Specific Learning Theories Research Articles

Relevansi Konsep Belajar Ibnu Khaldun dalam Perspektif Teori Belajar Kontemporer

This article aims to review the concept of learning from the perspective of Ibn Khaldun. Ibn Khaldun is one of the Muslim scholars who has significantly contributed to sociological theory. However, it also offers insights that must be explored to contribute to specific learning theories. The concept of learning offered by Ibn Khaldun is compared to contemporary learning theories, including behaviorism, cognitivism, humanism, and constructivism. This research used qualitative research with a literature approach and was analyzed using content analysis techniques. The results of this study indicate that Ibn Khaldun's thoughts regarding the concept of learning have relevance to contemporary learning theory. The relevance is addressed using the term riyadhah, which is relevant to behaviorism concepts, 'aql nadzari, which is relevant to cognitivism, and madaniyyun bith thab'iy, which is relevant to constructivism.

Organizational learning the Nordic way: learning through participation

PurposeIs there a specific way of thinking about organisational learning in Nordic countries? Are concepts such as organisational learning and learning organisations imported, or do they emerge with specific meanings from more local discourses? Beyond that, are they supported by specific learning theories? The purpose of this paper is to trace the way that the concepts of organisational learning and learning organisations appear in research and policy documents in Norway and to identify what sort of learning theories pertain to those concepts. The authors discuss whether Norway’s case exemplifies a Nordic way of thinking about learning in organisations.Design/methodology/approachThrough an archaeological investigation into the concepts of organisational learning and learning organisations, the authors explore the theoretical and cultural framing of the concepts in research and policy. The authors limit our work to large industrial field experiments conducted in the 1960s and to large education reform in the 2000s.FindingsDuring the industrial field experiments in the 1960s, the concept of organisational learning evolved to form participatory learning processes in non-hierarchical organisations able to contribute to democracy at work. Education policy in the 2000s, by contrast, imported the concept of the learning organisation that primarily viewed learning as an instrumental process of knowledge production. That strategy is incommensurable to what we define as a Nordic way, one in which learning is also understood as a cultural and social process advanced by democratic participation.Originality/valueThe authors add to organisational learning theories by demonstrating the importance of cultural context for theories and showing that the understanding of learning is historically and culturally embedded.

Why use games for leadership learning?

Why should leadership educators trouble themselves in creating or implementing games for leadership learning? This chapter justifies the use of games as a teaching strategy in leadership education by exploring three rationales. First, games can be meaningfully tied to specific learning theories. Second, games provide motivation for learning, and finally, empirical evidence supports the use of games for leadership learning.

The development and construction of an AR‐guided learning model with focused learning theories

AbstractBackgroundAugmented reality (AR) has been incorporated in context‐aware ubiquitous learning (CAUL) designs to guide learners but few of the designs adopt specific learning theories. Furthermore, there are no CAUL design models that align learning theories to CAUL effectiveness. In addition, CAUL review papers have not documented CAUL developments since AR technology has become normalized.ObjectivesA phenomenological research method with expert design input was adopted to build theoretically informed CAUL design models and provide guidelines for AR‐driven CAUL.MethodsThe researchers reviewed 38 empirical AR studies in education from 2016 to 2019 in seven high‐impact journals of educational technology using a taxonomy based on CAUL learning theories. Seven domain experts reviewed the findings and provided insights into current developments, patterns of variables, and the proposed AR‐guided CAUL model. The expert feedback was used to refine the CAUL models.Results and conclusionsResearch into humanity‐related subjects are growing due to the features of AR, and the majority of studies were in primary education as AR corresponds well with lower‐level cognitive learning tasks. Many AR functions cooccurred with situated learning theory, inquiry‐based learning theory, and collaborative learning theory. A macro‐design model and three micro‐design models of AR‐guided CAUL with specific learning theories was proposed.Major takeawaysThis study offers a set of AR‐guided CAUL design models aligned with established learning theories. The variables in the CAUL studies are linked with learning theories to clearly show how AR guides learning. The models can guide instructors to meet their students' needs.

The Expanded Evidence-Centered Design (e-ECD) for Learning and Assessment Systems: A Framework for Incorporating Learning Goals and Processes Within Assessment Design.

