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The extent and causes of learner vandalism at schools
Corene De Wet
South African Journal of Education , 2004,
Abstract: School vandalism has negative economic, psychological, and educational implications for education. On the other hand, well-cared for school facilities, furniture and equipment, as well as clean toilets, are conducive to a healthy teaching and learning environment. Because learners have the right to be taught in tidy, clean school buildings, the aim of this research was to investigate the perceptions of a group of educators regarding aspects of school vandalism. It was evident from the research that vandalism is a learned phenomenon in schools and adjoining residential areas. Learners, particularly boys between the ages of 14 and 19, are the most important vandals. However, it is clear that schools are regularly vandalised by herdsmen, gangsters, drop-outs, ex-learners, and learners from neighbouring schools. The research indicated that juridical, economic, drug and alcohol, as well as learner-related, problems are considered important causes of school vandalism. On the other hand, it was found that educator and school management practices are less important causes of learner vandalism. South African Journal of Education Vol.24(3) 2004: 206-211
A Method for Describing Learner Interaction With Content  [cached]
Linda Polhemus,Karen Swan,Michael Danchak,Alessandro Assis
Journal of the Research Center for Educational Technology , 2005,
Abstract: Text, graphics, animations, simulations and discussion boards are some of the tools made available to online instructors to meet course objectives. The way in which students interact with these different modalities in the online environment is a new area for educational researchers. This research presents a method for exploring learner interaction with content when presented in the online environment. The method presented in this article is based on the experiential cycle of learning. The researchers suggest that online courses designed for all learners and that encourage multiple entry points are better equipped to advance theories for how people learn online.
From Learning Style of Webpage Content to Learner’s Learning Style  [PDF]
Mohamed.G. Darwesh,Magdy .Z. Rashad,Abdelaziz. K. Hamada
International Journal of Computer Science & Information Technology , 2012,
Abstract: Technology plays an important role in the development of students who can search for the conceptswhich they learn in the books on the Internet and find out more information on them. This will increasethe depth of their knowledge.According to some researches, students tend to be more active and more participative when technologyis being integrated in their lesson resulting to better comprehension and good performance.Using technology in the learning process can facilities automatic detection of the learner’s learningstyles which can help the learner to develop his coping strategies to compensate for his/her weaknesses,capitalize on his/her strengths, improve the quality of the learning process and make it more effective.This research presents an automatic tool for detecting learning styles in a learning environment byanalyzing the content of the learner’s favorite WebPages using social bookmarkingservices(www.tagme1.com) and shows that how actual behavior of the learners during the learningprocess can be used as an effective source for detecting their learning styles based on Felder-Silvermanlearning style model (FSLSM) .
Exploring Learner to Content Interaction as a Success Factor in Online Courses  [cached]
Tekeisha Denise Zimmerman
International Review of Research in Open and Distance Learning , 2012,
Abstract: Interaction plays a critical role in the learning process. For online course participants, interaction with the course content (learner-content interaction) is especially important because it can contribute to successful learning outcomes and course completion. This study aims to examine the relationship between learner-content interaction and course grade to determine if this interaction type is a contributing success factor. Data related to student interaction with course content, including time spent reviewing online course materials, such as module PowerPoint presentations and course videos and time spent completing weekly quizzes, were collected for students in three sections of an online course (N = 139). The data were then correlated against grades achieved in the course to determine if there was any relationship. Findings indicate statistically significant relationships between the amount of time the learner spent with the content and weekly quiz grades (r = .-72). The study concludes that learners who spent more time interacting with course content achieve higher grades than those who spent less time with the content.
Learner Clustering and Association Rule Mining for Content Recommendation in Self-Regulated Learning
Ahmad A. Kardan,Nahid Ghassabzadeh Saryazdi,Hamed Mirashk
International Journal of Computer Science Research and Application , 2012,
Abstract: Grouping e-learners based on their model in the e-learning environment is a key issue to build a personalized learning system. Recommender Systems can be useful to recommend learning resources or any other supportive advices to the learners. These systems could be used to suggest the contents being interested for learners in an e-learning environment. Different kind of algorithms such as user-based and item-based collaborative filtering have been used to establish a recommender system. In this paper, an innovative architecture for a recommender system (AELTRec) dedicated to the e-learning environments is introduced. This architecture simultaneously takes advantages of K-Means clustering technique and association rule mining. We first build a learner model based on PAPI learner model, which is the basis of learner grouping. Furthermore, K-Means is used to cluster the e-learner types. When groups of related interests have been established, the association rule mining techniques will be used to elicit the rules of the best content for each learner. Based on e-Learner groups, users can obtain content recommendation from the group’s opinions. Also this architecture considers the learner self-monitoring ability in his/her, constantly evaluates learning activities, the results of the activities, and provides warning messages from the system to the learner. It was expected that the proposed architecture has excellent performance.
