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learning</title> <meta name="description" content="Search results for: flipped learning"> <meta name="keywords" content="flipped learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="flipped learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7195</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: flipped learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6985</span> The Differences in Skill Performance Between Online and Conventional Learning Among Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Nadrah">Nurul Nadrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a result of the COVID-19 pandemic, a movement control order was implemented, leading to the adoption of online learning as a substitute for conventional classroom instruction. Thus, this study aims to determine the differences in skill performance between online learning and conventional methods among nursing students. We employed a quasi-experimental design with purposive sampling, involving a total of 59 nursing students, and used online learning as the intervention. As a result, the study found there was a significant difference in student skill performance between online learning and conventional methods. As a conclusion, in times of hardship, it is necessary to implement alternative pedagogical approaches, especially in critical fields like nursing, to ensure the uninterrupted progression of educational programs. This study suggests that online learning can be effectively employed as a means of imparting knowledge to nursing students during their training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20education" title="nursing education">nursing education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20performance" title=" skill performance"> skill performance</a>, <a href="https://publications.waset.org/abstracts/search?q=conventional%20learning%20method" title=" conventional learning method"> conventional learning method</a> </p> <a href="https://publications.waset.org/abstracts/187830/the-differences-in-skill-performance-between-online-and-conventional-learning-among-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187830.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6984</span> A Design of the Infrastructure and Computer Network for Distance Education, Online Learning via New Media, E-Learning and Blended Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumitra%20Nuanmeesri">Sumitra Nuanmeesri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research focus on study, analyze and design the model of the infrastructure and computer networks for distance education, online learning via new media, e-learning and blended learning. The collected information from study and analyze process that information was evaluated by the index of item objective congruence (IOC) by 9 specialists to design model. The results of evaluate the model with the mean and standard deviation by the sample of 9 specialists value is 3.85. The results showed that the infrastructure and computer networks are designed to be appropriate to a great extent appropriate to a great extent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20media" title=" new media"> new media</a>, <a href="https://publications.waset.org/abstracts/search?q=infrastructure%20and%20computer%20network" title=" infrastructure and computer network"> infrastructure and computer network</a>, <a href="https://publications.waset.org/abstracts/search?q=tele-education" title=" tele-education"> tele-education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a> </p> <a href="https://publications.waset.org/abstracts/15127/a-design-of-the-infrastructure-and-computer-network-for-distance-education-online-learning-via-new-media-e-learning-and-blended-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15127.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6983</span> Analyzing Corporate Employee Preferences for E-Learning Platforms: A Survey-Based Approach to Knowledge Updation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandhyarani%20Mahananda">Sandhyarani Mahananda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the preferences of corporate employees for knowledge updates on the e-learning platform. The researchers explore the factors influencing their platform choices through a survey administered to employees across diverse industries and job roles. The survey examines preferences for specific platforms (e.g., Coursera, Udemy, LinkedIn Learning). It assesses the importance of content relevance, platform usability, mobile accessibility, and integration with workplace learning management systems. Preliminary findings indicate a preference for platforms that offer curated, job-relevant content, personalized learning paths, and seamless integration with employer-provided learning resources. This research provides valuable insights for organizations seeking to optimize their investment in e-learning and enhance employee knowledge development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20training" title="corporate training">corporate training</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning%20platforms" title=" e-learning platforms"> e-learning platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20preferences" title=" employee preferences"> employee preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20updation" title=" knowledge updation"> knowledge updation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/190249/analyzing-corporate-employee-preferences-for-e-learning-platforms-a-survey-based-approach-to-knowledge-updation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">22</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6982</span> The Application of ICT in E-Assessment and E-Learning in Language Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyyed%20Hassan%20Seyyedrezaei">Seyyed Hassan Seyyedrezaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of computer and ICT thereafter has introduced many irrevocable changes in learning and teaching. There is substantially growing need for the use of IT and ICT in language learning and teaching. In other words, the integration of Information Technology (IT) into online teaching is of vital importance for education and assessment. Considering the fact that the image of education is undergone drastic changes by the advent of technology, education systems and teachers move beyond the walls of traditional classes and methods in order to join with other educational centers to revitalize education. Given the advent of distance learning, online courses and virtual universities, e-assessment has taken a prominent place in effective teaching and meeting the learners' educational needs. The purpose of this paper is twofold: first, scrutinizing e-learning, it discusses how and why e-assessment is becoming widely used by educationalists and administrators worldwide. As a second purpose, a couple of effective strategies for online assessment will be enumerated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-assessment" title="e-assessment">e-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e%20learning" title=" e learning"> e learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20assessment" title=" online assessment"> online assessment</a> </p> <a href="https://publications.waset.org/abstracts/29752/the-application-of-ict-in-e-assessment-and-e-learning-in-language-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">568</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6981</span> Students’ Perceptions of Using Wiki Technology to Enhance Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hani%20Mustafa">Hani Mustafa</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Gonzalez%20Ruiz"> Cristina Gonzalez Ruiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Estelle%20Bech"> Estelle Bech</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The growing influence of digital technologies has made learning and interaction more accessible, resulting in effective collaboration if properly managed. Technology enabled learning