Developing, Using And Organising Resources In A Specialist Area Assignment Sample

  • 54000+ Project Delivered
  • 500+ Experts 24x7 Online Help
  • No AI Generated Content
- +
35% Off
£ 6.69
Estimated Cost
£ 4.35
26 Pages 6563Words

Introduction of Developing, Using And Organising Resources In A Specialist Area Assignment

Get free written samples from expert assignment writers and academic writing services in UK.

For the useful learning process, the proper development and use of the organizational learning resources are necessary. This enables the learners and the teachers to use the most effective learning tools, method and learning styles for the specialized learners. In the current paper, the chosen learning stream is the study of business management. Therefore the most effective development, use and planning of learning resources has been discussed to cover the chapters a skill related to business management.

a. Define and explain the purpose of resources in teaching and learning

Purpose of resources in teaching

  • Supporting teaching-The use of the different resources can effectively support the entire teaching with data, information and analysis (Velychko et al, 2021). Therefore, this becomes easier for the teacher to properly cover the main areas of teaching for better student learning.
  • Variation and diversification of approaches-The use of diverse resources help the teachers to use the diversified approaches rather than only teaching by books. Different online journals and videos can be used by the teacher of appropriate teaching resources available to the teachers.
  • Providing opportunities to develop ICT skills-Use with the appropriate resources also support the development of Information Communication Technology skill among the student and therefore their future career becomes more enhanced.
  • Alternative to the ‘real thing’, opportunities to actively engage learners-The use of the teaching resources can enable the teacher to use the example of the real thigh with the study. Therefore, the teacher gains some more engaged learners by properly teaching them the lessons (Koh and Kan, 2021).

Purpose of learning resources

  • Engage different learning styles-The use of appropriate learning resources helps the learners in order to get engaged in different learning styles such as visual, auditory, reading and writing, and kinesthetic. Therefore, the learner can discover more options to learn and can engage them in the most suitable learning style.
  • Providing hands-Different learning resources can enable the teachers to gain the opportunities for use of specialist tools or equipment such as Goggle Drive, Just Press Record and so on (Wanget al, 2021).
  • Reinforcing learning-The use of proper learning resources enables the teachers to use the reinforce learning process for machine learning training method based on rewarding desired behaviours. Therefore, the teacher can gain some more engaged learners for the successful learning of the lesions.
  • Supporting and motivating individual learning-The use of diversified learning resources can help the learner to use the most effective learning method for better motivation and support this can enable the learner to choose the best learning tool that is suitable to them.
  • Fostering independent learning through extended learning-Availability of the learning resources enables the learners to increase their learning time after the classes and therefore the extra time-independent learning following the learning resources can help them to gain a deeper knowledge of the given topic (Jalinus, 2021). The learner can use notes, books and journals to successfully learn the class materials.


b. Evaluate the effectiveness of specific resources in meeting individual learning needs in a specialist area

  • Specific to knowledge content-The specific students are provided with the specific learning needs of business management study. Some of the students are needed by the communication management, some are needed team management capacity, some have need of time management capacity and some have needs to learn the leadership capacity. Hence, in order to meet the specific learning needs of the specific learner, the use of specific resources can help the learners for better knowledge and skill managed for the specific learning resource (Angrist et al, 2021).
  • Addressing and developing required skills-The specific resources entail the required skill of the learners, therefore the resources can fulfil the individual knowledge requirements. Thus the use o specific resources help the learners in order to address their specific learning needs and can build the specialised skill in business management study.
  • Matched to the abilities of learners-The deferent learning topic is needed by the different learning abilities. For example business management, marketing management, and tourism management studies all have their specialised learning needs. Therefore the use of the specific materials can fulfil the ability of the learner to learn about the topic of business management. Business Planning management, Customer Service management, Employment Issues management, team management, Managing technology & innovation, Corporate responsibility, ethics & accountability management as well as Resources management & sustainable development (Buabeng-Andoh, 2021).
  • The appropriate level of challenge-The use of the learning-based resources can entail the earner to manage a competitive advantage in the class and they are provided with the specified learning skill. Therefore, resource-based learning helps the learners the management the based on evidence of accepting different challenges in the learning as well as overcoming the challenges with the best useful learning resource.
  • Linked to desired learning outcomes-The specific resources are developed based on the desired learning outcomes and therefore reading the specific learning resources helps the students in order to meet all the desired learning outcomes of business management. These include Business Planning management, Customer Service management, Employment Issues management, and so on.
  • Actively involving learners-When the teachers uses the learning resources based on the specific needs of the learners this can attract the learner for better engagement in the class (Kaisara and Bwalya, 2021). Therefore the learners can properly learn the most required skill and knowledge for the successful management of the class learning.
  • Supporting individual learning and study-The use of the specialised resources can fulfil the needs of individual learning needs that are different and diverse. Thus, the use of the specified resources can successfully manage individual learning needs for the study of business management and ther4efore the learner can successfully gain support for the study.
  • Aid to demonstration-The use of specific learning resources enables the learners to properly learn the specified learning for the class and therefore their capacity for subject demonstration gets increased (Sutiani, 2021).
  • With the value of 'real thing', and the use of new technologies-When the teachers use the specific learning materials this can help the teacher to use the real example for the learning materials and the learner become more engaged. At the same time, the use of specific learning tools such as EdApp, Socrative, MindMeister and so on can help the teacher effectively provide practical knowledge to the learner for their better learning capacity.


