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Tytuł:
Self-directed learning. Próba konceptualizacji pojęcia na gruncie edukacji dorosłych
SELF-DIRECTED LEARNING. AN ATTEMPT TO CONCEPTUALIZATION ON ADULT EDUCATION
Autorzy:
Ciechanowska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/418220.pdf
Data publikacji:
2009
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
SELF-DIRECTED LEARNING
Opis:
The study describes growing interest of self-directed learning (SDL) on the field of adult education. Looking at its origin the idea is complex and rich. There are many parallel ideas and theories within the phenomenon self-directed learning. As many related components are used in a similar way the idea of is fraught with confusion. In English language there is a strong need and some wide research had been undertaken to clarify the meanings of related concepts as well as the meaning of the idea of SDL. In order to avoid misunderstandings in implementation self-directed learning in Polish theory we have to clarify the independent concept that will describe the exact meaning meant by authors rather than to use already existing expressions which have their original meaning much different from the idea of self-directed learning. In the study the new expression in Polish language has been defined and explained.
Źródło:
Rocznik Andragogiczny; 2009, R. 2009
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
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:
Problem of contagion in complex systems
Autorzy:
Grabowski, Marcin
Wyciślak, Sławomir
Powiązania:
https://bibliotekanauki.pl/articles/685122.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
contagion, contagion effect, crisis, system approach, self learning
Opis:
The escalation of the contagion effect results in many consequences in various spheres of life. The important problem, which looks for further discussion is the impact of centralization and self-learning on the ability to response to contagion effect escalation. The system approach methodology seems to be the most appropriate one to resolve such complex issues. For this reason, a procedure of identification of system amidst contagion was developed. Consequently, it was applied to interpret the multinationals response amidst contagion. The authors suggest that each branch can build its own model of prevention against contagion within the decentralized system. Additionally, it should be based on mechanism of self-similarity and redundancy.
Źródło:
Jagiellonian Journal of Management; 2015, 1, 2
2450-114X
Pojawia się w:
Jagiellonian Journal of Management
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:
Wykorzystanie algorytmów samouczących się do sterowania procesem kompostowania biomasy pochodzenia rolniczego
Using self-learning algorithms to control composting process for biomass of agricultural origin
Autorzy:
Neugebauer, M.
Sołowiej, P.
Powiązania:
https://bibliotekanauki.pl/articles/287097.pdf
Data publikacji:
2009
Wydawca:
Polskie Towarzystwo Inżynierii Rolniczej
Tematy:
kompostowanie
sterowanie
algorytm samouczący
composting
control
self-learning algorithm
Opis:
W pracy opisano zbudowane stanowisko do kompostowania materiału biologicznego wraz z odbiorem ciepła. Przedstawiono ideę i wykonanie układu regulacji wykorzystujący algorytm samouczące się sterowania procesem napowietrzania i odbioru ciepła ze stanowiska do kompostowania. Przeprowadzono badania układu regulacji dla różnych punktów początkowych startu procesu (wartości napowietrzania i odbioru ciepła). Uzyskane wyniki badań pokazują, że proces kompostowania przebiegał najkrócej w przypadku rozpoczęcia procesu nauki od zerowych wartości początkowych napowietrzania i odbioru ciepła oraz nie przekroczył temperatury optymalnej dla procesu kompostowania.
The article describes a station designed for biological material composting, including heat reception. The work presents a concept and execution of an adjustment system using a self-learning algorithm for controlling the process involving aeration and heat reception from composting station. The researchers carried out a research on the adjustment system for different initial points of process start (aeration and heat reception values). Obtained research results showed that the composting process was shortest in case of learning process start from initial values of zero aeration and heat reception, and it did not exceed optimal temperature for the composting process.
