Different Types Of Learning Research Articles

Learning Health Systems Are Resilient Health Systems; Comment on "Re-evaluating Our Knowledge of Health System Resilience During COVID-19: Lessons From the First Two Years of the Pandemic"

Saulnier’s review, "Re-evaluating Our Knowledge of Health System Resilience During COVID19: Lessons From the First Two Years of the Pandemic", analyzes health systems resilience in the first two years of the COVID-19 pandemic. A key finding was the importance of learning. In this commentary, we argue that strengthening systems-level learning capabilities could build resilient health systems. Drawing on learning theories and evidence from organizational resilience and management scholarship, we link the concept of learning loops with Blanchet’s resilience capacities framework, demonstrating the importance of higher levels of learning to build adaptive and transformative resilience capacities. We also argue for an increased focus on power analysis to analyze what is learned, who learns it, and who responds as determining factors to adaptation and transformation. Future research should empirically investigate the extent to which different types of learning supports – or impedes – the building of resilient health systems.

Cage effects on synaptic plasticity and its modulation in a mouse model of fragile X syndrome.

Fragile X syndrome (FXS) is characterized by impairments in executive function including different types of learning and memory. Long-term potentiation (LTP), thought to underlie the formation of memories, has been studied in the Fmr1 mouse model of FXS. However, there have been many discrepancies in the literature with inconsistent use of littermate and non-littermate Fmr1 knockout (KO) and wild-type (WT) control mice. Here, the influence of the breeding strategy (cage effect) on short-term potentiation (STP), LTP, contextual fear conditioning (CFC), expression of N-methyl-d-aspartate receptor (NMDAR) subunits and the modulation of NMDARs, were examined. The largest deficits in STP, LTP and CFC were found in KO mice compared with non-littermate WT. However, the expression of NMDAR subunits was unchanged in this comparison. Rather, NMDAR subunit (GluN1, 2A, 2B) expression was sensitive to the cage effect, with decreased expression in both WT and KO littermates compared with non-littermates. Interestingly, an NMDAR-positive allosteric modulator, UBP714, was only effective in potentiating the induction of LTP in non-littermate KO mice and not the littermate KO mice. These results suggest that commonly studied phenotypes in Fmr1 KOs are sensitive to the cage effect and therefore the breeding strategy may contribute to discrepancies in the literature.This article is part of a discussion meeting issue 'Long-term potentiation: 50 years on'.

Cornerball: a new alternative sport proposal for school physical education.

Physical Education has had to evolve and change throughout history to adapt to the demands of society. As a result, teachers have had to seek pedagogical alternatives to ensure that students are active, motivated, and engaged in the classroom. This approach allows for the development of motor, cognitive, and socio-emotional skills in students, ultimately contributing to the holistic development of the individual, which is the primary goal of education. Out of this intrinsic need for Physical Education, Alternative Sports have emerged, providing opportunities for different types of learning compared to more traditional sports. Cornerball, a hybrid between split-court and wall-based sports, played in a somewhat unique playing area-a 90° corner, is introduced with the aim of offering a new Alternative Sport. The objective of this descriptive study is to present a new pedagogical proposal designed for the educational context, highlighting its characteristics and fundamental aspects to consider, such as rules, the playing field, participants, and methodological strategies for its implementation within a Physical Education classroom. Therefore, the aims and purposes of this work are to describe a new sports game so that in the future, more detailed and specific empirical studies can be proposed.

Diverse memory paradigms in Drosophila reveal diverse neural mechanisms.

In this review, we aggregated the different types of learning and memory paradigms developed in adult Drosophila and attempted to assess the similarities and differences in the neural mechanisms supporting diverse types of memory. The simplest association memory assays are conditioning paradigms (olfactory, visual, and gustatory). A great deal of work has been done on these memories, revealing hundreds of genes and neural circuits supporting this memory. Variations of conditioning assays (reversal learning, trace conditioning, latent inhibition, and extinction) also reveal interesting memory mechanisms, whereas mechanisms supporting spatial memory (thermal maze, orientation memory, and heat box) and the conditioned suppression of innate behaviors (phototaxis, negative geotaxis, anemotaxis, and locomotion) remain largely unexplored. In recent years, there has been an increased interest in multisensory and multicomponent memories (context-dependent and cross-modal memory) and higher-order memory (sensory preconditioning and second-order conditioning). Some of this work has revealed how the intricate mushroom body (MB) neural circuitry can support more complex memories. Finally, the most complex memories are arguably those involving social memory: courtship conditioning and social learning (mate-copying and egg-laying behaviors). Currently, very little is known about the mechanisms supporting social memories. Overall, the MBs are important for association memories of multiple sensory modalities and multisensory integration, whereas the central complex is important for place, orientation, and navigation memories. Interestingly, several different types of memory appear to use similar or variants of the olfactory conditioning neural circuitry, which are repurposed in different ways.

