• Title/Summary/Keyword: learning review

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A Critical Review of the Research on Learning during Field-trips

  • Choi, Mee-Young
    • Journal of The Korean Association For Science Education
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    • v.25 no.1
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    • pp.57-77
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    • 2005
  • This review is aimed at the understanding of learning in field-trips relating to education in outdoor activities. The review specifically concerns what studies have been undertaken by seeking evidence from research published between 1950 and 2004. The review indicates three common arguments on learning during field-trips. First, the learning in an informal learning environment based on first-hand experiences is most significant when it has meaning for the learner from field-trips. Second, learning aims and strategies in field-trips have evolved along with world-wide concerns towards the environment. Third, the experiences from field-trips can impact significantly on students' cognitive and affective learning. However, the research of field-trip experiences from outdoor activities has focused on learning outcomes far more than on the learning characteristics which facilitate students' learning. Therefore, further study is required, which can provide clear evidence on how such learning characteristics through field-trips can help studentsto successfully attain educational goals.

A Comprehensive Review on r-Learning: Authentic r-Learning Beyond the Fad of New Educational Technology

  • Jung, Sung Eun;Han, Jeonghye
    • International journal of advanced smart convergence
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    • v.9 no.2
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    • pp.28-37
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    • 2020
  • We conducted a comprehensive review on the previous research on r-Learning. By reviewing 843 previous studies about r-Learning published from 2004 to 2015, this study investigated 1) the trend of research on r-Learning over time, 2) the characteristics of targeted students in r-Learning, 3) the educational activities implemented for r-Learning, and 4) the types of educational robots used for r-Learning. The study found that the research on r-Learning has rapidly and steadily increased and the types of educational activities and educational robots has been diversified. Relying on the findings of this review, this study suggests 1) ensuring growth in both the quality and the quantity of research on r-Learning, 2) broadening the target student population of r-Learning beyond the age-limited boundaries, 3) enhancing educational activities of r-Learning, and 4) recognizing the necessity for systematic and clear concepts of types of educational robots.

A Study on Relationship between Learning participation and Learning Outcomes in Programming Courses

  • Kim, Ji Sim;Kim, Kyoung Ah;Ahn, You Jung;Oh, Suk;Jin, Myung Sook
    • Journal of the Korea Society of Computer and Information
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    • v.24 no.4
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    • pp.113-121
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    • 2019
  • The purpose of the study is to identify the influence of learning participation on learning outcomes in programming courses. Based on the literature review, learning participation is composed of three sub components: participation in preview, class, and review. Learning outcomes are categorized by academic achievement, learning satisfaction, and learning motivation. A survey was conducted with 267 students enrolled in programming courses from three IT departments at Myongji College. Findings revealed that participation in review and participation in class predicted all sub components of learning outcomes. Participation in review was found to have a greater effect on learners' achievement and participation in class was found to have a greater impact on learning satisfaction and motivation. However, the results showed that participation in class was not an influential factor for learning outcomes. Implications for enhancing learning participation and suggestions for future research are also discussed.

The Balancing Act of Action and Learning: A Systematic Review of the Action Learning Literature

  • CHO, Yonjoo
    • Educational Technology International
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    • v.9 no.1
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    • pp.1-23
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    • 2008
  • Despite considerable commitment to the application of action learning as an organization development intervention, no identified systematic investigation of action learning practices has been reported. Based on a systematic literature review, the purpose of this paper is to identify whether researchers strike a balance between action and learning in their studies of action learning. Research findings in this study included: (1) only 32 empirical studies were found from the electronic database search; (2) based on the hypothesized continuum of Revans' original proposition of balancing action and learning, the author categorized 32 studies into three groups: action-oriented, learning-oriented, and balanced action learning; (3) there were only nine studies on balanced action learning among 32 empirical studies, whose insights included an effective use of project teams, applications of action learning for organization development, and key success factors such as time, reflection, and management support; (4) case study was among the most frequently used research method and only six quality studies met key methodological traits; and (5) therefore, more rigorous empirical research employing quantitative methods as well as case studies is needed to determine whether researchers strike a balance between action and learning in studies on action learning.