c. Provide an analysis of:

i. Principles of resource design

  • Meeting learning needs-Following this principle the teachers can design the resources of learning based on the specialised learning of students for a deeper understanding of the learners on a specific topic of business management (Bahri et al, 2021).
  • VAK-This includes Visual, Auditory, and Kinesthetic (Tactile). The theory can be used for learning resource design by the teachers to learn through one of these sense channels. This entails the Visual Learning Style for the students.
  • Positive contribution to consolidating learning-This principles enables the teachers for asking students to effectively test out the new skills of the effective learning system. This also includes the different languages or knowledge the students have gained through the course of the lesson on the business management topic.
  • Fit-for-purpose-This principle includes designing the resources that successfully fit with eh purpose of learning. Therefore following this method the teachers must need to design the resources for the different chapter that covers the knowledge of business management among the student (Hermanto and Srimulyani, 2021).
  • Links to preferred learning styles-According to this principle the learning resources should be designed in a way that is linked to the effective learning style of the students. Therefore the learners feel more comfortable learning the different chapters of business management.
  • Addressing learning domains (Bloom)-The learning materials should address the specific learning domain such as Business management. Therefore the teacher can avoid the waste of time by learning the unnecessary thing. Using this way only the important things are learnt by the students that are both an effective and time-saving method of learning.
  • Sufficient quality and quantity Based on this principle the resources should be provided with adequate quality and quantity. The resources must cover all the chapters of business management and the papers should be logical and analytical. Therefore the student can learn as much as they need and the learning method becomes standardised because of the quality of learning materials.
  • Current content-The teachers must need to use the current content of the business management to make the learner up to date regarding the innovative theories and business management technologies (Zhang and Xu, 2021). This enables the learners to manage better competitiveness in the job market as they are well known in the current business environment and organisational process.
  • A simple measure of gobbledygook, i.e. SMOG test readability-Using these principles the teacher can effectively measure how many years of education the specific learners need to have to understand a textof business management.
  • SWEET analysis-Using this method the teachers can make it effortless to capture and analyse each touchpoint in a multi-channel learning process.
  • Cost effective-This is necessary for the teachers to properly use the cost-effective learning tools that are beneficial for both the institute as well as the learners.
  • Health and safety or risk assessment requirements-Following this tool the teachers need to follow the health and safety risk requirements. Therefore the educational institutes are forced to follow the Health and Safety at Work etc Act 1974 (HSW Act) that education employers protect the health and safety of their employees with disabilities or SEN/ASN.
  • User friendly-Following this principle the resource should be user friendly and therefore handling the resources become easier for both the learners and the teachers.


ii. Theories, principles and models


NLP (neuro-linguistic programming) is a theory of learning that includes a psychological method. This theory entails evaluating the successful strategies as well as applying the strategies to achieve a personal objective (Latorre-Cosculluela et al, 2021). Therefore, the personal learning requirements of the learners can be effectively gained. This theory also establishes a link between taught thoughts, language as well as behavioral patterns for the specified consequences.

Linguistic-This includes the way of language the teacher use that can effectively influence the learner's learning process.

Neuro-This entails the thinking process of the teachers for making sense of a topic that is easily understood by the students.

