Different Types Of Learning Research Articles

Attitude to innovations and the stress of innovations in higher education

This article focuses on the attitude to innovations and the stress of innovations in higher education. Numerous researchers identify different types of learning (teaching) focused on more or less innovativeness, including more or less procedural, methodological, etc. creation. Thus, the traditional, reproductive and “theoretically oriented” type of education is associated with the retransmission, reproduction of social experience, the second, “practically oriented” – with a creative search based on the existing experience and thus with its enrichment. However, in reality it is impossible to find such forms and formats of teaching and upbringing, in which the practice of teaching was reduced only to the organization of pure reproduction of knowledge and skills, it is even more unrealistic to imagine teaching on an exclusively creative, practical, research, meta-subject basis beyond the reproductive retransmission of the most important knowledge and skills left by the predecessors to the living generations. We are usually talking about the quality and focus of education, its moral, ideological, social, psychological and other conditions and results. The authors discuss the concept of the stress of innovations. The stress of innovations in educational institutions is the stress that occurs in the process and as a result of the introduction of innovations in education. The innovations cause a situation that gives rise to stress and post-stress disorders in students and teachers (didactogenies in the forms of pediogeny, mathetogeny, eductogeny). The main goal of the study is to comprehend the types of people’s attitudes towards innovations in education in the context of the concept of innovation stress. The main method of this research was a theoretical analysis of the problematics of people’s attitudes to innovation in education in the context of the concept of innovation stress. All productive and effective innovations in education are connected by one idea – the creation of conditions under which the development of a person as a person, partner and student/professional is inevitable, and not just stated or impossible. When developing an integrative model for the prevention and overcoming of the stresses of innovation for students and teachers (in case of mathetogeny, pediogeny and eductogeny) it is important to set and solve the tasks of prevention and correction of stress in the context of the development of subjects of education in different contexts: in the context of educational, professional, personal and interactive development. Prevention and correction of stress in innovative education (and in the stress from innovation) is associated with the prevention and correction of pediogenies (harm caused by the wrong, destructive and pathological attitude of teachers to students), mathetogenies (harm caused by the wrong, destructive and pathological attitude of students to teachers), and eductogenies (harm associated with the deformation of organizational conditions and forms of training and education). One of the components of the work is psychological (psychotherapeutic) assistance to the subjects of education (in the form of one-time consultations and trainings, coaching and systematic support). Such assistance, even in the form of one-time consultations, should nevertheless be aimed at systematic, integrative prevention and correction of stresses in education, including the stresses of innovation.

Knowledge acquisition throughout the lifecycle: product and industry learning frameworks

PurposeThe purpose of this paper is to distinguish clearly between industry (ILC) and product lifecycle (PLC) models and to elucidate their different ramifications for organizational learning and knowledge.Design/methodology/approachThe authors examine existing knowledge on ILCs and PLCs to highlight the differences and similarities and develop a framework with implications for learning and innovation in digital manufacturing industries.FindingsThe authors identify and associate one dominant type of learning with each phase of the ILC: learning-by-participating in the introduction phase, learning-by-feedback in the growth phase, vicarious learning in the maturity phase and learning-by-memory in the decline phase. The study also provides insight into how different types of learning influence PLC in digital innovation. From this perspective, learning-by-feedback is crucial to co-creation, co-production and open innovation. Similarly, learning-by-doing and learning-by-memory are essential to production and usage stages, respectively.Research limitations/implicationsThe conceptual development in this paper follows a somewhat critical but ultimately elucidative analysis that highlights important research avenues in the interplay of PLC/ILC, organizational learning and digital innovation.Originality/valueThis paper clarifies a perennial theoretical problem by differentiating two concepts often conflated in the literature. More importantly, it contributes to the knowledge management literature by shedding light on the connection of ILC and PLC theories to different types of organizational learning.

Reaching the Goal in Real-Time Heuristic Search: Scrubbing Behavior is Unavoidable

Real-time agent-centered heuristic search is a well-studied problem where an agent that can only reason locally about the world must travel to a goal location using bounded computation and memory at each step. Many algorithms have been proposed for this problem, and theoretical results have also been derived for the worst-case performance. Assuming sufficiently poor tie-breaking, among other conditions, we derive theoretical best-case bounds for reaching the goal using LRTA*, a canonical example of a real-time agent-centered heuristic search algorithm. We show that the number of steps required to reach the goal can grow asymptotically faster than the state space, resulting in a "scrubbing" when the agent repeatedly visits the same state. This theoretical result, supported by experimental data, encourages recent work in the field that uses novel tie-breaking schemas and/or perform different types of learning.