Źródło:
Inżynieria Rolnicza; 2009, R. 13, nr 8, 8; 147-153
1429-7264
Pojawia się w:
Inżynieria Rolnicza
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:
Wartościowanie wykształcenia przez dorosłych w różnych okresach życia jako auksologiczny wymiar samokierowanego uczenia się
VALUING EDUCATION BY ADULTS IN DIFFERENT PERIODS OF LIFE AS AUXOLOGY DIMENSION OF SELF-DIRECTED LEARNING
Autorzy:
Ciechanowska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/418067.pdf
Data publikacji:
2010
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
AUXOLOGY
EDUCATIONAL VALUES
SELF-DIRECTED LEARNING
Opis:
Complex life experiences shape ones approach to self development. Nowadays older people in they yough time experienced tough life, poverty and luck of education. Auxology is generic term for the study of human growth. It is multi-disciplinary science involving health, science, anthropology, anthropometry, history, economic. Auxology is interested in adultery, and development in older times. In this meaning education is very important part of auxology interest. Uniqueness' of the adult learner takes its complexity from life experiences and age possibilities. Changes in social life mould hierarchy of peoples values. Educational values are very well perceived by old people. At the same time facing opportunities o life-long learning not every adult is willing to participate in further education. They are not mentally prepared to be self directed about education.
Źródło:
Rocznik Andragogiczny; 2010, R. 2010
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
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:
Obserwacje spontanicznego wykorzystania komputerowego narzędzia przeznaczonego do samodzielnego eksploracyjnego zdobywania wiedzy na temat sieci neuronowych
Observations of the spontaneous exploiting of computer tool designed for independent exploration-based learning about artificial neural networks
Autorzy:
Tafeusiewicz, Ryszard
Powiązania:
https://bibliotekanauki.pl/articles/446210.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Rzeszowski
Tematy:
Komputerowo wspomagane samouczenie
sztuczna inteligencja
Computer aided self-learning
artificial intelligence
Opis:
Artykuł analizuje zachowania użytkowników zasobów e-learningowych w sytuacji, gdy korzystają oni z oferty uczenia się zagadnień, które wprawdzie wzbogacą ich intelektualnie, ale nie dadzą żadnych wymiernych korzyści. Wskazana okoliczność odróżnia badania opisane w tej pracy od licznych badań relacjonowanych w literaturze, w których każdorazowo badano zachowania uczniów lub studentów, którzy byli formalnie zapisani na jakiś kurs i mogli się uczyć korzystając z zasobów e-learningowych kiedy chcieli i gdzie chcieli – ale uczyć się musieli. Tymczasem badani w tej pracy użytkownicy otwartych zasobów e-learningowych nie podlegają żadnemu systemowi przymusu. Opierając się na trwających cztery lata obserwacjach zachowań internautów wykorzystujących stworzony przez autora zasób edukacyjny podjęto w prezentowanej pracy próbę zaproponowania całościowego modelu sposobu użytkowania takich otwartych zasobów wiedzy w opisanych wyżej warunkach oraz przedstawiono wnioski dotyczące przyszłościowych form spontanicznego uczenia się użytkowników otwartych zasobów e-learningowych między innymi w kontekście hasła life-long learning.
The main goal of the paper is presentation and discussion of behavior of the users of e-learning open resources. The research is related to e-learning materials presenting area of knowledge not connected with any kind of formal exams or skills certifications. Moreover offered and learned knowledge is not connected directly with any profits, and learning process is devoted to increase of student intellectual abilities only. This is the main difference between results quoted in this paper and results related in many existing papers and books, where always was observed behavior of students using e-learning resources for acquisition of knowledge which was obligatory for this students. It means we have information about students who can learn at any time and at any time – but must learn indeed. People observed in research presented in this paper nothing has learn – but they will learn without any forms of formal pressure forced learning activity. Over four year observation of the users of given e-learning resources forms the basis for proposed in paper model of such users. Proposed model of the average user of open e-learning resources behavior, can be very interesting and useful in context of life-long-learning watchword.
