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About 10,000 papers for “Learning environment”

Learning Environment

Lyle C. May With, Amanda K. Cox, Lisa M. Carter · 2024

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Learning Environment

George D. Kraft, Ph. D, George D. Kraft et al. · 2011

With the deployment of fast packet switching technology which includes Asynchronous Transfer Mode (ATM) facilities and Frame Relay (FR) capabilities, the telecommunications networks of the future will make extensive use of IP networking. These networks will extend into the desktop and conference room, and are in the process of revolutionizing the way video conferencing is achieved. This revolution will extend into the classroom and provide a dynamic conferencing capability on a global basis changing forever how distance learning is implemented. However, most organizations are not prepared to foreclose on their usage of established technologies such as point-to-point microwave, T1 trunking, and local video switching. It is in the financial best interests of the established organization either from the private sector or from the academic community to come up with a philosophy of how to deal with legacy technologies. The establishment of the North Suburban Higher Education Consortium (NSHEC) ATM network can serve as the model for resolving these concerns in a relevant and timely manner. This paper will

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Learning Environment

Arthur Tatnall · Encyclopedia of Education and Information Technologies · 2020

Cited by 1

Learning Environment

Paolo Creati · U-PAD Unimc - Open Digital Publications (University of Macerata) · 2023

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Learning environment

Magna Systems, Inc. · PsycEXTRA Dataset · 1995

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Learning Environment

Silvia DeGirolamo, Claus Rønnow Pedersen, Jesper Corneliussen et al. · 2024

The purpose of this chapter is to discuss the educational approach to mental performance enhancement. We will discuss education theories and principles of learning that could underpin the development and implementation of a human performance program, as well as explore the teaching techniques and contextual issues specific to operational learning environments (i.e., as opposed to schools, or other educational institutions). The purpose of discussing educational theory in relation to evidence-based mental performance training is to help practitioners and end-users understand how people attain, recall, and acquire pertinent knowledge (i.e., mental skills) so that mental performance programs are grounded in the evidence regarding how people learn. Researchers on the science of learning have noticed a consistent disconnect between the beliefs of how one learns (a person’s personal theories) and what the evidence suggests actually aids learning. Personal theories have the tendency to go awry through two mechanisms: first, individuals hold false beliefs about learning; and second, their metacognitions (a person’s thoughts about their thoughts) can be inaccurate. This chapter seeks to join relevant education theories with an exploration of examples of teaching methods in mental performance. When developing mental performance training, combining evidence-based theories and processes layered with a nuanced understanding of specific operational environments will set up the learning environment for success.

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Learning Environment

Eva Gyarmathy, Bertalan Forstner, Zénó Szabó et al. · OSF Preprints (OSF Preprints) · 2021

Ability structure differences between and within individuals grow significantly in a widened stimulus space in the 21th century. Increased diversity, uneven development and neurodevelopmental maturation necessitate the introduction of a personalised learning environment that can be implemented in a cognitive-developmental approach. The transformation of the learning environment must take place simultaneously in three different spaces: 1. educational-psychological, 2. info-communicational, 3. spatial-architectural. In our research we explore two interrelated issues: I. The learning environment can be transformed into a developmental environment within the current educational framework, integrating sensory-motor and language developmental training into learning. II. Modified learning environment with sensory-motor and language development built-in the everyday learning in the first two years of primary school, has an early preventive effect to avoid school failure.

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Learning Environment

John N. Moye · 2021

Abstract Chapter 8 synthesizes the research findings from the processes of sensory cognition into the design and configuration of the learning environment. The focus of cognition changes perspective and focus from the attributes of an external stimulus to the internal processes of integration with prior learning and internalization into a new cognition of the individual, which is labeled as the individual's learning ecology. These processes provide a plausible model for the design of the learning environment dimension, which internalizes the learning into transformational and ultimately lifelong learning. The processes of sensory cognition provide a viable and practical model to engineer learning cognition in the same way the brain does with sensory cognition. Like sensory cognition, learning cognition is the result of the structure of the learning environment.

Cited by 1

Learning Environment

J. Ronald Gentile · Science · 1969

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Learning Environment

N A · Figshare · 2023

data regarding learning rnvironment

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