Programming-This includes the organization of ideas by the teachers for the understanding of the students (Juanda et al, 2021).

 Neuro-Linguistic Programming theory of learning

(Source: Juanda et al, 2021)




Concrete experience In this stage the learners need to pay attention to concreting the newer learning experiences for gaining specific knowledge on a specific domain.

Reflective observation In this stage the learners need to reflect on the experiences they have gathered in the previous step of gathering knowledge (Karar et al, 2021).

The abstract conceptualization-This step includes effective conceptualization of the main abstract of the topic for creating a practical idea regarding the specific topic of learning.

The active experimentation-This stage includes the experimentation of the knowledge in the real situation for application of the learning knowledge in the practical situation.

 Reinforcing Experiential Learning Cycle (Kolb) theory of learning

(Source: Karar et al, 2021)




According to Dale's theory of learning, learning by the students from developed by knowledge is effectively conveyed by verbal symbols (Kar et al, 2021). This includes listening to spoken words and this is the least successful way at the top. On the other hand, deliberate learning activities are considered to be the most successful ways at the bottom. Dale included Bruner's (1966) three modes of learning into the Cone by effectively categorising learning events into three different modes. These are as follows

  • The enactive mode of learning-This includes learning by doing
  • Iconic modes of learning-This are learning through effective observation
  • Symbolic experience-This includes learning through the use of different symbols (Mallick et al, 2021)

 Building Knowledge and Skills (Dale) theory of learning

(Source: Mallick et al, 2021)


This theory entails fulfilling the demands and needs of the learners for better learning motivation.

Self actualisation-In this step the students should be available to earn.

Esteem-Here the teachers need to build a positive culture in the class and need to provide positive feedback to the learners (Khlaif et al, 2021).

Belonging-Here the teachers need to build effective relationships with the student with love, care and respect.

Safety-The teachers must ensure the emotional and psychological safety of the learners for feeling the student safe in class (Budiman et al, 2021).

Psychological-Here the students must have time for eating, a clean environment and available time for daily work. This is necessary for fulfilling the psychological needs of the students.

 Addressing Different Levels Of Need (Maslow) Theory of Learning

(Source: Budiman et al, 2021)




In educational technology, a virtual learning environment (VLE) is a web-based platform for the digital parts of courses of study, typically within educational institutions (Zhang and Pérez-Paredes, 2021). They show how to use resources, activities, and interactions within a course structure, as well as how to assess students at various stages. This includes

  • Distance Learning Degree Programs
  • Instructional Videos
  • Podcasts
  • Video or Audio Lectures (Yeng et al, 2021)
  • Books
  • Articles

 Virtual Learning Environment (VLE) Model of Learning

(Source: Yeng et al, 2021)

iii. Ways in which resources can be adapted to enable an inclusive approach in your specialist area

  • Paper-based-Using the paper-based resources the learner can successfully learn the language-based education for managing a better communication in the business management career.
  • SMOG test for readability level-This enables the teachers to understand the time needed for the successful competition of chapter for the specific student by testing the readability of the learner for a specific topic (El Bilali et al, 2021).
  • Change of paper colour-This kind of method helps the learners to change the colour of specific tables and graphs for a better presentation of their written documents. This enables the learners to highlight the most important part of the paper for making the entire presentation more attractive to the teachers and the examiner.
  • Alter font type and size-The changing capacity of the font type and size helps the learner to learn how to format the writer's paper based on the specified format of the paper.
  • The use of images and white space-This enables the students to use the most appropriate image for a better understanding of the topic through the visual learning method. This can help the learners for a deeper understanding of the paper or specific chapter on business management (Stewart, 2021).
  • Providing alternatives at different levels-Providing the alternative learning materials enables the teachers to make the alternative resources available to the learners. Therefore the learners can learn from the most suitable resources as per their consideration.


d. Evaluate sources that inform resource development, including emerging technology