THE USE OF CULTURAL AND ENVIRONMENTAL HERITAGE IN EDUCATIONAL CONTEXTS BETWEEN SPACES, IDENTITIES, ATTITUDES, AND COGNITIVE WELL-BEING

The paper explores some links between educational research, the use of cultural and environmental heritage and education, where it is possible to combine knowledge, disciplines, and skills to strengthen the cultural profile of the school population, but also to bring about important changes in attitudes and behavior. The world's cultural and environmental heritage, which collects the traces of extraordinary but also tragic events in human history, can act as a unifying force for peaceful coexistence for the whole of humanity, enabling future citizens to participate in democratic debate and make informed choices about the social challenges they face. It therefore contributes not only to the development of knowledge, but also to the ability of children, young people, and adults to understand contemporary problems by placing them in human, social, environmental, historical, and cultural contexts that help them to live. For cultural heritage to contribute to the recovery of knowledge, researchers, teachers, and operators must be able to share a solid research background that allows them to address the various issues relating to the quality of the experiences of use carried out in school contexts, with the aim of improving the learning processes of users. In fact, the cultural and environmental resources of the territory can only be a real methodological resource for improving cognitive well-being and the overall quality of education at all levels if they are seen as useful tools for different types of learning (cognitive, social, etc.) and not as general educational tools. The paper therefore questions the use of cultural and environmental heritage in education and its adequacy with respect to learning conditions, pausing to consider also the role played by attitudes to fruition, highlighting those elements and dimensions that can contribute to redefining the relationship between education, goods, and environment, in the idea of strengthening interpretative repertoires in educational contexts.

Beginning, rise, fall, and comeback: Exploring the journey of a physical education teacher community in South Korea

Physical education teacher communities have been studied and implemented as a successful approach to teacher professional development. Despite a wealth of literature, less is known about three aspects: sustained nature of a community over time, power relations among community members, and a comprehensive case study. This study aimed to address these gaps in the literature by investigating the journey of a physical education community of practice (CoP) in South Korea. In this intrinsic case study, seven core members were interviewed using a timeline drawing method to elicit the stories behind the community's history. In addition, field notes from observations and documents from the official community website were used to corroborate the interview data. Inductive and collaborative data analysis organised the community's history into four phases: Beginning, Rise, Fall, and Comeback. Detailed explanations of each phase represent what happened and how the community evolved over time. Discussions suggested, first, that changing power relations facilitate different types of learning in CoPs. Initially, a strong leader drove learning as experiencing and doing, but as power shifted to members, the community changed to learning as belonging and becoming. Second, conflict can be a natural process to revisit the shared vision. Since the shared vision is not static but rather reflects contextual values, community members should revisit and discuss it as conflicts arise. Third, community engagement can be understood as an opportunity to gain recognition. This research underscores the significance of understanding long-term teacher motivation and the collective factors that drive it through community engagement.

What insights can response times provide for education research?

ABSTRACT The main objective of this methodological article is to discuss the contribution of response times as a tool in education research. The use of response times in research is largely a legacy of the work carried out in cognitive psychology, which has made it possible to describe the cognitive processes involved in information processing. In education, research that incorporates response times into its methodological design often has two main objectives: 1) evaluate the automation of basic learning and 2) infer the cognitive processes involved in academic learning, such as working memory and inhibitory control. This article addresses and discusses specific research designs that use response times across various academic disciplines and instructional levels, offering a comprehensive overview of the potential applications of response times in education research. In light of this overview, utilizing response times in education research not only emerges as relevant but also serves to complement existing methodological tools. For instance, such designs can aid in identifying the relative difficulty of different types of learning, understanding the underlying reasons for such variations, and offering valuable insights for developing learning sequences and pedagogical interventions that are more consistent with learning processes.

