Spelling suggestions: "subject:"[een] LEARNING PROCESS"" "subject:"[enn] LEARNING PROCESS""
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Strategies and individual learner differences in the learning of programming : a study of perception and beliefBaldwin, Lynne P. January 2000 (has links)
No description available.
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A theory of learning and personal development based on a double helix modelRobinson, Margret D. H. January 1987 (has links)
No description available.
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A survey of pupils' attitudes towards an understanding of mathematicsPinkrah, Victor Ware January 1989 (has links)
No description available.
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The experience of complexity : learning as the potential transformation of identityAram, Eliat January 2001 (has links)
No description available.
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STUDENT EVALUATION OF DIFFERENT TEACHING METHODS AND THE EFFECTIVENESS THEREOFJoubert, L, Ludick, G, Hattingh, Z January 2014 (has links)
Published Article / A significant amount of time and effort has to go into teaching students. It is no art
when lecturers simply read from a text book. The objective of this study was to
determine the teaching methods that students at the Hotel School, Central
University of Technology, Free State, consider as most effective to support
learning. All first-year students (N=73) enrolled for the National Diploma:
Hospitality Management were targeted to participate in the survey. A mixedmethod
study design was followed, and a questionnaire consisting of closedand
open-ended questions was developed for data collection. Closed-ended
questions were rated on a five-point Likert scale, while answers to open-ended
questions were analysed to determine trends. Results showed that lecturers
used a variety of teaching methods. The lecture teaching method was rated best
by 49% of students followed by the group discussion method which was rated as
second best (19%). Case studies and brainstorming were the least-preferred
methods (4% and 0% respectively). Lecturers should ensure that maximum
information is transferred through the teaching methods that most appeal to
students. The focus should be on enabling students to practically apply the
lessons taught in everyday life.
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The Natural Learning Process and Its Implications for Trombone PedagogyReider, Shane Robert 05 1900 (has links)
This thesis considers the natural learning process as defined by Timothy Gallwey and Daniel Kohut. This learning theory is examined and applied to trombone pedagogy while also considering physiological attributes to trombone performance. a brief synopsis of the history and lineage of the trombone is considered in order to understand the current setting of the trombone medium.
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Electocortical manifestations of learning skin temperature self-regulation using biofeedbackLightfoot, Peter John Charles January 1989 (has links)
No description available.
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Brown's Original Fictitious PlayBerger, Ulrich January 2007 (has links) (PDF)
What modern game theorists describe as fictitious play is not the learning process George W. Brown defined in his 1951 paper. Brown's original version differs in a subtle detail, namely the order of belief updating. In this note we revive Brown's original fictitious play process and demonstrate that this seemingly innocent detail allows for an extremely simple and intuitive proof of convergence in an interesting and large class of games: nondegenerate ordinal potential games.
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Medical Education in Infectious Diseases. Using Smartphone Apps for Active LearningValdez, Luis, Gray, Andrea, Ramos, Gaston, Siu, Hugo January 2017 (has links)
Background
Active Learning using smartphone technology can be implemented as a tool for teaching medical students (MS) and residents (Rs). The use of technology would increase participation and enhance student learning by engaging them in solving ID clinical case scenarios. Our objective was to describe the methods used and to share the opinions of the users of such active learning methods.
Methods
The smartphone applications used were Socrative and WhatsApp. We used Socrative during the Universidad Peruana de Ciencias Aplicadas (UPC) ID course for MS in two different ways. In selected lectures (4 of 32), teacher paced questions were asked based on clinical scenarios related to the topic reviewed, and by voluntary homework questionnaires (student paced). At the British American Hospital (BAH) Medicine Department (MS and Rs) Socrative was used similarly: during some noon lectures (teacher paced questions) and during the baseline MS exam and Rs mid-year exam and voluntary homework questions (student paced). WhatsApp is currently used at the BAH with questions send from Monday to Friday. MS /Rs answer individually via WhatsApp to the mentor in charge. The right answer is given the next day. Questions using WhatsApp deal with recent cases seen at the Wards or in the outpatient clinic, and are designed so that the MS/Rs must do quick literature searches in order to provide the right answer.
Results
Forty-one MS/Rs answered the survey on Socrative use, 25 of 48 (52%) of UPC MS and 16 (89%) MS/Rs from the BAH. Forty (97%) believed using Socrative had influenced their learning and all but 2 believed it promoted participation from the class. 36 (87.8%) would like to have Socrative used in other lectures and 35 (85%) in other courses. Only one person voted against Socrative use in courses or lectures. With regards to WhatsApp use 16 MS/Rs from BAH answered the survey. Six had used before WhatsApp as a teaching tool. All felt the methodology was useful for learning and promoting reading and would recommend this methodology to promote learning on a student paced way.
Conclusion
Socrative and WhatsApp can be used for teaching ID through MS/Rs smartphones. Most MS/Rs who were surveyed recommended the use of such methods in their education.
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Angola - an emerging market with potential and risk : A case study of four Swedish Multinational firmsRinglander, Erik, Viggeborn, Anna, Andersson, Rikard January 2008 (has links)
<p>The purpose of this study is to examine how the learning process of four Swedish firms in the emerging market Angola works. Theoretical framework developed identified different theory streams such as; experiential learning, networks and incremental steps derived from internationalization theory. These theories we believed would explain the learning process in a market characterized by growth and risk factors. We have interviewed managers operating in Angola at four Swedish MNC‟s, in which we identified patterns of learning between the firms. Having analyzed elements from empirical and theoretical framework it can be clearly seen that firms learn through experiential learning and networks. These two factors can take different pattern forms as it depend on the MNC‟s industry and the firms experience from previous activities in Angola and nearby countries i.e. incremental steps. Added to the developed framework are previous experience and the institutions in the market. These five elements are interrelated, however, firms can learn about the market in a more effective way by understanding the institutional factors that are present.</p>
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