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"Why does even the most expertly designed and deployed training sometimes fail to produce the desired results? Could a poor learning environment be the answer? This issue presents a comprehensive discussion of why and how adults learn. It discusses various instruction methods, their characteristics, advantages and disadvantages, and offers concrete tips and advice on how you can create a winning learning environment in your organization."

"With a globally-aging workforce, organizations are examining adult learning theory and how it is applied to employee development. This book addresses individual learning competencies, organizational learning climate, and technology-related issues as they affect the adult learning process. "

"Konsekuensi dan penerapan strategi SPICES di FK Unissula sejak 2005 adalah seluruh kegiatan pembelajaran harus dilaksanakan dengan pendekatan pembelajaran berpusat pada siswa yang ditandai dengan adanya kegiatan belajar mandiri. Karena pembelajaran berpusat pada siswa tersebut merupakan budaya baru bagi mahasiswa, maka perlu dieksplorasi berbagai faktor yang dapat mempengaruhi perilaku mahasiswa dalam melaksanakan pembelajaran berpusat pada siswa. Tujuan penelitian ini adalah untuk mengidentifikasi faktor-fuktor prediksi perilaku pembelajaran berpusat pada siswa 205 mahasiswa angkatan 2005 dan 2006 menjadi subjek dalam penelitian ini. Keseluruhan data digali dengan menggunakan kuesioner. Risiko relatif (RR) dihitung untuk mengetahui risiko faktor-faktor yang berhubungan dengan perilaku pernbe1ajaran berpusat pada siswa, dengan menggunakan regresi cox dengan time konstan, dengan menggunakan software STATA 9. Hasil penelitian menunjukkan 123 (60%) mahasiswa memiliki perilaku pembelajaran yang tergolong dalam kategori pembelajaran berpusat pada siswa. Kesiapan belajar mandiri (RR sesuaiatFI,76, IK1,39-2,22), persepsi positif terhadap pembelajaran berpusat pada siswa (RR suaian I,Sl, dan asa1 daerah (RR suaian = 5,96, IK = 1,75-2,22) merupakan faktor prediksi dominan terbadap perilaku pembelajaran berpusat pada siswa. Pengelahuan mengenai pembelajaran berpusat pada siswa serta pengnasaan teknologi informasi, usia, gender, dan tahun akademik bukan merupakan fuktor prediksi dominan perilaku pembelajaran berpusat pada siswa. Dari hasil penelitian ini dapat disimpulksn bahwa untuk meningkatkan perilaku pembelajaran student centered, faktor kesiapan beajar mandiri dan persepsi positif siswa terhadap pembelajaran berpusat pada siswa perlu ditingkatkan. Perlu diberikan bimbingan dan perhatian lebih kepada siswa berasal dari luar Jawa agar siap dan mampu melaksanakan pembelajaran berpusat pada siswa.

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Sultan Agung Islamic medical school has to implement student centered learning strategy for all of its learning activities as its consequences of applying SPICES. Since the student centered learning is a new culture for most of the students study exploring factors which might influence the student centered behavior should be conducted. This study is aimed at investigating predicted factors of student centered behavior.

205 students from 2005 and 2006 academic year stood as the subjects of this study. Questionaires were used to collect data. Relative risks (RR) were calculated to identify the risk factors related to student centered behavior using Cox regression analysis with constant time.

The results indicate that 123 (60%) subjects perform student centered behavior. Tbe students' self directed learning readiness score (RR ajusted (RRa)=L76, CI L39-2.22), Cl L26- dominant factors which influence the student centered behavior. Variables of students' knowledge about student centered learning, IT skill, gender, age and students' year entry do not seem to affect the student centered behavior. In order to improve the performance of student centered behavior, self directed learning readiness and student positive perception toward student centered learning should be taken into consideration. Students from out of Java should be given major attention and guidance to go through student centered learning atmosphere."