Co-Design as Learning: The Differences of Learning When Involving Older People in Digitalization in Four Countries

Involving older people through co-design has become increasingly attractive as an approach to develop technologies for them. However, less attention has been paid to the internal dynamics and localized socio-material arrangements that enact this method in practice. In this paper, we show how the outcomes that can be achieved with user involvement often pertain to learning, but their content can differ significantly based on how the approach is implemented in practice. Combining explorative, qualitative findings from co-design conducted in four countries (Canada, the Netherlands, Spain, and Sweden), we illustrate how different types of learning occurred as design workshops engaged the experiences and skills of older people in different ways. Our findings make visible how learning can be a core outcome of co-design activities with older adults, while raising awareness of the role of the power relations and socio-material arrangements that structure these design practices in particular ways. To benefit from the full wealth of insights that can be learned by involving older people, deeper knowledge is needed of the implicit features of design, the materials, meanings, and power aspects involved.

Influence of Different Learning Environments in the Implementation of Technical Vocational Education and Training policy in Nigeria

Technical vocational education and training (TVET) are seen as an important tool in economic growth and poverty reduction in many developing countries. There is evidence that creating a work environment and duplicating the industries equipment in the TVET institutions is costly and pushed the budget high and cannot be afforded by the government. This lead to vocational education to be done in an academic setting, working on fictional tasks that are not in line with daily real work tasks. Although the influence of the learning environment on TVET policy implementation has been reported, little is known on the perspective of school leaders in the use of different learning environments. The study aims to understand the combination of different types of learning and learning environments influence the implementation of TVET policy. The study is based on a semi-structured qualitative interview with nine school leaders in TVET institutions in Nigeria. The study used thematic analysis to analyze the data and NVIVO qualitative data analysis software to organize the data. The paper and pencil coding method was also used for the analysis. The study finds out that combining different types of learning and learning environment may contribute to the effective implementation of TVET policy and increase the employability of TVET graduates. From the perspective of the school leaders combining different types of learning and learning environments will facilitate job-ready graduates. The results of the study should be used to guide the implementation of TVET policy and facilitate the combination of learning environments.

Prompting teaching modulates children's encoding of novel information by facilitating higher-level structure learning and hindering lower-level statistical learning

Young children are not only prepared to learn from teaching, but they also start to spontaneously teach others, indicating that teaching is a natural instinct of the humankind. During childhood, teaching seems to precede the emergence of several cognitive abilities, so the question arises: how does teaching affect the development of later emerging cognitive skills? Since teaching requires explicit, accessible representations of the knowledge of the teacher, we hypothesized that the motivation to teach might impact the way children encode novel information, by biasing them towards a model-based encoding, which can help them to structure the incoming information in a more abstract and explicitly accessible way. In our study, 7–10-year-old children were presented with a well-established probabilistic sequence learning task on two consecutive days, after receiving an instruction that on the second day, they would have to teach a peer about the task. During the task, we could simultaneously measure two different types of learning: model-free learning of local (lower-level) statistical correlations and model-based learning of the global (higher-level) statistical structures of the sequences. We predicted that in case the motivation to teach facilitates model-based encoding, children who received the instruction to teach would perform better in learning the higher-level statistical structures than children in the control group, who did not receive an instruction to teach. Furthermore, since previous studies showed competition between the two types of encoding processes during development, we also predicted that facilitating children's model-based learning will impair their model-free learning of the lower-level statistical correlations. Our results confirmed both predictions, showing an improved model-based higher-level structure learning and an impaired model-free lower-level statistical correlation learning in the Teaching Group, compared to the controls. Thus, prompting teaching affects children's encoding of the novel information, by biasing them to learn in a model-based way, which can help to build more abstract and explicitly accessible representations that could be shared with others.

Mobile Open Social Learning for Languages (MOSL4L)

An extensive literature exists on how to help students learn languages. The learning process is particularly challenging since it combines different types of knowledge and skills into a dual process of comprehension and production, using both oral and written modalities. Networked technology has led to the emergence of different types of learning that can be applied to languages. In this article three of these types are highlighted as being particularly useful for language learning, as can be seen by their impact in the literature, namely mobile, open and social learning. After an analysis of each one, a proposal is made to combine them into a single framework called Mobile Open Social Learning for Languages (or MOSL4L). It is subsequently characterized using Activity Theory and some suggestions are made for establishing a rubric that could enable language learning scenarios to be analyzed in terms of the constituent parts that define their nature and enable the causal relations with learning to be highlighted.