has become an important conduit for learning, including collaborative learning. The use of wiki technology, for example, has opened a new learning platform that enables the integration of social, linguistic, and cognitive processes of language learning. It encourages students to collaborate in the construction, analysis, and understanding of knowledge. But to what extent is the use of wikis effective in promoting collaborative learning among students. In addition, how do students perceive this technology in enhancing their language learning? In this study, students were be given a wiki project to complete collaboratively with their group members. Students had to write collaboratively to produce and present a seven-day travel plan in which they had to describe places to visit and things to do to explore the best historical and cultural aspects of the country. The study involves students learning French, Malay, and Spanish as a foreign language. In completing this wiki project, students will move from passive learning of language to real engagement with classmates, requiring them to collaborate and negotiate effectively with one another. The objective of the study is to ascertain to what extent does wiki technology helped in promoting collaborative learning and improving language skills from students’ perception. It is found that while there was improvement in students language skills, the overall experience was less positive due to unfamiliarity with a new learning tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki" title=" wiki"> wiki</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/144650/students-perceptions-of-using-wiki-technology-to-enhance-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6980</span> Curriculum-Based Multi-Agent Reinforcement Learning for Robotic Navigation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hyeongbok%20Kim">Hyeongbok Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Lingling%20Zhao"> Lingling Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaohong%20Su"> Xiaohong Su</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Deep reinforcement learning has been applied to address various problems in robotics, such as autonomous driving and unmanned aerial vehicle. However, because of the sparse reward penalty for a collision with obstacles during the navigation mission, the agent fails to learn the optimal policy or requires a long time for convergence. Therefore, using obstacles and enemy agents, in this paper, we present a curriculum-based boost learning method to effectively train compound skills during multi-agent reinforcement learning. First, to enable the agents to solve challenging tasks, we gradually increased learning difficulties by adjusting reward shaping instead of constructing different learning environments. Then, in a benchmark environment with static obstacles and moving enemy agents, the experimental results showed that the proposed curriculum learning strategy enhanced cooperative navigation and compound collision avoidance skills in uncertain environments while improving learning efficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20learning" title="curriculum learning">curriculum learning</a>, <a href="https://publications.waset.org/abstracts/search?q=hard%20exploration" title=" hard exploration"> hard exploration</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent%20reinforcement%20learning" title=" multi-agent reinforcement learning"> multi-agent reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=robotic%20navigation" title=" robotic navigation"> robotic navigation</a>, <a href="https://publications.waset.org/abstracts/search?q=sparse%20reward" title=" sparse reward"> sparse reward</a> </p> <a href="https://publications.waset.org/abstracts/162478/curriculum-based-multi-agent-reinforcement-learning-for-robotic-navigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162478.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6979</span> E-Learning in Primary Science: Teachers versus Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Winnie%20Wing%20Mui%20So">Winnie Wing Mui So</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu%20Chen"> Yu Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated primary school teachers’ and students’ perceptions of science learning in an e-learning environment. This study used a multiple case study design and involved eight science teachers and their students from four Hong Kong primary schools. The science topics taught included ‘season and weather’ ‘force and movement’, ‘solar and lunar eclipse’ and ‘living things and habitats’. Data were collected through lesson observations, interviews with teachers, and interviews with students. Results revealed some differences between the teachers’ and the students’ perceptions regarding the usefulness of e-learning resources, the organization of student-centred activities, and the impact on engagement and interactions in lessons. The findings have implications for the more effective creation of e-learning environments for science teaching and learning in primary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27%20and%20students%27%20perceptions" title=" teacher' and students' perceptions"> teacher' and students' perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20schools" title=" primary schools"> primary schools</a> </p> <a href="https://publications.waset.org/abstracts/87105/e-learning-in-primary-science-teachers-versus-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87105.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6978</span> Learning Model Applied to Cope with Professional Knowledge Gaps in Final Project of Information System Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilana%20Lavy">Ilana Lavy</a>, <a href="https://publications.waset.org/abstracts/search?q=Rami%20Rashkovits"> Rami Rashkovits</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we describe Information Systems students' learning model which was applied by students in order to cope with professional knowledge gaps in the context of their final project. The students needed to implement a software system according to specifications and design they have made beforehand. They had to select certain technologies and use them. Most of them decided to use programming environments that were learned during their academic studies. The students had to cope with various levels of knowledge gaps. For that matter they used learning strategies that were organized by us as a learning model which includes two phases each suitable for different learning tasks. We analyze the learning model, describing advantages and shortcomings as perceived by the students, and provide excerpts to support our findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20gaps" title="knowledge gaps">knowledge gaps</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20learner%20skills" title=" independent learner skills"> independent learner skills</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning" title=" self-regulated learning"> self-regulated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=final%20project" title=" final project"> final project</a> </p> <a href="https://publications.waset.org/abstracts/23151/learning-model-applied-to-cope-with-professional-knowledge-gaps-in-final-project-of-information-system-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23151.