Strategies of Peer-Assisted Learning and Their Effectiveness in Nursing Education: A Systematic Review (간호교육에서 동료학습의 효과와 전략에 대한 체계적 문헌고찰)

  • Park, In-Hee;Hong, Jeong Min;Shin, Sujin
    • Korean Medical Education Review
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    • v.18 no.2
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    • pp.106-113
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    • 2016
  • The purpose of this study is to identify factors associated with effective peer-assisted learning (PAL) for nursing students. This review examined studies on PAL in nursing education. The literature was searched using terms including 'nursing & peer assisted learning,' 'nursing & peer learning,' and 'nursing & peer teaching.' Potentially relevant research on PAL was identified, and 12 studies were determined to meet the inclusion criteria. This review includes five qualitative, three mixed-methods, and three experimental studies published on the topic. In the studies reviewed, practicum classes were found to use PAL the most. Students of the same age were most commonly the subjects of PAL, as indicated in six papers. PAL has been suggested to affect participants' knowledge, self-efficacy, confidence, and anxiety. The findings indicate that interactions between peers promote learning and lead to mutually positive responses, which provide opportunities for self-development. Finally, students' learning outcomes improve and their confidence in their knowledge and skills increases as they experience the role of student nurse. These findings indicate that PAL can be utilized as an efficient learning method in nursing education programs. However, effective strategies for using PAL to achieve learning objectives and maximize learning outcomes are needed.

Immersive Learning Technologies in English Language Teaching: A Systematic Review

  • ALTUN, Hamide Kubra;LEE, Jeongmin
    • Educational Technology International
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    • v.21 no.2
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    • pp.155-191
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    • 2020
  • The aim of this study was to examine the trends (e.g., the distribution of the studies by year, country, research methods, and participants' education level) and fundamental findings [e.g., interaction in Virtual Reality (VR) environments, educational content through VR and Augmented Reality (AR) technologies, learning environment in AR, etc.] regarding immersive learning technologies such as VR and AR in English Language Teaching (ELT) between 2010 and 2019. Employing a systematic review research methodology, data was gathered from 59 academic articles published in the following databases: EBSCOhost, ERIC, Web of Science, and Taylor & Francis. The studies were analyzed using a content analysis approach, and findings demonstrated that immersive learning technologies in ELT came to prominence in 2017. Mixed methods research was the most widely employed research method. The most studied language skill was vocabulary for AR and speaking for VR. The results also revealed advantages and challenges with regards to the use of immersive learning technologies in ELT. Further analysis illustrated the findings related to characteristics of immersive learning technologies in ELT. Based on this review, research and design implications for researchers and practitioners are presented.

Application of Deep Learning: A Review for Firefighting

  • Shaikh, Muhammad Khalid
    • International Journal of Computer Science & Network Security
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    • v.22 no.5
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    • pp.73-78
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    • 2022
  • The aim of this paper is to investigate the prevalence of Deep Learning in the literature on Fire & Rescue Service. It is found that deep learning techniques are only beginning to benefit the firefighters. The popular areas where deep learning techniques are making an impact are situational awareness, decision making, mental stress, injuries, well-being of the firefighter such as his sudden fall, inability to move and breathlessness, path planning by the firefighters while getting to an fire scene, wayfinding, tracking firefighters, firefighter physical fitness, employment, prediction of firefighter intervention, firefighter operations such as object recognition in smoky areas, firefighter efficacy, smart firefighting using edge computing, firefighting in teams, and firefighter clothing and safety. The techniques that were found applied in firefighting were Deep learning, Traditional K-Means clustering with engineered time and frequency domain features, Convolutional autoencoders, Long Short-Term Memory (LSTM), Deep Neural Networks, Simulation, VR, ANN, Deep Q Learning, Deep learning based on conditional generative adversarial networks, Decision Trees, Kalman Filters, Computational models, Partial Least Squares, Logistic Regression, Random Forest, Edge computing, C5 Decision Tree, Restricted Boltzmann Machine, Reinforcement Learning, and Recurrent LSTM. The literature review is centered on Firefighters/firemen not involved in wildland fires. The focus was also not on the fire itself. It must also be noted that several deep learning techniques such as CNN were mostly used in fire behavior, fire imaging and identification as well. Those papers that deal with fire behavior were also not part of this literature review.

