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1

WHO ARE THE SIGNIFICANT OTHERS IN THE LEARNING PROCESS?

100%
Wysocka M.
Linguistica Silesiana
|
2007
|
vol. 28
267-279
EN
The article provides a brief insight into the position and influence of the so-called .significant others in the learning process. To be more specific, the paper aims at distinguishing an individual who helps the learner to learn a language, presenting the characteristics of the .important figure, and defining the roles the person plays in learners' lives. The research findings emphasize a valuable contribution and effort the important figures take in order to shape learners' emotional states and attitudes towards learning, the language itself, and the TLC.
2

Changes in learning in higher education

100%
Kalman O.
Magyar Pedagogia (Hungarian Pedagogy)
|
2004
|
vol. 104
|
issue 1
95-114
EN
The growing numbers and increasing heterogeneity of students as well as the new demands they must face in the instructional environment of higher education have directed attention to the characteristics of students' learning. This has been an issue in Western European and American studies on learning in higher education since the 1970s. The present literature review distinguishes three major periods of research. In the first, the issue was discussed without scientific attention, in the second it was studied in the framework of cognitive psychology and in the third, from the 1990s, the constructivist paradigm also influenced the investigations. The laboratory experiments and phenomenographic studies of the second period revealed different learning characteristics of students in higher education: the holistic and serialist learning style (Pask, 1976) and deep and surface approaches to studying (Marton and Säljö, 1976), the latter of which was also complemented with a questionnaire-based studies of motivation. The new wave of research in the 1990s resulted in a more complex model of learning styles (Vermunt, 1998), determined by the mental model, the orientation as well as the regulatory and processing strategies of learning. Research has also detected a change in the learning style of students in higher education: it becomes dissonant in the first year as encounters with a new instructional environment initially transform merely the mental model of learning, leading to a change in study strategies only later. Among the factors that influence learning style and its changes two major areas were analysed. Attention to student characteristics (age, gender and cultural background) failed to yield unequivocal and reliable results. The examination of the role of context (learning environment, courses and academic discipline) revealed convincing evidence for the effects of innovative learning environments and different courses on learning style.
3

Borderline of Cogitivism and Epistemology and Theory of Teaching

100%
Kruk J.
Kwartalnik Pedagogiczny
|
2005
|
vol. 50
|
issue 4(198)
101-112
EN
This article is an attempt to answer the question 'how the teaching theory can benefit from such disciplines as cognitivistics and epistemology?' These two disciplines provide interesting answers to the following questions: 'what is the process of cognition?' and 'what is causality and intentionalism?' Theory of teaching can introduce to its range of interest these categories on the basis of cognition research. It would be an important thread improving our understanding of the process of learning and building knowledge.
4

O KOGNITÍVNYCH PRIENIKOCH UMENIA A VEDY

88%
Šedík M., Taliga M.
Filozofia (Philosophy)
|
2010
|
vol. 65
|
issue 7
631-642
EN
Cognitive overlap between art and science can be found in the processes of the learning through experience. What necessarily needs to be present in these processes are not good reasons in favour of what is known or learnt, but the following features: The first feature of art and science have in common the negativity of learning processes: What a cognizer C learns through experience is that his/her theories, expectations, attitudes, trials, etc. are wrong and should be abandoned in order to advance. This leads us to the second common feature of art and science: if C is to make mistake, and thus to learn through experience, he/she must create (produce, invent, etc.) something in advance. It is further argued that C learns through experience due to causal relations between the environment (including other cognizers as well as cultural context) and his/her sensations and beliefs. This cannot be accomplished, however, if C is not aware of the notion of objective truth. Empirical knowledge is social and public, yet its truth is not reducible to social agreement. More could be learnt about the learning through experience in art and science, if anyone showed that some of the features or relations proposed in this paper are not necessary for learning.
5
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Оптимизация процесса обучения иностранному языку студентов музыкальных вузов

75%
Шляпникова Е.
General and Professional Education
|
2011
|
issue 3
52-54
EN
Some aspects of teaching process optimization are disclosed in the paper. They mainly refer to teaching a foreign language to musical higher school students. The aspects under study are: effectiveness and intensification of education, optimal allocation of study hours in the process of training foreign language, working with special professional literature and terms, developing motivation of students to a foreign language.
6

LEARNING PROCESSES IN THE CONTEXT OF REGIONAL COMPETITIVENESS (Procesy uczenia sie w perspektywie budowania konkurencyjnosci regionalnej)

75%
Czyzewska D.
Optimum. Studia Ekonomiczne
|
2011
|
issue 6(54)
257-272
EN
Although knowledge and learning are seen in the literature as significant factors of regional competitiveness and innovation, there is a lack of conceptual clarity with regard to the notion of learning. The paper attempts to clarify key terminology concerning the learning process and to review the latest concepts of learning, seen from a regional perspective, as regards both intraregional and transregional learning. Finally, the paper sums up the challenges for regional learning described in the literature on the subject.
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