Źródło:
Dydaktyka informatyki; 2012, 7; 91-108
2083-3156
Pojawia się w:
Dydaktyka informatyki
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Autoedukacja nauczycieli zajęć technicznych w gimnazjum
Autorzy:
STAŚKO, Renata
CIESIELKA, Marta
Powiązania:
https://bibliotekanauki.pl/articles/456354.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Rzeszowski
Tematy:
autoedukacja
zajęcia techniczne
moduły nauczania
self-learning
technical classes
teaching module
Opis:
Self-learning of Teachers and Students in Technical Classes in Middle School
Źródło:
Edukacja-Technika-Informatyka; 2015, 6, 1; 65-70
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozwój potencjału dorosłych z perspektywy heutagogicznej
ADULT CAPABILITY DEVELOPMENT IN HEUTAGOGICAL PERSPECTIVE
Autorzy:
Czerka, Eliza
Powiązania:
https://bibliotekanauki.pl/articles/418021.pdf
Data publikacji:
2009
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
ADULT DEVELOPMENT
CAPABILITY
HEUTAGOGY
SELF-DETERMINED LEARNING
Opis:
Heutagogy is an educational concept which puts emphasis on the development of learners' capability understood as 'an integration of confidence in one's knowledge, skills, self-esteem and values' (Stephenson, 1992). The process of learning is learner-centred in this approach, which enables the learner to use their own experience and be led by their needs and expectations in order to make their plan of development more appropriate and adaptive to changing circumstances. According to Stewart Hase and Chris Kenyon - the concept's authors, heutagogy is an extension of pedagogical and andragogical approaches. This paper explains main assumptions of the concept and shows research data on this idea implementation in VET and educational practice.
Źródło:
Rocznik Andragogiczny; 2009, R. 2009
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
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:
Entre autoformation et autonomie. Le Centre de Ressources en Langues au service de l’apprentissage innovant
Between Self-Study and Autonomy. The Language Resource Center as an Innovative Learning Space
Autorzy:
Wiater, Aleksander
Powiązania:
https://bibliotekanauki.pl/articles/2020934.pdf
Data publikacji:
2020
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
autonomous learning
self-directed learning
self-study
innovation
Language Resource Center (LRC)
Opis:
The article proposes to study the concept of autonomous learning and, more specifically, self-directed learning. The author bases his analysis on the ethnographic research concerning the functioning of the Language Resource Center (LRC), parts of the University of Lille in France. This multimedia space created for different languages learners offers them many opportunities to develop their language skills: computer laboratories, workrooms, many support documents available on site (CD-ROMs, DVDs, original and live TV channels, dictionaries, magazines, journals, reference works). Others, classified according to levels, objectives and skills, can be found on a digital platform and remain available online at any time through a search engine. The LRC gives also the possibilities to meet the language tutors (face-to-face or at a distance) and to participate in different activities offered by them. These various modalities of learning a foreign language are targeted at supporting autonomy, independent learning adapted to the needs, interests and the pace of each learner. The interviews conducted with tutors working in the center allow us to notice numerous positive aspects of LRC activities, but also to detect a few problems resulting largely from the lack of a coherent strategy of action within language studies.
Źródło:
Academic Journal of Modern Philology; 2020, 9; 221-231
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
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:
Bezpieczeństwo i higiena pracy w wirtualnym świecie
Health and safety at work virtual world
Autorzy:
Oleszak, A.