A Quantitative Review on Deep Learning and Smart Factory from 2010 to 2023

  • Yong Sauk Hau
    • International Journal of Internet, Broadcasting and Communication
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    • v.16 no.2
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    • pp.203-208
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    • 2024
  • The convergence of deep learning and smart factory is drawing a lot of attentions from not only industrial but also academic circles. The objective of this article is to quantitatively review on deep learning and smart factory from 2010 to 2023. This research analyzed the 138 articles, extracted from the Core Collection of Web of Science, in terms of four dimensions such as the main trend in article publications, the main trend in article citations, the distribution of article publications by research area, and the keywords representing the main contents of published articles. The quantitative review results reveal the following four points: First, the article publications drastically grew from 2019 to 2022 in its annual trend. Second, the article citations have rapidly grown since 2018. Third, Engineering, Computer Science, and Telecommunications are the top 3 research areas composing the 138 articles. Fourth, it is the top 10 keywords such as 'deep', 'learning', 'smart', 'detection', factory', 'data', 'system', 'manufacturing', 'neural', and 'network' that represent the main contents of the 138 articles published from 2010 to 2023 in deep learning and smart factory. These findings revealed by this quantitative review will be significantly useful for deepening and widening relevant future research on deep learning and smart factory.

An integrative review of learning experiences for nursing students in Korea: Based on qualitative research (한국 간호대학생의 학습경험에 대한 통합적 문헌고찰: 질적연구를 중심으로)

  • Hong, Soomin;Kim, Sanghee
    • The Journal of Korean Academic Society of Nursing Education
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    • v.26 no.2
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    • pp.111-122
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    • 2020
  • Purpose: In the Fourth Industrial Revolution, nursing education will change in a different way than before. The purpose of this study was to analyze characteristics of qualitative research on learning experiences for nursing students, and to suggest directions for nursing education geared to the needs of the future. Methods: An integrative review method was used. Based on Whittemore & Knafl's approach, five steps were applied. Results: Eleven papers met the selection criteria and had above average ratings in quality appraisals. Three characteristics related to the learning experiences of nursing students were derived: (1) overcoming difficulties in the learning process and concentrating on problem-solving, (2) improving self-efficacy through experiencing achievement in the learning process, (3) establishing nursing professionalism, (4) identifying the importance of self-directed and self-reflected learning, and (5) developing teamwork. Conclusion: This review found that various learning experiences were conducted for practical experience and learner-oriented learning. Nursing students overcame difficulties to achieve their learning outcomes, and developed their professionalism. Further study is required to comprehensively explore research including other countries, and the experiences of instructors.

Unpacking the Potential of Tangible Technology in Education: A Systematic Literature Review

  • SO, Hyo-Jeong;HWANG, Ye-Eun;WANG, Yue;LEE, Eunyul
    • Educational Technology International
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    • v.19 no.2
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    • pp.199-228
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    • 2018
  • The main purposes of this study were (a) to analyze the research trend of educational use of tangible technology, (b) to identify tangible learning mechanisms, and potential benefits of learning with tangible technology, and (c) to provide references and future research directions. We conducted a systematic literature review to search for academic papers published in recent five years (from 2013 to 2017) in the major databases. Forty papers were coded and analyzed by the established coding framework in four dimensions: (a) basic publication information, (b) learning context, (c) learning mechanism, and (d) learning benefits. Overall, the results show that tangible technology has been used more for young learners in the kindergarten and primary school contexts mainly for science learning, to achieve both cognitive and affective learning outcomes, by coupling tangible objects with tabletops and desktop computers. From the synthesis of the review findings, this study suggests that the affordances of tangible technology useful for learning include embodied interaction, physical manipulations, and the physical-digital representational mapping. With such technical affordances, tangible technologies have the great potential in three particular areas in education: (a) learning spatial relationships, (b) making the invisible visible, and (c) reinforcing abstract concepts through the correspondence of representations. In conclusion, we suggest some areas for future research endeavors.