A Review of Previous Studies

2010 ◽  
pp. 168-180
Author(s):  
Angela Piu
Keyword(s):  
Critical Analysis ◽  
Research Direction ◽  
Learning Context ◽  
Simulation Games ◽  
Specific Learning

The chapter presents a critical analysis of the literature on simulation games identifying the research direction along which the studies conducted up until now have been following and the issues that have emerged during the research. On the basis of these considerations, a choice can be made of the most suitable simulation games to employ in a specific learning context.

scholarly journals Incorporating Colour Information for Computer-Aided Diagnosis of Melanoma from Dermoscopy Images: A Retrospective Survey and Critical Analysis

2016 ◽  
Vol 2016 ◽  
pp. 1-18 ◽  
Author(s):  
Ali Madooei ◽  
Mark S. Drew
Keyword(s):  
Critical Analysis ◽  
Research Direction ◽  
Semantic Features ◽  
Retrospective Survey ◽  
Statistical Measures ◽  
Skin Cancers ◽  
Life Threatening ◽  
Lesion Analysis ◽  
Colour Features ◽  
High Level

Cutaneous melanoma is the most life-threatening form of skin cancer. Although advanced melanoma is often considered as incurable, if detected and excised early, the prognosis is promising. Today, clinicians use computer vision in an increasing number of applications to aid early detection of melanoma through dermatological image analysis (dermoscopy images, in particular). Colour assessment is essential for the clinical diagnosis of skin cancers. Due to this diagnostic importance, many studies have either focused on or employed colour features as a constituent part of their skin lesion analysis systems. These studies range from using low-level colour features, such as simple statistical measures of colours occurring in the lesion, to availing themselves of high-level semantic features such as the presence of blue-white veil, globules, or colour variegation in the lesion. This paper provides a retrospective survey and critical analysis of contributions in this research direction.

scholarly journals Persuasive Design in Teaching and Learning

2013 ◽  
Vol 1 (2) ◽  
pp. 1-5 ◽  
Author(s):  
Reinhold Behringer ◽  
Peter Øhrstrøm
Keyword(s):  
Adult Learning ◽  
Language Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
International Workshop ◽  
Persuasive Technology ◽  
Theoretical Background ◽  
University Education ◽  
Learning Context ◽  
Specific Learning

The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching scenarios of university education, adult learning in industry, informal learning at a museum, literature studies, and language learning. At the International Workshop of EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013), the results of the project were presented, and an overview of related research was given. One of the main conclusions of EuroPLOT has been that the specific learning context has to be considered when applying persuasive designs. At IWEPLET 2013, both the theoretical background as well as evaluations of persuasive technology demonstrations were presented. This paper provides an overview of these presentations.

scholarly journals Aplicativos de Mensagens Instantâneas em Contextos de Aprendizagem

2021 ◽  
Vol 22 (1) ◽  
pp. 38-42
Author(s):  
Josemeyre Bonifácio da Silva Marques ◽  
Katia Alexandra De Godoi e Silva
Keyword(s):  
Higher Education ◽  
Social Communication ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Instant Messaging ◽  
Collaborative Teaching ◽  
Learning Context ◽  
Search Terms ◽  
Learning Platform ◽  
Learning Contexts

ResumoO ensino a distância assumiu um papel fundamental com a Pandemia causada pelo coronavírus. Dessa forma, os aplicativos de mensagens instantâneas deixaram de ser apenas formas de comunicação social e assumiram papel importante dentro do contexto do ensino e aprendizagem. O presente trabalho teve como objetivo fazer uma análise crítica das evidências disponíveis na literatura sobre a utilização de aplicativos de mensagem instantânea em contextos de aprendizagem. Para o recorte deste estudo se construiu a revisão integrativa da literatura, e com o levantamento bibliográfico. através da base de dados do Portal de Periódicos CAPES, com termos de busca: “instant messaging application and andragogy. Foram selecionados cinco artigos que tratavam dos seguintes aplicativos: Line, Telegram, WeChat e WhatsApp. Os artigos e as análises revelam, de modo geral, que os aplicativos de mensagem instantânea podem ser utilizados para disseminar informações; contribuir para a aprendizagem de alunos; promover mudanças no comportamento; melhorar a permanência dos estudantes em estudos; atuar como uma plataforma de ensino e aprendizagem colaborativa. Palavras-chave: WhatsApp. WeChat. Line, Andragogia, Ensino Superior. AbstractDistance learning has taken on a fundamental role with the pandemic caused by the coronavirus. Therefore, instant messaging applications are no longer just forms of social communication and have assumed an important role within the teaching and learning context. The present work aimed to make a critical analysis of the evidence available in the literature on the use of instant messaging applications in learning contexts. For the cutoff of this study, an integrative literature review was carried out, and with the bibliographic survey through the CAPES Journal Portal database with search terms “instant messaging application and andragogy”. Five articles were selected that dealt with the following Applications: Line, Telegram, WeChat and WhatsApp applications. Articles and analyzes reveal, in general, that the use of instant messaging applications can be used to disseminate information; contribute to student learning; promote changes in behavior; improve students' stay in studies; act as a collaborative teaching and learning platform. Keywords: WhatsApp. Wechat. Line. Andragogy. Higher Education