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">478</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6977</span> A Bibliometric Analysis of Research on E-learning in Physics Education: Trends, Patterns, and Future Directions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Nurjanah">Siti Nurjanah</a>, <a href="https://publications.waset.org/abstracts/search?q=Supahar"> Supahar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning has become an increasingly popular mode of instruction, particularly in the field of physics education, where it offers opportunities for interactive and engaging learning experiences. This research aims to analyze the trends of research that investigated e-learning in physics education. Data was extracted from Scopus's database using the keywords "physics" and "e-learning". Of the 380 articles obtained based on the search criteria, a trend analysis of the research was carried out with the help of RStudio using the biblioshiny package and VosViewer software. Analysis showed that publications on this topic have increased significantly from 2014 to 2021. The publication was dominated by researchers from the United States. The main journal that publishes articles on this topic is Proceedings Frontiers in Education Conference fie. The most widely cited articles generally focus on the effectiveness of Moodle for physics learning. Overall, this research provides an in-depth understanding of the trends and key findings of research related to e-learning in physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bibliometric%20analysis" title="bibliometric analysis">bibliometric analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=biblioshiny" title=" biblioshiny"> biblioshiny</a>, <a href="https://publications.waset.org/abstracts/search?q=E-learning" title=" E-learning"> E-learning</a> </p> <a href="https://publications.waset.org/abstracts/185853/a-bibliometric-analysis-of-research-on-e-learning-in-physics-education-trends-patterns-and-future-directions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6976</span> Learning for the Future: Flipping English Language Learning Classrooms for Future </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natarajan%20Hema">Natarajan Hema</a>, <a href="https://publications.waset.org/abstracts/search?q=Tamilarasan%20Karunakaran"> Tamilarasan Karunakaran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology is remodeling the process of teaching and learning. An inflection point is faced where technological interventions are rewiring learning process in formal classrooms. Employment depends on dynamic learning capability. Transforming the functionalities of teaching-learning-assessment through innovation is needed to modify the roles of teacher to enabler and learner to the dynamic learner. This makeover is vital for English language teaching where English is acquired as a skill, exercised as ability and get stabilized as a competence. This reshaping could be achieved through providing autonomy to participants of learning. This paper explores parameters and components aiding such a transformation. The differentiated responsibilities and other critical learning support systems are projected as viable options. New age teaching practices are studied for feasibilities to aid transformation and being put forth an inter-operable teaching-learning system for a learner-centric ELT classrooms. LOTUS model developed by the authors is also studied for its inclusiveness to promote skill acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ELT%20methodology" title="ELT methodology">ELT methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title=" communicative competence"> communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20acquisition" title=" skill acquisition "> skill acquisition </a>, <a href="https://publications.waset.org/abstracts/search?q=new%20age%20teaching" title=" new age teaching"> new age teaching</a> </p> <a href="https://publications.waset.org/abstracts/88120/learning-for-the-future-flipping-english-language-learning-classrooms-for-future" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88120.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6975</span> A Knowledge-As-A-Service Support Framework for Ambient Learning in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucy%20W.%20Mburu">Lucy W. Mburu</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20Karanja"> Richard Karanja</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20N.%20Mwendia"> Simon N. Mwendia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over recent years, learners have experienced a constant need to access on demand knowledge that is fully aligned with the paradigm of cloud computing. As motivated by the global sustainable development goal to ensure inclusive and equitable learning opportunities, this research has developed a framework hinged on the knowledge-as-a-service architecture that utilizes knowledge from ambient learning systems. Through statistical analysis and decision tree modeling, the study discovers influential variables for ambient learning among university students. The main aim is to generate a platform for disseminating and exploiting the available knowledge to aid the learning process and, thus, to improve educational support on the ambient learning system. The research further explores how collaborative effort can be used to form a knowledge network that allows access to heterogeneous sources of knowledge, which benefits knowledge consumers, such as the developers of ambient learning systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=actionable%20knowledge" title="actionable knowledge">actionable knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=ambient%20learning" title=" ambient learning"> ambient learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20trees" title=" decision trees"> decision trees</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20as%20a%20service" title=" knowledge as a service"> knowledge as a service</a> </p> <a href="https://publications.waset.org/abstracts/116915/a-knowledge-as-a-service-support-framework-for-ambient-learning-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116915.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6974</span> Student Diversity in Higher Education: The Impact of Digital Elements on Student Learning Behavior and Subject-Specific Preferences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pia%20Kastl">Pia Kastl</a> </p> <p class="card-text"><strong>Abstract:</strong></p> By combining face-to-face sessions with digital selflearning units, the learning process can be enhanced and learning success improved. Potentials of blended learning are the flexibility and possibility to get in touch with lecturers and fellow students face-toface. It also offers the opportunity to individualize and self-regulate the learning process. Aim of this article is to analyse how different learning environments affect students’ learning behavior and how digital tools can be used effectively. The analysis also considers the extent to which the field of study affects the students’ preferences. Semi-structured interviews were conducted with students from different disciplines at two German universities (N= 60). The questions addressed satisfaction and perception of online, faceto-face and blended learning courses. In addition, suggestions for improving learning experience and the use of digital tools in the different learning environments were surveyed. The results show that being present on campus has a positive impact on learning success and online teaching facilitates flexible learning. Blended learning can combine the respective benefits, although one challenge is to keep the time investment within reasonable limits. The use of digital tools differs depending on the subject. Medical students are willing to use digital tools to improve their learning success and voluntarily invest more time. Students of the humanities and social sciences, on the other hand, are reluctant to invest additional time. They do not see extra study material as an additional benefit their learning success. This study illustrates how these heterogenous demands on learning environments can be met. In addition, potential for improvement will be identified in order to foster both learning process and learning success. Learning environments can be meaningfully enriched with digital elements to address student diversity in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title=" learning styles"> learning styles</a> </p> <a href="https://publications.waset.org/abstracts/165094/student-diversity-in-higher-education-the-impact-of-digital-elements-on-student-learning-behavior-and-subject-specific-preferences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165094.