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Tytuł:
Learning and its Effectiveness in Students’ Self-reflection
Autorzy:
Rodek, Violetta
Powiązania:
https://bibliotekanauki.pl/articles/1967798.pdf
Data publikacji:
2019-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
self-learning
didactics of institution of higher education
Opis:
The article presents research on students’ independent self-learning. The applied method was an analysis of intentionally prepared documents. While conducting the research, an attempt was made to recognise: the manner of the understanding the notion of “learning” by the students; the manner of learning which they apply as well as evaluation of their own effectiveness in this scope. The participants in the research identify learning mainly as mnemonic acquisition of new knowledge in the situations related to the process of studying. In the majority of cases, they work unsystematically, applying ineffective techniques of learning and express negative judgements on their own learning effectiveness.
Źródło:
The New Educational Review; 2019, 55; 112-120
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Application of machine learning in the precise and cost-effective self-compensation of the thermal errors of CNC machine tools – a review
Autorzy:
Czwartosz, Robert
Jedrzejewski, Jerzy
Powiązania:
https://bibliotekanauki.pl/articles/2142358.pdf
Data publikacji:
2022
Wydawca:
Wrocławska Rada Federacji Stowarzyszeń Naukowo-Technicznych
Tematy:
CNC machine tool
thermal error compensation
machine learning
self-learning
Opis:
The current development of production engineering takes place through the innovative improvement of machine tools and machining processes at the constantly growing application of intelligent self-improvement functions. Machine learning opens up possibilities for machine tool self-improvement in real time. This paper discusses the state of knowledge relating to the application of machine learning for precise and cost-effective thermal error self-compensation. Data acquisition and processing, models and model learning and self-learning methods are also considered. Three highly effective error compensation systems (supported with machine learning) are analysed and conclusions and recommendations for future research are formulated.
Źródło:
Journal of Machine Engineering; 2022, 22, 3; 59--77
1895-7595
2391-8071
Pojawia się w:
Journal of Machine Engineering
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Operator integrated – concept for manufacturing intelligence
Autorzy:
Wegener, Konrad
Weikert, Sascha
Mayr, Josef
Maier, Markus
Ali Akbari, Vahid Ostad
Postel, Martin
Powiązania:
https://bibliotekanauki.pl/articles/2052207.pdf
Data publikacji:
2021
Wydawca:
Wrocławska Rada Federacji Stowarzyszeń Naukowo-Technicznych
Tematy:
machine tool
communication
self-learning
autonomy
artificial operator
Opis:
Increasing autonomy and sustainability are major goals in manufacturing. Main technological trends provide enablers for achieving these goals and need to be implemented and combined in manufacturing machinery in a suitable manner. The paper exposes a vision of modern manufacturing machines, where the complexity of manufacturing processes is handled within the manufacturing machine and a simplistic front end is presented to the operator, which means that major elements of operators’ tasks are fulfilled by the intelligence of the machine. Research vectors paving the ground for this concept from different points of view are then discussed. Research is presented on intelligent grinding, intelligent recognition and suppression of chatter, adaptive thermal and motion error compensation exploting also self-learning abilities. It is necessary to point out, that not only intelligent mastering of process and machine becomes more and more important but communications among machine tools enabling process chain overarching intelligent approaches and creating intelligent factories.
Źródło:
Journal of Machine Engineering; 2021, 21, 4; 5-28
1895-7595
2391-8071
Pojawia się w:
Journal of Machine Engineering
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Hybrid, finite element-artificial neural network model for composite materials
Zastosowanie sztucznych sieci neuronowych w modelowaniu numerycznym kompozytów przy pomocy metody elementów skończonych
Autorzy:
Lefik, M.