The Audacious Learner
Beatrice Ekoko
Journal of Unschooling and Alternative Learning , 2010,
Abstract: The Audacious Learner is a risk taker. She approaches learning boldly, overcoming fear because she is driven by the will to know. In this paper, I utilize ideas from “Blogging with Audacity” (Skellie, 2008) whose work analyzes what makes a successful blogger and blog. I draw parallels between the successful, unconventional blogger and the unconventional, self directed learner.
Learner councillors’ perspectives on learner participation
E Phaswana
South African Journal of Education , 2010,
Abstract: Learner participation in South Africa was legislated in 1996 through the South African Schools Act, No. 84. Since then it has been a legal requirement to establish representative councils of learners (RCL) at secondary schools (with Grade 8 and higher) countrywide. I investigate the perspectives and experiences of participation with secondary schools learners elected to serve in representative councils of learners and school governing bodies. I adopted an interpretive qualitative methodology. In-depth interviews and focus groups were used. Three categories of experiences emerged: (1) learning experiences, (2) relational experiences, and (3) challenges faced by learner councillors. The data further suggest that there is an opportunity for learners to gain skills that could be useful for them. I offer a framework for learner participation that is grounded in social learning to promote meaningful participation.
Learner councillors' perspectives on learner participation  [cached]
Edith Phaswana
South African Journal of Education , 2010,
Abstract: Learner participation in South Africa was legislated in 1996 through the South African Schools Act, No. 84. Since then it has been a legal requirement to establish representative councils of learners (RCL) at secondary schools (with Grade 8 and higher) countrywide. I investigate the perspectives and experiences of participation with secondary schools learners elected to serve in representative councils of learners and school governing bodies. I adopted an interpretive qualitative methodology. In-depth interviews and focus groups were used. Three categories of experiences emerged: (1) learning experiences, (2) relational experiences, and (3) challenges faced by learner councillors. The data further suggest that there is an opportunity for learners to gain skills that could be useful for them. I offer a framework for learner participation that is grounded in social learning to promote meaningful participation.
Instructor-led or Learner-led for Elementary Learners to Learn Computer-based Music Composition?  [cached]
Ju-Shih Tseng,Ming-Puu Chen
Knowledge Management & E-Learning : an International Journal , 2010,
Abstract: The purpose of the present study was to examine the effects of instructional strategy (instructor-led vs. learner-led) and grade level (third grade vs. fifth grade) on elementary learners’ music composition performance and attitude with the use of a computer-based music composition software. An experimental learning activity was implemented using 5E learning cycle as a pedagogical framework to facilitate learning. A quasi-experimental design was employed with elementary learners participated in the experiment. The results revealed that (a) fifth grader outperformed third graders in creativity, whereas third graders were extrinsically motivated and perceived that the computer-based music composition software was useful in learning music composition more than fifth graders were and did; and (b) learners with instructor-led instructional strategy outperformed learners with learned-led instructional strategy in creativity and craftsmanship and held high extrinsic motivation than learners with learner-led. The implementations and suggestions for future study were discussed in the present study.
Learner Autonomy and the Chinese Context  [cached]
Haiyan Wang
Asian Social Science , 2009, DOI: 10.5539/ass.v4n7p114
Abstract: There is a move away from teacher-centered learning to student-centered learning or autonomy. Learner autonomy has become the new rational concept in educational field since 1980s and it is more challenging and of greater significance to cultivate learners’ ability to self-direct their learning and live independently and successfully later in society. However, autonomy in language teaching is sometimes presented as western concept unsuited to contexts such as those in China, which has different educational traditions. This paper mainly researches two questions: What’s learner autonomy indeed? And why is such concept presented that learner autonomy is unsuited to the Chinese context?
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