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6973</span> Bridging the Digital Divide in India: Issus and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parveen%20Kumar">Parveen Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The cope the rapid change of technology and to control the ephemeral rate of information generation, librarians along with their professional colleagues need to equip themselves as per the requirement of the electronic information society. E-learning is purely based on computer and communication technologies. The terminologies like computer based learning. It is the delivery of content via all electronic media through internet, internet, Extranets television broadcast, CD-Rom documents, etc. E-learning poses lot of issues in the transformation of literature or knowledge from the conventional medium to ICT based format and web based services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20libraries" title=" digital libraries"> digital libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20information%20society" title=" electronic information society"> electronic information society</a> </p> <a href="https://publications.waset.org/abstracts/26089/bridging-the-digital-divide-in-india-issus-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26089.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">510</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6972</span> Enhancing Organizational Performance through Adaptive Learning: A Case Study of ASML</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramin%20Shadani">Ramin Shadani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study introduces adaptive performance as a key organizational performance dimension and explores the relationship between the dimensions of a learning organization and adaptive performance. A survey was therefore conducted using the dimensions of the Learning Organization Questionnaire (DLOQ), followed by factor analysis and structural equation modeling in order to investigate the dynamics between learning organization practices and adaptive performance. Results confirm that adaptive performance is indeed one important dimension of organizational performance. The study also shows that perceived knowledge and adaptive performance mediate the positive relationship between the practices of a learning organization with perceived financial performance. We extend existing DLOQ research by demonstrating that adaptive performance, as a nonfinancial organizational learning outcome, has a significant impact on financial performance. Our study also provides additional validation of the measures of DLOQ's performance. Indeed, organizations need to take a glance at how the activities of learning and development can provide better overall improvement in performance, especially in enhancing adaptive capability. The study has provided requisite empirical support that activities of learning and development within organizations allow much-improved intangible performance outcomes, especially through adaptive performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20performance" title="adaptive performance">adaptive performance</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20learning" title=" continuous learning"> continuous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20performance" title=" financial performance"> financial performance</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20style" title=" leadership style"> leadership style</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title=" organizational learning"> organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20performance" title=" organizational performance"> organizational performance</a> </p> <a href="https://publications.waset.org/abstracts/191916/enhancing-organizational-performance-through-adaptive-learning-a-case-study-of-asml" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191916.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">30</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6971</span> The Impact of Blended Learning on the Perception of High School Learners Towards Entrepreneurship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rylyne%20Mande%20Nchu">Rylyne Mande Nchu</a>, <a href="https://publications.waset.org/abstracts/search?q=Robertson%20Tengeh"> Robertson Tengeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Chux%20Iwu"> Chux Iwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blended learning is a global phenomenon and is essential to many institutes of learning as an additional method of teaching that complements more traditional methods of learning. In this paper, the lack of practice of a blended learning approach to entrepreneurship education and how it impacts learners' perception of being entrepreneurial. E-learning is in its infancy within the secondary and high school sectors in South Africa. The conceptual framework of the study is based on theoretical aspects of systemic-constructivist learning implemented in an interactive online learning environment in an entrepreneurship education subject. The formative evaluation research was conducted implementing mixed methods of research (quantitative and qualitative) and it comprised a survey of high school learners and informant interviewing with entrepreneurs. Theoretical analysis of literature provides features necessary for creating interactive blended learning environments to be used in entrepreneurship education subject. Findings of the study show that learners do not always objectively evaluate their capacities. Special attention has to be paid to the development of learners’ computer literacy as well as to the activities that would bring online learning to practical training. Needs analysis shows that incorporating blended learning in entrepreneurship education may have a positive perception of entrepreneurship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20intention" title=" entrepreneurship intention"> entrepreneurship intention</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20skills" title=" entrepreneurial skills"> entrepreneurial skills</a> </p> <a href="https://publications.waset.org/abstracts/156306/the-impact-of-blended-learning-on-the-perception-of-high-school-learners-towards-entrepreneurship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156306.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6970</span> Perceived Benefits of Technology Enhanced Learning by Learners in Uganda: Three Band Benefits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kafuko%20M.%20Maria">Kafuko M. Maria</a>, <a href="https://publications.waset.org/abstracts/search?q=Namisango%20Fatuma"> Namisango Fatuma</a>, <a href="https://publications.waset.org/abstracts/search?q=Byomire%20Gorretti"> Byomire Gorretti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile learning (m-learning) is steadily growing and has undoubtedly derived benefits to learners and tutors in different learning environments. This paper investigates the variation in benefits derived from enhanced classroom learning through use of m-learning platforms in the context of a developing country owing to the fact that it is still in its initial stages. The study focused on how basic technology-enhanced pedagogic innovation like cell phone-based learning is enhancing classroom learning from the learners’ perspective. The paper explicitly indicates the opportunities presented by enhanced learning to a conventional learning environment like a physical classroom. The findings were obtained through a survey of two universities in Uganda in which data was quantitatively collected, analyzed and presented in a three banded diagram depicting the variation in the obtainable benefits. Learners indicated that a smartphone is the most commonly used device. Learners also indicate that straight lectures, student to student plus student to lecturer communication, accessing learning material and assignments are core activities. In a TEL environment support by smartphones, learners indicated that they conveniently achieve the prior activities plus discussions and group work. Learners seemed not attracted to the possibility of using TEL environment to take lectures, as well as make class presentations. The less attractiveness of these two factors may be due to the teacher centered approach commonly applied in the country’s education system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology%20enhanced%20learning" title="technology enhanced learning">technology enhanced learning</a>, <a href="https://publications.waset.org/abstracts/search?q=m-learning" title=" m-learning"> m-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20learning" title=" classroom learning"> classroom learning</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20benefits" title=" perceived benefits"> perceived benefits</a> </p> <a href="https://publications.waset.org/abstracts/54088/perceived-benefits-of-technology-enhanced-learning-by-learners-in-uganda-three-band-benefits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54088.