temout/ling

/LING

Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

Lista de candidatos sometidos a examen:
1) learning environment (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: learning environment

Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt111 - : Taking into consideration the analysis of my participants' context and my learners' needs analysis, I posed the following research questions and objectives related to positioning and participation structures in an EFL learning environment:

2
paper CO_Íkalatxt308 - : Taipjutorus, W., Hansen, S., y Brown, M. (2012). Improving learners’ self-efficacy in a learner-controlled online learning environment: A correlational study . En M. Brown, M. Hartnett y T. Stewart (Eds.), Proceedings of ascilite - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012. [162]https://www.learntechlib.org/p/42705/ [ [163]Links ]

3
paper CO_Íkalatxt80 - : 5. Learning Environment: School and classroom environment may be conductive to student thinking, initiative development and individualization, including coherent, multicultural gender-fair, interdisciplinary curricula and instruction . Besides, they include the existence of quality and quantity multicultural and multilingual instructional and support materials. Students should have the opportunity of having a flexible class size, grouping and scheduling. Besides, the existence of instructional and curriculum standards for mobile and limited English proficient students should be guaranteed.

4
paper VE_Núcleotxt109 - : Moodle (Modular Object-Oriented Dynamic Learning Environment Entorno de aprendizaje dinámico orientado a objetos y modular) es una plataforma modular educativa gratuita que ofrece un gran número de herramientas para montar cursos, dictar clases, evaluar, asignar actividades, entre otras . También tiene opciones de video y audio que ayudan a complementar los temas. Lopera (2012a: 83) indica que la plataforma tiene tres secciones principales: sección de comunicación, sección de contenidos de materiales y sección de actividades. A continuación se describen algunos de los módulos que pueden involucrar las secciones previamente mencionadas:

5
paper VE_Núcleotxt86 - : MOODLE, o Modular Object-Oriented Dynamic Learning Environment (Entorno modular de aprendizaje dinámico orientado a objetos), es una de las plataformas de mayor uso en las instituciones de educación superior en Colombia . Se basa en el modelo socioconstructivista y tiene como fin un aprendizaje en colectivo y comunitario, favoreciendo la construcción del conocimiento (Ardila y Bedoya, 2006). Esta plataforma ofrece una gran cantidad de herramientas interactivas donde la información puede tener entornos de video y audio, brindando múltiples opciones a los usuarios. MOODLE ofrece la opción de colgar elementos didácticos, desde un simple documento Word hasta un recurso en flash donde se explica un tema determinado. Además, dispone de diferentes instrumentos de recolección de información para efectos de seguimiento de aprendizaje.

6
paper corpusRLAtxt113 - : ^[53]2 Moodle del inglés Modular Object-Oriented Dynamic Learning Environment es una plataforma de aprendizaje a distancia (e-learning ) basada en software de distribución libre, la cual cuenta con una creciente base de usuarios como estudiantes y profesores, quienes crean y administran cursos para el aprendizaje colaborativo y en línea.

Evaluando al candidato learning environment:

1) modular: 6
2) aprendizaje: 5
3) moodle: 4
4) plataforma: 4
6) sección: 3
7) ofrece: 3
8) object-oriented: 3
9) dynamic: 3 (*)

learning environment
Lengua: spa
Frec: 152
Docs: 84
Nombre propio: 4 / 152 = 2%
Coocurrencias con glosario: 1
Puntaje: 1.727 = (1 + (1+5) / (1+7.25738784269265)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

learning environment

: 15. Dreyer, C. y Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31, 349-365.
: 19. Plass, J., Chun, D., Mayer, R., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90, 25-36.
: 23. Neumeier, P. (2005). A closer look at blended learning– parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(02), 163-178.
: Appel, C., & Mullen, T. (2000). Pedagogical considerations for a web-based tandem language learning environment. Computers and Education, 34, 291- 308. doi:10.1016/S0360-1315(99)00051-2.
: Barker, J. & Gossman, P. (2013). The learning impact of a virtual learning environment: students' views. Teacher Education Advancement Network Journal, 5(2), 19-38.
: Castelló, M., Iñesta, A. & Monereo, C. (2009). Towards self-regulated academic writing: An exploratory study with graduate students in a situated learning environment. Electronic Journal of Research in Educational Psychology, 7(3), 1107-1130.
: Chee, Y. S. 1996. MIND BRIDGES: A distributed, multimedia learning environment for collaborative knowledge building. International Journal of Educational Telecommunications, 2 (2/3), 137-153.
: Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning59(1), 230-248. Retrieved from [141]http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.672.1598&rep=rep1&type=pdf
: Herrera, L. (2017). Impact of implementing a virtual learning environment (VLE) in the EFL classroom. Íkala, Revista de Lenguaje y Cultura , 22(3), 479-498.
: Hussain, M., Niwaz, A., Zaman, A., Dahar, M. A., & Akhtar, M. (2010). Technology based learning environment and student achievement in English as a foreign language in Pakistan. International Journal of Academic Research, 2(5), 398-402.
: Montenegro, A. (2012). Analyzing EFL university learners' positionings and participation structures in a collaborative learning environment. Colombian Applied Linguistics Journal, I4 (I), 127 - 145.
: Motta, M. (2016). A blended learning environment based on the principles of deliberate practice for the acquisition of interpreting skills. The Interpreter and Translator Trainer, 10(1), 133-149.
: Neumeier, P. (2005). A closer look at blended learning: Parameters for designing a blended learning environment for language teaching and learning. ReCALL 17(2), 163-178.
: Osguthorpe, R.T., & Graham, C.R. (2003). Blended learning environment: Definitions and directions. The Quarterly Review of Distance Education, 4(3), 227-233.
: Plass, J., Chun, D. M., Mayer, R. & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90, 25-36.
: Reinders, H. (2006). Supporting self-directed learning through an electronic learning environment. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: issues and interventions (219-238). Frankfurt am Main: Peter Lang Publishing.
: So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336.
: Squire, K.D. Giovanetto, L., Devane, B. & Durga, S. (2005). From users to designers: Building a self-organizing game-based learning environment. Technology Trends, 49(5), 34-42.
: Van Raaji, E. y Schepers, J. (2008). The acceptance and use of a virtual learning environment in China. Computers and Education, 50(3), 838-852. [126]https://doi.org/10.1016/j.compedu.2006.09.001
: Van der Laan Smith, J., & Spindle, R. M. (2007). The impact of group formation in a cooperative learning environment. Journal of Accounting Education, 25(4), 153-167.
: Yang, S. (1996). A Dynamic reading-linking-to-writing Model for Problem Solving within a Constructive Hypermedia Learning Environment. Journal of Educational Multimedia and Hypermedia, 5(3-4), 283-302. [195]https://dl.acm.org/toc/jemh/1996/5/3-4
: Yang, Y. C., Chuang, Y., Li, L., y Tseng, S. (2013). A blended learning environment for individualized English listening and speaking integrating critical thinking. Computers & Education, 63, 285-305.
: Zeng, G., & Takatsuka, S. (2009). Text-based peer-peer collaborative dialogue in a computer-mediated learning environment in the EFL context. System, 37(3), 434-446.
: Ünal, Cezmi y Zeynep, Hatice. (2010). Students' Perceptions of a Situated Learning Environment. Procedia: Social and Behavioral Sciences. 2, pp. 2171-2175.