A Study On Effectiveness Of Learning And Development With Reference To A Private Limited Company.,Chennai

In this research, the effectiveness of Learning and Development programs was carried out in a private limited company in Chennai. The different types of Learning and Development programs, under safety, technical, soft-skills, environmental, even the virtual Learning and Development programs, via Microsoft teams, Voice message training were studied. Learning is acquiring knowledge via both formal and informal training. Development is a long term process. Learning and Development program helps in self-improvement of employees, retention of employees, organizational development in the long run, increase the market share of the organization, if given in a sustainable way. The objectives of the study was to find the effect of Learning and Development on trainee skill and knowledge, after the training program and the effect the Learning and Development on employee motivation and satisfaction. In this study, we used Descriptive Research, with the Probability Sampling technique, under which Simple Random Sampling method is applied, for a sample of 128 respondents. In that, 94.5% respondents feel job knowledge before Learning and Development programs were challenging, compared with the same, 98.4% of respondents, who feel satisfactory after of Learning and Development programs. This fosters the pivotal of Learning and Development programs in the organization.
 Here, we used IBM SPSS Statistical tools, such as Correlation analysis, Simple Linear Regression, Multiple Regression, One-way ANOVA, Chi-square test etc have been used

COMMUNICATIVE ORIENTATION OF TEXTBOOKS AND DICTIONARIES FOR TEACHING A FOREIGN CROATIAN LANGUAGE

Knowledge of foreign languages is an important condition not only for personal, cultural, but also professional contacts of a certain person. In view of this, there is a growing attention to the content of teaching foreign languages, updating its technologies, creating textbooks, manuals, dictionaries for their study. The learning process is a joint activity of the teacher and students aimed at learning the language, and largely depend on the means involved in the organization of learning. Teaching aids are an important, integral part of teaching a foreign language. They contribute to the effective organization of learning; make it easier for students to successfully master it. Textbooks, manuals, educational dictionaries have been an important component of foreign language teaching for many years. Renewal of the content of education, a new concept of teaching brought to the fore the principle of language learning through culture. Intensification of the educational process, search for ways to implement the principle of active communication encourage the creation of textbooks that largely meet the communicative needs of students, stimulate speech activity, while increasing the level of socio-cultural awareness of the country whose language is studied. Bilingual thematic dictionaries in recent years become increasingly popular for foreign language learning. The Ukrainian-Croatian Dictionary contains around ten thousand words and phrases. The dictionary is intended for students with a variety of language courses, but they are also suitable for independent learning vocabulary, Ukrainian and Croatian languages for those who are interested in languages. The primary purpose of the dictionaries is to help rework topics relevant to everyday communication, as well as topics related to general problems of professional communication. Thematic dictionaries can help you conquer the conversation for various situations. Thematic dictionaries are also among the teaching aids that can best be tailored to the requirements of the communicative method. They organically combine the actual communicative and system-language work, namely: the system description of the lexical level of language or its fragments is extrapolated to the learning of different types of speech activity: receptive, productive, receptive-productive. Key words: teaching methods, textbook, thematic dictionary, communication, speech activity.

Wiedza potoczna uczniów w młodszym wieku szkolnym na temat istoty i sposobów uczenia się

<p>W artykule przedstawiono zagadnienie psychologicznych koncepcji, istoty oraz metod uczenia się. Głównym celem badań było poznanie potocznych koncepcji uczniów w młodszym wieku szkolnym na temat istoty i sposobów uczenia się. Autorka opisała założenia wywiadu fokusowego przeprowadzonego wśród 246 uczniów w młodszym wieku szkolnym. Analiza wyników badań wykazała, że wiedza uczniów w młodszym wieku szkolnym na temat istoty i metod uczenia się jest szeroka. Dzieci potrafią zdefiniować uczenie się, opisać różne rodzaje uczenia się oraz przedstawić wiele sposobów uczenia się.</p>

An assessment of the functional effects of amphetamine-induced dendritic changes in the nucleus accumbens, medial prefrontal cortex, and hippocampus on different types of learning and memory function

The present experiments investigated the effects of repeated amphetamine exposure on neural networks mediating different forms of learning and memory. Different components of these networks were assessed using various functional assays. The hypothesis was that abnormal dendritic changes in nucleus accumbens, medial prefrontal cortex, and hippocampus mediated by repeated amphetamine exposure would produce impairments on forms of learning and memory dependent on neural circuits relying on these brain systems, and have little or no effect on other forms of learning not dependent on these networks. Surprisingly, the results showed that many of the dendritic changes normally found in the nucleus accumbens, prefrontal cortex, and hippocampus following repeated amphetamine exposure were reversed back to control levels following extensive multi-domain cognitive training. Learning and memory functions associated with different neural networks also appeared normal except in one case. A neural network that includes, but is not limited to, the basolateral amygdala and nucleus accumbens was dysfunctional in rats repeatedly exposed to amphetamine despite the reversal of the majority of dendritic changes in the nucleus accumbens following cognitive training. Importantly, an increase in spine density that normally occurs in these brain regions following repeated amphetamine exposure remained following extensive cognitive training, particularly in the nucleus accumbens.

