Notice of Retraction: Research on the Presentation Mode in E-Learning Based on Transfer Learning Theory: Analysis of Network Course "Photoshop Image Manipulation"

2009 ◽  
Author(s):  
Xu Jiamei ◽  
Hui Peng
Keyword(s):  
Transfer Learning ◽  
Learning Theory ◽  
Presentation Mode ◽  
Image Manipulation ◽  
Theory Analysis ◽  
E Learning

scholarly journals Navigating heutagogic learning: mapping the learning journey in management education through the OEPA model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David William Stoten
Keyword(s):  
Learning Theory ◽  
Executive Coaching ◽  
Design Methodology ◽  
Management Education ◽  
Review Of The Literature ◽  
Content Type ◽  
Learning Journey ◽  
Original Contribution ◽  
E Learning ◽  
Conceptual Paper

PurposeThe purpose of this conceptual paper is to advocate the adoption of heutagogic principles within management education and to show how it could be implemented.Design/methodology/approachThis paper is the outcome of a review of the literature on learning theory and management education.FindingsThis paper demonstrates how heutagogic principles have been introduced in three areas: entrepreneurial education, executive coaching and e-learning.Originality/valueThis paper makes an original contribution to the discourse on heutagogy through the OEPA model that maps the heutagogic learning journey.

The Politics of E-Learning

2016 ◽  
Vol 6 (2) ◽  
pp. 1-14
Author(s):  
Celia Romm-Livermore ◽  
Mahesh S. Raisinghani ◽  
Pierlugi Rippa
Keyword(s):  
Game Theory ◽  
Political Process ◽  
Negotiation Process ◽  
Theory Analysis ◽  
E Learning ◽  
Two Sides ◽  
E Mail ◽  
Depth Interviews

The focus of this article is on how the negotiations between professors and students that are part of the eLearning political process can be interpreted through the prism of game theory. The source of data for the case was a series of in-depth interviews with the professor and an analysis of the e-mail messages exchanged between the professor, the students, and management. Each round of the game represents a different combination of positions, strategies and outcomes, yet, taken as a whole, the case events suggest underlying themes that, if been identified by the two sides, could have led to different outcomes. The discussion and conclusions section outlines the rules that governed the behaviour of the actors from a game theory perspective. This case is unique and, hence, the conclusions from it are not necessarily generalizable. Management's role in the games that people play in the eLearning area is crucial in the newly emerging corporatized university. Game theory analysis is applied in this paper to a four-round negotiation process between students and their professor in the context of an eLearning case study.

scholarly journals Antecedents of Intention to Use E-Learning

2018 ◽  
Vol 248 ◽  
pp. 05006 ◽  
Author(s):  
Khairudin ◽  
Susi Herawati ◽  
Desi Ilona ◽  
Zaitul
Keyword(s):  
Learning Theory ◽  
Positive Relationship ◽  
Intention To Use ◽  
Plan Behaviour ◽  
Negative Effect ◽  
E Learning ◽  
Facility Condition ◽  
Learning Concept

This study investigates the effect of Attitude toward e-learning, Facility condition, and Personalization on intention to use e-learning. theory of plan behaviour is used to understand the antecedents of intention to use e-learning. Using academic staffs as a research object and SEM-PLS, we conclude that Attitude toward e-learning and Personalization have a positive relationship with intention to use e-learning. However, Facility condition has a negative effect on intention to use e-learning. This study partially contributes to theory of plan behaviour. This finding also could be used by university to formulate e-learning concept by considering the significant antecedents in this study.

scholarly journals Evaluation of Goaf Stability Based on Transfer Learning Theory of Artificial Intelligence

IEEE Access ◽  
2019 ◽  
Vol 7 ◽  
pp. 96912-96925
Author(s):  
Yaguang Qin ◽  
Zhouquan Luo ◽  
Jie Wang ◽  
Shaowei Ma ◽  
Chundi Feng
Keyword(s):  
Artificial Intelligence ◽  
Transfer Learning ◽  
Learning Theory

scholarly journals Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective

2021 ◽  
Vol 13 (16) ◽  
pp. 9298
Author(s):  
Chien-Chih Chen
Keyword(s):  
Experiential Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Theory ◽  
Flipped Classroom ◽  
Learning Cycle ◽  
Experiential Learning Theory ◽  
E Learning ◽  
Flipped Classrooms ◽  
Better Than

This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.

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