Introduction to Machine Learning

Machine learning has emerged as a transformative technology with wide-ranging applications across diverse domains, from healthcare and finance to autonomous systems and environmental monitoring. This paper provides a comprehensive review of the field of machine learning, encompassing foundational concepts, recent advancements, applications, ethical considerations, challenges, and future directions. The paper begins with an overview of machine learning, highlighting its historical evolution, importance, and applications in various sectors. It then delves into the foundational principles of machine learning, including different types of learning, model evaluation techniques, and statistical foundations. Advances in machine learning algorithms, such as supervised learning, unsupervised learning, reinforcement learning, and deep learning architectures, are discussed in detail. The paper explores the wide-ranging applications of machine learning across different domains, including healthcare, finance, autonomous systems, natural language processing, image and video processing, and environmental monitoring. Ethical and societal implications of machine learning, such as bias and fairness, privacy concerns, automation and job displacement, responsible AI development, and regulatory frameworks, are examined. Challenges and future directions in machine learning, including data quality and quantity issues, interpretability and explainability of models, scalability and resource constraints, addressing ethical and societal concerns, advancements in interdisciplinary research, and opportunities for innovation and collaboration, are discussed. Overall, this paper provides a comprehensive overview of machine learning, highlighting its transformative potential, ethical considerations, challenges, and opportunities for future research and development. It serves as a valuable resource for researchers, practitioners, policymakers, and stakeholders interested in understanding the evolving landscape of machine learning and its impact on society

Beyond the walls of formality: the role of non-formal science activities in teachers’ professional development

ABSTARCT This study analysed secondary school teachers’ self-reported learning during their participation in a long-term, non-formal scientific activity in the form of a crystal-growing contest. Therefore, the purpose of this research is to explore in-service teachers’ experiences and describe the different types of learning that they report they have acquired due to their participation. Data were collected over a period of four years using an open-ended questionnaire. Qualitative methods were used for the data analysis to construct categories and identify emerging themes. The outcomes of the analysis were the identification of several types of learning gains that highlighted some of the potential benefits of introducing non-formal environments as an option for in-service teachers professional learning.

Collaborative Learning of Different Types of Healthcare Data From Heterogeneous IoT Devices

Collaborative Learning of Different Types of Healthcare Data From Heterogeneous IoT Devices

Psychological and pedagogical conditions for training a future educational psychologist in inclusive education

Relevance. In general education institutions and classrooms, it is often possible to meet children with disabilities who need a special approach to learning. In order to make it easier for such children to adapt, special methods and technologies are needed that will help children study educational material. This is the job of a teacher, who must have a number of properties and qualities to create a comfortable inclusive education.Purpose. The purpose of the article was to determine the qualities and conditions that future teachers should have in the process of inclusive education.Methodology. In this study, questionnaires were used to determine the level of tolerance, psychological stability, empathy, and communication skills to achieve the goal. The first of these questionnaires helped identify the level of pedagogical and psychological readiness for inclusive education, and the findings showed that students of the 1st and 2nd years of the speciality �Psychology� are not ready for such education, especially through low motivation.Results. The study showed that professional qualities in inclusive education are better demonstrated by senior students (3rd-4th year), rather than junior students (1st-2nd year). The characteristics of such personal components as the level of motivation, the level of social adaptation and the level of psychological stability depend on the level of informativeness of students and their experience in inclusive education. In addition, the study highlighted the level of empathy and tolerance that develop students� ability to communicate correctly and competently with children, understand their condition, and contribute to the learning process. As in previous questionnaires, these qualities are at a high level among undergraduates.Conclusions. This study identified the main components of psychological and pedagogical training of students, which will allow them to work with children with special needs, and help them quickly adapt to a different type of learning.

Benefits of Metaverse Application in Education: A Systematic Review

The COVID-19 pandemic has brought about significant changes in people’s lifestyles, with the educational sector being one of the most reliant on technology to facilitate the teaching and learning process. In this literature review, a search for articles related to the metaverse in education, published in 2022 and 2023, has been conducted across six databases: Scopus, EBSCO Host, ScienceDirect, Taylor & Francis Online, IEEE Xplore, and Springer. The PRISMA methodology was used to analyze and systematize the manuscripts found. The aim of this research was to examine how integrating the metaverse into education can enhance educational accessibility and equity by enabling students to utilize virtual learning resources and opportunities. In addition, they can engage in interactions with others to learn and create interactive content during the teaching and learning process. This requires a commitment from the student because a connection between the student and the machine will be established through the use of emerging technologies. These technologies offer unique opportunities to enhance teaching quality, broaden access to education, and prepare individuals for an increasingly digital and evolving world. The analysis identified 14 emerging technologies: artificial intelligence, cloud computing, big data, Internet of Things, blockchain, augmented reality, extended reality, virtual reality, 5G, EON-XR, digital twins, 3D virtual reality, and immersive virtual reality. These technologies offer immersion (simulation of a real world in a virtual world), interactivity (interaction with different people), improvement of the educational environment (innovative presentation of content), and motivation for learning (capturing attention). When it comes to the different types of learning, there are six categories: experiential (based on experience), collaborative (involving a guide to lead the process), cooperative (involving teamwork), significant (building on existing knowledge), explicit (self-directed learning), and emotional (involving the regulation of emotions).