Specialist resources

  • Handouts-This is a useful tool for the arrangement of the specific information in a paper with an attractive presentation. Therefore the capacity of making the handout helps the learners to properly present the list of information in an effective manner for making any advertisement as well as new product introduction to the clients in the stream of business management.
  • Case studies-This enable the learner to understand a case given and to analyse the case by highlighting the main part (Yeng, 2021). At the same time, the capacity of preparing a case study enables the learner to properly present a specific subcase following a list of the case involved with the case. This increases the analysing and highlighting capacity of the learner and they can easily represent a case study analysing different information and sorting the information in a friendly manner.
  • Notes-This includes the list of learning pieces arranged in a notebook and this is useful for the learner to make further reading on a specific topic after the class. Therefore the better preparation can be done by the learner for the specific examination (MacBlain, 2021).
  • Textbooks-The use of the textbooks includes the different knowledge and understanding gained by the learner for the specific learning stream. This also enables the learner to gain knowledge and understanding of the different theories and models related to the study of business management.
  • Artefacts-This enable the learners to analyse the different factors in the given learning context. Therefore the better information can be collected and analysed by the learner for a deeper understanding of the learning topic.
  • Models-Use of the different models helps the learner to understand the models of business management with more accuracy. At the same time, the use of the learning model such as Rotation, Flex, À La Carte, and Enriched Virtual enable the learner to properly learn the topic using a suitable and well-organized manner (Kjerland and Annerstedt, 2021).
  • Equipment-There is a list of learning types of equipment that are necessary for the learners to properly learn the chapters. Therefore the availability of blackboards, textbooks, charts, flashcards, flip cards, and worksheets is needed for a student-friendly learning environment.
  • Exemplar materials-For the appropriate resource development this is necessary for the teachers to use the exemplar materials. Therefore the teachers can use Flashcards, Videos, Computer Software and Apps for a better learning process used for the students.

New and emerging technologies

  • Videos or DVD-The teachers can use the videos or DVDs for a better presentation of the learning materials to the students (Zeb et al, 2022). This can enable the student to easily learn from the live videos and this is also attractive for the students for better engagement in the class.
  • Resource packs of internet materials-The teachers also can use the list of internet sources to support the learning with the better and variable learning materials. This in turn can enable the learner to the deeper knowledge gained on a specific topic.
  • Virtual learning environment (VLE) materials-The availability of the VLE materials enable the students to read even when they are not able to join the class. This is useful; for the learner to learn from home, especially during the time of the Covid 19 outbreak (PUTRANTO, et al, 2022).


e. Resources can be classified and stored and review ways of sharing these with other learning professionals


  • Clear and logical classification system for retrieval-The clear classification of the resources enables the teacher to easily find out the resources needed for the different classes (Johnson, 2022). Therefore every different chapter can be properly covered by the teacher based on the classified topic for a specific class. In this process, the resources should be classified based on the chapter, semester and topic.
  • Systematic filing and management of resources-This help the teacher to properly fill and manage the resources for the later use of the resources in the lass. The proper management of the resources is also necessary for the teacher for avoiding any issues in finding the specified resources.
  • Maintaining current and archive documents-This enables the teacher to maintain the most current resources and to separate the archive resources from the current resources. Based on the specific earning needs teachers need to use the resources to teach the learners for a specific class (Mitchell and Govias, 2021).
  • Produce and maintain appropriate catalogues-The teachers must needs produce and maintain the specified catalogue based on the topic covered in the chapter. Therefore identification of the specified resources becomes easier for teaching the student in the specified class.


  • A suitable storage system for materials-This is extremely necessary to store both the online and offline resources o avoid any physical harm to resources. Otherwise, loss of resources can create an issue to continue the class by the teachers (Routh et al, 2021).
  • Secure environment for tools and equipment-The teachers must need to build a secure environment to store the resources to avoid the loss of resources. The loss of resources can create a financial hamper for the institution and the learners. Therefore strong security should be confirmed to store the resources in a safer way.
  • Suitable protection and storage of tapes and discs-The hard disk storage system should be protected and handled carefully for avoiding any loss of resources.
  • Limited access to security-The resources should be stored carefully and the access should be available only to the authorised person. Otherwise, the unauthorised access can create an issue of stolen precious resources such as hard disks, books, online materials, computers and other applications.
  • Booking or issuing system to minimise losses-The library resources should be regularly issued by the learner in order to avoid the stealing of the resources. This enables the librarian to keep an update on the resources for ensuring that the books and other materials are kept protected by the learners (Tulabut et al, 2021).