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6969</span> A Framework on the Critical Success Factors of E-Learning Implementation in Higher Education: A Review of the Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujit%20K.%20Basak">Sujit K. Basak</a>, <a href="https://publications.waset.org/abstracts/search?q=Marguerite%20Wotto"> Marguerite Wotto</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20B%C3%A9langer"> Paul Bélanger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a conceptual framework on the critical success factors of e-learning implementation in higher education, derived from an in-depth survey of literature review. The aim of this study was achieved by identifying critical success factors that affect for the successful implementation of e-learning. The findings help to articulate issues that are related to e-learning implementation in both formal and non-formal higher education and in this way contribute to the development of programs designed to address the relevant issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20success%20factors" title="critical success factors">critical success factors</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20learning" title=" life-long learning"> life-long learning</a> </p> <a href="https://publications.waset.org/abstracts/52897/a-framework-on-the-critical-success-factors-of-e-learning-implementation-in-higher-education-a-review-of-the-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52897.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6968</span> The Student Care: The Influence of Family’s Attention toward the Student of Junior High Schools in Physics Learning Achievements </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Rossidatul%20Munawaroh">Siti Rossidatul Munawaroh</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Khusnul%20Khowatim"> Siti Khusnul Khowatim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is determined to find how is the influence of family attention of students in provides guidance of the student learning. The increasing of student’s learning motivation can be increased made up in various ways, one of them are through students social guidance in their relation with the family. The family not only provides the matter and the learning time but also be supervise for the learning time and guide his children to overcome a learning disability. The character of physics subject in their science experiences at junior high schools has demanded that student’s ability is to think symbolically and understand something in a meaningful manner. Therefore, the reinforcement of the physics learning motivation is clearly necessary not only by the school are related, but the family environment and the society. As for the role of family which includes maintenance, parenting, coaching, and educating both of physically and spiritually, this way is expected to give spirit impulsion in studying physics subject in order to increase student learning achievements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics%20subject" title="physics subject">physics subject</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20influence%20of%20family%20attention" title=" the influence of family attention"> the influence of family attention</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Student%20care" title=" the Student care"> the Student care</a> </p> <a href="https://publications.waset.org/abstracts/39582/the-student-care-the-influence-of-familys-attention-toward-the-student-of-junior-high-schools-in-physics-learning-achievements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39582.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">430</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6967</span> Podcasting: A Tool for an Enhanced Learning Experience of Introductory Courses to Science and Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yaser%20E.%20Greish">Yaser E. Greish</a>, <a href="https://publications.waset.org/abstracts/search?q=Emad%20F.%20Hindawy"> Emad F. Hindawy</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20S.%20Al%20Nehayan"> Maryam S. Al Nehayan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introductory courses such as General Chemistry I, General Physics I and General Biology need special attention as students taking these courses are usually at their first year of the university. In addition to the language barrier for most of them, they also face other difficulties if these elementary courses are taught in the traditional way. Changing the routine method of teaching of these courses is therefore mandated. In this regard, podcasting of chemistry lectures was used as an add-on to the traditional and non-traditional methods of teaching chemistry to science and non-science students. Podcasts refer to video files that are distributed in a digital format through the Internet using personal computers or mobile devices. Pedagogical strategy is another way of identifying podcasts. Three distinct teaching approaches are evident in the current literature and include receptive viewing, problem-solving, and created video podcasts. The digital format and dispensing of video podcasts have stabilized over the past eight years, the type of podcasts vary considerably according to their purpose, degree of segmentation, pedagogical strategy, and academic focus. In this regard, the whole syllabus of 'General Chemistry I' course was developed as podcasts and were delivered to students throughout the semester. Students used the podcasted files extensively during their studies, especially as part of their preparations for exams. Feedback of students strongly supported the idea of using podcasting as it reflected its effect on the overall understanding of the subject, and a consequent improvement of their grades. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=podcasting" title="podcasting">podcasting</a>, <a href="https://publications.waset.org/abstracts/search?q=introductory%20course" title=" introductory course"> introductory course</a>, <a href="https://publications.waset.org/abstracts/search?q=interactivity" title=" interactivity"> interactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a> </p> <a href="https://publications.waset.org/abstracts/65069/podcasting-a-tool-for-an-enhanced-learning-experience-of-introductory-courses-to-science-and-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65069.