Evidence-centered design (ECD) is a framework for the design and development of assessments that ensures consideration and collection of validity evidence from the onset of the test design. Blending learning and assessment requires integrating aspects of learning at the same level of rigor as aspects of testing. In this paper, we describe an expansion to the ECD framework (termed e-ECD) such that it includes the specifications of the relevant aspects of learning at each of the three core models in the ECD, as well as making room for specifying the relationship between learning and assessment within the system. The framework proposed here does not assume a specific learning theory or particular learning goals, rather it allows for their inclusion within an assessment framework, such that they can be articulated by researchers or assessment developers that wish to focus on learning.

Evaluation of a Family-Based Interactive Lifestyle Intervention to Reduce the Risk of Developing Type 2 Diabetes in the Future (PRE-STARt Intervention)

Aim: Evaluate the PRE-STARt intervention in five European countries (UK, Portugal, Spain, Germany and Greece). Methods: The 8 family based interactive workshops aimed to elicit positive lifestyle behavior change in 12-14 year olds. The written curriculum was underpinned by specific learning theories and philosophy. Demographic, biomedical, anthropometric and lifestyle behavior measures were collected at baseline, 3 and 6 months. Due to design differences across countries, the analysis assesses changes within each country. Results: 318 participants were recruited (50% male, 69% Caucasian ethnicity). Control group were more overweight than the intervention group (10%). Average time spent doing moderate-vigorous physical activity (MVPA) was 45 minutes/day. A trend towards increased MVPA at 6 months in the UK was observed (8 mins/day). The attendance data for change in MVPA at 6 months indicate a dose response. Those attending at least 4 workshops had significantly higher MVPA compared to those who attended less than 4 (OR:12.64 (3.63 to 21.66), 18.92 (5.74 to 32.09)). A trend towards clinical and statistical significant reduction in both BMI and weight for all countries was observed. The UK observed a non-significant reduction in self-reported sitting time on weekdays (1 hour/day). Eating behaviors improved in each country at 6 months; in Greece increased frequency of eating breakfast; a reduction in the number of days snacks eaten in the UK; a trend across all countries for increased fruit and vegetable consumption. Conclusion: The intervention is accepted by the target population. The data point to positive emerging trends in changes in health behaviors (both eating and activity) in addition to health outcomes namely a reduction in body weight and BMI. A definitive randomized controlled trial is required to test effectiveness and cost effectiveness of the intervention. Disclosure E.M. Brady: None. L.J. Gray: None. S. Weihrauch-Blüher: None. C. Edwardson: None. D. Harrington: None. R.T. Ribeiro: None. A. Vazeou: None. A.L. Northern: None. E. Alustiza: None. M. Davies: Advisory Panel; Self; AstraZeneca. Board Member; Self; AstraZeneca. Consultant; Self; AstraZeneca. Speaker's Bureau; Self; AstraZeneca. Advisory Panel; Self; Boehringer Ingelheim Pharmaceuticals, Inc.. Board Member; Self; Boehringer Ingelheim Pharmaceuticals, Inc.. Consultant; Self; Boehringer Ingelheim Pharmaceuticals, Inc.. Speaker's Bureau; Self; Boehringer Ingelheim Pharmaceuticals, Inc.. Advisory Panel; Self; Eli Lilly and Company. Board Member; Self; Eli Lilly and Company. Consultant; Self; Eli Lilly and Company. Speaker's Bureau; Self; Eli Lilly and Company. Advisory Panel; Self; Janssen Pharmaceuticals, Inc.. Board Member; Self; Janssen Pharmaceuticals, Inc.. Consultant; Self; Janssen Pharmaceuticals, Inc.. Speaker's Bureau; Self; Janssen Pharmaceuticals, Inc.. Advisory Panel; Self; Novo Nordisk Inc.. Board Member; Self; Novo Nordisk Inc.. Consultant; Self; Novo Nordisk Inc.. Research Support; Self; Novo Nordisk Inc.. Speaker's Bureau; Self; Novo Nordisk Inc.. Board Member; Self; Sanofi-Aventis. Consultant; Self; Sanofi-Aventis. Research Support; Self; Sanofi-Aventis. Advisory Panel; Self; Sanofi-Aventis. Speaker's Bureau; Self; Sanofi-Aventis. Advisory Panel; Self; Servier. Consultant; Self; Intarcia Therapeutics, Inc.. Speaker's Bureau; Self; Mitsubishi Tanabe Pharma Corporation.