Governance and learning in global, regional, and local value chains: The IT enabled services industry in South Africa

Abstract Global value chain (GVC) participation is generally seen as an important avenue for developing countries to access new markets and diversify exports, to add value to local industries and to increase employment. For developing country firms it provides opportunities to access knowledge to enhance learning and capability building. However, many firms in developing countries do not directly integrate into GVCs but rather into regional value chains (RVCs) or local value chains (LVCs), as these have become increasingly important due to the emergence of “Southern”-end markets and increased South-South trade. In this paper we examine and compare the role of involvement in these different types of value chains in stimulating supplier learning in the context of the IT-enabled service (ITES) industry. We distinguish between different types of learning and argue that learning outcomes depend crucially on value chain governance: the power balance and interactions between the lead firms and suppliers. We draw on a survey among the population of ITES providers in South Africa. These novel firm level data allow for a study of learning mechanisms in value chains at the firm level, going beyond prior studies of aggregate level relationships. In a multivariate analysis, we find that service providers in GVCs learn via interactions with their client firms. Yet, GVC participation is not the only avenue for client learning and capability building; we similarly observe learning in LVCs and RVCs. Learning is generally and strongly enhanced by trust-based governance of the client-supplier relationship, while in GVCs, control-based governance additionally promotes learning specifically in the IT domain. These findings provide a better understanding of how firms in developing countries can build capabilities in local, regional and global value chains of services, a topic that has gained interest among development practitioners.

Stabilization of negative activation voltages of Cav1.3 L-Type Ca2+-channels by alternative splicing

ABSTRACT -->Low voltage-activated Cav1.3 L-type Ca2+-channels are key regulators of neuronal excitability controlling neuronal development and different types of learning and memory. Their physiological functions are enabled by their negative activation voltage-range, which allows Cav1.3 to be active at subthreshold voltages. Alternative splicing in the C-terminus of their pore-forming α1-subunits gives rise to C-terminal long (Cav1.3L) and short (Cav1.3S) splice variants allowing Cav1.3S to activate at even more negative voltages than Cav1.3L. We discovered that inclusion of exons 8b, 11, and 32 in Cav1.3S further shifts activation (-3 to -4 mV) and inactivation (-4 to -6 mV) to more negative voltages as revealed by functional characterization in tsA-201 cells. We found transcripts of these exons in mouse chromaffin cells, the cochlea, and the brain. Our data further suggest that Cav1.3-containing exons 11 and 32 constitute a significant part of native channels in the brain. We therefore investigated the effect of these splice variants on human disease variants. Splicing did not prevent the gating defects of the previously reported human pathogenic variant S652L, which further shifted the voltage-dependence of activation of exon 11-containing channels by more than -12 mV. In contrast, we found no evidence for gating changes of the CACNA1D missense variant R498L, located in exon 11, which has recently been identified in a patient with an epileptic syndrome. Our data demonstrate that alternative splicing outside the C-terminus involving exons 11 and 32 contributes to channel fine-tuning by stabilizing negative activation and inactivation gating properties of wild-type and mutant Cav1.3 channels.

Gathering Evidence of Learning in Library Curriculum Center Spaces with Web GIS

Abstract Objective –This article reports on a pilot research project that gathered usage statistics in specifically designated library learning spaces using a Web-based Geographic Information System (GIS). These learning spaces were then mapped to expected learning activities that would occur in these areas based on its intention or design. In this way, the library could begin to associate the usage of a space with different types of learning. The researchers then mapped these learning activities to campus learning outcomes to create learning impact statements. Methods – The researchers used observation data gathered with a Web GIS tool to examine space usage within the library’s curriculum center. Results – The pilot study found that student usage of the curriculum center was mainly associated with two campus learning outcomes: (1) Communicate and (2) Learning and Integrate. The evidence also indicated possible design improvements that may make the curriculum centers spaces more functional for students. Conclusions – The Web GIS tool proved to be a useful tool to gather evidence of student space usage within the library environment. The mapping of individual spaces to learning activities further enhanced the usefulness in interpreting how students are using library spaces. Leveraging the space usage data within learning outcomes statements created another means for the library to communicate its learning impact with campus stakeholders.