Sharing resources

  • In identifying common resources-The learners and the teachers needs to share the resources with each other for the individual user. Therefore common learning resources will be available to each learner for the timely use of the resources with more accuracy.
  • Creation and use of central resource bank-The creation of central resource banks can ensure the protection of the resources with high security along with sharing the resources to the authorised students. This enables the learner to have the authority to use the resources along with managing the security of the resources.
  • Intranet for common-user storage-This is useful for sharing the resources among the learner for the independent learning of the learner. The access to the VLE is also useful for the learners for the effective sharing of the resource as well as reading the resource in the personal time (Velychko et al, 2021).

f. Review and explain legal requirements and responsibilities

Legal requirements and responsibilities

  • Copyright legislation, plagiarism-There is The Copyright, Designs and Patents Act 1988 in UK universities that must be followed by the learners and the teachers to follow the legal responsibility of the learning environment.
  • Data protection-The teachers must need to follow The Data Protection Act 2018 which effectively controls how personal information is used by educational organisations, and businesses.
  • Photocopying restrictions- It is prohibited in UK laws to photocopy any published works without the permitted authorization under the Copyright Act. This must be followed by the learners and the teachers to avoid any legal harassment of the rule of photocopy restriction (Koh et al, 2021).
  • Storage of materials-The teachers and the university authority must need to store the resources with licensing agreements following the law of the nation.
  • Awareness of specific regulations-There is a list of legislation related to internet materials and access and this must be followed by both the teachers and the learners for avoiding the legal issue in running the education.
  • Training for use of equipment-The university authority must need to pay attention to providing proper training in handling the resources and this entails strong care and security in handling the learning resources by the user.

Understand legal requirements and responsibilities relating to the development and use of resources

This is extremely necessary for both the teachers and the learners to properly understand the responsibilities in the development and use of resources (Wang et al, 2021). Therefore managing strong security for the learning resources, following the copyright act, and following the photocopy, acts are necessary for the sustainable use and development of resources within the learning environment.

g. Evaluate the effectiveness of your own design and use of resources

Effectiveness of resources

  • SWEET analysis-This enable the teachers to use the "Sweet Spot" which is a level of knowledge that is just a touch higher than the learner's current level of knowledge and skills.
  • Fit for purpose-When the resources fit for the specific purpose of learning the individual learning needs can be properly fulfilled for the better-diversified skill and knowledge development of the learners (Jalinus, 2021).
  • Appropriate to the subject and learners-The resources should be designed and used based on the specified subject and learning requirements of the learner. This can fulfil the learning needs of the learner for better capabilities.
  • Actively engaging learners-The teachers must need to use some real-life and relevant examples while designing the resources for the purpose of learning. This can entail the better engagement of the learner in the learning environment and usefully provide flexible and extended learning opportunities to the learner
  • The use of new and emerging technologies-This enable the teachers and learner to manage cost-effective, time-saving and useful learning method in order to successfully learn the materials for test. Use of the technologies such as Adaptive Learning Algorithms, Asynchronous Learning and Microlearning, Live Streaming and so on, helps to manage deeper analysis and a flexible learning environment for the learners (Angrist et al, 2021).
  • Encouraging independent learning-This enable the learners to independent learning where they can identify the areas for further improvement. Therefore better knowledge and skill can be gained.
  • Cost effective-The cost-effective resource development and use helps the students to learn using a cost-effective method. This is financially beneficial for both learning institutes and the learners of the friendly learning environment (Buabeng-Andoh, 2021).


h. Reflecting on your practice, identify your areas of strengths and areas you need to improve on


  • Confident in using a range and variety of resources-Using the above method of learning I can use a range of resources as per their needs. This strengthens the capacity of the learner to learn and gain knowledge on the topic of business management (Kaisara and Bwalya, 2021).
  • Opportunities for differentiation of resource design The above-mentioned process of designing the resources enables me to design the resources in differentiate manner based on the specific learning needs of the students.
  • Practical skills needed to adapt the design and use resources-The practical skills of me are necessary for the effective design of the resources based on eh learning needs of the learner. Therefore the teachers can properly design different resources for the different students where the student needs to make better irreverent in the learning. Therefore better ICT skills and other knowledge development skills can be gained by the learners (Sutiani, 2021).