FUTURE EDUCATORS’ LEARNING TRENDS AT THE UNIVERSITY: HOW IMPORTANT AND SIGNIFICANT THE LEARNER’S EXPERIENCE IS?

2019 ◽  
Vol 1 ◽  
pp. 89
Author(s):  
Remigijus Bubnys
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Education Institution ◽  
Practical Experience ◽  
Practical Training ◽  
Theoretical Knowledge ◽  
Learning Context ◽  
Self Reflection ◽  
The University ◽  
Specific Learning

The structure and content of studies at a higher education institution, educating specialists in the field of education studies, are more oriented to subject-centred rather than pedagogical preparation; insufficient attention is paid to students’ practical training, where through self-reflection and reflection students’ sensations turn into experience. The problematicity lies in the fact that often students’ practical experience is limited only to technical skills applied in concrete situations; the basis is mechanical learning, when the focus is on theoretical knowledge gained at the university, which is not integrated with the students’ experience outlived earlier or during practice. On the other hand, theoretical knowledge is often not related to the practical activity. The results of the quantitative research disclose future educators’ teaching and learning trends at the university by analyzing, assessing and linking learners’ outlived experience with a specific learning context.  

scholarly journals Specific learning difficulties in second language learning and teaching

2020 ◽  
Vol 53 (2) ◽  
pp. 129-143
Author(s):  
Judit Kormos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Learning Difficulties ◽  
Learning Context ◽  
Learning And Teaching ◽  
Inclusive Language ◽  
Set Up ◽  
Specific Learning

Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.

Closing the 21st-Century Knowledge Gap

2017 ◽  
Vol 16 (3) ◽  
pp. 197-219 ◽  
Author(s):  
Anne-Liisa Longmore ◽  
Ginger Grant ◽  
Golnaz Golnaraghi
Keyword(s):  
Reflective Practice ◽  
21St Century ◽  
Teaching And Learning ◽  
Business Environment ◽  
Organizational Leaders ◽  
Learning Context ◽  
Learning Agents ◽  
Technical Competencies ◽  
Subject Matter Expertise ◽  
Specific Learning

The 21st century is seeing dramatic shifts in the business environment. In order for organizations to adapt to these shifts, they must be more flexible and learning oriented. To thrive in this environment, organizational leaders must facilitate and build the capacity for learning throughout the organization. Organizational leadership is looking for employees to bring more than technical competencies or subject-matter expertise to their work; they are requiring specific learning-oriented competencies such as critical thinking, problem-solving, agility, adaptability, initiative, communication, and collaboration among others. To that end, business education is under heavy criticism for failure to produce the workforce needed to meet the demands of the 21st century. We set out to develop a conceptual teaching and learning model anchored in transformative and constructivist perspectives of learning that engages the whole learner in learning, reflective practice, and interactions with learning facilitators, other learning agents, and actors in a learning context.

scholarly journals Learning Objects: Adaptive Retrieval through Learning Styles

10.28945/3009 ◽  
2006 ◽  
Author(s):  
Pollyana Mustaro ◽  
Ismar Silveira
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Context ◽  
Learning Abilities ◽  
Technological Advances ◽  
Metadata Annotation ◽  
Starting Point ◽  
Specific Learning