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6966</span> A Comparative Study of Mechanisms across Different Online Social Learning Types</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xinyu%20Wang">Xinyu Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the rapid development of Internet technology and the increasing prevalence of online social media, this study investigates the impact of digital communication on social learning. Through three behavioral experiments, we explore both affective and cognitive social learning in online environments. Experiment 1 manipulates the content of experimental materials and two forms of feedback, emotional valence, sociability, and repetition, to verify whether individuals can achieve online emotional social learning through reinforcement using two social learning strategies. Results reveal that both social learning strategies can assist individuals in affective, social learning through reinforcement, with feedback-based learning strategies outperforming frequency-dependent strategies. Experiment 2 similarly manipulates the content of experimental materials and two forms of feedback to verify whether individuals can achieve online knowledge social learning through reinforcement using two social learning strategies. Results show that similar to online affective social learning, individuals adopt both social learning strategies to achieve cognitive social learning through reinforcement, with feedback-based learning strategies outperforming frequency-dependent strategies. Experiment 3 simultaneously observes online affective and cognitive social learning by manipulating the content of experimental materials and feedback at different levels of social pressure. Results indicate that online affective social learning exhibits different learning effects under different levels of social pressure, whereas online cognitive social learning remains unaffected by social pressure, demonstrating more stable learning effects. Additionally, to explore the sustained effects of online social learning and differences in duration among different types of online social learning, all three experiments incorporate two test time points. Results reveal significant differences in pre-post-test scores for online social learning in Experiments 2 and 3, whereas differences are less apparent in Experiment 1. To accurately measure the sustained effects of online social learning, the researchers conducted a mini-meta-analysis of all effect sizes of online social learning duration. Results indicate that although the overall effect size is small, the effect of online social learning weakens over time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20social%20learning" title="online social learning">online social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20social%20learning" title=" affective social learning"> affective social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20social%20learning" title=" cognitive social learning"> cognitive social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning%20strategies" title=" social learning strategies"> social learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20reinforcement" title=" social reinforcement"> social reinforcement</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20pressure" title=" social pressure"> social pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=duration" title=" duration"> duration</a> </p> <a href="https://publications.waset.org/abstracts/186019/a-comparative-study-of-mechanisms-across-different-online-social-learning-types" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186019.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6965</span> Deep Learning to Enhance Mathematics Education for Secondary Students in Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selvavinayagan%20Babiharan">Selvavinayagan Babiharan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to develop a deep learning platform to enhance mathematics education for secondary students in Sri Lanka. The platform will be designed to incorporate interactive and user-friendly features to engage students in active learning and promote their mathematical skills. The proposed platform will be developed using TensorFlow and Keras, two widely used deep learning frameworks. The system will be trained on a large dataset of math problems, which will be collected from Sri Lankan school curricula. The results of this research will contribute to the improvement of mathematics education in Sri Lanka and provide a valuable tool for teachers to enhance the learning experience of their students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title="information technology">information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a> </p> <a href="https://publications.waset.org/abstracts/166677/deep-learning-to-enhance-mathematics-education-for-secondary-students-in-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166677.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6964</span> Reactive Learning about Food Waste Reduction in a Food Processing Plant in Gauteng Province, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nesengani%20Elelwani%20Clinton">Nesengani Elelwani Clinton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents reflective learning as an opportunity commonly available and used for food waste learning in a food processing company in the transition to sustainable and just food systems. In addressing how employees learn about food waste during food processing, the opportunities available for food waste learning were investigated. Reflective learning appeared to be the most used approach to learning about food waste. In the case of food waste learning, reflective learning was a response after employees wasted a substantial amount of food, where process controllers and team leaders would highlight the issue to employees who wasted food and explain how food waste could be reduced. This showed that learning about food waste is not proactive, and there continues to be a lack of structured learning around food waste. Several challenges were highlighted around reflective learning about food waste. Some of the challenges included understanding the language, lack of interest from employees, set times to reach production targets, and working pressures. These challenges were reported to be hindering factors in understanding food waste learning, which is not structured. A need was identified for proactive learning through structured methods. This is because it was discovered that in the plant, where food processing activities happen, the signage and posters that are there are directly related to other sustainability issues such as food safety and health. This indicated that there are low levels of awareness about food waste. Therefore, this paper argues that food waste learning should be proactive. The proactive learning approach should include structured learning materials around food waste during food processing. In the structuring of the learning materials, individual trainers should be multilingual. This will make it possible for those who do not understand English to understand in their own language. And lastly, there should be signage and posters in the food processing plant around food waste. This will bring more awareness around food waste, and employees' behaviour can be influenced by the posters and signage in the food processing plant. Thus, will enable a transition to a just and sustainable food system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainable%20and%20just%20food%20systems" title="sustainable and just food systems">sustainable and just food systems</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20waste" title=" food waste"> food waste</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20waste%20learning" title=" food waste learning"> food waste learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20learning%20approach" title=" reflective learning approach"> reflective learning approach</a> </p> <a href="https://publications.waset.org/abstracts/163668/reactive-learning-about-food-waste-reduction-in-a-food-processing-plant-in-gauteng-province-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6963</span> A Qualitative Student-Perspective Study of Student-Centered Learning Practices in the Context of Irish Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pauline%20Logue">Pauline Logue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades, the Irish Department of Education and Skills has pro-actively promoted student-center learning methodologies. Similarly, the National Forum for the Enhancement of Teaching and Learning has advocated such strategies, aligning them with student success. These developments have informed the author’s professional practice as a teacher educator. This qualitative student-perspective study focuses on a review of one pilot