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Wyświetlanie 1-15 z 4047
Tytuł:
Developing the Culture of Collective Learning Among Malaysian Teachers
Autorzy:
Ishak, Rosnah
Siraj, Saedah
Powiązania:
https://bibliotekanauki.pl/articles/18104558.pdf
Data publikacji:
2013-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
collective learning
teacher learning
organizational learning
learning culture
Opis:
Dynamic changes in education urge teachers to learn continuously to improve their knowledge via formal or informal means. This paper discusses teachers’ collective learning practices in order to build a culture of collective learning among teachers. Questionnaires were distributed to 321 teachers in 14 High Performing Schools (HPS) throughout Malaysia. The results indicated that HPS possessed collective learning culture when all the collective learning activities were practiced at a high level by the teachers.
Źródło:
The New Educational Review; 2013, 33; 284-291
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Konferencja „Tworzyć wspólnotę. Propozycja Service Learning”. Uniwersytet LUMSA – Rzym 2020. Sprawozdanie
Conference “Building Community: The Proposal of the Service-Learning”. LUMSA University – Rome 2020. Report
Autorzy:
Surma, Barbara
Rostek, Irmina
Powiązania:
https://bibliotekanauki.pl/articles/478838.pdf
Data publikacji:
2020
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
Learning
learning
Opis:
W dniach 30-31 stycznia i 1 lutego 2020 roku w Libera Università Maria Ss. Assunta LUMSA w Rzymie odbyło się sympozjum; które było odpowiedzią na podjętą przez Kongregację ds. Edukacji Katolickiej inicjatywę pod hasłem „Odbudowa globalnego paktu wychowawczego”; wskazanym przez papieża Franciszka. Celem sympozjum było przygotowanie do światowego wydarzenia; które miało się odbyć 14 maja 2020 roku w Watykanie (z racji ogłoszenia stanu zagrożenia epidemicznego odbędzie się w innym; późniejszym terminie).
Źródło:
Edukacja Elementarna w Teorii i Praktyce; 2020, 15, 1(55); 133-136
1896-2327
Pojawia się w:
Edukacja Elementarna w Teorii i Praktyce
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Proces uczenia w organizacji (rozważania eksploracyjno-semantyczne)
Autorzy:
Antczak, Zbigniew
Powiązania:
https://bibliotekanauki.pl/articles/419813.pdf
Data publikacji:
2013
Wydawca:
Wydawnictwo Uniwersytetu Ekonomicznego we Wrocławiu
Tematy:
learning
learning cycle
single-loop learning
double-loop learning
learning underambiguity
organizational learning
Opis:
The article presents the issue of preliminary results of the research of literature from the point of view of organizational learning. The author diagnosed the scientific scope of such notions as: learning, learning cycle, learning under ambiguity and organizational learning. He also identified and systematized reports from the point of view of knowledge management in an organization. The work is summarized with the qualitative analysis of the research findings.
Źródło:
Nauki o Zarządzaniu; 2013, 2(15); 9-21
2080-6000
Pojawia się w:
Nauki o Zarządzaniu
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Use of Experiential Learning in Distance Learning and E-learning of Adults
Autorzy:
Malach, Josef
Powiązania:
https://bibliotekanauki.pl/articles/28762924.pdf
Data publikacji:
2005-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
lifelong learning
distance learning
e-learning
experiential learning
experiential learning cycle
reflective learning
Opis:
The evolution of theoretical learning concepts brings new stimuli to lifelong learning practice. One of the new theoretical bases appropriate for adult education is an experiential learning theory which analyses and evaluates educational projects and study materials for distance learning as well as e-learning educational programmes from the standpoint of potential learning effectiveness. At the same time, it can be a gnoseological theoretical basis of designing educational programmes for adults, either on a theoretical basis of distance learning, e-learning, or on the basis of their purposeful integration, which is becoming more and more frequent in andragogy. The study gives general tenets of andragogy, presents the main characteristics of experiential learning along with its two major developmental variants – Kolb’s cycle and Jarvis´ revised model of the processes of learning. It defines the basic features of distance learning and e-learning, and formulates general stimuli how to apply experiential learning within these relatively integral educational technologies. In conclusion, it brings about information on practical use of theoretical approaches to teaching pedagogical subjects within educational programmes at universities.
Źródło:
The New Educational Review; 2005, 6; 129-150
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“Head, Heart and Hands Learning” - A challenge for contemporary education
Autorzy:
Gazibara, Senka
Powiązania:
https://bibliotekanauki.pl/articles/628489.pdf
Data publikacji:
2013
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
holistic learning, integrated learning, experiential learning, student-centered learning
Opis:
Applying a holistic, integrated and experiential approach, this paper analyses the culture of head, heart and hands learning as both a challenge and an imperative of contemporary educa-tion using the descriptive method based on a review of relevant literature. Self-determination, self-work, self-organization and self-management are emphasized along with different models of learning culture oriented towards student’s holistic development. In accordance with that the paper discusses issues related to the new organization of learning and teaching and the role of the teachers, students and school community. Specifi cally, many scientists believe (Henting, 1997; Bruner, 2000; Stoll & Fink, 2000; Faulstich, 1999) that high-quality and successful changes in education can be achieved by introducing a culture of learning which espouses the holism and integrity of human beings. Such changes are especially relevant in the context of lifelong learning which integrates all three domains of learning: cognitive (head), affective (heart) and practical (hands). In this way, cognitive, affective, experiential and active learning interests are fully expressed, which bears witness to the fact that people learn, think, feel and act differently.