Powiązania:
https://bibliotekanauki.pl/articles/281993.pdf
Data publikacji:
2004
Wydawca:
Polskie Towarzystwo Mechaniki Teoretycznej i Stosowanej
Tematy:
artificial neural network
composite materials
self-learning FE method
Opis:
An application of Artificial Neural Networks for a definition of the effective constitutive law for a composite is described in the paper. First, a classical homogenisation procedure is directly interpreted with a use of this numerical tool. Next, a self-learning Finite Element code (FE with ANN inside) is used in the case when the effective constitutive law is deduced from a numerical experiment (substituting here a purely phenomenological approach). The new contribution to the classical self-learning procedure consists of its adaptation to a case of a non-monotonic loading (non-to-one load-deformation curve). This new ability of the method is principally due to the incremental form of the constitutive equation and the respective scheme of the neural network structure. Also an organisation of a constitutive data-base containing learning patterns is suitably modified. It is shown by examples that the training process is very quick. The error of this method is smaller, comparing to other schemes of data acquisition.
W artykule opisano zastosowanie sztucznych sieci neuronowych do określenia efektywnego związku konstytutywnego dla kompozytów. To narzędzie numeryczne użyte zostało dwojako: do bezpośredniego zapisu wyników otrzymanych w ramach klasycznej metody homogenizacji oraz do wnioskowania o własnościach efektywnych na podstawie eksperymentu numerycznego (zastępującego eksperyment rzeczywisty) wykonanego na małej, lecz reprezentatywnej próbce kompozytu. W tym drugim przypadku zastosowano schemat "samouczącego się" programu metody elementów skończonych, w którym związek konstytutywny opisany jest siecią neuronową. Schemat ten zaadaptowano tak, że może być użyty w przypadku obciążeń niemonotonicznych oraz wtedy, gdy zależność: miara odkształcenia-miara naprężenia nie jest wzajemnie jednoznaczna. Te nowe możliwości uzyskane zostały dzięki przedstawieniu związku konstytutywnego w formie przyrostowej oraz opracowania odpowiedniej do tego budowy sieci neuronowej. Schemat "samouczącego się" programu MES charakteryzuje się tym, że proces formułowania nieznanego związku konstytutywnego jest szybki, a zgodność modelu numerycznego z eksperymentem większa niż dla innych metod.
Źródło:
Journal of Theoretical and Applied Mechanics; 2004, 42, 3; 539-563
1429-2955
Pojawia się w:
Journal of Theoretical and Applied Mechanics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Online studying instructional measures at the International Relations Department of the National University of Ostroh Academy
Autorzy:
Avhustiuk, Mariia
Tymeichuk, Iryna
Konopka, Natalia
Sakhniuk, Oksana
Balashov, Eduard
Powiązania:
https://bibliotekanauki.pl/articles/1366504.pdf
Data publikacji:
2021-06-17
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
online studying
learning
performance
self-regulated learning
Opis:
Aim. The paper’s aim is to present some current specific online studying instructional measures at the International Relations Department of the National University of Ostroh Academy in Ukraine.Methods. The study is devoted to the observation of some theoretical and methodological aspects of the peculiarities of online studying measures at the International Relations Department. The theoretical and comparative methods of analysing the peculiarities of online studying have been taken into account. In order to summarise the currentonline studying experiences at the International Relations Department, some specific instructional measures for both students and teachers are presented, for example: how to handle the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers.. The necessity of studying the above-mentionedaspects has been caused by their impact on students’ learning activity, especially in the times of COVID-19 pandemic.Results and conclusions. The focal point of this research is to provide an insight into the background of online studying peculiarities through the prism of Ukrainian teachers and students. The analysis is focused on online studying of foreign languages, as well as the possible online teaching methods of professional disciplines (History of International Relations; Foreign Policy of the Countries of Asia, Africa, and Latin America; International Conflicts; Current Problems of International Relations in the Middle East) at the International Relations Department. What is more, the authors outline how to help students deal with the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers. The authors also highlight possible challenges for the faculty and suggest ways to overcome those difficulties. Moreover, some major prerequisites of students’ self-regulatory online learning are described. Contribution. The results of the study are instrumental in mastering the peculiarities of online studying through the prism of learning at the International Relations Department of the National University of Ostroh Academy (Ukraine). The findings of this study may be considered important and contribute to future research.