"Contents :- Preface - Acknowledgments - In This book and on the web - Section 1: Behind the video - Chapter one: Video and the trainer - Chapter two: Video psychology - Chapter three: Video and learning - Chapter four: Video in practice - Section 2: How video works - Chapter five: The picture layer and visual grammar - Chapter six: The visual effects layer - Chapter seven: The spoken word layer - Chapter eight: The music and sound effects layer - Section 3: Preproduction - Chapter nine: Preproduction workflow - Section 4: Production - Chapter ten: Tools of video production - Chapter eleven: How to shoot great pictures - Chapter twelve: How to use your camera - Chapter thirteen: Looking good in video - Section 5: Postproduction - Chapter fourteen: Editing your video - Section 6: Into action - Chapter fifteen: Tech stuff - Chapter sixteen: Video workflow - Index - About the author "

"Migrants and minorities respond to these difficulties in multiple ways, as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve social mobility. On the other hand, they articulate demands for cultural self-determination. This discursive duality is met with suspicion by the majority culture. The contributions of this edited volume enhance the knowledge in the field of migrant/minority education, with a special emphasis on the meaning of culture and social learning for educational processes."

"ABSTRAKLatar Belakang: Persepsi mahasiswa terhadap lingkungan pembelajaran terbukti dapat memengaruhi prestasi, kepuasan dan kesuksesan mahasiswa. Mahasiswa yang berpendapat bahwa lingkungan pembelajaran memberikan dukungan akan belajar lebih keras dan memberikan prestasi lebih baik. Di Indonesia prestasi belajar lulusan dokter diukur secara nasional dengan menggunakan UKMPPD.Tujuan: Tujuan penelitian ini adalah untuk mengetahui gambaran persepsi mahasiswa terhadap lingkungan pembelajaran dan hubungannya dengan kelulusan dalam UKMPPD.Metode: Penelitian ini menggunakan rancangan cross-sectional. Data diperoleh dari 105 peserta UKMPPD. Persepsi lingkungan pembelajaran diukur menggunakan kuesioner DREEM dan menghubungkannya dengan kelulusan dalam UKMPPD. Data berdistribusi tidak normal sehingga digunakan analisis Mann-Whitney. Analisis multivariat digunakan untuk mengidentifikasi faktor-faktor yang memengaruhi kelulusan UKMPPD.Hasil: Penelitian ini menunjukkan sembilan puluh persen mahasiswa FK UNSRAT mempunyai persepsi lsquo;positif rsquo; terhadap lingkungan pembelajaran. Total skor median DREEM persepsi mahasiswa kurang berprestasi lebih baik dibandingkan mahasiswa berprestasi. Hasil analisis multivariat tidak menemukan hubungan lingkungan pembelajaran dan kelulusan UKMPPD, namun kelulusan UKMPPD berhubungan dengan dengan status ujian peserta.

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ABSTRACTBackground Students rsquo experience about their learning environment in medical education has been shown to be related to their achievements, satisfaction and success. Students who consider the learning environment supportive will learn harder and perform better. In Indonesia, the performance of newly graduated physicians is measured nationally using Indonesia Medical Licensing Exam IMLE . Objective The aim of this research is to describe students rsquo perception about their learning environment and its relationship with pass rate in IMLE.Methods We measured the perception on the learning environment of 105 students of Sam Ratulangi University UNSRAT Faculty of Medicine who were about to undertake IMLE in February 2017 using DREEM questionnaire and calculated the relationship with IMLE pass rate. Data analyzed was conducted using Mann Whitney test. Multivariate analysis was used to identify the factors affecting pass rate at IMLE.Results We found that 90 percent of the students have positive perception regarding learning environment in UNSRAT. The overall median DREEM score of the academic under achievers 136.00 was higher compared to the academic achievers 126.00 . However, multivariate analysis found no significant association between learning environment and the IMLE pass rate. Instead, IMLE pass rate is associated with the participant rsquo s exam status."

"If youve decided that its time for your company to transition into an e-learning environment, pick up a copy of this Infoline to get background information, templates, tools and other information to help you develop e-learning strategies and solutions."