Źródło:
Journal of Education Culture and Society; 2013, 4, 1; 71-82
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Relationship between individual and organizational learning: Mediating role of team learning
Autorzy:
Stelmaszczyk, Monika
Powiązania:
https://bibliotekanauki.pl/articles/522040.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Ekonomiczny w Katowicach
Tematy:
Individual learning
Organizational learning
Team learning
Opis:
The aim of this paper is to recognize the relationships between individual and organizational learning while considering team learning as a mediator of these relationships. The research object is a large Polish enterprise specializing in the production of cast-iron items. In order to test assumed research hypotheses, statistical analyses were conducted using the IBM SPSS Statistics Suite, version 20. The suite helped conduct correlation analyses concatenation, line regression analyses and mediation analyses using the PROCESS macro by Hayes and Preacher. The research results show a statistically significant relationship between individual learning and each of the five dimensions of organizational learning [clarity of purpose and mission; leadership commitment and empowerment; knowledge transfer; experimentation and rewards; and teamwork and group problem solving]. What is more, they prove that team learning is a mediator of a relationship between individual and organizational learning. Interestingly, only one full mediation has been observed while researching the mediative effect of team learning in relation to each out of the five dimensions of organizational learning. It occurred in relation to experimentation and rewards. In the remaining cases these were partial mediations.
Źródło:
Journal of Economics and Management; 2016, 26; 107-127
1732-1948
Pojawia się w:
Journal of Economics and Management
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction
Autorzy:
Tila, Dorina
Powiązania:
https://bibliotekanauki.pl/articles/1827672.pdf
Data publikacji:
2020-11
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
blended learning
hybrid learning
distance learning
online learning
students’ performance
Opis:
This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 86, 4; 62-71
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exploring the Dynamic Landscape of Formal, Informal and Non-Formal Learning
Autorzy:
Jurczyszyn, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/45455441.pdf
Data publikacji:
2024-08-08
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
informal learning
learning continuum
non-formal learning
learning typology gradation
Opis:
This article explores the nuanced landscape of formal, informal and non-formal learning, transcending traditional educational boundaries. It scrutinizes the pervasive influence of unplanned learning throughout the lifespan, challenging the conventional emphasis on formal settings. Informal learning is a fundamental process in human development that persists throughout one's entire life. Both informal and non-formal learning are intricate yet highly impactful phenomena. The dynamically changing needs of society contribute to the increasing popularity of informal and non-formal learning as vital sources of knowledge and skills, driven by adaptation processes. The scale and impact of this phenomenon generates significant interest among contemporary researchers, governments, politicians, and educators, especially in the field of adult education. The lack of clarity in defining these terms may have serious consequences for further research and analyses. While a common understanding of these learning types is presented, it appears inadequate given the complex nature of the phenomenon. Theoretical models based on a learning continuum and gradation are deemed more appropriate, leading to relevant consequences for research approaches. The article delves into theoretical movements emphasizing context, learning outcomes, and recognition, suggesting a learning continuum for a nuanced view. It critically engages with complexities, emphasizing the contextual nature of formal, non-formal, and informal learning distinctions.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2024, 11, 1; 53-59
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
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:
The effect of multi-modal learning in Artificial Grammar Learning Task
Autorzy:
Rączy, Katarzyna
Skóra, Zuzanna
Szul, Maciej J.
Powiązania:
https://bibliotekanauki.pl/articles/637754.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
implicit learning, artificial grammar learning, multimodal learning
Opis:
The aim of the following study was to answer the question whether multimodal grammar learning would improve classification accuracy as compared with a unimodal learning. To test this hypothesis, an experimental procedure was constructed based on the research conducted by Conway and Christiansen [2006]. Their study regarded modality-specific Artificial Grammar Learning task (AGL). The grammatical sequence that was used in the study presented here was based on an algorithm with a finite number of results. Two additional sets of ungrammatical sequences were generated in a random manner. One of them was used in the learning phase in the control group while the second one, in the classification phase, in both, control and experimental groups. The obtained results showed that participants performed classification task above the chance level. These findings supported the hypothesis, which stated that grammar learning would occur [Conway and Christiansen 2006; Reber 1989]. We did not observe any effect regarding the hypothesized accuracy enhancement in a multimodal learning condition.