Źródło:
Journal of Education Culture and Society; 2021, 12, 1; 322-334
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness
Autorzy:
Zeng, Yajun
Goh, Christine C. M.
Powiązania:
https://bibliotekanauki.pl/articles/780593.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
self-regulated learning strategies
listening
metacognition
Opis:
The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated learning (SRL) in developing their listening in independent settings. The study examined how the achievement and metacognitive awareness of four high-achieving and low-achieving listeners may have been affected by strategies they used for self-regulating extensive listening activities. It also examined the learners’ engagement during four phases of self-regulated listening, namely, task definition, goal setting and planning, strategy enactment, and metacognitive adaptation. Findings revealed substantial differences in the two groups’ metacognitive engagement in three SRL phases. The article argues that the achievements of the respective learners in listening development were affected by these differences. Pedagogical implications of a self-regulated learning approach in extensive listening for L2 listening development are discussed.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 193-218
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“How and why should I study?”: Metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers
Autorzy:
Čotar Konrad, Sonja
Powiązania:
https://bibliotekanauki.pl/articles/2011307.pdf
Data publikacji:
2015-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
motivational beliefs self-regulated learning
metacognition
students
Opis:
The study examined the relationship between metacognitive learning strategies and motivational beliefs, predicting academic performance of student teachers. The main aim of the study was to examine the predictive value of motivational beliefs and metacognitive learning strategies for students’ academic performance. In the study 307 student teachers of the Faculty of Education completed the revised version of Motivated Strategies for Learning Questionnaire (Pintrich & de Groot, 1990). Regression analyses revealed that a higher sense of self-efficacy predicted better academic performance and a higher test anxiety predicted poorer academic performance. The implications of motivational orientation for cognitive engagement and self-regulation at the faculty are discussed.
Źródło:
The New Educational Review; 2015, 42; 239-250
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Learning Strategies Used by University Students in Distance Learning
Strategie uczenia się używane przez studentów uniwerystetów w nauczaniu na odległość
Autorzy:
Zormanová, Lucie
Powiązania:
https://bibliotekanauki.pl/articles/544989.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Kazimierza Wielkiego w Bydgoszczy
Tematy:
distance learning
reading strategies
e-learning
self-managed learning
learning strategies
Opis:
The main goal of our overview study is to present the learning strategies used by university students in the context of distance learning. The first and second chapters represent the theoretical part. Therefore, we first focused on the different definitions of learning strategies and their classification. The second chapter summarises and analyses the up-to-date state of theoretical and empirical concepts of the topic of learning strategies and specifically the topic of learning strategies used by students of distance learning. The third chapter, representing the practical part, formulates recommendations for pedagogical practice.
Źródło:
Przegląd Pedagogiczny; 2020, 1; 154-169
1897-6557
Pojawia się w:
Przegląd Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A STUDY OF TEXT-TO-SPEECH (TTS) IN CHILDREN’S ENGLISH LEARNING
Autorzy:
Huang, Yi-Ching
Liao, Lung-Chuan
Powiązania:
https://bibliotekanauki.pl/articles/955941.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Text-to-Speech
English spelling
self-directed learning
Opis:
The purpose of this study was to explore the effects of the digital material incorporated into Text-to-Speech system for students’ English spelling. The digital material was made on the basis of the Spelling Bee vocabulary list (approximately 300 words) issued by the selected school. 21 third graders from a private bilingual school in Taiwan were selected for this study. This study employed four data collection techniques, including questionnaire, pre-test and post-test, informal observation and interview, and semi-structured individual interviews. The research results showed that the use of digital material fostered the students’ English spelling ability and their self-directed learning.
Źródło:
Teaching English with Technology; 2015, 15, 1; 14-30
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rethinking Learning Engagement with Gen Z Students
Autorzy:
Cook, Vicky S.