Exploring Instructional Strategies and Learning Theoretical Foundations of eHealth and mHealth Education Interventions

This qualitative study aimed at exploring how health professionals use theories and models from the field of education to create ehealth and mhealth education interventions in an effort to provide insights for future research and practice on the development and implementation of health promotion initiatives. A purposeful sample of 12 participants was selected, using criterion and snowballing sampling strategies. Data were collected and analyzed from semistructured interviews, planning materials, and artifacts. The findings revealed that none of the participants used a specific learning theory or an instructional model in their interventions. However, based on participants' description, three themes emerged: (1) connections to behaviorist approaches to learning, (2) connections to cognitivist approaches to learning, and (3) connections to constructivist approaches to learning. Suggested implications for practice are (1) the design of a guidebook on the interplay of learning theories, instructional models, and health education and (2) the establishment of communities of practice. Further research can (1) investigate how learning theories and models intertwine with health behavior theories and models, (2) evaluate how the different instructional strategies presented in this study affect learning outcomes and health behavior change processes, and (3) investigate factors behind the instructional strategies choices made by health professionals.

Communities of Practice in Online Learning Environments: A Sociocultural Perspective of Science Education

Present study reviews empirical research studies related to learning science in online learning environments as a community. Studies published between 1995 and 2015 were searched by using ERIC and EBSCOhost databases. As a result, fifteen studies were selected for review. Identified studies were analyzed with a qualitative content analysis method suggested by Li and Tsai (2013). Content from the studies regarding social interaction in online learning environments while teaching or learning science were analyzed to identify research purposes, theoretical foundations, and learning foci. Results indicated of the 15 studies, six studies were built on a specific learning theory. Of the 15 studies, eleven indicated that their focus was socio-contextual learning. Scientific process was studied in eight studies. Six focused on scientific knowledge, five focused on engagement, four considered effect as their focus, and one studied problem solving. The importance of online learning environments for learning science was pointed to better integrate technology and education.

Application of Learning Theories in Curriculum Development and Implementation of the MLT Diploma Programme in Uganda

Learning theories play a significant role in curriculum development and implementation. This study evaluated whether and how various relevant and appropriate learning theories were applied in the curriculum design process of the Medical Laboratory Technology (MLT) diploma programme in Uganda. The evaluation entailed the analysis of curriculum documents using a checklist. The checklist comprised of statements depicting the application of specific learning theories. The study also gathered data through questionnaires administered to respondents who included: learners, educators, and clinical supervisors. The results of the study revealed that different learning theories informed the curriculum design process of the MLT diploma programme and promoted the enhancement of appropriate learning outcomes. According to responses from respondents, use of learning theories to inform the process of curriculum development was rated very high. The conclusion of the study is that relevant and appropriate learning theories need to be considered during curriculum development of any programme.

Sport and exercise pedagogy and questions about learning

One important challenge ahead for sport and exercise pedagogy (SEP) researchers is to consider afresh questions about learning. Learning in the fields of sport, physical activity and physical education (PE) is a particularly complex business. Most existing theories of learning are defined cognitively, yet learning in sport and physical activity contexts is also practical and embodied, and is linked to the powerful wider cultural contexts of sport and related areas such as health. Yet, even though learning in these contexts is particularly complex, practitioners rarely draw upon specific learning theories to ask questions about practice, and researchers in SEP have tended to focus on content and issues of teaching and coaching instead of using learning theories as a way to explore learning or investigate learning. This paper draws on data from a project in Sweden on learning in PE to illustrate the ways in which a learning theory framework can be used to guide research questions, offer important insights into the learning process and make a contribution to the wider literature on learning theory. We also argue that research design grounded in learning theories has the potential to result in greater coherence across studies, thereby offering a more valuable service to practitioners.

Evaluating the Role of Key Learning Theories in ECHO: A Telehealth Educational Program for Primary Care Providers

ECHO (Extension for Community Healthcare Outcomes) is a telehealth educational program that uses videoconference technology to train community-based primary care providers (PCP's) on the management of complex, chronic diseases. The main components of ECHO are didactics, case presentations, and case-based learning. ECHO was developed using the key principles of Social Cognitive Theory, Situated Learning Theory, and Community of Practice Theory. In a prior study, we implemented an ECHO curriculum to improve management of resistant hypertension. The goals of the current study were to determine the extent to which the learning theories served as the foundation of the ECHO curriculum and identify opportunities to more effectively incorporate key principles of these theories into the ECHO program. We conducted semi-structured interviews with the nine clinicians who participated in the pilot curriculum. A community-based PCP assisted with question development, analysis, and manuscript preparation. We analyzed the interview transcripts using Directed Content Analysis. Transcript analysis supported the contention that ECHO is based upon Social Cognitive Theory, Situated Learning Theory, and Community of Practice Theory. Comments from study participants highlighted benefits of each theory's principles. Conversely, they also suggested we could improve our implementation of ECHO by adhering more closely to specific learning theory strategies. Our results indicate that ECHO indeed reflects the key tenants of Social Cognitive Theory, Situated Learning Theory, and Community of Practice Theory. Several aspects of our ECHO curriculum can be improved by more complete application of these learning theories.