‘It is a different type of learning’. A survey-based study on how simulation educators see and construct observer roles

BackgroundSimulation is reported as an appropriate replacement for a significant number of clinical hours in pregraduate programmes. To increase access for learners, educators have looked to understanding and improving learning...

Descartes’s Letter to Voetius

Abstract In the Letter to Voetius (Epistola ad Voetium, 1643) Descartes defends himself against the attacks on his philosophy by the Utrecht theologian Gisbertus Voetius (1589–1676). Although much of that work is devoted to a discussion of particular questions and accusations, it also contains a few chapters of a more general nature, in which Descartes discusses the social, cultural, and moral dimensions of different types of learning.

The Relationship between the Use of Computer Assisted Language Learning (CALL) and Computer Knowledge and Facilities: A Mixed-Method Study

The emergence of Computer Assisted Language Learning (CALL) has drastically changed the mode of teaching in many educational contexts. CALL can not only facilitate meaningful language learning but it can also accelerate it while giving students’ learning more depth and breath. Different types of learning in general and distance learning in particular, which is now prevalent in the present Corona pandemic, is not feasible without computer-based training. A mixed-method research design was adopted in one semester. The study measurement consisted of two sections: a quantitative section in which a survey questionnaire was utilized and a qualitative one in which, on the whole, 30 sessions of semi-structured interviews were conducted with participants to understand instructors’ opinion about merits of using CALL in teaching English. Using non-parametric test of Spearman correlation and the independent samples t-test, it was illuminated that having computer facilities impels instructors to make the most of CALL in educational settings. Moreover, high speed, facilitating learning, facilitating training, and attractiveness have been extracted as the most significant merits of CALL use as revealed from semi-structured interviews. It is suggested that educational settings be fully equipped with computer facilities as they pave the way for the facilitative application of CALL.

Social Learning and the Brain: How Do We Learn From and About Other People?

When you think about learning, you probably think about things you are taught at school. But have you ever realized you use a different type of learning as well, on a daily basis? This type of learning is called social learning, and it has to do with the people around you. That is, you learn from and about others by watching and interacting with them. For example, seeing someone else’s mistakes may teach you to avoid falling into the same trap. Although social learning happens very often, you may not yet know much about it. However, social learning is very important because it helps us to learn more efficiently and to determine how best to behave around others. In this article, we introduce two different types of social learning, and explain how your brain plays an important role.

Análisis de las estrategias de evaluación de los aprendizajes de las materias de Fisiología Humana y Aplicada de las Carreras de Educación Física

Ante las nuevas demandas del campo educativo en torno a la enseñanza y el aprendizaje, este estudio tiene por objetivo comprender la valoración de los docentes y los estudiantes sobre las estrategias de evaluación de los aprendizajes utilizadas en las materias vinculadas a la salud de las Carreras de Educación Física de la FaHCE-UNLP, éstas son Fisiología Humana y Fisiología Aplicada. La metodología es mixta, diseño de triangulación concurrente. Para la recolección de datos se utilizaron entrevistas y cuestionarios. Los resultados fueron analizados mediante los programas SPSS y Atlas.ti. La experiencia de estudiantes y docentes indica que la evaluación debería ser formativa, orientada hacia el aprendizaje y, por tanto, continua, formando parte de todo el proceso de aprendizaje y valorándose diferentes tipos de aprendizajes y competencias, útiles para la futura práctica profesional y para la vida personal. Given the new demands of the educational field regarding teaching and learning, this study aims to understand the assessment of teachers and students on the evaluation strategies of learning used in the subjects related to the health of the Careers of Physical Education of the FaHCE-UNLP, these are Human Physiology and Applied Physiology. The methodology is mixed, concurrent triangulation design. Interviews and questionnaires were used for data collection. The results were analyzed using the SPSS and Atlas.ti programs. The experience of students and teachers indicates that the evaluation should be formative, oriented towards learning and, therefore, continuous, being part of the whole learning process and valuing different types of learning and skills, useful for future professional practice and for personal life

‘Don’t flip out!’: Flipping the research methods classroom to improve student performance

ABSTRACT Technology is opening doors to new methods of instruction that can support the learning of different types of students; flipped learning is one such approach. Due to its structure and theoretical underpinnings, flipped learning can help overcome the well-documented negative student attitudes towards research class to help them achieve the required learning. In this article, flipped learning and its theoretical bases are explained before detailing its application in an introductory social work research methods class. Benefits as well as limitations of this method are discussed to allow other instructors to assess how they could use it in a single class or an entire course.