Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
90,056
result(s) for
"Learning resources"
Sort by:
Teaching on the education frontier : instructional strategies for online and blended classrooms, grades 5-12
\"A groundbreaking guide to facilitating online and blended coursesThis comprehensive resource offers teachers in grades K-12 a hands-on guide to the rapidly growing field of online and blended teaching. With clear examples and explanations, Kristin Kipp shows how to structure online and blended courses for student engagement, build relationships with online students, facilitate discussion boards, collaborate online, design online assessments, and much more. Shows how to create a successful online or blended classroom Illustrates the essential differences between face-to-face instruction and online teaching Foreword by Susan Patrick of the International Association for K-12 Online Learning This is an essential handbook for learning how to teach online and improve student achievement\"-- Provided by publisher.
Book
Using online English learning resources: utilitarian and hedonic perspectives
PurposeThis study intended to identify and categorize the drivers of using online English learning resources (OELR) and to understand OELR's impacts.Design/methodology/approachThe authors conducted an online survey, obtained complete responses from 157 OELR users and used structural equation modeling (SEM) for hypothesis testing.FindingsMost utilitarian and hedonic drivers lead to positive perceptions of OELR, which in turn positively contribute to continuance intention (CI). Two counterintuitive findings were obtained. First, functionality was negatively related to the perception of ease of use. Second, perceived ease of use (PEOU) was not related to CI to use OELR.Practical implicationsThis study has implications as follows: (1) complexity of the functions of OELR may deter rather than attract users, (2) ease of use of OELR is not directly positively related to CIs and (3) users may seek practical benefits (utilitarian) and experiential learning processes (hedonic) when using OELR.Originality/valueThe authors' study has theoretical significance by being the first to caution that excessive functionality or complexity in assisting learning tools would likely hinder further use of OELR. The practical significance of this finding is that the finding highlights two factors (perceived usefulness (PU) and perceived enjoyment) that could effectively increase OELR use.
Journal Article
Novel Approaches for Searching and Recommending Learning Resources
This study proposes models for searching and recommending learning resources to meet the needs of learners, helping to achieve better student performance results. The study suggests a general architecture for searching and recommending learning resources. It specifically proposes (1) the model of learning resource classification based on deep learning techniques such as MLP; (2) the approach for searching learning resources based on document similarity; (3) the model to predict learning performance using deep learning techniques including learning performance prediction model on all student data using CNN, another model on ability group using MLP, and the other model on per student using LSTM; (4) the learning resource recommendation model using deep matrix factorization. Experimental results show that the proposed models are feasible for the classification, search, ranking prediction, and recommendation of learning resources in higher education institutions.
Journal Article
Students’ use of digital learning resources: diversity, motivations and challenges
Purpose
With the advent of ICTs, a large percentage of university students are shifting their interest and focus on digital learning resources from print ones. This study aims to examine the diversity, motivations and challenges students face in using these learning resources at Teofilo Kisanji University (TEKU) in Tanzania.
Design/methodology/approach
The researchers used elements of both quantitative and qualitative research approaches in a complementary fashion. The study draws upon cross-section survey data collected from students (n = 90) alongside follow-up key informants semi-structured interviews with library and academic staff (n = 10).
Findings
The study’s findings signify that internet resources are significantly deployed by students than other resources such as CD-ROM, e-books, journals, slides and audio clips. The findings further inform that the wide range of these resources and 24/7 convenient access are important motivating factors for their usage. On the other hand, the cost of internet services, limited searching competencies and limited subscribed databases inhibit effective and efficient usage of these by students at TEKU.
Originality/value
The present study clearly discloses students’ motivations for accessing and using digital learning resources.
Journal Article
Smart Campus and Student Learning Engagement
This study aims to assess the implementation of smart campus and the students' learning engagement at Zhongshan College, China. A well-structured questionnaire was developed, and information was collected from 277 students and 377 teachers. The results indicate that both groups of respondents highly agree on the construction levels of the smart campus in terms of security operations, academic technology assistance, public relation services, and stakeholders' experience. Furthermore, respondents emphasized that the level of smart campus construction affects students' learning engagement. Specifically, students' personalized learning engagement is affected by the level of smart campus construction in security operations and public relations services. And the degree of students' use of smart learning resources is significantly related to the smart campus construction levels in all four dimensions. This study fills research gaps and provides valuable guidance for the development of smart campuses.
Journal Article
The adult learner : the definitive classic in adult education and human resource development
\"How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles' pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 8th edition of The Adult Learner has been revised and updated. Holton and Swanson have enlivened the latest edition in terms of content and style. The new supporting website and added chapter level reflection questions make this latest edition more accessible than ever. This new edition includes: Updates to the book to reflect the very latest advancements in the field. Addition of two new chapters: on related cutting edge realms, Neuroscience & Learning and Information Technology & Learning. Creation of a supporting website: This website for The Adult Learner 8th Edition will provide basic instructor aids. For each chapter there will be a PowerPoint presentation, learning exercises, and added study questions. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without\"-- Provided by publisher.
Book
Undergraduates’ Out-Of-Class Learning: Exploring EFL Students’ Autonomous Learning Behaviors and Their Usage of Resources
Educational research is increasingly paying attention to students’ out-of-class learning. Students’ out-of-class learning is linked to improved class performance and constitutes an important part of learner development. Prior research has argued that learning-resources provision should encourage students’ autonomous learning both in and out of the classroom [Benson, 2013; Benson & Reinders, 2011; Gardner & Miller, 1999; Little, 1997; Richards, 2015]. However, work on autonomy often proceeds via generalities rather than focusing on its enactment in individual behavior. Accordingly, this study investigated 35 EFL undergraduates’ autonomous learning behaviors and their use of resources of the learning center of a university. Data were collected via email interviews with the participants and examination of their resources-usage records. Content analysis of the interview data, using six categories based on a learner-autonomy model, was used to generate each participant’s autonomy score. Spearman rho testing of the relationship between those scores and the students’ resources-usage scores suggested a very strong positive relationship between autonomous learning behaviors and overall usage of resources, as well as the variety of those resources used by individuals. Data analysis also revealed that, to varying degrees, each participant’s autonomous-learning behaviors (based on qualitative examples) fell into more than one of the six learner-autonomy types. Based on these findings, it is recommended that students be encouraged to learn beyond the classroom through pedagogical activities that link classroom learning to learning-center resources. Based on the findings of this study we make suggestions on pedagogical design with SAC and applications for SACs in other educational contexts.
Journal Article