Areas for improvement

  • Skills audit-The skill audit is necessary for me in identifying and measuring the skills of the students. This can highlight the areas for further development for better knowledge and skill development in the students.
  • Subject up-dating-The update in the subject is necessary for me for the updated learning style. Therefore the teacher can cover the current business management practices for better knowledge and continuous improvement in the student.
  • Alternative approaches-The teachers always need to ensure alternative approaches for the learning as all the approaches are not suitable for all the students (Bahri et al, 2021). The different students are needed by different learning approaches and this enables the teachers to arrange diversified learning approaches for the student. Therefore the teachers can use Constructivist Approach, Cognitive Approach, Experiential Approach, Behaviouristic Approach and so on.
  • Exploring and developing new technologies-I must be concerned with the emerging technologies such as Adaptive Learning Algorithms, Asynchronous Learning and Microlearning, Live Streaming, for the faster and more efficient learning. This can help the teacher to make the learning process more innovative based on the changing learning environment of business management (Hermanto and Srimulyan, 2021).
  • Developing blended learning to allow for flexible or distance learning-This can enable me to use the blended style of learning that can be accepted by each learner and this enables the learner to prepare for the flexible learning environment.
  • By identifying a range of specific learning needs-The teachers must need focus on the different learning needs of the learners to address diversity in the learning environment. This ensures cross-cultural management within the learning environment.


i. Develop a five-point SMART action plan and use of resources

Specific-Here the teacher needs to make the goal specified for building the effective planning of learning. Here the teacher needs to focus on the effective design of resources based on the specific learning needs of each individual in the class (Zhang and Xu, 2021).

Measurable-Here the teachers need to collect the evidence to ensure therefore always progress in the learning process of the learner. This also enables the teachers to measure the success of designing the resources based on the specific needs of the resources used by the learners.

Attainable-The teachers must need to ensure that all the chapter and leering methods ate properly accomplished and attained by the student for successful learning.

Relevant-In this step the teachers need to ensure that the leering process, learning plan as well as the design of the learning method is relevant to the topic of business management (Latorre-Cosculluela et al, 2021).

Time-bound-Here the teachers need to set a realistic end date for the competition of each task and chapter of business management study.

Five-Point SMART Action Plan and Use of Resources

(Source: Latorre-Cosculluela et al, 2021)


Analyzing the above study this can be told that the effective development and use of learning resources enable the learner to learn in the specific areas of learning. This can enable the learners to properly learn for the required specialised areas when the learning materials are developed based on the individual requirements. At the same time, the use of the flexible learning model and learning styles helps the learner to use the specific learning method in a class that is most suitable for them.

Reference list

Angrist, N., Djankov, S., Goldberg, P.K. and Patrinos, H.A., (2021). Measuring human capital using global learning data. Nature, 592(7854), pp.403-408.

Bahri, A., Idris, I.S., Muis, H., Arifuddin, M. and Fikri, M., (2021). Blended Learning Integrated with Innovative Learning Strategy to Improve Self-Regulated Learning. International Journal of Instruction, 14(1), pp.779-794.

Buabeng-Andoh, C., (2021). Exploring University s

tudents’ intention to use mobile learning: A research model approach. Education and information technologies, 26(1), pp.241-256.

Budiman, A., Samani, M. and Setyawan, W.H., (2021). The Development of Direct-Contextual Learning: A New Model on Higher Education. International Journal of Higher Education, 10(2), pp.15-26.

El Bilali, A., Taleb, A. and Brouziyne, Y., (2021). Groundwater quality forecasting using machine learning algorithms for irrigation purposes. Agricultural Water Management, 245, p.106625.

Hermanto, Y.B. and Srimulyani, V.A., (2021). The challenges of online learning during the covid-19 pandemic. Jurnal Pendidikan Dan Pengajaran, 54(1), pp.46-57.

Jalinus, N., (2021). Developing blended learning model in vocational education based on 21st century integrated learning and industrial revolution 4.0. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(8), pp.1239-1254.

Johnson, A.P., (2022). The Human Dimension in Education: Essential Learning Theories and Their Impact on Teaching and Learning. Rowman & Littlefield.

Juanda, A., Shidiq, A.S. and Nasrudin, D., (2021). Teacher Learning Management: Investigating Biology Teachers’ TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), pp.48-59.

Kaisara, G. and Bwalya, K.J., (2021). Investigating the E-learning challenges faced by students during COVID-19 in Namibia. International Journal of Higher Education, 10(1), pp.308-318.

Kar, S., Chawla, R., Haranath, S.P., Ramasubban, S., Ramakrishnan, N., Vaishya, R., Sibal, A. and Reddy, S., (2021). Multivariable mortality risk prediction using machine learning for COVID-19 patients at admission (AICOVID). Scientific reports, 11(1), pp.1-11.