initiative in the academic year 2020-2021, namely, the implementation of universal design for learning strategies within teacher education, employing student-centered learning strategies. Findings included: that student-centered strategies enhanced student performance and success overall, with some minor evidence of student resistance. It was concluded that a dialogical review with student teachers on prior learning experiences (from intellectual and affective perspectives) and learning environments (physical, virtual, and emotional) could facilitate greater student ownership of learning. It is recommended to more formally structure such a dialogical review in a future delivery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20practice" title="professional practice">professional practice</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a> </p> <a href="https://publications.waset.org/abstracts/141446/a-qualitative-student-perspective-study-of-student-centered-learning-practices-in-the-context-of-irish-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6962</span> A Case Study of Meaningful Learning in Play for Young Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baoliang%20Xu">Baoliang Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The future of education should focus on creating meaningful learning for learners. Play is a basic form and an important means of carrying out kindergarten educational activities, which promotes the creation and development of meaningful learning and is of great importance in the harmonious physical and mental development of young children. Through literature research and case studies, this paper finds that: meaningful learning has the characteristics of contextuality, interaction and constructiveness; teachers should pay great attention to the guidance of children's games, fully respect children's autonomy and create a prepared game environment; children's meaningful learning exists in games and hidden in things that interest them, and "the generation of questions The "generation of questions" fuels the depth of children's meaningful learning, and teachers' professional support helps children's meaningful learning to develop continuously. In short, teachers' guidance of young children's play should be emphasized to effectively provide scaffolding instruction to promote meaningful learning in a holistic manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meaningful%20learning" title="meaningful learning">meaningful learning</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20childhood" title=" young childhood"> young childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=game" title=" game"> game</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a> </p> <a href="https://publications.waset.org/abstracts/162268/a-case-study-of-meaningful-learning-in-play-for-young-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162268.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6961</span> Analysing Perceptions of Online Games-Based Learning: Case Study of the University of Northampton</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alison%20Power">Alison Power</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Games-based learning aims to enhance students’ engagement with and enjoyment of learning opportunities using games-related principles to create a fun yet productive learning environment. Motivating students to learn in an online setting can be particularly challenging, so a cross-Faculty synchronous online session provided students with the opportunity to engage with ‘GAMING’: an interactive, flexible and scalable e-resource for students to work synchronously in groups to complete a series of e-tivities designed to enhance their skills of leadership, collaboration and negotiation. Findings from a post-session online survey found the majority of students had a positive learning experience, finding 'GAMING' to be an innovative and engaging e-resource which motivated their group to learn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=games-based%20learning" title=" games-based learning"> games-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=groupwork" title=" groupwork"> groupwork</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20online%20learning" title=" synchronous online learning"> synchronous online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a> </p> <a href="https://publications.waset.org/abstracts/147378/analysing-perceptions-of-online-games-based-learning-case-study-of-the-university-of-northampton" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6960</span> Disparity of Learning Styles and Cognitive Abilities in Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mimi%20Mohaffyza%20Mohamad">Mimi Mohaffyza Mohamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Yee%20Mei%20Heong"> Yee Mei Heong</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurfirdawati%20Muhammad%20Hanafi"> Nurfirdawati Muhammad Hanafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Tee%20Tze%20Kiong"> Tee Tze Kiong </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is conducted to investigate the disparity of between learning styles and cognitive abilities specifically in Vocational Education. Felder and Silverman Learning Styles Model (FSLSM) was applied to measure the students’ learning styles while the content in Building Construction Subject consists; knowledge, skills and problem solving were taken into account in constructing the elements of cognitive abilities. There are four dimension of learning styles proposed by Felder and Silverman intended to capture student learning preferences with regards to processing either active or reflective, perception based on sensing or intuitive, input of information used visual or verbal and understanding information represent with sequential or global learner. The study discovered that students are tending to be visual learners and each type of learner having significant difference whereas cognitive abilities. The finding may help teachers to facilitate students more effectively and to boost the student’s cognitive abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title="learning styles">learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities" title=" cognitive abilities"> cognitive abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=dimension%20of%20learning%20styles" title=" dimension of learning styles"> dimension of learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20preferences" title=" learning preferences"> learning preferences</a> </p> <a href="https://publications.waset.org/abstracts/2036/disparity-of-learning-styles-and-cognitive-abilities-in-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2036.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6959</span> E–Learning System in Virtual Learning Environment to Develop Problem Solving Ability and Team Learning for Learners in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noawanit%20Songkram">Noawanit Songkram</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a report on the findings of a study conducted on e–learning system in virtual learning environment to develop problem solving ability and team learning for learners in higher education. The methodology of this study was R&D research. The subjects were 18 undergraduate students in Faculty of Education, Chulalongkorn University in the academic year of 2013. The research instruments were a problem solving ability assessment, a team learning evaluation form, and an attitude questionnaire. The data was statistically analyzed using mean, standard deviation, one way repeated measure ANOVA and t–test. The research findings discovered the e –learning system in virtual learning environment to develop problem solving ability and team learning for learners in higher education consisted of five components:(1) online collaborative tools, (2) active learning activities, (3) creative thinking, (4) knowledge sharing process, (5) evaluation and nine processes which were (1) preparing in group working, (2) identifying interested topic, (3) analysing interested topic, (4) collecting data, (5) concluding idea (6) proposing idea, (7) creating workings, (8) workings evaluation, (9) sharing knowledge from empirical experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning%20system" title="e-learning system">e-learning system</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving%20ability" title=" problem solving ability"> problem solving ability</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20leaning" title=" team leaning"> team leaning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20environment" title=" virtual learning environment "> virtual learning environment </a> </p> <a href="https://publications.waset.org/abstracts/18106/e-learning-system-in-virtual-learning-environment-to-develop-problem-solving-ability-and-team-learning-for-learners-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18106.