CHARACTERISTICS OF LEARNING THEORIES IN EDUCATION ACCORDING TO PSYCHOLOGICAL DEVELOPMENT

This study aims to determine the characteristics of learning theories in education according to psychological development. The method used is a literature review. Based on the researcher's analysis results, it is known that the flow of learning theories has different characteristics, even if the results are emphasized more than the learning process. Examples are 1) the cognitive flow, which emphasizes the learning process; 2) the humanistic school, which emphasizes the content of the lesson; 3) The flow of cybernetics which emphasizes the information system of the material being studied, and many other theories with unique characteristics. The different characteristics of various learning theories are due to 1) different types of learning, 2) learning motivation is low and has many stages, and 3) learning has the nature of skills and abilities and is rational. So to assess whether the opinions conveyed by various experts are accurate based on the flow of learning theory, it can be seen from the unique characteristics appropriate to the learning types.

Contextual learning of L2 lexical and grammatical collocations with and without typographic enhancement

Multiple repetitions of collocations in second language (L2) reading produce gains in collocational knowledge. However, it is less clear how typographic enhancement affects the learning of different types of L2 collocations through reading. The present experiment investigated contextual learning of English lexical (verb + noun) and grammatical (preposition + noun) collocations by Chinese speakers over two days. We manipulated the learning conditions by bolding or not bolding multiple instances of the target collocations in reading texts. A cued-recall (gapfill) post-test was used to measure collocational knowledge. We observed greater accuracy of responses with grammatical (but not lexical) collocations when the collocations were bolded than when they were not bolded. We argue that bolding likely made prep + noun collocations more perceptually salient to the learners during reading. We conclude that contextual learning of L2 grammatical collocations is likely to benefit from drawing explicit attention to the whole expressions in written input.

Visual Effects in the Creation of Game-based Learning Content: Impact on Perception and Motivation in Learning

The purpose of the article is to study the use of visual effects in the creation of game-based learning content and their role in improving the quality of the learning process. The research methods include analysis of scientific and educational sources, analysis of examples of successful use of visual effects in educational games, comparative analysis of the effectiveness of different types of visual effects, their interaction with the educational process, and identification of potential advantages or limitations in the use of these effects to improve the learning process. The scientific novelty lies in the analysis of the effectiveness and capabilities of visual effects that can significantly increase the interest and effectiveness of learning. Conclusions. The use of visual effects in the creation of game-based learning content and their impact on the learning process, as well as specific examples of the successful use of visual effects in educational games, are considered. The impact of these effects on learning and their role in improving the quality of the learning process is investigated. Creating visual effects for game-based learning content is a key element for enhancing learning and helps to increase the interest and engagement of students and learners. The use of visuals, animations, three-dimensional models, and other graphical elements helps to enhance understanding and memorization of complex concepts, especially when dealing with abstract or complex topics. The process of creating visual effects for game-based learning content includes planning, modelling, texturing, animation, and understanding the target audience. Planning visual effects requires a clear definition of the goals and scope of implementation, as well as structuring the effects to maximize the effectiveness and receptivity of the material. Potential directions for further research in this area have been identified to develop innovations in curricula and optimize and adapt these effects to different types of learning, in particular in the development of specialized tools for creating visual effects that would enable educators and developers to create high-quality educational content without specialized skills in graphic design. And also, the introduction of innovative technologies, including the use of virtual reality and augmented reality to create immersive learning environments.

Eğitim Yönetiminde Uygulanan Öğrenme Kuramlarının İncelenmesi

Learning, considered as a neurophysiological process, is the name given to the permanent effects that occur as a result of an individual's interaction with the environment, reorganization of behaviors and habits, behavioral development and change, changes observed in an individual during the acquisition of information and ideas. Learning is not a concept that is limited by time, on the contrary, it is a lifelong process. It is expected that everyone who has anything to do with learning within the framework of learning and learning technologies and methods will be in this process in the progressive process as it is today. Learning theories deal with a number of important details about how the learning process takes place in terms of quality, environment, evaluation and strategies. In general, every learning theory has assumptions that reflect a philosophical understanding of what knowledge and knowledge are at its core. Although these theories address some basic elements about learning processes, how exactly learning takes place and how to evaluate the learning outcome often leads to some discussions. Learning theories, while revealing the processes and functions related to learning, have also developed approaches related to different types of learning that arise in terms of different learning environments and situations. A close interaction and relationship between learning technologies and theories is observed Decently. Information and communication technologies also allow the use of different and new tools while creating new learning environments. Key Words: Educational Management, Learning Theories, Behaviorism, Cognitivism, Structuralism

