scholarly journals Comparison of movement notation (Laban) and traditional methodological learning success in teaching folk dances

2017 ◽  
Vol 12 (7) ◽  
pp. 425-431
Author(s):  
Cantekin Elyağutu Dilek ◽  
Hazar Muhsin
Keyword(s):  
Learning Success ◽  
Movement Notation

The Ins and Outs of Teamworking: When University Teachers, in-Service Secondary Teachers and Pre-Service Teachers Collaborate to Transform Learning

2018 ◽  
Vol 5 (3) ◽  
pp. 185-193
Author(s):  
Dolors Masats ◽  
Paula Guerrero
Keyword(s):  
Secondary Students ◽  
Collaborative Action Research ◽  
Team Work ◽  
Professional Skills ◽  
Secondary English ◽  
Research And Innovation ◽  
Learning Success ◽  
Teachers Professional Development ◽  
Agent Of Change ◽  
The Impact

Abstract Initiatives for teachers’ professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teaching action triggers innovation, especially when teachers work together to create the necessary conditions to transform learning. This paper advocates in favour of collaborative action research and innovation as a methodology to promote change in classroom practices. To illustrate this proposal, it presents a case study in which a secondary English teacher from a school which hosts adolescents at risk opens her classrooms to a researcher and a group of pre-service teachers with the objective to reflect upon her own practices and to become an agent of change. Our corpus is made of natural audio-recorded data from the discussions emerging during focus-group sessions held to evaluate the ongoing innovation and interviews to participating secondary students and trainee teachers. The analysis of those interactions will first lead us to reflect upon the challenges of promoting change in the classrooms. Then it will allow us to understand the impact of the experience and argue in favour of a model of teacher education based on team work as a tool to acquire professional skills and guarantee students’ learning success.

scholarly journals Students’ long-term orientation role in e-learning success: A Brazilian study

Heliyon ◽  
2020 ◽  
Vol 6 (12) ◽  
pp. e05735
Author(s):  
Wilmar Cidral ◽  
Manuela Aparicio ◽  
Tiago Oliveira
Keyword(s):  
Learning Success ◽  
E Learning

The impact of patient and partner personality traits on learning success for a cognitive rehabilitation intervention for patients with MCI

2021 ◽  
pp. 1-13
Author(s):  
Renata Khayoun ◽  
Katrina L. Devick ◽  
Melanie J. Chandler ◽  
Anne L. Shandera-Ochsner ◽  
Liselotte De Wit ◽  
...  
Keyword(s):  
Personality Traits ◽  
Cognitive Rehabilitation ◽  
Rehabilitation Intervention ◽  
Learning Success ◽  
The Impact

APTITUDE AND SECOND LANGUAGE ACQUISITION

2005 ◽  
Vol 25 ◽  
pp. 46-73 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Theoretical Frameworks ◽  
Aptitude Tests ◽  
Advanced Level ◽  
Learning Success ◽  
And Performance

Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

2021 ◽  
Vol 65 (1) ◽  
pp. 767-770
Author(s):  
Nancy J. Stone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Survey ◽  
Campus Housing ◽  
Learning Success ◽  
Time Required ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

scholarly journals Predicting Individuals' Learning Success from Patterns of Pre-Learning MRI Activity

PLoS ONE ◽  
2011 ◽  
Vol 6 (1) ◽  
pp. e16093 ◽  
Author(s):  
Loan T. K. Vo ◽  
Dirk B. Walther ◽  
Arthur F. Kramer ◽  
Kirk I. Erickson ◽  
Walter R. Boot ◽  
...  
Keyword(s):  
Learning Success
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