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Search Results: 1 - 10 of 5193 matches for " learner identification "
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Enhancing User Identification with the Independent Learning Centre at Sung Bin Home for Girls
Elton LaClare
Studies in Self-Access Learning Journal , 2011,
Abstract: The Independent Learning Centre at Sung Bin Home for Girls is a language and life skills learning environment for girls between the ages of 8 and 18 who reside at Sung Bin Orphanage in Gwangju, South Korea. Although initially learners exhibited a great deal of enthusiasm for the centre, over time interest faded to the extent that many ceased to be regular users. This article describes the efforts of volunteers and orphanage staff to revive interest through a community art project intended to enhance learner identification with the centre. In addition to highlighting the importance of collaboration among stakeholders, the article asserts that undertakings of the type described here should be seen as part of an on-going process of maintaining engagement.
The Learner Support System for Distance Education  [PDF]
Thanathnuth Chatpakkarattana, Jintawee Khlaisang
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.38B011
Abstract: This study on ‘The Development of the Interactive E-Tutorial System to Develop Problem-Solving Ability and Self-Regulation for Undergraduate Students in Open University’ has the major purpose to learn about the ‘Learner Support System’. In this study, the author examines and identifies the definitions of the terms ‘Learner Support System’ and ‘Tools and Implementation to the Learner Support System for Distance Education’ in order to find out what they are. The results from the study reveal that the Learner Support System for Distance Education should cover all the steps and procedures, before, during and after the learning. This enables learners or students to succeed in their learning. In addition, it is also discovered that the Learner Support System in Distance Education must be integrated. This integration means the utilization of a variety of communication tools, both online and offline, with the main aim to provide to learners the chances to learn by themselves and to enable them to succeed in their learning and to apply the knowledge they learn to their real lives in the continuous manner throughout their lives.
Learner Characteristics’ Factors and their Relationship with Drop-Out in Distance Learning: The Case of the Arab Open University in Saudi Arabia Riyadh Branch  [PDF]
Manal Ahmed Ibrahim, Beatrice I. J. M. Van der Heijden
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.102016
Abstract: In this study, learner characteristics’ factors were examined to predict student withdrawal from, or completion of, university distance education programs. The research model was examined using face-to-face in-depth interviews followed by a pilot sample of 127 students, and then re-examined among a sample of 587 students. A quantitative approach was the dominant technique using factor analysis, followed by discriminant analysis aimed at testing the predictive validity of the distinguished factors in the light of withdrawal or completion. The outcomes of our empirical study indicate that having an independent learning style is the factor that significantly discriminates between students who leave and those who remain at the Arab Open University (AOU) in Saudi Arabia.
’n Leerderperspektief op dissipline: ’n kwalitatiewe ontleding
C.C. Wolhunter,I.J. Oosthuizen
Koers : Bulletin for Christian Scholarship , 2003, DOI: 10.4102/koers.v68i4.351
Abstract: A learner perspective on discipline: A qualitative analysis Recent research has indicated that learner discipline constitutes a problem in South African schools. The aim of this research was to construct a learner perspective on discipline from a reformational point of view. A further aim was to report on an empirical study about how learners judged the state of discipline in their schools from this perspective. As part of a research project on learner discipline at the Potchefstroom University for CHE, learners at Afrikaans primary schools in the North West Province took part in an essay competition. The topic of the essay was “Discipline at my school”. The essays were subjected to a content-analysis. Learners realise the need for discipline and justify their belief in the need for discipline on practical (prerequisite for learning) and religious grounds. Most learners are of the opinion that the state of learner discipline in their schools is good. Misbehaviour that does occur is of a less serious nature (i.e. not criminal misbehaviour). Learners regard parental guiding as the most significant cause of ill-discipline at schools. A significant number of learners wrote that existing measures to maintain discipline at their schools were ineffective. Re-resorting to corporal punishment was the most commonly recommended alternative. This article concludes with recommendations for follow-up research and improvement of education practice.
Simulation of Learners’ Behaviors Based on the Modified Cellular Automata Model  [PDF]
Zhenyan Liang, Haiyan Liu, Chaoying Zhang, Shangyuan Yang
Intelligent Information Management (IIM) , 2010, DOI: 10.4236/iim.2010.29065
Abstract: This study develops a computational model for simulation of behaviors of learners under the influence of motivation and engagement environment based on Cellular Automata (CA). It investigates the changing patterns of learners’ behaviors when motivation and engagement environment are assigned with different values respectively. The simulation process indicates that the internal factor, which is the motivation in this paper, plays a key role in changing learners’ behaviors under certain circumstance and the engagement environment also significantly influences learner’s perception. The results obtained also show good agreement with the phenomenon generally being observed in practice.