Design-based Research: A Tool to Generate and Refine Instructional Design Principles for Mobile Language Learning

Given that mobile learning does not rely on a specific learning theory, it needs a theoretically established paradigm that can be effectively employed for mobile language learning. This study used a design-based research approach to test, extend, and redefine generic mobile learning design principles for mobile language learning. Current design principles of mobile learning were conceptualized and then employed in natural contexts to test their ecological validity, and a new framework was generated for conceptualizing instructional design principles for mobile language learning. The research design utilized iterative reflections and feedback from language learners to inform two iterations of mobile language learning designs. Throughout the two iterations, students and their teacher experienced the implementation of mobile instructional design principles into their learning task, reflected on their experience of implementation, and provided feedback to make adjustments to the design principles. Both students and the teacher collaborated on the design via face-to-face in-class discussions and outside class using Facebook and mobile phones. Students' reflections and feedback were obtained through pre-task, during-task, and post-task focus-group interviews; stimulated recall sessions; and the analysis of students' Facebook interactions. The study illustrated the benefits of contextualizing language learning using mobile phones and Facebook. In addition, it provided a deeper understanding of mobile instructional design and evidence, feedback, and guidance for both language teachers and mobile instructional designers.

Archives, Undergraduates, and Inquiry-Based Learning: Case Studies from Yale University Library

This article discusses the integration of primary sources into the teaching of undergraduate courses through the application of specific learning theories. Creative assignments and inquiry-based learning exercises illustrate how librarians and archivists can collaborate with faculty to integrate collections into the curriculum. Through several case studies from Yale University, the article examines how learning theory can provide inspiration for partnerships with faculty and new outreach approaches.

A practical approach for using the knowledge chains exchange to improve the application of learning theories in learning communities

In the attempt to promote the learning process, in this article, we are considering a process which improves the learning by building personal knowledge through the exchange of knowledge chains in learning communities. The process differential is the addition of 'how to use' the available knowledge to its 'authors' (who), 'localisation' (where) and 'content' (what), which are commonly used. This article shows how the proposed idea can be applied to different learning theories and presents a real example. As the proposed idea is based on the sharing of knowledge chains, it is better applied to specific learning theories, mainly those focus in collaboration and centred in an active learner. The great advantage of this diversification is that in such a way the environment will not intervene in the learning theory chosen by the teacher or by the learner. Each one will be able to choose the learning theory desired and will be assisted by the environment to follow it.

Co‐Participation: Affordance and engagement at work

AbstractBases for a workplace pedagogy need to go beyond models of guided learning to include factors that account for participation at work.

A general class of /spl psi/#x03C8;-APEX PCA neural algorithms

Principal component analysis (PCA) can be successfully applied to a variety of signal processing problems. Different analyzers have been reported in the scientific literature; among others, the Adaptive Principal component EXtractor (APEX) by Kung and Diamantaras has attracted much interest in the scientific community since it involves a specific neural architecture and a specific learning theory. The aim of this brief is to present a general class of APEX-like learning rules (referred to as /spl psi/-APEX) and to illustrate their features by theoretical and numerical analysis.

Reacquisition of a conditioned emotional response to visual and auditory stimuli following simple or compound extinction procedures: an investigation of theoretical and therapeutic implications of the Rescorla-Wagner learning theory.

The rate of reacquisition of a conditioned emotional response (conditioned suppression) to visual and auditory stimuli after extinction to the stimuli individually or in compound was investigated to assess the relative efficacy of “simple”- and “compound”-extinction procedures in the elimination of conditioned fear in rats. Results indicated that compound-extinction procedures significantly retarded reacquisition of fear to stimuli of low associative strength and tended to facilitate the re-establishment of fear to stimuli of high associative strength. Also, it was noted that following compound extinction the degree of “retardation” or “acceleration” of fear reacquisition tended to increase with the difference between the associative strengths of the two stimuli extinguished in compound. Over-all, current findings were consistent with theoretical deductions derived from the Rescorla-Wagner learning theory and the implications for developing a more efficacious fear-elimination technique based on a specific learning theory were discussed.