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">438</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6958</span> E-Learning Approaches Based on Artificial Intelligence Techniques: A Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nabila%20Daly">Nabila Daly</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamdi%20Ellouzi"> Hamdi Ellouzi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hela%20Ltifi"> Hela Ltifi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In last year’s, several recent researches’ that focus on e-learning approaches having as goal to improve pedagogy and student’s academy level assessment. E-learning-related works have become an important research file nowadays due to several problems that make it impossible for students join classrooms, especially in last year’s. Among those problems, we note the current epidemic problems in the word case of Covid-19. For those reasons, several e-learning-related works based on Artificial Intelligence techniques are proposed to improve distant education targets. In the current paper, we will present a short survey of the most relevant e-learning based on Artificial Intelligence techniques giving birth to newly developed e-learning tools that rely on new technologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence%20techniques" title="artificial intelligence techniques">artificial intelligence techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=decision" title=" decision"> decision</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20system" title=" support system"> support system</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a> </p> <a href="https://publications.waset.org/abstracts/142734/e-learning-approaches-based-on-artificial-intelligence-techniques-a-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142734.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">225</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6957</span> The Link Between Knowledge Management, Organizational Learning and Collective Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amira%20Khelil">Amira Khelil</a>, <a href="https://publications.waset.org/abstracts/search?q=Habib%20Affes"> Habib Affes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The XXIst century is characterized by promoting teamwork as one of the main drivers of firms` performance. Collective competence is becoming crucial in developing and maintaining a firm’s competitive advantage, as well as its contributions to organizational innovation. In other words, the improvement of collective competence for a firm is no longer a choice, but rather an obligation. Learning capabilities of a firm in the context of knowledge management are assumed to be the main drivers of collective competence. Although there are some efforts to consider these concepts together; they are mostly discussed separately in the management theory. Thus, this paper aims to offer a holistic approach for development collective competence on the basis of Knowledge Management and Organizational Learning Capabilities. A theoretical model that defines a relationship between knowledge management, organizational learning and collective competence is presented at the end of this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collective%20competence" title="collective competence">collective competence</a>, <a href="https://publications.waset.org/abstracts/search?q=exploitation%20learning" title=" exploitation learning"> exploitation learning</a>, <a href="https://publications.waset.org/abstracts/search?q=exploration%20learning" title=" exploration learning"> exploration learning</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning%20capabilities" title=" organizational learning capabilities"> organizational learning capabilities</a> </p> <a href="https://publications.waset.org/abstracts/19352/the-link-between-knowledge-management-organizational-learning-and-collective-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">507</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6956</span> Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mari%20A.%20Virtanen">Mari A. Virtanen</a>, <a href="https://publications.waset.org/abstracts/search?q=Elina%20Haavisto"> Elina Haavisto</a>, <a href="https://publications.waset.org/abstracts/search?q=Eeva%20Liikanen"> Eeva Liikanen</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20K%C3%A4%C3%A4ri%C3%A4inen"> Maria Kääriäinen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ubiquitous learning and the use of ubiquitous learning environments herald a new era in higher education. Ubiquitous environments fuse together authentic learning situations and digital learning spaces where students can seamlessly immerse themselves into the learning process. Definitions of ubiquitous learning are wide and vary in the previous literature and learning environments are not systemically described. The aim of this scoping review was to identify the criteria and the use of ubiquitous learning environments in higher education contexts. The objective was to provide a clear scope and a wide view for this research area. The original studies were collected from nine electronic databases. Seven publications in total were defined as eligible and included in the final review. An inductive content analysis was used for the data analysis. The reviewed publications described the use of ubiquitous learning environments (ULE) in higher education. Components, contents and outcomes varied between studies, but there were also many similarities. In these studies, the concept of ubiquitousness was defined as context-awareness, embeddedness, content-personalization, location-based, interactivity and flexibility and these were supported by using smart devices, wireless networks and sensing technologies. Contents varied between studies and were customized to specific uses. Measured outcomes in these studies were focused on multiple aspects as learning effectiveness, cost-effectiveness, satisfaction, and usefulness. This study provides a clear scope for ULE used in higher education. It also raises the need for transparent development and publication processes, and for practical implications of ubiquitous learning environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20environment" title=" learning environment"> learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=scoping%20review" title=" scoping review"> scoping review</a>, <a href="https://publications.waset.org/abstracts/search?q=ubiquitous%20learning" title=" ubiquitous learning"> ubiquitous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=u-learning" title=" u-learning"> u-learning</a> </p> <a href="https://publications.waset.org/abstracts/58401/ubiquitous-learning-environments-in-higher-education-a-scoping-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58401.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=flipped%20learning&page=7" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=flipped%20learning&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=flipped%20learning&page=2">2</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=flipped%20learning&page=5">5</a></li> <li class="page-item"><a class="page-link" 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