When does high institutional quality explain the presence of multinational enterprises in a foreign country? Experiential and vicarious learning as boundary conditions

Institutional economics theory predicts that multinational enterprises operate in foreign countries with high institutional quality, which is known as the institutional profile effect. Nevertheless, the predictions of this theory seem to diverge from the international presence of certain multinational enterprises, raising questions about the broader applicability of the institutional profile effect. We posit that the phenomenon of learning by multinational enterprises offers an explanation for the occasional ineffectiveness of the institutional profile effect in specific contexts. Thus, we seek to answer the following research question: What types of learning reduce the probability of multinational enterprises operating in countries with high institutional quality? To address this question, we investigate the role of experiential and vicarious learning as boundary conditions for the institutional profile effect and compare their respective effects. Through our empirical analysis of a sample comprising 60 telecommunications multinational enterprises, 39 home countries and 145 host countries, we find that both experiential and vicarious learning have a negative moderating effect on the institutional profile effect. Furthermore, our findings indicate the existence of a cumulative effect resulting from the combination of different types of learning.

WTP6.9 Post-operative Management Study Day: Improving knowledge and confidence of senior medical students when managing post-operative patients

Abstract Aim Focus groups run by teaching facilitators with medical students highlighted a lack of confidence around how best to assess and manage post-operative patients. In response we aimed to provide a focussed study day covering key aspects of post-operative management, and complications for undergraduate medical students at St George's University. Methods A study day dedicated to the assessment and management of post-operative patients was created. The day incorporates different types of learning including case-based discussions, game-based learning and simulation. Topics covered are aligned with the curriculum for senior medical students at St George's University, including post-operative pain, bowel obstruction/ileus and haemorrhage. Information gathered from local clinical guidelines. Results Pre-course confidence scores on management of common post-operative complications were on average a 2 out of 5 (5 being very confident, and 1 being not confident at all). Post-course confidence scores increased to an average of 4 out of 5 for managing the majority of common post-operative complications. Feedback on the teaching and content of the course was good, with 95% of participants rating the session as 5 out of 5. Results Post-operative assessment and management is an area of teaching that students feel has been neglected within their prior years of study. This dedicated study day allows for in-depth discussion and practice at assessment of post-operative complications. Future development of the course may include opening the participants to foundation doctors, involvement of senior surgical staff in facilitation and assessment, and use in other local hospitals.

Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books

AbstractWhile the association between shared book reading (SBR) and child language development is well documented, there has been less focus on how book characteristics may differentially elicit parents' language input and hence differentially relate to children's language skills during this activity. Moreover, despite the positive and unique role that fathers have been shown to play for children's language, the father‐child SBR evidence base is small. Accordingly, the present study examined variation in father and child language quantity, quality, complexity, and function during SBR with text‐based and wordless picture books and explored associations between fathers' language and children's language during these episodes. Participants were 46 father‐child dyads (20 females). Fathers' mean age was 38.74 years (SD = 5.74), and children's mean age was 37.89 months (SD = 2.71). Findings indicate that fathers in the text‐book condition produced significantly greater language quality, extended the topic more, and produced more conversational utterances but described and labeled pictures less than fathers in the wordless picture book condition. Fathers' language during both SBR episodes showed differential links with child's language and may suggest that fathers were fine‐tuning their language in accordance with their child's language skills (effect sizes ranged from r = .45 to r = .78). It is possible that variation in book content may encourage different types of learning with distinct effects on different domains of child language. Should future research replicate such differential relations, findings may inform caretakers and early childhood interventions with the aim of promoting children's books tailored to specific language areas of interest.

Effects of Acute Stress on Rigid Learning, Flexible Learning, and Value-Based Decision-Making in Spatial Navigation

The current study investigated how stress affects value-based decision-making during spatial navigation and different types of learning underlying decisions. Eighty-two adult participants (42 females) first learned to find object locations in a virtual environment from a fixed starting location (rigid learning) and then to find the same objects from unpredictable starting locations (flexible learning). Participants then decided whether to reach goal objects from the fixed or unpredictable starting location. We found that stress impairs rigid learning in females, and it does not impair, and even improves, flexible learning when performance with rigid learning is controlled for. Critically, examining how earlier learning influences subsequent decision-making using computational models, we found that stress reduces memory integration, making participants more likely to focus on recent memory and less likely to integrate information from other sources. Collectively, our results show how stress impacts different memory systems and the communication between memory and decision-making.