Nowadays, the amount of information grows in an exponential way, mainly because of technological advances in media. This scenario claims for the development of different skills in order to increase learning abilities, making them personal and customizable. Such factor is significant in a changing society, which implies in a range of mechanisms which would allow to identify, in a non-intrusive way, which learning style some specific student would prefer to perform in order to build knowledge from some learning object under a learning context. This requires defining some strategies in order to recognize adult learner’s learning styles for some specific learning context. This work is based on theoretical references of Felder, Kolb and Gardner, proposing the implementation of a metadata annotation to identificate prime learning styles that are present in specific learning objects. This classification constitutes a starting point to recover learning objects from a repository according to apprentice’s profile and experiences. As a result, the effectiveness of the use of learning objects will be improved.

scholarly journals Organisational learning in Serbia during the transition: The legacy of Bozidar Cerovic and his contribution to transition research

2020 ◽  
Vol 65 (225) ◽  
pp. 73-104
Author(s):  
Ana Aleksic-Miric ◽  
Biljana Bogicevic-Milikic ◽  
Nebojsa Janicijevic
Keyword(s):  
Eastern Europe ◽  
Research Work ◽  
Organisational Learning ◽  
Learning Context ◽  
Joint Research ◽  
Organisation Theory ◽  
South Eastern Europe ◽  
Transition Research ◽  
Conference Papers ◽  
Specific Learning

In this paper we address the issue of organisational learning in Serbia during the transition, based extensively on the research work of Bozidar Cerovic that was published in his conference papers, academic journals, books, and edited volumes from the 1990s onwards, as well as in our joint research. We delineate three generations of organisational learning in the post-1989 transformation, which correspond to the transition periods comprehensively analysed in Cerovic?s work. We discuss each of these generations of organisational learning as characterised by the specific learning context, shaded by macro-level determinants and distinctive learning antecedents, nature, practices, and outcomes, and provide a theoretical framework using institutional organisation theory to highlight the specific issue of organisational learning in Serbia during the transition of South-Eastern Europe.

Understanding E-Skills in the FLT Context

2010 ◽  
pp. 1-21
Author(s):  
Pascual Pérez-Paredes ◽  
Maria Sánchez-Tornel
Keyword(s):  
Factor Analysis ◽  
Pilot Study ◽  
Foreign Language ◽  
Learning Experience ◽  
Foreign Language Teaching ◽  
Learning Context ◽  
Factor Solution ◽  
Efl Students ◽  
Everyday Learning ◽  
Specific Learning

The research we report is a pilot study carried to test English as a Foreign Language (EFL) students’ reception of an electronic foreign language teaching (FLT) task. In doing so, our aim was to collect information that can allow us to refine our own e-skills model, a model that adapts to the specific learning context of our students by focusing on the objectives, competence, and learning activities that our students engage in, in their everyday learning experience. In this way, our e-skills model is field-specific and context-survey-driven. The factor analysis results suggest that, although our four-factor solution explains much of the variance, the original dimensions of e-skills in our FLT context should be reformulated and further adjusted.

scholarly journals ROLA REFLEKSJI W NAUCZANIU DOROSŁYCH SŁUCHACZY KOMERCYJNYCH KURSÓW JĘZYKOWYCH

Neofilolog ◽  
2019 ◽  
Vol 2 (42/2) ◽  
pp. 227-239
Author(s):  
Dorota Pudo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Adult Students ◽  
Learning Strategies ◽  
Language Production ◽  
Learning Context ◽  
Learning And Teaching ◽  
Personal Motivation ◽  
Language Courses ◽  
Specific Learning

This article examines various levels of reflection in language learning and teaching, such as reflecting on one’s own foreign language production, on the language system in general, on one’s learning habits and, in the case of the teacher, on the teaching process. The author hypothesizes that all of these are bound to change some of their characteristics depending on features such as age of the learner and learning context. The article examines reflection in adult students of commercial language courses, trying to point out that all the levels of reflection mentioned are supposed to increase in this group. Age is proved to increase language-focused reflectivity in the subjects, whereas the specific learning context might, for reasons of strong personal motivation, be an asset in encouraging learner reflections on their own learning strategies. These conclusions are nonetheless to be treated with caution, for some specific inhibitors to reflection might appear in this group as well, and further research is needed to confirm this possibility.

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