Powiązania:
https://bibliotekanauki.pl/articles/425895.pdf
Data publikacji:
2019
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
heutagogical learning
generation Z
mobile learning
co-constructivism
self-determined learning
Opis:
Hase and Kenyon (2001) explored the learning theory of heutagogy along the continuum of learning theories. Heutagogy provides a framework for self-determined learning and follows the continuum created through the theories of pedagogy and andragogy. However, the practice of heutagogy allows students to remain in control of their learning through the application of self-determined learning. This approach is significant when used in relation to mobile learning devices. This theory is highly relevant in considering how to best provide learning for Gen Z students, born between 1995 and 2012. This paper suggests there are benefits in exploring Gen Z student learning through a heutagogical application.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2019, 3 (80); 67-70
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The correlation between self-directed learning readiness and web-based learning in nursing students: a study conducted in Turkey
Autorzy:
Şenyuva, Emine
Kaya, Hülya
Powiązania:
https://bibliotekanauki.pl/articles/2011722.pdf
Data publikacji:
2015-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
self-directed learning readiness
web-based learning
nursing student
nursing education
Opis:
The research examined the relationship between web-based learning and self-learning readiness of nursing students. The research was a single-group experiment, in which 162 second-year nursing students were given a pre-test and a post-test. All the students use the Internet. Before and after the web-based course, a statistically significant difference was observed concerning the average points totaled for self-learning readiness. Results show that web-based learning positively affected the self-learning readiness of nursing students. Therefore, nursing students would benefit from web-based education as it improves their readiness for self-learning.
Źródło:
The New Educational Review; 2015, 41; 98-107
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Methodological and Contextual Foundations of Metacognitive Monitoring Training Program in Student Self-Regulated Learning
Autorzy:
Balashov, Eduard
Pasichnyk, Ihor
Kalamazh, Ruslana
Powiązania:
https://bibliotekanauki.pl/articles/18104456.pdf
Data publikacji:
2022-06-30
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
metacognitive monitoring
self-regulated learning
training programme
university students
Opis:
Aim. This manuscript aims to present the theoretical and contextual characteristics of the developed training program focused on identifying the components of students’ self-regulated learning activities with the use of metacognitive monitoring as well as improving the effectiveness of the students’ learning activities at the individual-personal, motivational-volitional, cognitive and metacognitive levels. To do this, we sought to analyze these phenomena in scientific literature and develop a training program aimed to develop students’ reflexivity, internal learning motivation, and metacognitive skills; to inform students about the features of metacognitive monitoring and metacognitive control of self-regulated learning activities, their awareness of the characteristics of their own processes of understanding, evaluating and reproducing information; to form comprehension and task analysis skills, as well as understanding of the specifics of performed tasks. Methods. A system of general scientific methods was used: analysis and synthesis of the main characteristics of the concepts of self-regulated learning and metacognitive monitoring as a complex multidimensional formation, comprehension of the psychological foundations of self-regulated learning, systematization and generalization of scientific provisions of metacognitive monitoring in student self-regulated learning. This study focused on the design and development of the training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning. Results. The presented manuscript has analyzed the theoretical aspects of the concepts of metacognitive monitoring and self-regulated learning of HEI students. The theoretical essence of the methodological and contextual characteristics of the above mentioned phenomena has been studied. The role and importance of metacognitive monitoring and its components in the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that metacognitive monitoring as a metacognitive characteristic of personality determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity, namely the student. The training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning has been developed and presented. Conclusions. The program was designed to help students consciously approach the independent planning and setting of learning goals, control intellectual and metacognitive activities, and use cognitive and metacognitive strategies in learning, monitoring, controlling and correcting their learning activities. Since these processes provide students with cognitive understanding of their own cognitive processes, the use of this type of training program will help students optimize their learning outcomes through metacognitive monitoring in the process of self-regulated learning activities.