Karar, M.E., Alsunaydi, F., Albusaymi, S. and Alotaibi, S., (2021). A new mobile application of agricultural pests recognition using deep learning in cloud computing system. Alexandria Engineering Journal, 60(5), pp.4423-4432.

Khlaif, Z.N., Salha, S., Fareed, S. and Rashed, H., (2021). The hidden shadow of Coronavirus on education in developing countries. Online Learning, 25(1), pp.269-285.

Kjerland, G.Ø. and Annerstedt, C., (2021). Applying learning theories in learning how to teach physical education: a study of teacher education students collaborative learning processes in a project. Sport, Education and Society, pp.1-14.

Koh, J.H.L. and Kan, R.Y.P., (2021). Students’ use of learning management systems and desired e-learning experiences: Are they ready for next generation digital learning environments?. Higher Education Research & Development, 40(5), pp.995-1010.

Latorre-Cosculluela, C., Suárez, C., Quiroga, S., Sobradiel-Sierra, N., Lozano-Blasco, R. and Rodríguez-Martínez, A., (2021). Flipped Classroom model before and during COVID-19: Using technology to develop 21st century skills. Interactive Technology and Smart Education.

MacBlain, S., (2021). Learning theories for early years practice. Sage.

Mallick, J., Alqadhi, S., Talukdar, S., AlSubih, M., Ahmed, M., Khan, R.A., Kahla, N.B. and Abutayeh, S.M., (2021). Risk assessment of resources exposed to rainfall induced landslide with the development of GIS and RS based ensemble metaheuristic machine learning algorithms. Sustainability, 13(2), p.457.

Mitchell, I. and Govias, G., (2021). Learning: Theories and Principles. In Asthma Education (pp. 477-513). Springer, Cham.

PUTRANTO, N.A.R., GUSTOMO, A. and WISESA, A., Learning Theories and Cultural Intelligence (CQ): a Literature Review Study and Mapping of CQ Development Method.

Routh, J., Paramasivam, S., Cockcroft, P., Nadarajah, V.D. and Jeevaratnam, K., (2021). Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training.

Stewart, M., (2021). Understanding learning:: Theories and critique. In University teaching in focus (pp. 3-28). Routledge.

Sutiani, A., (2021). Implementation of an inquiry learning model with science literacy to improve student critical thinking skills. International Journal of Instruction, 14(2), pp.117-138.

Tulabut, O.A.P., Mangalus, R.S., Cruz, R.N.C., Gonzales, A.B., Pare, E.L.L., Evaristo, I.M.C. and De Ala, C.L.M., (2021). Improving Academic Success Through Applied Learning Theories, A General Elective (GE) Course. Higher education, 18, p.26.

Velychko, V.Y., Omelchenko, S.O., Khyzhniak, I.A. and Fedorenko, E.G., (2021), March. Developing and using open electronic educational resources in educational activities. In Journal of Physics: Conference Series (Vol. 1840, No. 1, p. 012063). IOP Publishing.

Wang, S., Qin, C., Feng, Q., Javadpour, F. and Rui, Z., (2021). A framework for predicting the production performance of unconventional resources using deep learning. Applied Energy, 295, p.117016.

Yeng, T., O’Sullivan, A.J. and Shulruf, B., (2021). Developing a prototype dental trauma e?learning course for medical education. Australian Endodontic Journal.

Yeng, T., O'Sullivan, A.J. and Shuluf, B., (2021). A brief overview of learning theories in medical education: Using dental trauma as an example. Australasian Medical Journal, 14(5).

Zeb, A., Goh, G.G.G., Javaid, M., Khan, M.N., Khan, A.U. and Gul, S., (2022). The interplay between supervisor support and job performance: implications of social exchange and social learning theories. Journal of Applied Research in Higher Education.

Zhang, D. and Pérez-Paredes, P., (2021). Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources. Computer Assisted Language Learning, 34(8), pp.1128-1153.

Zhang, Y. and Xu, X., (2021). Predicting doped Fe-based superconductor critical temperature from structural and topological parameters using machine learning. International Journal of Materials Research, 112(1), pp.2-9.


35% OFF
Get best price for your work
  • 54000+ Project Delivered
  • 500+ Experts 24*7 Online Help

offer valid for limited time only*