scholarly journals Explaining the relationship between learning environment ,cognitive and Motivational strategies with professional socialization of accountining Students of Islamic Azad University

2021 ◽  
Vol 5 (10) ◽  
pp. 169-200
Author(s):  
mohmmad mehdi hamidizadeh ◽  
Fereydon Ohadi ◽  
Azam Shokri ◽  
◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Professional Socialization ◽  
Motivational Strategies ◽  
The Relationship

The relationship between learning style and learning environment

2004 ◽  
Vol 38 (8) ◽  
pp. 800-801 ◽  
Author(s):  
Diana H J M Dolmans ◽  
Ineke H A P Wolfhagen
Keyword(s):  
Learning Environment ◽  
Learning Style ◽  
The Relationship

scholarly journals Demystifying Learning Analytics in Personalised Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 1124 ◽  
Author(s):  
Andino Maseleno ◽  
Noraisikin Sabani ◽  
Miftachul Huda ◽  
Roslee Ahmad ◽  
Kamarul Azmi Jasmi ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Learning Analytics ◽  
Educational Institutions ◽  
Learning Resources ◽  
Personalised Learning ◽  
Report Data ◽  
Overall Performance ◽  
The Relationship ◽  
Specific Learning

This paper presents learning analytics as a mean to improve students’ learning. Most learning analytics tools are developed by in-house individual educational institutions to meet the specific needs of their students. Learning analytics is defined as a way to measure, collect, analyse and report data about learners and their context, for the purpose of understanding and optimizing learning. The paper concludes by highlighting framework of learning analytics in order to improve personalised learning. In addition, it is an endeavour to define the characterising features that represents the relationship between learning analytics and personalised learning environment. The paper proposes that learning analytics is dependent on personalised approach for both educators and students. From a learning perspective, students can be supported with specific learning process and reflection visualisation that compares their respective performances to the overall performance of a course. Furthermore, the learners may be provided with personalised recommendations for suitable learning resources, learning paths, or peer students through recommending system. The paper’s contribution to knowledge is in considering personalised learning within the context framework of learning analytics. 

The Authoritarian Spectrum Through the Prism of Individualism/Collectivism

2018 ◽  
Vol 11 (3) ◽  
pp. 47-68
Author(s):  
Ben Ahmed Hougua ◽  
El Amine Rachid ◽  
Siyouri Hind
Keyword(s):  
Professional Socialization ◽  
Main Idea ◽  
Categorical Variables ◽  
World Values Survey ◽  
Political Work ◽  
The Family ◽  
The Government ◽  
The Stability ◽  
The Relationship ◽  
General Configuration

The general orientation to authority in Moroccan society is associated with dynamics that characterize it at the basic social level. Respect for authority tends to take the form of a syndrome forged in the sphere of convergent styles of family, pedagogical, and professional socialization, before being expressed as political loyalty. This articulation is at the very heart of the theory of congruence developed by Harry Eickstein, and recently taken up by other political scientists. The main idea put forward by the proponents of this theory is that the stability of the government is brought to bear when the models of authority on which it rests enjoy social fascination. The purpose of this article is to study the relationship between respect for authority in the three spheres of social and political work based on World Values Survey (WVS) data on Moroccan society (N = 3651) including the family, workplace, and political world. The examination of the general configuration of the orientation to authority is parameterized according to the individualistic and collectivist profiles constructed in the WVS database, as categorical variables.

scholarly journals Produção textual e autoria em ambiente virtual de aprendizagem: uma escrita dialógica / Textual production and authorship in virtual learning environment: a dialogical writing

2017 ◽  
Vol 10 (2) ◽  
pp. 308-323
Author(s):  
Claudemir Sousa
Keyword(s):  
Learning Environment ◽  
Mikhail Bakhtin ◽  
Virtual Learning ◽  
Sao Paulo ◽  
Virtual Learning Environment ◽  
São Paulo ◽  
Textual Production ◽  
Technological Tools ◽  
The Impact ◽  
The Relationship

RESUMO: As possibilidades oferecidas pelas ferramentas tecnológicas para a produção de texto afetam sobremaneira a concepção que temos de escrita e de autoria. Neste artigo, objetivamos discutir uma concepção dialógica de escrita e de autoria, tendo como objeto de análise uma interação virtual escrita realizada por estudantes de uma universidade pública do estado de São Paulo. Essa discussão está ancorada nos pressupostos teóricos de Mikhail Bakhtin e seus interlocutores contemporâneos acerca das categorias teóricas autor e dialogismo, bem como em estudos sobre os impactos do uso de ferramentas tecnológicas na produção textual para a relação com a escrita e a autoria, sobretudo em Ambientes Virtuais de Aprendizagem. Concluímos que a escrita no Ambiente Virtual de Aprendizagem ocorre em um processo dialógico entre alunos, professor(es) e textos outros, havendo convergências ou divergências quando os alunos assumem o lugar de autor que organiza vozes.PALAVRAS-CHAVE: escrita; autoria; dialogismo; ambiente virtual de aprendizagem.ABSTRACT: The possibilities offered by the technological tools for the production of text greatly affect the conception we have of writing and authorship. In this article, we aim at discussing a dialogical conception of writing and authorship, by analyzing a virtual written interaction made by students of a public university in the state of São Paulo. This discussion is anchored in the theoretical assumptions of Mikhail Bakhtin and his contemporary interlocutors about the theoretical categories of author and dialogism, as well as on studies about the impact of the use of technological tools in textual production on the relationship with writing and the authorship, especially in virtual learning environments. We conclude that writing in the Virtual Learning Environment occurs in a dialogical process between students, teacher(s) and other texts, occurring convergences or divergences when students take the place of author who organizes voices.KEYWORDS: writing; authorship; dialogism; virtual learning environment.

Towards Agile Public Sector: Analysing the Effects of IM and EM on WP

2020 ◽  
Vol 45 (3) ◽  
pp. 295-316
Author(s):  
Manoj M. ◽  
V. G. Sabu
Keyword(s):  
Public Sector ◽  
Work Performance ◽  
Extrinsic Motivation ◽  
Employee Productivity ◽  
Motivational Strategies ◽  
The Public ◽  
Public Managers ◽  
Monetary Rewards ◽  
Workforce Agility ◽  
The Relationship

Most of the public managers are of the firm belief that extrinsic monetary rewards predominantly contribute to employee productivity and that the motivational strategies shall be aligned to sustain extrinsic motivation (EM) rather than intrinsic motivation (IM). A substantial body of literature on motivation does not endorse this perspective. A relook of the present motivational strategies in central public sector enterprises (CPSEs) in India and an evaluation of the suitability of these strategies as drivers of agility are quite appropriate at this juncture. The purpose of this article is to examine the effects of IM and EM on work performance (WP) in CPSEs, in the context of workforce agility. This article also analyses the relationship between EM and IM in public sector settings. Data collected from 371 employees of five selected CPSEs were analysed. We found that the effect of IM on WP is stronger than the effect of EM on WP in CPSEs. We also found that EM influences IM positively. The study offers insights to public managers to review the existing motivation strategies and to focus on enhancing the IM for an inevitable agile transformation.

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