Źródło:
Journal of Education Culture and Society; 2022, 13, 1; 77-92
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedagogy of the possible: Imagination, autonomy and space
Autorzy:
Murray, Garold
Powiązania:
https://bibliotekanauki.pl/articles/781027.pdf
Data publikacji:
2013-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
imagination
self-directed learning
ecology
affordances
autonomy
space
metacognition
Opis:
This paper explores pedagogical practices which can support the role of imagination in foreign language learning. Over the past decade, work on self and identity in motivation research-most notably Norton’s (2001) imagined communities and Dörnyei’s (2009) L2 motivational self system-has suggested that teachers might foster students’ motivation by helping them imagine themselves as L2 speakers and envisage contexts or communities in which they might use the target language. If teachers are to help students create and sustain visions of L2 identities, they need to employ a pedagogy which incorporates and facilitates the work of the imagination. In order to provide guidelines for pedagogical practice, this paper examines the experiences of Japanese university students studying English as a foreign language in a selfdirected learning course. Prior analysis of the data revealed several affordances which supported the participants’ metacognitive development and the role of imagination in their learning. Using these affordances as a conceptual framework, this paper builds on previous work by identifying elements in the learning environment which appear to support the role of imagination in the students’ language learning. The paper concludes by suggesting guidelines for pedagogical practice and considering the implications for further inquiry.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 3; 377-396
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
HANNA – a gamified digital supplementary course material developed to help socially disadvantaged pupils learn English
Autorzy:
Szabó, Fruzsina
Abari, Kálmán
Balajthy, Dániel
Polonyi, Tünde
Powiązania:
https://bibliotekanauki.pl/articles/2087295.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
gamification
motivation in language learning
self-regulated learning
digital course programme
Opis:
When it comes to language learning and teaching, one of the major issues that needs to be tackled is the large differences between students in terms of school performance, especially socially disadvantaged children who tend to lag behind their peers. Research on language teaching tends to focus on the average learner, thus leaving little room for students living and learning in low socio-economic regions (low SES). Central Europe, and particularly Hungary, displays one of the most considerate gaps in education, where disadvantaged regions and schools often underperform on the national curriculum tests. Innovation, alternative pedagogical methodologies and different mindset in teaching can bring about enhanced motivation, especially by employing digital devices and the elements of gamification. The purpose of our study is to introduce a new, tablet-based digital language course programme (HANNA), developed specifically for socially disadvantaged pupils in grades 5-7, which draws upon the teacher’s role as a facilitator. The paper explains and describes the factors that contributed to designing the structure of HANNA, along with the organisation of the programme and the gamified elements that are meant to motivate students, thus providing an insight into material development specifically for disadvantaged pupils.
Źródło:
Teaching English with Technology; 2022, 22, 2; 51-68
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis
Autorzy:
Lee, Jang Ho
Ahn, Joung Joo
Lee, Hansol
Powiązania:
https://bibliotekanauki.pl/articles/2143627.pdf
Data publikacji:
2022-09-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
motivation
self-regulated learning
vocabulary depth
vocabulary learning strategies
vocabulary size
Opis:
This study explores the complex relationships between language learning motivation, vocabulary learning strategies, and two components of second language vocabulary knowledge (i.e., vocabulary size and depth), within the framework of self-regulated learning. Responses to questionnaires were gathered from 185 secondary-level Korean adolescent learners of English as a foreign language, regarding their motivation and vocabulary learning strategy use; additionally, the results of their vocabulary size and depth tests were collected. We adopted structural equation modeling for analysis, with vocabulary learning strategies consisting of memory, cognitive, and metacognitive categories, and vocabulary knowledge consisting of vocabulary size and depth. The results showed that motivation directly predicted vocabulary learning strategies and vocabulary knowledge, and indirectly predicted vocabulary knowledge via vocabulary learning strategies. When further classified, intrinsic motivation was found to have a stronger influence on the use of vocabulary learning strategies and vocabulary knowledge than extrinsic motivation. We discuss the implications of increasing learners’ motivation and repertoire of strategies for improving vocabulary size and depth.
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 3; 435-458
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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