Powiązania:
https://bibliotekanauki.pl/articles/135742.pdf
Data publikacji:
2016
Wydawca:
Wyższa Szkoła Techniczno-Ekonomiczna w Szczecinie
Tematy:
bezpieczeństwo i higiena pracy
samokształcenie
Internet
nauka on-line
occupational health and safety
self-learning
online learning
Opis:
Wstęp i cele: Współczesne technologie medialne i informacyjne otwierają przed uczącymi się szereg nienotowanych do niedawna możliwości. Pozwalają na zastosowanie nowoczesnych technik ułatwiających i zachęcających do samokształcenia. Uczący się mają praktycznie nieograniczone możliwości pozyskiwania, gromadzenia i przetwarzania informacji. Opracowanie stanowi przegląd najpopularniejszych internetowych źródeł wiedzy z zakresu bezpieczeństwa i higieny pracy. Materiał i metody: Materiał pracy zaczerpnięto z przeglądu zasobów internetowych. Zastosowano metodę analizy teoretycznej. Wyniki: Osoby pragnące poszerzać swoją wiedzę z zakresu bezpieczeństwa i higieny pracy mają za pośrednictwem Internetu udostępniony szeroki wachlarz narzędzi pomocnych w procesie samokształcenia. Wnioski: Nadążanie za nową cywilizacją jest konieczne dla zaistnienia każdej jednostki, a możliwe tylko dzięki wykorzystaniu nowej formy edukacji, jaką jest kształcenie i samokształcenie na odległość. Edukacja jest kluczowym elementem rozwoju nie tylko jednostek, ale i całej cywilizacji. Aby każdy mógł z niej skorzystać potrzebne jest wdrażanie nowych systemów nauczania i propagowanie kształcenia przez całe życie. W tym celu należy włączyć do programów nauczania zajęcia umożliwiające nabywanie umiejętności posługiwania się nowoczesnymi środkami przekazu informacji.
Introduction and aims: Modern technologies and information media opens up a number of learners are not listed until recently capabilities. They allow the use of modern techniques to facilitate and encourage self-education. Learners have virtually unlimited possibilities of acquiring, collecting and processing information. Develop an overview of the most popular online sources of knowledge in the field of occupational health and safety. Material and methods: The material f the paper has been taken from the review of online resources. The method of theoretical analysis has been used in the article. Results: Those wishing to expand their knowledge of health and safety have available via the Internet a wide range of tools to assist in the process of self-education. Conclusions: Keeping up with new civilization is necessary for the existence of each individual, and only possible through the use of new forms of education, which is education and self-education at a distance. Education is a key element of development not only individuals, but whole civilizations. So that everyone can use it is necessary to implement new systems of education and promotion of lifelong learning. For this purpose should be included in the curriculum be made to allow the acquisition of skills in using modern means of communication.
Źródło:
Problemy Nauk Stosowanych; 2016, 5; 203-208
2300-6110
Pojawia się w:
Problemy Nauk Stosowanych
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
Tytuł:
A study of dynamic hysteresis model for a magnetorheological damper
Autorzy:
Chen, Kun-Yung
Kung, Ming-Lung
Powiązania:
https://bibliotekanauki.pl/articles/2200888.pdf
Data publikacji:
2023
Wydawca:
Polskie Towarzystwo Mechaniki Teoretycznej i Stosowanej
Tematy:
identification
LuGre model
magnetorheological damper
self-learning particle
swarm optimization
SLPSO
sliding mode observer
SMO
Opis:
The paper proposes a new dynamic model based on the LuGre model and an electrical equation to describe the hysteresis phenomenon for a magnetorheological (MR) damper. In addition, a sliding mode observer (SMO) is proposed to estimate unmeasurable states of the MR damper. The parameters of the MR damper are successfully identified by using the self-learning particle swarm optimization (SLPSO) algorithm. The contributions of this paper are: i) a new dynamic model based on the LuGre model and an electrical equation for an MR damper is successfully formulated to fit for the hysteresis behavior, ii) the exerted damping force can be practically adjusted by using input voltage for the dynamic model, iii) the SMO is proposed to estimate the internal states and current, and iv) the unknown parameters of the MR damper are successfully identified by using the SLPSO algorithm with a numerical experiment.
Źródło:
Journal of Theoretical and Applied Mechanics; 2023, 61, 2; 259--274
1429-2955
Pojawia się w:
Journal of Theoretical and Applied Mechanics
Dostawca treści:
Biblioteka Nauki
Artykuł
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