Źródło:
Rocznik Kognitywistyczny; 2015, 8
1689-927X
Pojawia się w:
Rocznik Kognitywistyczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
IS AUTONOMOUS LEARNING POSSIBLE FOR ASIAN STUDENTS? THE STORY OF A MOOC FROM INDONESIA
Autorzy:
Ginting, Daniel
Djiwandono, Patrisius Istiarto
Woods, Ross
Lee, Debra
Powiązania:
https://bibliotekanauki.pl/articles/955790.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
autonomous learning
online learning
MOOC
independent learning
Opis:
An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC. Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect relationship.
Źródło:
Teaching English with Technology; 2020, 20, 1; 60-79
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Distance Education: An Analysis of Learning Theories in an E-learning Environment
Autorzy:
Tuczyński, Krystian
Powiązania:
https://bibliotekanauki.pl/articles/27177620.pdf
Data publikacji:
2023-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
learning theories
cognitivism
e-learning
distance learning
Opis:
The article concerns theoretical considerations on psychological concepts of learning in the context of e-learning. The author begins the theoretical analysis by reviewing the literature, including behavioural, cognitive and humanistic theories. Based on a detailed analysis, cognitivism is indicated as a theory that has particular application in e-learning, especially due to the continuity of the teaching process and adapting the content to the student’s level. An example of a cognitive model is D. Kolb’s model, which can be effectively used in e-learning because it includes closed cognitiveexperimental processes. The basic argument for adopting cognitive theories as dominant in e-learning is their ability to maintain the continuity of the educational process, which can be effectively implemented via e-learning platforms. A key element connecting cognitive theories with e-learning is the Multiple Coding Theory, which suggests that the transfer of knowledge becomes more effective when it takes place through different channels, enabling reception through several senses.
Źródło:
Kultura i Edukacja; 2023, 4(142); 67-79
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dydaktyka adaptacyjna i dydaktyka spersonalizowana – modele i narzędzia
Adaptive Learning and Personalizing Learning – Models and Tools
Autorzy:
Gałuszka, Anita
Bereska, Damian
Gałuszka, Adam
Powiązania:
https://bibliotekanauki.pl/articles/485816.pdf
Data publikacji:
2017
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
adaptive learning,
personalizing learning
Opis:
Increased availability and change of ways of obtaining and processing information about the world through the use of modern technologies give the opportunity to change the teaching paradigm. The modernization and modification of teaching are directed towards the adjustment of the method and content of teaching, which would take into account the student / trainee’s resources in the context of their needs. On the basis of these assumptions, the concepts of adaptive and personalized learning were distinguished. The aim of the article is to review the models and tools used in both the aforementioned teaching methods and indicating the areas of their application.
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2017, 3(26); 291-300
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
TOUCH AND GESTURE-BASED LANGUAGE LEARNING SOME POSSIBLE AVENUES FOR RESEARCH AND CLASSROOM PRACTICE
Autorzy:
Reinders, Hayo
Powiązania:
https://bibliotekanauki.pl/articles/955753.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
touch-based learning
gesture-based learning
mobile learning
Opis:
Our interaction with digital resources is becoming increasingly based on touch, gestures, and now also eye movement. Many everyday consumer electronics products already include touch-based interfaces, from e-book readers to tablets, and from the last personal computers to the GPS system in your car. What implications do these new forms of interaction offer for language learning and teaching? In this short article, I will first consider some of the most recent technological developments for their pedagogic potential, and in particular for their support for embodied and extended cognition. Next, I will offer some suggestions for researching their impact on learning and teaching, as well as ways in which teachers and materials developers can capitalise on these advances in technology to support more interactive and dynamic forms of learning.
Źródło:
Teaching English with Technology; 2014, 14, 1; 3-8
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effectiveness of teaching aided by distance learning
Autorzy:
Agnieszka, Molga,
Paweł, Golec,
Powiązania:
https://bibliotekanauki.pl/articles/890383.pdf
Data publikacji:
2017-09-28
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
distance learning
e-learning
education
remote learning
learning platform
management of knowledge
Opis:
In the information society conditions and social needs are constantly changing. The development of information technology together with the new methods of gathering and distributing information that have been generated open the way to alternative forms of education in knowledge society. Intensive development of distance education is a response to changes caused by the escalating pace of innovation in many areas of social and economic life. Computers and the Internet are replacing the previous model of traditional education. The development of technology has contributed to the search of mobile forms of learning, or e-learning. E-learning allows you to fill gaps in the traditional teaching. Modern techniques allow you to find previously unknown solutions that can be used to streamline the process of distance learning. Both traditional education and the world of business treat e-learning as an effective tool that supports science. The convenient application of this tool, the opportunity to individually decide about the time devoted to studying, low costs and easy access speak for applying e-learning as an educational method. This article attempts to present the role of the Internet in the educational process. The aim of the paper was to show the influence of e-learning on raising the efficiency of education.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2017, 4(1); 8-15
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 4047

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