yield Learning ◽  
Unique Method ◽  
Learning Points

Neuroanatomy: Draw It to Know It, Second Edition teaches neuroanatomy in a purely kinaesthetic way. In using this resource, each neuroanatomical pathway and structure is learned by drawing, and through this process, memorable and reproducible schematics for the various learning points in neuroanatomy are created in a hands-on, enjoyable, and highly effective manner. In addition to this unique method, this resource also provides a remarkable repository of reference materials, including numerous anatomic and radiographic brain images, muscle-testing photographs, and illustrations from many other classic texts, which all enhance the learning experience. This new edition adds "Know-It" points to each chapter, providing high-yield learning methods that separate the essential from the advanced topics. It engages the reader in a direct manner while covering both the advanced level of detail needed as well as retaining the simplistic approach used in learning this challenging subject.

The acquisition of L3 variation among early bilinguals

2019 ◽  
Vol 10 (5) ◽  
pp. 657-689
Author(s):  
Mihi Park ◽  
Rebecca Lurie Starr
Keyword(s):  
Learning Experience ◽  
Prior Experience ◽  
Structure Type ◽  
Home Language ◽  
Bilingual Learners ◽  
Language Background ◽  
Argument Realization ◽  
Korean Learners

Abstract The present study investigates whether prior experience with formal study of an L2 influences L3 Korean learners’ Type 1 variation (i.e., use of obligatory forms) and Type 2 variation (i.e., variation between alternative acceptable variants). The patterns of variation in Korean argument realization of early bilingual learners (English-Chinese/Malay/Indonesian/Tamil) of L3 Korean were assessed in light of the distribution of variants present in classroom input, learners’ prior L2 learning experience and home language background, argument animacy and number, and familiarity of verb structure type. Our findings demonstrate that prior experience with a typologically-similar L2 facilitates acquisition of grammatical patterns as well as acquisition of native-like patterns of variation between grammatical forms that are constrained by a range of internal linguistic factors. Any L2 experience, regardless of typological proximity, is found to facilitate acquisition of internal linguistic constraints, but not acquisition of grammatical patterns.

scholarly journals “This language still motivates me!” Advanced language students and their L2 motivation

2019 ◽  
Vol 9 (2) ◽  
pp. 287-311
Author(s):  
Anne Huhtala ◽  
Anta Kursiša ◽  
Marjo Vesalainen
Keyword(s):  
Possible Selves ◽  
Learning Experience ◽  
Advanced Level ◽  
Written Narratives ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Emotional Dimension ◽  
L2 Learning ◽  
Ideal L2 Self

The article focuses on written narratives of 51 Finnish university students who study German, Swedish or French as their major or one of their minors at an advanced level. The study aims to find what keeps these students motivated to study their L2. The data have been analyzed using analysis of narratives (Polkinghorne, 1995). Dörnyei’s (2009a, 2009b, 2014) L2 motivational self system (L2MSS), built around the concepts of ideal L2 self, ought-to L2 self and L2 learning experience, is used as the theoretical framework. The results indicate that perceived social pressure (ought-to L2 self) may be important when the study decision is made, but its importance diminishes during the studies. Instead, a future L2-related vision (ideal L2 self) as well as peers, teachers, course contents, and learning atmosphere (L2 learning experience) become increasingly important during the studies. The role of the emotional dimension of possible selves seems to be central in developing and preserving study motivation. At the end of the article, some implications of the results for higher education programs of languages other than English (LOTEs) are presented.

Neuroanatomy

2017 ◽  
Author(s):  
Adam J Fisch
Keyword(s):  
Learning Experience ◽  
High Yield ◽  
Brain Images ◽  
Advanced Level ◽  
Muscle Testing ◽  
Effective Manner ◽  
Hands On ◽  
Yield Learning ◽  
Unique Method ◽  
Learning Points

Neuroanatomy: Draw It to Know It, Second Edition teaches neuroanatomy in a purely kinaesthetic way. In using this resource, each neuroanatomical pathway and structure is learned by drawing, and through this process, memorable and reproducible schematics for the various learning points in neuroanatomy are created in a hands-on, enjoyable, and highly effective manner. In addition to this unique method, this resource also provides a remarkable repository of reference materials, including numerous anatomic and radiographic brain images, muscle-testing photographs, and illustrations from many other classic texts, which all enhance the learning experience. This new edition adds "Know-It" points to each chapter, providing high-yield learning methods that separate the essential from the advanced topics. It engages the reader in a direct manner while covering both the advanced level of detail needed as well as retaining the simplistic approach used in learning this challenging subject.

Exploring the Potential of a Location Based Augmented Reality Game for Language Learning

2016 ◽  
Vol 6 (3) ◽  
pp. 34-49 ◽  
Author(s):  
Donald Richardson
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Advanced Level ◽  
Efl Learners ◽  
User Friendly ◽  
The City ◽  
Augmented Reality Game

This paper adds to the small but growing body of research into the potential of augmented reality games for teaching and learning English as a foreign language (EFL). It explores the extent to which such games enhance the language learning experience of advanced level EFL learners. The author draws on his work developing Mission not really Impossible, a location-based augmented reality game which uses the Aurasma mobile application to provide a series of challenging language tasks for advanced level learners as they move around the city of Karlsruhe in Germany. The game is evaluated through a mix of observation during gameplay and feedback from participants. Broad approval of the language challenges that had to be completed is evident and Aurasma proves itself to be user-friendly and reliable. The findings affirm the potential of augmented reality games to engage and challenge advanced level language learners.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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