Text-Books Design and Classroom Presenting  [PDF]
Hui Wang, Yanmei Zhen
Open Journal of Modern Linguistics (OJML) , 2014, DOI: 10.4236/ojml.2014.41005
Abstract:

This paper, based on field observations, briefly unveils the problems in communicative language teaching classes. It has been observed that many of the classroom presentations are not in accord with the principles stated in the communicative language teaching approach (CLT). It boils down to two reasons: misconcepts of language teaching; misunderstanding of CLT principles. And possible solutions are presented in this paper, hoping that it will be more practical and beneficial for foreign language teaching in the Chinese context.

Successful Integration of Informal Learning in Engineering Education
Lynroy Grant,Akram Ahmad Abu-aisheh
International Journal of Advanced Corporate Learning (iJAC) , 2012, DOI: 10.3991/ijac.v5i2.2102
Abstract: — Research suggests that an emerging environment of ubiquitous information technology affords seamless movement between formal learning, informal learning, and the workplace. This paper reviews research data from one successful teaching and learning methodology that leverages seamless movements between informal and formal learning in engineering education. The research is an ongoing pilot study at the University of Hartford using data from selected technical mathematics and communication electronics courses. The research data suggests that clearly defined academic jurisdictions have a positive correlation with successful integration of formal learning, informal learning, and the workplace. However, themes from the data also suggest that crossing academic boundaries involves more than technology issues and could raise the specter of unintended social-dramas. One theme suggests that, in a seamless environment without clearly defined academic jurisdictions, opportunities for collaboration could be misinterpreted as encroachments. To mitigate issues of competing jurisdictional interests this study employs Learner Agent Objects (LAO) individual portfolios. LAO portfolios are collections of evidence-based artifacts representing a learner's academic experience that independently moves with the learner as data network nodes between jurisdictions in engineering education and the workplace.
INTERACTIONS IN E-LEARNING IN UNDERGRADUATE COURSES
Fahad N. Alfahad
ASEAN Journal of Teaching & Learning in Higher Education , 2010,
Abstract: The purpose of this paper is to investigate the common characteristics of the use of interaction (UI) from cases in Saudi Arabia. This study investigates the interactions between students, instructors, interface, and the content in distance education courses. The study was conducted in the College of Applied Studies and Community Service at King Saud University. The survey was distributed to 505 female college students selected randomly from a pool of 1,500 female students who were attending five basic courses in different areas. The measurements of interaction includedfrequency and interval. An exploratory factor analysis was used to examine the common components in this context. The result revealed that UI is composed of three main factors, namely human-to-human interactions, human-to-non-human interactions, and access duration. The results of this study show the use of interactions, which reflects the students’ actual use. This study also helps give administrators and instructors a better understanding of the pattern of interaction from the student perspective. It could be implied that students perceived the interaction in three distinct contexts by means of out-of-class communication, channel to learning experiences, and time spent.
An Evaluation of Teaching in Kenya
Education , 2012, DOI: 10.5923/j.edu.20120205.07
Abstract: The aim and purpose of this paper is focusing on effective teaching and teaching practice perspective with a view to providing insight into its concept, dimensions, models, objectives, roles and suggest the way forward. Teaching is a complex activity. Its mastery requires systematic training. In Kenya, teacher education institutes have developed a teacher education component referred to as teaching practice which is used to provide pedagogical competence and professional experience to novice teachers. Through teaching practice student teachers are required to do actual teaching in the classroom, solve problems that arise during the lessons and assess learning outcomes. There is of course, no substitute for teaching practice. Teaching practice occupies a key position in the programme of teacher education. It is a culminating experience in teacher preparation. It provides opportunity to beginning teachers to become socialized into the profession. Student teaching, or practice teaching, is the chance for prospective teachers to get into a classroom, be in charge, lesson plan and experience what it is like to have a classroom of students to be responsible for, all under the supervision of a more experienced teacher. A student teaching experience can be positive and beneficial, full of lessons learned, or negative and unhelpful. Teaching practice is an embedded and essential, component of any teacher education programme in Kenya.
An Evaluation of Teaching in Kenya
Education , 2012, DOI: 10.5923/j.edu.20120204.03
Abstract: The aim and purpose of this paper is focusing on effective teaching and teaching practice perspective with a view to providing insight into its concept, dimensions, models, objectives, roles and suggest the way forward. Teaching is a complex activity. Its mastery requires systematic training. In Kenya, teacher education institutes have developed a teacher education component referred to as teaching practice which is used to provide pedagogical competence and professional experience to novice teachers. Through teaching practice student teachers are required to do actual teaching in the classroom, solve problems that arise during the lessons and assess learning outcomes. There is of course, no substitute for teaching practice. Teaching practice occupies a key position in the programme of teacher education. It is a culminating experience in teacher preparation. It provides opportunity to beginning teachers to become socialized into the profession. Student teaching, or practice teaching, is the chance for prospective teachers to get into a classroom, be in charge, lesson plan and experience what it is like to have a classroom of students to be responsible for, all under the supervision of a more experienced teacher. A student teaching experience can be positive and beneficial, full of lessons learned, or negative and unhelpful. Teaching practice is an embedded and essential, component of any teacher education programme in Kenya.
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